00-1 APES study guide 3
APES Study Guide 3
Life on Earth: Organization and Evolution
This is the first of four units in APES which will introduce and/or reacquaint you with some of the concepts fundamental to understanding the ecology of the Earth.
Textbook Reference
Miller, Living In The Environment, 16th edition: Chapters 3-4 (p50-98) (48 pages)
Outside Reading
Gonick, and Outwater, The Cartoon Guide to the Environment Chapter 2
Vocabulary (63)
|species |biomass |food chain |
|ecosystem |net production |food web soil profile |
|biotic |gross production |soil texture |
|abiotic |primary production |soil horizons (O, A, B, C) |
|habitat |secondary production |humus |
|biome |energy efficiency |Infiltration |
|photosynthesis |ecological (trophic-level) efficiency |leaching |
|respiration |entropy |biological evolution |
|aerobic |energy pyramid |coevolution |
|anaerobic |trophic level |speciation |
|producer |residence time |extinction |
|primary consumer |limiting factor |geographic isolation |
|secondary consumer |nutrients |genetic drift |
|tertiary consumer |hydrologic cycle |competitive exclusion |
|detritus |carbon cycle |mutation |
|decomposer |nitrogen cycle |natural selection |
|phytoplankton |nitrification |ecological niche |
|zooplankton |nitrogen fixation |fundamental niche |
|autotroph |denitrification |realized niche |
|heterotroph |oxygen cycle |generalist species |
|biodiversity |phosphorus cycle |specialist species |
Study Guide Questions (SGQs)
|1. Describe a food chain with two levels of consumers. Explain how energy flows into |6. Describe the role of decomposers in the cycling of nutrients through the |6. Define sustainability as it applies to the use of resources. Provide three |
|the food web, and how it flows out. Describe the changes the energy undergoes between|ecosystem. Speculate on the consequences, to life, of the extinction of every species|examples, from you own experience, in which you identify and describe the barriers to|
|the time it enters and the time it leaves your food chain. |of decomposer on Earth. |attaining sustainability with regards to the use of a resource. |
|2. Explain what the measurement of net primary productivity represents in an |7. Write an argument (a series of statements in support of a central premise) based |7. Of all of the environmental issues that face the world today (air pollution, water|
|ecosystem. Explain why the NPP of swamps, marshes, and estuaries differ dramatically |on sound environmental science, to support humans eating an entirely vegetarian diet.|pollution, water supply, human population, deforestation, loss of genetic diversity, |
|from the NPP of open ocean, tundra and deserts. |8. Describe the conditions that lead to the color change of peppered moths in England|global climate change, etc.), which do you think most threatens the continued |
|3. Describe the events that lead to the formation of soil. Identify the different |during the industrial revolution. |survival and well-being of human beings? The Earth? Why? |
|materials that are present in soils that change the texture, color, pH, and fertility|9. Explain how each of the following contributes to biological evolution: |8. Define environmental science. What are its strengths and limitations. Distinguish |
|of the soil. |a) mutations |between environmental science and ecology. |
|4. Identify and discuss the consequences of three human activities that have resulted|b) natural selection |9. Explain how human activities increase the magnitude and frequency of some natural |
|in major changes to the nitrogen cycle. For each activity identified and discussed, |c) geographic isolation |processes. Give at least one specific example. |
|suggest one strategy for lessening the impact of the human activity. |d) genetic drift |10. With economic development comes urbanization. Discuss the implication that this |
|5. Identify and discuss the consequences of three human activities that have resulted|e) migration |trend has on the environment. Explain the role of economics in determining public |
|in major changes to the phosphorus cycle. For each activity identified and discussed,|10. Describe the role that extinction has played in biological evolution. Discuss how|policies. Use examples to illustrate your explanation. |
|suggest one strategy for lessening the impact of the human activity. |the current mass extinction of species differs from past mass extinction events, and | |
| |the consequences of this current mass extinction. | |
APES Calendar
|Monday |Tuesday |Wednesday |Thursday |Friday |
|September 17 |September 18 |September 19 |September 20 |September 21 |
| |In Class: |In Class: |In Class: |In Class: |
| |Discuss: Ozone Depletion |Discuss: Ozone Depletion |In-Class Essay |NO CLASS DUE TO CHANGE IN BAT |
|School Closed | |HW: | |SCHEDULE |
| |HW: |Prepare for test |HW: |HW: |
| |Prepare for test |SGQs 6-10 |Prepare for test |Prepare for test |
| | |BAT SCHEDULE |SGQs 6-10 |SGQs 6-10 |
| |BAT SCHEDULE | |BAT SCHEDULE |BAT SCHEDULE |
|Monday |Tuesday |Wednesday |Thursday |Friday |
|September 24 |September 25 |September 26 |September 27 |September 28 |
| | |No School |Early Release |Quiz |
|In Class: |Unit 2 Test | |In Class: |In Class: |
|Grade In-Class Essay |Unit 2 Vocabulary Due | |Discuss: Major Components 3.2 |Discuss: Major Components & |
|What is life? Connections in |SGQs 6-10 Due | | |Energy flow and nutrient cycling|
|nature 3.1 |HW: | |HW: |3.3 |
|HW: |SGQs 1-5 | |read 5 pages |Handout: |
|read 5 pages |read 5 pages | |10 vocabulary |Foodweb activity of different |
|10 vocabulary |10 vocabulary | |Corrections for unit test |biomes |
| | | | |HW: |
| | | | |read 10 pages |
| | | | |10 vocabulary |
|Monday |Tuesday |Wednesday |Thursday |Friday |
|October 1 |October 2 |October 3 |October 4 |October 5 |
|In Class: |Quiz |In Class: |Early Release (PD) |Quiz |
|Food Chains & Food Web 3.4 |In Class: |Biodiversity 4.1 & Species |In Class: |In Class: |
| |Cycles of Nature 3.5 How |Origin 4.2 |Plate Tectonics change of |Biodiversity Affected by humans |
|Foodweb activity of different |scientist study ecosystems 3.6 | |climate & evolution 4.3 |(speciation& extinction) 4.4 & |
|biomes | |Carbon Recycle Game |Handout: |Why Species diversity important |
| | | | |4.5 |
|SGQs 1-5 due |HW: | |Plate tectonics lab |HW: |
|HW: |read 5 pages |HW: | |read 5 pages |
|read 5 pages |10 vocabulary |read 5 pages |HW: |10 vocabulary |
|10 vocabulary | |10 vocabulary |read 5 pages | |
| | | |10 vocabulary | |
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