Food chains Booklet
Rosehill Secondary College
Billy Poparisut
Science Semester 2
Contents
Page 1: contents
Page 2: Modelling interactions
Page 4: Food (Energy) Chains
Page 5: Food Chains
Page 9: Photosynthesis – Testing a leaf for starch
Page 11: Understanding and Inquiring
Page 14: Food webs
Page 18: Ecological Footprint
Page 20: Conservation
Page 21: food webs key words
Page 22: food webs remember flash cards
1
Modelling interactions
1. Describe three interactions from your model.
2. What would happen if one part of your model is removed?
Systems : Ecosystems - Science Quest 7 p 118
Use examples from your model and science quest books
1. From the picture of the waterbird (crane) list all the Biotic and Abiotic factors.
a. Biotic
 Predators
 Parasites
 Competitors
 Humans
b. Abiotic
 Solar radiation
 Relative humidity
 Wind
 Air temperature
 Salinity
 Atmospheric gases
 Day length
 Soil and water chemistry
2. Place these in the correct order of complexity. Least complex first
Ecosystem, cell, Organism, Species, Community, Population,
Least complex
3. What is a population? Give an example.
The amount of something in an area. Eg. 100,000 bees in East Keilor
2
4. What is a community? Give an example.
Describing all the populations of various organisms living in the same area at the same time
5. What is an ecosystem? Give an example.
All the living things in an environment. Eg. Ocean: fish and whales
6. What is a habitat? Give an example.
A place where a particular animal or plant. Eg. Ocean, desert, forest, etc.
7. What do you understand by the term Tolerance range.
The tolerance range is the range that an organism can survive in. not too hot and not too cold
8. What do you understand by the term “zone of intolerance”
That nothing can live in it
9. Find images to support these notes.
3
Food (Energy) Chains


Understand what a food chain tells us
Be able to use ecological terms correctly
Sun
Grass (seeds)
Abiotic
Biotic
Seeds
Producer
Photosynthesis
Non-living
Autotrophs
Abiotic
Photosynthesis
Producer
Biotic
Autotrophs
Herbivore
Prey
Primary
Consumer
Heterotroph
Carnivore
Predator
Secondary
Mouse
Biotic
Herbivore
Prey
Primary Consumer
Heterotroph
Snake
Biotic
Carnivore
Predator
Secondary Consumer
Heterotroph
A Non-Living thing
Eg. The sun
A plants way of creating food
Eg. Plants make food with sunlight water and Co2
It Makes its food
Eg. Plant uses photosynthesis
A Living thing
Eg. A lion
It Automatically creates its food
Eg. plants
It only eats plants
Eg. Cow eats grass
It is hunted by predators
Eg. A rabbit is a prey of fox
The First in a list
It eats things to get energy
Eg. A lion needs to eat to get energy
It doesn’t make its own food
A tiger needs to hunt for meat
It only eats meat
Eg. Tiger eats meat
It hunts prey
Fox is a predator of a rabbit
The second in a list
4
Food Chains
Questions
1. Where does the original energy come from for most food chains?
The Sun
2. What is an autotroph? Give some examples
something that automatically creates its food. Eg. A plant uses photosynthesis
3. What is a top predator or super predator? Give some examples
The predators at the top of the food chain that can eat but usually isn’t the prey. Eg. A hawk and humans
5
Pyramids
Questions
1. Which organisms are found at the base of the pyramid?
Algae, Moss and Plants
2. Which organisms are found at the top of the pyramid?
Hawks
3. Why is a triangle or pyramid a good shape to use in showing a food chain?
Because the is usually many plants and less super predators in an area
4. Write a food chain out that starts with the algae.
Algae  tiny fish  rat  snake  hawk
5. Write a food chain out that includes the snake.
Sungrassrabbitsnakehawk
6
Answer the following
D
B
A
E
A
A
C
D
D
D
7
8
Photosynthesis – Testing a leaf for starch
• Be able to test a leaf for starch
• Be able to identify the inputs and outputs of photosynthesis.
Testing a leaf for starch
1. What is a de starched leaf? A leaf that has been starved
2. How did we de starch the leaf? We gave it no light
3. Why did we boil the leaf in water? To make it spongy so it can be able to absorb the alcohol
4. Why did we boil the leaf in Alcohol? To take out the chloroplast and make it white
5. Why do we turn off the Bunsen flame when using alcohol? Because alcohol is flammable
6. What is the test for starch? To test for starch
Photograph or describe what you saw.
1. What did this investigation show?
Shows if the leaf had starch
2. How did we make the investigation fair?
By using the same chemicals for every experiment
3. Label this diagram
4. Write out the word equation for photosynthesis
Carbon dioxide+ water+ sunlight=oxygen+ glucose
6. Find an image that helps you remember the process of photosynthesis.
9
Introduced Species
UNDERSTANDING AND INQUIRING
REMEMBER
1. Describe what is meant by the terms ‘introduced species’ and ‘biological control’.
Introduced species: An introduced species is one that has been released into an ecosystem in which it does not occur
naturally.
Biological control: Biological control of unwanted plants and animals uses other organisms, rather than chemicals (such as
insecticides and herbicides)
2. Give examples of:
a. three species that have been introduced into Australia



