DATE:
UNIT 1
NAME:
CLASS:
Unit 1 Summary
BLM 1-1
Goal • Use this page to review the concepts in Unit 1, Sustaining Earth’s Ecosystems.
1 Biomes and ecosystems are divisions of the biosphere.
„ Biomes have similar abiotic and biotic components. (1.1)
„ Abiotic factors influence the characteristics and distributions of biomes (1.1)
„ Adaptations are characteristics that enable organisms to better survive and reproduce (1.1)
„ Biomes are often named for their dominant vegetation or for a geographical or physical
characteristic. (1.2)
„ Abiotic components in ecosystems include oxygen, water, nutrients, light and soil. (1.2)
„ Biotic interactions in ecosystems include trophic and symbiotic relationships as well as
competition and predation. (1.2)
2 Energy flow and nutrients support life in ecosystems.
„ Energy flows from producers to primary consumers to secondary consumers and is
modelled in food chains and food webs. (2.1)
„ Food pyramids show the loss of energy from one trophic level to another. (2.1)
„ The nutrients carbon, nitrogen, and phosphorus move in and out of the abiotic and biotic
components of terrestrial and aquatic ecosystems. (2.2)
„ Human activities affect nutrient cycles and cause harm to an ecosystem. (2.2)
„ Contaminants such as persistent organic pollutants and heavy metals can bioaccumulate
and biomagnify affecting consumers and the health of ecosystems. (2.3)
3 Ecosystems continually change over time.
„ Adaptive radiation and natural selection are processes that change organisms in response
to changes in the abiotic and biotic components of an ecosystem. (3.1)
„ Ecological succession changes the abiotic and biotic components of an ecosystem over
time. (3.1)
„ Natural events such as flooding, tsunamis, drought, and insect infestations quickly change
the abiotic and biotic conditions of an ecosystem. (3.1)
„ Human activities including deforestation, agriculture, resource exploitation, and the
introduction of foreign species change ecosystems and result in habitat loss. (3.2)
„ Invasive introduced species can affect native species through competition, predation,
disease, parasitism, and habitat destruction. (3.3)
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
UNIT 1
CLASS:
Unit 1 Words to Know
Goal • Use this page to review the Unit 1 Words to Know.
Chapter 1
abiotic
biome
biotic
commensalism
ecosystem
mutualism
parasitism
predation
symbiosis
Chapter 2
bioaccumulation
biodegradation
carbonate
cellular respiration
decomposers
denitrification
food chains
food pyramids
food webs
heavy metals
keystone species
nitrification
nutrients
PCBs
pesticides
photosynthesis
trophic levels
Chapter 3
adaptive radiation
ecological succession
introduced species (foreign species)
natural selection
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
BLM 1-2
DATE:
NAME:
CHAPTER 1
CLASS:
BLM 1-3
Viewing a Photograph
Goal • Record your ideas from viewing a photograph.
What to Do
Use this template to gather information when observing a photograph.
What I observe ….
What I wonder about…
What I infer… (“I think” or
“Maybe”)
Now I know…
Now I wonder...
I think that this is important
because…
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
CLASS:
Geography and Biomes
BLM 1-4
Goal • Use this page to record your previous knowledge and questions about biomes.
What to Do
Before reading pages 10–17 in your student book, write down what you know about the five
factors that affect biomes. For each factor, record a question you have about the relationship of
geography to biomes.
Factors
What I Know about Its
Relationship to
Distribution of Earth
What I Know about
Its Relationship to
Types of Biomes
Questions I Have
about These
Relationships
Temperature
Precipitation
Latitude
Elevation
Ocean currents
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
Biomes of the World
CLASS:
BLM 1-5
Goal • Use this diagram to study the distribution of the biomes of the world.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
CLASS:
BLM 1-6
Biome Distribution Basics
Goal • Record your ideas as you read pages 10–17 in your student book.
What to Do
Answer the questions as you read. Draw a quick sketch to help you remember the main points.
Response
Sketch
1. How does temperature
influence biomes?
2. How does precipitation
influence biomes?
3. How do you use the graph
of average annual
temperature and
precipitation to determine
the type of biome?
4. What is the relationship
between latitude and
biome distribution?
5. How does elevation relate
to biome distribution?
6. How do ocean currents
influence biomes?
7. What is a climatograph?
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
CLASS:
Know Your Biosphere
BLM 1-7
Goal • Use this page to record what you know and what you learn about biospheres.
What to Do
Write down what you already know about each biome. Add new information after you have
read about biomes in your student book.
Biome
Tundra
Boreal
forest
What I Already Know
What I Learned from Reading
Location:
Location:
Climate:
Climate:
Physical Features:
Physical Features:
Plant Adaptations:
Plant Adaptations:
Animal Adaptations:
Animal Adaptations:
Location:
Location:
Climate:
Climate:
Physical Features:
Physical Features:
Plant Adaptations:
Plant Adaptations:
Animal Adaptations:
Animal Adaptations:
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-7
continued
Temperate
deciduous
forest
Temperate
rainforest
Grassland
(temperate
and tropical)
Location:
Location:
Climate:
Climate:
Physical Features:
Physical Features:
Plant Adaptations:
Plant Adaptations:
Animal Adaptations:
Animal Adaptations:
Location:
Location:
Climate:
Climate:
Physical Features:
Physical Features:
Plant Adaptations:
Plant Adaptations:
Animal Adaptations:
Animal Adaptations:
Location:
Location:
Climate:
Climate:
Physical Features:
Physical Features:
Plant Adaptations:
Plant Adaptations:
Animal Adaptations:
Animal Adaptations:
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-7
continued
Tropical
rainforest
Desert (hot
and cold)
Permanent ice
(polar ice)
Location:
Location:
Climate:
Climate:
Physical Features:
Physical Features:
Plant Adaptations:
Plant Adaptations:
Animal Adaptations:
Animal Adaptations:
Location:
Location:
Climate:
Climate:
Physical Features:
Physical Features:
Plant Adaptations:
Plant Adaptations:
Animal Adaptations:
Animal Adaptations:
Location:
Location:
Climate:
Climate:
Physical Features:
Physical Features:
Plant Adaptations:
Plant Adaptations:
Animal Adaptations:
Animal Adaptations:
Copyright © 2008, McGraw-Hill Ryerson Limited, a Subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
Practise Reading Climatographs
CLASS:
BLM 1-8
Goal • Compare climatographs from three locations that are typical of different biomes.
Question
What inferences can you make by comparing the climatographs from three locations?
What to Do
The following climatographs give temperature and precipitation data for three typical locations
within three biomes. Use the data from the climatographs to complete the table below. You will
have to estimate values.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-8
continued
Biome
1
2
3
Warmest average monthly
temperature (°C)
Month with warmest average
temperature
Coldest average monthly
temperature (°C)
Month with coldest average
temperature
Driest month and total
amount of precipitation for
this month (mm)
J:
M:
A:
O:
Month:
Total
precipitation:
J:
M:
A:
O:
Month:
Total
precipitation:
J:
M:
A:
O:
Month:
Total
precipitation:
Wettest month and total
amount of precipitation for
this month (mm)
Month:
Total
precipitation:
Month:
Total
precipitation:
Month:
Total
precipitation:
Start and end of growing
season (months where
temperatures first rise above
or fall below 5°C)
Start:
End:
Start:
End:
Start:
End:
Total precipitation (mm) in
January, March, August, and
October
Analyze
1. Which biome is the closest to the equator? Assume that there are no great differences in
altitude among the three locations. Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
2. Which biome has the most northerly latitude? Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
3. Which biome receives the most annual precipitation? Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-8
continued
4. Which biome receives the least annual precipitation? Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
5. Which biome has the longest growing season? Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
6. Which biome has the shortest growing season? Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
7. In which biome would animals need to have structural and behavioural adaptations to survive
long, cold winters? Explain your answer.
_______________________________________________________________________________
_______________________________________________________________________________
Conclude
8. Infer the biome that is represented by each climatograph. Provide two reasons why you made
each inference.
(a) Biome 1
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(b) Biome 2
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(c) Biome 3
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
Elements of a Good Video Script
CLASS:
BLM 1-9
Goal • Review the criteria for your video script for Find Out Activity 1-2A, Your Local
Environment.
What to Do
Consider the following criteria when writing a video script for Find Out Activity 1-2A, Your
Local Environment, on page 35 of your student book.
•
•
•
•
•
•
•
•
•
•
Team has a clear picture of what it is trying to achieve.
Everything in the video script is related to the storyline.
The purpose and target audience of the video have been considered.
The script presents the information in an interesting and imaginative way.
The video script is complete with sketches for each scene detailed notes on title, transitions
and special effects. The sketch should depict what the camera will show.
Sound effects and stage directions accompany each scene.
Script is easy to read and all elements are clearly written, labelled, or drawn so that other
students could create the video presentation if necessary.
There are no spelling or grammatical errors in script.
All content is in the students’ own words and is accurate.
Script is complete, and it is clear what each actor will say and do. Entrances and exits are
scripted, as are important movements.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
CLASS:
Geographical Regions of Canada
BLM 1-10
Goal • Investigate the productivity of the different ecosystems in Canada.
Introduction
Canada has six major geographical regions. These are:
1. Maritime Region
2. St. Lawrence Lowlands (Great Lakes) Region
3. Canadian Shield
4. Prairie Region
5. Western Mountain Region
6. Tundra Region (the North)
Assignment
1. Your group will be assigned one of these regions.
2. You will be given one period to research the region, using print and Internet sources. Keep a
bibliography of all of your sources.
