BCLN SCIENCE 10 – Rev July 2014
Complete the following practice questions as you work through the related lessons.
You are required to have this package completed BEFORE you write your unit test.
Do your best and ask questions about anything that you don't understand BEFORE you write the unit test.
The Eden Project
The Eden Project is one of the most popular tourist sites in the United Kingdom which WAS an abandoned mining site the size of 30 football fields, but has now been transformed into giant domed greenhouses containing more than 1 million plants from around the world.
These plants are just a sample of the biodiversity of Earth's 270 000 known plant species. By gaining a better understanding of biodiversity we can better understand which species are more likely to be affected by changes that occur on Earth.
What is a Biome?
  = living things
  = non-living things (air, water, soil, etc.)
A biome here in BC can be the same as a biome in New Zealand.
 If biotic and abiotic conditions are the same, similar biomes can exist far apart.
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In this course, eight terrestrial biomes will be studied:
BCLN SCIENCE 10 – Rev July 2014
1.
2.
3.
4.
5.
6.
7.
8.
Biomes are classified based on many qualities, such as water availability, temperature, and interactions between biotic and abiotic factors.
Factors That Influence Biomes
If you look at the map of the world below, you will see that the temperate rainforest biome is located in very different parts of the world - New Zealand, BC, the southwestern portion of South America and so on. These temperate rainforests are considered to be in the same biome because they have similar characteristics.
Temperate rainforests have:
 
 
 
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BCLN SCIENCE 10 – Rev July 2014
There are 5 Key abiotic Factors that Influence Biomes:
1. Temperature
2. Precipitation
3. Latitude
4. Elevation
5. Ocean Currents
Temperature and Precipitation
Temperature and precipitation (which includes ,
, mist, and fog) are two of the most important abiotic factors that influence the characteristics of biomes and the distribution of biomes on
Earth.
The graph above shows world biomes in relation to average annual precipitation and average annual temperature.
How to use the graph
Suppose you knew the average annual temperature and precipitation of a region. To determine the biome of the region, you would locate the intersection point of the two factors on the graph.
Let's look at an example of a place that has an average annual temperature =
15
°C and an average annual precipitation = 25 cm.
 first, locate 15°C on the ( )
 second, move up the graph in a line from 15°C until you reach 25 cm average annual precipitation
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BCLN SCIENCE 10 – Rev July 2014
 the intersection point indicates that the region is in the biome
INSTANT PRACTICE: Use the graph above in order to identify the following biomes.
1. The region has an average annual precipitation of about 175 cm and an average annual temperature of 5 °C.
BIOME =
2. The region ranges in temperature between 0 °C and 20°C and receives about 100 cm of rain.
BIOME =
3. The region has low average annual precipitation and an average annual temperature that ranges between -18
°C and -8°C.
BIOME =
4. The region has high average annual precipitation and an average annual temperature of 15
°C.
BIOME =
Latitude
Latitude is an abiotic factor that influences biomes.
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BCLN SCIENCE 10 – Rev July 2014
Latitude is the distance north and south from the equator. Latitude influences both temperature and precipitation.
The equator, which is at 0 ° latitude, divides the earth into the Northern and
Southern hemispheres.

At the equator, the

The equator receives 12 hours of sunlight each day year round.

The equator experiences
The Tropic of Cancer is above the equator and the Tropic of Capricorn is below the equator.

The zone between these lines of latitude is called the Tropical Zone.

The tropical zone has
__________________________________________________________

North of the Tropic of Cancer and south of the Tropic of Capricorn:

Temperatures in these zones are than they are at the equator.
Latitude also affects precipitation.

At the equator the direct sunlight heats moist air, which quickly rises, cools in the upper atmosphere, and falls back to the earth as rain.

The areas at the receive the amount of rainfall.
Latitude is the distance north and south from the equator. Latitude influences both temperature and precipitation.
Elevation
Elevation also influences biomes.
Elevation is the height of a land mass above sea level.

Windward sides mountains are of

Higher elevations have
is retained. and therefore,
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Ocean Currents
Ocean currents are another
BCLN SCIENCE 10 – Rev July 2014
factor that affects temperature and precipitation and therefore, influences the characteristics of biomes.

