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Eco-weather
Unit
Sc20F
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5
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Explore Zone Name
How many things can you find in the area? List them in the space below.
1. Organize the items in your list into at least three groups.
Trimpe2001
2. Choose three items for each category and describe their roles in the environment. (a) Living
(b) Nonliving
3. Describe an interaction between two of the living organisms you observed.
4. Choose one living organism from your list and draw a diagram of its life cycle.
5. Create a food chain using at least three items from your list.
Trimpe2001
(o
Nature Squares Name
Choose a spot for your nature square, then record everything you find in that area. Label all the finds (name or description)
before answering the questions on the back of this page.
T. Trimpe 1999
7
Classify all the items as biotic (living or abiotic (nonliving).
Abiotic (nonliving things)
How many different items did you find? ._ _ How many of the items belong to the plant kingdom?
How many would belong to the animal kingdom?
Choose two items from the biotic list and describe their role in the environment.
Choose two items from the abiotic list and describe their role in the environment.
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Food Web Page 1 of 1
Food Web
Identify the:
1. Producers
2. Primary Consumers
3. Secondary Consumers
4. Herbivores
5. Carnivores
6. Omnivores
7. What elements are missing from this food web?
On the back, Construct a Food web using the following animals. This ecosystem represents a farm area. The corn is the main sorce of food for many of the herbivores in the area. You do not have to draw pictures, you can just use the animal names and draw arrows between them.
SNAKE, CORN , CATERPILLAR, DEER, CROW, MOUSE, COUGAR, SQUIRREL, MICROORGANISMS (decomposers)
httn • //www hi nl opvcnm er. com/worksheets/foodweb .htm 6/24/2010 C
The Water Cycle Worksheet
The Earth recycles water over and over again and has done for millions of years. It does this through a process known as the hydrological or water cycle.
Think about what these terms mean:
Precipitation..
Evaporation...
Condensation.
Transpiration.
Infiltration....
Sun.
Run-off
Now use the terms to label the various aspects of the water cycle.
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Plan'It Water Teacher Resources http:/7vvww.southeastvvater.com.aii/sewl/index.asp?link id 30.1175
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The Phosphorus Cycle Phosphorus is an essential nutrient for plants and animals in the form of ions P ^ ' ^ and HPO?- It is a part of DN A-molecules, molecules that store energy (ATP and ADP) and fafs of cell membranes. Phosphorus is also a building block of certam parts of the human and animal body, such as the bones and teeth.
Copyn,^! © Pw«on Educ*lteo. Inc.. puMihino m Bwijwnin Gumming*.
Phosphorus can be found on earth in water, soil and sediments. Unlike the compounds of other matter cycles phosphorus cannot be found in a,r m the gaseous « ' f . ^h^^^ because phosphorus is usually liquid at normal temperatures and pressures. It ,s mamly cycHng though water, soil and sediments. In the atmosphere phosphorus can mamly be found as very small dust particles.
Phosphorus moves slowly from deposits on land and in sediments to I'ving organisms and than much more slowly back into the soil and water sediment. The phosphorus cycle is the slowest one of the matter cycles that are described here.
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reiedsedhwQtjje dttnospnere when fossil fuetf df« burped
cait»ote released tototfte atmosphere durtngrespii'a^^
cartxm dtoKkte io the atiQO$ph«Te
usedio photosymhesls toproduce carbohydrates
II nt ^ I \ piamsarf \ ^
,^^ eaten tjy ^M
Cmtm* Dto)tidt to decaflM wwttf r and was«
CdrWi Dtoxidt to l$il fuels ccoal 4* oil)
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V>Hr\-/Iwnxnxr hiocViar -us.ore/imaees/Carbon%20Cyde%20from%20Brochure.pttg
6/24/2010
Rmakina the r«rh»n Cvcle: Atmnspheric Catastrophe
acts as But it isn't perfect-
Step 1: Breaking the Thermostat
from the Sun as the Earth, so why is it so much colder?
decreasing. How does the lost CO2 get replaced?
3. suppose that we "turn up" the amount 0. solar radiation Earth receives, but only by a small
^"""""a*) How would this affect temperatures in the short term?
b) How would the change in temperature affect precipitation rates?
0) How would the change in precipitation rates affect CO. levels in the atmosphere?
d) How would the change in CO, levels affect temperatures in the long term?
Step 2: Runaway Greenhouse
a) How vKOuld this affect temperatures in the short term f
b) HOW would the temp, change affect the amount of water vapor in the atmosphere?
c) How would the change in the amount of water vapor in turn affect temperatures?
6. What is the limit of this cycle - when will the positive-feedback process finally stop?
7 What would atmospheric conditions be like when this finally happens? Is there an example of 'these kind of conditions elsewhere in the Solar System?
Original worksfieet by D. Periey
^
Page 1 of 1
Fossil Fuel Emissions
Gaseous Losses
Gaseous Precipitation Atmospheric
/ Nitrogen ' " : ' ; Lightning / Store
'•, -' Fixation / : ' ' • • : • • . • • • ' . ' > " /
Bacteria Fixation
Runoff
Fertilizers ...china Eutrophicatlon Organic Matter x ; - - - i g ! ^ " ' " ^ . ^ ^
Denitrification / (R-NHjr^^ \ / / Mineralization \ ^
consumption ^ ^ " ^ 1 ? ^ " ] ^ (NH4 } Leaching
Nitrification -^ Nitrates Nitr i tes^
(NO3-)^Nitrification (NOgl
•Uf+«-»"//timnir tAtlA/cir'al (TfTVOT: anhvnet/fnndamentals/imaees/nitrogencycle.jpg 6/24/2010 i5
Oceans Connecting a Nation
Student Worksheet: Nitrogen Cycle
Name:
Carbon, Nitrogen, and Phosphorous are considered very important to the environment because they are the chemical building blocks for all living organisms. These elements flow or recycle through the biosphere, atmosphere and geosphere through a global process known as Biogeochemical cycling.