3. Try to find out as much as you can about the region that you have been assigned. Some
questions that you might try to answer are: Where is the region located? What are some
features of the land area? What grows there? What is the climate like in winter and summer?
How do people make a living in this region? What is the economy like? How much
precipitation does the area receive? What are the main agricultural products? Be creative and
try to add to this list of questions.
4. You will be given one additional period to work in class to prepare a one- to two-page report
for the class. The report should be word-processed, if possible, and include appropriate
diagrams and charts. This report will be photocopied and handed out to the class. It will
become part of your class notes.
5. You will also be required to produce a colourful and original poster that describes the area
you have been researching.
6. You will orally present your report to the class.
7. Bonus marks will be assigned if you can be original in your presentation (for example, by
performing a skit).
Evaluation
(a) Report
(b) Poster
(c) Presentation
Bonus: Creativity
marks
marks
marks
marks
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
Ecological Hierarchies
CLASS:
BLM 1-11
Goal • Use this page to identify biotic interactions in the biosphere.
What to Do
Use the following terms to label the parts of a biosphere:
biome, community, ecosystem, organism, population, species.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
CLASS:
BLM 1-12
Biotic Interactions in
Ecosystems
Goal • Use this page to summarize what you have learned about biotic interactions in
ecosystems.
What to Do
Use a + symbol to indicate a positive interaction, a – symbol to indicate a negative interaction,
and 0 to indicate a neutral interaction.
Species A
Species B
Commensalism
Mutualism
Parasitism
Competition
Predation
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
CLASS:
BLM 1-13
Predator-Prey Simulation Data
Table
Goal • Use this page to record your data for Find Out Activity 1-2C, Predator-Prey
Simulation, on page 49 of your student book.
What to Do
1. Record your data.
2. Determine the number of prey and predators remaining after each generation by making
calculations for column C and G.
3. Graph the results Total Prey Surviving (column C) against Total Predators (column G).
A
B
C
D
E
Number
Total
Number
Number of
of
Number
Prey
of Prey at
Predators Predators
Generation
of Prey Animals
Start of
at Start of
Removed
Caught Surviving
Generation
Generation
Due to
(A-B)
Starvation
1.
3
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
F
G
Number of
Predators
Added
(Killed 3
Prey and
Reproduced)
Total
Predators
(D-E+F)
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 1
Chapter 1 Quiz
CLASS:
BLM 1-14
Goal • Check your understanding of Chapter 1.
Circle the letter of the best answer.
1. What are the major biomes found in Canada?
A. tundra and boreal forest
B. tundra and temperate deciduous forest
C. boreal forest and temperate deciduous forest
D. temperate rainforest and temperate deciduous forest
2. What two factors are most responsible for limiting life in a particular area?
A. precipitation and sunlight
B. sunlight and temperature
C. precipitation and temperature
D. precipitation and soil conditions
Use the chart below to answer question 3.
3. What biome has an average annual temperature of 15°C and annual precipitation of 40 cm?
A. grassland
B. temperate rainforest
C. boreal forest
D. desert
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-14
continued
4. Where is the boreal forest biome found?
A. above the Tropic of Cancer
B. below the Tropic of Capricorn
C. near the equator
D. between the Tropic of Cancer and the Tropic of Capricorn
5. What characteristics are tropical forests known for?
I
high diversity relative to other forests
II
abundance of large mammals relative to other forests
III
high year-round temperatures relative to other forests
A. I only
B. II only
C. III only
D. I and III only
E. I, II, and III
6. Which best describes the distribution of communities on a tall mountain?
A. Coniferous forest grows above the tree line, and no vegetation grows below it.
B. Several biome conditions might be present depending on elevation, and there may be
permanent ice conditions on top of the mountain.
C. With increasing elevation, tall trees are replaced by shorter trees and ultimately are
replaced by grasses.
D. Tundra-like conditions exist at the top of the highest mountains, and deserts are found
at the lower elevations.
7. What is the correct order of biomes you would observe if travelling from the equator to the
North Pole?
A. boreal forest, tropical rainforest, temperate deciduous forest, tundra
B. tropical rainforest, boreal forest, temperate deciduous forest, tundra
C. tropical rainforest, temperate deciduous forest, boreal forest, tundra
D. tropical rainforest, boreal forest, tundra, temperate deciduous forest
E. tundra, temperate deciduous forest, boreal forest, tropical rainforest
8. Which of the following would be a biotic factor in a vegetable garden?
A. the amount of nitrogen in the soil
B. the amount of rainfall received
C. the number of earthworms per cubic metre of soil
D. the concentration of oxygen in the soil
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-14
continued
9. In which of these relationships does neither party benefit?
A. competition
B. mutualism
C. predation
D. commensalism
E. parasitism
10. If you were studying the niche of a bird species, what might you study?
A. the food it eats
B. its predators
C. the temperatures required for it to reproduce
D. the types of areas where it builds its nest
E. all of these
Match the Term on the left with the best Descriptor on the right.
Each Descriptor may be used only once.
Term
Descriptor
_____ 11. behavioral adaptation
A. Soil conditions are example.
_____ 12. structural adaptation
B. the interaction between members of two different
species that live together in the same ecosystem
_____ 13. biotic
_____ 14. abiotic
_____ 15. symbiosis
_____ 16. commensalism
C. the interaction between species where one species
benefits and the other is not helped nor harmed
D. what an organism does to survive in the unique
conditions of the environment
E. Decomposers are an example.
F. a physical feature of an organism’s body having a
specific function that contributes to the survival of
the organism
G. the interaction between species where one species
benefits and the other species is harmed
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-14
continued
Short Answer Questions
17. Give two similarities and one difference between hot deserts and cold deserts.
Similarities: ____________________________________________________________________
______________________________________________________________________________
Difference: ____________________________________________________________________
______________________________________________________________________________
18. Explain the importance of adaptations to the survival of plants and animals in their biome.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
19. Explain why ecosystems with similar characteristics can exist in different geographical
locations.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
CLASS:
What Do You Know about
Energy Flow?
BLM 1-15
Goal • Use this chart to help you learn terms about energy flow.
What to Do
Define each term in your own words. Then, draw an illustration or give an example for each
term. After reading the section, you can improve your definitions.
Term
Definition
Illustration/Example
Energy flow
Producer
Consumer
Decomposer
Biodegradation
Food chain
Trophic level
Primary producers
Detrivore
Herbivore
Carnivore
Food pyramid
Ecological pyramid
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Go with the Flow
CLASS:
BLM 1-16
Goal • Use this page to help you understand energy flow through an ecosystem.
What to Do
An energy pyramid is a model of energy flow through the ecosystem. Draw lines to represent
where each term or diagram should be placed.
Hawk
Robin
Caterpillar
Grass
First trophic level
Secondary consumer
Carnivore
Producer
Top carnivore
Fourth trophic level
Primary consumer
Second trophic level
Tertiary consumer
Third trophic level
Herbivore
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Ecosystem Energy Flow
CLASS:
BLM 1-17
Goal • Show what you know about energy flow in an ecosystem.
What to Do
Answer in the spaces provided.
1. blueberry plant → mouse → snake → grey owl
(a) Which of the above organisms is the producer? ____________________________________
(b) Which is the primary consumer? ________________________________________________
(c) Which is the top carnivore? ____________________________________________________
(d) Approximately what percentage of the original energy in plants will the top carnivore get?
__________________________________________________________________________________________
2. Arrange the organisms listed below into a food web. Label each trophic level.
bacterium, grasshopper, squirrel, fungus, grass, willow tree, deer, maple tree
(+ seeds), wolf, snake, mouse, fox, red-tailed hawk
3. Grain is harvested from plants sprayed with the insecticide DDT. The grain is eaten by
insects, which are in turn eaten by birds. Explain the process of biological magnification in
this example.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Comparing Available Energy
CLASS:
BLM 1-18
Goal • Record your data from Find Out Activity 2-1B, Comparing Available Energy.
What to Do
Use this chart to record your data from Find Out Activity 2-1B on page 65 of your student
book.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
The Carbon Cycle
CLASS:
BLM 1-19
Goal • Use this page to review the carbon cycle.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
CLASS:
The Carbon Cycle Concept Map
BLM 1-20
Goal • Use this page to make a concept map about the carbon cycle.
What to Do
Use the following terms to construct a concept map that provides meaningful information
about the carbon cycle.
algae
cellular respiration long-term stores
photosynthesis
trees
atmosphere
coal deposits
ocean
sedimentation
volcanic eruption
oil and gas
short-term stores
calcium carbonate decaying matter
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
The Nitrogen Cycle
CLASS:
BLM 1-21
Goal • Use this diagram to review the nitrogen cycle.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
CLASS:
Questions about the Nitrogen
Cycle
BLM 1-22
Goal • Use this page to record information about the nitrogen cycle.
What to Do
Read the following questions. Complete the answers as you read pages 78–83 in your student
book.
Points to Know
Why is nitrogen
necessary for living
organisms?
How is nitrogen
stored?
How is nitrogen
cycled through the
ecosystem?
What is nitrogen
fixation?
What is nitrification
and uptake?
How does nitrogen
return to the
atmosphere?
How is excess
nitrogen removed
from ecosystems?
How do human
activities affect the
ecosystem?
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
CLASS:
Know Your Nitrogen
BLM 1-23
Goal • Use this page to learn terms about nitrogen.
What to Do
Cut out the terms on the left, pair each with the correct definition on the right, and paste them
together on another sheet. Or make flash cards by pasting the definition to the back of the
term.
