Chapter 5 5 Lab...Chapter 5 Lab Manual Name Period ... the trees became darker and darker. If the surviving ... 2 POGIL^ Activities for High School Biology

f ^ T f

Evolution and

Community Ecology

Chapter 5Lab Manual

N a m e

Period

TEACHER

N A M E

Directions: Read the categories below and then read the Case Study. As you read, fill in the table. Youmust have at least term in the vocabulary box and a clear thought/explanation in each otUie other

BLACK AND WHITE AND SPREAD ALL OVER-PAGE 125 ( -^-^LobS

S E E M S

I M P O R TA N T T O

M E

SOMETHING IDON'T

U N D E R S TA N D

XSOMETHING IDON'T AGREE

W I T H

WORDS/TERMST H A T S E E M

I M P O R T A N T

SOMETHING ELSEWANT TO TALK

A B O U T

DISCOVERY CHANNEL: SCIENCE OF SEX APPEALV I

A D A P T A T I O N

S Y M M E T R Y

W O M E N A R E

C H O O S I E R

BODY SHAPE

FEMALE ESTROGENO N V O I C E

SELECTIVE PRESSURE (WHAT IS THE BENEFIT FOR SPECIESsurvival?)

COPULANCE (FEMALESCENT) ON MEN

SEXY VOICES

SIGNAL FROM THEFLESH

ATTRACTIVE MALEFUNK (SWEAT)

N a m eEnvironment and Ecology

D a t e

DARWIN 'S THEORY OF EVOLUTION

Organisms with themost favorab let r a i t s f o r t h e i renvironment wi l l

survive (ie. Survivalof the Fittest)

N AT U R A LS E L E C T I O N - o v e rtime the predominantfeatures of a

population may changeas nature "selects" theones with the bestfeatures to surv ive

1

Environment and Ecology

NATURAL SELECTION LAB

PROCEDURES

1. Observe your tray. If it is green, you need a set of squares. If it is black, you needa set of moths.

2. Place the moths or squares into the tray. Stir and spread the items out.3. While looking at the contents, have another students quickly select out five moths

or squares, one at a time.

4. Set those five items aside.

5. Take each moth and compare it to the chart. Record on tally sheet which colormoths were selected. Take each square and compare it to the size of the sortedsquares. Record on tally sheet which squares were selected.

6. Repeat with as many students as possible until your teacher says it's time to tradetrays.

7. Groups with dark trays and moths trade with those groups having green trays andsquares.

8. Repeat steps 2-7.9. Return the moths and squares to the resealable bags.10. Tally all results as a class in the last row of the data table.

2

Environment and EcologyKETTLEWELL STUDYMoth color over time

Dr. Kettlewell compared the color of the moths in a mainly white/light barkforest to the moths stored in a museum that had been collected from the same forestover 100 years ago. What he discovered illustrates a basic concept in biology.

In a population of moths, there will be a normal distribution curve of colors. Mostof the moths will be average in color. A few will be lighter and a few will be darker.Draw what that would look like below:

N u m b e r o f M o t h s m a n y

f e w

l i g h t m e d i u m d a r k

1. Observe Kettlewell's data. What kind of moth would be eaten by the birds morefrequently? Why?

2. If the uneaten moths mated, what color offspring would they tend to have a fewmore of?

3. Imagine the nearby city become more developed and smoked poured out of thechimneys and settled on the tree trunks. What happened to the color of the treetrunks as time progressed?

4. What kind of moth would be eaten now by the birds more frequently? Why?

5. If the uneaten moths mated, what color offspring would they tend to have a fewmore of?

3

Environment and Ecology6. As the years continued, the trees became darker and darker. If the surviving

moths of each generation were to continue to mate, what do you think would happenin time to the color of the entire population?

7. What caused the evolutionary color change in the moth population?

8. What difference will give some human individuals a better chance of survival?

9. How does Natural Selection (ie Survival of the Fittest) apply to your life?

a. Dating

b. Your family (who do you look like, act like?)

c. Plans for the future

d. Are you "good" at the same subjects as your parents?

e. Are you "good" at the same sports as your parents?

