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Marion County High School – Mr. Babak
Biology
Unit 6 Note Packet
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Basics of Ecological Organization
Kentucky Department of Education Biology Core Curriculum: 4.6.9; 4.7.3; 4.7.1
Upon the completion of this unit the student will:
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Define the term ecology.
Define the terms population, community, and ecosystem.
List examples of populations, communities, and ecosystems.
Define the term biosphere.
Explain the difference between abiotic and biotic factors.
Explain why biotic and abiotic factors must interact to produce a stable
ecosystem and list an example of this.
List two requirements for a self-sustaining ecosystem.
List some reasons for competition between organisms.
List seven abiotic factors and discuss ways the influence an ecosystem.
Define the term carrying capacity.
Explain the difference between an autotroph and a heterotroph and list examples
of these.
Define the following terms pertaining to nutritional relationships and list
examples of these; saprophyte (decomposer), herbivore, carnivore, omnivore,
predator, and
scavenger.
Explain what is meant by symbiosis and list three examples of symbiotic
relationships.
Define and list examples for the terms parasitism, mutualism, and commensalism.
Define the terms food chain and food web.
List examples of food chains and food webs.
Explain what is meant by the following terms and correctly identify examples of
these; producer, primary consumer, secondary consumer, and decomposer.
Recognize that approximately 90% of the energy is lost between consecutive
steps
of a food web to heat and wastes and becomes unavailable for the next feeding
level.
Describe feeding interactions in the form of a food pyramid.
Define the term biomass.
Define the term succession.
Explain how alterations in the environment may lead to successions.
Define the terms pioneer organism and climax community.
List examples of pioneer organisms and climax communities in KY.
Recognize that each stage of a succession changes its environment so that the
environment becomes more unfavorable for itself and more favorable for
succeeding successional stages.
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Explain the difference between a primary and secondary succession.
Describe in a paragraph a typical "old field" succession.
Recognize that the climax community is the dominant plant species of an area.
Define the term flora.
Explain the competitive exclusion principle and list an example of this.
Define the terms niche and habitat.
Explain the role of photosynthesis and respiration in the carbon-oxygen cycle.
Discuss the water cycle and correctly include the following terms in this
discussion; photosynthesis, respiration, evaporation, transpiration, condensation,
excretion, and precipitation.
Define the term biodiversity.
Explain how increased biodiversity leads to more stability in the environment.
Define the term monoculture and explain why it decreases biodiversity.
List and explain at least two reasons why increased biodiversity is valuable to
humans.
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Ecology
Ecology: study of the interactions between living (biotic) and non-living
(abiotic) factors and their relationship/impact on one another and the
biosphere
Ecological Organization
Image from: http://www.ux1.eiu.edu/~cfruf/images/bio3002/els_le2.jpg
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Important Definitions
-Population: number of individuals of one species living in a certain place at a
certain time. (Homo sapiens in Room 210 of MCHS at 8:30am on 9/15/08 = 22)
-Community: all of the different populations in a certain place at a certain
time. (22 humans, 2 clams, 8 crayfish, 14 goldfish, one tilapia, decomposer
bugs, mice, bacteria, viruses, etc…)
-Ecosystem: all of the different communities living in a certain place
(geographically) at a certain time. (All the humans, animals, plants, and everything
else in the temperate deciduous forests of North America)
-Biosphere: every living and non-living thing on the planet
a. The biosphere is composed of numerous complex ecosystems.
b. An ecosystem involves interactions between abiotic (physical) and biotic
(living) factors. The members of the community in the ecosystem and
environment must interact to maintain a balance.