Terms
Definitions
Nitrogen fixation
The process of making nitrates
Denitrification
Provide nitrogen for the host plant and in return obtain sugars
Nitrifying bacteria
Certain bacteria that convert nitrate back into nitrogen gas
Nitrate
NO2–
Nitrogen uptake
Nitrogen gas is converted into nitrate using electrical energy
from lightning.
Nitrification
The process where nitrates are converted into nitrogen gas
Ammonium
N2
Denitrifying bacteria
The process where nitrates enter plant roots
Nitrite
NH4+
Nitrogen-fixing bacteria
Certain bacteria that convert ammonium into nitrite or nitrite
into nitrate
Nitrogen
NO3–
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
The Phosphorus Cycle
CLASS:
BLM 1-24
Goal • Use this diagram to help you study the phosphorus cycle.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Nutrients True or False
CLASS:
BLM 1-25
Goal • Use this page to check your understanding of nutrients.
Beside each statement below, write the letter T if you think the statement is true or F if you
think it is false. If you think the statement is false, write the correct sentence in the space
provided.
1. _____ Green plants add carbon dioxide to our atmosphere through a process of
photosynthesis.
2. _____ Decomposers are a very important part of every nutrient cycle.
3. _____ Green plants occupy the second trophic level in food chains.
4. _____ There is a loss of energy at each trophic level.
5. _____ Carrying capacity is the largest number of organisms that can survive in an area.
6. _____ In a food chain, a deer feeding off leaves would be a secondary consumer.
7. _____ Carnivores are organisms that eat plant material.
8. _____ The process of nitrogen fixation uses oxygen to produce carbon dioxide.
9. _____ While a pyramid of numbers or biomass can be inverted, a pyramid of energy cannot.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Ecosystem Review
CLASS:
BLM 1-26
Goal • Use this page to review your understanding of ecosystems.
What to Do
Circle the best answer.
1. Which of the processes listed below removes carbon dioxide from the air?
A. acid precipitation
B. respiration
C. photosynthesis
D. nitrification
2. What is a hawk an example of?
A. decomposer
B. producer
C. primary consumer
D. top carnivore
3. Which of the following processes adds carbon dioxide to the air?
A. respiration
B. nitrification
C. photosynthesis
D. nitrogen fixation
4. Which of the following is an abiotic part of an ecosystem?
A. tree
B. fungus
C. water
D. bird
5. Which of the following is most likely a decomposer?
A. nitrogen
B. fungus
C. rock
D. bird
6. Which of the following best defines an ecosystem?
A. a group of organisms that can interbreed
B. smaller organisms that get eaten by larger organisms
C. the feeding level of an organism in a food chain
D. all of the interactions between living things and their environment
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-26
continued
7. What is the term for the total weight of living things living in an area?
A. biotic community
B. food web
C. biomass
D. pyramid of numbers
8. How is nitrogen removed from the atmosphere?
A. by nitrifying bacteria
B. by denitrifying fungi
C. by mosses and lichen
D. by nitrogen-fixing bacteria
9. Why is Earth referred to as a closed system?
A. Little new material is added from the outside.
B. It is a biosphere.
C. It can make all of its own material.
D. Dead materials decompose to provide fertilizer.
10. What causes most acid precipitation?
A. acids in water
B. sulfur and nitrogen-containing gases in the air
C. chemical wastes dumped into lakes and streams
D. the build-up of toxins in water
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
CLASS:
BLM 1-27
Ecosystem Passport
Goal • Use this page as part of Find Out Activity 2-2B, The Amazing Nutrient Cycle
Race, on page 87 of the student book.
What to Do
1. Complete your start location information in the space provided.
2. Roll the die to determine your next destination. Write down
your alias and your method of transport in Trip #1 box.
I began as
_________________
at the ____________
reservoir.
3. Go to that reservoir location in the room and apply a sticker for that
destination. Then, roll the die to determine your next destination.
Trip #1: My alias:
Trip #2: My alias:
Trip #3: My alias:
________________________
My method of transport:
________________________
My method of transport:
________________________
My method of transport:
________________________
Reservoir station arrival
confirmation:
_____________________
Reservoir station arrival
confirmation:
________________________
Reservoir station arrival
confirmation:
Trip #4: My alias:
Trip #5: My alias:
Trip #6: My alias:
________________________
My method of transport:
________________________
My method of transport:
________________________
My method of transport:
________________________
Reservoir station arrival
confirmation:
________________________
Reservoir station arrival
confirmation:
________________________
Reservoir station arrival
confirmation:
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Store Station Stamps
CLASS:
BLM 1-28
Goal • Use this page as part of Find Out Activity 2-2B, The Amazing Nutrient Cycle
Race, on page 87 of the student book.
Live Plants Reservoir Station
Fertilizer Reservoir Station
Ocean Reservoir Station
Raindrop Reservoir Station
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-28
continued
Rock Reservoir Station
Soil Reservoir Station
Surface Water Reservoir Station
Ground Water Reservoir Station
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Dice Code Directions
CLASS:
BLM 1-29
Goal • Use this page as part of Find Out Activity 2-2B, The Amazing Nutrient Cycle
Race, on page 87 of the student book.
Cut each reservoir apart. Place dice codes at appropriate reservoir stations.
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Atmosphere.
Stamp your
passport, and roll
your die to
determine your
next destination.
Carbon Passengers
If your die reads 1, 3, or 5
You become part of land plants through photosynthesis. Go to Live Plants.
If your die reads 2, 4, or 6
You become part of ocean algae through photosynthesis and end up dissolved in the
ocean. Go to Ocean.
Nitrogen Passengers
If your die reads 1 or 2
You become ammonium and enter soil. Go to Soil.
If you die reads 3 or 4
You were hit by lightning and fall as nitric acid in rainwater. Go to Rainwater.
If your die reads 5 or 6
Cyanobacteria convert you to ammonium ions, and you enter the ocean. Go to
Ocean.
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Soil. Stamp your
passport, and roll
your die to
determine your
next destination.
Carbon Passengers
If your die reads 1, 2, 3, 4, 5, or 6
You are decomposed and through cellular respiration you become carbon dioxide in
the atmosphere. Go to Atmosphere.
Nitrogen Passengers
If your die reads 1 or 2
Nitrifying fixing bacteria change you into nitrate, and you end up in a live plant. Go
to Live Plants.
If your die reads 3 or 4
You dissolve and get carried away into surface water. Go to Surface Water.
If your die reads 5 or 6
Denitrifying bacteria change you into nitrogen gas in the atmosphere. Go to
Atmosphere.
Phosphorus Passengers
If your die reads 1, 3, or 5
You enter the plant’s roots with water. Go to Live Plants.
If your die reads 2, 4, or 6
You dissolve and get carried away into surface water. Go to Surface Water.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-29
continued
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Ocean. Stamp
your passport, and
roll your die to
determine your
next destination.
Carbon Passengers
If your die reads 1 or 2
You are taken in by an ocean plant through photosynthesis and are eaten by a live
animal. Go to Live Animals.
If your die reads 3 or 4
You have become part of the deep ocean sediment and turned into limestone, a
sedimentary rock. Go to Rocks.
If your die reads 5 or 6
You are taken in by an ocean plant and through cellular respiration of that plant end
up back in the atmosphere. Go the Atmosphere.
Nitrogen Passengers
If your die reads 1 or 2
You sink as sediment on the ocean floor and eventually become rock. Go to Rocks.
If your die reads 3 or 4
You become a protein in algae and are eaten by a big fish. Go to Live Animals.
If your die reads 5 or 6
Bacteria have transformed you into nitrogen gas, and you are now part of the
atmosphere. Go to Atmosphere.
Phosphorus Passengers
If your die reads 1 or 2
You become sediment on the ocean floor and become rock. Go to Rocks.
If your die reads 3 or 4
You become a phospholipid (fat) in algae and are eaten by a hungry fish. Go to Live
Animals.
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Live Animals.
Stamp your
passport, and roll
your die to
determine your
next destination.
Carbon, Nitrogen, or Phosphorus Passengers
If your die reads 1, 3, or 5
The animal that you are in dies. Go to Dead Plants and Animals.
If your die reads 4, 5, or 6
Congratulations! The animal you were in has digested its food, and you are now
animal waste. Go to Animal Waste.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-29
continued
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Dead Plants
and Animals.
Stamp your
passport, and roll
your die to
determine your
next destination.
Carbon Passengers
If your die reads 1, 2, or 3
You become coal or natural gas, are burned by humans, and are released into the
atmosphere. Go to the Atmosphere.
If your die reads 4, 5, or 6
You are processed by decomposers and are released into the atmosphere as carbon
dioxide. Go to the Atmosphere.
Nitrogen Passengers
If your die reads 1 or 2
You are decomposed and become ammonia, then become nitrate through nitrifying
bacteria and enter live plants. Go to Live Plants.
If your die reads 3
As nitrate, you dissolve in surface water. Go to Surface Water.
If your die reads 4
As nitrate, you dissolve in water and join run-off to the ocean. Go to Ocean.
If your die reads 5 or 6
A serious forest fire destroys the log you are part of, and you end up in the
atmosphere. Go to Atmosphere.
Phosphorus Passengers
If your die reads 1 or 2
The animal or plant you were in is decomposed and you are returned to the soil only
to be taken up by a plant again. Go to Live Plants.
If your die reads 3
As phosphate, you are carried away and dissolve in surface water. Go to Surface
Water.
If your die reads 4
As phosphate, you dissolve in water and join run-off to the ocean. Go to Ocean.
If your die reads 5 or 6
A serious forest fire destroys the log you are part of, and you end up in the
atmosphere. Go to Atmosphere.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-29
continued
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Rocks. Stamp
your passport, and
roll your die to
determine your
next destination.
