Ecology is the study of interactions among ...



PACKET 12: Animal Behavior & Ecology

Bio.2.1 Analyze the interdependence of living organisms within their environments.

• Bio.2.1.1 Analyze the flow of energy and cycling of matter (such as water, carbon, nitrogen and oxygen) through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem.

• Bio 2.1.3 Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems.

• Bio.2.1.4 Explain why ecosystems can be relatively stable over hundreds or thousands of years, even though populations may fluctuate (emphasizing availability of food, availability of shelter, number of predators and disease).

Bio.2.2 Understand the impact of human activities on the environment (one generation affects the next).

• Bio.2.2.1 Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction and introduction of nonnative species) may impact the environment.

• Bio.2.2.2 Explain how the use, protection and conservation of natural resources by humans impact the environment from one generation to the next.

Vocabulary

|ecology |producer |innate behavior |population density |

|species |heterotroph |reflex |immigration |

|biotic factor |consumer |fight or flight |emigration |

|abiotic factor |herbivore |courtship behavior |exponential growth |

|niche |carnivore |territoriality |carrying capacity |

|habitat |omnivore |aggressive behavior |limiting factors |

|population |decomposer |dominance hierarchy |age structure diagram |

|community |food chain |circadian rhythms. |renewable resources |

|ecosystem |food web |migration |nonrenewable resources |

|biome |trophic level |hibernation |deforestation |

|symbiosis |energy pyramid |estivation |habitat destruction |

|commensalism |carbon cycle |taxis |endangered species |

|mutualism |cell respiration |learned behavior |acid rain |

|parasitism |photosynthesis |habituation |ozone depletion |

|predation | |imprinting |greenhouse effect |

|autotroph | |motivation |global warming |

| | |trial & error |biological magnification |

| | |conditioning |DDT |

| | |insight | |

Assignments: Due Dates:

| | |

|Food Web…………………………….………………………………………… |______________ |

|Bass in West Lake Graph…………..………………………………………… |______________ |

|The Lorax movie questions…………………………………………………… |______________ |

|Packet 12 Ecology Test ……………..……………………………………… |______________ |

| | |

|Honors Only | |

|Moose/Wolf Graph |______________ |

|Webquest……………………….……………………………………………… |______________ |

Animal Behavior Notes

|Term |Definition |Example from movie |

|________________ _________________ (Instinct) - behavior that has a genetic basis and does not need to be taught |

|Ex: A baby crying, a spider building its web, a mammal nursing from its mother right after it’s born |

| |automatic response to a stimulus | |

| | | |

| | | |

| |Instinctual response that occurs when an organism is threatened. The body | |

| |prepares the organism to stay & fight or flee. | |

| |ways of attracting mates through sounds, sight or smell | |

| | | |

| | | |

| |Behavior that allows animals to occupy & dominate a specific area. | |

| |Helps to prevent some animals from using limited resources. Often involves a | |

| |specific area or territory. | |

| |Social structure among a group of animals in which one is dominant and the | |

| |others have subordinate positions. | |

| |Daily/24 hour cycles. Ex. Sleep cycle | |

| | | |

| |Seasonal cycles that involve mass movement of animals. | |

| | | |

| |A state of inactivity in animals, with lower body temperature, slower |Ex: Polar bears in the winter. |

| |breathing, and lower metabolic rate which conserves energy. | |

| |Similar to hibernation, but during the months of the summer. |Ex: some reptiles & amphibians go |

| | |underground to avoid heat and drought. |

| |The response of an organism moving away or toward something | |

| | | |

| |Ex. Phototaxis…light, chemotaxis – chemical | |

| | | |

| |______________________ - chemical secreted by an animal, especially an insect,| |

| |that influences the behavior or development of others of the same species. It| |

| |is used to secure territory and attract mates. | |

| |

| |

|_______________________ behavior - must be observed or taught to acquire the behavior |

| |learning to ignore a stimulus (ex: if you live next to the train tracks you | |

| |probably are unaware trains when they pass – become desensitized) | |

| |Quick learning in young animals involving recognition and attraction to |Ex: Baby geese naturally follow a parent. |

| |members of their own species or | |

| |Forces and influences that drive an individual to achieving certain goals | |

| |Learning to behave through repeated practice in order to receive a reward or | |

| |avoid a punishment. | |

| |act of associating one stimulus with another | |

| |Most complex learned behavior. Ability to problem solve or to perform a |Ex: A chimpanzee may stack boxes to obtain |

| |correct or appropriate behavior the first time the animal is exposed to a |a food object hung out of its reach without |

| |situation. |ever having seen this solution to the |

| | |problem before. |

| | | |

| |Passing of information from one organism to another w/sight, sound, touch or | |

| |chemical signal (phermones) | |

Additional organism interactions:

1. Competition

▪ Organisms attempt to use the _______________ resource

▪ Example: ___________________________________________________________

2. Symbiosis – two species living closely with each other

a. mutualism

▪ both species ____________________ from the relationship

▪ example: ________________________________________________________

b. parasitism

▪ one species ____________________, the other is ________________________

▪ example: ________________________________________________________

3. Predation

▪ One organism ___________________ and ________________ on another

▪ Example: ___________________________________________________________

Predator Prey Relationships

1. What is happening to the predator population between points c and d on the graph? Why?

2. What is happening to the predator population at point e? Why is this happening?

3. What is happening to the prey population at point b? Why is this happening?

4. Suppose that human activity were to wipe out a large number of predators between points c and d. Predict what would happen to the prey population between points c and e.

