intro to sclo & course outline/expectations 1. biome … 1 hadnouts.pdf · unit 1 outline —...
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Unit 1 Outline — Sustaining Earth’s Ecosystems
Chapter 1: Biomes and Ecosystems
DAY OUTLINE KEY TERMSIntro to SclO & Course outline/expectations 1. BiomeDemo on website 2. AbioticKey Terms Introduction 3. BioticData Booklet IntroductionIntro to Scientific Method - Popbottle ActivityDescribing Biomes Snowball — using pg. 2 photoAssignment: Read p.8-19 in text; Reading Check p. 19
2 1.1 Notes 4. PhysiologicalIntro Biomes Project adaptationAssignment: Read p.20-28 (text) 5. Structural
Work on Biomes project adaptation6. Behavioural
adaptation3 Movie: Blue Planet “Frozen Seas”
Climatograph Assignment (use text p. 30-31)Assignment: Do p.33 #9,10 & 13
Do Biomes and Ecosystems wkshtBring_your_share_of the_biome_project_tomorrow
4 Compile Biome Project (15mm only) 7. Ecosystem1.2 Notes 8. CommensalismActivity: Types of Symbiosis 9. MutualismAssignment: Do p.51 #2,4,9,10 & 13 10. Symbiosis
5 Biotic InteractionsShare Biome Projects — Group, Peer and Self EvaluationsGallery Walk — Complete Biome Project PassportAssignment: Study for Quiz on Ch. 1.1
6 Ch. 1.1 Quiz 11. Predation“Sunny Meadows” Predator/Prey Online Activity 12. ParasitismClass Activity: Predator/Prey SimulationCh.1 Review: Do 1.1 & 1.2 Assessment wkshts
Do p.52-53 in text #3,6,12,15,20,24STUDY FOR CH.1 TEST NEXT CLASS!
7 Ch.1 Test
Chapter 1: Biomes and EcosystemsKey Term Definition Example/Graphic
1. Biome
2. Abiotic
3. Biotic
4. Physiological Adaptation
5. Structural Adaptation
6. Behavioural Adaptation
7. Ecosystem
8. Commensalism
9. Mutualism
10. Symbiosis
11. Predation
12. Parasitism
Name: Date: Block:
You will be working in groups of 3-4 to create an informational overview poster of one of the terrestrial Canadian
biomes. You will select a specific city or region within your biome to research since each biome is so large.
Tundra Boreal Forest
Temperate Deciduous ForestGrassland (Temperate and Tropical)Desert (Hot and Cold)
Your poster must include:1. Name of the biome and the representative city your group chooses.
2. Name of the srecific city or region within the biome (Ex. Vancouver, BC for the temperate
rainforest biome).3. Content
a) Latitude of the city or region.b) Description of climate. (Ex.: amount of rainfall each year, average monthly temperatures).
c) Description of the physical features of the city or region within the biome. (Ex. soil quality, wind,
seasonal changes, elevation, latitude, common natural phenomena).
c) Two (2) examples of region-specific plant adaptations with pictures.
e) Three (3) examples of region-specific animal adaptations with pictures.
4. Graphicsa) Hand-drawn climatographb) Photos of plant and animal adaptations.
Marking Rubric:
-_____ _________________________________________
Mark
Title Title can be read from 2 m. away and is informative. 3
Content The poster includes all required elements (see above). All required elements 25are clear, complete, and concise.
Graphics Any graphics (tables or photos) can be viewed from 2 m. away, and are 10
related to the topic.
Grammar No grammar or spelling errors. 5
Appearance The poster is attractive in terms of design, layout, and neatness. All text is 10
clear and readable.
Action Plan and Action plan completed (Day 1) and handed in. Evaluation of group members 7
Evaluation of Group completed and handed in.
MembersTotal Available Marks 60
*you will also be completing a self-evaluation and group-evaluation once your project is complete. These marks will be
considered for your final mark on this project for the use of class time category.
