00-1 APES study guide 3 - Environmental Science



APES Study Guide 5

Populations

This unit will include the study of species interactions and reproductive strategies and how these and other factors affect species diversity. You will also learn a few of the tools that may be used to measure species diversity.

Textbook References

Miller, Living In The Environment, 15th edition: Chapters 7-8 (p143-169) (26 pages)

Outside Reading

TBA

Other Materials

Planet Earth, “Great Plains”

Vocabulary (39)

|species diversity |native species |resource partitioning |

|species richness |exotic/introduced/alien species |biotic potential |

|species evenness |indicator species |reproductive strategies |

|theory of island biogeography |endemic species |survivorship curve |

|habitat island |ubiquitous species |K-strategists |

|interspecific competition |keystone species |r-strategists |

|parasitism |primary succession |boom and bust cycles |

|mutualism |secondary succession |J-shaped growth curve |

|commensalism |early successional species |S-shaped growth curve |

|predation |mid-successional species |population distribution |

|inhibition |late successional species |population density |

|allopathy |climax community |density-dependent population control |

|facilitation | |density-independent population control |

Study Guide Questions (SGQs):

|1. Explain how the role of the American Alligator in its ecological community leads |6. Describe the environmental conditions that lead to primary succession. List the |

|many ecologists to consider it a keystone species. |categories of successional plant and animal species, and provide an example of each. |

|2. Differentiate between species diversity, species richness and species evenness, |7. After a devastating fire destroys an ecosystem in a chaparral biome. Describe the |

|and use examples to illustrate each. |series of events that will ultimately result in the full recovery of the ecosystem. |

|3. All over the world, the top predators in food chains are being exterminated. List |8. On a graph of survivorship vs. age, sketch three lines representing the three |

|three species that represent top predators nearing extinction. Explain why this is |extremes of population survivorship, identify one organism that exemplifies each |

|happening and what affects the loss of a top predator has on an ecosystem. |extreme and describe the characteristics of each that exemplify their rate of |

|4. Explain how sea otters influence the abundance of kelp, when they do not feed on |survivorship. |

|kelp, and, in some cases, do not interact directly with kelp in anyway. |9. List and describe four characteristics of r-strategists and four characteristics |

|5. Explain how the population cycles of a predator and its prey species are related |of K-strategists. Identify three species that exemplify each reproductive strategy. |

|to one another. Provide an example of a predator/prey relationship to illustrate your|10. If the earth undergoes significant global warming in the next 100 years it could |

|explanation. |favor one reproductive strategy over another. Select the reproductive strategy that |

| |you think will be favored, and write an argument that supports your selection. |

APES Calendar

|Monday |Tuesday |Wednesday |Thursday |Friday |

|October 17 |October 18 |October 19 |October 20 |October 21 |

|In Class: |In Class: |Unit 4 Test |In Class: |Quiz |

|Planet Earth “Seasonal Forests” |Aquatic Ecosystems |Unit 4 Vocabulary Due |Return & Review Unit 4 Test |In Class: |

|HW: |Unit Review |SGQs 6-10 Due |Ecocolumn Lab |Species Diversity Lab |

|Review Unit |HW: | |Handout: |HW: |

| |Prepare for test | |Species Diversity Lab |read 15 pages |

| |SGQs 6-10 | |HW: |10 vocabulary |

| | | |read 5 pages | |

| | | |10 vocabulary | |

| | | |Pre-lab for Species Diversity | |

| | | |Lab | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|October 24 |October 25 |October 26 |October 27 |October 28 |

|Quiz |In Class: |SGQs 1-5 Due |In Class: |Species Diversity & Ungulate |

|In Class: |Ungulate Craps Lab |In Class: |Seed Spacing Lab |Craps Labs Due |

|Field Signs & Population Biology|HW: |Succession |HW: |In Class: |

|Handout: |Finish reading & vocabulary |Handout: |Unit Review |Reproductive Strategies and |

|Ungulate Craps Lab |Ungulate Craps Lab |Seed Spacing Lab |Ungulate Craps Lab |Survivorship |

|HW: |SGQs 1-5 |HW: | |HW: |

|read 5 pages | |Ungulate Craps Lab | |Unit Review |

|10 vocabulary | | | | |

|Complete pre-lab for Ungulate | | | | |

|Craps Lab | | | | |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|October 31 |November 1 |November 2 |November 3 |November 4 |

|Quiz |Late Start Day |Unit 5 Test |In Class: |ScrAPESbooks Due |

|In Class: |Oh Deer! Due |Unit 5 Vocabulary Due |Return & Review Unit 5 Test |Quiz |

|Oh Deer! |In Class: |SGQs 6-10 Due |Ecocolumn Lab |In Class: |

|HW: |Unit Review | |HW: |Endangered Species |

|Oh Deer! |HW: | |read 5 pages |Ethics & Values |

| |Unit Review | |10 vocabulary |HW: |

| |SGQs 6-10 | | |read 15 pages |

| | | | |10 vocabulary |

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