4

COLORNUMBER OFEACH MOTH

SELECTEDNUMBER OFEACH MOTH



SELECTEDGROUP TOTAL

C L A S S TO TA L

S I Z E

NUMBER OFEACH SQUARE

SELECTEDNUMBER OF

EACH SQUARESELECTED

NUMBER OFEACH SQUARE

SELECTEDNUMBER OF

EACH SQUARESELECTED

G R O U P T O T A L

C L A S S TO TA L

Environment and EcologyD A T A T A B L E - M O T H

W H I T E

DATA TABLE-GREEN SQUARES

5


Analysis and Discussion:

1. When the respective rows of colored moths or squares are arranged in a single filefrom white to black or small to large, there is an equal number of objects on eitherside of the middle. What is this called?

2. Look at the class data for which colored moths were selected. Add up all thenumbers on either side of the middle number. Do NOT include the middle numberin the count. Did the class select out more lighter-colored moths or more darker-colored moths?

3. How would you explain the class results?

4. Repeat step 4 for the squares. Did the class select out more smaller-sized squaresor more larger-sized squares?

5. How would you explain the class results?

6

Environment and EcologyMrs. Kir man

b a t e

Bott leneck Senes

Background: The ability of an individual to survive changes in the environmentincreases the more genetic diversity the individual has. "Survival of the Fittest"indicates that an organism must have the genetic resources to allow it to surviveimmediate changes in the environment and that allow the species to adapt to thelong-term changes around it.

In this laboratory, you will be exploring the life of a black-footed ferrettrying to survive immediate changes and pass on long-term traits to your offspring. However, the number of individuals in your population has drasticallydecreased due to habitat loss and/or degradation. This caused a BOTTLENECK inthe gene pool and you did not get all the traits in the gene pool. Your goal:Surv ival

D I R E C T I O N S :1. You are given a baggie with colored beads that indicate a genetic trait and

slips of paper that indicate events that happen in your life. Each differentcolored bead indicates a different genetic trait you have inherited fromyour parents. See the chart below and check off the traits you havei n h e r i t e d .

2. Pull out one slip of paper, read, and record the scenario in the data table. Asa group, determine whether you have the genetic traits to survive this event.Continue until all your slips of paper have been analyzed.

3. Finally, complete the analyze and conclude questions.

KEY TO GENETIC CHARACTERISTICS

Color of BeadYellowBlack

PinkDark blueGreen

l e

RedW h i t e

Gene t i c Charac te r i s t i c

CamouflagePrecise visionAccurate sense of smellStrong claws and forearmsHealthy Jaw formation

Acute hear in

Healthy rate of reproductionImmunity to canine distemper

C h e c k - o f f

Environment and EcologyMrs. Kirman

Sunr\marize each scenarioyou encounter

Predict: Explain why you think you did or didSurvive (S) not survive as a result of youro r D i e ( b ) g e n e t i c m a k e - u p

ANALYZE AND CONCLUDE:

1. Calculate the percentage of genetic diversity of your population.

lenes received / 9 original genes = .(decimal) x 100 %

2. Which characteristics did your ferret lose through the bottleneck?

3. Predict what will happen to your population in the coming year.

Evolution and SelectionWhat mechanisms lead to changes in the diversity of species on Earth?

Why?People make choices by selecting options they like best. The natural world also "selects" (although not asa conscious decision) when envu*onmental conditions allow organisms with a particular genetic trait tolive healthier lives than other organisms. In this activity, we will explore how selection affects populationsover t ime.

Model 1 - Desktop Swab Results

E. coli baaerialvariants from culture

Variant P ^Variant Q ©Variant R ^Va r i a n t s A

E. coli culturefrom swabof desktop

E, coU colonies on

growth mediumwithout triclosan

E. coli colonies on

growth mediumwith triclosan

1. What is the source of the bacteria in the culture tube in Model 1?

2. How many genetic variants of Exoli were present in the culture from the initial swab?

3. What variants of E.coli are found on the dish grown without triclosan?

4. Refer to the dish in Model 1 with the medium that included triclosan.

a. What variants of E.coli are found on the dish grown with triclosan?

b. What likely happened to the other variants of Exoli on the dish with the medium containingtriclosan?

Evolution and Selection 1

5. Based on its efFea on Exoliy why is triclosan used as a cleaning agent?

6. Suppose the desktop swabbed earlier was cleaned with a solution containing triclosan. Wouldliving E.coli remain? Support your answer.