Image from: http://people.hofstra.edu/geotrans/eng/ch8en/conc8en/envisys.html
Ecosystem Stability
An ecosystem is self-sustaining if the following requirements are met:
- Must have a CONSTANT, NEVER-ENDING energy source (sun)
- Must be able to cycle and re-cycle energy (material cycles)
- Must be able to survive fluctuations within set parameters
Abiotic factors: “non-living” factors in an ecosystem. Includes pH, water,
temperature, etc…
Abiotic factors are things such as…
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1. pH – determines acidity/ or basic properties
2. temperature – wide range fluctuations determine what can live there
3. Water content – how moist or arid is an area
4. Gaseous content of the atmosphere (oxygen, carbon dioxide, etc…)
5. Mineral content of the substrata (what is the soil made of)
6. Amount of solar input
7. Radiation from soil/rock, incoming from other sources
** Each of the prior listed abiotic factors varies in the environment and, as such, may act
as a limiting factor, determining the types of organisms that exist in that
environment.**
And examples are…
- A low annual temperature common to the northern latitudes determines in part
the species of plants that can exist in that area.
- The amount of oxygen dissolved in a body of water will help determine what
species of fish live there.
- The dry environment of desert regions limits the organisms that can live there.
Carrying Capacity
Carrying capacity – the maximum number of a certain species that the
resources of an area can support without a negative impact on that
species.
The carrying capacity of the
environment is limited by the
available abiotic and biotic
resources, as well as the ability
of ecosystems to recycle the
residue of dead organisms
through the activities of
bacteria and fungi.
Image from:
http://www.dnr.state.mi.us/publications/pdfs/wildlife/viewingguide/images/eco_carrycapacity.jpg
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- Biotic factors: living factors in an ecosystem. Anything that is considered
“alive” and has an effect on the other members of the ecosystem.
** The organisms, their presence, parts, interaction, and wastes are all biotic factors. **
Nutritional Relationships
Autotrophs: “automatic eaters”, literally… Organisms that are able to produce
their own “food” from an outside source by photosynthesis or
chemosynthesis. Best examples are plants, algae, etc…
Heterotrophs: organisms that must rely upon either autotrophs or other
heterotrophs (most often a mixture of the two) to provide necessary
nutrients.
Types of Heterotrophs
- Saprophytes: extract the energy from dead and decaying organisms by
decaying what is left over after the organisms dies (mushrooms,
molds, fungus)
- Herbivores: those organisms that eat ONLY plant material; rely solely
on autotrophs for their nutrition (cows, triceratops, TRUE vegan vegetarians,
deer, most birds which eat nuts, seeds, berries)
- Carnivores: those organisms that rely ONLY on flesh/muscle/meat for
their nutrition; (raptors, owls, hawks, many fish, sharks, lions, true dogs, true
cats)
- Omnivores: those organisms that balance their nutrition with both
meat and plant materials. Most humans are omnivores, as are bears,
domestic animals, etc…
Types of Carnivores
- Predators: an animal that hunts, kills, and most often eats (but not
always) what it has killed. Examples include lions, sharks, wolf, and
humans.
- Scavengers: “clean up crew” of the animal world. Wait for the
opportunity to sneak in and take that which another animal (or vehicle) has
killed. Examples are: crows, coyotes, vultures, hyenas, etc…
©Mr. Babak’s Biology Lecture Outlines, 2008-2009, Marion County High School, Lebanon, KY 40033 270-692-6066.
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Symbiotic Relationships
•Symbiosis: working together for some sort of benefit, either negative or
positive, to enhance your lifestyle
Image from: http://www.cals.ncsu.edu/course/ent525/close/image005.jpg
Types of Symbiosis
Commensalism: working together for a common goal, but one may not
be benefited all the time (+, 0)
Image from: http://saltaquarium.about.com/library/graphics/bpaternoclown_250c.JPG
Mutualism: both organisms benefit (+, +); butterfly and flower
Image from: http://biology.clc.uc.edu/courses/bio303/interspecific.htm
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- Parasitism: one organism gets a great benefit, one is negatively
impacted (+, -)
- Best example is parasites that attack humans
Image from: http://universe-review.ca/I10-82-tapeworm.jpg
Food Chains and Webs
- If an ecosystem is to be self-sustaining it must contain a constant energy source and
flow of energy.
- Those life activities that are characteristic of living organisms require an
expenditure of energy.
- The pathways of energy through the living components of an ecosystem
are represented by food chains and food webs.
- Producers convert the radiant energy of the sun into the chemical
energy of food.