Where warm currents meet land, temperate biomes are found.

Ocean currents carry warmth and moisture to coastal areas.
Climatographs
Climate refers to

A climatograph shows the average temperature and precipitation for a location over a period of 30 years or more.

Biomes are often defined using information in climatographs. Using the climatographs shown below state 3 differences you can observe between the climates of Tofino and Osoyoos. i. ii. iii.
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BCLN SCIENCE 10 – Rev July 2014
Adaptations and Biomes
Biomes are often identified with characteristic biotic factors.

For example, a cactus in the desert, or a caribou on the tundra.

Many of these characteristic factors have special adaptations for that biome.

An adaptation is
Three Types of Adaptations :
1. Structural adaptation o ex. A wolf has large paws to help it run in snow.
2. Physiological adaptation o ex. A wolf maintains a constant body temperature.
3. Behavioural adaptation o ex. A wolf hunts in packs to capture large prey.
Biomes of the World
Much of Eart h’s biosphere consists of fresh water and oceans. These aquatic biomes are essential for life on land. Marine algae supply at least 75 percent of the worl d’s oxygen and take in huge amounts of carbon dioxide from the atmosphere. In addition, seawater that evaporates produces rainwater for life on land. In this section, however, you will focus on the eight terrestrial or land biomes.
As you learn about terrestrial biomes, you may see different maps with 11 or even 16 different biomes. Some scientists classify biomes according to their temperature and the amount of moisture they receive. Other scientists classify biomes according to the type of plants that grow in them.
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BCLN SCIENCE 10 – Rev July 2014
Biomes are complex because of the many interactions that take place between abiotic factors, such as climate and soil, and biotic factors, such as plants and animals. Understanding how the biotic and abiotic components of a biome interact will help you understand how biomes are distributed across Earth and how changes in a biome may affect the organisms living in them.
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BCLN SCIENCE 10 – Rev July 2014
BE SURE TO WATCH ALL ATTACHED VIDEOS
AS YOU PROCEED THROUGH THE BIOMES" DESCRIPTIONS.
TUNDRA

Location: The tundra biome is in the upper
just below the ice-covered polar seas, at 60 º to
70 º north latitude.

Climate: Precipitation is less than 25 cm annually. Annual summer average temperatures range from 3ºC to 12ºC. Winter temperatures range from -20ºC to 30ºC.

Physical features: The tundra biome always has a layer of
called permafrost. Its flat terrain (the physical features of its land area) results in poor drainage. In summer, a thin layer of topsoil thaws, creating many pools and marshes. The tundra is cold and dark much of the year but has 24 hours of daylight each day during its brief summer.

Plant adaptations: grow here since the growing season is too short. Roots cannot penetrate permafrost. Many plants grow close to the ground, where they absorb the warmth that has been trapped by the dark soil and are sheltered from the fierce winds. Short grasses, lichens, and mosses survive here. Some flowering plants, such as the arctic crocus, have fuzzy coverings on their stems, leaves, and buds that provide protection from the wind.
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BCLN SCIENCE 10 – Rev July 2014
Shrubs flower quickly during the long, sunlit summer days. The Labrador tea bush keeps its old leaves rather than dropping them, which conserves nutrients and helps protect the plant from cold, wind, and drying out.

Animal adaptations : Arctic foxes and hares have
and legs and ears, which reduce heat loss. Many tundra animals grow more slowly and reproduce less frequently than animals in temperate biomes, therefore requiring less energy. The
Greenland sulphur butterfly has a long life cycle, taking up to 14 years to become an adult. Caribou to food sources in winter. In winter, the white feathers of the snowy owl prevent its prey from seeing it against the snow. Many birds migrate here in summer to eat insects that reproduce in great numbers in the marshy conditions.
BOREAL FOREST

Location: Boreal forests are found in the
between 45º and 65º north latitude across Canada and between 55
º and 65º north latitude in Russia, Finland, and Scandinavia (shown below).

Climate: Precipitation is 30 cm to 85 cm annually, much of it falling as snow.
Temperatures are below freezing half of the year and often drop to 40ºC.

