Bellwork 9/15
Agenda 9/15- Ecology: How do science study the
interactions between living things?
 Bellwork- MCAS question
 New information: Ecology- the study of the
interactions between and among living things
 Activities: organization of living things card sort;
food web
 HW- finish food web drawing (if time)
What is Ecology?
 Study of interactions between organisms and
between organisms and their
environment.
Ernst Haeckel – coined term
Ecology in 1866
Greek word “oikos” means house
Natures “houses”come in many
sizes
Levels of Organization Activity
 Cut out the pictures,
terms, and definitions.
 Match each term with
its definition.
 Any terms with an
asterisks * also has a
picture.
 Write the definitions
in your notes.
 TIP: many students
mix up “population”
and “community”make sure you can
distinguish between
these 2!
Levels of Organization
 Ecologist study
organisms ranging
from the various
levels of organization:






Individual organism
Population
Community
Ecosystem
Biome
Biosphere
Species
 Group of similar organisms that can breed
and produce fertile offspring
Individual Organism
Canis lupus
Population
 group of organisms, all of the same species,
which interbreed and live in the same area.
Community
 an assemblage of different populations
(different species) that live together in the
same area
Ecosystem
 Collection of organisms that live in a place with
the nonliving environment
 Includes all biotic (living) and abiotic (nonliving)
things in the area
Biome
 Group of ecosystems with similar climate and
dominant communities
Tropical rain forest
Temperate grassland
Temperate forest
Tundra
Tropical dry forest
Desert
Mountains and
ice caps
Tropical savanna
Temperate woodland
and shrubland
Northwestern
coniferous forest
Boreal forest
(Taiga)
Biome
 Group of ecosystems with the same climate
and dominant communities
Biosphere
 The part of the earth where life exists including
land, water, air, and atmosphere
Three Ecological Methods of Study
Observing
1.
•
•
•
What species live here?
How many individuals of each species are there?
How does a change in the environment affect one or
more populations in the area?
Experimenting
2.
•
•
Used to test a hypothesis
Ex - making artificial environments in the lab
Modeling
3.
•
•
Making models to gain insight into complex
phenomena
Ex. - Global warming, weather prediction, storm
tracking, population dynamics
Bellwork 9/16
Agenda 9/16- Energy Flow
 Bellwork
 New information: energy flow, food webs, trophic
levels, biotic interactions

How does energy flow through an ecosystem?
 Activity:
 Finish food web activity
 Biotic Interactions videos
 HW- biotic interactions worksheet
Autotrophs vs. Heterotrophs
 Autotrophs – make
 Heterotrophs – get
their own food;
PRODUCERS
 Auto- = self
 -troph = food
their food from
another source;
CONSUMERS
 Hetero- = different
Types of Consumers
 Herbi –  Plant
 Carni –
 Meat
 Omni –  Everything/All
 Detriti–  Waste (detritus)
 -vore
 eater
Herbivore
Carnivore
Omnivore
Detritivore
Energy Flow
C. Feeding Relationships
1.
Food Chains
2.
Food Webs: interconnected food chains
3.
Trophic Levels:
•
•
•
•
•
•
Decomposers
Producers: plants, etc.
Primary consumers: herbivores
Secondary consumers: carnivores, omnivores
Tertiary consumers: top-level carnivores,
omnivores
Higher-order consumers: quarternary, etc.
carnivores
How does Energy flow through an Ecosystem?
 Energy flows through
an ecosystem in ONE
direction,

sun or chemicals

Autotrophs

heterotrophs
IT DOES NOT GET RECYCLED!
Feeding Relationships
 Food Chain –
 steps of organisms transferring
energy by eating & being eaten;
one at each level
 Food Web –
 network of all the food
chains in an ecosystem
 Trophic Level –
 each step in a food chain or
food web; an organisms
position in the food web
 In food chains and webs,
arrows point in the
direction of energy flowTOWARD the one getting
the energy (the “eater”)
Trophic
Levels
 Primary producer (aka producer)
 Primary consumer
 Secondary consumer
 Tertiary consumer
 And so on… (High Level Consumers)
Food Web Activity
 Draw a food web with all of the organisms listed on
your paper.
 Make sure that the arrows point in the right
direction!
 Answer the questions
Food Web
Bellwork 9/17
Agenda 9/17- Biotic Interactions; Succession
 Bellwork
 New Information: Biotic Interactions; Succession;
Competitive Exclusion Principle
 Lab/Activity: Biotic Interactions Worksheet;
Succession Worksheet; Demo
Biotic Factors: Community Interactions
 Competition for resources (-,-)
 Space, food, water, light, minerals, shelter, etc
 Predation and Herbivory (+,-)
 Symbiosis- two or more species interact together in a
long-term relationship; at least one benefits
 Mutualism (+,+)
 Commensalism (+,0)
 Parasitism (+,-)

