Unit 2.1 Opening Activity: Name: Review of Old Information: N/A New Information: I. The Introduction to Ecology a. The study of interactions of organisms and their environments i. Alternate Definition: the study of (-logy) ecosystems (eco-) KEY THEME: ALL ORGANISMS ARE INTERDEPENDANT Everything is interconnected, if an organism eats, drinks, sleeps, lives, dies, it affects other organisms b. The Levels of Ecology 1. The study of ecology is divided into a level hierarchy. 2. These levels range from very broad to very specific ii. The 5 Levels 1. a. The broadest most inclusive level of organization b. Earth and it s atmosphere, all life is included 2. a. All ecosystems add up to form the biosphere b. The living and nonliving things that compose a particular place c. Ex. 3. a. Only the interacting organisms living in an area b. Multiple species involved c. Ex. 4. a. All of the members of one species living in one place at one time b. Ex. 5. a. One organism in a population b. Ex.
II. The Organism Level a. Factors (bio = living) all of the living things that can affect an organism i. Ex. b. Factors (A = without) all of the non-living things that can affect an organism i. Ex. What does biotic mean? Why is carbon dioxide an abiotic factor? Cirlces the correct answer: Bioflims are an example of a (biotic/abiotic) factor affecting a (biotic/abiotic) factor? Predator- prey relationships are examples of (biotic/abiotic) factors affecting (biotic/abiotic) factors. When the wolf population went down in Yellowstone National Park, the vegetation density in the area went (up/down). III. Responses to a Changing Environment organisms adjust to changing biotic and abiotic factors a. i. Organisms adjusting their tolerance to environmental factors ii. Ex. Tolerance Curve: b. Control of Internal Conditions i. 1. Conformers do not regulate their internal conditions. Their internal conditions conform! a. Ex. ii. 1. Regulators use energy to control internal conditions a. Ex. c. Escape from Unsuitable Conditions i. A long term escape of a period of reduced activity 1. Ex. ii. Moving to a more favorable habitat 1. Ex.
IV. A Organisms Role in the Environment a. The role a species plays in its environment i. Your niche: b. Types of Niches i. Niche range of conditions and resources a species POTENTIALLY use ii. Niche range of resources a species ACTUALLY uses iii. Niche lots of different resources and conditions 1. An organism that uses lots of different resources and conditions a. Eat everything b. Eats everything iv. Niche very few resources and conditions 1. An organisms that uses very few resources and conditions a. Only eat bamboo b. Only eat eucalyptus V. The Population Level a. - A group of organisms that belong to the SAME SPECIES and live in the SAME PLACE at the SAME TIME b. Population Properties i. the number of individuals in a population ii. measure of individuals per area (how crowded the population is) iii. how the individuals a spread out in a given area 1. individuals clustered together 2. individuals seperated evenly 3. individuals spread randomly Clumped Even Random c. Population Growth i. THINGS THAT AFFECT Population Growth Rate 1. the movement of individuals into a population 2. the movement of people out of the population 3. Birth Rate 4. Death Rate a. how long the average individual is expected to live d. Types of Population Growth
I. Growth Rate Curves a. Exponential Model The Logistic Model b. Logistic Model notes i. a factor that restrains or stops the growth of a population 1. Examples a. Not enough b. Not enough c. Not enough ii. the number of individuals an environment can support over a long period of time 1. Label the carrying capacity on your logistic model drawing c. Population Factors i. factors that rely on population size 1. Triggered by increase in population 2. Ex. ii. factors that don t rely on the population size 1. Reduce the population regardless of size 2. Ex. d. the growing and shrinking of populations i. The classic lynx vs. hare simulation Activity: Deer: Predation or Starvation Introduction: In 1970 the deer population on an island forest reserve about 518 square kilometers in size was about 2000 animals. Although the island had excellent vegetation for feeding, the food supply obviously had limits. Thus the forest management personnel feared that overgrazing might lead to mass starvation. Since the area was too remote for hunters, the wildlife service decided to bring in natural predators to control the deer population. It was hoped that natural predation would keep the deer population from becoming too large and also increase the deer quality (or health), as predators often eliminate the weaker members of the herd. In 1971, ten wolves were flown into the island. The results of this program are shown in the following table. The Population Change is the number of deer born minus the number of deer that died during that year. Fill out the last column for each year (the first has been calculated for you).
