Biology Unit 2: Interdependence of Organisms

[Pages:28]Biology Unit 2: Interdependence of Organisms

Unit 2: Interdependence of Organisms Name: _________________________________ Period: __________ Test Date: _______________________

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Biology Unit 2: Interdependence of Organisms

Table of Contents

Title of Page

Page Number Due Date

Unit 2 KUDs and Tutoring Policy

3-4

Unit 2 Warm Ups

5 - 6

How Do Systems Interact?

7-8

Level of organization, Energy flow, Food webs, Food chains, Ecology Notes, Symbiosis

9 - 13

Draw a food web

14 -15

Why Compost

16

Symbiotic Relationships Activity

17 - 18

Niche and Adaptation

19

Nitrogen Notes and Game

20 - 21

Carbon Notes and Game

22 - 23

Cycling of matter scenarios

24

Population Growth Study

25 - 26

Invasive Species Reading Articles

27 -28

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Biology Unit 2: Interdependence of Organisms

Unit 2: Interdependence of Organisms

By the end of the unit I will UNDERSTAND that...

Interdependent systems function to maintain homeostasis and ensure the survival of an ecosystem.

By the end of the unit I will KNOW that...

Organisms are organized (biosphere biome ecosystem community population organisms).

Decomposers recycle nutrients from dead or decaying organisms to maintain ecosystem stability. Microorganisms (bacteria) recycle nutrients in an ecosystem through the processes of nitrogen fixation, nitrification, decomposition, ammonification and chemosynthesis. All energy in an ecosystem comes from the sun.

The flow of energy in an ecosystem is unidirectional.

The flow of matter in an ecosystem is cyclic.

Food chains and food webs illustrate feeding relationships and show how energy and matter flow in an ecosystem.

A trophic level describes the position an organism occupies in a food chain, food web or ecological pyramid. A producer (autotroph) is an organism that converts sun (photosynthesis) or inorganic compounds (chemosynthesis) into usable energy for consumers (heterotrophs Consumers are identified by the trophic level from which their energy comes (primary, secondary, tertiary and quaternary). The source of energy and feeding patterns of consumers (herbivores, omnivores, carnivores and detrivores). Food chains, food webs and ecological pyramids are all ways to model trophic levels.

The first trophic level (producers) contains 100% of energy available in the ecosystem.

As you progress up each trophic level, 10% of the energy is available from the previous trophic level.

Within any given tropic level, 90% of the energy is allocated for biological processes (biomass, metabolism, waste).

The loss of energy at each level limits the number of trophic levels in an ecosystem. Food chains, food webs and ecological pyramids (energy, biomass and numbers) are visual representations of the flow of matter and energy. Biogeochemical cycles (water, carbon and nitrogen) show the recycling of molecules through abiotic and biotic systems. Organisms exhibit innate behaviors in response to their environment, including fixed action pattern, imprinting, migration, circadian rhythms. Organism's exhibit learned behaviors in response to their environment, including trial and error and conditioning.

Behaviors can be selected for or against.

Organisms are interdependent within an ecosystem. The four types of symbiotic interactions that occur between organisms in an ecosystem (mutualism, commensalism, parasitism and predation). Organisms occupy a niche within an ecosystem for which they are adapted.

Competition for resources (habitat, water, mate, and food) occurs when organisms occupy the same niche.

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Biology Unit 2: Interdependence of Organisms

Ecological succession occurs over time in predictable patterns. Succession is the process by which an ecological community (and the species it contains) undergoes orderly changes following a disturbance or initial colonization. Primary ecological succession occurs during initial colonization when there is no previous growth or soil present (glacier or volcano). Secondary ecological succession occurs when an environmental disturbance (fire, tornado, hurricane, flooding and drought) leads to the death or destruction of existing organisms. Pioneer species are the first species that appear in the process of ecological succession. A climax community is an ecological community in which populations of plants or animals remain stable and exist in balance with each other. Carrying capacity is the maximum population of a particular organism that a given environment can support without detrimental effects. Factors positively and negatively affecting the growth of a population size include, access to shelter, water, food, predation pressure, disease and the size of other populations. Ecosystems work to maintain stability. Environmental disturbances can impact an ecosystem (fire, glacier, volcano, tornado, hurricane, flooding, drought and man-made changes). A keystone species is an organism that plays a unique and crucial role in the way an ecosystem functions and whose addition or removal disproportionately affects the ecosystem. By the end of the unit I will BE ABLE TO...