Parasitoidism (+,-)
Symbiosis: Mutualism (+,+)
 Both species benefit.
 Example- Lichens (?) are a sandwich of fungi and algae.
 The fungus attaches to log, rock, or brick wall; absorbs nutrients. It
gets food from the algae.
 The alga uses the nutrients and water absorbed by the fungus and the
carbon dioxide produced to photosynthesize. (but some algae can live
well on their own, while the fungus can’t- could it be parasitism?)
 Example- Pollination of flower by bees
Symbiosis: Commensalism
 One species benefits, the other is unaffected.


Ex. Clownfish and sea anemone (?)
Ex. Bird builds nest in a tree
Clown Fish and Sea Anemone
Symbiosis: Parisitism and Parisitoidism
 Parasitism (+,-)
 One
species benefits, the other is harmed
(but isn’t usually killed).
 Parasitoidism (+,-)
 One
species benefits, the other is usually killed.
A Human Parasite: Guinea Worm (Dracunculus medinensis)
Braconid wasp larvae and Tomato hornworm
Agenda 9/18- Biotic Interactions continued
 Bellwork- Yellowstone packet- multiple choice only
 New Information: Ecological Pyramids; Ecological
Succession; Competitive Exclusion Principle;
Predator-Prey Interactions
 Lab/Activity:




Succession Worksheet
Demo- Competitive Exclusion Principle
Predator-Prey Graph Analysis
Deer Graphing Activity

HW- finish graphs and first 4 questions.
Agenda 9/18
 Quiz Tuesday, 9/22: vocabulary, notes (food webs,
trophic levels, 10% “rule”, biotic interactions,
predator-prey interactions)
What Shapes an Ecosystem?
• Ecosystems are influenced by a combination of
biological and physical factors
• Biotic
–
Biological (living) influences on organisms within an
ecosystem
• Abiotic
– Physical (nonliving) factors that shape ecosystems
• What are some biotic and abiotic factors affecting the
local ecosystem?
What shapes an ecosystem?
Biotic and Abiotic Factors
Abiotic
Biotic
Photosynthesis
6 CO2 + 6 H2O + light energy
C6H12O6 + 6 O2
Feeding Relationships
 Food Chain –
 steps of organisms transferring
energy by eating & being eaten;
one at each level
 Food Web –
 network of all the food
chains in an ecosystem
 Trophic Level –
 each step in a food chain or
food web; an organisms
position in the food web
 In food chains and webs,
arrows point in the
direction of energy flowTOWARD the one getting
the energy (the “eater”)
Ecological Pyramids
 Trophic Level – each step in a food chain or food
web
Energy Pyramid
Pyramid of Numbers
Biomass Pyramid
Pyramid of Energy - amount of energy available at each
trophic level
 Only 10% of the energy from each trophic
level is passed on to the next level
 Some energy is
used by the
organism for life
processes.
 Some of the energy
is lost as heat.
 Some is lost as
waste (undigested
materials).
Pyramid of Numbers -relative number of
individuals at each trophic level
Ecological Succession
 Series of predictable changes that occur in a
community over time.
 Primary succession- no soil

ex. after volcanic eruption
 Secondary- soil remains
 ex. flood, abandoned farm land
Ecological Succession
 Primary succession:
 Pioneer species- first species to populate an area