Year Wolf Population Deer Population Deer Offspring Predation Starvation Deer Population Change 1971 10 2,000 800 400 100 +300 1972 12 2,300 920 480 240 1973 16 2,500 1,000 640 500 1974 22 2.360 944 880 180 1975 28 2,224 996 1,120 26 1976 24 2,094 836 960 2 1977 21 1,968 788 840 0 1978 18 1,916 766 720 0 1979 19 1,952 780 760 0 1980 19 1,972 790 760 0 1. Graph the deer and wolf populations on the graph below. Use one color to show deer populations and another color to show wolf populations. Analysis 1. Describe what happened to the deer and wolf populations between 1971 and 1980. 2. What do you think would have happened to the deer on the island had wolves NOT been introduced?
3. Most biology textbooks describe that predators and prey exist in a balance. This "balance of nature" hypothesis has been criticized by some scientists because it suggests a relationship between predators and prey that is good and necessary. Opponents of this hypothesis propose the following questions: Why is death by predators more natural or "right" then death by starvation? How does one determine when an ecosystem is in "balance"? Unit 2.2 Opening Activity: Name: Review of Old Information: 1. Looking at a growth rate graph the variable K = 2. A characteristic of a r species = 3. A characteristic of a k species = Estimating Population Size Objective: You will be expected to estimate the size of a sample population using the mark-recapture technique. Be able to apply the technique to new population problems and compare the mark and recapture technique to other methods of population estimating. 1. If you were in charge of a team given the responsibility to determine the number of sunfish in Horseshoe Lake, discuss with your partner how would you accomplish this task and describe in detail below. Technique 1: Sampling A technique called sampling is sometimes used to estimate population size. In this procedure, the organisms in a few small areas are counted and projected to the entire area. For instance, if a biologist counts 10 squirrels living in a 200 square foot area, she could predict that there are 100 squirrels living in a 2000 square foot area. 2. A biologist collected 1 gallon of pond water and counted 50 paramecium. Based on the sampling technique, how many paramecium could be found in the pond if the pond were 1,000 gallons? 3. What are some problems with this technique? What could affect its accuracy?
Technique 2 - Mark and Recapture DATA Trial Number Number Captured Number Recaptured with mark 1 2 3 4 5 6 7 8 9 10 Total: In this procedure, biologists use traps to capture the animals alive and mark them in some way. The animals are returned unharmed to their environment. Over a long time period, the animals from the population are continued to be trapped and data is taken on how many are captured with tags. A mathematical formula is then used to estimate population size. Procedure: -You will receive a bag that represents your population (beans, pennies, chips, beads) -Capture 10 animals by removing them randomly from the bag. -Place a mark on them using tape or string -Return the 10 marked animals to the container -With your eyes closed, grab a handful of the population. This is the recapture step. -Record the number of animals recaptured in total and the number that have a mark on them on the data table -Return the animals to the bag and repeat. Do 10 recaptures. -When the ten recaptures are completed, enter the totals on the data table
4. Calculations = Find your Population Estimate Estimated Size 5. Use the code-name on your bag to check with the teacher about how many animals are really in your population. Name on Bag Actual Size Analysis 6. Compare the actual size to the estimated size. Did you overestimate or underestimate? 7. Continue the experiment by filling out the data table. Recalculate your estimate using the formula. (Show below) Trial Number 11 12 13 14 15 16 17 18 19 20 Number Captured Number Recaptured with mark Total: (add original data + new data) (add original data + new data) 8. Recalculate your estimate by entering the original + new data totals into the formula. Is the new estimate closer to the actual total? 9. Given the following data, what would be the estimated size of a butterfly population in Wilson Park. A biologist originally marked 40 butterflies in Wilson Park. Over a month long period butterfly traps caught 200 butterflies. Of those 200, 80 were found to have tags. Based on this information, what is the estimated population size of the butterflies in Wilson Park? SHOW WORK to get credit.
Activity: The Lesson of the Kaibab 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. 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. 1. Graph the deer population data. Place time on the X axis and "number of deer" on the Y axis DATA TABLE Year Deer Population 1905 4,000 1910 9,000 1915 25,000 1920 65,000 1924 100,000 1925 60,000 1926 40,000 1927 37,000 1928 35,000 1929 30,000 1930 25,000 1931 20,000 1935 18,000 1939 10,000
Analysis 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 elimination 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. Based on these lessons, suggest what YOU would have done in the following years to manage deer herds. 1915: 1926: 6. 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.
Unit 2.3 Name: Section Title: Ecology: the population level Opening Activity: Review of Old Information: This virtual lab has instructions on the left hand side and also contains pages to enter data and questions. However, you will enter data and answers using the data table below and the questions on the following page. How to get there: ( http://glencoe.mcgraw-hill.com/sites/dl/free/0078757134/383928/bl_04.html ) Data Table P. aurelia grown alone, cells/ml P. caudatum grown alone, cells/ml P. aurelia grown in mixed culture, cells/ ml P caudatum grown in mixed culture, cells/ml Day O Day 2 Day 4 Day 6 Day 8 Day 10 Day 12 Day 14 1 1 1 1 5 5 4 5 22 11 14 10 38 22 29 8 40 24 35 6 45 28 36 2 45 26 41 2 44 26 41 0 Day 16 44 26 41 0 1. On what day did the Paramecium caudatum population reach the carrying capacity of the environment when it was grown alone? How do you know?