Food chain: linear in form; no interconnections with other levels;
straight from producer to consumer (dry spaghetti)
Food web: several food chains interlinked and intertwined; may
interact with other food webs to become an ecosystem (bowl of
cooked spaghetti)
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Image from: http://www.niles-hs.k12.il.us/jacnau/chpt54.html
At each successive level, there is a 90% loss of energy. That means that
very little of the sunlight’s energy is ever transferred.
©Mr. Babak’s Biology Lecture Outlines, 2008-2009, Marion County High School, Lebanon, KY 40033 270-692-6066.
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Image from: http://www.agen.ufl.edu/~chyn/age2062/lect/lect_28/40_07.GIF
Food Web Interactions
-Producers: (plants) – trap the sun’s energy and convert it into a usable form;
creates glucose in plants (sugars and starches that we eat)
-Primary consumer: (always a herbivore) animal that eats PLANTS ONLY. Might
be insects, could be as large as deer or cows
-Secondary consumer: (always a carnivore) – animals that eat other animals only.
-Omnivores: organisms that eat plant and animal, as well as fungus and
bacteria
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Decomposers: best example is worms (red wigglers and
earthworms), also the bacteria, fungus, and protista that live in the
soil or water and are responsible for breaking down dead material
- Materials are recycled, energy is not
** Through decomposition, chemical substances are returned to the environment where
they can be used by other living organisms.
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Energy Flow
Energy flows through ecosystems in one direction, typically from the Sun, through
photosynthetic organisms, including green plants and algae, through herbivores, to
carnivores, and finally decomposers.
There is a decrease in the overall energy in each level as you move up the food web. This
means that there is much more energy in the producer level in a food web than at the
consumer levels. Also, this means that there is more energy at the primary consumer level
than at the secondary consumer level.
Energy Transfer
Each consumer level of the food pyramid utilizes approximately 10% of its ingested
nutrients to build new tissue. This new tissue represents food for the next feeding level.
- The remaining energy is lost in the form of heat and unavailable chemical energy.
Eventually, the energy in an ecosystem is lost and is radiated from the earth.
- Thus, an ecosystem cannot survive without the constant input of energy from the sun.
Image from: http://www.niles-hs.k12.il.us/jacnau/chpt545.jpg
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Biomass (Biomass Pyramids)
Biomass: amount of energy available at each level as represented by the
amount of mass of the organisms that live at that level; the total mass of
living matter within a given unit of environmental area.
- The decrease of energy at each successive feeding level (trophic level) means that less
biomass can be supported at each level.
- Thus, the total mass of carnivores in a particular ecosystem is less than the total mass of
the producers. (A pyramid of biomass illustrates this.)
Image from: http://labspace.open.ac.uk/file.php/1969/SK220_2_003i.jpg
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Ecological, Aquatic, and Terrestrial Succession
Succession: The gradual and orderly process of ecosystem development
brought about by changes in community composition and the production of a
climax characteristic of a particular geographic region.
The environment may be altered in substantial ways through the activities of organisms,
including humans, or when the climate changes. Although these alterations are
sometimes abrupt (ex. Natural disasters), in most cases species replace others, resulting in
long-term gradual changes in ecosystems.
- Ecosystems tend to change with time until a stable system is formed.
The type of ecosystem that is formed depends on the climatic limitations of a given
geographical area.
-Pioneer organisms: organism that populates a region after a natural disaster or
any other event that may have caused most life in that area to disappear
** Each community modifies its environment, often making it more difficult for itself
and, apparently, more favorable for the following community which infiltrates the first
community over a period of years.**
- Primary succession: Primary succession is one of two types of
ecological succession of plant life, and occurs in an environment in
which new substrate, devoid of vegetation and usually lacking soil,
is deposited (for example a lava flow).
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Secondary succession: secondary succession, occurs on substrate that
previously supported vegetation before a disturbance destroyed the
plant life. (Mt. St. Helens after the eruption)
An example of a PRIMARY SUCCESSION (ex. Bog Succession)
Good example is Green River Lake Reservoir, near Knifley in Adair County.
