Unit #17 - EcologyUnit #17 - Ecology•On the following slides, the green sections are the most important.•Underline words = vocabulary!

Background Image from National Geographic; Photograph by Stephen Toner/Getty Images

Who is Who?Who is Who?

Consumer

Pro

du

cer

Who is Who?Who is Who?

Pre

y

Predator

http://www.huffingtonpost.com/2010/03/05/most-dramatic-predatorpre_n_447712.html#s65332&title=Leopard_Seal_Eats

http://photography.nationalgeographic.com/photography/photo-of-the-day/gecko-palm-frond/

Au

totr

op

h

Primary Consumer

Herb

ivore

Carn

ivore

Omnivore

• The ice and steam in Iceland’s landscape (background slide) is an example of a specific environment.

Intro. To EcologyIntro. To EcologyTextbook Reference pg. 36Textbook Reference pg. 36

•Different parts of the world have different in environments. •Everything on Earth [air, water, plants and animals] is connected. •In this unit, we will study the interdependence and interactions between organisms and their environment; better known as ecology.

Background Image from National Geographic; Photograph by Stephen Toner/Getty Images

Factors of EcologyFactors of Ecology Textbook Reference pg. 37-38 Textbook Reference pg. 37-38

• Abiotic Factors – non-living things in an environment; EX soil, water, light, temperature, wind and space.

• Biotic Factors – living things in an environment; EX plants & animals.

http://www.sciencebitz.com/wp-content/uploads/2007/06/biotic-abiotic.gif

Levels of OrganizationLevels of OrganizationTextbook Reference pg. 40Textbook Reference pg. 40

• A species is group of similar organisms that can reproduce with each other.

• Population – groups of the same species that live together in the same area.

• EX Bison (the species) in Montana (the population)

http://photography.nationalgeographic.com/cgi-bin/pod/PhotoOfTheDay.cgi?day=26&month=10&year=02; Photograph by Sam Abell

http://sustainablecommunitysolutions.com/wp-content/uploads/2008/05/buffalo.jpg

• A community is the different species living in a specific area.

• An ecosystem is a collection of all organisms living within their environment.

• EX the coral reef in the picture includes fish and non-living rocks, etc.; It’s an ecosystem.

http://content.answers.com/main/content/wp/en-commons/3/32/Nwhi_-_French_Frigate_Shoals_reef_-_many_fish.jpg

Levels Cont.Levels Cont.Textbook Reference pg. 40Textbook Reference pg. 40

BellringerBellringer

• Identify the appropriate terms for the following: Field Mouse; Grasshopper; Red-tailed Hawk

Producers/AutotrophsProducers/AutotrophsTextbook Reference pg. 46Textbook Reference pg. 46

• “Self feeding “ organisms that capture energy from sunlight are called autotrophs (they automatically make their own food)– EX plants & bacteria

• AKA producers. • All other organisms

somehow depend on the producers for food.

http://www.vtaide.com/png/foodchains.htm

• “Feeding” organisms that have to eat are called heterotrophs (AKA consumers).

• Types of consumers include:– Herbivores – obtain energy by eating plants.

(cows, deer, caterpillars)– Carnivores – obtain energy by eating animals.

(snakes, tigers)

Consumers/HeterotrophsConsumers/HeterotrophsTextbook Reference pg. 47Textbook Reference pg. 47

http://www.sheppardsoftware.com/content/animals/kidscorner/images/foodchain/fullchain.gif

– Omnivores – obtain energy by eating both plants and animals (humans, bears)

– Saprobes:•Detritvores – obtain energy by eating

dead organisms (vultures, buzzards)•Decomposers – obtain energy by

breaking down organic matter (bacteria, fungi)

Cont.Cont.

http://www.sheppardsoftware.com/content/animals/kidscorner/images/foodchain/fullchain.gif

Energy FlowEnergy Flow Textbook Reference pg. 48-50 Textbook Reference pg. 48-50

Food chains show the pathway for the transfer of energy.