Purpose: To create an informational overview of one of the terrestrial Canadian biomes
Temperate RainforestTropical RainforestPermanent Ice (Polar Ice)
Project Due Date:
Name:
_____________________________________
Date:
________________________
Block:
Action Plan
My group’s biome:
My group’s city:
My group members’names:
For this project, I will bein charge of:
Tonight for homework, I
will research:
I Evaluation of Group Members
L (to be done after project is complete)
Fill in your name and your group members’ names in the table below. Indicate the percentage of theirassigned task that each person completed (if they did everything they were supposed to, give them
100%). Take into consideration each person’s use of class time, the amount of work done outside of
class time, and the overall contribution towards the project.
Percentage of work completed
1.
2.
3.
Biomes ProjectSelf and Group Evaluation
Consider the criteria below and write down the mark you think your project deserves.
Mark Out Self Peer Teacher
Breakdown of
Title Title can be read from 2m Readable (1) 3
away. Name of biome(1)Title is informative (name of Name of city/region(1)biome and name of city orregion.)
Content Latitude. Each section 25
Climate. Marked out of 5Physical features. (complete,clear,concise)Plant adaptations.Animal adaptations.
Graphics Hand-drawn climatograph. Climatograph (5) 10
Photos (2) of plant adaptations. Photos (5)Photos (3) of animaladaptations.
Grammar Nogrammarorspellingerrors. 5 5
Appearance Poster is attractive. Attractive (3) 10
Poster is layed out well. Layout(2)Poster is neat. Neat (2)Text size is clear and readable. Text(2)Font choice is readable. Font(1)
Action Plan Action plan completed (Day 1) and 7and handed in. Evaluation of groupEvaluation of members completed and handedGroup in.Members
Total 60
Nam
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____
____
____
____
____
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____
____
____
____
____
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____
____
____
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__
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_________________
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_________________
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____
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____
____
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____
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& are2
of the most important
in
300
250
identif’ing biomes.
• Distribution of Biomes:
Other identifying Factors:
•
_________________
influences both temp.& precipitation.
Ex. The tropical zone has very warm temp. &high precipitation because the sun shinesstraight down &warm air holds more moisture than cooler air.
•
____________________
is the height abovesea level
— Higher elevations have less air, &therefore less heat is retained.
— Windward sides of mountains arewet, leeward sides are very dry.
•
____________________
carry warmth &moisture to coastal areas.
— Where warm currents meet land, —
1.1 Biomes — Student Notes
• are regions with similar
________________________
components (ex. BC &
New Zealand are similar biomes).
• Biomes are classified based on many characteristics:
• There are
________________
on Earth: Boreal forest,desert, grassland, permanent ice, temperate deciduousforest, temperate rainforest, tropical rainforest and tundra
.
200
150
1100< 50
boreal forest
D desert
LI grassland
permanent ice
D temperatedeciduous forest
D temperaterainforest
[DDl71 tropicalI1fllillEJ rainforest
LI tundra0-20 i0 0 10 20 30
Average Annual Temperature
are found.
Climatoraphs:Climate: the
__________________________________________________
over a period of several years.
— A
_____________________shows
the average
____________________________________________________________________________for
a location over a period of 30+ years.
— Climatographs show the precipitation on the right hand y-axis, temperature on the left hand
y-axis and time along the x-axis (bottom)
15U
5!z
—5
—15 I
25J
Adaptation & Biomes• Biomes are often identified with
_____________________________
factors.
— Ex. A cactus in the desert, or a caribou on the tundra.• Many of these characteristic factors have special
to better in that biome
Types of adaptations:
that allow the organisms
1.that helps an organism survive.
Ex. A wolf has large paws to help it run in snow.
- a physical feature
2.of an organism that allows it to survive.
Ex. A wolf maintains a constant body temperature.
- a physical or chemical event inside the body
3. - a behaviour that helps an organism to
CilmatographTofino, Brfllsh Columbia, 49N
CilniatographOsoyoos, British Columbia, 49N
E
0
25600
-50oL2
SAoo
I. .300
200
MonthJ F MA M J J A S C N D
Month
survive.
ex. Wolves hunt in packs to capture large prey.
