Unit 3 – The Living World
Miller chapters 3 & 4, 18th Ed.
Day 1
 Goals
 Students complete virtual owl pellet lab
 Students can explain owls’ role in a food web
 Students can define
 Producer, consumer, decomposer
 Students can draw: food web, food chain
Do Now
1. Which of the below is an example of a high-
quality energy source
1. Atmospheric oxygen gas that humans need to
survive
2. Recycled components of discarded computers
and other electronic devices
3. Gasoline used to power automobiles
4. Wood from a fallen tree used to keep a campfire
burning on a cold night
5. Iron molecules retrieved from the world’s oceans
Objective
 I can explain the role of owls in a food
web in writing using a virtual owl pellet
lab
Agenda
1. Do Now, Objective (7 min)
2. Unit 2 Test Review (15 min)
1. Scores
2. FRQ Review
3. Intro to Unit 3 – The Living World (15 min)
1. Study & Reading Guides
2. Notes
4. Virtual Owl Pellet Lab (30 min)
5. Exit Ticket (5 min)
Unit 2 Test Review
 Highest Score: 4
 Lowest Score: 1
 Strengths
 Multiple-choice
 Analyzing graphs
 Weaknesses
 FRQ’s
 math
FRQ 1
 The diagram below represents the pH range in
which selected aquatic organisms exist. The
solid figures represent pH ranges in which the
organism thrives. Shaded figures represent pH
ranges in which conditions are less favorable,
but in which the organism survives. No symbol
is placed in a pH range in which that organism
cannot survive. Using the diagram and your
understanding of environmental principles,
answer the following questions.
• Determine the pH range in which brook trout thrive.
To what range of hydrogen-ion concentration, [H+],
does this pH range correspond?
The diagram below represents the pH range in which selected aquatic organisms exist. The
solid figures represent pH ranges in which the organism thrives. Shaded figures represent
pH ranges in which conditions are less favorable, but in which the organism survives. No
symbol is placed in a pH range in which that organism cannot survive. Using the diagram
and your understanding of environmental principles, answer the following questions.
pH = 5-7
• Determine the pH range in which brook trout thrive.
To what range of hydrogen-ion concentration, [H+],
does this pH range correspond?
pH of 5-7 has
a [H+] of 10-5
to 10-7
What organism(s) might best provide an indication that
a lake has changed from pH 5.8 to pH 5.2? Explain.
 Mayfly would indicate a pH change from 5.8 to to 5.2 because
mayfly thrives above 5.5, and is not present below 5.5
 Crayfish would indicate a pH change because crayfish thrives
above 5.5 and is not present below 5.5
FRQ 2
 West Fremont is a community consisting of 3,000 homes. A
small coal-burning power plant currently supplies electricity for
the town. The capacity of the power plant is 12 megawatts (MW)
and the average household consumes 8,000 kilowatt hours
(kWh) of electrical energy each year. The price paid to the
electric utility by West Fremont residents for this energy is $0.10
per kWh. The town leaders are considering a plan, the West
Fremont Wind Project (WFWP), to generate their own electricity
using 10 wind turbines that would be located on the wooded
ridges surrounding the town. Each wind turbine would have a
capacity of 1.2 MW and each would cost the town $3 million
(3,000,000) to purchase, finance, and operate for 25 years.
Remember there are 1000 kW in 1 MW!
Assuming that the existing power plan can
operate at full capacity for 8,000 hrs/yr how many
kWh of electricity can be produced by the plant in
a year?
 Known: plant has a capacity of 12 MW
 Known: 8,000 kWh/yr
12 MW x 1000 kW/1 MW = 12,000 kW
8,000 kWh x 12,000 kW = 96,000,000 kWh/yr
At the current rate of electrical energy use per
household, how many kWh of electrical energy
does the community consume in one year?
 Known: 3,000 homes
 Known: 8,000 kWh/yr
3,000 x 8,000 kWh/yr = 24, 000, 000 kWh/yr
Compare your answers in (a) and (b) and explain why
you would or would not expect the numbers to be the
same.
 The answers in A and B are not the same. The
power plant can produce more energy than is
used in the town per year. This is reasonable.