1. Water plants at pond edge
2. Hedges and sediments begin to fill pond
3. Sphagnum moss and bog shrubs fill pond (Labrador tea & cranberries)
4. Black spruce and larch
5. Birches, maple, or fir
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An example of a SECONDARY SUCCESSION
Image from: http://www.physicalgeography.net/fundamentals/images/succession.gif
1. Plowed field
2. Annual grasses
3. Shrubs and briar/berry thorns
4. Cherries, alders, and birches
5. Climax community -- K.Y. = popular, oak, maple,
dogwood, beech, papaw
- Climax community: the “ultimate” top tree and animal species that will not be
overtaken by other organisms (KY, White Tail Deer)
** The climax community of a region is always its dominant plant species. **
- Altered ecosystems may reach a point of stability that can last for hundreds or
thousands of years. A climax community persists until a catastrophic change of a major
biotic or abiotic nature alters or destroys it. (Ex. forest fires, abandoned farmlands,
floods, areas where the topsoil has been removed)
- After the original climax community has been destroyed, the damaged ecosystem is
likely to recover in stages that eventually result in a stable system similar to the original
one.
- Ponds and small lakes, for example, fill in due to seasonal dieback of aquatic vegetation
and erosion of their banks, and eventually enter into a terrestrial succession terminating in
a terrestrial climax community.
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Flora -- plant species that occur/exist in an area. Could be as small as moss
but can be as large as mature hardwoods.
Fauna – animal species that exist in an area
** Plant succession is a major limiting factor for animal succession. **
** Climax communities are identified by the dominant plant species -- the one that exerts
the most influence over the other species present. **
Competition: the struggle to survive against not only against other animals, but
also in an effort to get the necessary resources to stay alive.
Competitive Exclusion Principle
If two different species compete for the same food source or reproductive sites,
one species may be eliminated. This establishes one species per niche in a
community.
Image from: http://www.saburchill.com/IBbiology/chapters02/035.html
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Competitive Exclusion Principle
Image and examples from: http://www.sci.sdsu.edu/classes/bio100/Lectures/Lect21/lect21.html
MATERIAL CYCLES
** In a self-sustaining ecosystem, materials must be cycled among the organisms
and the abiotic environment. Thus the same materials can be reused.
Carbon-Oxygen Cycle – CO2 emissions and carbon is recycled by the planet,
but not as efficiently as we would hope. All biological processes for the
most part produce CO2, but that CO2 must be recycled and added back to the
environment.
Image from: http://hydram.epfl.ch/VICAIRE/mod_2/chapt_3/pictures/fig3.jpg
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So why do we NEED to be worried about this???
CO2 buildup can cause global warming, warms up the planet, etc… Watch
“An Inconvenient Truth”
Water Cycle: recycling of water, either as liquid, gas, or solid, such that the
planet never actually loses water, but also doesn’t gain any water.
Image from: http://www.nre.vic.gov.au/ourwater/education/Senior/WaterCycle/FrontPage.htm
Evolutionary processes have resulted in a diversity of organisms and a diversity of roles
in ecosystems.
Biodiversity – many different species in many different areas. The more
species in an area, the more stable the ecosystem
Image from: http://www.kathimitchell.com/biodiver.htm
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Increased biodiversity increases the stability of an ecosystem.
Increased biodiversity increases the chance that at least some living things will survive in
the face of large changes in the environment.
Monoculture – areas where only one species is raised (massive cornfields,
wheat plantations, etc…) DANGEROUS because if disease wipes it out, it is
ALL gone. Diversified crops still offer some harvest.
What are some other reasons biodiversity is valuable?
Image from: http://attra.ncat.org/images/weed/figure1.jpg
-Biodiversity ensures the availability of a rich variety of genetic material that may lead to
future agricultural or medical discoveries with significant value to humans. (if this is lost
we lose the sources of these materials for discovery)
-Biodiversity adds aesthetic qualities to the environment.
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Human Ecology and Human Impact
Kentucky Department of Education Biology Core Curriculum: 4.7.5; 4.7.1; 4.7.2; 4.7.3
Upon completion of this unit the student will:
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Recognize that humans have upset natural systems.