5. Why is it important to have predators in an ecosystem?

Ecology is the study of interactions among _________________________ and with their environment.

▪ __________________ refers to the parts of the Earth were you will find _________!

▪ Biotic factors =

o the organisms that interact with each other

o Bio- = ___________________

▪ Abiotic factors =

o the non-living parts of the environment

o a + bio = ________________

o

Write biotic or abiotic into each of the blanks based on the definitions above.

Plant = _________________ factor

Soil = __________________factor

Insect = _________________factor

Rainfall = _______________ factor

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Levels of Organization

▪ ________________________ = group of organisms so similar that they can breed and produce fertile offspring

▪ _______________________ = groups of individuals in the same species that live in the same area

▪ _______________________ = different populations living in the same area

▪ ________________________ = collection of organisms (biotic) in a particular area AND the non-living (abiotic) parts of their environment

Quick Check – match the following words with the descriptions: abiotic factors, biotic factors, community, ecology, ecosystem, habitat, population, niche. They may be used more than once

__________________________1. all living organisms in a habitat

_________________________ 2. study of a habitat’s abiotic and biotic factors

_________________________ 3. An organisms job or role

_________________________ 4. deer, squirrels, and rabbits living together

_________________________ 6. soil, water, weather

_________________________ 7. place where a population lives

_________________________ 8. one species of freshwater fish in a lake

_________________________ 9. community and abiotic factors

Energy Flows and Matter Cycles

Energy Flow

▪ ___________________ is the main source of energy for life on Earth; less than ______% though is used for life

▪ organisms that can capture energy from the sun and use it to produce food are called ________________________ or _______________________

▪ Many organisms cannot directly use the energy from the sun. They are ____________ or _____________________as they have to “eat” the producers

| |Type |“food” source |examples |

|Autotroph |Photosynthetic | | |

| |Chemosynthetic | | |

| |Herbivore | | |

| | | | |

|Heterotroph | | | |

| |Carnivore | | |

| |Omnivore | | |

| |Decomposer | | |

▪ Energy flow in an ecosystem occurs in just _______________________________, from the producer to the consumer

▪ Food chain - a series of steps in which organisms transfer _____________ by eating and being eaten (A food web is more realistic)

o The arrow shows the direction of the energy

o Each step is called a _____________________ level

Ecological Pyramids

▪ Usually there are no more than _____________ levels (limited due

to the amount of available energy)

▪ Only _________% of the energy passes from one level to the next

▪ There is less energy at each higher level because it is used for life and is lost as _______________

:

A food chain is a link out of a food web:

[pic]

Working with a food web . . .

1. Which animal(s) is at the highest point in the energy pyramid? ___________________________

2. Which organisms are producers? ___________________________________________________

3. Which organisms have the least energy (originating from the sun)?________________________

4. Which organisms have the most energy (originating from the sun)? ________________________

Matter Cycles

[pic]

Analyze the diagram above and read the following definitions and choose a term from the picture to associate with the definition:

• _________________________________ - water from the clouds falls down onto the land.

• ________________________________ - water loss from the leaves of plants

• ________________________________ - water loss from bodies of water due to the effects of the sun

• ________________________________ - water accumulation in the clouds

Nitrogen Cycle

• About 80% of the Earth’s atmosphere is composed of nitrogen. This cannot be directly used by plants and animals. Plants and animals need nitrogen to make organic compounds such as _______________, _________ and __________.

• Bacteria in the soil convert those nitrogen into forms plants can use. This is called __________________.

• Plants use the nitrogen in the soil to grow.

• Animals eat the plants; then animal and plant residues return nitrogen to the soil again, completing the cycle.

Carbon Cycle

In the atmosphere, carbon is attached to some oxygen in a gas called carbon dioxide.

Plants use carbon dioxide and sunlight to make their own food and grow. The carbon becomes part of the plant. Plants that die and are buried may turn into __________________ made of carbon like coal and oil over millions of years. When humans burn fossil fuels, most of the carbon quickly enters the ____________________ as carbon dioxide. Natural processes such as _______________ also release carbon dioxide into the atmosphere.

Carbon dioxide is a _____________ gas and traps heat in the atmosphere. Without it and other greenhouse gases, Earth would be a frozen world. But humans have burned so much fuel that there is about 30% more carbon dioxide in the air today than there was about 150 years ago, and Earth is becoming a warmer place – _____________________.

Oxygen Cycle

• ___________________ - release oxygen through the process of ______________________

• ________________ takes in oxygen and use it during ____________________________________________.