2. On what day did the Paramecium aurelia population reach the carrying capacity of the environment? How do you know? 3. Explain the differences in the population growth patterns of the two Paramecium species. What does this tell you about how Paramecium aurelia uses available resources? 4. Explain how this experiment demonstrates that no two species can occupy the same niche. New Information: Human Population Growth Human Population 1970: billion 2011: billion Growth Rate % Suggested carrying capacity = billion Measuring Populations Human Demography: Demos ( ) & graphos ( ) Estimated that % of population growth will occur in world countries Fertility & Birth rates: Crude birthrate: Total fertility rate: # of born to an ave. woman in a pop during her reproductive life Zero Population Growth (ZPG): also called replacement level of fertility; # of at which people are themselves
Mortality and Death Rates: crude death rates ; value sensitive to age structure of population. Population Growth Rates: Natural Increase: Total Growth Rate: includes and, as well as births and deaths; world growth rate is about 1.4% Life Span and Life Expectancy: mortality, not fertility, is primary cause for most population growth; higher income = higher life exp. Growth Rates Calculated Birth rate-death Rate = Growth Rate: the amount by which a population changes size in a given time. Divide populations into groups of Birth rate per 1000: 52/1000 = per capita Death rate per 1000: 14/1000 = per capita 0.052 0.014 = growth per capita Population of 50,000: then x = added to a population Human Population Growth Today percent of world s population lives in developed countries less than 0.01 per capita growth rate percent of worlds population lives in developing countries higher growth rate Why? Population also plays role in measuring growth Dependency Ratio: # of individuals in pop.; may have strain on countries with high % of young or old people. + Pressures: Pronatalist: factors increasing desires to have (support, status, birth dearth, etc.) - Pressures: education status Age Structure and TFR Age Structure and total fertility rate largely affect growth rate of populations. -based pyramids are characteristic of populations with birth rates life expectancies (where many people die before reaching old age) advances in public have recently reduced infant and childhood mortality.
Many humans survive of their potential life span and die at old age. Survivorship of many wild birds is the throughout their life span once fledged. In organisms that produce offspring, survivorship is among the juveniles and high after that (ex.fish).
Activity: Human Population Growth Webquest http://www.census.gov/cgi-bin/popclock 1. What is the exact time right now? 2. What is the U.S. population right now? http://www.demographia.com/db-2000stater.htm 3. Where is Ohio ranked among state populations? 4. What percent of people in the US live in Ohio? Google Least Developed Countries and click on the website http://www.unohrlls.org/en/ldc/25/ How many are there? 8.Select any two countries from the list and find the following data: 1st Country you selected a. Population. b. Surface area. c. Population density. 2nd Country you selected a. Population. b. Surface area. c. Population density. Go to http://www.pbs.org/wgbh/nova/worldbalance/numbers.html, and click on Printable Version. 1. How would you describe the trend in human population growth? When was it slow? What has happened to the relative speed of growth? 2. Where is most of the growth occurring? Go to http://www.populationconnection.org/site/pageserver?pagename=issues_protectingtheplanet and open Ten Population and Environment Connections 7. Summarize the 3 of the ten environmental concerns linked with population growth. 8. Which of these ten do you think Americans contribute to most? Why?
Section: 2.4 Name: Section Title: Ecology-the community level Opening Activity: Review of Old Information: N/A New Information: II. The Community Level a. There are 5 types of species interactions i. 1. Determines relationships in the food web 2. Regulates population 3. Some prey defenses include a. b. c. d. 4. Includes eating plants. ii. - involves parasite and host. 1. Similar to predation, but does not result in immediate death of host. 2. Types of parasites include (oustside of body, ticks, fleas, lice, etc.) and (inside of body, bacteria, protists, tapeworms, etc.) iii. 1. Results from two or more species using the limited resource. 2. - one species eliminated from community b/c of competition for SAME RESOURCE 3. Alternatives to cause Competitive Exclusion: a. : individuals adjust to use different resources
b. : individuals use less resources to survive iv. 1. Cooperative relationship where both species receive some benefit a. ex. v. 1. Relationship where one species benefits and the other is not affected a. Buffalo and Birds Buffalo move and stir up insects and grass, birds then eat the insects b. Community Properties i. - The number of species a community contains. 1. Communities to the equator have more species. 2. Richness improves community (ability to resist change) c. Communities Changing i. - the gradual re-growth of species in an area. ii. - community development in an area not previously inhabited. iii. community development in an area previously inhabited but then destroyed iv. - small, fast-growing, fast-reproducing species; predominate early in succession. v. - stable end point of succession Activity: Answer the following review questions over what was discussed in class over community ecology. 1) Which of the pairs of parasites listed below are endoparasites? a) tapeworms and leeches c) leeches and fleas b) tapeworms and bacteria d) ticks and mosquitoes 2) Pioneer Species a) are usually small. c) predominate early in succession. b) reproduce fast. d) ALL of the above. 3) Species Richness is HIGHEST in areas a) close to the equator. c) far from the equator. b) with small islands. d) with low community stability.