The carbon cycle may be the most familiar biogeochemical cycle. As part of the carbon cycle, plants use carbon dioxide for respiration in the photosynthesis process. It is estimated that through respiration, plants in the ocean remove 25 to 50 billion metric tons of carbon from the air every year. Using this carbon to live and grow, plants serve another important role as the base level of the food web.
Nitrogen and the nitrogen cycle play an important role in making life on Earth possible. For example, the atmosphere is 79% nitrogen gas (N2), and nitrogen is a basic element needed for all living things to grow.
Procedure
Part 1 - Role of nitrogen in growth 1. Although we are surrounded by nitrogen gas, and organisms need nitrogen to live, most organisms cannot use the nitrogen gas (N2) found in the air. Nitrogen must be combined with other elements, such as Hydrogen, to be usable by organisms. The process of nitrogen combining with other elements is called nitrogen fixation. The process can be performed by a special type of bacteria that grows on the roots of certain plants, or a lightning bolt can split the two nitrogen atoms, allowing the "free" nitrogen atoms to react with oxygen and hydrogen atoms. These two natural processes produce limited amounts of nitrogen in the environment.
Compare the diagrams of the terrestrial and ocean nitrogen cycle and answer the questions below.
~* Atmospheric Nitrogw
Phytoptectkton ^ (^ 1 .&» (/
Zoopianktoo »Wir*
Denitnfyatg Bacteria
Nitrogen Fixm) Bacteria
Nitnagen Fixing Bacteria
Basic Terrestrial Nitrogen Cycle
Excretion
i
Basic Ocean Nitrogen Cycle
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la. Describe how the land and ocean nitrogen cycles are similar.
lb. Explain how the Carbon Cycle and the Nitrogen Cycle are connected
tecay ciiyatiisiTts [tead organisms
a i i l waste prcxiucst.
Fossils and tossil fuels
Root
Kjipiialroti
Carbon Cycle (http://www.eo.ucar.edu/kids/green/cycles6.htm)
Basic Terrestrial Nitrogen Cycle
1 c. What do you think would happen to the environment if all of the nitrogen fixing bacteria in the ocean
died?
i\
Part 2 - Limiting Factor What does a plant need to live? Sunlight, water, nutrients (nitrogen, phosphorous, iron, etc.) and proper temperature were most likely the responses to the question. These are the basic requirements for both land and water based plants because they are needed for the photosynthesis process. These requirements can also be limiting factors. A limiting factor is an environmental factor that prevents a population from increasing.
2a. Explain what happens to a plant if it does not get enough sunlight, water or nutrients.
2b. Explain what happens to a plant if it gets too much sunlight, water or nutrients.
2c. Explain why you think naturally available nitrogen is the main limiting nutrient for plants.
it
Part 3 - Food chain , ^ . TU Plants, both land and water based, serve as the base level of the food chain and are called producers. The producers support the higher levels of the food chain. Compare the following diagrams of the terrestrial and ocean food webs and answer the questions below.
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Terrestrial Food Web (www.globalchange.umich.edu)
Ocean Food Web (www.waterencyclopedia.com)
3a. What would happen to the terrestrial food web if all the plants died?
3b. What would happen to the ocean food web if all the phytoplankton died?
i ' ^
Assessment 1. What are limiting factors for humans?
2. What would happen if all the plants died? Would humans be affected? Explain.
3. What if the human population increased quickly? Would plants be affected? Explain.
4. What do you think might happen if too much nitrogen and other nutrients were released into the
environment?
0
Science 20F Ecosystems
Factors Pisruptinq Bioiieochemical cycles
- The basic components of any biogeochemical cycle are a large inorganic
pool and a smaller pool.
- Natural and/or human activities can affect the rate of exchange between
the reservoir pool and the active pool
- An excess released Into the active pool disrupts the cycle's balance and
may produce •
1) Overuse of fertilisers or herbicides
- causes excessive release of ___, » ^^^
sulphur into the soil
2) Combustion of fossil fuels
- burning fossil fuels adds into the atmosphere
- Carbon dioxide traps emitted from the earth
- It also creates large amount of organic compounds (NHS,
N02, N03)
- In addition to contributing to , smog and pollution,
these nitrogen compounds can cause plants that were previously limited
by low nitrogen levels to grow faster and can actually change the
composition of some biological communities by plant
species that previously did not well in the area.
3) Deforestation
- Slows down the rate in which enters the biota
- Release excess amount of CO2 into the atmosphere which contribute to
the •
- Climate In a deforestation region becomes and
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Science 20F Ecosystems
4) Human and Animal Waste Mismanagement
- Concentration of livestock in create large
amounts of organic nitrogen compounds
5) Volcanic activity
- Volcanic eruptions can cause extensive damage to the
surrounding volcanoes
- For example, stretches of forests were flattened from the blast at MT.
