• This PowerPoint is one small part of my Ecology
Abiotic Factors Unit that I offer on TpT. This unit
includes…
• 4 Part 2,400+ Slide PowerPoint
• 14 page bundled homework packaged that
chronologically follows PowerPoint, + modified
version
• 16 pages of unit notes with visuals
• 2 PowerPoint review game
• Rubrics, Answer Keys, games, and much more.
• http://sciencepowerpoint.com/Ecology_Abiotic_F
actors_Unit.html
• http://sciencepowerpoint.com/index.html
• Please feel free to contact me with any
questions you may have. Thanks again for your
interest in this curriculum.
• Sincerely,
• Ryan Murphy M.Ed
• ryemurf@gmail.com
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy
Please use this red line
-Please make notes legible and use indentations
when appropriate.
-Please make notes legible and use indentations
when appropriate.
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Please make notes legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn.
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”
Copyright © 2010 Ryan P. Murphy

New Abiotic Factor: Water.
Copyright © 2010 Ryan P. Murphy
• Water availability varies greatly on this
planet.
Copyright © 2010 Ryan P. Murphy
• Water is essential for life, and all organisms
depend on it.
Copyright © 2010 Ryan P. Murphy
• Homework Question: Describe some of the
adaptations displayed by plants and animals
to survive with low water availability.
– Work on bundled homework instead of your
journal as we cover them.
Copyright © 2010 Ryan P. Murphy
• Water requirements and plants.
–––-
Copyright © 2010 Ryan P. Murphy
• Hydrophytes: Plants which grow in water.
Copyright © 2010 Ryan P. Murphy
• Mesophytes: Plants with average water
needs.
Copyright © 2010 Ryan P. Murphy
• Xerophytes: Plants which grow in dry
environments.
Copyright © 2010 Ryan P. Murphy
• Adaptations of plants to survive with
minimal water include.
–––-
• Using stomata: Structures that can close to
keep water in when dry.
Copyright © 2010 Ryan P. Murphy
• Thick waxy cuticles to keep water in
(succulents, cacti)
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• Small leaves, or absence of leaves.
Copyright © 2010 Ryan P. Murphy
• Water storage tissues.
• Which makes more sense to plant in a dry
climate? Native deep rooted grasses or
non-native grasses?
Copyright © 2010 Ryan P. Murphy
• Answer! Deep rooted native grasses do
not require constant watering to survive
and should be planted in areas with water
shortages.
Copyright © 2010 Ryan P. Murphy
• Deep roots
• Deep roots
• There is a growing movement to plant native
species as a front lawn instead of grass. Lots
of advantages to the ecosystem.
– Are there any disadvantages?
Copyright © 2010 Ryan P. Murphy
• You can’t play backyard sports .
Copyright © 2010 Ryan P. Murphy
• You can’t play backyard sports .
“Mom” “Billy lost
the ball in the
native
vegetation.”
Copyright © 2010 Ryan P. Murphy
• How animals have adapted to low water
availability?
–––-
Copyright © 2010 Ryan P. Murphy
• Body covering can limit water loss.
– Insect chitin can keep in water.
Copyright © 2010 Ryan P. Murphy
• Body tissue that retain water.
• Some small animals can absorb water from
the air in morning (dew), then go
underground.
– Rare desert frogs and some insects.
Copyright © 2010 Ryan P. Murphy
• Eat prey items that are full of water.
Copyright © 2010 Ryan P. Murphy
• Have really dry feces.
• Come out only at night. Nocturnal.
• Seek shade, and live underground.
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Let’s give it a shot.
– Pretend you see a few things that may not be
there.
Copyright © 2010 Ryan P. Murphy
• Video Links (Optional)
• (Man vs. Wild (Sahara)
– Preview before viewing with students.
– Covers, dehydration, heat stroke, plants and
animals adaptations to the desert and more.
Copyright © 2010 Ryan P. Murphy
• Man vs. Wild (Sahara) Clips from several episodes.