Often lichens (can break down rock into soil)
Ecological Succession
 Secondary Succession- soil is present
 Ex. After a fire in an ecosystem
Homework
 Decide which partner will graph data set A and who
will graph data set B.
 Make your graph large, use most of the paper.
 Label axes, and title your graph.
 This will be a line graph. Plot the data points, then
connect the dots.
Agenda 9/21- Continue with Biotic Factors
 Bellwork- Open Response Question (packet)
 New information: population ecology, predator-prey
interactions, exponential growth
 Deer graphing activity- analyze graphs, answer
questions (finish for HW, if needed)
 HW- Honors: plant-pollinator article and questions
Competitive Exclusion Principle
 Demo
 As you observe the demo, think about what the
phrase above might mean…
Competitive Exclusion Principle
 No two species can occupy the same niche in
the same habitat at the same time.
 One species will outcompete the other. This
will result in extinction (local or total), migration,
or speciation (adapting to a different niche) of one
or both species.
Cape May Warbler
Feeds at the tips of branches
near the top of the tree
Bay-Breasted Warbler
Feeds in the middle
part of the tree
Spruce tree
Yellow-Rumped Warbler:
Feeds in the lower part of
the tree and at the bases of
the middle branches
The Niche-how an organism uses the full range of
biotic and abiotic conditions in its environment.
Cape May Warbler
Feeds at the tips of branches
near the top of the tree
Bay-Breasted Warbler
Feeds in the middle
part of the tree
Spruce tree
Yellow-Rumped Warbler
Feeds in the lower part of the tree and
at the bases of the middle branches
MacArthur, R. H. 1958. Population ecology of some warblers of Northeastern
coniferous forests. Ecology 39:599-619.
Competitive Exclusion Principle
 Two species of paramecium compete
for shared resources, an example of
niche overlap. The take-home
message: no two species can occupy
exactly the same niche; one species
will always lose due to competition.
Graph Analysis- Predator-Prey Interactions
 Complete the worksheet in pairs (each will have their
own worksheet)
 What pattern do you see on the graph? How do
predators and their prey influence each other’s
population size?
What is a Population?
A group of interbreeding individuals of the same
species in the same place at the same time.
Bellwork 9/22
 CER- Do lions get energy from the sun?
Agenda 9/22- CP Biology
 Bellwork
 New Information:
 Exponential vs. Logistic Growth
 Limits to growth
 Graphic Organizer
 Discuss deer graphing activity- make changes as
needed and turn in
 Start matter cycles

HW- Discovery Education
Login = first-last
 Password = student ID number

Characteristics of Populations
 Geographic Distribution - where can individuals be found?
 Density - how many individuals are there in a given area?
•
population density = # of individuals / unit area
 Growth Rate - how is the population number changing
over time?
U.S. Geographic Distribution
Grizzly Range 1850
Growth Rate
Table 2. Estimated grizzly bear population on Alberta provincial land (excluding
national parks) from 1988 - 2000.
Growth Rate
Figure 1. Estimated grizzly bear population on Alberta provincial land
(excluding national parks) from 1988 - 2000.
Growth Rate
N
575
536
547
638
669
686
700
735
765
776
833
857
865
Mean Annual
Growth Rate
Figure 1. Estimated grizzly bear population on Alberta provincial land
(excluding national parks) from 1988 - 2000.
Annual
Change
-39
11
91
31
17
14
35
30
11
57
24
8
24.2
Factors Affecting Population Size
 Number of births (+)
 Number of deaths (-)
 Number of individuals entering and leaving the
population


Emigration: movement of individuals out of the population
(Exiting) (-)
Immigration: movement of individuals Into the population
(In)
(+)
How does this population size change?
 Initial population: 1000
 Births: 300
 Deaths: 250
 Immigration: 100
 Emigration: 150
 What is the final population size?
Predation
Predator-Prey Interaction Theory
Population Growth
Population of E. coli in a nutrient rich broth
(Some bacteria double population size every 20 minutes!)
Characteristics of Exponential Growth
 Abundant space, food, etc (resources)
 Protected from predators and disease
 Under ideal (“perfect”) conditions with
unlimited resources, a population will grow
exponentially.
 J-shaped curve
Periodic Exponential Growth
Exponential growth
Peak population
size
Rapid decline
Steady population
size
Steady population
size
Gary Larson- The Far Side
Science, Vol 302, Issue 5646, 866-868 , 31 October 2003
Exponential Growth Curve
Population of E. coli in a nutrient rich broth
Logistic Growth Curve
Carrying capacity
Limits to
Growth
Inflection Point
Exponential
Growth
Time
Logistic Growth
 Occurs when a population’s growth slows or stops
after a period of exponential growth.
 Population runs out of resources or no longer have
ideal conditions for growth.
 Carrying capacity- the maximum number of
individuals of a population that an ecosystem can
support
Predation
Predator-Prey Interaction Theory
Predation
Let’s look more closely at a biotic
interaction: Predation!
 You will be analyzing your graphs- make sure you
labeled the axes, with units, and gave the graph a
specific title.
 Let’s read through the scenario together…
 HW- lab questions, if you don’t finish in class (1-4,
then 1-9, so 14 questions total)
Deer Graphing Discussion
 Which data set (A or B) represents data from