Describe some ways the following natural ecosystem processes affect humans;
maintenance of atmospheric quality, generation of soils, control of the water
cycle, removal of wastes, energy flow, and the cycling of nutrients.
Recognize that human population growth has increased rapidly, because of the
removal of checks on population growth, such as disease.
Recognize that increasing numbers of humans will ultimately be limited by the
earth's finite resources.
Interpret and/or draw graphs describing human population growth.
Explain how uncontrolled population growth affected the Kaibab deer (mini-lab).
Recognize that population growth is outpacing food production in some regions
of the world.
List at least 4 ways our soils have become contaminated, depleted, or lost to our
use.
List three different common kinds of water pollutants.
Explain what is meant by biomagnification and list an example of this.
List examples of species damage and destruction by overhunting and habitat
destruction.
List several exotic species and explain how they have damaged the environment
of Kentucky.
Recognize that the obtaining, using, and storing the wastes from nuclear fuels has
negative consequences for our environment.
Explain the cause and some negative consequences of the Greenhouse Effect.
Explain the causes and some negative consequences of acid rain pollution.
Explain the causes and some negative consequences of ozone depletion.
Explain how our increasing population numbers are using up available living
space and farmlands.
Explain how timber depletion and the direct harvesting of timber is impacting land
Use and atmospheric quality.
Discuss the waste disposal problems affluent human life styles have led to
Describe our competition for food with insects and the dangers of insecticide use.
Recognize that pollution can adversely change the chemical composition of our
soil, air, and water.
Explain how population growth and distribution can influence environmental
quality.
Explain how the capacity of technology to solve problems can influence
environmental quality.
List and explain some examples of economic, political, cultural, and ethical views
influencing environmental quality.
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List several ways we are trying to preserve endangered species.
List several ways we are trying to reduce air pollution.
Explain what SEQR is.
Explain the difference between the chemical and biological control of insects.
List and explain seven different variations used in the biological control of
insects.
Recognize that through a greater awareness and application of ecological
principles, each individual can help assure that there will be suitable environments
for future generations on our planet.
Recognize that when new technologies are introduced, decisions must be made to
assess environmental risks, costs, benefits, and trade-offs.
“Blanket statement”: Natural systems have been upset because humans have not realized
that they not only influence other individuals, other species, and the nonliving world, but
are, in turn, influenced by them.
Some Natural Ecosystem Processes That Affect Humans
-Carbon cycle, water cycle, oxygen cycle, nitrogen cycle
-Plant growth and algae growth
-Animal reproduction
-Detritus and decomposers
-Weather
-Global warming or global cooling
Humans and their impact have changed many of these ecosystem processes, frequently in
a detrimental way.
Image from: http://www.fragilecologies.com/mar22_05.html
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Human Population Growth
- The total population of humans has risen at a rapid rate, partly because of the removal
of natural checks on the population, such as disease.
- The earth has finite resources, increasing human population and consumption places
severe stress on natural processes that renew some resources and deplete those
resources which can not be renewed.
A lesson on overpopulation…
Timeline: Kaibab National Forest, Arizona
1906 - Stable population of 4,000 deer
- Bounty was placed on their predators
1906-23 deer population swells and overgrazing begins -- over 6,000 predators killed
1924-25 of the 100,000 deer present -- over 75% die - chiefly of starvation & malnutrition
1939 - Fewer than 10,000 deer remained
Image from: http://www.uwyo.edu/dbmcd/popecol/janlects/Fig2.1deer.jpg
The moral of the story…
WE HAVE TO CHANGE!!!! We need to start being smarter, not more
productive. Contrary to popular belief, money alone will NOT cure the
problem. We need action, conservation, and new methods.
Some Specific Human Influences on Ecosystem Factors
Increasing numbers: population increase is out of control
-- Stop reproduction in humans (incentives for fewer children)
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-- More people + more food needed + more space needed + more
“stuff” = disaster!!!!
Food: we grow more food than we can consume, throw much of it away, and
use some of it for fuel (now) that takes it out of the food market – prices go
up!
-- Population growth is outpacing food production in many world regions
+Starvation: look up “Darfur” (lack of food)
+Malnutrition: not lack of food, but lack of nutrients.