A producer always starts a food chain.

Arrows show the movement of energy (from the grass, to

the grasshopper)

http://www.jenningsk12.net/WE/peimann/Science/FoodChains/food_chain.jpe

• Food webs are the interconnected food chains in a community.

• They usually show more detailed relationships.

• Snakes eat how many types of organisms? (Follow Arrows)

• Many organisms in a food chain can eat more than one type of food.

• Many organisms are also food for more than one organism.

http://www.agen.ufl.edu/~chyn/age2062/lect/lect_28/40_07.GIF

Energy Flow Cont.Energy Flow Cont. Textbook Reference pg. 50-51 Textbook Reference pg. 50-51

Pyramid of EnergyPyramid of Energy Textbook Reference pg. 52 Textbook Reference pg. 52

• Energy pyramids show how energy moves through an ecosystem.

• Producers are always at bottom (with the most energy, most biomass).

• Animals gain only a partial amount of energy from the food they eat – most is lost as heat.

• In this example, tertiary consumers are at the top – they have the least amount of energy available in the system.

http://www.etap.org/demo/biology_files/lesson6/kep26.jpg

• Each level of the pyramid represents a trophic level.

• 1st Trophic level – at the bottom; producers, closest to the sun, most amount of energy (100%)

• 2nd Trophic Level – primary consumers, herbivores (10% of the energy)

• 3rd Trophic Level – secondary consumers, (1% of the energy)

• 4th Trophic Level – tertiary consumers, (0.1% of the energy)

http://www.arcytech.org/java/population/images/pyramid1.gif

Pyramid of Energy Cont.Pyramid of Energy Cont. Textbook Reference pg. 52 Textbook Reference pg. 52

SymbiosisSymbiosis Textbook Reference pg. 44-45 Textbook Reference pg. 44-45

• When two species interact closely together it is called symbiosis (which means “living together”).

• In mutualism, both species benefit from the relationship. The butterfly and the flower are helped.

• In commensalism, one member benefits and the other isn’t helped nor harmed.

• In parasitism, one organism harms another.

• In predation, one species benefits and the other is killed.

http://images.google.com/imgres?imgurl=http://qarrtsiluni.files.wordpress.com/2007/12/asmyth4_dsc_9821-symbiosis.jpg&imgrefurl=http://qarrtsiluni.com/2007/12/17/symbiosis/&h=426&w=640&sz=96&hl=en&start=3&um=1&tbnid=4IZ__26Bk7ZjTM:&tbnh=91&tbnw=137&prev=/images%3Fq%3Dsymbiosis%26um%3D1%26hl%3Den%26rlz%3D1T4ADBR_enUS272US272; Photograph by Anne Morrison Smyth

Recycling the BiosphereRecycling the Biosphere Textbook Reference pg. 52 Textbook Reference pg. 52

• The nutrients of the Earth are constantly being recycled.

• There are specific cycles necessary for life on Earth to exist:– The Water Cycle– The Carbon

Cycle– The Nitrogen

Cycle– The

Phosphorous Cycle

http://science.nationalgeographic.com/science/photos/earth-moon-gallery.html; Photograph courtesy NASA

The Water CycleThe Water Cycle Textbook Reference pg. 53-54 Textbook Reference pg. 53-54

• Let’s examine the graphic and gauge our prior knowledge.

• The water cycle is defined as the movement of water through different reservoirs on Earth in any phase (solid, liquid, gas).

• #2 = Condensation• #3 = Evaporation• #4 = Precipitation• Sketch/label the

graphic within your notes.

http://education.jlab.org/reading/img/water_cycle_01.gif

Water Cycle DefinitionsWater Cycle Definitions

• Evaporation – water changes from a liquid to a gas

• Transpiration – water evaporating from the leaves of plants

• Condensation – water in the atmosphere cools to form clouds

• Precipitation – water returns to Earth’s surface in the form of rain, snow, sleet, or hail

http://www.sawater.com.au/NR/rdonlyres/657AC917-D6E3-4E55-AAD1-38119A0ACBB4/0/diag_water_cycle.gif

The Carbon CycleThe Carbon Cycle Textbook Reference pg. 54 Textbook Reference pg. 54

• Carbon is an important element found in living tissues – the carbon cycle is the movement of carbon through the Earth.