Saint Helens. The destruction of forests disrupt the carbon cycle (see #3)
- In addition huge clouds of ash and dust were sent Into the atmosphere.
Such materials can actually disrupt cycles that are dependent on factors
such as , or rain.
6) Fire
- destroys biota, therefore affecting the cycling of all material
- it is important to note that fire is also necessary to maintain some
ecosystems
; ^
Science 20F Ecosystems
The Ecosystem- A review/overview
Like all complex entitles, an ecosystem can be sub-divided Into levels of
organisation:
1) - a single living being (ex. A rabbit)
2) - a group of organisms all of the same species living in an
area (ex. A den of rabbits)
3) - different species occupying an area (ex. All rabbits and
foxes in an area)
4) - made up of different communities (Usually all living things in
a specific habitat)
5) - made up of all the ecosystems on the planet
All ecosystems share two common characteristics:
1) There is a of matter between the biotic and abiotic
of an ecosystem
2) drives the entire ecosystem. (Energy originates from the sun)
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Name Date
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CROSSWORD REVIEW
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ACROSS 4. Plant cells that contain the green pigment
chlorophyll 6. A gas formed during respiration 8. The food making process of green plants
11. Comes from the sun 15. An organism that uses rather than produces 16. Animals that eat other animals 17. Source of energy, heat, and light
DOWN 1. Green pigment In plants 2. chain 3. It recycles itself 5. Their cells store energy from the sun. 7. Gas necessary for life 8. Living things that make food 9. A plant-eating animal
10. Organisms that break down ihe substances of dead organisms
12. Water and carbon dioxide combine with light energy and chlorophyll to form ,
13. Another name for glucose 14. Food
Copyright © 2000 - Milliken Publishing Co. All rights resented. J
MP3424 Ecology
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Science 20F Ecosystems
Bioaccumulation/ Biomagtiiflcation/ Bloamplification
What happens when chemicals are not recycled in biogeochemical cycles?
- Toxins such as DDT accumulates in the _
the problem intensifies because as the concentration of toxins become
as one moves up the food chain.
of all consumers,
- When low levels of
levels in the
^ ^ ^ ^ ^
are taken In with each organism consumed.
begin to rise. As a result, the concentration of
of the food chain.
as tissues containing the toxin becomes greater at each
- This build up of toxic chemicals in
chemical move through the food chain is called _ _
- Since the concentration of chemical substances in the tissues of organisms
increases at higher level of the food chain, thus the bioaccumulation of pesticides
has the greatest effect on the of a food chain.
- Bioaccumulation is most often a problem in ecosystems. This
is because such ecosystems have
of species
food webs that include hundreds
FYI: DDT stands for dichlorodiphenyl trichloroethane
ji(p
Science 20F Ecosystems
Population Ecoiogv
- To study a population, one looks at its , ,
___, and
Distribution of Populations:
- Environmental preference plays an important role in population distribution
patterns
- Population patterns directly affect the of a population
- There are three patterns of population distribution
1) Clumped Distribution
- Occur when individuals are in clumps or aggregation
- Organisms are distributed according to certain environmental factors
( )
2) Random Distribution
- Occur when there is neither an nor among
the members
- This is when biotic and abiotic factors have little or no on
distribution
3) Uniform Distribution
- Occurs when there is competition among individuals for factors such as
Size and Densitv of Populations:
- Population size is the of the same species
sharing the same habitat at a certain time
Ex. There were 27 642 northern pike in Sylvan Lake, Alberta in 1981.
x^
Ecosystems Science 20F
- Population density is the of organisms per of space.
This nur^ber can be a result of accurate rrieasure or an estiriiate of the total
population size.
The formula D=N/S Where D=
N= S=
Example: If 200 lemmings were living in a 25ha (hectare) area of the tundra, that
density will be:
Population nrnwth Patterns:
- Changes in population occur when individuals are or
from a population
- Four factors determine changes in population size: ^ X ___. The number of offspring born in one year
2x ' ~ - The number of individuals of a species that die in
one year 3) - The number of individuals of a species moving into
an existing population 4) - The number of individuals of a species moving out of
an existing population
- If all the factors remain the same except for an increased natality, the ^ jg jQ^ , the same holds true if immigration increases
I'i
^ . oAc Ecosystems Science 2ur
- The reverse effect occurs if there is an increase in or
- In mature ecosystems, population tend to remain relatively stable over the long
term. This "balance" is called ^' ^t^^^y state.
- Dynamic equilibrium describes how populations adjust to changes In the
environment to maintain equilibrium. - Biologist generally classify populations as "open" or "closed"
1) Open population- is one in which density changes result from the
interaction of all four factors
(_ ^ ' 2) Closed population- is one in which density changes are the result of
anci a'one with neither food nor wastes
being allowed to enter or leave the given environment
Growth Curves used to show the " a - A growth curve is a
population over a specific length of __ __•
- In all cases the population growth curves are similar
1) Growth curves for closed populations
* Lao Phase - is the adjustment period prior to _
by the population
* Growth Phase- this marks the accelerated reproduction (
exceeds ) * 5 tationarv phase - This marks the __ between natality
and mortality
* Death phase- Marks a
population (Mortality exceeds Natality)
Diagram:
in the
s^
Science 20F Ecosystems
- Exponential growth/ logarithmic growth is often observed in a _ _ ^
population. This is when population. at every division and
constantly increasing.