Soil: much loss of fertile topsoil due to erosion and poor management
-- Increased need for farmland, increased need for housing,
urbanization, etc… leads to less soil
-- As we continue to use land, we start to “dry out” areas and take
water from those areas that are in need (desertification)
-- Topsoil without old growth planting tends to “slide” and erode, fills
up streams and rivers, and leads to flooding
Water: much waste occurs -- cutting forests has led to increased, uncontrolled runoff
-- Water pollution leaves water unfit for use and the living things remaining in it
unfit for consumption (typical water pollutants include phosphates, heavy
metals, and PCB's)
Biomagnification: exponential increase in the concentration of
“poisons” or toxins in the food chain
Image from: http://www.eelsinc.org/sitebuildercontent/sitebuilderpictures/biomag.gif
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--This has particularly hurt the peregrine falcon & bald eagle.
Wildlife: NO wildlife has ever been made extinct through regulated hunting;
loss of habitat or other selection pressure makes species go extinct
Ex. Passenger pigeon, dodo, great auk, bison, Carolina parakeet
Image from: http://www.encyclopedia.mu/Nature/Fauna/Birds/Extinct/DodoImages.htm
Image from: http://www.birdcheck.co.uk/main/images/previews/preview112.jpg
Invasive Species: Other problems include habitat destruction, importation of some
organisms have caused problems for native organisms. We have alien invasive species,
which have caused problems for our area in Kentucky. These include the
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Image from: http://www.co.cayuga.ny.us/wqma/weedswatchout/Images/ewatermilfoil.jpg
Image from: http://www.starfish.govt.nz/shared-graphics-for-download/zebra-mussel-large.jpg
Image from: http://www.mdc.mo.gov/nathis/exotic/vegman/graphics/purple.gif
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Fossil Fuels: any fuel created by breakdown of organic matter. One problem –
as it burns, it pollutes and leaves a LOT of carbon (and is getting more and
more expensive)
The search and demand for additional energy resources also impact ecosystems in a
negative way. Industrialization has brought an increased demand for and use of
energy.
Nuclear fuels – Naturally exist in the earth, break down very slowly, produce a
LOT of power, but disposal is a major headache!
Greenhouse effect –this is a good thing (honestly) – warms the planet. Problem
comes when the ozone layer gets TOO thick and traps too much solar
radiation and heat.
Image from:
http://www.whrc.org/resources/online_publications/warming_earth/images/GreenhouseLG.gif
Acid Rain: “fresh” rain from the Midwest that has picked up sulfuric
compounds from industry. pH literally becomes acidic and it precipitates
back as acid, killing fish, plants, etc…
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Image from: http://media.allrefer.com/s4/l/p0013033-acid-rain.gif
Acid rain kills aquatic life, crumbles buildings, and has many other effects, etc.
Ozone Depletion: CFC pollution from refrigerants and plastics are destroying our
stratospheric ozone layer ... this layer shields us from incoming ultraviolet radiation....
increased skin cancers and cataracts are resulting from this destruction
Living space/available land: we are losing land, urban sprawl is taking over
-- Animals are starting to suffer – they lose their homes and are
staying put, but many people think they are moving back in.
-- Planet is being impacted by urbanization
Forests: starting to rebound in the USA after years of abuse, over-harvest of
trees.
-- Regulation of cutting, regulation of use
-- Re-plantation ratio; some companies plant 3 trees for each tree they
harvest.
More affluent human lifestyles: too much money leads to waste, pollution,
convenience (plastic shopping bags)
California has a bill ready to be signed into law. EACH plastic bag will
need to be charged – 25 cents per bag – last year, CA consumed enough
©Mr. Babak’s Biology Lecture Outlines, 2008-2009, Marion County High School, Lebanon, KY 40033 270-692-6066.