7. Suppose the desktop was swabbed again after cleaning it with triclosan over a 9-month schoolyear. When the sample was cultured only variant S was seen.a. What charaaeristic does the variant S baaeria have that allows it to remain on the desktop

even after several months of treatment with triclosan?

b. Is it likely that the baaeria in the new swab were on the desk 9-months ago, or are they offspring of the original bacteria?

c. Propose an explanation for the presence of only variant S on the desktop after so much time.

Read This!Populations of most living organisms exhibit genetic diversity among individuals. Certain traits in apopulation give some organisms a greater chance of survival than individuals that lack these traits. Becausethese traits tend to increase the chance of survival, these individuals may produce more offspring that willalso have the trait that favors survival. Over time, the number of individuals within the population possessing the favorable trait increases while the number of oflfepring with the favorable trait decreases.

2 POGIL^ Activities for High School Biology

Model 2 — Color Variations in Moths in Great Britain

Peppered Modi Frequency

.1" 70a B O

I soI 3 0G

— li^t moths— Daik moths

8. Refer to the graph of Peppered Moth Frequency in Model 2.a. Which moth color was more prevalent before 1850?

b. Which color was more prevalent between 1900 and 1950?

9. Describe the change in the percentage of light-colored moths and dark-colored moths between1850 and 1900.

10. Describe the change in the percentage of light-colored moths and dark-colored moths between1950 and 2000.

11. During the Industrial Revolution through the mid-20th century, feaories and power plants,which burned coal, produced large quantities of soot and smog. Near industrialized areas, blackpowder covered surfaces, including the moth habitat.a. Which color moth would have a better chance of surviving predation (better camoflage to

hide from predators) on this dark surface?

b. How does this help explain the change in the colors of the moth population shown in Model 2?


12. Clean Air Acts were passed by governments of industrialized nations beginning in the mid-1950s. Use this information to explain why the color of the moth population shifted again.

Model 3 — Natural vs. Artificial Selection

Dog

Gray Wolf

R e d Wo l f

Coyote

§ - Artificial selection

13. Model 3 traces the lineage of what organisms?

14. How does Model 3 indicate that all three types of organisms came from a common ancestor?

15. According to Model 3, wolves (gray and red) are more closely related to what other group—dogs orcoyotes? Explain your answer.

16. Think about the characteristics of the organisms above.a. What are some differences that you note between wolves and dogs?

k What similarities can you identify?

4 POGIL^ Activities for High School Biology

17. Modern domesticated dogs arose from wolves through selective breeding by humans.a. What traits might humans have selected in the common ancestor of dogs and wolves that

would account for the differences between dogs and wolves?

b. According to Model 3, what is the name of this type of selection?

Read This!The events that lead to changes in groups of organisms are called selecdon by evolutionary biologists.Charles Darwin (1809-1882) is the person credited with carefully outlining how various changes inpopulations of organisms might occur through time. He called this process natural selection. Humansparticipate in seleaion through selective breeding of plants and animals. This is referred to as artificialselection.

18. Is the selection that led to the development of wolves and coyotes an example of natural selectionor artificial selection? Explain your choice.

19. Refer to Model 1. Is the selection leading to changes in the E. coli variants natural or artificialselection? Explain your choice.

20. Two differences between red and gray wolves is their color and size. What environmental conditions might have resulted in selection for red wolves and gray wolves?

i21. Refer to Model 2. Is the selection of moths that blend in to their environment an example ofnatural or artificial selection? Explain your choice.


Extension Questions22. For the past 10 to 25 years, farmers have planted crop seeds that have been genetically modified

to withstand treatment with a common weed killer called Roundup®. This allows the farmers tospray their fields to get rid of weeds without harming their crops. Recendy, more and more farmers have discovered that their fields have Roundup-resistant pigweed growing along with theircrop. Use what you've learned in this activity to explain how this came about.

23. Many popular products from hand soap to clothing advertise that they have antibacterial qualities. Most microbiologists recommend agsdnst their routine use in our daily lives. How can youexplain this using your knowledge from this activity?

6 POGIL™ Activities for High School Biology

Compare / Contrast With Summary

C o n c e p t 1 C o n c e p t 2STRUCTURAL ADAPTATION

\B E H A V I O R A L A b A P T A T I O N

H o w A l i k e ? /

✓ H o w D i f f e r e n t ?