(Optional) Covers animal some animal adaptations,
hyperthermia, and life in the desert.
• Part I:
– http://www.youtube.com/watch?v=KeyHvX5rTpo
• Part II:
– http://www.youtube.com/watch?v=Cfe2MXBwX_c&feature=results_vi
deo&playnext=1&list=PL8D0B13A49A106838
– http://www.youtube.com/watch?v=ufn-Jo4MR5g&feature=related
•
Part III:
– http://www.youtube.com/watch?v=ufnJo4MR5g&feature=results_video&playnext=1&list=PL8D0B13A49A1
06838
• Part IV:
– http://www.youtube.com/watch?v=c2woVS77Hww&feature=results_vi
deo&playnext=1&list=PL8D0B13A49A106838
• You can now complete this question on
page 3 of your bundled homework.
• You can now complete this question on
page 3 of your bundled homework.
• On the other end of the spectrum, too much
water can hurt a plant or animal. Too wet
will cause fungal growth.
Copyright © 2010 Ryan P. Murphy
• Many tropical plants have drip tips so that
water falls away from leaf and plant.
Copyright © 2010 Ryan P. Murphy
• Many tropical plants have drip tips so that
water falls away from leaf and plant.
Copyright © 2010 Ryan P. Murphy
• Lab Project with Isopods
– Groups can decide to conduct project about
– Light and Isopod movement
– Moisture and Isopod movement
– Temperature and Isopod movement
Copyright © 2010 Ryan P. Murphy
• We will used mixed Isopods
• – The pillbug (Armadillidium vulgare)
Copyright © 2010 Ryan P. Murphy
Or the Sowbug (Porcellio scaber).
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Which is a Pillbug, and which is a Sowbug?
Copyright © 2010 Ryan P. Murphy
• Pillbugs can roll into a ball. Sowbugs
cannot.
Copyright © 2010 Ryan P. Murphy
• Observation of Isopods
– Make a detailed sketch of an Isopod,and
describe it’s behaviors.
– Make sketch accurate, count segments, legs,
antennae.
– Make observations about the Isopods behaviors
and how it’s sensing the environment.
Copyright © 2010 Ryan P. Murphy
• Drawing might look like this.
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
• The first two appendages on the male
abdomen are modified as elongated sex
organs.
Copyright © 2010 Ryan P. Murphy
• On the underside, females have leaf-like
growths at base of some legs.
Copyright © 2010 Ryan P. Murphy
• On the underside, females have leaf-like
growths at base of some legs.
– These brood pouches hold developing eggs and
embryos.
Copyright © 2010 Ryan P. Murphy
• Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
• Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
• Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
• Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
• Scientific method: A process that is the
basis for scientific inquiry (questioning
and experimenting).
Copyright © 2010 Ryan P. Murphy
• Activity! Sketching out the scientific
method.
Copyright © 2010 Ryan P. Murphy
• Activity! Sketching out the scientific
method.
– This requires a full page and will look like the
example on the next page when done.
Copyright © 2010 Ryan P. Murphy
Observe
Add to
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Do something
With the findings.
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Copyright © 2010 Ryan P. Murphy
Observe
and question
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Copyright
© 2010
Ryan
P. Murphy
Copyright
© 2010
Ryan
P. Murphy
Observe
Collect
background
information
Form a
Hypothesis
Observe
Collect
background
information
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Observe
Collect
background
information
Collect data
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Collect data
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Reject
hypothesis
Collect data
Form a
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Reject
hypothesis
Collect data
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Reject
hypothesis
Collect data
Form a new
Hypothesis
Create a new
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Support
Reject
hypothesis hypothesis
Collect data
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Support
Reject
hypothesis hypothesis
Collect data
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Repeat
experiment
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Support
Reject
hypothesis hypothesis
Collect data
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Repeat
experiment
Copyright © 2010 Ryan P. Murphy
Observe
Collect
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy
Observe
Add to
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Do something
With the findings.