Carbon Passengers
If your die reads 1, 3, or 5
You explode out of a volcano as carbon dioxide into the atmosphere. Go to
Atmosphere.
If your die reads 2, 4, or 6
You are weathered from sedimentary rock and become part of soil. Go to Soil.
Nitrogen Passengers
If your die reads 1 or 2
You have become part of a volcano and are released into the atmosphere as
ammonia. Go to Atmosphere.
If your die reads 3 or 4
Heavy rains cause weathering, and you wash into ground water. Go to Ground
Water.
If your die reads 5 or 6
Heavy rains cause weathering, and you wash into soil. Go to Soil.
Phosphate Passengers
If your die reads 1 or 2
Acid rain causes chemical weathering, and you end up in a lichen. Go to Live
Plants.
If your die reads 3 or 4
Physical weathering wears you down, and you enter surface water. Go to Surface
Water.
If your die reads 5 or 6
Physical weathering wears you down, and you enter soil. Go to Soil.
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Ground Water.
Stamp your
passport, and roll
your die to
determine your
next destination!
Nitrogen or Phosphorus Passengers
If your die reads 1, 3, or 5
You are carried away and become part of surface water. Go to Surface Water.
If your die reads 2, 4, or 6
You take a long journey and end up in the ocean. Go to Ocean.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-29
continued
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Animal Waste.
Stamp your
passport, and roll
your die to
determine your
next destination.
Nitrogen or Phosphorus Passengers
If your die reads 1 or 2
Look out before someone steps on you! You are now decomposing in the soil. Go to
Soil.
If your die reads 3 or 4
There’s profit in animal waste. A farm supply company has made you into fertilizer.
Go to Fertilizer.
If your die reads 5 or 6
You have dissolved into surface water. Go to Surface Water.
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Fertilizer.
Stamp your
passport, and roll
your die to
determine your
next destination.
Nitrogen or Phosphorus Passengers
If your die reads 1 or 2
You wash into surface water. Go to Surface Water.
If your die reads 3 or 4
You become part of the soil. Go to Soil.
If your die reads 5 or 6
You are in the right form. Plants need you to live, and so you have been assimilated
by a plant. Go to Live Plants.
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Surface Water.
Stamp your
passport, and roll
your die to
determine your
next destination.
Nitrogen or Phosphorus Passengers
If your die reads 1 or 2
You travel through rivers and streams to the ocean. Go to Ocean.
If your die reads 3 or 4
You trickle underground and into ground water. Go to Ground Water.
If your die reads 5 or 6
You are in the right form. Plants need you to live, and so you have been assimilated
by a plant. Go to Live Plants.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-29
continued
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Ground Water.
Stamp your
passport, and roll
your die to
determine your
next destination.
Nitrogen or Phosphorus Passengers
If your die reads 1, 3, or 5
The ground water you are dissolved in travels, and you become part of the surface
water. Go to Surface Water.
If your die reads 4, 5, or 6
The ground water you are dissolved within travels, and you become part of the
ocean. Go to Ocean.
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Rainwater.
Stamp your
passport, and roll
your die to
determine your
next destination.
Nitrogen Passengers
If your die reads 1 or 2
You fall into a lake, so now you are part of surface water. Go to Surface Water.
If your die reads 3 or 4
You trickle underground and into ground water. Go to Ground Water.
If your die reads 5
You fall on the land and become part of the soil. Go to Soil.
If your die reads 6
You rain into the ocean. Go to Ocean.
RESERVOIR
POTENTIAL ROUTES
You have
successfully arrived
at Live Plants.
Stamp your
passport, and roll
your die to
determine your
next destination.
Carbon Passengers
If your die reads 1 or 3
You move from cellulose in land plants and through cellular respiration by
decomposers you move into the atmosphere. Go to Atmosphere.
If your die reads 2 or 5
You move from cellulose in aquatic plants and through cellular respiration by
decomposers and dissolve into the ocean. Go to Ocean.
If your die reads 3
You are eaten by an animal and become part of a protein. Go to Live Animals.
If your die reads 4 or 6
Someone forgot to water you, and you die. Go to Dead Plants and Animals.
Nitrogen and Phosphorus Passengers
If your die reads 1, 3, or 5
You are eaten by an animal and become part of a DNA molecule. Go to Live
Animals.
If your die reads 2, 4, or 6
Someone forgot to water you, and you die. Go to Dead Plants and Animals.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Fraser Valley Case Study
CLASS:
BLM 1-30
Goal • Use this page with Conduct an Investigation 2-2C, A Case Study of Nitrogen
Loading, on pages 88–89 of your student book.
What to Do
You are part of an assessment team that has been formed to make recommendations to the
government of British Columbia and to the farmers of the Fraser Valley. Use this information
to help make recommendations.
(a) In water quality monitoring, it was found the levels of ammonia and nitrate, as well as
bacteria counts (from septic tanks and manure), exceeded provincial and national
recommendations in some areas.
(b) Seven of 18 native species of amphibians have declined as wetland habitats have been lost to
urban and agricultural development.
(c) Landslides in the area have caused high level of nickel, chromium, and zinc in the water.
(d) Streams in this area are critical for growth of juvenile coho and chum. The survival rate of
chironomid (mosquito-like insects that are eaten by fish) has been reduced to 40 to 50
percent in some areas.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
CLASS:
BLM 1-31
Heavy Metals
Goal • Use this page to record what you learn about heavy metals.
What to Do
Complete the template as you read pages 97–98 of the student book.
Metal
Environmental Sources
Effects on Organisms
Effects on Humans
Lead
Cadmium
Mercury
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
CLASS:
Analyzing Water Samples
BLM 1-32
Goal • Analyze water samples from your local ecosystem.
Caution
• Make sure that you follow carefully the safety instructions provided with the water test kits.
• Handle thermometers with care.
• Do not taste any of the water samples.
Materials
•
•
•
•
water sample bottle
water test kits for oxygen, alkalinity, hardness, nitrate, and phosphate
laboratory thermometer
water sample from your area
Procedure
1. The day before you begin this activity, collect a sample of water from your local ecosystem
(stream, lake, river, pond, birdbath). Fill the water sample bottle completely. Seal it tightly.
2. In your notebook, draw a data table similar to the one below.
Factor Being Tested
Water
Temperature
Trial 1
Trial 2
Trial 3
Oxygen
Alkalinity
Hardness
Nitrate
Phosphate
3. Start with one of the test kits and, following the instructions provided with the kit, test your
water sample for the factor for which the kit is designed to test. Make sure you follow
carefully the kit safety instructions. Repeat your test at least once.
4. Enter your results in your data table. Be sure to include the correct units of concentration.
5. Return the kit to your teacher, and repeat step 5 with another test kit.
6. Record the temperature of the water sample you are testing.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-32
continued
Analyze
1. Calculate the average value of each of the factors in the water sample you tested.
2. Did there appear to be any living organisms in the water sample you tested? How did you
know?
Conclude and Apply
3. What do the factors you tested tell you about your water sample?
4. Compare your results with those of other water samples tested by your class. Prepare a table
of the class results obtained on the factors of the different sources of water. Are there any
generalizations that you can make from the class results?
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Stress on the Environment
CLASS:
BLM 1-33
Goal • Learn about how different ecosystems respond to short-term and long-term
stresses.
Humans and nature itself put stress on the local environment. Some of these stresses can be
short-term and last for only a few weeks. Others are long-term and last for many years. For
example, tent caterpillars are a periodic short-term stress that attack trees. These caterpillars eat
the leaves of trees such as maple, oak, birch, willow, ash, and fruit trees. They also attack
flowers such as roses.
Tent caterpillars are hairy and black, with a white stripe down their backs and blue spots on
their sides. Fully grown, they are about 5 cm long. They do not transmit disease or harm
animals, and they are not poisonous. They are simply a nuisance, attacking trees in April and
May and stripping them of their leaves.
The caterpillars are larvae that live for about five to six weeks and then turn into moths. You
know when trees are infested with tent caterpillars because of the large sheets of silken mats
stretching out between branches, giving the appearance of a tent in the tree. Once the
caterpillars turn into moths, the infestation is over.
While tent caterpillars produce a short-term stress on the environment, they are occasionally
beneficial. For example, when old trees are stripped of their leaves, the shrubs and seedlings
below the trees get more sunlight and begin to grow rapidly. Weak trees die, but healthy trees
grow new leaves and thrive without competition from the weaker trees. There are even some
birds that eat tent caterpillars, although most birds do not like their taste. In addition, as the
leaves pass though the caterpillars, their droppings fall to the forest floor and break down to
provide nutrients for more plant growth.
Sugar maple trees are slowly disappearing in North America because of a variety of events
that have occurred over the years. Acid rain is one of the major reasons. Acid rain is a long-term
stress that has been around for many years and, until we change our dependence on fossil fuels
for transportation and energy, will be around for many more years.
Acid rain breaks down the waxy layer that protects the leaves, making them susceptible to
parasites and disease. It also hurts the roots of trees by removing needed sugars and amino acids
for growth.
Recent research indicates that calcium in the soil is very important for healthy tree growth,
possibly making trees more resistant to insect defoliation and low winter temperatures. Acid
rain dissolves aluminum that is found in lower levels of soil. The aluminum moves upward by
water flow to the area where plant roots are most active, replacing the calcium and making it
more difficult for trees to get the calcium they need.
Because of damage to the trees, both the lumbering and maple sugar industries are affected.
This has a great effect on the economy of many parts of Canada. There is also a loss of shade
trees for humans and other animals as well as a loss of biological diversity and wildlife habitat.