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plastic bags to account for 4,000 barrels of crude oil; they are currently
BANNED in China
Image from: http://www.sbg.ac.at/ipk/avstudio/pierofun/waste/intro/graph.jpg
Insects:
-- We have destroyed many beneficial insects and many enemies of harmful
insects with insecticides
Land use (includes increasing urbanization and the cultivation of marginal lands)
-- As above
Pollution – duh…. Any addition we make to the environment that harms the
natural ecosystem
Some Other Factors which influence environmental quality
1. Natural progression of ecosystems
2. Regulated hunting and harvest (animals, plants, insects, and fungus)
3. Pesticide and herbicide application limits
Some examples:
1. Wealthy people in the developed world tend to have fewer children.
2. Some countries like China have laws concerning the number of children a
couple may have without penalty.
3. In some poor cultures in third world countries, having many children is seen as
a means of having economic security in old age.
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What are some ways we are attempting to deal with environmental degradation?
Species Preservation -- saving those species that we feel are beneficial, getting
rid of or controlling those that are not
-- Animals, which were once endangered but are presently successfully reproducing and
increasing their numbers, are the bisons, gray wolves and egrets.
-- Endangered animals which are currently responding to conservation efforts and
beginning to make a comeback are the whooping crane, bald eagle, and peregrine
falcon.
** The future of many species remains in doubt. **
Human activities that degrade ecosystems result in a loss of diversity in the living and
nonBiology. These activities are threatening current global stability.
Ways to Reduce Air Pollution
1. Use fuels that contain less pollutant, such as low sulfur coal and oil.
2. Utilize industrial or energy producing processes, which minimize the creation of
pollutants.
3. Remove pollutants by using such devices as afterburners or catalytic converters before
they enter the air.
4. Design new products that meet basic needs without generating pollution.
** There are laws that regulate and guide the use of natural habitats. **
SEQR: A New York State law designed to provide the opportunity for citizen review and
comment of the environmental impact of any proposed development that has been
determined to have significant impact on the environment.
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Some Methods of Controlling Harmful Insects
1. Biological control (predator insect/predator animal) e.g. Introduce
ladybugs to a greenhouse; install a bat house
2. Spray with non-harmful sprays (No DDT, etc…)
What are some methods used in the Biological Control of Insects?
1. _______Predatory insects__________. (Ex. praying mantis)
Image from: http://www.ces.purdue.edu/ces/Vanderburgh/horticulture/weird/mantid%20cartoon.bmp
2. Use artificial sex hormones to lure insects to their death. (Pheromones) (Ex. gyplure -male gypsy moths)
3. Sterilization and release of male insects. (Ex. irradiation of the screwworm fly with
cobalt-60) Note: The screwworm fly only gets to mate once, so she is out of luck if she
mates with a sterile male!!
4. Inspection of all materials before entering the country to prevent pest introduction.
5. Destroy breeding places of insects. (may have negative environmental consequences
on other species however)
6. Rotate crops so that harmful insect species can not build up in numbers and
concentrate on destroying one crop.
7. Plan the time in planting certain crops. (Ex. plant cotton early so that its flowers
mature before the boll weevil lays eggs in the cotton)
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How can individual and societal choices contribute to improving the environment?
1. Through a greater awareness and application of ecological principles, each individual
can help to assure that there will be suitable environments for succeeding
generations on our planet.
2. Individuals in society must decide on proposals that involve the introduction of new
technologies. These decisions must assess environmental risks, costs,
benefits, and trade-offs. Some basic questions for assessing the value of these
technologies might include:
a.) What could this technology do to the environment?
b.) What are the odds this technology would have this effect?
c.) How do scientists and engineers know what this technology will do to the
environment?
Can a “biofuel” be good for the environment?
Image from: http://www.eia.doe.gov/kids/energyfacts/sources/renewableimages/carboncycle2.gif
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Using the list below, your lecture notes (also available from my website), and your
workbook, make CERTAIN that you can do each of the following. You should have a
general knowledge base that would allow you to answer questions on the following
statements. Check off each statement/objective as you feel comfortable with it!
Three Things I NEED to find out about during this review
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OK?