I ActivityName Date 1.1
Analyzing Climatographs (use with textbook p.30-31) L________________QUESTION: How can you use the information in climatographs to infer which biomes are represented?
PROCEDURE: PART 1: Analyze a Climatograph (see Climatograph A on p.30)1. a) What information is represented on the left-hand vertical y-axis?
__________________________
b) What information is represented by the letters along the horizontal x-axis?
___________________
c) What are the units of measurement for precipitation?
_____________________________________
d) What are the units of measurement for temperature?
_______________________________________
e) What is the total amount of precipitation in July?
_______________________________________
f) What is the average temperature in December?
___________________________________________
PART 2: Graph a Climatograph (follow instructions in #2—8 on p.31 and use graph paper in pckg)
PART 3: Compare Climatographs A and B and then make an inference
9. a) How do the monthly precipitation patterns in the 2 climatographs compare?
b) How do the monthly temperature patterns in each climatograph compare?
c) Infer which biome is represented by Climatograph A.
____________________________________
d) Infer which biome is represented by Climatograph B.
__________________________________
ANALYZE:
1. How would you describe the climate represented by Climatograph A?
_______________________
2. How would you describe the climate represented by Climatograph B?
_______________________
3. Which biome do you think is represented by Climatograph A?
___________________________
How do you know?
______________________________________________________________
4. Which biome do you think is represented by Climatograph B?
____________________________
How do you know?
____________________________________________________________
5. If temperatures above 5°C are required for plant growth, which biome has the longer growingseason: the biome represented by Climatograph A or B?
__________________________________
Explain:
CONCLUDE & APPLY
1. One of the climatographs in this activity represents the climate of a city in BC & one represents acity from another province in Canada. Which cities do you think are represented by:Climatograph A:
______________________
; Climatograph B:
_________________________
2. Some scientists predict that due to global warming, Earth’s average monthly temperatures will riseby 4°C by 2100. What effect might this have on the growing season in these two Canadian cities?
I VideoName Date Worksheet
L 1.1
BLUE PLANET VIDEO: “FROZEN SEAS”
1. Using the table below, list the differences between the Arctic and the Antarctic.
ARCTIC ANTARCTIC
2. List some abiotic factors that make survival difficult in poUar regions,
3. List some biotic factors that make survival difficult in polar regions.
4. Define the following terms and give at least one example of each from the video.
a) structuraA adaptation:
examples:
b) physiological adaptation:
exam pies:
c) behavioraO adaptation:
examples:
Use
with
text
book
page
s8-
28.
Use
with
text
book
page
s16
—28
.
Dio
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1.2 Ecosystems — Student Notes
•- a part of a biome in which
___________________
(non-living) factorsinteract with
____________________________(living)
components- Can be many hectares of land, or the size of an old log.
• Within an ecosystem, there are many
Abiotic Interactions in Ecosystems• It is the
__________________
components that allow the
_________________components
to survivein an ecosystem.
Abiotic factors include:•
- produced by green plants & micro-organisms•
- necessary for all life•
- for growth•
- required for photosynthesis•
- contains water & nutrients
Biotic Interactions in Ecosystems• : all organisms that interact within an ecosystem.
___________________
all members of a certain species within an ecosystem.• : all organisms within an ecosystem that have the same structure & who can
reproduce with each other (and produce fertile offspring).
Species can have many types of relationships in a population.•
_____________________
refers to the interaction between the members of two different species.
- one species benefits, one is not affectedEx. Barnacles living on a whale
- both species benefitEx. A bee gathering nectar from a flower
•- one species benefits, the other is harmed
Ex. Hookworm living in dogs
Nichesg Competition and Predation
• : the role an organism has within an ecosystem.— also refers to the environment in which a species prospers
• : occurs when a limited resource is desired by 2 or more individuals in aniche.
— this limits the size & health of individual organisms, & perhaps the population.• : the relationship between the “eaters” & the “eaten”.