Physical features: There is a
of an average of 50days. The terrain is often rough. Many marshes, shallow lakes, and wetlands hold vast amounts of water. The soil is also very wet.
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BCLN SCIENCE 10 – Rev July 2014

Plant adaptations: Trees are mainly coniferous (cone-bearing), such as black spruce and white spruce, with small, pointed, waxy needles that resist water loss and allow snow to slide off easily. In a balsam fir-white spruce forest, little light reaches the forest floor, so there are understory plants.

Animal adaptations: Insect-eating birds such as warblers south in the fall. Seed eaters such as the finch stay year-round. Small mammals such as chipmunks and shrews burrow in winter to stay warm. Mammals such as moose have and tend to be large. Large bodies enable moose to retain their body heat. The fur of snowshoe hares changes from summer brown to winter white, which
them from predators. Insects multiply rapidly and in large quantities in the summer. Reptiles and amphibians are since
 they are not adapted to survive low temperatures.
TEMPERATE DECIDUOUS FOREST
Location: These forests are found mainly in
(shown below), the eastern United States, eastern
Asia, and Western Europe. Southern Australia and New Zealand also have areas of deciduous forest. They occur above 23.5
º north latitude and between 23.5º and
38
º south latitude.

Climate: The annual rainfall is about 75 cm to 180 cm, with precipitation equally distributed throughout the year. Temperatures range from 30ºC in winter to 30 ºC in summer
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BCLN SCIENCE 10 – Rev July 2014

Physical Features: Seasonal changes between summer and winter are very large. Temperature changes during a day can also be large. This biome has
and a long, warm growing season. The soil is enriched by fallen leaves that break down and provide nutrients.

Plant adaptations: Plants grow in , with tall maple, oak, and birch trees in the canopy layer. Light penetrates the layers, resulting in an understory that has great biodiversity. Shorter trees occupy the second layer, with shrubs in the third layer, berries in the fourth layer, and ferns, herbs, and mosses on the forest floor. trees shed their large, broad leaves in winter, which prevents water loss and reduces breakage of limbs with heavy snow. Thick bark limits moisture loss from the trees.

Animal adaptations: The many layers in the forest provide many habitats for squirrels, rabbits, skunks, cougars, deer, wolves, bears, and amphibians.
Squirrels, chipmunks, and blue jays store nuts and seeds in tree hollows. Some mammals . Many birds to warmer areas in winter.
TEMPERATE RAIN FOREST

Location: Temperate rainforests run from about 38
º to 56º south latitude along the coast of Chile in South America and from 38
º to 61º north latitude along the northwest coast of North America, including
(shown below). New Zealand and part of southern Australia also have temperate rainforests.

Climate: Rainfall with average temperatures ranging from 5ºC to 25ºC. Coastal fog supplies additional moisture.

Physical features : Temperate rainforests occur in that are backed by mountains, where the ocean winds drop large amounts of moisture on the windward side of the mountains.
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BCLN SCIENCE 10 – Rev July 2014

Plant adaptations: Trees can grow because of high precipitation and include large evergreens such as the Sitka spruce (up to
48 m tall) and the Douglas fir (up to 60 m tall). Mosses are draped on trees, and lichens cling on tree trunks, where they receive more light than on the forest floor. Ferns, mosses, and fungi that survive in the shade blanket the forest floor.

Animal adaptations: Most animals live on or near the forest floor, where they are protected from the wind and rain. Many birds and small mammals, such as chipmunks, eat seeds that fall on the forest floor. Many insects live in the tree bark and decomposing plant matter. Birds with long beaks and amphibians with sticky tongues eat these insects.
GRASSLAND (

Location: The grassland found in
) is referred to as the
grassland or (shown below). They are also called prairies in other locations in North America and steppes in Russia. Temperate grasslands are found above 23.5
º north latitude and below 23.5º south latitude.
grasslands or savannas are found from 5º to 20 º north and south of the equator in Africa, South America, and northern Australia.