rabbits
cane toads
foxes
b. three ways in which biological control may be used



c.
diseases to kill a particular animal
predators to eat a particular animal
traps and poison to kill animals
three reasons why rabbits, Northern Pacific sea stars and cane toads are not wanted in Australia.



Killed native animals
Overpopulated
Disrupting food webs and unbalancing ecosystems
3. Why is it important to spend a lot of time and effort testing biological controls before they are used?
So they don’t kill or infect other animals such as native animals
THINK
4. Is biological control of pests better than using chemicals? Give some reasons for your answer.
I think that biological control is the same as using chemicals because using diseases to kill animals is good if it only affected
the particular animal but if you used predator, it could also become a pest and spread worldwide and spread worldwide
5. Select two different thinking keys and use them to unlock your thinking on introduced species.
USING DATA
Use the following information to answer questions 6–12. Population statistics of several animals were collected in two
areas over 5 years. One area contained only native animals, while the other area contained native animals with an
introduced species — the rabbit.
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165The feeding habits of the animals were also studied:
o
Bandicoots eat roots, seeds, leaves and insects.
o
Dingos eat bandicoots, wallabies and rabbits.
o
Wallabies eat grasses and leaves.
o
Rabbits eat grasses and leaves.
o
Insects eat roots, seeds, leaves and grasses.
Area 1: populations of native animals over 5 years
Year
1
2
3
4
5
Bandicoot
310 488 505 505 505
Dingo
5
11
11
12
10
Wallaby
90
197 281 293 290
Area 2: populations of native animals over 5 years
Year
1
2
3
4
5
Bandicoot
310 475 495
500
505
Dingo
5
11 11
12
10
Wallaby
90 199 72
72
73
Rabbit
6
412 5122 5114 5120
6. Draw two separate food webs: one of the native animals only, and the other one including the introduced species.
Area 1
Area 2
7. Plot two population graphs from the two tables, using different colours for each animal. Join the points with straight lines.
.
Which native animal was most affected by the introduction of the rabbit into the second area?
a. Which animals were least affected?
8.
.
What happened to the number of rabbits in the first two years?
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a. What happened to the number of rabbits after the first two years?
b. Can you explain why this happened?
9.
.
What effect did the introduction of the rabbits have on the wallaby population?
a. Why do you think the rabbits had this effect?
10. Did the rabbits have any effect on the dingo and bandicoot populations? Explain.
11. In your own words, describe any differences in the food webs of the two areas and how the populations of each of the
native animals changed.
IMAGINE
The food web below shows a northern Australian sheep station ecosystem. Imagine that a successful method of biological
control was found to totally wipe out the rabbit population in Australia. Use the food web below to help you answer the
following questions about what might happen.
12. Which animals would benefit immediately from the disappearance of the rabbit? Explain why.
13. How would the diet of the eagles, foxes, dingos and feral cats change?
14. What do you think might happen to the populations of the small native animals over a longer period of time?
CREATE
15. Assign the roles of rabbit, kangaroo, sheep, farmer, rabbit hunter, eagle and fox to different members of your group.
Interview each character about their thoughts on the introduction of rabbits to Australia, and what they hope will happen
in the future.
INVESTIGATE
16. Find out more about the impact of one of the following introduced plants and animals: horse, camel, cat, fox, goat, hare,
sparrow, mallard duck, pig, rat, garden snail, starling, water buffalo, deer, ferret, housefly, European wasp, thistle,
blackberry, serrated tussock, Paterson's curse, ragwort, pasture grasses.
17. Find out more about the successes and failures of using myxomatosis and calicivirus to kill rabbits. Report your findings in
a priority grid.
18. Find out why cane toads were unsuccessful as a biological control for the sugarcane beetle. Report your findings as a
newspaper article, storyboard, puppet play, web page or PowerPoint presentation.
19. Read the article ‘Locusts set to invade’. Find out why locusts are unwelcome visitors. Display your findings in your own
NOT WANTED poster.
20. One of the most successful examples of biological control in Australia is the control of prickly pear cactus. The
moth Cactoblastis cactorum was imported from South America to eat the flesh and flowers of the cactus. Find out more
about this and other successful examples of biological control.
12
Food Webs


