Biology Objective 3 Demonstrate an understanding of the ________________ of organisms and the environment.

Biology Objective 3

Demonstrate an understanding of the ________________ of organisms and

the environment.

Biomes Identified by biotic and abiotic factors

• ___________ – what kinds of plants and animals live in it.

• ______________– Nonliving characteristics such as soil type, rainfall amounts, and average temperature cycles.

36 Which question is valid in testing this hypothesis?

F Do most other scientists agree with the hypothesis?G Could abiotic processes account for the carbon dioxide?H What is the percent of argon compared to carbon dioxide

in the Martian atmosphere?J Have the scientist’s other predictions about Mars been

validated?

A scientist has hypothesized that theexistence of life on Mars is likely becauseMars’s atmosphere is 95% carbon dioxide.

36 Which question is valid in testing this hypothesis?

F Do most other scientists agree with the hypothesis?

G Could abiotic processes account for the carbon dioxide?

H What is the percent of argon compared to carbon dioxide in the Martian atmosphere?

J Have the scientist’s other predictions about Mars been validated?

When testing an hypothesis, there should be only one variable changed at a time. If this is not possible, then all possible reasons for an outcome need to be considered. In this case, carbon dioxide can be produced by chemical reactions other than cellular respiration, which is a biotic process. That is why answer G is the best answer.

Name the

Biome

________________________

______

______________________

________

What are they referring to?

• _____________ – The entire area of the planet that supports life.

• __________ – An area defined by specific abiotic and biotic factors.

• _____________ – The groups of living things in an area and how they relate.

Ecology – The study of the relationships among living things• ______________ is a close relationship

between two living things. • When both are helped it is called

_____________• When one is helped and there is no effect

on the other it is called _______________• When one is helped and the other is harmed

it is called __________________

Mutualism . . .

Sharks are cleaned by a little fish known as a remora. The shark never eats them since they clean bacteria off of the shark. Since both species are helped, this is _______________.

______________ . . .Orchids live high in

tree-tops on the branches of large trees. They do not harm the tree, but they are helped by being raised up into the sunshine and receiving water.

_____________ . .

______________ harm or kill the host. A good example is a tape worm. It intercepts all of the hosts food, causing the host to starve to death.

35 Clown fish are small reef fish that seek protection from predators by sheltering themselves among the stinging tentacles of sea anemones. Clown fish are very territorial and can potentially scare off predators of sea anemones. This relationship is an example of --

A neutralism

B mutualism

C parasitism

D commensalism

This is not a type of symbiosis Incorrect

Neither is harmed so this is incorrect

Means only one is being helped and the relationship has no effect on the other – also incorrect

Since both are helped, it is of mutual benefit or

What is helped?

Both the ants and the tree.

This is the definition of:

All energy on the earth comes from the sun.

18 Energy used by producers in a grassland food web is provided by-

F sunlight

G photosynthesis

H oxygen

J carbon dioxide

Used by producers

This is a process, not an energy source.

H and J are elements which are types of matter, not energy.

So our answer should be:

Energy DiagramsAt one end of the diagram are plants. They

are called ____________ since they are capable of turning sunlight into food by

_______________. They pass 10% of the energy they absorb to animals that eat them.

______________1st Order Consumers eat only plants and are also called _____________.

2nd Order Consumers eat only animals and are called ___________.

3rd Order Consumers animals that eat other animals, they are also known as ______________

39 Wolves and hawks are at the same trophic level because they —A both live on landB are both large mammalsC both eat primary consumersD have similar hunting patterns

trophic level

Means 1st , 2nd or 3rd Order Consumer

10% Energy Rule –Only 10% of the energy moves up to

the next trophic level. Decomposers

43 Approximately how much of the energy available in the tissues of the producer is eventually incorporated into the tissues of a secondary consumer?

A Less than 1%B Between 20% and 30%C Approximately 50%D More than 50%

If we apply the 10% rule, 10% of the 1000 kcal of the plant is consumed or 100 kcal, and 10% of that is 10 kcal which is 1% of the original 1000kcal, but only 3 kcal is available to the tissues so it is A.

______________ – One of many feeding relationships in a community

• Arrows in a food chain show the direction of ________________.

• This is not the only feeding relationship for these organisms.

• When several or all of the food relationships are shown it’s a . . .

_________________

Food Webs

• Food webs attempt to show all the feeding relationships in a community.

• The direction of the arrows shows the direction of _________________.

• At the bottom of every web and every chain is a _____________. These are the only things that can turn sunshine into food.

37 Which of these groups of organisms would most likely have accumulated the largest concentration of a long-lasting chemical pollutant in their bodies?