▪ The _____________________ ______________________ is a layer of O3 in the atmosphere that absorbs 97–99% of the suns UV radiation.

▪ The ozone layer has been depleted due the use of certain chemicals including _________________________________________ or CFC’s. Breakdown of the ozone allows more harmful radiation to the Earth’s surface. Many countries have banned the use of CFC’s in aerosol sprays. This has helped to lessen ozone layer depletion.

Populations

Types of Growth:

• ______________________________ – individuals reproduce at a constant rate and there are no limits on population growth; the graph looks like a J

• _____________________________ – a population’s growth stops or slows after a period of exponential growth; there are limits placed on the growth of the population; the maximum number of species in the population is known as the ___________________________________; the graph looks like an S

A _____________________________ is an environmental factor that limits population size.

2 types of factors:

• __________________________________ - affect all populations regardless of population size. These tend to be natural disasters such as floods, tornadoes, fires, etc.

• _________________________________ - becomes a limiting factor when the population density (number of organisms in a given area) reaches a certain size.

Examples: _________________________________________________________

In the blank before each item, place a D (density-dependent) or I (density-independent)

1. _________ A severe frost wipes out 50% of the citrus crop in southern Florida.

2. _________ Since snakes prey on frogs, an increase in the frog population causes an increase in the snake population.

3. _________ Due to severe overcrowding in an Asian village, many children do not survive to reach adulthood.

4. _________ The eruption of Mt. St. Helens destroys most of the wildlife in the immediate vicinity of the volcano

5. _________ Off the coast of Peru, many fish die due to a change in the winds and the movement of ocean currents.

6. _________ Two animals attempt to occupy the same niche. The more aggressive animal survives and the other does not.

7. _________ Travelers who venture into a crowded African village become infected with a disease caused by parasites

8. _________ Fish on a coral reef stake out their territory and chase away any younger fish that try to live there

__________________________________________ – a population pyramid that shows the distribution of age groups in a population.

Types of Age Structure Diagrams:

• Preindustrial - Birth and death rates are ________________, due to poor ____________________, woman not working.

• Transitional - Improved health care and reliable food and water supplies decrease the ______________________, Birth rate remains high, Population increases

• Industrial – Birth rate _____________________ and population growth slows

• Postindustrial – More woman in the workforce so usually families are smaller, Birth rate continues to decline, Population eventually levels off

Humans in the Biosphere

• Acid rain – occurs when air pollution from power plants and industries mix with water in the atmosphere to create _________________________________. This affects trees by burning young trees and also changing the composition of the soil so the trees take in minerals that can harm them. These minerals clog the _____________________ tissues in the trees.

• _____________________________ – this is wearing away of beaches by wave actions and currents. One of the largest affects on erosion is overall sea level change. Sea level is directly related to global climate. As the earth warms, massive glaciers on the poles melt and deposit into the oceans. Over a long period of time this causes the overall level of ocean waters to ______________, and over the past few decades the sea level has risen at an alarming rate. North Carolina has experienced a rise even larger than the worldwide average, because our coastal lands have been sinking as the glaciers melted. This elevation change occurred when land that had been pushed up by the weight of the thick glaciers sank back down as the glaciers disappeared. The current rate of sea level rise along the North Carolina coast is about twice the worldwide average.

• __________________________________________– creating new homes and businesses for humans results in destruction of habitat for many other organisms.

• Waste _______________________ on hog farms - hogs waste is flushed into lagoons where the solid waste settles. Bacteria breaks down the solids and liquid waste is sprayed onto grass fields as fertilizer, sometimes contaminating streams. Hurricanes going through have caused overflow of the lagoons which has in turn contaminated water supplies and killed fish in rivers.

• Invasive species – _____________________________ – this vine was planted originally to help with ___________________ control. It does this job well, but at the same time kudzu grows very well in the south and covers other plants. These plants can no longer get sun to undergo photosynthesis and so they die.

• _______________________________ – clearing of forests for urban development or for use as timber. Some results of this are:

o Increase in __________________________________ – plants take in carbon dioxide (a greenhouse gas) with less trees, more carbon dioxide ends up in the atmosphere,

o Soil erosion

o Reduce net oxygen

o Decrease in biodiversity due to habitat loss

• _________________________________ – accumulation of substances within an organism. The higher up the trophic level, the more concentrated the toxin becomes.

Pollution –

Example – the pesticide (used to kill insects/mosquitoes) DDT:

▪ Favored because it was inexpensive and effective against many insects

▪ After being sprayed it ___________________ into local waterways

The diagram to the left shows how the concentration of DDT in organisms increases as the DDT moves through the levels of a food chain

o Color the trophic level with the lowest concentration of DDT BLUE

o Color the trophic level with the highest concentration of DDT RED

o Draw an arrow showing how the concentration of DDT increases in organisms

o One effect of DDT was that it weakened the shells of birds such as the _____________

-----------------------

[pic]

[pic]

[pic]

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download