Match the types of species reactions with their characteristics in Numbers 21-25. 4) Similar to predation, but does not result a) Predation in immediate death of host. 5) Relationship where one species benefits b) Parasitism and the other is NOT affected. 6) Cooperative relationship in which two c) Competition Species derive some benefit. 7) Determines relationships in the food web. d) mutualism 8) Caused by two or more species using the e) commensalism same limited resource. 9) Which of the following methods do wild organisms use to decrease their competition with other species for limited resources? a. character displacement b. resources partitioning c. dormancy d. both a. & b. 10) The richness and stability of a community are relatively if the area is large and near the equator. a. low b. high c. unstable d. oscillating 11) Jordan and Taylor did not listen to Smokey s advice and accidently started a wildfire. The regrowth of that forest following the fire is an example of a. primary succession b. secondary succession c. climax community 12) Which organism is the best example of a pioneer species? a. grizzly bear b. bald eagle c. white-tailed deer d. field mouse 13) A random distribution of individuals in a population would be most likely to result from a. clumped food resources. c. herding behavior by individuals in the population. b. territorial behavior by the population. d. the dispersal of seeds by the wind. 14) The stable end point of succession is called the a. staged community. c. climatic change. b. climax community. d. community development. 15. Explain how predators differ from parasites. Give an example of each? 16. Some harmless flies resemble bees and wasps. What is this mechanism called? Evaluate its importance as a defense mechanism.
18. Explain the advantage of character displacement and give an example. 19. If cattle egrets removed ticks from Cape buffalo, would their relationship still be considered commensalism? Explain. 20. What is the difference between primary and secondary succession? 21. What is the difference between species richness and species diversity?
Section: 2.5 Name: Section Title: Ecology-the community level Opening Activity: Review of Old Information: Fill in the blanks from the previous days notes. Communities Changing vi. - the gradual re- growth of species in an area. vii. - community development in an area not previously inhabited. viii. community development in an area previously inhabited but then destroyed ix. - small, fast- growing, fast- reproducing species; predominate early in succession. x. - stable end point of succession New Information: Food Web vs. Food Chain. a. Species Interactions. i. - a single pathway of feeding relationships among organisms in an ecosystem. b. The Levels - indicates an organism s position in the sequence of energy transfers in an ecosystem. Construct a food chain:
c. 1st Trophic Level: producers xi. Producers: 1. (ex. Plants, protists, and bacteria) make their own food a. Most use photosynthesis, some use chemosynthesis. xii. Producers add biomass(organic material) to an ecosystem. 1. organic material in an ecosystem xiii. Gross Primary Productivity: rate that producers in an ecosystem capture energy. xiv. Net Primary Productivity: rate at which biomass accumulates d. 2nd Trophic Level: herbivores xv. Consumers: 1. (ex. Animals, fungi, some protists and bacteria) make their own food 2. Herbivores eat 3. Carnivores eat other 4. Omnivores eat both. 5. (Detritivores): consumers that recycle the garbage of an ecosystem; cause decay by breaking down complex molecules e. 3rd Trophic Level: predators/carnivores xvi. More Consumers f. MOST ecosystems contain only 3 or 4 trophic levels. g. About 10% of total energy consumed in one trophic level is incorporated into next level Draw Four Trophic Levels and place the following organism on the correct level: Foxes, mice, owls, grass, grasshopper, deer, hawk, rabbit, chipmunk, oak tree, insects
h. Food Chain vs. Food Web xvii. - a single pathway of feeding relationships among organisms in an ecosystem. xviii. - the interrelated food chains in an ecosystem; more complex than a food chain. Connect the four food chains above to construct a food web. Activity: Food Web and Food Chain Label. 1. For the food web, label each organism: (Some may have more than one label) P = producer 1 = Primary Consumer 2= Secondary Consumer 3 = Tertiary Consumer 2. Now label each animal as either a : H = herbivore C = carnivore O = omnivore