Copyright © 2010 Ryan P. Murphy
Observe
Add to
background
information
Analyze the data
Collect data
Support
Reject
hypothesis hypothesis
Repeat
experiment
Do something
With the findings.
Form a new
Hypothesis
Create an
experiment with a
control group and
experimental group.
Everything in the
experiment should be
the same except for
the independent variable
which is the one thing
that is different.
Copyright © 2010 Ryan P. Murphy
• Activity! Creating your own study about
Isopods.
– We will be collecting data periodically over the
next week.
Copyright © 2010 Ryan P. Murphy
• Isopod Research Sheet
• Isopod Research Sheet
• Information / Research Available Sheet.
• Information / Research Available Sheet.
• Some general questions.
– How are isopods connected to abiotic factors.
• Moisture, temperature, light, soil, etc.
– What is an isopod?
– Where do isopods live?
– What do they eat?
– What is their reproductive cycle?
– What is their importance (niche) and how do they
impact people?
Copyright © 2010 Ryan P. Murphy
• Gathering background information on
Terrestrial Isopods.
– Use the science name for the internet search.
– Find general knowledge first, then focus.
– Make focus on the pill bug and abiotic factors
– Find a source that is at your ability.
– Record the website address, title, author, year.
Cite sources using APA and Son of Citation
Machine.
– http://citationmachine.net/index2.php
Copyright © 2010 Ryan P. Murphy
• Experiments search for cause and effect
relationships in nature.
• These changing quantities are called
variables.
• Does your grade depend on how much
time you spend on your work?
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
– Independent variable is the one you have
control over (how much you studied).
• Does your grade depend on how much
time you spend on your work?
– The dependent variable depends on other
factors (how much you studied, effort, etc.)
– Independent variable is the one you have
control over (how much you studied).
• You have control over your grades.
• Variable: Changing quantity of something.
–––-
• Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
• Independent: (Change) The variable you
have control over, what you can choose
and manipulate.
• Dependent: (Observe) What you measure
in the experiment and what is affected
during the experiment.
• Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
Everything is exactly the same except
for the independent variable.
• Control: (Same) Quantities that a scientist
wants to remain constant so it’s a fair test.
Everything is exactly the same except
for the independent variable.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
Problem
Independent
Variable
(Change)
Does fertilizer Amount of
help a plant
fertilizer
to grow?
(grams)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Growth of
the plant,
Height,
number of
leaves,
flowers, etc
Same
amount of
soil, light,
water,
space, all
the same.
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The students
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The students records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? =
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out how cigarette smoke
blown into a small greenhouse of plants damages
the plant. The student grows two small plants in
separate clear plastic soda bottles. The student
injects one with cigarette smoke periodically. Both
are watered and given the same light conditions.
The student records the height, number of leaves,
and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves,
flowers.
• Control = Both containers were identical except one
was given cigarette smoke (independent variable).
• A student wants to find out if worms help
plants grow. The student use four containers.
The first container only contains soil. The
remaining containers are given increasing
numbers of worms. The same numbers of
small plants are placed in each and given the
same soil and growing conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water,
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control =
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control =
• A student wants to find out if worms help
plants grow. The student uses four
containers. The first container only contains
soil. The remaining containers are given
increasing numbers of worms. The same
numbers of small plants are placed in each
and given the same soil and growing
conditions.
• Problem? = Do worms help plants grow?
• Independent Variable = Worms
• Dependent Variable = Fitness of Plants
• Control = Same soil, sunlight, water, etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Moisture
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Moisture
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Mositure
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Moisture
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Moisture
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Moisture
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Moisture
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Moisture
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• A student wants to find out if Sow Bugs prefer a wet
environment over a dry one. The student creates a
chamber with two rooms and one door. One
environment has a moist floor and the other is dry.
Pillbugs are placed into the chamber and their
location recorded every minute for an extended time
period.
• Problem? = Do Sow Bugs prefer a moist
environment?
• Independent Variable = Moisture
• Dependent Variable = Number of Sow Bugs in each
room.