Remember, trees produce oxygen through photosynthesis, so as trees disappear, the quality of
the air we breathe decreases.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Testing the Effect of a Chemical
Pollutant
CLASS:
BLM 1-34
Goal • Record your data for Conduct an Investigation 2-3B, Testing the Effect of a
Chemical Pollutant, on pages 100–101.
What to Do
Record your data for Conduct an Investigation 2-3B, Testing the Effect of a Chemical
Pollutant, on pages 100–101.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 2
Chapter 2 Quiz
CLASS:
BLM 1-35
Goal • Check your understanding of Chapter 2.
What to Do
Circle the letter of the best answer.
1. If a bird eats an insect that ate a plant, what would the bird be considered?
A. a primary producer
B. a primary consumer
C. a secondary consumer
D. a tertiary consumer
2. Which is not true of consumers?
A. They get energy indirectly from the Sun.
B. They may also be herbivores.
C. They make their own food.
D. They sometimes eat other consumers.
3. Between producer and secondary consumer, about how much energy is lost?
A. 10 percent
B. 90 percent
C. 99 percent
D. 100 percent
4. What type of organism must be at the beginning of every food chain?
A. producer
B. consumer
C. decomposer
D. micro-organism
5. When an organism dies, what happens to its matter?
A. It disappears.
B. It is lost.
C. It remains trapped.
D. It is recycled.
6. Which of the following shows the total mass of living tissue at each trophic level?
A. pyramid of energy
B. pyramid of numbers
C. cycle of matter
D. pyramid of biomass
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-35
continued
7. How do plants contribute to the carbon cycle?
A. When plants undergo cellular respiration, they release carbon dioxide into the
atmosphere.
B. When plants undergo photosynthesis, they remove carbon dioxide from the
atmosphere.
C. When plants undergo photosynthesis, they release oxygen to producers.
D. Plants use carbon dioxide in photosynthesis and release carbon dioxide in cellular
respiration.
8. Which of the following converts nitrates and nitrites into nitrogen gas?
A. denitrifying bacteria
B. nitrogen-fixing bacteria
C. nitrifying bacteria
D. Rhizobium bacteria
9. What would happen without decomposers and detritus feeders in an ecosystem?
A. Plants would die.
B. Plants would develop nutrient deficiencies.
C. Dead material would accumulate.
D. All of the above.
10. What ecological effects have been linked to biological magnification of persistent organic
pollutants such as DDT and dioxins?
A. declining insect populations
B. interference with animal reproduction
C. disruption of the carbon cycle
D. interference with the nitrogen cycle
Match the Term on the left with the best Descriptor on the right.
Each Descriptor may be used only once.
Term
_____ 11. nitrate
_____ 12. biomagnification
_____ 13. bioremediation
_____ 14. pyramid of numbers
_____ 15. carbonate
_____ 16. pyramid of biomass
Descriptor
A. an ecological model that shows the number of
organisms at each level
B. nutrient form for plants
C. found in ocean sediment
D. a model that shows the number of organisms at each
trophic level multiplied by their biomass
E. the use of organisms to break down chemical
pollutants in water or soil
F. a reduction in the amount of a chemical pollutant
G. the process in which chemicals become more
concentrated at each trophic level
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-35
continued
17. Give one example each of how humans affect the following.
(a) carbon cycle ________________________________________________________________
______________________________________________________________________________
(b) nitrogen cycle ___________________________________________________________________
______________________________________________________________________________
(c) phosphorus cycle ____________________________________________________________
______________________________________________________________________________
18. Give one effect of each of the following on humans.
(a) lead _______________________________________________________________________
______________________________________________________________________________
(b) mercury _____________________________________________________________________
______________________________________________________________________________
(c) cadmium _____________________________________________________________________
______________________________________________________________________________
19. Describe how the reduction in numbers of a keystone species could affect an ecosystem.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
CLASS:
Adaptations to Aquatic
Environments
BLM 1-36
Goal • Use this page with Find Out Activity 3-1A, Adaptations to Aquatic Environments,
on page 109 of your student book.
Feeding Behaviour?
How Do You Know?
Fast or Slow Swimmer?
How Do You Know?
Deep Water, Shallow
Water, or Bottom
Dweller? Why?
1
2
3
4
5
6
7
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
Barry’s Bog
CLASS:
BLM 1-37
Goal • Use this page with Find Out Activity 3-2A, A Land Development Proposal for
Barry’s Bog, on page 124 of your student book.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-37
continued
Barry’s
Bog
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
CLASS:
Examining Sustainability
BLM 1-38
Goal • Use this page to summarize what you learn about resource use, human activities,
and sustainability.
Resource Used
Human Impact on the Environment
Possible Sustainable Practice
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
Harvesting the Oceans
CLASS:
BLM 1-39
Goal • Learn about the relationship between resources and populations.
Beneath the Bay of Fundy, and in other areas of the ocean, lies an undersea forest. When the
tide goes out, the rocky shores of the bay are covered with a thick blanket of green, brown, and
purple seaweed. When the tide comes back in again, the seaweed once again floats in the water.
This forest of seaweed provides food and refuge for large numbers of animals.
The most common Bay of Fundy seaweed is generally referred to as rockweed (Ascophyllum
nodosum). The harvesting for various purposes of rockweed and other types of seaweed is a
profitable industry for Nova Scotia.
Rockweed has been used for hundreds of years as fertilizer and mulch. Chemicals that
promote growth are extracted from the rockweed to produce a liquid fertilizer that can be
sprayed on crops. Rockweed is also made into a nutritious feed for livestock. Chemical
compounds called alginates are extracted for use as thickeners in paints, cosmetics, and
puddings.
Rockweed from the Bay of Fundy annually provides thousands of tonnes of chemicals for use
around the world. The rockweed harvest is closely monitored by the government. When the
plants are cut, enough of the plant must be left behind at the base to allow the plant to grow.
Once an area has been harvested, it is left for up to five years to allow the rockweed to grow
back.
An important part of the ecosystem in the Bay of Fundy, rockweed beds are rich with marine
life. Many species of fish, seabirds, and invertebrates depend on rockweed for food and a place
to hide from predators. While very few animals actually eat rockweed plants, invertebrates such
as sea urchins and periwinkles feed on the young plants. These invertebrates then become the
major source of food for sea birds and fish.
Scientists estimate that there are at least 30 different species of fish and 15 species of birds
that use rockweed beds during some part of their life cycles. For example, commercially
important fish species such as young pollock, flounder, and herring feed among the rockweed
beds. Sea birds such as ducks try to catch these young fish for food, but the rockweed beds
provide safety for the fish as well as a source of nutrition. Once the fish have grown to an adult
size, they move off deeper into the ocean.
It is obvious that harvesting rockweed and other types of seaweed has an effect on the
ecosystem. When the rockweed has been cut and removed, a nutrient source and protection
disappears for invertebrates and young fish. With their protection taken away, invertebrates and
young fish are more easily caught by predators, lowering the number of fish that become adults.
Does rockweed harvesting have a damaging effect on the East Coast fishing industry? This is
a question that environmental scientists cannot answer. The problem is that rockweed is too
important to the economy of Nova Scotia to stop the harvesting. The difficulty for scientists
and government officials is in deciding what level of environmental impact the area can tolerate
in return for all of the useful materials the rockweed beds provide. If we harvest the area
frequently, what long-term effect will this have on the ecosystem? Will the rockweed beds still
be there many generations from now?
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
An Environmental Issue
CLASS:
BLM 1-40
Goal • Identify and investigate a concern or issue involving an ecosystem.
What to Do
Your class will be divided into five groups, with approximately the same number of students in
each. Each group will be assigned one of the topics listed below, which deal with industrial and
economic proposals that have some potential environmental issues. After you have been
assigned a topic, follow the steps below.
1. Split your group in half, each with the same number of students, if possible.
2. One group will investigate the negative aspects of the proposal, looking at the effects it might
have on the community and the environment.
3. The other group will investigate the same proposal, looking at the positive effects that it
might have on the community and the environment.
4. After at least one class period of research and preparation, the two groups will then stage a
debate in front of the class on the relative merits of the proposal.
Topics
1. Because your community is growing, the local council is proposing to convert a grassy area
used for playing soccer into a paved parking lot to provide more parking for the shopping
mall across the road.
2. Your community is on the shore of a lake that is famous for its variety of fish. The
community council, in order to promote tourism, proposes to increase the number of fish
that can be removed from the lake.
3. Because of forest resources that are readily available, a new company comes into your
community and proposes to build a large pulp and paper mill on the large river that runs
through your town. The company will employ at least 100 people.
4. To increase the amount of electricity available for the province, the provincial government
proposes to build a large hydroelectric dam near your town. The dam will flood some of the
local land areas currently used for farming and recreation.
5. A development company proposes to build a new housing development of more than
1000 homes in your community. The company intends to buy at least 1000 hectares of
prime agricultural land for the development.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
Human Technology and the
Environment
CLASS:
BLM 1-41
Goal • Investigate the impact that human technological change has on ecosystems.
Humans have had a major impact on Earth’s ecosystems. Because of our developing and everchanging technology, humans no longer have to adapt to their environment. We have the
ability to change the environment to suit our needs. With this, however, comes a cost. In this
investigation, you will look at the impact human technology has on our environment.
What to Do
Working in a small group, as determined by your teacher, you will investigate one of the topics
listed below. Your group will be given approximately one period to research the topic
thoroughly and another period to put together a class presentation. The group will produce a
written, word-processed report that will be handed in for marking and a visual (for example,
poster, model, video, overhead transparency) for your presentation. You will then be given a
maximum of 10 minutes to present your information to the class.
