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Science 10: Biology
Name: ______________________________
Text: Chapters 1-3
Biology Learning Outcomes
B1. Explain the interaction of abiotic and biotic factors within an ecosystem.
B2. Assess the potential impacts of bioaccumulation
B3. Explain various ways in which natural populations are altered or kept in
equilibrium.
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Science 10: 1.1 Biomes
Text: Chapter 1, pages 8-33
Part A: Introduction and Review
-The image right depicts the biosphere and its biomes with
some of the abiotic and biotic factors found within them.
-Vocabulary review: Define the following terms and give
an example of each:
a) Abiotic: Non-living parts of an environment. Sunlight,
soil, moisture, temperature.
b) Biotic: Living parts of an environment, Plants, fungi, bacteria, animals.
c) Biosphere: Part of the planet containing living organisms. Can be
broken into smaller divisions for study (biome, ecosystem, habitat)
d) Biome: Largest division of the biosphere, containing large regions with
similar biotic and abiotic conditions.
-Identify the biotic and biotic components of the ecosystem depicted
below:
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Part B: Biomes of the World
-In Science 10 you will focus on terrestrial (land) biomes.
*Complete Activity 1-1A on pages 10-11. Record your answers to the questions in the space provided
below.
Describe two patterns you see in the distribution of the biomes.
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Which distribution patterns were identified more than once? List the three most frequently identified
patterns.
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In a paragraph, provide an explanation for each of these three patterns based on your general knowledge.
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*Complete Reading Check, page 12.
Part C: Factors Affecting the Characteristics and Distribution of Biomes
-Biomes are characterized by interactions between their abiotic and biotic factors and the following five
factors:
1. Temperature
2. Precipitation
3. Latitude
4. Elevation
5. Ocean Currents
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1. Temperature and 2. Precipitation
-These are two of the most important abiotic
factors as they determine the organisms that
can survive in an area.
-How does either temperature or precipitation
affect where the following organisms can live?
-Which of the organisms right are capable of
living in a desert biome? Why?
-If you know the average annual temperature
and average annual precipitation of an area
you can use the graph right to determine the
type of biome it belongs to.
-The graph shows how biomes overlap when
average annual precipitation and average
annual temperature are plotted.
-What other factors influence rainfall and
temperature?
Latitude, elevation and ocean currents
*Complete Practice Problems on page 13.
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3. Latitude
-Examine the map below, which lines on the grid represent latitude?
-On the map draw in the following important lines of latitude and zones:
Equator, Tropic of Capricorn, Tropic of Cancer, North and South Poles. North Temperate Zone, South
Temperate Zone, Tropical Zone
-Examine the diagrams below and brainstorm how latitude affects temperature.
The angle at which the sun’s rays hit Earth vary with latitude (because of Earth’s 23.5° tilt).
The more direct solar insolation (less area covered) a region receives the warmer it will be. This is why
the equator is warmer than the poles.
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Examine the diagram below and explain how latitude affects precipitation for each of the areas listed
below:
a) Equator: Direct sunlight heats moist air, which rises and cools in the upper atmosphere and falls back
to Earth’s surface as rain.
b) Poles: Cold air cannot carry very much moisture, resulting in little precipitation.
c) Temperate Regions: Cold polar air masses collide with warm/moist tropical air masses = seasonal
rainfall.
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-Examine the diagram below. Do biomes at the same latitude tend to have similar or different
characteristics?
*Important concept: Latitude can affect both temperature and precipitation due to changes in the angle of
the sun’s rays hitting Earth.
4. Elevation
-How is elevation measured? Metres above sea level.
-How does elevation affect temperature?
Temp decreases with elevation as atmosphere becomes thinner and less able to retain heat.
-Examine the diagrams below and explain how elevation can affect precipitation.
Windward: Moist air rises, cools and is less able to hold water vapour = precipitation.
Leeward: Air descends, warms and sucks moisture up from Earth = dry area.
-On the diagram above, where would Collingwood be located?
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-Examine the biome world map on text pages 10 and 11. Where can you see the impacts of elevation on
biome distribution?
-Notice on the diagram below that elevation has the same effect on biome distribution that latitude has!
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5. Ocean Currents
-Examine the diagram below. How do cold and warm ocean currents affect biome distribution?
Cold water currents are commonly found beside desert biomes (provide no warm air/moisture).
Warm water currents are found beside temperate biomes (bring warm air and moisture).
*Complete Reading Check, page 15.
Part D: Climatographs
-A region’s climate is the average pattern of weather conditions observed and
recorded over a period of years.