• Control = Same light, chamber, no food etc.
• Isopod Lab Project Requirements
A.) This is a partner project. One lab partner, both have to
write independent reports.
B.) Project needs to be a testable question.
C.) Project needs to be quantifiable, that is, collects
numerical data.
D.) Project needs to be completed in less than a week.
E.) Project cannot harm Isopods.
F.) Set-up must occur swiftly so data can be collected in
class. (5 min set-up daily over week)
G.) Project cannot be overly distracting to other groups.
H.) Learn more…
http://www.biologycorner.com/worksheets/isopod_behavior_lab%28nore
port%29.html
Copyright © 2010 Ryan P. Murphy
• Isopod Investigation Lab Set-up Available
Sheet.
• Set-up for the effects of moisture in
selected Isopod species.
Petri-dish
Doorway
Copyright © 2010 Ryan P. Murphy
Petri-dish
Doorway
Copyright © 2010 Ryan P. Murphy
Day of Control for all groups:
Petri-dish
Doorway
Copyright © 2010 Ryan P. Murphy
Day of Control for all groups: So that we
can see what normal Isopod movement
would be and can thus compare.
Petri-dish
Doorway
Copyright © 2010 Ryan P. Murphy
• Activity! Isopods and Temperature.
– This is one is a bit different. On one day the
containers are placed upon ice sitting in a tray to
chill the entire environment.
– The number of Isopods that cross into a new
room is recorded using a check system
for
a 30 minute period.
Moist and cold
temperatures Day 1
Moist and cold
temperatures Day 1
Copyright © 2010 Ryan P. Murphy
• Activity! Isopods and Temperature.
– This is one is a bit different. On one day the
containers are placed upon ice sitting in a tray to
chill the entire environment.
– The number of Isopods that cross into a new
room is recorded using a check system
for
a 30 minute period.
– The next day is conducted at room temp.
Moist and warm
temperatures Day 2
Room Temp
Moist and warm
temperatures Day 2
Room Temp
Copyright © 2010 Ryan P. Murphy
• Set-up for light / phototaxis in selected
Isopod species.
Petri-dish
Doorway
Copyright © 2010 Ryan P. Murphy
Dark and Moist
Light and Moist
Copyright © 2010 Ryan P. Murphy
Light and Moist
Light and Moist
Copyright © 2010 Ryan P. Murphy
Light and Moist
Light and Moist
Copyright © 2010 Ryan P. Murphy
Light and Moist
Light and Moist
Copyright © 2010 Ryan P. Murphy
Light and Moist
Light and Moist
Copyright © 2010 Ryan P. Murphy
• Spreadsheets for collecting data are
provided in the activities folder.
Copyright © 2010 Ryan P. Murphy
Dave Smith
Isopod Movement Light and Dark
Light
Dark
1/16/12
Dave Smith
Isopod Movement Moist and Dry
Moist
Dry
1/16/12
Dave Smith
Isopod Movement Moist and Dry
Moist
1/16/12
Dry
Place ten Isopods into the two roomed
container. Count the number of Isopods in
each room at the 1 minute mark for 30
minutes. Make observations throughout
study and record in the spaces.
Dave Smith
Isopod Movement Moist and Dry
Moist
Dry
Total at the end. The total must = 300 as
30 minutes x 10 = 300.
1/16/12
Dave Smith
Isopod Movement Moist and Dry
Moist
Dry
Total at the end. The total must = 300 as
30 minutes x 10 = 300.
25
275
????
1/16/12
Dave Smith
Isopod Movement Moist and Dry
Moist
Dry
Total at the end. The total must = 300 as
30 minutes x 10 = 300.
25
275
1/16/12
Dave Smith
Isopod Movement Moist and Dry
Moist
Dry
Total at the end. The total must = 300 as
30 minutes x 10 = 300.
165
????
1/16/12
Dave Smith
Isopod Movement Moist and Dry
Moist
Dry
Total at the end. The total must = 300 as
30 minutes x 10 = 300.