A Phytoplankton

B Zooplankton

C Lake trout

D Gulls

Since the Gulls are at the top of the food web, they would have the highest accumulation of everything but energy.

Predator and Prey

• _________ are the animals that are eaten as a food source for the . . .

• _____________ This is the hunter animal. The population of the predator must be less than the prey or they do not have enough food.

Popu

lation

(100

s)

Time (months) Prey Predator

To increase the predator population you could do what?

24 Which of the following is most likely to cause increases in a predator population?

F Fewer prey

G A reduction in competition

H More parasites

J A period of drought

Reduces available food – Nope!

Less predators, they would be sick or dying!Less predators and prey,

they’d be gone looking for water!

_____________________

Po

pula

tio

n (

10

0s)

Time (months) Prey Predator

• This is the maximum number of a specific population that an area can support with enough food and living requirements. It is shown by a line on population graphs for a specific species.

2 Because of this animal’s adaptations, it would be most successful at —

F competing with birds

G making its own food

H hiding from predators

J running very rapidly

And the answer is?

• H hiding from predators. • Its not a plant, so it can’t

make food. • It has no wings, so it can

not compete with birds. • Although it has long

legs, it doesn’t seem balanced for running.

Water Cycle• _____________

(rain and snow) fall on plants and ground.

• Plants respire and evaporate water back into clouds.

• The ground filters the water run-off into the lakes where it evaporates again.

21 The diagram shows physical changes that

occur in the water cycle. Which of these shows

condensation?

A Q

B R

C S

D T

PrecipitationRun Off of ground waterEvaporation

__________________

• ____________ C6H12O6

is produced by plants, eaten by animals.

__________________

• Animals and plants exhale CO2 which is taken in by plants to make glucose

___________________

__________________

Nitrogen Cycle

• Lightning and _____________ in the ground “fix” nitrogen into a form usable by plants.

• It is absorbed by plants, through their roots as ________________, so they can be used to build amino acids essential for building ___________, including enzymes, and the nitrogen bases of DNA.

Rock Cycle

Man’s Effects on the Environment

• ____________ (O3) is a protective layer at the top of the atmosphere.

• However, when it occurs near the ground, it is very harmful to all living things, it is _________

Man’s Effects on the Environment

• More than 90% of fresh water is locked in ice at the polar caps and in glaciers.

• Much of the fresh water is polluted by land run-off, dumping of wastes and excess heat directly into lakes, oceans and rivers.

Man’s Effects on the Environment Global warming, also called

the _______________ _____________ is caused by excess burning of ____________ and destruction of our oxygen-producing protista in the oceans, and deforestation on land. Less plants means less ___________ and more ____________.

54 Which of these activities can help conserve natural resources?

F Recycling cardboard boxes

G Washing small loads of laundry

H Driving large cars

J Building wooden fences

What is the phrase for ecology?

Yes! Recycle!

Not saving water!

Wasting fuel!

Cutting down trees that give oxygen and clean air!

_______________: The process of change over time.

• There are natural ________________ in all populations.

• As climate changes occur, and as pressures in terms of food, space, shelter and predation occur, some variations allow a species to survive.

• The members who survive, ______________ causing the change to become a characteristic of the species.

_________________ Separation into new species.

• __________________________________ can cause two different natural variations to become prominent causing 2 separate species.

• ________________________________ can have the same effect.

What is extinction and what causes it?

• A population is ________________ when the last of that species is dead.

• Example: There are no more dinosaurs. • What happened? Their habitat was destroyed. When

they no longer have what they need to live, they die.

_______________ • These are imprints or

remains of living things. • In undisturbed layers of

__________________ rock, the deeper it is, the older it is.

• Give us information about extinct species.

Homologous vs. Analogous Structures• _____________ means

they have the same origin, but may be different now.

• Example, the upper arm bones in dogs, cows, cats and monkeys.

• ________________ means they have the same function but come from different origins.

• Example, bird wings and wings of bats.

Viruses

• Viruses are not alive because they can not ________________ on their own, and

• They do not grow and develop and

• They do not exchange with their environment

• THEY ARE NOT MADE OF _____________

Viral Illnesses

• Measles, mumps, colds, influenza, cold sores, mononucleosis, Epstein-Barr virus are all illnesses that are caused by a virus.

• A virus is has a ___________, a strand inside of _____ or _____, and some type of attachment appendage.

____________• Bacteria can cause illnesses too, however 90%

of all bacteria is helpful, NOT harmful.

• Without bacteria, you would not be able to make or eat cheese or ice cream. Without them, you would be ill most of the time.

• Strep throat and staph infections are examples of bacterial infections.