- Exponential growth is often followed by a very rapid — »n
population (death phase) caused by build up of __ . lack of
_ _ _ _ _ _ _ and •
2) Growth Curves for Open populations:
Case1: Typical Growth curve
- The typical growth curve for an open population tends to _ _
at the stationary phase - This is when the number of individuals the environment can
support has been reached
- This "maximum" number of individuals is called the _ __
of the environment
Diagram:
- The maximum number of the population can produce is
called the „ of the population
- The biotic potential of the population is balanced by the limits of tolerance
(environmental resistance). This is a range of under which an
organism can and _ _ •
^^
Ecosystems Science 20F
case 2: When a new that affects the carrying -PacitV is > " —
Example-introductionofanextrafood source, thiswould resul t , an S shaped
curve.
Diagram:
Case 3: When the population growth is too
population can suddenly
the population
, the quick increase in
- This decline is often followed by
stable stationary phase. - The "spiked" curve represents such an occurrence
the carrying capacity of its habitat, and
(crashes).
(re-growth) then a relatively
Diagram:
31
^S^ G-J-0 Science - Ecology ^ 1 ^ Shaftesbury High School
The Eves of Nve - Populations
Prior to watching the video, I suggest that you quickly read through the questions to aid you In recognizing the important concepts covered.
1. What was the significant event that occurred on Oct 12, 1999?
2. What was the world's population In 1988?
3. What is the projected population for the year 2050?
4. What factors are contributing to this unprecedented population growth?
5. In 1 minute, approximately how many people are born?
6. What is the term used to describe unimpeded population growth?
7. In what year was the WoHd's Fair? What was the WoHd's population? How long did It take for the wortd's population to double?
8. How did the United Nations decide to address the population growth issue (as presented by Dr. N. Sadlk)?
9. What age are "nearty V2" of the people on our planet?
10. How long Is a woman fertile? How might this Impact global population?
3^
11. In 1979 China passed a law in an attempt to control population growth, what was this law? Did this law work?
12. In rank order, what are the 3 most populous nations in the world?
13. Explain what the 2.1 replacement rate that Bill Nye refers to? Why is it important? Why is the United States still growing?
14. What percentage of the population lives within the United States? What percentage of world resources does the United States use?
15. If everyone on the planet consumed like the United States, how many planet Earth's would we need to sustain everyone?
16. In this video, what do you believe Bill Nye presents as the solution to the global population problem? Explain why you believe this.
33
Population Histograms
Purpose: The object of this activity is to have students examine population pyramids for various countries and discover that populations may be distributed in a variety of different ways.
Directions: Log on to a computer, launch Internet Explorer and navigate to http://www.census.Kov/ipc/www/idbi3vr.html. This is one of the websites of the U.S. Cencus Bureau. Select some countries and examine their population pyramids.
Answer the following Questions: 1. What information does a population pyramid contain? (2 marks)
2. Who could make use of population pyramid and why? (2 marks)
3. Find three population pyramids that look completely different. Copy and paste their images into the following table. (3 marks)
Pyramid 1 Pyramid 2 Pyramid 3
4. Explain in a short statement what each of the three graphs show about each country. (3 marks)
?H
Science 20F Ecosystems
Limiting Factors in Populations/ Factors tiiat afffect^cagyjllfl capacity
The survival and _ _ _ _ _ _ _ _ _ _ _ _ o an organism depends on adequate
supplies of _ _ _ _ „ _ _ _ _ _ ^ and the ability of the organism to withstand many
abiotic factors in the environment.
- Limiting factors are grouped into two categories
1) Densitv-Independent limiting factors ( 1
- These factors affect the members of a population regardless of the population density
Examples:
2) Densitv-Dependent Limiting Factors ( 1 - These are factors arising from population density that affect the members of a population
Examples:
Extinction and introduction of a New Species in an Ecosystem
1. Diversity and Stability
- One of the meanings of is ecosystem diversity (other
meanings include species and genetic diversity). This refers to the
of that exist on our planet, such as
- Ecosystems serve many functions. For example, they affect _,
break down , and help regulate the _ cycle and
carbon cycle. - Ecosystems also help keep soil and can prevent
- Different ecosystems play different roles in the biosphere
Example: Coastal Wetlands -
^^
Science 20F Ecosystems
Example: Forest ecosystems
- Most consumers feed on several organisms and
than one predator attacks most prey organisms
- The more links the more chances for an
ecosystem to compensate for changes imposed upon it, and hence the greater
its stability.
Example: Arctic
Extinction
- Extinction of a species is a process that usually happens in
response to changes. Species of plants, animal, and
to new environmental microscopic organisms that cannot
conditions die off.
- Scientists today point to a different cause for the current round of mass
extinctions: „
- Humans contribute to the extinction of species by destroying _
through activities such as and _ and by
introducing species to new environment
Greeniiouse Effect
" carbon dioxide, until now an apparent innocuous trace gas in the atmosphere, may be moving rapidly toward a central role as a major threat to the
present world order"... why?
3^
Science 20F Ecosystems
- Light (short wave radiation) from the sun passes through the atmosphere
without it and gets by the Earth's surface
(long The Earth out this energy in the form of
wave radiation)
- Carbon dioxide has the ability to heat. The the
carbon dioxide concentration in the atmosphere, the
retained
- As a result, the of the Earth will
- This is called the greenhouse effect
heat will be
Diagram:
The Runawav Greenhouse Effect
- As the Earth's temperature
the
- Water absorbs more light (
, snow and ice tend to melt into
) than snow (.
