P O R T F O L I O 1 C H E C K L I S T

Student Name: _______________________ Group: __________Your portfolio must include, the student agreement (signed) and the portfolio checklist

Act Description

Activity

PointsEarned Points

1 Sign Agreement2

2 Workbook 3.1 Pg. 30- 3210

3 Workbook 3.2 Pg. 33- 3410

4 Workbook 3.3 Pg. 35- 3810

5 Workbook 3.4 Pg.39- 4310

6Chapter Mystery Workbook Pg. 45 and 46.

10

7Chapter 3 Assessment. (In this document)

20

8 Lab practice8

9 Integrative Activity 120

Total 100STUDENT’S REFLECTIONS ABOUT HIS/HER WORK:

Presentation/Content/Activities___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Feedback to Teacher:_______________________________________________________________Students’ Signature____________________________________ Date:____________

P O R T F O L I O 1 A G R E E M E N T

I ______________________________________________________ understand that my portfolio is a collection of my school work and related achievements. The contents exhibit my effort and progress as these elements relate to the goals represented in my instructional program.

I agree to accept the responsibility for creating and managing my portfolio as I complete each requirement. I will submit its content for periodic review to my instructor. In doing so, I understand that the contents of my portfolio, as well as the way in which I have presented the contents, will be evaluated for the purpose of judging my performance in school.

Student Signature: _______________________________ Date: ____________________

Parent Signature:

I have read and understand the above portfolio agreement and have reviewed my child’s portfolio requirements.

________________________________ Date: ______________________

Chapter Assessment 3

3.1 W hat Is Ecology?Understand Key Concepts1. All of life on Earth exists ina. an ecosystem. c. the biosphere.b. a biome. d. ecology.

2. Which term describes a group of different speciesthat live together in a defi ned area?a. a population c. an ecosystemb. a community d. a biosphere

3. Name the different levels of organization within the biosphere, from smallest to largest._____________________________________________________________________________________________________________________________________________________________________________________________

4. How do ecologists use modeling?_____________________________________________________________________________________________________________________________________________________________________________________________

5. Give an example of how a biotic factor might influence the organisms in an ecosystem._____________________________________________________________________________________________________________________________________________________________________________________________

Think Critically6. Design an Experiment Ecologists have discovered that the seeds of many plants that grow in forests cannot germinate unless they have been exposed

to fire. Design an experiment to test whether a particular plant has seeds with this requirement. Include your hypothesis statement, a description of control and experimental groups, and an outline of your procedure. _____________________________________________________________________________________________________________________________________________________________________________________________

7. Pose Questions You live near a pond that you have observed for years. One year you notice the water is choked with a massive overgrowth of green algae. What are some of the questions you might have about this unusual growth?_____________________________________________________________________________________________________________________________________________________________________________________________

3.2 Energy, Producers, and ConsumersUnderstand Key Concepts8. Primary producers are organisms thata. rely on other organisms for their energy and food supply.b. consume plant and animal remains and other dead matter.c. use energy they take in from the environment to convert inorganic molecules into complex organic molecules. d. obtain energy by eating only plants

9. Which of the following organisms is a decomposer?

10. Which of the following describes how ALL consumers get their energy?a. directly from the sunb. from eating primary producersc. from inorganic chemicals like hydrogen sulfi ded. from eating organisms that are living or were once living

11. What is chemosynthesis?_____________________________________________________________________________________________________________________________________________________________________________________________

Think Critically12. Classify Classify each of the following as an herbivore, a carnivore, an omnivore, or a detritivore: earthworm, bear, cow, snail, owl, human._____________________________________________________________________________________________________________________________________________________________________________________________

13. Form a Hypothesis People who explore caves where there is running water but no sunlight often fi nd them populated with unique types of fi shes and insects. What hypothesis can you make to explain the ultimate source of energy for these organisms?

_____________________________________________________________________________________________________________________________________________________________________________________________

3.3 Energy Flow in EcosystemsUnderstand Key Concepts14. The series of steps in which a large fish eats a small fish that has eaten algae is aa. food web. c. pyramid of numbers.b. food chain. d. pyramid of biomass.

15. The total amount of living tissue at each trophic level in an ecosystem can be shown in a(n) a. energy pyramid. c. biomass pyramid.b. pyramid of numbers. d. biogeochemical cycle.

Think Critically16. Which group of organisms is always found at the base of a food chain or food web?_____________________________________________________________________________________________________________________________________________________________________________________________

17. Apply Concepts Why is the transfer of energy in a food chain usually only about 10 percent efficient?_____________________________________________________________________________________________________________________________________________________________________________________________

18. Use Models Describe a food chain of which you are a member. You may draw or use words to describe the chain.

_____________________________________________________________________________________________________________________________________________________________________________________________

19. Use Models Create flowcharts that show four different food chains in the food web shown below. _____________________________________________________________________________________________________________________________________________________________________________________________

3.4 Cycles of MatterUnderstand Key Concepts20. Nutrients move through an ecosystem ina. biogeochemical cycles.b. water cycles.c. energy pyramids.d. ecological pyramids.