The power plant needs to be able to produce
energy during peak times, while at other times
it can still produce the same amount, but homes
may not be using as much energy
Unit 3 – The Living World
 Test: Monday, October 20, 2014
 Weekly Homework
 Unit 3- Chapter 3 Reading Guide
 Unit 3- Chapter 3 Study Guide
 Daily Homework
 Owl Pellet Lab Write-up
Chapter 3 Objectives
1.
List the basic components of an ecosystem
2.
Describe how energy flows through ecosystems.
3.
Describe how carbon, nitrogen, and phosphorus cycle within
ecosystems
4.
Explain how ecosystems respond to natural and
anthropogenic disturbances
5.
Discuss the values of ecosystems and how humans depend
on them
I. Ecosystems
 Particular location on Earth distinguished by
its particular mix of interacting biotic and
abiotic components,
 Components of an ecosystem are
interrelated
 Each ecosystem interacts with surrounding
ecosystems through the exchange of energy
and matter
To Sustain Life on Earth
1)
One-way flow of high-quality energy from the sun,
through living things in their feeding interactions,
into the environment as low quality (heat) energy and
eventually back into space.
2)
Cycling of Nutrients (atoms, ions, molecules)
through the biosphere. Law of Conservation of
Matter governs nutrient cycling process.
3)
Gravity: allows planet to hold onto atmosphere and
helps movement and cycling of chemicals through air,
water, soil, organisms
Producers (autotrophs) – Make Their Food
Photosynthesis
6CO2 + 6H2O + light energy
C6H12O6 + 6O2
Think Pair Share
 Give 3 examples of producers in our local ecosystem
Consumers – Eat Others
 Aerobic Respiration
C6H12O6 + 6O2
6CO2 + 6H2O + Energy (38 ATP)
 Anaerobic Respiration / Fermentation
 Breakdown of glucose in absence of oxygen.
C6H12O6
2C2H5OH (ethanol) + energy
C6H12O6
2C3H6O3 (lactic acid) + energy
 Products are methane (CH4), ethyl alcohol ( C2H6O) and acetic acid
(C2H4O2)
 In aerobic respiration one molecule of glucose can generate 38
molecules of ATP, in anaerobic respiration about 2 molecules of ATP are
released per one molecule of glucose
Quick Write
 Using your notes, describe the key difference between
aerobic and anaerobic respiration
Decomposers – Scavenge Nutrients
 Decomposers: break organic compounds down
into inorganic substances.
 Bacteria/Fungi
 Detritivores: Consume detritus to obtain
energy.
 Earthworm, Beetles, Millipedes, Sow Bug
Chemosynthesis: food from chemicals
 Chemosynthetic microbes grow on and below
the seafloor and even within other animals at the
vents
 A process in which certain microbes use
chemicals in the vent water to produce energy.
They in turn form the base for an entire food
chain of animals.
III. Trophic Levels, Food Chains and
Food Webs
 Producers: Autotrophs
 Consumers: Heterotrophs
 1o (primary), 2o (secondary), 3o (tertiary)
Herbivore
Carnivore
Omnivore
Scavenger
Detritivore
Food Webs & Energy Flow
© Brooks/Cole Publishing Company / ITP
Think Pair Share
 Why is a vegetarian diet more
energy efficient than a meat-based
diet according to the energy flow
pyramid?
Virtual Owl Pellet Lab
 Purpose: to understand the role of owls in a
food web
Owl Pellet Lab Review
Exit Ticket
 Complete the exit ticket silently at your desk. Turn it into Ms.
Bergman when you are finished.
Day 2 – Cats in Borneo & Food Webs
 Activities
 The Day the Parachuted Cats into Borneo Video & Reflection
Questions
 Cats in Borneo Activity – timeline
 How a Food Web is Formed activity
Do Now
 Describe the differences between a
food chain and a food web
Objective
I can recognize the system-wide
effects that result from changing one
aspect of an ecosystem using a ‘Cats
in Borneo’ activity and a ‘Food Web
Formation’ game.
Agenda
1.
Do Now, Objective (7 min)
2.
Turn in Homework
3.
The Day Cats Parachuted Into Borneo Slideshow (10 min)
4.
Reflection Questions (10 min)
5.