165
135
1/16/12
Please record the number of Isopods that
cross into a new room for thirty minutes.
Use the check system.
=5
• Isopod Investigation Lab Set-up Available
Sheet.
• Please complete the four terms below as they
relate to the project you have selected.
–
–
–
–
Problem:
Independent Variable:
Dependent Variable:
Control:
–
–
–
–
–
What will you need from me?
What can you supply?
What problems do you foresee?
Can you create a spreadsheet to organize your data?
Can you sketch out the containers / how they will be
organized?
• The set-up of your experiment.
1.) Have everything be the same if your study uses
more than one environment except for the one
thing you are testing. (independent variable).
2.) Collect data with location every minute, or how
often an Isopod does something, or amount of
food eaten etc.
3.) Organize data neatly on the spreadsheet that is
provided.
Copyright © 2010 Ryan P. Murphy
• Isopod Investigation Lab Set-up Available
Sheet.
• Video Link! (Optional) Isopod Lab Info and Set-up
– Ignore the minute about fruit flies and mating which
teacher should view prior.
• http://www.youtube.com/watch?v=jSKkecFzD50
• Isopod Investigation Lab Set-up Available
Sheet.
• Please complete the following in your
journal.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average. (Example)
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
Total
Dark
= 260observed in the Isopods? Did
– Was
phototaxis
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
Total
Dark
= 260observed
TotalinLight
= 40 Did
– Was
phototaxis
the Isopods?
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
Total
Dark
= 260observed
TotalinLight
= 40 Did
– Was
phototaxis
the Isopods?
they prefer a particular environment?
260/30
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
Total
Dark
= 260observed
TotalinLight
= 40 Did
– Was
phototaxis
the Isopods?
they prefer a particular40/30
environment?
260/30
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
Total
Dark
= 260observed
TotalinLight
= 40 Did
– Was
phototaxis
the Isopods?
they prefer a particular40/30
environment?
260/30
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
Total
Dark
= 260observed
TotalinLight
= 40 Did
– Was
phototaxis
the Isopods?
they prefer a particular40/30
environment?
260/30
• Base your answer on your data, include in
Dark response. What does the data tell you?
– How could we improve this study?
Average = 8.66
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
Total
Dark
= 260observed
TotalinLight
= 40 Did
– Was
phototaxis
the Isopods?
they prefer a particular40/30
environment?
260/30
• Base your answer on your data, include in
data tell you?
Light
Dark response. What does the
– How could we improve this study?
Average = 8.66
Average = 1.33
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
Total
Dark
= 260observed
TotalinLight
= 40 Did
– Was
phototaxis
the Isopods?
they prefer a particular40/30
environment?
260/30
• Base your answer on your data, include in
data tell you?
Light
Dark response. What does the
– How could we improve this study?
Average = 8.66
Average = 1.33
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Isopod Investigation Lab Set-up Available
Sheet.
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
10
9
8
7
6
5
• Base your answer on your data, include in
response. What does the data tell you?
4
– How could we improve this study?
3
2
1
0
Isopods in Dark
Isopods in Light
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Or create a pie graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Please complete the following in your
journal / Sheet.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Or create a pie graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
• Base your answer on your data, include in
Isopods
response. What does the data tell you?
Isopods
in Dark
in Light
– How could we improve this study?
Copyright © 2010 Ryan P. Murphy
• Isopods: Writing a lab report available sheet.
• Isopod lab report example available sheet.
• You can now complete this question on
page 4 of your bundled homework.
• You can now complete this question on
page 4 of your bundled homework.

New abiotic Factor: Wind
Copyright © 2010 Ryan P. Murphy
• Wind is moving air and has a number of
important functions in an ecosystem.
– Some good, some bad.
Copyright © 2010 Ryan P. Murphy
• Wind is moving air and has a number of
important functions in an ecosystem.
– Some good, some bad.
Copyright © 2010 Ryan P. Murphy
• Create a bullet list in your journal, try to
summarize what you see quickly, do not
record word for word. This is a skill you will
need.