Be able to interpret food webs
Know that by changing the numbers of one organism you can affect many others.
Questions
1. Identify the following
Producers
Plant
Herbivores
Rabbits, Squirrels, mice, seed eating birds, herbivorous insects
Primary
Rabbits, Squirrels, mice, seed eating birds, herbivorous insects
Consumers
Secondary
Foxes, hawks and owls, snakes, spiders, predaceous insects,
Consumer
insectivorous birds
Tertiary
Foxes, hawks and owls, snakes, spiders, predaceous insects,
Consumer
insectivorous birds
Super predators Foxes, hawks, snakes
2. Draw a food chain that includes a mouse.
Plantsmousebirdssnakeshawkstigerhumanssharkshumans
3. Draw a food chain that includes 5 organisms.
Plantsherbivorous bugsinsectivorous birdssnakeshawks
4. Describe how killing off the snakes could affect the
a. Toads
Not eaten so population will rise
b. Spiders
Numbers will drop due to herbivorous birds
c. Herbivorous insects
Numbers will drop due to toad outbreak
5. What is an insecticide? And which organisms would be effected
a. Directly
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Insects and bugs
b. Indirectly
Birds and insectivores
Questions
6. Identify the following
Producers
Grass
Herbivores
Grasshopper, rabbit, mouse,
Primary
Grasshopper, rabbit, mouse,
Consumers
Secondary
Toad, spider, garter snake, Preying mantis, sparrow, mouse, hawk
Consumer
Tertiary
Mouse, sparrow, hognose snake, hawk, garter snake,
Consumer
Super predators Hawk
7. Draw a food chain that includes a Grasshopper.
Grassgrasshoppersparrowhawk
8. Draw a food chain that includes 5 organisms.
Grassgrasshoppersparrowhawksharkhumans
9. Describe how killing off the snakes could affect the
a. Rabbits
There would be more food for foxes causing them to populate faster and eat all the rabbits
therefore their numbers will drop
b. Grasshoppers
14
Less rabbits more grasshoppers
10. Which animal is an omnivore? Explain why.
Mice are omnivores because they can eat grass and insects and bugs
15
16
Ecological foot print