•
____________________have
adaptations to help them catch prey.•
____________________have
adaptations to help avoid predators.Eg. spines & shells, camouflage and mimicry.
Biodiversity in Ecosystems
_______________________
the variety & number of different individuals & species in an ecosystem.— Healthy ecosystems generally have
_______________________________
— Most biodiversity losses occur from the
__________________________
— Humans often have a
___________________
on biodiversity.
_________________________________________________
try to balance human progresswith maintaining biodiversity.
I ActivityName Date 1.2
TYPES OF SYMBIOSIS L__________PROCEDURE: Classify each example:
M = Mutualism: a symbiotic relationship that benefits both organisms.C = Commensalism: a symbiotic relationship that benefits 1 organism
and the other is not affected (not harmed or helped).P = Parasitism: a symbiotic relationship that benefits 1 organism and
harms the other.
EXAMPLES:1. A tick living on a dog.2. The honeyguide bird leading the honey badger to the bees hive; both eat
the honey.3. A tapeworm living in a 10th grade student’s intestines.4. A bird building their nest in a tree.5. The hermit crab carrying the sea anemone on its back.6. The bristle worm living with the hermit crab.7. Head lice living on the human scalp.8. Mistletoe putting its roots into its host tree.9. The ants and the acacia tree living together.10. The egret, an insect eating bird, grazing near a herbivore’s mouth.11. Orchids growing in tall tropical trees; the trees are not harmed but the
orchids get sun.12. Bacteria living on a human’s skin.13. The remora, a type of suckerfish, hitching a ride on a shark, with no
harm to the shark.14. Barnacles living on a whale.15. Bees and flowers.16. Bacteria living in the intestines of a cow to help it break down cellulose.17. The clownfish and the sea anemone.18. A 6 grader and their pet.19. The rhino and the tick bird. The rhino has pests removed by the tick bird
and the tick bird gets nutrients from eating the pests.20. The lichen; a close relationship between a fungus and an algae, that
benefits both.
Name
Use with textbook pages 39-47.
DateInterpretingIllustrations
Section 1.2
Diotic interactions in ecosystems
1. Use the vocabulary words in the box above to label the Williams Creek ecosystem.
2. Give the ecological hierarchy for these biotic interactions from largest to smallest.
Largest
SmaNest
3. List three populations that interact in your community.
Vocabulary
biosphere organismcommunity populationecosystem
© 2008 McGraw-Hill Ryerson Limited Section 1.2 Ecosystems • MHR 11
Science 10 Name:
Block:
Predator-Prey Simulation
Purpose: To study the relationship between predator and prey populations.
Procedure:
1. Each team should mark off a square approximately 50cm per side on their table. This squarerepresents Hoot Woods, where the mice and owls live.
2. You will simulate 25 generations of owls and mice. The mice can be eaten and the owls canstarve. Surviving mice and owls can reproduce.
3. In each generation, the surviving mouse population will double to form the next generation.For example, if six mice are living in the woods and two are caught by an owl, then four micewill survive. These four mice will each produce one offspring, and the next generation willbegin with eight mice. Remember, the number of offspring is always the same number as thenumber of surviving mice. The maximum mouse capacity of Hoot Woods is 300 mice.
4. In order to survive, each owl must catch at least three mice in every generation. If an owldoes not catch three mice, it will starve. For each three mice that an owl catches, itproduces one offspring. For example, if art owl catches eight mice, it will produce twooffspring, making a total of three owls to begin the next generation.
5. At the beginning of each generation, there must be at least three mice and one owl in the
woods. If the populations drop below these numbers (by being eaten or starving), new miceand owls will migrate in.