+
-
Copyright © 2010 Ryan P. Murphy
•  Wind brings weather, especially
precipitation.
– Water evaporates over ocean, wind carries water
over land where it falls.
Copyright © 2010 Ryan P. Murphy
•  Wind can also cause erosion of soil,
and will dry out areas much faster.
Copyright © 2010 Ryan P. Murphy
•  Eroded soil can be redistributed to an
area that needs it.
Copyright © 2010 Ryan P. Murphy
•  Wind can be very damaging to plants and
animal populations.
Copyright © 2010 Ryan P. Murphy
•   Wind also increases the intensity of
wild fires.
Copyright © 2010 Ryan P. Murphy
•  Animals and plants use wind in many ways.
Copyright © 2010 Ryan P. Murphy
• Question?
– How does wind effect plants and animals.
Copyright © 2010 Ryan P. Murphy

Animals use wind…
-
Copyright © 2010 Ryan P. Murphy

To smell.
 Water,
prey items, predators, etc.
Copyright © 2010 Ryan P. Murphy
• To smell.
– Water, prey items, predators, etc.
Copyright © 2010 Ryan P. Murphy
• Many animals mark their territory with their
smell.
– Urine and feces works well.
Copyright © 2010 Ryan P. Murphy

To fly with minimal effort.
Copyright © 2010 Ryan P. Murphy

To move.
Copyright © 2010 Ryan P. Murphy
• Many insects use wind to move / disperse.
Copyright © 2010 Ryan P. Murphy

To dry out and also to cool down.
Copyright © 2010 Ryan P. Murphy
• Crocodiles and alligators open their mouths
and allow wind to cool them down.
Copyright © 2010 Ryan P. Murphy

Plants use wind
-
Copyright © 2010 Ryan P. Murphy

To pollinate.
 Pollination:
The transferring of pollen
(plants sex cells) from one plant to
another.
Copyright © 2010 Ryan P. Murphy

To pollinate.
 Pollination:
The transferring of pollen (plants
sex cells) from one plant to another.
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Which flower uses wind to pollinate, and
which uses insects? Why?
Copyright © 2010 Ryan P. Murphy
• Pollen grains under electron microscope.
Copyright © 2010 Ryan P. Murphy
• Which cone is the male cone, and cone is
the female cone?
Copyright © 2010 Ryan P. Murphy
• Which cone is the male cone, and cone is
the female cone?
Copyright © 2010 Ryan P. Murphy
• Which cone is the male cone, and cone is
the female cone?
Copyright © 2010 Ryan P. Murphy
• Which cone is the male cone, and cone is
the female cone?
Copyright © 2010 Ryan P. Murphy
• Which cone is the male cone, and cone is
the female cone?
Copyright © 2010 Ryan P. Murphy
• Which is the male cone (pollen producer),
and which is female (egg)?
Copyright © 2010 Ryan P. Murphy
• Which is the male cone (pollen producer),
and which is female (egg)?
Copyright © 2010 Ryan P. Murphy
• Which is the male cone (pollen producer),
and which is female (egg)?
Copyright © 2010 Ryan P. Murphy
• Which is the male cone (pollen producer),
and which is female (egg)?
Copyright © 2010 Ryan P. Murphy
• Which is the male cone (pollen producer),
and which is female (egg)?
Copyright © 2010 Ryan P. Murphy
• Try again, Which is male, and which is
female.
Copyright © 2010 Ryan P. Murphy
• Try again, Which is male, and which is
female.
Copyright © 2010 Ryan P. Murphy
• Try again, Which is male, and which is
female.
Copyright © 2010 Ryan P. Murphy
• Try again, Which is male, and which is
female.
Copyright © 2010 Ryan P. Murphy
• Try again, Which is male, and which is
female.