21. Which biogeochemical cycle does NOT include a major path in which the substance cycles through the atmosphere?a. water cycle c. nitrogen cycleb. carbon cycle d. phosphorus cycle

22. List two ways in which water enters the atmosphere in the water cycle. _____________________________________________________________________________________________________________________________________________________________________________________________

23. Explain the process of nitrogen fixation._____________________________________________________________________________________________________________________________________________________________________________________________

24. What is meant by “nutrient limitation”?

_____________________________________________________________________________________________________________________________________________________________________________________________

Think Critically25. Form a Hypothesis Ecologists discovered that trout were dying in a stream that ran through some farmland where nitrogen fertilizer was used on the crops. How might you explain what happened?_____________________________________________________________________________________________________________________________________________________________________________________________

26. Apply Concepts Using a flowchart, trace the flow of energy in a simple marine food chain. Then, show where nitrogen is cycled through the chain when the top-level carnivore dies and is decomposed. _____________________________________________________________________________________________________________________________________________________________________________________________

Lab The Effect of Fertilizer on Algae

ProblemHow do excess nutrients affect the growth of algae?

IntroductionAs primary producers, algae form the base of the food web in the upper layers of he ocean and in freshwater lakes and ponds. The term algae is used to describe a range of organisms from the large brown kelp found attached to rocks at the seashore to the tiny green algae found in fish tanks. Like other plants, green algae need nitrogen, phosphorus, and potassium in order to grow. All three nutrients must be available for the algae to thrive and reproduce.

Have you ever seen a pond with a thick, green layer of algae on its surface? This layer is a sign that the homeostasis of the ecosystem has been disturbed by the presence of too much nitrogen or phosphorus in the water. Fertilizers and animal waste contain these nutrients, which can be transferred to bodies of water when rainfall flows downhill from farms.

In this lab, you will work with Chlorella, a type of algae that is commonly found in ponds and aquariums. You will compare the growth of Chlorella when nutrients are limited and when nutrients are abundant.

Skills FocusPredict, Compare and Contrast, Infer

Materials• 2 test tubes• glass-marking pencil • test-tube rack• 2 dropper pipettes• algae culture• 25-mL graduated cylinder • spring water • fertilizer• 2 cotton balls• grow light

Safety Wear safety goggles and plastic gloves when handling cultures. If you have glass test tubes or cylinders, check for cracks or chips. Alert your teacher if you break a glass object. Wash your hands thoroughly with soap and warm water before leaving the lab.

Pre-Lab Questions1. Design an Experiment What is the independent variable in this experiment?

2. Predict After four days, how will you be able to tell which test tube has more algae?

3. Control Variables Why will you grow Chlorella in spring water instead of pond water?

Procedure1. Use a glass-marking pencil to label one test tube Control and the other Fertilizer. Place the test

tubes in a test-tube rack.2. Put on your safety goggles and plastic gloves. Use a dropper pipette to add 20 drops of algae

culture to each test tube.3. Add 19 mL of spring water to each test tube.

4. Use a second dropper pipette to add 4 drops of fertilizer solution to the test tube labeled Fertilizer.

5. Loosely plug each test tube with a cotton ball to slow the evaporation of the water.6. Place the test-tube rack under a grow light. Turn on the light. Position the rack so that each

test tube will receive an equal amount of light.7. Observe the test tubes each day for the next four days. Record your observations in the data

table.

Data TableDay Control Fertilizer

1

2

3

4

Analyze and Conclude1. Compare and Contrast Summarize your observations of the two test tubes

over four days.

2. Draw Conclusions How did the addition of fertilizer affect the growth of the algae?

3. Infer In Step 5, why did you use cotton balls instead of rubber stoppers to plug your test tubes? Hint: Review the diagram of the carbon cycle on page 83 of your textbook.

4. Apply Concepts How could a thick layer of algae on the surface of a pond affect producers that live on or near the bottom of the pond?

Extend Your InquiryDesign an experiment to see whether the proportion of nitrogen in a fertilizer affects the growth

of Chlorella. Compare the fertilizer you used in this lab, which has a high proportion of nitrogen, with a low-nitrogen fertilizer. Ask your teacher for instructions on preparing a stock solution of fertilizer.

Integrative Activity

Students will join in teams of 5.

The poster should be tabloid size and should be full color. It can be oriented vertically or horizontally.

You should invite a way for other students to help the environment by:

- save water,- recycle, - save energy, - plant a tree- etc

It must be ingenious and new.

It will be presented to all students and should explain why it is important. You should also explain the poster.

Rubric

Criteria Excellent2

Satisfactory1

Not Satisfactory0

The poster is tabloid size.

The poster was tabloid

------- The poster was bigger or smaller than a tabloid.

It was colorful. Many colors were used.

Too little colors were used.

Only one color was used.

The topic chosen was correct.

The topic is a way to help the environment.

The topic was not exactly a way to help the environment.

The topic was wrong.

It was ingenious. It was ingenious. It was interesting.

It was copied.

All team members participated in the presentation.

All members participated in the presentation.

One team member was not part of the presentation.

Only one member gave the presentation.