Using pictures, diagrams or descriptions identify the level of ecological organization from organism to biosphere.

Construct food chains and food webs to demonstrate feeding relationships and illustrate energy flow in ecosystems.

Predict the effect of removal or addition of organisms in a trophic level on a food web.

Predict the effect of a change in a population size on the community.

Calculate the available energy at each trophic level in a food chain, food web or energy pyramid. Given a data set of the allocation of energy between and within trophic levels (biomass, metabolism, and waste), calculate an unknown to support the law of conservation of energy and matter. Predict the effect of a disturbance on the biogeochemical cycles (water, carbon and nitrogen).

Predict the effect on a population due to a change in environmental preference for innate or learned behaviors.

Given a description, picture or diagram, categorize the type of relationship demonstrated between two organisms.

Interpret the effects, positive, negative, or neutral, on each organism in a symbiotic relationship.

Interpret the effects of symbiotic relationships at the organism, population, community and ecosystem levels.

Given a specific ecosystem, identify which adaptations would be more advantageous. Given data, graphs or diagrams identify, sequence and explain the events of ecological succession (pioneer species, interim stages and species, climax community and species). At various stages during succession analyze the change in diversity and identify the dominant species present. Use data and graphs to analyze and predict the effect of [both] limiting [and excessive] factors on changes in populations, [communities and ecosystems]. Predict the impact of a given change (invasive species, environmental disturbances, man-made changes, [keystone species]) on an ecosystem. Tutoring: Mondays and Wednesdays 4:15 PM ? 5:00 PM If you are not in the classroom by 4:20 PM, then I will not stay for tutoring

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Biology Unit 2: Interdependence of Organisms

Date:_____________

UNIT 2 WARM-UPS

Date: ____________ Date: ____________ Date: ____________ Date: ____________

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Biology Unit 2: Interdependence of Organisms Date:_____________

Date: ____________ Date: ____________ Date: ____________ Date: ____________

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Biology Unit 2: Interdependence of Organisms

What is a system? The world around us is composed of various systems. A system is a set of interacting or interdependent components forming a whole. Systems share common characteristics, including:

A system has structure. A system contains parts (or components) that are directly or indirectly related to each other. A system has behavior. A system has interconnectivity. How do systems interact? Your job is to identify an example of a system in your world that has at least four parts. For your system you must identify: What are the parts/components of the system? How are the parts connected? Why do they work together? What purpose do they serve? Does any one part of your system work entirely alone? Choose one component of your system. Explain what would happen if this part became non-functional. What would

happen to each of the other parts? Be prepared to act out or demonstrate your system to your teacher and class. Example: A school is a system. It is made up of a principal, assistant principal, teachers and students, among others. Each part of the system has specific roles and together they function to ensure student success. A teacher's job is to provide instruction to students. An assistant principal's job is to enforce discipline. Without any one of the parts, the school could not function. If there were no teachers, then there would be no one to deliver lessons to the students. If there were no students, there would be no one to learn and thus no purpose to the school. Use the space below to brainstorm your ideas for your system and answer the questions on the next page. Part 1: Your system 1. Briefly describe your system.

2. What are the parts/components of your system and what is their function/role? (You must have at least four.)

3. Describe how the parts of your system are connected.

4. What is the purpose of your system?

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Biology Unit 2: Interdependence of Organisms

5. Does anyone part of your system work entirely alone? Explain. 6. Choose one component of your system. Explain what would happen if this part became non-functional.

7. What would happen to each of the other parts?

Part 2: Using your system as an analogy Directions: The scenario below describes a system in biology, an ecosystem. Relate the scenario to the system you designed. In other words, use your system as an analogy to explain the scenario. Use the space below for your explanation. The sun is the ultimate energy source in all ecosystems. Producers, like grasses (plants), use the energy of the sun to make their own food. These organisms provide energy directly to primary consumers like rabbits, which eat grass as a large component of their diet. Secondary consumers, like coyotes, eat rabbits and tertiary consumers, like mountain lions, eat coyotes. If a fire were to destroy a vast majority of the grass, this would result in a decrease in the number of rabbits. In turn, the coyote population would decrease which would completely destroy the mountain lion population.

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