Worksheet 1: Ecosystem Structure



Worksheet 1: Ecosystem Structure

Use Chapter 2 for reference

Directions:

o Complete using your textbook to find answers to the following questions. Next week we will spend going over this information and answering any questions that come up. Good luck and have fun!

Outline Grading Criteria:

o Outline shows a conscientious effort to be complete and explain the questions posed. Most answers are correct.

o Student shows depth of answers by explaining, defining, and giving examples where appropriate. If there is a sentence or less for each question, this grading criteria is not met. Sufficient development is required.

Content Outcomes needed for Assessment I:

o Describe the three living categories of organisms in any ecosystem anywhere on the earth. Be able to describe these categories in our wetland.

o Describe why no living organism could survive without producers. Observe this relationship between producers and other organisms in our wetland.

o Describe why no living organism could survive without detritus feeders. Observe this relationship in our wetland.

o State the 10% rule and be able to give evidence of that rule when observing any ecosystem – in particular, our wetland.

o Explain why only 10% exists (two reasons). Be able to give evidence of this when observing any ecosystem – in particular, our wetland.

o Explain several kinds of non-feeding interactions that occur between organisms and why these are important for ecosystems. Give examples that you observe in the wetland.

o Be able to explain, using scientific language, how the biotic components of ecosystems interact with the abiotic components of ecosystems. Give examples that you observe in our wetland.

Ecosystem Structure

 Ecosystem Structure: What is an ecosystem?

1. Explain how the following are examples of ecosystems by using the definition of the term ‘ecosystem’.

a)     forest

 

 

       b)     wetland

 

 

2. Give an example of an ecosystem. Now give examples of what the producers, consumers, and detritus feeders would be in your ecosystem.

3. In ecosystems what is the relationship between:

a) producers and consumers?

       b) producers and detritus feeders?

 

     c) producers and organic matter?

 

 

       d)  photosynthesis and consumers?

 

 

4.  Give the equation for photosynthesis. Explain how by this process plants are different than other organisms. Why could one argue that this is the most important chemical process on the planet (for now we will not discuss the O2)?

 

5. What are the similarities and differences between primary, secondary, and tertiary consumers.

 

 

  

6. Give a few examples of detritus feeders. What is the main function of detritus feeders in ecosystems? Why could one argue that this is the most important chemical process on the planet?

 

7. What kind of consumer is an omnivore?

8. Without detritus feeders what is the consequence? Producers?

 

 

9. Draw the tropic pyramid. Fill in the organisms on each tropic level.

 

 

 

 

 

 

 

 

 

10. What types of information does the tropic pyramid give you in terms of energy flow within an ecosystem?

 

  

11. How does the shape of the pyramid reflect the 10% rule?

 

   

12. What does it mean to say that organisms ‘interact’? How does biodiversity relate to interactions?

 

13. Fungus grows on over 80% of plant roots. The fungal body receives nutrients from the plant through photosynthesis and the plant ability to absorb water and nutrients from the soil increases because the fungal body can be quite large and extend deep into the soil to places where plant roots do not grow. Both species could grow independently from each other, but neither would be as healthy. What is the name of this type of interaction between organisms? How do you know your right?

14. Arctic foxes follow polar bears during the winter season. Polar bears kill sea lions, eat their fill and leave the rest of the carcass behind. The foxes then eat their fill and continue to follow the bear and the subsequent bear kills. What is the name of this type of interaction between organisms? How do you know your right?

15. Giardia is a single celled species that can exist in water. If we drink water that has not been treated to remove bacteria and other species we could ingest Giardia. If we do, Giardia sits in our small intestine and eats their fill off of all our meals. We, in turn, feel sick, but can receive treatment. What is the name of this type of interaction between organisms? How do you know your right?

 

 

16. Twenty ravens are swept by a windstorm off of the Seattle coast and out onto an uninhabited tropical island. No ravens have existed here before, but all ravens arrive in healthy condition. Some of the ravens have smaller beaks than others. There are two types of seeds on the island. For simplicity sake we will call them large seeds and small seeds. The ravens with large bills ate the large seeds and the ravens with small bills ate the small seeds. Which of the preceding description is describing habitat and which is describing niche?

17. Peas grow the best at 22 degrees Celsius, with 2 cups of water a day, and 12 hours of light per day. They will continue to grow in a range of 14-34 degrees Celsius, with between .5-3 cups of water a day, and 7-14 hours of light per day. Out of these ranges pea plants will die. What of the above describe optimal levels? Ranges of tolerance? Limits of tolerance? Give an example of what could be a limiting factor in this example. Explain your choice.

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