scenario 1 (wolves)? Scenario 2 (island)? How do you
know?
When were wolves introduced, and in which graph is
this shown? How do you know?
Did the wolves have the impact you expected?
How did wolves impact the carrying capacity for deer
in the ecosystem?
Questions?
Predation
Fig. 5-7, p. 126
Moose
Wolves
Agenda 9/23- Limits to Growth; Abiotic
Factors, Biomes
 Bellwork- quiz
 New Information: Limits to growth, abiotic factors,
biomes
 Activities: Carbon Cycle Activity, Biome Packet
(finish for HW)
Deer Graphing Discussion
 Which data set (A or B) represents data from




scenario 1 (wolves)? Scenario 2 (island)? How do you
know?
When were wolves introduced, and in which graph is
this shown? How do you know?
Did the wolves have the impact you expected?
How did wolves impact the carrying capacity for deer
in the ecosystem?
Questions?
Limits to Population Growth
 Limiting Factor: Any biotic or abiotic factor in a
population’s ecosystem that keeps the population
from growing.
 Density Dependent Factors –

factors that operate most strongly when populations
become large and dense.
 Density Independent Factors –

factors that affect a population regardless of the
population size.
Brainstorming! Think-Pair-Share
THINK:
 List some factors that might limit a population’s
growth- try to come up with at least 5.
 Next to each factor, place a D-D if it’s densitydependent and a D-I if it’s density-independent.
PAIR:
 Share with the person sitting next to you. Write
down any new ideas. Discuss whether factors are
density-dependent or –independent.
SHARE with the class.
Limits to Population Growth
 Density Dependent Factors - factors that operate
most strongly when populations become large and
dense.
Predation
Disease
Competition
Parasitism/Parasitoidism
Limits to Population Growth
Density Independent Factors factors that affect a population
regardless of the population size.
Example: Large natural disturbances
Concept Map
Section 5-1
Population
Growth
can be
Logistic
growth
Exponential
growth
characterized by
No limits on
growth
Unlimited
resources
represented by
Constant
growth rate
J-shaped
curve
characterized by
Limits on
growth
which cause a
Falling
growth rate
represented by
S-shaped
curve
What Shapes an Ecosystem?
• Ecosystems are influenced by a combination of
biological and physical factors
• Biotic
–
Biological (living) influences on organisms within an
ecosystem
• Abiotic
– Physical (nonliving) factors that shape ecosystems
• What are some biotic and abiotic factors affecting the
local ecosystem?
What shapes an ecosystem?
Biotic and Abiotic Factors
Abiotic
Biotic
Biomes
Tropical rain forest
Temperate grassland
Temperate forest
Tundra
Tropical dry forest
Desert
Northwestern
coniferous forest
Mountains and
ice caps
Tropical savanna
Temperate woodland
and shrubland
Boreal forest
(Taiga)
Biomes are primarily defined by
their climate and dominant communities
 Major factors in the formation of climate are
 Solar radiation (angle that sun hits the earth in a given
area at a specific time of year)
 The Greenhouse Effect
 Amount of Precipitation, humidity
 Elevation and Latitude
 Air and ocean currents
Greenhouse Effect
 Natural phenomenon
Sunlight
 Moderates Earth’s
Some heat
escapes
into space
temperature

Would be 20 degrees
Celsius COOLER without it
 Greenhouse gas
Greenhouse
gases trap
some heat
emissions