Cats in Borneo Partner Activity (10 min)
6.
How a Food Web is Formed Group Activity (20 min)
7.
Food for Thought: Food Web Calculations (20 min)
Homework!
 Owl Pellet Lab Write-ups
 Zorkium Lab
 Seed Germination Lab
Turn in Your Work!
The Day Cats Parachuted into Borneo – 10
min
Cats in Borneo Reflection Questions – 10
min
1.
How does the story of Borneo exemplify the idea of ecosystems and the
interaction of organisms (specifically the importance of all organisms in that
ecosystem)?
2.
How does the story exemplify how humans (in our attempt to fix one thing),
cause unforeseeable problems in ecosystems?
3.
Explain how a toxin in a food web will harm some while killing others- why
did the mosquitos and cats die while other things lived?
4.
Explain why you think DDT has been banned in the U.S. but is still in
production and used in countries all over the world.
5.
If DDT is still being used around the world, but not in the U.S.- are we still
exposed to it? (Discuss).
6.
Do you think scientists should have sprayed the island with DDT? If not, what
should they have done about the Malaria issue?
Cats in Borneo Partner Activity – 10 min
Working with a partner, complete the
timeline activity relating to the Cats
in Borneo video you watched.
Cats in Borneo – Correct Timeline
In the early 1950s, there was an outbreak of a serious disease called malaria
amongst the Dayak people in Borneo. The World Health Organization tried to
solve the problem. They sprayed large amounts of a chemical called DDT to kill
the mosquitoes that carried the malaria. The mosquitoes died and there was
less malaria. That was good. However, there were side effects. One of the first
effects was that the roofs of people's houses began to fall down on their heads.
It turned out that the DDT was also killing a parasitic wasp that ate thatcheating caterpillars. Without the wasps to eat them, there were more and more
thatch-eating caterpillars. Worse than that, the insects that died from being
poisoned by DDT were eaten by gecko lizards, which were then eaten by cats.
The cats started to die, the rats flourished, and the people were threatened by
outbreaks of two new serious diseases carried by the rats, Sylvatic plague and
Typhus. To cope with these problems, which it had itself created, the World
Health Organization had to parachute live cats into Borneo to eat the rats
Cats in Borneo
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
WHO sent DDT to Borneo
Mosquitoes were wiped out
Caterpillar numbers went up
Caterpillars ate grass roofs
Roaches stored DDT in their bodies
Lizards ate roaches and got DDT
Lizards slowed down
Cats caught lizards containing DDT
Lizards disappeared
Cats died
Rats increased
Rats brought the plague
Cats were parachuted in
How a Food Web is Formed
You can see that changing one
component of an ecosystem has an
affect on all the other abiotic and biotic
components in the ecosystem
 Now you will see how food webs within
ecosystems are formed while working in
teams.
How a Food Web is Formed
You can see that changing one
component of an ecosystem has an
affect on all the other abiotic and biotic
components in the ecosystem
 Now you will see how food webs within
ecosystems are formed while working in
teams.
How a Food Web is Formed
Work in groups to complete the ‘How a
Food Web is Formed’ activity
The purpose of this activity is to learn
how food chains and food webs are
formed in different ecosystems, and to
look at the roles that different biotic
and abiotic components play in these
food chains/webs.
Post Lab Questions
In your group, complete the 7 post-lab
questions on a separate sheet of paper.
Answer the questions completely to get
full credit.
Food For Thought Activity
 Work in partners to complete the
‘Food for Thought’ questions about
Energy Pyramids.
 Complete the questions and show
your work!
Do Now
 Different ecosystems and biomes have
differing amounts of ‘productivity’,
dependent on how much the organisms
within it photosynthesize. Which biome do
you think is the most productive? Explain
your reasoning in a complete sentence.
Objective
 I can use my knowledge of
biogeochemical cycles to explore
how increased carbon dioxide gas
exchange between the ocean and the
atmosphere changes the acidity of
the ocean with an ocean acidification
lab.