Understand what an ecological foot print is.
Be able to identify ways of reducing my own ecological footprint.
Data Analysis
Use the graph on page 151 to fill in the following table
Country
United Arab Emirates
United States
New Zealand
Australia
United Kingdom
Japan
Bangladesh
Afghanistan
World
Ecological Footprint
16
13
10
9
7
6
1
1
3
1. What is an ecological footprint?
It is a measurement of how much biologically productive land our activities require. It helps us see
the impact that we have on our planet.
2. Name 5 things that can contribute to your ecological footprint.
 Electricity
 Water
 Food wasting
 Pollution
 Crop growing
3. Why do you think we have a bigger footprint than the world average?
Because we use more resources than the world
4. Why do countries like Bangladesh or Afghanistan have such a small footprint?
Because they are poor and use less resources
5. Why does an understanding of ecological footprint can be useful?
So we can see how many resources we are using or wasting
What do you understand about the term sustainability?
It is a measurement of how much biologically productive land our activities require. It helps us see
the impact that we have on our planet.
6. Identify ways that you could reduce your footprint. For each
a. Identify what you could do
 Turn off light when not used
 Don’t throw away food
 Use cars less
 Don’t litter

b. How it would reduce your ecological footprint
 We wouldn’t be wasting electricity
7. Compare your answer with question 5 page 152. Can you add any more ideas to your list
17
1. Explain why it is not necessary to regularly water the plants in this ecosystem.
Because if you do you will drown it and the water will be caught at the top of the bottle and come down
again.
2. The living things in the ecosystem use up oxygen.
a. Suggest what the living things need oxygen for.
To breathe
b. Suggest why the oxygen doesn't run out.
Because the bottle is airtight
3. Where do the living things get their energy from?
From the sunlight and dead stuff
Suggest why there is no need to feed them.
Because they have dead stuff
4. If the ecosystem is balanced, the organisms inside the bottle continue to live for a very long time without
needing extra water or food.
5. Explain what a balanced ecosystem is.
If the ecosystem is balanced, the organisms inside the bottle continue to live for a very long time without
needing extra water or food.
a. Suggest what could cause this mini ecosystem to become unbalanced.
The
death of the plant
6. List three strengths in the design of this investigation.



The ecosystem is sustainable
Nothing can get in or out besides light
The water fell back onto the plant
7. Suggest three ways in which this investigation could be improved.

This is already a good investigation but maybe if everybody used the same bottle to make all is the
same
a. Suggest a hypothesis that you could use this equipment (with possible modifications) to investigate.
b. Outline the procedure you would use to investigate your hypothesis.
8. We got bottles, put potting mix at the bottom of it, placed in a plant, put dead stuff near it then we watered
it and sealed it. It was air tight so nothing could get in or out except light.
Date
July 28
th
August
4th
August
11th
Height of
plant
9.8
centimetres
10.6
Number of
leaves
10
1cm
Unidentifiable
15
Grass
cuttings
Other
We have
many bugs in
it
-Bugs can fly
now
-Plant has
decomposed
18
Going, Going Gone
REMEMBER
1. State the meaning of ‘extinct’.
When the last animals of a species are dead
2. What is the difference between an endangered species and a vulnerable species? Endangered species
are little in numbers and a slowly being killed
3. How is a rare species different from endangered and vulnerable species?
A rare species are not being killed but endangered and vulnerable are still dying
4. List five of the factors that have contributed to the extinction of some species of animals.





Pollution
Hunting
Lack of food
People want an animal’s hide to make money
They die of sickness
5. Give two good reasons why endangered species should be saved.