Topics
(a) What is the impact on the environment of the introduction of fertilizer to the soil?
(b) What is the impact on the environment of the introduction of pesticides?
(c) What is the impact on the environment of the introduction of genetically engineered plants?
(d) What is the impact of polluted water on the air, plants, and animals?
(e) What is the impact of polluted water on humans?
(f) What is the impact on the environment of the technologies used to cleaning up an ocean oil
spill?
(g) What is the impact on the environment of the technologies used to cleaning up a
contaminated landfill site?
Assessment
Before you begin, your teacher will discuss with you how this assignment will be marked.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
Development Pros and Cons
CLASS:
BLM 1-42
Goal • Use this page to record your ideas about the pros and cons of a proposed
development.
What to Do
Write your answers in paragraph form in the spaces provided.
In your community, the town council is deciding whether to grant approval to a developer to
build a large shopping mall on the outskirts of town. The mall and its necessary roadways will
consume up to 100 hectares of prime farmland and forest.
(a) Suppose you were asked to make a presentation to the town council in favour of the mall.
What arguments would you use to convince the council to grant permission for the
development?
(b) Suppose you were asked, as a representative of all of the living organisms residing on the
open land and in the forest, to make a presentation to the council to stop the development.
What arguments would you use to convince the council to not grant approval?
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
CLASS:
Media Analysis Sheet
BLM 1-43
Goal • Use this page with Conduct an Investigation 3-2B, Be a Media Watchdog on
Environmental Issues, on page 135 of your student book.
What to Do
Use these questions to help guide your analysis of media reports about the environment.
1. Environmental media topics tend to fit into one of the following categories. Which
category does this report fit into? Circle one: Animal Habitat Loss, Global Warming, Air
Pollution/Acid Rain, Water Contamination/Water Quality, Other.
2. In 20 words or less, summarize what the report is about.
3. What social, political, or economic issues are involved?
4. What are the arguments?
5. Are the arguments based on scientific experts’ claims? What evidence do you have of this?
6. What lifestyles, values, and points of view are presented in this message?
7. Does the report interpret data to favour one perspective over another? Explain.
8. What techniques are used to attract my attention? For a newspaper article, consider the
title of the article, what page the article appears on, and any pictures that are included. For
a television report, consider the length of the segment, when it appears, and the footage or
interviews.
9. What emotional effect does the report have on the listener or reader?
10. Do you think the story was presented to appeal to a specific audience?
11. Why do you think this message was sent?
12. Based on the information presented in the report, would you accept or reject the
information as entirely true or possibly true? Give reasons for your answer.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
Purple Loosestrife
CLASS:
BLM 1-44
Goal • Learn about an environmental concern related to Canadian wetlands.
Purple loosestrife (Lythrum salicaria), a tall plant with pretty purple flowers arranged in spikes,
is found in marshy areas throughout North America. This plant is not native to our continent
but was brought here in the early 1800s by settlers from Eurasia for their own gardens. Since
that time, purple loosestrife has spread to wetlands in almost every region of North America.
In most provinces and U.S. states, it is illegal to sell and distribute this plant because it has
caused so much damage to our wetlands. How does it do this?
Since purple loosestrife is not native to North America, it does not have any naturally
occurring diseases that can harm it nor insects that normally feed on it. Since it has no natural
enemies, it grows rapidly, crowding out native wetland plant species. Purple loosestrife can
grow to heights of more than 180 cm, outgrowing plants such as cattails, sedges, and rushes, on
which wildlife depend for food and shelter.
When purple loosestrife takes over a wetland area, it changes the ability of the wetland to
function as it should. The plant’s roots form a dense mat that blocks other plants from growing.
Eventually, all other vegetation is choked out. In addition, one of the main functions of
wetlands is to filter and purify water as it moves through the wetland plants that have fine,
fibrous roots. The large, tuberous roots of the purple loosestrife are not very effective filters.
Because local plants are crowded out and plant diversity is reduced, animals are also affected.
Hundreds of species of birds, mammals such as the muskrat, frogs and other amphibians,
insects, and fish depend on a healthy variety of plants for their survival. For example, cattail
stands are home to the muskrat and a variety of nesting birds, such as the marsh wren. Purple
loosestrife does not provide the necessary shelter for this large variety of animal species, and
there is no known animal that feeds on it.
The dense root system of purple loosestrife also clogs water channels in marshes. This
prevents fish from reaching areas where they would normally spawn, and nutrients cannot flow
as they should to provide food for marsh inhabitants.
1. What would likely happen if purple loosestrife is allowed to take over rivers and small
lakes?
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
CLASS:
The Impact of Invasive Species
BLM 1-45
Goal • Use this page to record your understanding of invasive species.
How Invasive Species Become Successful
Examples
How do invasive
species affect
native species
through
competition?
How do invasive
species affect
native species
through
predation?
How do invasive
species affect
native species
through disease
and parasitism?
How do invasive
species affect
native species
through habitat
alteration?
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
Chapter 3 Quiz
CLASS:
BLM 1-46
Goal • Check your understanding of Chapter 3.
What to Do
Circle the letter of the best answer.
1. What kind of succession begins on bare rock after glaciers have passed or on newly formed
volcanic islands, and how long does it take?
A. primary and occurs over decades
B. primary and occurs over centuries
C. secondary and occurs over decades
D. secondary and occurs over centuries
2. What type of succession occurs after a forested area has been clear cut?
A. primary
B. secondary
C. climax
D. sub-climax
E. mature
3. What happens during adaptive radiation?
A. A number of new species arise from a common ancestor.
B. The best-adapted members of a species survive and reproduce.
C. Organisms are the first to survive and reproduce in an area.
D. Introduced organisms take over the habitats of native species.
4. Which of the following is not affected by habitat fragmentation?
A. seed dispersal
B. plant pollination
C. animal reproduction
D. soil compaction
5. Which of the following is not out of sequence?
A. Orcas hunted sea lions, harbour seals, and sea otters; orcas hunted sperm and baleen
whales; kelp forests were destroyed; sea urchins reproduced rapidly
B. Orcas hunted sea lions, harbour seals, and sea otters; kelp forests were destroyed; sea
urchins reproduced rapidly; orcas hunted sperm and baleen whales
C. Kelp forests were destroyed; sea urchins reproduced rapidly; orcas hunted sperm and
baleen whales; orcas hunted sea lions, harbour seals, and sea otters
D. Orcas hunted sperm and baleen whales; orcas hunted sea lions, harbour seals, and sea
otters; sea urchins reproduced rapidly; kelp forests were destroyed
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-46
continued
6. What makes the American bullfrog an invasive species?
I
It causes disease.
II
It is a voracious predator.
III
It alters habitats.
IV
It outcompetes other frogs for
resources.
A.
B.
C.
D.
I and II only
II and III only
II and IV only
I and IV only
7. In what ways is Eurasian milfoil an invasive species?
I
It causes disease.
II
It alters habitats.
III
It outcompetes other organisms for
resources.
A.
B.
C.
D.
I only
II only
III only
II and III only
8. How is the European starling an invasive species?
I
It causes disease.
II
It is a fierce predator.
III
It alters habitats.
IV
It outcompetes other birds for resources.
A.
B.
C.
D.
I only
II only
III only
IV only
9. Which of the following is not an invasive species of the Garry oak ecosystem?
A. Scotch broom
B. camas lily
C. grey squirrels
D. gypsy moths
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-46
continued
10. Which of the following is most likely to be the pioneer organism on an area of bare rock?
A. fern
B. shrub
C. cactus
D. lichen
Match the Term on the left with the best Descriptor on the right.
Each Descriptor may be used only once.
Term
Descriptor
_____ 11. natural selection
A. the use or extraction of a resource until it is depleted
_____ 12. native species
_____ 13. overexploitation
B. introduced species that can take over the habitats and
resources of native species
_____ 14. invasive species
C. New species arise.
_____ 15. introduced species
D. organisms that are transported intentionally or by
accident into new regions
_____ 16. adaptive radiation
E. Adaptations that are beneficial are carried to the next
generation.
F. organisms that are just passing through an area
G. organisms that naturally inhabit an area
17. Why are decomposers important in the process of primary succession?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
18. How does flooding affect an ecosystem?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
19. Explain how agricultural practices affect ecosystems.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
Unit 1 Test
CLASS:
BLM 1-47
Goal • Test your understanding of Unit 1, Sustaining Earth’s Ecosystems.
Circle the letter of the best answer for each question.
1. If a cougar ate a mouse that ate an insect that ate a plant, what would the cougar be?
A. a primary producer
B. a primary consumer
C. a secondary consumer
D. a tertiary consumer
2. Which of the following is true of animal species of the tropical rainforest?
A. They compete more fiercely for available resources compared to species native to other
biomes.
B. They specialize to avoid competition.
C. They have adaptations to cope with extreme climate changes.
D. They never use camouflage.
3. Which of the following is true of temperate grasslands compared with temperate deciduous
forest?
A. more rainfall
B. less rainfall
C. have the same rainfall amounts
D. have warmer winters
4. If you were studying the niche of a bird species, what might you study?
A. the food it eats
B. its predators
C. the temperatures it needs for eggs to hatch
D. the places it chooses to build its nests
E. all of these
5. Which of the following is not part of the phosphorus cycle?
A. atmosphere
B. rocks and soil
C. producers
D. consumers
E. decomposers
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-47
continued
6. If you went into a large pond and collected all of the living things, which life forms would
have the greatest mass?