With Regard To\

S U R V I VA L

FIND FOOD

SURVIVECOLD/HEAT

REPRODUCTION

A V O I D

PREDATORS

S u m m a r i z e :


D a t e :

N a m e :

Pe r i od : (0/E)

WELD AMERICA: DESIGNS FOR DEFENSEV I D E O W O R K S H E E T

What are some adaptations that have enable predators to be successful?Describe at least two!

2. What's the opossum's first line of defense when faced with a predator?

3. Why do most predators need their prey to put a fight?

Are opossum's just play acting when they "play possum"? Explain.

What's the main and final defense mechanism used by the hognose snake toavoid being eaten by the badger?

6. What animal attacked the coral snake?

Continued on the back

7 . What is the probable reason why the coral snake didn't bite its attacker?

8. What's the main and final defense mechanism used by the gecko? How didthis help it?

9. What caused the grouse to be eaten by the gyrfalcon?

10. How did uistinct fail the tree frog when it confronted the "spiny" caterpillar?

11. Can porcupines throw their quills? Explain

12. Antler growth, because of how quickly the cells grow, has been studied mrelation to what human disease?

13. In the battle between the two mule deer, which one won: the larger or thesmal le r?

14. In the final part of the video, Marty says that none of these creatures havedeveloped the deadly weapons or complex intelligence that we associatewith their more highly developed predators. Who/What is he referring to?

Name_ .Date_

Wildlife Specimen Lab

Background: In order for a species to survive, it must adapt to its environmentalconditions, acquire food, fight off predators, and build or find shelter. If it is unable todo this, it does not survive. We call these special, inherited characteristics adaptations.

Directions: Observe each wildlife specimen. (Most can be found in Pennsylvania) Fill inthe data table.

Specimen# andco lo r

What is it? (skull,carapaces, feather,wing, talon, pelt,other)

What animal or How does it help the animaltype of animal survive?does it belongt o ?

Specimen What is it? (skull. What animal or How does it help the animal# and carapaces, feather, type of animal survive?color wing, talon, pelt, does it belong

o t h e r ) W

Ecological RelationshipsWhat symbiotic relationships are seen in ecosystems?

WhyiAll living organisms need each other in some way to survive. This can include the interactions betweenpredators and their prey, the close associations between and among living things (symbiosis), or the competitive relationships between and among species. All of these relationships may be equally advantageousto the parties involved, or they may be more beneficial to one organism over the other.

Model 1 - Predator-Prey RelationshipsRelationship between Snowshoe Hares and Lynx

1845 1850 1855 1860 1885 1870 1875 1880 1885 1890 1895 1900 1905 1910 1915 1920 1925 1930 1935

Y e a r

1. Refer to the graph in Model 1.a. What does the y axis on the left represent?

b. What does the y axis on the right represent?

c. For both y axes, what value do the numbers on the axes need to be mulriplied by?

2. What was the approximate population of snowshoe hares in 1865?

Ecological Relationships

3. What was the approximate population of lynx in 1865?

4. When the number of snowshoe hares is high, what happens to the number of lynx? Use actualdata from the graph to support your observation.

5. What happens to the population of lynx as the number of snowshoe hares decreases? Use actualdata from the graph to support your observation.

6. Propose an explanation for die apparent cause and effea relationship between the populations oflynx and hares.

7. What does this information tell youa. about the effect of size of prey populations on the number of predators?

b. about the effect of predators on the populations of their prey?

8. What other factor would influence the size of the hare population in addition to the size of thepopulation of lynx?

2 POGIL*** Activities for High School Biology

Model 2 - Symbiosis

Organism 1 Organism 2 Description of the relationship

Dog Flea The flea feeds on blood from the dog. Thereis no benefit to the dog and the itching andbites may lead to infection.

Fungus Algae The photosynthetic algae provide food forthe f gus, which in turn provides a suitableliving environment for the algae.

Te r m i t e Cellulose-digestingbaaer ia

The baaeria in the gut of the termitebreakdown and feed on some of thecellulose taken in by the termite. Thetermite would be unable to digest cellulosewithout these baaeria and they gain anadditional source of nutrition firom thesurplus digested cellulose.