So the future generation can see the animals
The animals can be useful for future resources
6. What is being done to save endangered species?
People have made national parks so the animals are protected
7. Animals in zoos do not feed naturally. Give an example to explain this statement.
The animals are being protected so they get a scientific diet and the keepers feed them
8. Give one reason why family pets can be a problem.
They kill native species at night
9.
a. What does the word ‘feral’ mean?
Wild domestic species
b. Why are feral animals a problem?
They can kill native animals and spread though out the land
10. How have animal enclosures in zoos changed over the years?
They have become more like a natural habitat of that animal
11. Why don't animals reproduce well in captivity?
Captive animals do not breed as well as wild animals because they are forced to and do not breed
naturally
12. How does the technique of freezing sperm and eggs help breeding programs in zoos?
So if the animal does not breed they can implant an egg or sperm into it
19
Food Webs
Scavenger
Key words
First order consumer
Second order consumer
Ecosystem
Energy pyramids
Biotic
Super predator
Abiotic
Microorganisms
Environment
Fungi
Population
Bacteria
Community
Optimum range
Habitat
Producer
Man effect
Photosynthesis
Introduced species
Chloroplasts
Feral
Chlorophyll
Deforestation
Consumer
Agriculture
Predator
Urban
Prey
Foot print
Autotroph
Heterotroph
Salinity
20
Competitors
Herbivore
Carnivore
Omnivore
Decomposer
Remember flash cards
Biotic
Abiotic
Prey
Predator
Top predator
Primary consumer
Secondary consumer
Producer
Consumer
Carnivore
Omnivore
Insectivore
Herbivore
Extinct
Endangered
Autotrophs
Heterotroph
Pests
A living thing in a food web
Eg. A lion, plants
A non- living thing in a food web
Eg. The sun
The food for another animal
Eg. A rabbit is eaten by foxes
The consumer of an animal
Eg. An owl eats a mouse
An animal with no predators
Eg. A lion
An animal that eats producers
Eg. Goat
An animal that eats a primary consumer
Eg. Wolf eats sheep
A living thing that produces its own food
Eg. Plants use photosynthesis
A living thing that eats other organisms
Eg. Lion
An animal that only eats meat
Eg.
A meat, insect and plant eater
Eg. Humans
An animal that only eats insect
Eg insectivorous birds
An animal that only eats plants
Eg. Goat
When the last of a species is dead
Eg. Tasmanian tiger
When the species is on the brink of extinction
Eg. Snow leopard
Don’t need to eat things to survive and makes own food
Eg. Plants
Needs to eat others to survive
Eg. Lion
Animals that bring trouble to a place
Eg. Mice
21
Population
Introduced species
Conservation
Habitat
How many of something there is in an area
Eg. Around 7 billion humans
An animal that has been brought from another country
Eg. Rabbits
What humans do to make animals survive
Eg. Help breed
A place where a certain animal lives
Eg. A bat lives in a cave
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Food Webs Rubric
Topic
High Standard
Medium Standard
Low standard
Title page &
contents
Clear title page with topic
title and student name and
images.
Title page with topic title
and student name.
Title page with topic title
and student name.
Ecosystems
Content page complete
Questions 1 to 8
completed in detail.
Content page or images
missing
Questions 1 to 8
completed in detail.
Some questions
completed.
All key terms explained
and examples given.
All key terms explained
and examples given.
All key terms explained
and examples given.
All sections of work sheet
completed correctly.
All questions answered in
full.
Additional images of
photosynthesis included
Completes questions on
both food webs.
Most sections of work
sheet completed correctly.
Most questions answered
in full.
Some questions answered
in full.
Completes questions on
both food webs.
Completes questions on
both food webs.
Included four food webs
from Gould league.
Completed remember and
think questions 1-4 page
164.
Included some food webs
from Gould league.
Completed remember and
think questions 1-4 page
164.
Completed remember and
think questions 1-4 page
164.
Completed all 12 data
questions on page 165
Completed most of 12
data questions on page
165
Investigation written up
with results and analysis
completes to a good
standard
Identified and described
two examples of how
humans affect their
environment.
Completes all sections in
detail. With some ways
they could reduce their
ecological footprint.
Completes most (7+)
questions from SQ7
Completed some of the
12 data questions on page
165
Investigation written up
with results or analysis
not completed
Completed after one
reminder
Eventually completed
14th July
Food chains
16th July
Photosynthesis
18th July
Food Webs
21st July
Introduced
species
23rd & 25th July
Make a biome
25th July ongoing
Unbalanced
ecosystems
30th July
Ecological
footprints
1st Aug
Going, going,
gone
4th Aug
Rubric and
Parent sheet
completed
Not
shown
Images included to
support notes.
Investigation written up
in detail with results and
analysis completes to a
high standard
Identified and described
in detail two or more
examples of how humans
affect their environment.
Completes all sections in
detail. With at least 5
ways they could reduce
their ecological footprint.
Completes all 12
questions from SQ7 page
170
Completed by20th Aug
Identified and described
example of how humans
affect their environment.
Completes most sections
in detail.
Completes some
questions from SQ7
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