6. The simulation is played as follows:
a) Place the mouse squares at random in Hoot Woods. Then, from a height of about 30cm,drop the owl square into the woods. Try to hit as many mice as you can in one drop. Whenan owl square fully or partly covers a mouse square, that is a “catch”. If there is morethan one owl in a generation, drop the owl square once for each owl.
b) Remove and count the number of mice caught by each owl. Record the data on the chart.
c) Example: Suppose generation three begins with 20 mice and 2 owls. You make a drop forthe first owl and catch 7 mice. On the second drop, the second owl catches only 2 mice.The owls have caught a total of 9 mice. There are 11 mice left in Hoot Woods, and theyproduce ii offspring. The next generation will start with 22 mice. Because the first owlcaught 7 mice, it produces 2 offspring. The second owl caught only 2 mice, so it starves todeath. The next generation will start with 3 owls.
The data chart for this example would look like this:
SeneralionNumber of Number of Number of Number of
Number of Number of
Mtce at Start Owls at Start Mice Caught Owls StarvedSurviving Mace Surviving Owls
+ Offspring + Offspring
3 20 2 9 1 11+1122 1÷23
4 22 3
Data:
GenerationNumber of Number of Number of Number of
Number of Number of
Mice at Start Owls at Start Mice Caught Owls StarvedSurviving Mice Surviving Owls
+ Offspring + Offspring
1 3
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Note: There always must be at least three mice at the start; if necessary, have mice migrate in.
There always must be at least one owl at the start; if necessary, have one owl migrate in.
Analysis: Plot your data on the following graph. Use dots for the mouse data and Xs for the owldata. Connect the data points of each population using different coloured lines: onecolour for the owl population and a different colour for the mouse population.
300
290
280
270
260
250
240
230
220
210
200
Cl)C19004-c180
0C-
160
150
140
130
120
1101.
100
90
80
70
60
50
40
30
20
10
01 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Generation
Questions:
1. Which population first increased in size?
2. Describe the pattern of the fluctuations in the sizes of the two populations.
3. By looking only at the graph, how can you tell which species is the prey and which is thepredator?
4. Which species attains the greater number of individuals? Why?
5. What do you think would happen to the mouse population in Hoot Woods if the owl were allhunted to extinction? Explain.
Ass
ess
men
t
Séc
tio
ni.i
C.ba
cter
ia
D.te
mpe
ratu
re
10.W
hich
ofth
efo
llow
ing
isa
char
acte
rist
icof
the
bore
alfo
rest
biom
e?
A.
belo
wfr
eezi
ngha
lfth
eye
ar
B.lo
ng,
hot
sum
mer
s
C.po
lar
land
mas
ses
D.lo
tsof
prec
ipit
atio
n
11.
Whi
chw
orld
biom
eis
repr
esen
ted
bya
clim
atog
raph
that
illu
stra
tes
anav
erag
epr
ecip
itat
ion
of30
0cm
inth
em
onth
ofJa
nuar
y?
A.
gras
slan
d
B.tr
opic
alra
info
rest
C.pe
rman
ent
ice
D.te
mpe
rate
deci
duou
sfo
rest
12.
Whi
chw
orld
biom
eis
repr
esen
ted
bya
clim
atog
raph
that
illu
stra
tes
anav
erag
e
tem
pera
ture
of—
25°C
inth
em
onth
ofJu
ly?
A.
bore
alfo
rest
B.tr
opic
alra
info
rest
C.pe
rman
ent
ice
0.tu
ndra
Ass
ess
ment
Sec
t!on
1.2
10.W
hich
ofth
efo
llow
ing
situ
atio
nsbe
stde
scri
bes
the
rela
tion
ship
ofth
epr
edat
oran
dpr
eypo
pula
tion
show
nin
the
grap
hab
ove?
A.
As
the
pred
ator
popu
lati
onin
crea
ses
the
prey
popu
lati
onin
crea
ses.
B.A
sth
epr
edat
orpo
pula
tion
decr
ease
sth
epr
eypo
pula
tion
decr
ease
s.
C.A
sth
epr
edat
orpo
pula
tion
incr
ease
sth
epr
eypo
pula
tion
decr
ease
s.
0.P
reda
tor
popu
lati
onha
sno
effe
cton
prey
popu
lati
on.
Nam
eD
ate
Use
with
text
book
page
s8-
28.