Shark R e m o r a The Remora fish swim alongside the sharkand take scraps of food that the shark dropsduring feeding. The shark does not eat theRemora and appears unaffeaed by itspresence.

Catde Catde egret The catde egret follows herds of catde andeats the insects that the catde stir up as theymove through the grassland. The catdeappear to be unaffeaed by the egrets.

H u m a n Ta p e w o n n The tapeworm lives in the small intestineswhere it feeds and grows, robbing thehuman of essential nutrients.

SymbioticRelationship

9. Refer to the information given in Model 2.a. In the dog and flea relationship, is there a benefit for one of the organisms or for both?

b. Is either the dog or the flea harmed by this relationship?

c. Which other relationship in Model 2 is similar to that between the dog and flea?

Ecological Relationships 3

10. Refer to the fungus and algae relationship in Model 2.a. Is there a benefit for one of the organisms or for both?

b. Is either the fungus or the algae harmed by this relationship?

c. Which other relationship in Model 2 is similar to that between the fungus and the algae?

11. Refer to the shark and remora relationship in Model 2.a. In the shark and remora relationship, is there a benefit for one of the organisms or for both?

b. Is either the shark or the remora harmed by this relationship?

c. Which other relationship in Model 2 is similar to that between the shark and the remora?

Read This!Symbiotic relationships are identified by how they aflFea the organisms involved. The three types of symbiotic relationships are listed below.

• Mutualism: Both organisms benefit j&om the relationship.• Parasidsm: One organism benefits and the other is harmed.• Commensalism: One organism benefits and there is no effect on the other.

Using the information firom the Read This! ho: y label each of the relationships in Model 2 asmutualism, parasitism or conmiensalism.

13. With your group, choose one of the organism pairs from Model 2 and justify why you categorized the relationship as you did.

4 POGIL'** Activities for High School Biology

Model 3 - Inter- and Intra-specific CompetitionG r a p h A G r a p h B

A P. aurelia and P. caudatum grown separately A P- aurelia and P. caudatum grown together

, P. a u r e l i a co

P. coudatum

Number of Days Number of Days

Graph CRate of growth of R. tigrina tadpoles in populations of different sizes.

I« 0 . 4

/ / / /// ^ // • ^U / //* / ♦

0 1 2 3 4 5 6 7 8 9 1 0Time (weeks)

-Minimum mass neededfor metamorphosist o o c c u r .

5 individuals

40 indiv iduals

60 individuals

160 individuals

14. What are the names of the species in graphs A and B in Model 3?

15. Which graph shows competition between two different species?

16. Which graph in Model 3 shows poptdation growth for only one species?

17. What is the difference between the growing conditions in graph A and graph B?


18. /? caudatum and P. aurelia are both species of Parameciunh a microscopic protozoan. R caudatumis the larger of the two species. When grown separately, which of the two species reaches a largerrelative population size after 20 days?

19. When grown separately is there a substantial difference in the relative population size of the twotypes of paramecia after 20 days?

20. Compare graphs A and B in Model 3.a. Which population of species of Paramecium is more afiFected when the two species are grown

together?

b. Considering that R caudatum is 50% larger in size than R aurelia, develop a hypodiesis withyour group to explain why intetspecific competition has an effect on the relative populationsize of R caudatum.

21. In a grammatically correct sentence, define interspecific competition.

22. Refer to graph C in Model 3.a. Describe the species of organism represented by the graph.

b. These tadpoles are confined to a limited environment. What are they all competing for in thatenvironment?

23. What is the minimum mean body mass requked for metamorphosis of a tadpole to occur?

24. When there are only five tadpoles, how long does it take for metamorphosis to occur?

25. When the number of individuals is increased to 60, what is the effea on the time taken formetamorphosis to occur?

26. When the number of individuals is increased to 160, what is the effea on the time taken formetamorphosis to occur?


27. Propose an explanation for why the population size affects the number of weeks before metamorphosis of the tadpoles ocxurs.

28. The type of competition represented by graph C is referred to as intraspecific competition.What is different about this compared to the competition seen in graph B?


Extension Question29. An investigation was carried out into comperition between two species of grass, Bromus madri-

tensis and B, ri dus. Equal numbers of seeds of B. madritensis were sown in a number of differentpots. In each pot, an equal number of seeds of B. rig m was then sown a diflFerent number ofdays after B. madritensis. The results are shown in the graph below.Given that the total dry mass of plant material was the same in each pot, summarize the mainconclusions that can be drawn from this investigation. Suggest an explanation for the resultswhen the delay before sowing B. ri us was 30 days.