Copyright © 2010 Ryan P. Murphy
• By having the female cones at the top
Copyright © 2010 Ryan P. Murphy
• By having the female cones at the top, and
the male cones near the bottom,
Copyright © 2010 Ryan P. Murphy
• By having the female cones at the top, and
the male cones near the bottom, it
increases the chances that the tree won’t
self pollinate.
Copyright © 2010 Ryan P. Murphy
• By having the female cones at the top, and
the male cones near the bottom, it
increases the chances that the tree won’t
self pollinate.
– You want to get new genetic information.
Copyright © 2010 Ryan P. Murphy
• Female cone is generally near the top of
the tree.
Copyright © 2010 Ryan P. Murphy
• Female cone is generally near the top of
the tree. While the smaller male (pollen
producer) is scattered around.
Copyright © 2010 Ryan P. Murphy
• Female cone is generally near the top of
the tree. While the smaller male (pollen
producer) is scattered around.
– Why the top for the seed producer?
Copyright © 2010 Ryan P. Murphy
• Answer! The small paper-like seeds can
easily be dispersed by the wind at the top of
the tree.
Wind
Copyright © 2010 Ryan P. Murphy
• Answer! The small paper-like seeds can
easily be dispersed by the wind at the top of
the tree.
– Being at the top ensures that it won’t self
pollinate.
D
O
W
N
Copyright © 2010 Ryan P. Murphy
• To disperse seeds.
Copyright © 2010 Ryan P. Murphy
• You can now complete these questions on
page 4 of your bundled homework.
• You can now complete these questions on
page 4 of your bundled homework.
• You can now complete these questions on
page 4 of your bundled homework.

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
Note:
FireFire
doesn’t
disperse
the seed
Note:
doesn’t
disperse
but
It is
 Water.
thetriggers
seed germination.
but is a necessary
covered here as it pertains to abiotic
 Animal.
part of some plants life
factors.
 Tension.
cycle. It is covered here as
it pertains to abiotic
 Fire.
factors.
Copyright © 2010 Ryan P. Murphy

Plants can disperse seeds by…
 Wind.
 Water.
 Animal.
 Tension.
 Fire.
Copyright © 2010 Ryan P. Murphy
• Why is it so important to disperse your
seeds a great distance from your mother?
Copyright © 2010 Ryan P. Murphy
• Why is it so important to disperse your
seeds a great distance from your mother?
Copyright © 2010 Ryan P. Murphy
• Why is it so important to disperse your
seeds a great distance from your mother?
Copyright © 2010 Ryan P. Murphy
• Answer! By getting the seeds far away from
mother…
Copyright © 2010 Ryan P. Murphy
• Answer! By getting the seeds far away from
mother…
– Competition between the parent plant and the
offspring for food and water is reduced.
Copyright © 2010 Ryan P. Murphy
• Answer! By getting the seeds far away from
mother…
– Competition between the parent plant and the
offspring for food and water is reduced.
– It reduces overcrowding.
Copyright © 2010 Ryan P. Murphy
• Answer! By getting the seeds far away from
mother…
– Competition between the parent plant and the
offspring for food and water is reduced.
– It reduces overcrowding.
– It provides opportunities to spread the plant to
new localities.
Copyright © 2010 Ryan P. Murphy
• Wind dispersal of seeds.
• Activity! Abiotic Factors PowerPoint Review
Game.
Copyright © 2010 Ryan P. Murphy
• This PowerPoint is one small part of my Ecology
Abiotic Factors Unit that I offer on TpT. This unit
includes…
• 4 Part 2,400+ Slide PowerPoint
• 14 page bundled homework packaged that
chronologically follows PowerPoint, + modified
version
• 16 pages of unit notes with visuals
• 2 PowerPoint review game
• Rubrics, Answer Keys, games, and much more.
• http://sciencepowerpoint.com/Ecology_Abiotic_F
actors_Unit.html
• http://sciencepowerpoint.com/index.html
• Please feel free to contact me with any
questions you may have. Thanks again for your
interest in this curriculum.
• Sincerely,
• Ryan Murphy M.Ed
• ryemurf@gmail.com