- This causes further increase of temperature
Thermal Pollution Crossover Point (T.P.C.O)
"Heat is the ultimate pollutant"
critical point of no return - This is a - This is a point at which the positive feedback loop cannot be intermpted
- As a result, the temperature of the Earth will rise
believe that the TPCO point will be reached when the
thermally polluting heat (caused by the greenhouse effect from burning of fossil
fuels) reaches of the energy of the sunlight solar constant (2.5x10
Btu)
V
Ecosystems Science 20F
- Experts believe this may be reached in about __„ _ y^^^s
Tragedy of the Commons (Resource Consumption)
so exceeded that the entire system collapses.
_ j^Q.. " are the wortd's common —• The
' " ~ ^ e assumption that it Is to an individual's advantage to
~ T ^ m o n resource as thoroughly as possible
7^f^^6uB\s were to follow this strategy, the resource would be exhausted -
to the detriment of all
"Freedom in a commons brings ruin to all."-Garrett Hardin
- Freedom we have given up:
- Freedoms we might have to give up:
Overpopulation
The world is facing a collision between human population and resources.
1 The human population is growing _: each generation is growng as a of the previous one
GROWTH RATE CALCULATION: PGR = M ^ =< 1°°%
Nf =
Ecosystems Science 20F
Ni = i =
fr^m mm to 7000 in a period of 10 years, what Example: If a population grew fronn 5000 to 7uuu P was the growth rate of this population?
(added) On the other hand food production increases ___
There is no way an amhmetically increasing food supply can Keep pace w,th a
geometrically increasing population. At some point, the population will
due to lack of - - — ^ " ' ^ " ^^^ ^^^^ .g previously rich habitats nAfnrestation and resulting __
' is in decline in areas with high human population growth,
3'
G.IO Science - Ecology cMriw Shaftesbury High School
ThP qimn^nnf; - A qh.Hv nf fhP CanP Toad
Part A - Watch Bart vs. Australia and answer the following questions.
1. Why are we not allowed to bring in foreign plants or animals Into foreign countries?
What does Bart release Into the Australian Environment?
3. What did you notice about the number of toads as the show progressed?
As the Simpsons left Australia In the helicopter, what consequence did you observe was a result of introducing the frogs to the Australian environment?
5. What was Lisa's explanation for the Increase In frog population?
6. At the conclusion there Is a Koala hanging on to the helicopter. Speculate as to what might occur If the Koala returned to North America with the Simpsons.
7. Do you believe that this is a realistic concept (frogs Invading a country) or a farfetched concept created for the show? Explain your answer.
^0
Part B - Read the article Toxic Toads evolve to aid Australian invasion and answer the following questions.
1. When were the Cane toads introduced to Australia?
2. Who introduced the Cane toads to Australia? Why were they introduced to the environment?
3. At what rate are the Cane toads invading?
4. Why are the Cane toads invading at an increased rate? Explain your answers (3 reasons).
5. What happens to the population of the alien species when it is first introduced to a new environment? Why?
6. Why might Australia face an "ecological nightmare" if the spread of the Cane toads aren't controlled? Explain your answer.
7. Project With a partner, pick an alien species that has been introduced to a new environment (similar to what was done with the Cane toads). Create a sheet of point form notes answering the following questions which will then be followed by the creation of a short comic strip (~4-6 squares per page, ~12-16 in total).
• Which species was introduced to which geographic area? • Where is the species originally from, geographically? • Why was this species introduced to this specific geographic area? • Identify traits that the species possess which allowed it to be successful in the
new environment. • Characteristics that the environment possesses which allow the species to
become invasive. • Procedures or ideas for removing the alien species from the environment. • Has there been any success in removing the species from the area.
^1
Toxic toads evolve to aid Australian invasion Loimgci' leg! helped cane toadg hop all over in just a few short decades
( '
l y KarThsfl
IjvtSatitct updated: l2 *9 a m C~ f=et '.S, 2:06
Toxic toads bound across the northern tropics of Australia faster than ever, thanks to
the evolution of longer legs m the few short decades since humans introduced them to
their own little paradise.
Cane toads (Bufo mannus) were first brought in from Hawaii .n 1935 to control the
spread of beetles that were ravaging Australia's sugar cane crop. But instead of
A u s t r a l i a n cane toads h a v e W o l v e d l onge r controlling the pests, the toads have become pests themselves. A deadly chemical
legs a n d are spreading across t he defense system disposes quickly of potential predators,
c o n t i n e n t faster than ever.
The toads have expanded their range to cover more than a third of Australia's total land
area.
From the 1940s through the 1960s, the toads were Invading at a rate of about 6 miles per year; now they're taking over at a rate of about
30 miles a year.
To nnd o u t why the toads are spreading so fast, researchers stationed themselves about 40 miles cast of Australia's port city of Darwin, in a
region where the cane toads had not yet spread.
When the toads arrived, the researchers found that those m the vanguard of the Invasion had legs that were up to 6 percent longer than
average; shorter-legged stragglers followed. The study showed that newer populations of toads tended to have longer legs than those In
long-established populations.
A t o p P«St
I t Should come as no surprise that cane toads are among the world's top 100 invasive species. They are the worid's most Introduced
amphibian. They mate year-round and females lay up to 30,000 eggs at a time.