-Climatographs are used to illustrate the climate for a specific region and are
constructed from data collected over the last 30 years.
-Examine the climatograph right, what information does it depict?
Average Monthly Temperature: Red Line
Average Monthly Precipitation: Blue bar graph
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-Compare the climatographs for Tofino and Osoyoos below. Do both cities belong to the same biome?
How do you know?
No, as they have very different temperature and precipitation levels = different climates and so likely
different biomes. Tofino is temperate rainforest and Osoyoos is a desert.
Part E: Biomes and Animal/Plant Adaptations
-Biomes contain characteristic plant and animal life that have
special adaptations to survive and reproduce in them.
-For example, what adaptations do you think a camel has to
survive in its environment? Watch Animal Adaptations to
check your answer!
-Watch the Archer Fish’s amazing adaptations!
-There are three types of adaptations:
1. Structural Adaptations
-Physical feature of an organism’s body with a
specific function that contributes to survival.
-What are some structural adaptations of the
organisms in the images right?
a) Pine Tree: Cone shaped to shed snow.
b) Arctic Fox: Fur is white in winter and brown-
grey in spring for camouflage.
-Watch Fooled by Nature: Zebra’s Stripes
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2. Physiological Adaptations
-Physical or chemical event in an organism’s
body that enables survival.
-What are some physiological adaptations of the
organisms right?
a) Wolf: Constant body temperature regardless
of weather (Endothermic, Homeostasis)
b) Cacti: Require less water for photosynthesis.
3. Behavioural Adaptations
-What an organism does to survive in its environment.
-What are some behavioural adaptations of the organisms below?
a) Burrowing Owl: Builds nest in abandoned prairie dog burrows
b) English Ivy: Grows up trees to access sunlight
-Watch Fooled by Nature: Elephant Shrew
-A quick quiz! What type of adaptation is
depicted in the cartoon right? Why?
-Behavioural, making use of materials in its habit
to obtain food.
*Complete Reading Check, page 19.
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Part F: A Survey of Biomes
-A biome has regions with similar biotic and abiotic
components.
-Biomes are often named after their dominant vegetation or
for a geographical or physical characteristic.
-Which of the 8 biomes is not found in Canada?
Tropical Rainforest
*Complete the Biome Project.
*Complete Reading Check, pages 25 and 29.
*Complete Check your Understanding, page 33.
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Science 10: 1.2 Ecosystems
Text: Chapter 1, pages 34-48
Part A: Introduction and Review
-Remember that scientist study the biosphere by
breaking it down into smaller divisions.
-Here are a couple of skill testing questions
about ecosystems for you:
a) What is an ecosystem?
Part of biome in which biotic and abiotic factors
interact. Its study is called ecology.
b) Does a biome contain just one ecosystem?
No, many.
b) How large and small can an ecosystem be?
They can range in size from a decaying log to
many hectares.
c) Consider the Sculpin in the image right. What
would its ecosystem and habitat be?
Ecosystem: Pacific Ocean
Habitat: Tide pool.
-Brainstorm one another example of an organism and its ecosystem and habitat (do not use your text!):
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d) Why is it important to study past and present ecosystems?
-To understand their dynamics and predict what might happen in the future.
*Explore the ecosystems and biodiversity of B.C. at http://www.geog.ubc.ca/biodiversity/
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Part B: Abiotic Interactions in an
Ecosystem
-Identify and explain the significance of each
of the abiotic factors in the diagram right:
a) Oxygen: Cellular respiration, produced by
plants and algae.
b) Water: Cells are 50-90% water, transports
nutrients.
c) Nutrients: Chemical substances for growth
(Nitrogen, phosphorous)
d) Light: Photosynthesis
e) Soil: Holds water and nutrients; Habitat for
plants and animals.
*Reading Check, page 38
Part C: Biotic Interactions in an Ecosystem
-The image right illustrates the idea of ecological
hierarchy, the order of biotic interactions and
relationships in an ecosystem.
-How is each level of the ecological hierarchy
different from each other?
a) Organism: A living thing.
b) Population: All members of a species in an
ecosystem.
c) Community: Interacting populations of different
species.
d) Ecosystem: Interacting biotic and abiotic
components of the biosphere.
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-Are Ostrich and Emus members of the same
species? Why or why not?
No, despite looking alike they can’t produce fertile
and viable offspring.
-What about Horses and Donkeys?
They can produce an offspring (Mule), but it is
sterile. So, no!
*Complete Reading Check, page 39.