Percentagecontribution ofB. madritensisto total dry massafter 45 days

Delay before planting B. madritensisi s^


Name Date

QuizF o o d W e b

True or False? Circle T or F1. Plants do not benefit from decomposers. T or F

2. Very little photosynthesis takes place in the oceans because of the salt water. T or F

3. Plants make food, and release or produce oxygen in many different types ofe n v i r o n m e n t s . T o r F

4. Plants need light to grow. T or F

5. There are no aquatic food webs in New York City. T or F

6. There is more energy available for organisms at the top of the food pyramid than at theb o t t o m . T o r F

Multiple Choice: Circle the letter of the best answer7. All sources of all food can be traced

b a c k t o :

9. Which of the following put importantnut r ien ts back in to the so i l?

A . A lgae

B . P l a n t s

C. Decomposers

D . T h e s u n

A . A n i m a l s

B . P l a n t s

C . B a c t e r i a

D . P r o t i s t s

8. Which of the following organisms arenot decomposers?

A . F u n g u s

B . B a c t e r i a

C . E a r t h w o r m s

D . P l a n t s

10. Which of the following statements istrue about photosynthesis?

A. Plants make their own food usingsunlight, carbon dioxide, and water.

B. P lants re lease carbon d iox ide as a

by-product of photosynthesis.

C. Plants use sugar to make food.

D . A l l o f t h e a b o v e .

N A M E ^ D A T E p d 0 / E

E N E R G Y P Y R A M I D

% Energy Loss % le f t Trophic Level

Energy Transfer in Living OrganismsHow does energy move through an organism?

Why?The law of conservation of energy states that energy can be neither created nor destroyed; it can only betransferred to another form. In living things energy is transferred as organic matter (molecules of carbohydrate, fets, starch, etc.). But does an organism use all of the energy that is provided by the organic matteravailable? How is the law of conservation of energy applied to living organisms?

Model 1 — Food Conversion in a Herbivore

Biomass increase/day: 0.64 g

'Egested waste/day: 2.4 g

Grass ingested/day: 4.0 g

1. According to Model 1, how many grams of grass does herbivore A eat each day?

2. Refer to Model 1.

a. How much did herbivore A grow from eating this grass?

b. What term is used to represent growth in Model 1?

3. What is meant by "egested waste" as it is used in Model 1?

4. Is all of the mass of the ingested grass accounted for in the growth and waste of herbivore A? Ifnot, how much is "missing"? Show a mathematical calculation to support your answer.

Energy Transfer in Living Organisms 1

r5. In addition to growth and waste production, what else does herbivore As body do with the food

it ingests?

6. As cells undergo cellular respiration, what products are produced, and how are they released fromthe body?

7. Draw an arrow in Model 1 to represent respiration and label it with the appropriate title andm a s s .

Model 2 — Energy Efficiency in Two OrganismsRespiration/day: 0.192 kilocalories Respiration/day: 1.6 kilocalories

H e a t l o s s / d a y : H e a t l o s s / d a y :0 . 2 2 8 k i l o c a l o r i e s / > • ^ 1 . 4 k i l o c a l o r i e s

Egested waste/day:0.33 kilocalories

Grass ingested/day: 0.8 kilocalories

8. What unit of energy is used in Model 2?

Egested waste/day:1.25 kilocalories

Grass ingested/day: 5 kilocalories

9. Refer to the energy value of the ingested grass in Model 2.a. What is the energy value of the grass eaten by herbivore A each day?

b. What is the energy value of the grass eaten by herbivore B each day?

c. Which herbivore would you predict to be the larger animal? Explain.

2 POGIL*" Activities for High School Biology

10. In Model 2, what are the three ways that the energy taken in by the herbivores is used?

11. For each herbivore calculate the total energy output.£U Herbivore A =

h. Herbivore B =

12. Does the total amount of energy output for each herbivore add up to the total amount of energyeaten by each herbivore?

13. Use the information given in Model 1.CL What accounts for the diflFerences noted in Question 12?

k Add labels to Model 2 to show this energy.