A. all of the flies and mosquitoes
B. all of the fish and frogs
C. all of the plants and plankton
D. all of the bacteria
7. Which of the following is not an example of two organisms in a mutualistic relationship?
A. humans and malaria-carrying mosquitoes
B. flowering plants and pollinators
C. clown fish and sea anemones
D. nitrogen-fixing bacteria and legumes
8. Which of the following is not true of eutrophication?
A. Eutrophication results from fertilizer run-off.
B. Excess nitrogen and phosphate cause algae blooms.
C. Decomposers use up all the available oxygen during cellular respiration.
D. Excess algae results in large populations of fish.
9. Some species are so critical to the ecosystems that they are called
A. keystone species
B. threatened species
C. endangered species
D. extinct species
10. The most significant cause of the loss of biodiversity is
A. habitat loss
B. pollution
C. invasive species
D. disease
E. overexploitation
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-47
continued
Match the Term on the left with the best Descriptor on the right.
Each Descriptor may be used only once.
Term
_____ 11. sustainability
_____ 12. leaching
_____ 13. nitrification
_____ 14. detrivore
_____ 15. weathering
_____ 16. sedimentation
_____ 17. decomposer
_____ 18. nitrogen fixation
_____ 19. traditional ecological
knowledge
_____ 20. soil compaction
Descriptor
A. N2 into NH4+
B. reflects human experience with nature gained over
centuries
C. the process in which rock is broken down into smaller
fragments
D. maintaining biodiversity and ecosystem health over
time
E. consumers that obtain their energy from dead organic
matter
+
–
F. NH4 into NO3
G. the squeezing together of soil particles so that the air
spaces between them are reduced
H. removal by water of substances that have dissolved in
moist soil
I. Decaying organic matter accumulates in layers on
the ground or in water, contributing to rock
formation.
J. the process of loosening soil
K. organisms that recycle nutrients from dead organisms
and waste
21. Describe adaptations of plant and animal life in a grassland biome.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
22. Compare the kinds of adaptations an animal has to live in a tropical rainforest with the kind
of adaptions an animal has to live in a temperate deciduous forest.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
23. What would happen if there were no denitrifying bacteria?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-47
continued
24. Why do the same biomes exist in different locations, latitudes, and elevations?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
25. Describe the concept and process of land reclamation.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
26. Why is the introduction of species the second major cause of loss of biodiversity?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
27. Give three examples of sustainable practices you read about in this unit.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
28. Give an example of how traditional ecological knowledge is used in resource management
practices.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
29. Describe the effects of deforestation on an ecosystem.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
30. List three ways human activities affect the nitrogen cycle.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CHAPTER 3
Visualizing Key Ideas
CLASS:
BLM 1-48
Goal • Use this page to record your answer for question 1 of Unit 1 Review on page 154.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
UNIT 1
CLASS:
Unit 1 BLM Answers
BLM 1-49
BLM 1-6, Biome Distribution Basics
Accept all reasonable answers for examples.
Response
1. How does temperature
influence biomes?
-
One of the most important factors that influence biomes
Affects length of growing season
Sun’s rays directly overhead at equator
At greatest angle at the poles
2. How does precipitation
influence biomes?
- One of the most important factors that influences biome
- Most rainfall at equator where moisture rapidly rises, cools,
and falls again
3. How do you use the graph of
average annual temperature and
precipitation to determine the
type of biome?
- Climatographs for the same biome will have similar patterns
of annual average precipitation and temperature.
4. What is the relationship
between latitude and biome
distribution?
- Direct sunlight at equator and moist air rises, quickly falling
again as rain, so hot and moist at equator
- In polar regions, little moisture can be picked up.
- Mid-range seasonal patterns as hot and cold air meet
5. How does elevation relate to
biome distribution?
- Temperature decreases with increased elevation.
- Windward side of mountain receives more precipitation as
moisture rises and cools and falls again.
6. How do ocean currents
influence biomes?
- Create warmer, wetter climates along the coasts
7. What is a climatograph?
- Graph of climate data for a specific region generated from
data for as much as 30 y
BLM 1-8, Practise Reading Climatographs
Since students have to estimate values, accept any reasonable values.
Biome
1
2
3
Warmest
average
monthly
temperature
(°C)
+16
+19
+8
Month with
warmest
average
temperature
July
July
July
Coldest average
monthly
temperature
(°C)
–20
–10
–26
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
Month with
coldest average
temperature
January
January
January or
February
Total
precipitation
(mm) in
January, March,
August, and
October
J: 20
J: 20
J: 20
M: 20
M: 25
M: 20
A: 65
A: 42
A: 60
O: 28
O: 21
O: 40
Month:
Month:
Driest month
February
October,
and total
November,
amount of
Total
precipitation for precipitation: December,
February
this month
16
(all about the
(mm)
same)
Month:
December,
January,
February,
March
(all about the
same)
Total
Total
precipitation: precipitation:
20
20
Month:
Month:
Month: August
Wettest month
July
June
and total
Total
amount of
Total
Total
precipitation:
precipitation for precipitation: precipitation:
60
this month
75
75
(mm)
Start and end of
growing season
(months where
temperatures
first rise above
or fall below
5°C)
Start: May
Start: April
Start: July
End:
September
End:
October
End: August
1. Biome 2 (Lethbridge, 49.63°N) is closest to the equator. Accept any of the following explanations: longest
growing season, warmest temperatures, little precipitation/snow.
2. Biome 3 (Iqaluit, 63.75°N) has the most northerly latitude. Accept any of the following explanations: shortest
growing season, coldest temperatures (many months with temperatures below zero), very dry.
3. The total annual precipitation of the three biomes is close (biome 1, 445 mm; biome 2, 415 mm; biome 3,
410 mm). Biome 1 (Fort McMurray, 56.73ºN) receives the most, however.
4. Biome 3 receives the least annual precipitation (410 mm).
5. Biome 2 has the longest growing season (seven months).
6. Biome 3 has the shortest growing season (about two months).
7. Animals would have to have structural and behavioural adaptations to long, cold winters to survive in biome 3,
which is in the tundra.
8. Accept any two explanations for each of the following:
(a) Taiga: Summer temperatures allow ground to thaw. Winters are long and cold, but not as long as in the
tundra. Precipitation is sufficient to support coniferous forests.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
(b) Grassland: Precipitation is insufficient to support large forests. Growing season is long, with dry periods
(drought) during the summer. Grassland supports grasses that are adapted to survive drought, as well as
grazing animals.
(c) Tundra: Winters are long and cold. Precipitation is mostly in the form of snow. Growing season is short.
Soil would not be able to thaw completely in summer. Summer is short and cool.
BLM 1-11, Ecological Hierarchies
A. Biome
B. Ecosystem
C. Community
D. Population
E. Species
F. Organism
BLM 1-12, Biological Interactions in Ecosystems
Species A
Species B
Commensalism
+
0
Mutualism
+
+
Parasitism
+
–
Competition
–
–
Predation
+
–
BLM 1-14, Chapter 1 Quiz
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13
14.
15.
16.
17.
A
C
A
A
D
B
C
C
A
E
D
F
E
A
B
C
Two similarities between a hot and cold climate are less than 25 cm of rain annually and salty soil. One
difference is that the temperature in the summer in a hot desert averages 38ºC, much hotter than 21–26ºC in
the cold desert summer.
18. The importance of adaptation of plants and animals to a biome is that an organism that is not adapted will not
survive and reproduce. Eventually, the organism could become extinct in that environment.
19. Areas in different locations can have the same biome when the climates (temperature and precipitation
patterns) are similar. Climate is related to elevation. Climate is also related to elevation, so it is possible to
have a tropical forest at the base of a mountain and tundra conditions at the top of a mountain.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
BLM 1-15, What Do You Know About Energy Flow?
Accept all logical responses for examples.
Term
Definition
Energy flow
The flow of energy from an ecosystem to an organism and
from one organism to another
Producer
Organisms that produces food in the form of carbohydrates
during photosynthesis
Consumer
An organism that eats other organisms
Decomposer
Organism (e.g., bacterium and fungus) that breaks down
wastes and dead organisms and changes them into usable
nutrients available to other organisms
Biodegradation
The breaking down of dead organic matter by living
organisms such as bacteria
Food chain
Model that shows the flow of energy from plant to animal
and from animal to animal
Trophic level
A step in a food chain that shows feeding and niche
relationships among organisms
Primary producers
Organisms in the first trophic level, such as plants and algae
Detrivore
Consumer that feeds at every trophic level, obtaining energy
and nutrients by eating dead organic matter
Herbivore
Primary consumer that eats plants
Carnivore
Secondary consumer that eats primary consumers and often
other secondary consumers. It is often at the tertiary level of a
food chain; also known as top carnivore
Food pyramid
A model that shows the loss of energy from one trophic level
to another; often called an ecological pyramid
Ecological pyramid
A food pyramid, such as pyramid of biomass, pyramid of
numbers, and pyramid of energy
BLM 1-16, Go with the Flow
Bottom: First trophic level, producer, grass
First line from bottom: Second trophic level, primary consumer, herbivore, caterpillar
Middle line: Third trophic level, secondary consumer, carnivore, robin
Top line: Fourth trophic level, tertiary consumer, top carnivore, hawk
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
BLM 1-17, Ecosystem Energy Flow
1. (a) blueberry plant
(b) mouse
(c) owl
(d) about 0.1%
2. Tertiary consumer: red-tailed hawk
Secondary consumer: snake → fox → wolf
Primary consumer: mouse → grasshopper → squirrel → deer
Producers: grass, willow tree, maple tree (+ seeds)
Decomposers (detrivores): bacterium, fungus
3. Insects consume DDT and store it in their bodies.
Birds eat large quantities of insects, storing even more DDT in their bodies.