• You can find calcium carbonate (CaCO3) in your bones.

• Humans and other animals breathe out carbon dioxide (CO2).

• Plants need CO2 for photosynthesis.

http://www.kidsgeo.com/images/carbon-cycle.gif

• Follow the arrows to show where the carbon goes within the cycle.

http://io.uwinnipeg.ca/~simmons/16cm05/1116/54-17-CarbonCycle-L.gif

The Nitrogen CycleThe Nitrogen Cycle Textbook Reference pg. 56 Textbook Reference pg. 56

• The nitrogen is another important element for life; it is involved in building proteins which are found in all organisms.

• The nitrogen cycle moves nitrogen from the soil into organisms; you can also find nitrogen in water and in the atmosphere.

http://sbi.oregonstate.edu/about/images/cycle.gif

HabitatHabitat• The type of environment in which a particular

species lives is its habitat; or the place where an organism lives out its life.

• Penguins only naturally live in a specific habitat.

Photograph by Maria Stenzel; http://animals.nationalgeographic.com/animals/photos/penguins/king-penguins-beach_image.html

• Biome - ecosystems that have the same climate and similar organisms.

• There are many different biomes of the world.

• Some examples are below: Desert Tropical

Rainforest Tundra

BiomesBiomes Textbook Reference pg. 70-83 Textbook Reference pg. 70-83

http://fedphoto.com/photos/d/177-2/MossesHohRainForest_7306.jpg

What is a limiting factor?What is a limiting factor? Textbook Reference pg. 65-66 Textbook Reference pg. 65-66

• Factors that limit the number of organisms in an ecosystem is a limiting factor; it can abiotic or biotic.

http://3.bp.blogspot.com/_sob8E7nEtu0/SlVVhzbMrLI/AAAAAAAAAfo/3VxEnHANBT0/s320/tolerance+limits.jpg

Ecological SuccessionEcological Succession Textbook Reference pg. 67-69 Textbook Reference pg. 67-69

• The natural changes that take place in a community over time is called succession.

http://faculty.southwest.tn.edu/rburkett/ES%20%20we21.jpg

Succession Cont.Succession Cont. Textbook Reference pg. 67-69 Textbook Reference pg. 67-69

• Primary Succession – when the first [initial] organisms to colonize barren land [EX pioneer species lichen, mosses]

http://www.sciencebitz.com/wp-content/uploads/2008/01/primary-success.jpg

Comparison photos showing the decline of Pedersen Glacier in Kenai Fjords

National Park, Alaska. In addition to the decline of the

glacier itself, the lagoon in front of the glacier has also

shrunk allowing an expansion of the surrounding grassland.

Image

Succession Cont.Succession Cont. Textbook Reference pg. 67-69 Textbook Reference pg. 67-69

• Secondary Succession – the changes in a community after it is damaged [EX forest fire].

http://m7science.wikispaces.com/file/view/Secondary_Succession.png/215427266/640x291/Secondary_Succession.png

• When the community of organisms becomes stable, it is a climax community.

Succession Cont.Succession Cont. Textbook Reference pg. 67-69 Textbook Reference pg. 67-69

http://bot1320.nicerweb.com/Locked/media/ch10/Succession.jpg

Unit ConclusionUnit Conclusion• Humans inhabit the world

and interact with other organisms and the planet; we affect the survival of our species and many others.

• Humans impact the rate of extinction more than any other species on the planet.

• Understanding how organisms interact (ecology) allows us to fight for change and protect future generations of endangered species.

http://www.chrismadden.co.uk/eco/endangered-species-list.gif