Agenda
1. Do Now, Objective
2. Productivity Notes
3. Introduction to biogeochemical Cycles
4. Ocean Acidification Lab – Part I
Weekly Homework
Ocean Acidification Lab Report (due
Monday, follow rubric)
Complete Chapter 3 Reading Guide (due
Monday)
Biogeochemical cycles Videos & Cheat
Sheets (see website) (due Monday)
V. Productivity
 Different Ecosystems use solar
energy to produce and use
biomass at different rates.
 To understand how ecosystems
function must understand where
energy comes from and how it is
transferred
 Gross Primary
Productivity-GPP
total amount of
energy that
producers in an
ecosystems
capture via
photosynthesis
over a given
amount of time
Net Primary Productivity
 Net Primary
Productivity
(NPP): Energy
captured minus
the energy
respired by
producers is
NPP=GPP-R
Why Productivity is Important
 The amount of sunlight that reaches a
lake determines how much algae can
live in the lake
 Amount of Algae determine the
number of zooplankton the lake can
support
 Size of zooplankton population
determines size of fish population
Factors Limiting Primary Productivity
 The planet’s NPP limits the number of consumers-including
humans, that can survive on earth.
 Solar Radiation alone does not determine Primary
Productivity
 Temperature:
Relationship between forest net primary productivity and annual temperature.
 Precipitation
Increasing Precipitation increases productivity
http://www.globalchange.umich.edu/globalchange1/current/lectures/kling/e
nergyflow/energyflow.html
Energy Transfer Efficiency and
Trophic Pyramids
 The energy in an ecosystem can be measure in
terms of biomass (total mass of all living matter)
 NPP establishes the rate at which biomass is
produced over a given amount of time.
 The amount of biomass present in an
ecosystem at a particular time is standing crop
 Not all energy contained in a trophic level is in a
usable form-not digestible
Biogeochemical Cycles
 Literal meaning
 Bio “living”
 Geo “rocks and soil”
 Chemical “processes”
 2 main types
 Gaseous (pools/fluxes, global)
 Sedimentary (soil, rocks, minerals)
Carbon Cycle
 One of the biogeochemical cycles is the CARBON CYCLE
Ocean Acidification
 https://www.youtube.com/watch?v=P4FxJY-UA1k
 https://www.youtube.com/watch?v=-8y8_TDgSqw
 https://www.youtube.com/watch?v=pbhU5ckSLGE
 https://www.youtube.com/watch?v=5cqCvcX7buo&feature=y
outu.be
Ocean Acidification Lab
 Working in groups of 2, complete the ‘ocean acidification lab
– bubble protocol
 Tonight
 Answer post-lab questions
 Complete graphs
Do Now
 Think back to the lab from Monday – how is
CO2 being released into the atmosphere
affecting food webs in the ocean? Explain
why this atmospheric change also results in a
change to the biosphere (animals in the
ocean).
Ocean Acidification
When the ocean is more acidic (has more H+
ions), free carbonate (CO3-) combines with the
H+ to make bicarbonate – there’s no carbonate
left for animals to make shells
Objective
 I can use my knowledge of
biogeochemical cycles to explore
how changes in ocean acidity of the
affect marine shellfish species with
part 2 of an ocean acidification lab.
Agenda
1. Do Now, Objective
2. Ocean Acidification Lab – Part II
3. Biogeochemical Notes
Weekly Homework
Ocean Acidification Lab Report (due
Monday, follow rubric)
Complete Chapter 3 Reading Guide (due
Monday)
Biogeochemical cycles Videos & Cheat
Sheets (see website) (due Monday)
Ocean Acidification Lab – Part II
Central Question: how does a decrease in
pH (increase in H+ ions) of seawater affect
the calcium carbonate shells of animals
Pteropods have calcium
carbonate shells that are
affected by changes in the
pH of seawater
Overview of Experiment
 Shelled organisms and organisms that create calcium
carbonate shells are threatened by the drop in ocean
2+ ocean
pH (rise
Cain
+ acidity)
CO32- related
 to increased
CaCO3
atmospheric
dioxide
Increasing
Calcium +carbon
Carbonate
levels.
Calcium
Carbonate
acidity/lowered pH in ocean water not only causes the
shells to dissolve, but it reduces the availability of
carbonate ions – which animals use to build there
shells and skeletons
Ocean Acidification Lab – Part II
 You will observe the effect of an acidic
environment on bivalve shells through
observations and measurements
Ocean Acidification Pre-Lab Questions
1.