Read This!Biologists often refer to organic matter by the potential energy that is released when Ae substance undergoes a chemical change to make carbon dioxide and water. TTiis could occur by burning the organic matter or by an organism using the organic matter in cellular respiration.

14. According to Model 1, herbivore A eats 4 g of grass per day. Using Model 2, how much potentialenergy does this represent?

15. According to Model 2, how much energy does herbivore A require for cellular respiration eachday?

16. Energy lost as either heat to the environment or egested as waste is not considered to be anefficient use by the organism. What percentage of the potential energy of the grass is notefficiently used by herbivore A?

17. What percentage of the potential energy of the grass is not efficiently used by herbivore B?

18. Do the herbivores have the same efficiency in using die grass toward useful purposes? Explain intwo or more complete sentences.


19. Herbivores A and B are eaten by carnivores.a. Which category of energy related to the organisms in Model 2 is direcdy available to the car

nivore who eats the herbivores: grass, respiration, biomass or waste?

b. What percentage of the original "grass energy" is available to the carnivore if it eats herbivore A?

c. What percentage of the original "grass energy" is available to the carnivore if it eats herbivore B?

20. Which herbivore is the more efficient food choice for the carnivore? Why?


Extension Questions21. Is the egested waste from an organism wasted energy? If not, describe how this energy (organic

matter) might be used in a useful way.

22. Insects are poikilothennic ("cold-blooded"), while mammals are homeothemuc("warm-blooded"). Using this information, explain why rabbits use more of their energyfor respiration compared to grasshoppers.

23. Which fiiagram in Model 2 could represent the grasshopper and which could represent therabbit?


N A M E D AT E , P D 0 / E

OWL PELLET LAB

This ow! is HUNGRY!! Sketch what you think might end up in his talons

What are Owl Pel lets?"All you ever wanted to know but were afraid to ask"

Owl pellets are masses of bones, teeth, hair, feathers, scales, and insectskeletons. They are produced and regurgitated, not only by owls, but also by hawks,eagles, and other raptors which swallow their prey whole or in large pieces. The softparts of the prey are dissolved by proteolytic enzymes (protein digesters) and strongacids which occur in high concentrations in the stomachs of raptors. The relativelyweak stomach muscles of the bird form the undigested fur, bones, feathers, etc. intowet, slimy pellets. In this process, even the most jfragile bones are usually preservedunbroken. Because the pyloric opening of the stomach into the intestine is narrow,only finely divided materials pass into the intestine. As a result, tmy bones onlyoccasionally pass through the digestive system. Each whole owl pellet usuallycontains virtually complete skeletons of the animals which the owl ate the nightbefore the pellet was formed.

Directions: Use the forceps and probes (and vinyl gloves if you'd like) to separate the owl pellets intoparts. Use the laminated Bone ID Sheet to aid in sorting and identifying what your owl ate. Recordb e l o w.

s k e t c h Identify

What did your owl eat?

SUMMARIZE ENERGY TRANSFER FOR AN OWL Start at the bottom with a plant and continue to the topwith the owl. Use any clues from your own pellet and the food web provided.

Why do you think organisms at the top of the energy pyramid (top of the food chain) are more likely tobecome endangered?

u

Q

3 Zn ^

^ la-"L O _ lL U _i D aZ << -X "u o

< 9

^ H

o -Q ^ L U

> ?E u- S

e ?L U

i D O

I §— )y 2Q OZ D -

- ^< ^

<Qc:Q

Q _L O

O L Ua : XO H

L U

< H

& ^< f L UL U >a : c cU L U

u oC D

O

Learning-Focused® Strategies Notebooi( Teacher Materials ©2004 Learning Concepts, Inc.

Cause and E f f ec t

C a

S u c c e s s i o nHow do ecosystems develop over time?

Why?On May 18, 1980, Mount St. Helens in the state of Washington erupted with the force of a hydrogenbomb. The volcano had been dormant for over 120 years, but now 57 people were dead and forests andlakes were totally destroyed, including nearby Spirit Lake, which became a mud hole. The blast leveledtrees in areas over 10 miles from the crater and ash deposits suffocated life on the mountain. However,within weeks, mammals that had taken shelter underground started to reappear in the area, and now, overthirty years later, many areas of the mountain are colonized with a large variety of plant and animal life.How does an area move from a sterile, barren wilderness to one full of life?