Dio
mes
Mat
chea
chTe
rmon
the
left
with
the
best
Des
crip
tor
onth
eri
ght.
Each
Des
crip
tor
may
only
beus
edon
ce.
Nam
e
Term
Des
crip
tor
8.W
hich
ofth
efo
llow
ing
isan
abio
tic
com
pone
ntof
anen
viro
nmen
t?
A.
alga
e
B.su
nlig
ht
C.fu
ngi
0.pl
ants
9.W
hich
ofth
efo
llow
ing
isa
biot
icco
mpo
nent
ofan
ecos
yste
m?
A.
moi
stur
e
B.sa
nd
Dat
e
1._
_._
abio
tic2.
adap
tatio
ns3.
biom
e4
..—
biot
ic5.
.__.
clim
ate
6.la
titud
e
Use
with
text
book
page
s34
-48.
Eco
syst
ems
Mat
chea
chTe
rmon
the
left
with
the
best
Des
crip
tor
onth
eri
ght.
Each
Des
crip
tor
may
beus
edon
lyon
ce.
A.th
edi
stan
cem
easu
red
inde
gree
sno
rthor
sout
hfro
mth
eeq
uato
rB.
char
acte
ristic
sth
aten
able
orga
nism
sto
bette
rsu
rviv
ean
dre
prod
uce
C.re
latin
gto
non-
livin
gpa
rtsof
anen
viro
nm
ent,
such
assu
nlig
ht,
soil,
moi
sture
,an
dte
mpe
ratu
reD.
rela
ting
toth
eliv
ingor
gani
sms,
such
aspl
ants,
anim
als,
fung
i,an
dba
cted
aE.
the
larg
estd
ivisi
onof
the
bios
pher
eF.
the
aver
age
cond
ition
sof
the
atm
osph
ere
ina
larg
ere
gion
over
30ye
ars
Cir
cle
the
lett
erof
the
bes
tan
swer
.
8.W
hat
rela
tion
ship
isde
mon
stra
ted
bya
barn
acle
bein
gat
tach
edto
aw
hale
?
A.m
utua
lism
B.co
mm
ensa
lism
C.pa
rasi
tism
D.co
mpe
titi
on
9.W
hich
ofth
efo
llow
ing
isan
exam
ple
ofm
utua
lism
?
A.
sim
ilar
colo
urin
gof
shri
mp
and
crim
son
anem
one
B.bo
okw
orm
sat
tach
ing
toa
dog’
sin
test
ine
C.co
yote
shu
ntin
gin
pack
sto
kill
larg
ean
imal
s
D.sn
apdr
agon
flow
ers
that
open
for
bees
ofa
spec
ific
mas
s
I1cjt\_z;L
J.-
/H
Ei
Term
Des
crip
tor
1.co
mm
ensa
lisni
A.th
esp
ecia
lro
lean
2.co
mpe
titio
nor
gani
smpl
ays
inan
3.ec
osys
tem
ecos
yste
m4.
mut
ualis
mB.
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rtof
abi
ome
in5.
nich
ew
hich
abio
ticco
rn6.
para
sitis
mpo
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sin
tera
ctwi
th7.
pred
atio
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otic
com
pone
nts
C.a
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biot
icre
latio
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pin
whi
chon
esp
ecie
sbe
nefit
san
dan
othe
ris
harm
edD.
asy
mbi
otic
rela
tions
hip
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hich
one
spec
ies
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and
the
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ecie
sis
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lin
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nbe
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oor
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eor
gani
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hen
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ere
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cein
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elo
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nat
the
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etim
eF.
asy
mbi
ohc
rela
tions
hip
betw
een
two
orga
nism
sin
whi
chbo
thor
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isms
bene
fit6.
pred
ator
-pre
yin
tera
ctio
nsin
whi
chon
eor
gani
smea
tsall
orpa
rtof
anot
her
orga
nism
Cir
cle
the
lett
erof
the
bes
tan
swer
.
7.A
biom
eis
best
repr
esen
ted
bya:
A.
rive
r
B.ci
ty
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