The toads can grow as large as dinner plates and weigh up to 4.5 pounds. Their heads and backsides are studded with rows of warts that
secrete a mi lky white toxin called bufotoxin.
Because Australia has no native toads, many native predators such as snakes, lizards and mammals are very sensitive to the toxin. So when
the toads spread, they immediately kill ofT many of the region's top predators.
"We don't know what effect It may have to remove so many top predators from a complex tropical ecosystem, but it's likely to be bad
news," said study team member Richard Shine of the University of Sydney.
When an Invasive species Is first Introduced, the population remains low for a few generations before exploding. Shine said.
•It's likely that such lags reflect, at least in part, adaptive changes in the Invader to suit it to the new environment," Shine told UveSdence.
Shine and his colleagues warn in the February 16 Issue of the journal Nature that Australia could face an "ecological nightmare" if the spread
isn't controlled soon.
Australian scientists have tried for decades to eradicate the toads, but with limited success. Last year, researchers announced they had
successfully lured and trapped the toads using ultraviolet lights like those used m disco clubs.
S 2006 iiveScierce.com. M nghts reserved.
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Science 20F Invasive Specie Comic Strip Prn\^nt
Criteria
Comic strip contains a
minimuni of 3 vipiettM
Novice Level -_ (0-1)
Assessment Rubric Intermediate Level (2 -3)
This category is not applicable to the specified criteria
Final product contains less than
three vignettes
Expert Level (4)
Story engage the reader
Comic strip is colourftil & creatively designed
Student incorporate instructor's
feedback
Strip contains all of the technical
requirements
Ail sources researched are
cited
Storyline present which only contains
the bare bones information specified
in the assignment description and/or
progression of comic strip does not follow a
clear story line
Stoty is told in a minimum of three or
more vignettes
A creative storyline is
introduced but lacks a progression which holds onto
the reader's attention
Story captures the reader's imagination
and attention
Colour is not present and/or the layout of
the comic strip appears put together in a "last
minute" way
Student does not conference with
instructor and/or does not incoiporate
changes that result in a better final product
Colour and creativity present but comic strip is
lacking a professional layout
design Student consults
with the instractor and produces a
final draft that is not improved from
the fu-st draft
Lots of colour is present and the strip is presented in a way that
shows mastery of a skill
Student incorporates instructor's feedback
and/or the final product is significantly
improved form its draft stage
Less than 3 technical requirements present in the final product
Only 3 of four technical
requirements present in the final
product
No sources cited
Evidence of information used in the comic strip that was not cited
Comic strip communicates the type
of invasive species, how it was introduced,
its effect(s) on the ecosystem, and
prevention strategies that have been
developed Final product includes a complete and concise list of sources cited in a way where they can be
easily accessed
/24
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HH
G.IO Science - Ecology The Lesson of Kaibab
Shaftesbury High School
Introduction: The environment may be altered by forces within the biotic community, as well as by relationships between organisms and the physical environment. The carrying capacity of an ecosystem is the maximum number of organisms that an area can support on a sustained basis. The density of a population may produce such profound changes in the environment that the environment becomes unsuitable for the survival of that species. For instance, overgrazing of land may make the land unable to support the grazing of animals that lived there.
Objectives:
• Graph data on the Kaibab deer population of Arizona from 1905 to 1939 • Determine factors responsible for the changing populations • Determine the carrying capacity of the Kaibab Plateau
Background
Before 1905, the deer on the Kaibab Plateau were estimated to number about 4000. The average carrying capacity of the range was then estimated to be about 30,000 deer. On November 28th, 1906, President Theodore Roosevelt created the Grand Canyon National Game Preserve to protect the "finest deer herd in America."
Unfortunately, by this time the Kaibab forest area had already been overgrazed by sheep, cattle, and horses. Most of the tall grasses had been eliminated. The first step to protect the deer was to ban all hunting. In addition, in 1907, The Forest Service tried to exterminate the predators of the deer. Between 1907 and 1939, 816 mountain lions, 20 wolves, 7388 coyotes and more than 500 bobcats were killed.
Signs that the deer population was out of control began to appear as early as 1920 - the range was beginning to deteriorate rapidly. The Forest Service reduced the number of livestock grazing permits. By 1923, the deer were reported to be on the verge of starvation and the range conditions were described as "deplorable."
The Kaibab Deer Investigating Committee recommended that all livestock not owned by local residents be removed immediately from the range and that the number of deer be cut in half as quickly as possible. Hunting was reopened, and during the fall of 1924, 675 deer were killed by hunters. However, these deer represented only one-tenth the number of deer that had been born that spring. Over the next two winters, it is estimated that 60,000 deer starved to death.
Today, the Arizona Game Commission carefully manages the Kaibab area with regulations geared to specific local needs. Hunting permits are issued to keep the deer in balance with their range. Predators are protected to help keep herds in balance with food supplies. Tragic winter losses can be checked by keeping the number of deer near the carrying capacity of the range.
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Data
1. Graph the deer population data. Place time on the X axis and "number of deer" on the Y axis
DATA TABLE
Year
1905
1910
1915
1920
1924
1925
1926
1927
1928
1929
1930
1931
1935
1939
Deer Population
4,000
9,000
25,000
65,000
100,000
60,000
40,000
37,000
35,000
30,000
25,000
20,000
18,000
10,000
.. . .. _ „ . „ _ . L . . _- ._
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L I I , _ . __„ f __ __ __, __ . . ___ __ , •.