Part D: Biotic Interactions in Populations
-Symbiosis is the interactions between two different species living in close association.
-There are three types of symbiosis in ecosystems:
1. Commensalism
-What two organisms are interacting in the image
right? What is the nature of this interaction (+/+,
+/0, +/-)
Whale and barnacles.
+ for the barnacles as get shelter and transporation.
0 for whale as unaffected.
-Commensalism is a symbiotic relationship where
one organism benefits and the other is not helped
or harmed.
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2. Mutualism
-Explain the interaction between the organisms in the
image right. (+/+, +/0, +/-)
+/+, Bird gets a meal and crocodile gets its teeth cleaned.
-Mutualism is a symbiotic relationship where both
organisms benefit.
-Dependent mutualism is where two
species can’t survive without each other
(Flowers and pollinators)
-In another type of mutualism one
organism defends another in exchange
for food and shelter.
-Brainstorm one more example of
mutualism not found in your text:
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3. Parasitism
-Watch the video Nature of the Cuckoo Duck and explain the
interaction between the organisms in it. (+/+, +/0, +/-)
+/-, parasitism is where one organism benefits and the other is
harmed.
-What are some other forms of parasitism that you know?
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-What are some general characteristics common to all parasites?
a) Usually smaller than hosts and occur in large numbers
b) Live in or on their hosts and get nutrients from the host’s blood or body tissues.
c) Generally don’t kill the host, but can cause a lot of harm to their body/organs.
d) Can be host specific or live on/in many hosts.
*Complete Reading Check, page 44.
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Part E: Niches
-In the diagram right, what habitat
do all of the warbler species
occupy?
Spruce Tree
-Do all of the warblers occupy the
same part of their shared habitat?
No, they have different niches to avoid competition for food and other resources (water, sunlight, habitat).
-A niche is the special role that an organism has within an ecosystem and includes:
a) How the organism fits into its environment
physically, chemically and biologically in order to
survive, grow and reproduce.
b) Interactions between members of the same and
other species.
-Examine the picture of the Great Blue Heron
below and describe how it is adapted to its niche.
Long legs/neck mean that it can fish in deeper
water than other birds.
-Have a look at how specialized the Galapagos finches’
niches are! Why do you think this is?
Very limited resources, also a product of fluctuating
environmental conditions.
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Part F: Competition
-Based on what we discussed above, how could we define the term
competition?
Interaction between organisms with overlapping niches (same time,
same location) for a desired resource.
-The type of resource being competed for can vary. What resources
are being fought over in the images right?
Elk: Mates Cheetahs: Food Barnacles: Space
When would individuals compete for the same resource?
-If it is limited/rare.
-Cheetahs in the photo are likely cooperating, is food scarce?
-No, otherwise would be individually hunting.
What affect can competition have on individuals? And on a
population?
Individual: Limit size and health
Population: Limit size
Part G: Predation
-Predation is interactions where one organism (predator) eats another
organism (prey).
-What are some adaptations predators have to catch their prey?
Camouflage, highly developed senses, speed, sharp/pointed teeth.
-What are some adaptations prey have to avoid predators?
Spines, warning colours, shells, camouflage, mimicry, smells.
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-Out of interest, have a look at the
vision of both predators and prey.
How are they adapted for their
different lifestyles?
-Examine the graph below. What does it reveal about predator-prey population dynamics?
Predator and prey populations can influence each other.
Prey population shrinks and predator population rises.
-Predator-prey relationships are very complex and are also regulated by other factors (availability of food
and space) and by rates of population growth.
*Read page 50 and view the video about toxic newts in B.C. (on weebly) as an example of the evolution of
predator prey relationships.
1. What are the two adaptations the rough-skinned newt has for defence?
Neurotoxin in skin; Camouflage.
2. What is a neurotoxin?
-Toxin that affects the nervous system.
3. How have some garter snakes mutated so that they can prey on the rough-skinned newt? What are
some costs of this resistance?
Adapted to resist effects of the toxin. But, can be slowed down or immobilized after eating a newt.
-Cost: resistant snake is slower than non-resistant snake.
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4. Explain how the populations of newts and garter snakes are kept in balance.
-Resistant garter snake population does not increase as they are more vulnerable to their own predators.
-Newts population is kept in check by garter snakes and as producing toxin decreases energy available for
reproduction.
*Complete Reading Check, page 47.
Part H: Biodiversity in Ecosystems
-Biodiversity is the variety of living things in an
ecosystem.
-Do healthy ecosystems have high or low biodiversity?
-How is biodiversity lost from an ecosystem?