How do organisms make their shells? What are shells made
of?
2.
What do you expect to happen to the shell in an acidic
solution such as vinegar? Why?
3.
What are sources of carbon dioxide and which of these
sources are most likely to affect ocean pH?
Shell Protocol
 Complete the ‘Shell Protocol’ steps 1-14.
 Complete your data table
Complete Tonight
 Analysis questions and Conclusion
Do Now
Objective
I can draw and explain the role of
nitrogen and carbon in
biogeochemical cycling using a
webquest.
Agenda
1.
Do Now, Objective (7 min)
2.
Introduction to the Nitrogen Cycle – Notes (20 min)
3.
Nitrogen Cycle Passport Activity (20 min)
4.
Biogeochemical Cycles Webquest (40 min)
III. Nitrogen Cycle
Role of Nitrogen:
• building block of various essential organic
molecules – especially proteins & nucleic
acids;
• Plant chlorophyll-photosynthesis- requires
nitrogen
• limiting nutrient in many ecosystems – typically,
addition of N leads to increased productivity.
© Brooks/Cole Publishing Company / ITP
Introduction to the Nitrogen Cycle
Nitrogen Cycle
Fig. 4–24
© Brooks/Cole Publishing Company / ITP
Nitrogen Cycle Processes
Element
Element
Main
Main Forms in Other Nonliving
+
Main
Main Forms in Other Nonliving
Nonliving
2Living
3 Storehouse
4
Nonliving
Living
Storehouse
Storehouse
Organisms
Storehouse
Organisms
Nitrogen (N) Atmospheric: Proteins & other Hydrologic:
Nitrogen (N) Atmospheric:3 Proteins
Hydrologic:
4 & other dissolved
2
3
nitrogen gas nitrogennitrogen gas nitrogendissolved
(N2)
containing
ammonium
-containing(N2)
ammonium
+
organic
(NH
), nitrate
4
2 organic 3
(NH-4+), nitrate
molecules
(NO3 ),- & nitrite
molecules
(NO ), & nitrite
(NO2-3)(NO2 )
Nitrogen Fixation: N
Nitrification: NH /NH +
NH /NH
NO /NO
Assimilation: NO /NO
organic
compounds (proteins)
Ammonification: organic
Dentrification: NO3-
NH3
N2
© Brooks/Cole Publishing Company / ITP
Nitrogen Cycle
Sinks: Atmosphere, Biomass, Continental Shelf
Human Influences:
•Burn fuels at high temps. Releases NO2, (NOx)
– acid rain
•Commercial fertilizers and livestock waste
•Release N stored in plants and soils as
gaseous compounds through destruction of
forest, grasslands and wetlands
•add excess N to aquatic systems-runoffeutrophication
© Brooks/Cole Publishing Company / ITP
Nitrogen Fixation
 2 types of fixation
High energy fixation
 Lightning – combines N with O and H of water
(requires high energy)
 Results in ammonia (NH4) and nitrates
 Responsible for 2/3 of ammonia and 1/3 nitric acid
2. Biological fixation
 Produces 10 kg N/ha per year (~90% of nitrogen fixed)
 How?
 Symbiotic bacteria/plant relationship
 Free-living aerobic bacteria
 Cyanobacteria (blue-green algae)
1.
Nitrogen Cycle
 Ammonification
 Nitrification
 Denitrification (happens in anaerobic conditions (i.e. no O))
 Nitrates are the most common form of nitrogen exported
form terrestrial ecosystems into stream water
 Normally this is small – low impact
Biogeochemical Cycles Webquest
You will review the Carbon and
Nitrogen Cycles using a
Webquest
1. Use the computers at your tables to answer the
questions on your webquest worksheet.
2. If you are stuck – use your textbook
Biogeochemical Cycles Posters
 You will work in groups of 2 to make posters for each of the major
biogeochemical cycles we study in APES
 Carbon
 Nitrogen
 Sulfur
 Phosphorous
 Oxygen
 Use your handouts, textbooks, and chromebooks to complete
posters that will be posted in the classroom throughout the year
 This will be graded and listed as ‘Project 2’ in the gradebook