I I I I I I I I I I I I I I I
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Analys is
1. During 1906 and 1907, what two methods did the Forest Service use to protect the Kaibab deer?
2. Were these methods successful? Use the data from your graph to support your answer.
3. Why do you suppose the population of deer declined in 1925, although the eliminated of predators occurred?
4. Why do you think the deer population size in 1900 was 4,000 when it is estimated that the plateau has a carrying capacity of 30,000?
5. Why did the deer population decline after 1924?
6. Based on these lessons, suggest what YOU would have done in the following years to manage deer herds.
1915:
1923:
7. It is a criticism of many population ecologists that the pattern of population increase and subsequent crash of the deer population would have occurred even if the bounty had not been placed on the predators. Do you agree or disagree with this statement. Explain your reasoning.
8. What future management plans would you suggest for the Kaibab deer herd?
^7
Senior 2 Science Appendix 1.2
Environmental Factors and Population Size
Imagine you notice a pair of houseflies in your warm house on a cold day in December. Assuming one of the flies is a female, and the other a male, you could expect them to reproduce. Houseflies lay up to 900 eggs at a time. If the house is warm (approximately 20°C), the eggs will hatch into larvae (a small worm-like stage of fly development) in about one day. The larvae go through several stages of development, and become mature houseflies in about a month. If the home remains warm, and the larvae find enough food to eat, there could be approximately 900 flies m the house by January (assuming that all the larvae survive until they become mature flies!). If all goes well, hundreds of pairs of these flies will lay hundreds of eggs each, producing approximately 400.000 new flies by late February If this continues, you could have an additional 180,000.000 mature flies by the time you open your windows in late March (and maybe let some of the flies out)
As you can see, the numbt flies increases slowly at (in this example, 2 flies become 900 flies in the first month), then very rapidly (900 flies b( 400,000 flies in the second 180,000,000 by the third month). Finding a breedin pair of flies in a house in December is not uncommi Having a few hundred mi March is highly unlikely.
What factors in the environment prevent a breeding pair of organisms from becoming a population numbering in the billions in a relatively short period of time? One reason is that resources are in limited supply. There may be enough food in a typical house for a few dozen flies, but there usually isn't enough for thousands of them. Also, there may be other insects in the house that compete with the flies for the little bits of food that humans leave behind. Many of the flies and their larvae starve to death. Some flies are eaten by other insects in the home (predators), while others die of "natural causes" (such as disease). If the home's heating system were to break down, and the temperature in the house were to drop to the freezing point, many flies and larvae would die due to lack of warmth Although this doesn't usually happen in your home, it does happen outdoors where many organisms live. All these environmental factors help limit the population size of a particular organism.
Cluster 1, Dynamics of Ecosystems A7
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Many environmental factors affect the population size of a particular organism. This is true in a "closed" environment such as a home, but also in an "open* environment such as the outdoors. Limiting factors may be categorized as density-dependent or density-independent. Density-dependent factors operate when a population is large and crowded, and density-independent factors operate regardless of the population density. Some limiting factors are
• availability of food and water
• availability of living space
• heat or cold
• predators
• disease
• overcrowding and stress
Quest ions
1. How many flies were in the house in December?
2. How many new flies were added in January?
3. How many new flies were added in February?
4. How many new flies were added in March?
5. Why does the population grow slowly at first (in December and January), and much more rapidly later (in February and March)?
6. Suggest two other organisms that houseflies compete with for food in a home.
7. Which factor(s) changed when the window was opened in March?
8. From the list of limiting factors, identify those that are density-dependent.
9. From the list of limiting factors, identify those that are density-independent.
10. Would you consider drought to be a density-dependent or density-independent limiting factor? Explain your answer.
11. Would you consider competition for resources a density-dependent or density- independent limiting factor? Explain your answer.
q l
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Publication No. 10109
The Lynx Eats the Hare A Classroom Simulation of a Predator-Prey Interaction
Introduction Perform this simple pencil and paper simulation of the interspecific interaction between a predator population and that of its pri
mary prey. Students will discover the inextricable link between the two populations in this .surprisingly realistic and involving activity.
Concepts • Predator Prey
Materials {for each group)
Flat surface, 12" x 12" square
Paper squares, one-inch (snowshoe hares), 300
Graph paper
Paper cutter or .scissors
• Population growth
Colored tape or masking tape
Cardboard square, three-inch (represents a Canadian lynx)
Population data table
Safety Precautions
This activity is generally considered nonhazardous. Follow all normal laboratory guidelines.
Preparation
Use tape to make a square with 12" sides, on a table top or other flat surface. The square represents the area inhabited by a population of snowshoe hares. Cut out and decorate with appropriate images, 300 one-inch paper hares and a three-inch cardboard lynx (these numbers are for each group conducting the simulation). A paper cutter is an indispensable as.set at this stage. Prepare a data table to record the population tallies by following the example below. Allow enough space for 20 to 25 generations.
Generation of Hares
1
2
Number of Lynx
3
Number
1
Hares Eaten (Total)
Hares Remaining
Lynx Starved
Lynx Surviving
Lynx Offspring
Procedure
1. Begin the simulation by populating the habitat with three hares—spatially dispersed within the square.
2. Toss the cardboard lynx into the square in an effort to capture (i.e., land on any portion of) as many hares as possible. In order to survive and reproduce, the lynx must capture at least three hares when tossed. With the hare population at this stage, lynx survival is virtually impossible. Remove any hares captured and enter the tallies for the first generation.