Humans are adding more
greenhouse gases to the
atmosphere (CO2, CH4,
etc), amplifying the
greenhouse effect.
Atmosphere
Earth’s surface
Biome Worksheet
 Complete the packet.
 Be prepared to discuss the major abiotic factors
influencing biomes, and how organisms are adapted
to their particular biome.
Bellwork 9/24
Agenda 9/24- CP Biology
 Review Biome homework packet
 Matter cycle notes
 Matter cycle activity- Carbon, Nitrogen, and Water
 HW: Honors- draw carbon cycle; CP- draw nitrogen cycle
 Unit Test Tuesday
Biomes
Tropical rain forest
Temperate grassland
Temperate forest
Tundra
Tropical dry forest
Desert
Northwestern
coniferous forest
Mountains and
ice caps
Tropical savanna
Temperate woodland
and shrubland
Boreal forest
(Taiga)
Biomes based on temperature and rainfall
Ten Major Biomes
Biome
Precipitation
Temperature
Soil
Diversity
Trees
Grasses
Tropical Rain
Forest
high
hot
poor
high
dense
sparse
Tropical Dry
Forest
variable
mild
rich
moderate
medium
medium
Tropical Savanna
variable
mild
clay
moderate
sparse
dense
Desert
low
variable
poor
moderate
sparse
sparse
Temperate
Grassland
moderate
summer hot
rich
moderate
absent
dense
Temperate
woodland and
Shrubland
summer low,
winter moderate
summer hot
poor
low
medium
medium
Temperate Forest moderate
summer
moderate,
winter cold
rich
high
dense
sparse
Northwestern
high
Coniferous Forest
summer mild,
winter cold
rocky, acidic
low
dense
sparse
Boreal Forest
moderate
summer mild,
winter cool
poor, acidic
moderate
dense
sparse
Tundra
low
summer mild,
winter cold
poor
low
absent
medium
Desert Biome
Biome
Desert
Precipitation
Low (< 50
cm/yr)
Temperature
variable
Soil
poor
Diversity
moderate
Trees
sparse
Grasses
sparse
Abiotic Factors- Nutrient Cycles
 What are some nutrients you know are important for
living things?
 How do living things acquire those nutrients?
 We’ve looked at how energy flows through an
ecosystem, but how does matter move through the
same ecosystem?
How does matter move through an ecosystem?
 Unlike the one way flow of
energy, matter is recycled
within & between ecosystems
 Nutrients are passed between
organisms & the environment
through biogeochemical cycles
1.
WATER CYCLE
2.
NUTRIENT CYCLES:
a)
b)
 Biogeochemical Cycles:



Bio –life
Geo – Earth
Chemo – chemical
c)
CARBON
CYCLE
NITROGEN
CYCLE
PHOSPHORUS
CYCLE
Why are nutrients important ?
 Every living organism
needs nutrients to
build tissues and carry
out essential life
functions.
95% of your body is made of…
1)
OXYGEN
2)
CARBON
3)
HYDROGEN
4)
NITROGEN
THE WATER CYCLE
Let’s draw the water cycle…
 Use the following terms:






Precipitation
Condensation
Evaporation
Transpiration
(evaporation of water
from leaves)
Root uptake
Runoff
Agenda 9/25- Matter Cycles, Human Impact
 Bellwork- carbon cycle question
 New information:
 Review water and carbon cycle
 Nitrogen cycle
 Limiting nutrients and algal blooms
 Human Impact on the Environment
 Lab/Activity:
 Matter cycles and energy flow mini-posters
 Finish for HW if needed
Bellwork 9/25
CARBON CYCLE
4 PROCESSES move carbon
through the carbon cycle:
CO2
1) Biological- Photosynthesis, cellular
respiration, decomposition
2) Geochemical
•
Volcanic activity, erosion, uplift
3) Mixed biogeochemical
•
Deposition, fossil fuel production
4) Human Activity
•
Burning of fossil fuels
CO2
The Carbon Cycle- Living Processes
 Photosynthesis:

CO2 is taken in; carbon
CO2
becomes part of glucose
and other molecules
 Feeding:
 Carbon stored by plants
is transferred through
food webs as it is eaten
 Respiration:
 Energy in glucose is
released, also releasing
CO2 into the atmosphere
CO2
Keeling Curve
Carbon Cycle
 Reservoirs: places where carbon is stored
 CO2 in the atmosphere and oceans
 Glucose (C6H12O6) and other organic molecules
 Flow: movement between one reservoir to another
 Let’s draw the carbon cycle. Include the following
terms:





Photosynthesis
Respiration
Feeding
Volcanic Activity
CO2
- Deposition (buried underground)
- Fossil Fuels
- Burning of Fossil Fuels
- Decomposition
-
The
Carbon
Cycle
CO2
CO2
The Greenhouse Effect
 Carbon dioxide,
methane, water vapor,
and other gases trap
heat energy and
maintain Earth’s
temperature range.
 This is referred to as
The Greenhouse
Effect. Without it, the
Earth would be about
200 C colder.
Greenhouse Effect
 Natural phenomenon
Sunlight
 BUT…
Some heat
escapes
into space
 Greenhouse gas
emissions

Humans, by burning fossil
fuiles, are adding more
greenhouse gases to the
atmosphere (CO2, CH4,
etc), amplifying the
greenhouse effect.
Greenhouse
gases trap
some heat
Atmosphere
Earth’s surface
The Greenhouse Effect
 By burning fossil fuels,
humans have released
carbon that has been
stored for millions of
years in the earth. This
has amplified the
greenhouse effect,
increasing average
global temperatures.
NITROGEN CYCLE
Nitrogen-containing nutrients in
the biosphere include:
N2
in Atmosphere
1) Ammonia (NH3)
2) Nitrate (NO3-)
3) Nitrite (NO2-)
ORGANISMS NEED
NITROGEN TO MAKE
AMINO ACIDS FOR
BUILDING PROTEINS!!!
NH3
N03- &
N02-
NITROGEN CYCLE
Nitrogen fixation:
N2
in Atmosphere
- Certain bacterial species
“fix” or trap nitrogen
gas (N2) and convert it
into a form plants can
use (NH3)
- Some live symbiotically
with plants= legumes
(peas, vetch, etc)
NH3
N03- &
N02-
NITROGEN CYCLE
Denitrification:
N2
in Atmosphere
• Some soil bacteria
convert nitrogen
compounds back
into N2 gas.
NH3
N03- &
N02-
Availibility of nutrients
 If a nutrient is in short
supply, it will limit an
organisms growth. It
is called a limiting
nutrient
 When a limiting nutrient
(N, P) is dumped into a
lake or pond, an algal
bloom (eutrophication)
can occur and can disrupt
the ecosystem
 Algal blooms
 “Was big bird flying
under the influence?”
Algal Bloom
 Occurs when a limiting nutrient is added to an
ecosystem, resulting in an immediate increase in
the amount of algae or other producers

P and N
 Can upset the health of an ecosystem
More producers, more biomass for decomposers to
break down, use up O2, fish die
 HABs- neurotoxins produced

Matter Cycle Activity
 In this activity, you will determine how carbon,
nitrogen, and water flow from one reservoir to
another
 Create three drawings to demonstrate your
understanding of the carbon, nitrogen, and water
cycles.
 You can use your notes, textbooks, and the internet
(personal devices) to help you. You will turn this in,
so make it as neat and professional as you can.
Bellwork 9/28
Agenda 9/28- Human Impact on the
Environment
 Bellwork- none
 New Information: Human Impact on the
Environment
 Review for test
 HW- STUDY!!

Quizlet
CP: tinyurl.com/olwh2oh
 Honors: tinyurl.com/odq4y32

Human Impact on Environment
 How do humans impact the environment? Try to list
both positive and negative impacts, at least 8 total.
Human Population Growth
7,000,000,000
Human Population
6,000,000,000
5,000,000,000
4,000,000,000
3,000,000,000
2,000,000,000
1,000,000,000
0
1950
1960
1970
1980
Time
1990
2000
Human Population Growth
7,000,000,000
Human Population
6,000,000,000
5,000,000,000
4,000,000,000
3,000,000,000
2,000,000,000
1,000,000,000
0
0
500
1000
1500
Time
2000
2500
Human Population Growth
Industrial
Revolution
begins
Agriculture
begins
Plowing
and
irrigation
Bubonic
plague
Exponential Growth
 Abundant space
 Abundant food
 Protected from predators and disease
 Under ideal (“perfect”) conditions with
unlimited resources, a population will grow
exponentially.
 J-shaped curve
Human Population Growth - Population Age Structure
U.S. Population
Rwandan Population
Which population has greater growth potential?
Does the Earth have a Carrying Capacity?
Human population growth results in destruction
and fragmentation of habitat (for houses,
agriculture, wood for fuel, etc)
Night Lights: Urbanization
Carbon Emissions
The amount of carbon dioxide polluting our atmosphere has risen 30 percent in the last
200 years. Plants and other producers take in carbon dioxide and release oxygen, but
human activities are now releasing more carbon dioxide than the world's producers can
process. This map shows in magenta today's greatest polluters—the United States,
Europe, China, and Japan.
Global Warming
 Increased levels of CO2 (and other greenhouse gases)
in the atmosphere are believed to trap additional
heat, causing an increase in the earth’s average
temperature.