Model 1 - Primary Succession

® O ■ o

Barren rock frombeneath a retreatingglacier, or due to avolcanic eruption.

Low-growing plants suchas mosses, ferns, andlichens begin to colonize.

Fast-growng grasses, flowering plants, and smallshrubs b^n to take root. Athin layer of soil develops.

Fast-growing trees suchas birch and mountainash form a low forest andshade out lower plants.

100-200 years sincecolonization began, large,slow-growing trees, such asan oak, become established.

Succession


a. On what type of land does primary succession first begin to occur?

b. Does there appear to be any life on the land when primary succession begins?

c. Why would most plants such as shrubs and trees find it difficult to grow here?

2. Refer to diagram B in Model 1.a. What are the first organisms (colonizers) on this land?

b. Suggest the mechanisms by which the first colonizers arrived on the land.

Read This!The first colonizers are referred to as the pioneer commimity. These can include lichens, mosses, ferns,and bacteria—all organisms with low nutrient requirements. As they colonize, they break the weatheredrock surface, which helps to create the first thin layer of soil. Without soil other plant life cannot besustained and without plants no animal life can exist.


a. Which diagram illustrates a pioneer community?

b. What are some of the features of the pioneer community?

4. Notice the colonizers in diagrams C and D are taller and require more nutrients than those in thepioneer community. Considering what you already know about plants and photosynthesis, whymight it be a competitive advantage for a plant to be taller?

5. What happens to the pioneer organisms once the new colonizers become established?

/


Read This!As the newer colonizers begin to take over, animals will also begin to appear so they can feed on the morediverse food source. The pioneer plants die and decompose and the animals leave behind manure. Bothadd to the thin soil layer.

6. What eflPect will the addition of animal waste and decayed plant matter have on the soil andland?

7. How will grazing animals help plants to become established?

8. How will the grazing animals prevent or control further colonization by other plants?

9. Using the diagrams in Model 1 as a guide to develop a definition with your group for the termprimary succession, as it relates to the colonizing of barren land.

Read This!As soil quality and quantity improves, the life forms present in the area undergo a series of changes, eachreferred to as a serai stage. Eventually a stable climax community is formed.

10. Label the pictures in Model 1 as pioneer community, serai stages, and climax community.11. Most climax communities are mature forests. What features of mature forest species, such as oak

trees, make them able to dominate and compete in the ecosystem?

12. What environmental factors may affect the type of climax community that develops in anecosystem?

Succession 3

Model 2 - Secondary Succession

®' : ;0 o; '

Established climax

community.

After 3-5 years grassesand low-growing shrubshave colonized the land.

® O O-

Forest fire.

After 20 years small treesform young woodland.

A ; ;X

Plants have been destroyedand animals have fled theburned out area A layerof ash is over the soil.

® o O

50—100 years after thesetback event, matureoak woodland is restored.

13. Refer to the diagrams in Model 2.a. What stage of development does diagram A represent?

b. What appears to have happened in diagram B?

c. What could be two causes of this event?

d. What process will begin again after this event has occurred?

14. Can the ecosystem totally recover from this set-back? What evidence is given in Model 2?

4 P O G I L ™ A c t i v i t i e s f o r H i g h S c h o o l B i o l o g y

15. What eflPect does an existing soil presence have on the serai stages of secondary succession andthe time it takes to return to the climax community compared to primary succession? Give youranswer in complete sentences and justify your reasoning.

16. Why is the tide of Model 2 Secondary Succession rather than Primary Succession?

17. Consider each event below and determine if the recovery process for the environment willhappen by primary succession or secondary succession.a. Melting, receding glaciers.

b Lo^ng a wooded area.

c. Major flooding of a creek bed.

d. Volcanic eruption with lava flow.

18. Are these destructive methods always natural? Explain your answer.

Human activity may alter or "deflect" the natural course of succession, which leads to a changein the climax community. An example of a human activity that deflects succession would begrass mowing. The climax community that develops from a deflected succession is called aplagiodimax community. Surest some other human actions that may lead to plagioclimaxc o m m u n i t i e s .

Success ion 5

Documents

Chapter 5 5 Lab...Chapter 5 Lab Manual Name Period ... the trees became darker and darker. If the surviving ... 2 POGIL^ Activities for High School Biology