3. The hare population doubles between generations—multiply "Hares Remaining" by two and enter the resulting number in the "Number of Hares" column for the second generation. Place the required number of hares in the square. If no lynx survived the previous generation another moves into the area. Toss the newly recruited lynx—repeating step 2. Remove any captured hares and enter the new tallies.
4. By generation 5 the lynx should be able to capture three hares when tossed. If successful, the lynx survives until the next generation and also produces offspring—(one per each three hares captured.) Toss the lynx square once for each lynx.
© 2010, Flinn Scientific, Inc. All Rights Reserved. Reproduced for one-time use with permission from Flinn Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or transmitted in any form or by any means, electronic or mechanical, including, but not limited to photocopy, recording, or any information storage and retrieval system, without permission in wnting from Flinn Scientific, Inc. 10109
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5. As the population builds it is important to separately tally each lynx's kills, removing captured hares after each lynx is tossed. Determine lynx survival and reproduction using individual lynx capture numbers. Remember, lynx produce one offspring for each three hares captured. If a lynx captures seven hares, three lynx enter the next generation-^the original lynx and two offspring. Individual lynx capture numbers should be tallied on a separate sheet of paper and only totals entered in the table.
6. Between generations 9 and 11, the populations will probably crash back to, or near, zero. If and when this happens be sure to begin subsequent generations with at least three hares. Carry the simulation through 18-20 generations, by which time the cycle will be well on its way to repeating and the next few generations can be (relatively accurately) predicted.
Discussion
The data is best analyzed graphically. For each animal make a plot of population totals (the first two columns) versus generation number. By plotting the hare population and the lynx population side by side on the same graph, the relafionship between the two becomes abundantly clear.
The most evident pattern is the near exponential initial increase in the prey (hare) population followed by a proportional increase in the predator (lynx) population. Students should note the lag time between the two populations. The predator population responds directly to fluctuations in the prey population—recovery follows recovery and crash follows crash.
Students should keep in mind that, as in any simulation (even sophisticated computer models), certain assumpfions are made and many variables overlooked. Namral populations are .subject to myriad pressures and disturbances such as immigration, emigration, overgrazing, disease, floods, droughts, fires, and extreme cold spelLs~to name a few. Many of these factors compound each other. Di.sea.se spreads more easily as population density increases. Hares intensively competing for food in overpopulated areas will be less able to resist droughts or freezes. The enormous complexity of a relatively simple system is mind-boggling.
If several groups are conducing the simulation, you may wish to introduce other variables. Disease or fire could reduce the hare population at any stage in the cycle. Human hundng or trapping activity could impact either population. Ask the .students to imagine the outcome if the lynx were exterminated. Note the well-known impact on deer populations throughout North America—populations no longer regulated by natural predators. Studies have shown that natural predation pressure maintains the overall health and size of prey populations at opfimal levels.
Connecting to the National Standards This laboratory activity relates to the following National Science Education Standards (1996):
Unifying Concepts and Process: Grades K-12 Systems, order, and organization Evidence, models, and exploration
Content Standards: Grades 5-8 Content Standard A: Science as Inquiry
Content Standard C: Life Science, reproducfion and heredity, regulafion and behavior, populafion and ecosystems, diversity and adaptations of organisms.
Content Standards: Grades 9-12 Content Standard A: Science as Inquiry
Content Standard C: Life Science, interdependence of organisms; behavior of organisms.
References
Green, N. P O.; Stout, G. W.; Taylor. D. J.; Soper, R. Biological Science I: Organisms, Energy, and the Environment, 2nd ed.; Cambridge University Press, Cambridge, 1990.
Purves, W. K.; Orians, G. H.; Heller, H. C. Life: The Science of Biology, 3rd ed.; Sinauer Associates, Sunderland, MA, 1992.
Acknowledgment Adapted from the Woodrow Wilson Nafional Fellowship Foundation Biology Team 1/2 1994 binder.
The Lynx Eats the Hare is available from Flinn Scientific, Inc.
Catalog No.
FB1880
FBI884
Description
The Lynx East the Hare—Environmental Science Predator-Prey Activity Lynx Eats the Hare, Card Deck
Consult your Frinn Scientific Catalog/Reference Manual for current prices.
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© 2010 Flinn Scientific, Inc. All Rights Reserved.
n.1
© 2010, Flinn Scientific, Inc. All Rights Reserved. Reproduced for one-time use with permission from Flinn Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or transmitted in any form or by any means, electronic or mechanical, including, but not limited to photocopy, recording, or any information storage and retrieval system, without permission in wnting from Flinn Scientific, Inc.
© 2010 Flinn .Scientific, Inc. All Rights Reserved. 10109
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The March of the Penguinf
Watch the following video and provide at least three points under each question.
1 Describe the way the penguin population co-operates throughout the winter season. How does the weather affect the penguins?
2. Describe how the population density of the penguins changes in the different times of the year. Summer, Spring, Fall Winter
3. What is the carrying opacity of Antarctica for penguins? How is survival different for the male and the females?
4. What are the density dependent factors that affect the penguin population?
5. What are the density independent factors that affect the penguin population?
6. Do the penguins have any interspecific con^etitioni
1. Describe any intraspecific competition that happens in the penguin colony.
^ , ^