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define the term ecology.
define the terms population, community, and ecosystem.
list examples of populations, communities, and ecosystems.
define the term biosphere.
explain the difference between abiotic and biotic factors.
explain why biotic and abiotic factors must interact to produce a
stable ecosystem and list an example of this.
list two requirements for a self sustaining ecosystem.
list some reasons for competition between organisms.
list seven abiotic factors and discuss ways the influence an
ecosystem.
define the term carrying capacity.
explain the difference between an autotroph and a heterotroph and
list examples of these
define the following terms pertaining to nutritional relationships
and list examples of these; saprophyte (decomposer), herbivore,
carnivore, omnivore, predator, and scavenger.
explain what is meant by symbiosis and list three examples of
symbiotic relationships.
define and list examples for the terms parasitism, mutualism, and
commensalism.
define the terms food chain and food web.
list examples of food chains and food webs.
explain what is meant by the following terms and correctly identify
examples of these; producer, primary consumer, secondary
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consumer, and decomposer.
recognize that approximately 90% of the energy is lost between
consecutive steps of a food web to heat and wastes and becomes
unavailable for the next feeding level.
describe feeding interactions in the form of a food pyramid.
define the term biomass.
define the term succession.
explain how alterations in the environment may lead to successions.
define the terms pioneer organism and climax community.
list examples of pioneer organisms and climax communities in
Kentucky.
recognize that each stage of a succession changes its environment
so that the environment becomes more unfavorable for itself and
more favorable for succeeding successional stages.
explain the difference between a primary and secondary succession.
describe in a paragraph a typical "old field" succession.
recognize that the climax community is the dominant plant species
of an area.
define the term flora.
explain the competitive exclusion principle and list an example of
this.
define the terms niche and habitat.
explain the role of photosynthesis and respiration in the carbonoxygen cycle.
discuss the water cycle and correctly include the following terms in
this discussion; photosynthesis, respiration, evaporation,
transpiration, condensation, excretion, and precipitation.
define the term biodiversity.
explain how increased biodiversity leads to more stability in the
environment.
define the term monoculture and explain why it decreases
biodiversity.
list and explain at least two reasons why increased biodiversity is
valuable to humans.
recognize that humans have upset natural systems.
describe some ways the following natural ecosystem processes
affect humans; maintenance of atmospheric quality, generation of
soils, control of the water cycle, removal of wastes, energy flow,
and the cycling of nutrients.
recognize that human population growth has increased rapidly,
because of the removal of checks on population growth, such as
disease.
recognize that increasing numbers of humans will ultimately be
limited by the earth's finite resources.
interpret and/or draw graphs describing human population growth.
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explain how uncontrolled population growth effected the Kaibab
deer (lab).
recognize that population growth is outpacing food production in
some regions of the world.
list at least 4 ways our soils have become contaminated, depleted,
or lost to our use.
list three different common kinds of water pollutants.
explain what is meant by biomagnification and list an example of
this.
list examples of species damage and destruction by overhunting and
habitat destruction.
list several exotic species and explain how they have damaged the
environment of Kentucky
recognize that the obtaining, using, and storing the wastes from
nuclear fuels has negative consequences for our environment.
explain the cause and some negative consequences of the
Greenhouse Effect.
explain the causes and some negative consequences of acid rain
pollution.
explain the causes and some negative consequences of ozone
depletion.
explain how our increasing population numbers are using up
available living space and farmlands.
explain how timber depletion and the direct harvesting of timber is
impacting land use and atmospheric quality
discuss the waste disposal problems affluent human life styles have
led to
describe our competition for food with insects and the dangers of
insecticide use.
recognize that pollution can adversely change the chemical
composition of our soil, air, and water.
explain how population growth and distribution can influence
environmental quality.
explain how the capacity of technology to solve problems can
influence environmental quality.
list and explain some examples of economic, political, cultural, and
ethical views influencing environmental quality.
list several ways we are trying to preserve endangered species.
list several ways we are trying to reduce air pollution.
explain what SEQR is.
explain the difference between the chemical and biological control
of insects.
list and explain seven different variations used in the biological
control of insects.
recognize that through a greater awareness and application of
ecological principles, each individual can help assure that there will
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be suitable environments for future generations on our planet.
recognize that when new technologies are introduced, decisions
must be made to assess environmental risks, costs, benefits, and
trade-offs.
Three things I learned during this review
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