Loss of habitat = loss of species.
Also, loss of genetic diversity within a species due to isolation can make them vulnerable/extinct.
-What can humans do to balance our activities and biodiversity?
Biodiversity corridors in our cities and over/under highways.
Etc.
*Complete Chapter Check, page 51, #’s 1-4, 6-9, 11-13.
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Science 10: 2.1 Energy Flow in
Ecosystems
Text: Chapter 2, pages 54-67
Part A: Energy Flow
-Energy flow is the movement of energy from one
organism to another in an ecosystem.
-Examine the diagram right. How does energy enter an
ecosystem?
Enters as sunlight.
-Why are plants called producers in this system?
-Produce food by using chlorophyll to convert light
energy into glucose through photosynthesis.
-They contribute energy to the ecosystem.
-What is the next stage of energy transfer in the ecosystem?
-Consumers eat plants to obtain the sugar/carbohydrates
produced.
-Consumers can then be eaten by other consumers
-What role do organisms like fungi and bacteria play in the
flow of energy in an ecosystem?
-Decomposers (biodegradation), break down organic wastes
and dead animals into usable nutrients for producers and
consumers.
-e.g. Fungi secrete enzymes to break down cellulose in leaves
into usable nutrients.
-Link abiotic and biotic components of ecosystems.
*Watch a monitor lizard decompose!
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-The total mass of all living things (producers, consumers,
decomposers) in a given area is called biomass.
-Biomass is measured in g/m2 or kg/m2.
-Fun Fact: The biomass of plants on Earth is over 100x
greater than that of animals!
Part B: Energy Flow and Energy Loss in Ecosystems
-Scientists use different models to understand how energy moves through and is lost in an ecosystem:
1. Food Chains
-Food chains are models that show the flow of energy from producers to consumers and between
consumers.
-Each step in a food chain is called a trophic level, which shows the feeding and niche relationships
amongst organisms.
-In the diagram below, arrows show the direction of energy transfer.
Trophic
Level
How they get energy Create Your Own
Food Chain
Quaternary
consumers
5th Eat Tertiary Consumer Lion, Cheetah,
Tertiary
consumers
4th Eat Secondary Consumer Hyena
Leopard
Secondary
consumers
3rd
Eat Primary Consumer Crocodile
Primary
consumers
2nd
Eat Primary Producer
(herbivore)
Organism eats a plant
e.g. deer
e.g. Giraffe
e.g. squirrel
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Primary
Producers
1st Photosynthesis “Plant’
e.g. Dandelion
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-Consumers in a food chain can be classified by what sources
they get their energy from:
a) How do Elephants get energy?
Herbivores, primary consumers that eat plants.
b) How do Lions get energy?
Carnivores, eat other consumers.
-What level of consumer would the lions in the photo be
classified as?
Secondary, as are eating a wildebeest (herbivore)
c) How do Bears get energy?
Omnivores, eat both producers and consumers.
d) How do Fungi get their energy?
Detrivores, energy/nutrients from dead producers, consumers and
waste.
Very numerous and have their own separate food chain.
-At what trophic level(s) do detrivores feed?
Every trophic level.
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2. Food Webs
-Most organisms belong to many food chains
and as such belong to food webs (models of
energy transfer within an ecosystem).
-Remember, arrows represent the flow of
energy/nutrients.
-Which organism is a: Omnivore? Herbivore?
Carnivore? Producer?
-Do any organisms have overlapping niches
(competition)?
-Which organism is the top consumer?
3. Food Pyramids
-Is the transfer of energy between trophic levels 100% efficient?
No, only 10% of the energy at one trophic level is available to
the next.
-Where does this lost 90% of energy go?
Lost in cellular respiration, growth and reproduction, as heat,
feces…
-This loss of energy between trophic levels is shown by food
pyramids (also called ecological pyramids).
-On which trophic level is the amount
of life an ecosystem can support
dependent?
Producers, they will also have the
largest population size (biomass).
-In short, food pyramids reveal:
a) Most of the energy trapped by plants
flows out of the ecosystem.
b) How important plant life is for
making energy available in ecosystems.
c) Maintaining plant biodiversity is crucial for the viability of ecosystems!
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*Use Comparing Ecological Pyramids, text page 60, to define the following ecological pyramids and state
their limitations:
*Complete Chapter Check, page 67, #’s 3-8, 10-14, 16.
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Science 10: 2.2 Nutrient Cycles in Ecosystems
Text: Chapter 2, pages 68-91
Part A: Nutrient Cycles in the Biosphere
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