about 1 degree Celsius (1.3 degrees Fahrenheit)
 (REMEMBER- the greenhouse effect is NATURAL,
but with extra CO2 and other greenhouse gases, it
traps more heat).
Global Warming, 2003
IPCC scientists believe that there is a greater than 90 percent chance that
most of the warming we have experienced since the 1950s is due to the
increase in greenhouse gas emissions from human activities.
Computer models predict that the Earth’s average temperature could rise
by 3.2 to 7.2ºF above 1990 levels by the end of this century.
Biodiversity:
Who cares?
BIODIVERSITY IS THE VARIETY OF
LIFE ON EARTH AND THE
ESSENTIAL INTERDEPENDENCE OF
ALL LIVING THINGS
• Scientists have identified more than 2 million species.
Millions remain unknown (est. 5-100 million more!)
•The tremendous variety of life on Earth is made possible
by complex interactions among all living things.
There are 3 components of
biodiversity
1.
Genetic Diversity
Chihuahuas, beagles, and Rottweilers are all dogs—
but they're not the same because their genes are
different.
Chihuahua
Beagle
Rottweilers
There are 3 components of
biodiversity
Species Diversity
For example, monkeys, dragonflies, and meadow
beauties are all different species.
Saki Monkey
Golden Skimmer
Meadow Beauty
There are 3 components of
biodiversity
 Ecosystem Diversity
Paines Prairie
Florida Sand hill Pond
Hoh Rain Forest
What do we get from biodiversity?
Oxygen
Food
Clean Water
Medicine
Aesthetics (It’s pretty)
Ideas
Natural Resources (ex. lumber)
Threats to biodiversity
Habitat destruction and fragmentation
Pollution and Biological Magnification
Non-native (invasive) species
Global Climate Change
Exploitation (over use)
Habitat Fragmentation
 Breaking habitat into smaller parts, dividing
populations and reducing available space
 Edge effects
Biological Magnification
 Some pollutants do
not break down in
organisms and
become more
concentrated as
they go up the
food chain.
 Ex. DDT, mercury,
and neurotoxins
from some algal
blooms
The Current Mass Extinction:
 Humans are currently causing the greatest mass
extinction of species since the extinction of the
dinosaurs 65 million years ago.
The Current Mass Extinction
 If present trends continue one half to three
quarters of all species of life on earth may be
extinct (or on the verge of extinction) in less
than 100 years as a result of habitat destruction,
pollution, invasive species, and climate change.
 When species of plants and animals go extinct,
many other species are affected (including
humans!)- TROPHIC CASCADES
Invasive Species
 They can do really well because their natural
predators and/or diseases aren’t in the new
location (“no” limits to growth)
 Outcompete local, native species
 Cane Toad
 Ex. Asian Longhorn beetle



Recently seen in Massachusetts (2008)
Eat and kill hardwood trees
Report sightings 1-866-702-9938
Global Warming- the biggest threat to biodiversity!
 Increased levels of CO2 and other greenhouse gases
in the atmosphere trap additional heat, causing an
increase in the earth’s average temperature.

about 1 degree Celsius (1.3 degrees Fahrenheit)
 Since species generally have adaptations that allow
them to survive in their biome, which is in large part
determined by climate, they may not be able to
survive dramatic changes.
Ecological Footprint- Just for fun…
 How much land and how many resources it takes to
support a certain quality of life?
 http://www.footprintnetwork.org/en/index.php/GF
N/page/calculators/
Review for Unit Test




Review sheet
Review after school today from 2-2:30
Know key concepts and vocabulary, review notes
Multiple choice- 30, and 2 short answer