The DDT affects their eggs, etc.
BLM 1-22, Questions about the Nitrogen Cycle
Points to Know
Why is nitrogen
necessary for living
organisms?
Nitrogen is an important component of DNA and proteins.
DNA carries the information to make proteins, and proteins are essential for many
life functions of cells.
How is nitrogen stored?
Mostly stored in atmosphere as N2
Other major stores in oceans and organic matter in soil
How is nitrogen cycled
through the ecosystem?
Nitrogen becomes available to plants and eventually to animals.
What is nitrogen
fixation?
Nitrogen fixation converts N2 into nitrate NO3 or ammonium NH4 .
Nitrogen fixation occurs in three ways in the atmosphere: by lightning, in the soil
by bacteria and in the water by cyanobacteria.
What is nitrification and
uptake?
Nitrification converts ammonia to nitrate and is carried out by nitrifying bacteria.
Nitrates can then enter plants roots along with water, and eventually the nitrogen
becomes DNA or proteins.
How does nitrogen
return to the
atmosphere?
Denitrifying bacteria convert nitrate back into nitrogen gas.
Volcanic ash with ammonia and nitrogen gases from volcanoes containing nitrogen
oxide and nitrogen dioxide also return nitrogen to the atmosphere.
How is excess nitrogen
removed from
ecosystems?
Excess nitrate and ammonium are washed into the soil and into streams to settle of
lake and ocean bottoms in sediments.
Sediments eventually form rock.
Weathering eventually releases nitrogen after thousands of years.
How do human activities
affect the ecosystem?
Fossil fuel combustion and sewage treatment add nitrogen oxide and nitrogen dioxide
Deforestation and burning grassland release trapped nitrogen, which falls again as
acid rain.
Overuse of chemical fertilizers adds excess nitrogen to environment.
Excess nitrogen causes eutrophication in watersheds and kills fish.
–
+
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
BLM 1-23, Know Your Nitrogen
Nitrogen fixation
Nitrogen gas is converted into nitrate using electrical energy from lightning.
Denitrification
The process where nitrates are converted into nitrogen gas
Nitrifying bacteria
Certain bacteria that convert ammonium into nitrite or nitrite into nitrate
Nitrate
NO3
Nitrogen uptake
The process where nitrates enter plant roots
Nitrification
The process of making nitrates
Ammonium
NH4
Denitrifying bacteria
Certain bacteria that convert nitrate back into nitrogen gas
Nitrite
NO2
Nitrogen-fixing bacteria
Provide nitrogen for the host plant and in return obtain sugars
Nitrogen
N2
–
+
–
BLM 1-25, Nutrients True or False
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
F (through a process of respiration or green plants remove carbon)
T
F (occupy the first trophic level)
T
T
T
F (would be a primary consumer or herbivore)
F (Carnivores are organisms that eat animals or Herbivores are organisms.)
F (The process of respiration uses . . . )
T
BLM 1-26, Ecosystem Review
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A
D
A
C
B
D
C
D
A
B
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
BLM 1-31, Heavy Metals
Environmental Sources
Effects on Organisms
Effects on Humans
Lead
- In past paint, gasoline
- Today in electronics
soldering
- Very toxic
- Similar effects in fish and
birds as humans
- Anemia, nervous system
damage, sterility in men,
low fertility in women,
delayed mental
development, kidney
failure
Cadmium
- Found in Earth’s crust and
released in weathering,
volcanoes, and forest fires
- Released in plastic and
battery manufacturing,
enters soil in mining
- Strongly attracted to
organic matter in soil so
enters plant
- Poisoning from smoking
- Accumulates in lungs
causing cancer; leads to
infertility; damage to
central nervous system,
immune system, DNA
- Highly toxic to
earthworms and soil
organisms
- High death rate and lower
reproduction in fish
Mercury
- Released through natural
sources such as volcanoes,
geothermal springs,
weathering
- Fossil fuel burning,
especially coal, waste
incineration, mining
- Bacteria change mercury
sulfide into methyl
mercury, which is very
toxic and bioaccumulates
and biomagnifies in food
chain
- Stored in brain affects
nerve cells, heart, kidney,
lungs, suppresses immune
system
BLM 1-35, Chapter 2 Test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
C
C
C
A
D
D
D
A
D
B
B
G
E
A
C
D
(a) Humans affect the carbon cycle by clearing land for agriculture and urban expansion, which removes trees
that remove carbon dioxide from the air, and burning fossil fuels, which adds to global warming.
(b) Humans affect the nitrogen cycle by burning fossil fuels, which creates acid rain, and using fertilizers,
which cause eutrophication and fish death.
(c) Humans affect the phosphorus cycle by adding phosphates into the environment with the use of detergents
and fertilizers, and large livestock farms add phosphorus from animal waste. The phosphate leaches into
watersheds and causes eutrophication and fish death.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
18. (a) The effects of lead on humans are anemia, nervous system damage, sterility in men, low fertility in women,
delayed mental development, and kidney failure.
(b) The effects of mercury on humans is that the mercury is stored in the brain and affects nerve cells, heart,
kidney, and lungs and suppresses the immune system.
(c) The effects of cadmium on humans are poisoning from smoking, accumulation in lungs causing cancer,
leads to infertility, and damage to central nervous system, immune system, and DNA.
19. The reduction of a keystone species could affect the health of the entire ecosystem and cause organisms to
become extinct in those ecosystems because the keystone species is vital for the functioning of the ecosystem.
BLM 1-42, Development Pros and Cons
The answers to this extended-response question will vary. The answers should be written in paragraph form, and a
portion of the assessment (as decided by you) should reflect this.
BLM 1-45, The Impact of Invasive Species
How Invasive Species Become Successful
Examples
How do invasive
species affect native
species through
competition?
- Compete against native species for essential resources
such as food and habitat
-
How do invasive
species affect native
species through
predation?
- Outcompete native predators
- Prey may not have adaptations to escape or fight
them.
- Crazy yellow ants
- Norway rat
- American bullfrog
How do invasive
species affect native
species through
disease and
parasitism?
- Invasion of parasites or disease-causing viruses and
bacteria can weaken the immune system.
- Less dominant species now able to outcompete other
species weakened by disease
- Sea lamprey
- West Nile virus
- Gypsy moth
How do invasive
species affect native
species through
habitat alteration?
- Make natural habitat unsuitable for native species by
changing its structure or composition
- Change light levels, decrease dissolved oxygen in
water, change soil chemistry, or increase soil erosion
- Wild boar
- Eurasian milfoil
- Scotch broom
Invasive carpet burweed
Eurasian milfoil
European starling
Grey squirrels in Garry
oak ecosystem
BLM 1-46, Chapter 3 Test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
B
B
A
D
D
C
D
D
B
D
E
G
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
13.
14.
15.
16.
17.
A
B
D
C
Decomposers are important in primary succession because they are able to break down dead leaves and
organisms and create nutrients and soil.
18. Flooding results in soil erosion and soil pollution if toxic chemicals were mixed with flood waters. Flooding
can also spread diseases in the water.
19. Leaving fields bare can cause soil erosion. Soil compaction from farm machinery and grazing animals causes
reduction in air spaces, which makes the soil less healthy.
BLM 1-47, Unit 1 Test
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
D
B
B
E
A
C
A
D
A
A
D
H
F
E
C
I
K
A
B
G
Adaptations of plants and animals in a grassland biome include being well adapted for drought with deep roots
able to continue growing after a fire. Flowers are wind-pollinated. Large mammals are grazers with plentiful
grassland, and small mammals can burrow to escape fire.
Animals in a tropical forest would be adapted to live in trees as little grows on the forest floor. Many animals
secrete poisonous substances for protection. They are often very specialized for a particular food source. Many
animals in a temperate deciduous forest live on the ground, and there are many forest layers for habitats. Some
animals hibernate or migrate in winter.
If there were no nitrifying bacteria, nitrogen would not be returned to the atmosphere, and, therefore, would
not be globally available. It would be localized in stores.
Biomes exist in the same latitudes because they receive similar qualities and amounts of sunlight, producing
similar temperatures. The amount of precipitation is similar at the same latitude because the same latitudes
receive similar amounts of rain. A given elevation will experience a certain air temperature range and receive a
specific pattern of rainfall comparable to climates at certain latitudes.
Land reclamation is a process where land is restored to its previous condition before human activity changed
it. Land reclamation often involves plants that have the ability to remove arsenic, lead, cadmium, and uranium
from soil. Bacteria or bacterial enzymes are also used to biodegrade oil in land and oil spills.
Invasive species change the biotic interactions within ecosystems through competition, predation, disease, and
parasitism. In addition, they also alter habitats.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.
DATE:
NAME:
CLASS:
BLM 1-49
continued
27. Students’ answers may vary but may include selective logging and streambed restoration, polyculture (growing
multiple crops, which reduces soil erosion and weed invasion) and redeveloping industrial areas with a mix of
businesses and residences.
28. An example of how traditional ecological knowledge has been used is controlled burning, which recycles
nutrients and increases biodiversity in the ecosystem.
29. The effects of deforestation include the loss of plants and animal habitats, soil degradation, and erosion.
30. Three ways human activities affect the nitrogen cycle are by burning fossil fuels, which creates acid rain; using
fertilizers, which cause eutrophication and fish death; and by clearing grasslands and forests by burning, which
releases nitrogen back into the atmosphere.
Copyright © 2008, McGraw-Hill Ryerson Limited, a subsidiary of the McGraw-Hill Companies. All rights reserved.
This page may be reproduced for classroom use by the purchaser of this book without the written permission of the publisher.