Climate: In temperate grasslands, the precipitation is 25 cm to 100 cm annually, with summers of
30ºC and winters below -10 ºC. In tropical grasslands, precipitation is 50 to 130 cm annually, with daily temperatures ranging from 20ºC to 30ºC.
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BCLN SCIENCE 10 – Rev July 2014

Physical features : In both temperate and tropical grasslands, the land is mainly
. The soil is very rich and fertile in the temperate grassland created by the growth and decay of deep grass roots. The tropical grassland is less rich because nutrients are removed by occasional heavy rain. In both grasslands, strong winds may cause soil erosion. Precipitation usually occurs in late spring or early summer and is followed by an
. Grass fires are common in hot tropical grasslands but occur less frequently in temperate grasslands.

Plant adaptations : In both temperate and tropical grasslands, trees are
because of limited rainfall. Fire and grazing animals also kill seedlings. In temperate grasslands, grasses such as blue gramma and buffalo grass are well adapted for drought as their roots are deep and form dense mats that collect water when it is available. Because of their well-developed root systems, plants can after a fire. Flexible stalks enable these grasses to bend without breaking in the wind. Many wind- and insect-pollinated wildflowers, such as asters, goldenrod, and clover, grow between the grasses. In tropical grasslands, grasses also have
. Some trees, such as acacia, have thorns that deter animals from eating them. Some grasses have sharp edges or are too bitter for grazing.

Animal adaptations: Many large mammals are present in large numbers because there is plentiful grass. Animals such as antelope are found in both biomes and have flat teeth that grind plant materials. In tropical grasslands, herds of antelope, giraffes, and zebras are found with predators such as lions, cheetahs, and leopards. In temperate grasslands, large mammals include
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BCLN SCIENCE 10 – Rev July 2014 antelope, wild horses, kangaroos, and predators such as wolves and coyotes.
Animals such as mice, rabbits, gophers, and snakes are common to both grassland types. These animals burrow to escape fire, predators, and extreme weather.
TROPICAL RAINFOREST

Location: Tropical rainforests are located in a
, mostly in the area between the Tropic of Cancer
(23.5
º north latitude) and the Tropic of Capricorn (23.5º south latitude). These forests cover much of northern South America (shown above), Central America, central Africa, and Southeast Asia.

Climate: Rainfall is about 250 cm per year. Temperature is 20ºC to 25ºC year- round.

Physical features: The soil is as nutrients are quickly recycled and not retained. The soil is also poor because heavy rain
. The forest floor is very dark, which limits plant growth.

Plant adaptations: This biome has the of different plant species. Plants grow in many layers. Tall trees form a dense canopy that absorbs most of the sunlight. Only shrubs adapted to shade thrive in the understory. Vines climb tree trunks into the canopy where there is more light.
Many plants, such as orchids, reach sunlight by growing on tall trees. Leaves
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BCLN SCIENCE 10 – Rev July 2014 have narrow tips that allow rain to run off quickly, which reduces weight on the branches.

Animal adaptations: This biome has the of animals on Earth but has few large mammals. Most animals are adapted to live in trees since there is little vegetation on the forest floor. Many are specialists, adapted to a particular food or habitat, which reduces competition. Nut eaters like parrots and toucans have big, strong beaks that cut nuts from the trees and crack open the tough shells. Some rainforest
that protect them from predators. The slow movement of the South American three-toed sloth, an adaptation to its low calorie diet of leaves, also makes it less noticeable to predators such as jaguars.
PERMANENT ICE

Location: This biome includes the polar land masses and large polar
of the Arctic, Greenland, and Antarctica (shown below).

Climate: Annual precipitation is , most falling as snow. Antarctica has recorded a temperature as low a s 89ºC. Average
Arctic winter temperatures are -
30ºC. Average Antarctic summer temperatures range from 9ºC on the coast to -30ºC inland. Average Arctic summer temperatures range from -3 ºC to -14ºC.

Physical features: This biome has very strong winds and little .
Little fresh water is available because of freezing conditions. Antarctica is very cold
almost all year round.
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BCLN SCIENCE 10 – Rev July 2014

Plant adaptations: (organisms that consist of fungi and algae) can tolerate drought and cold and are dark-coloured, thus absorbing more sunlight. Many species of survive in the Arctic, but few species of moss grow in Antarctica. There are only two flowering plants in
Antarctica, but there are more than 100 species of flowering plants in the Arctic because of its brief growing season.

Animal adaptations: The Arctic has polar bears, walruses, seals, arctic foxes, and some insects. Antarctica has mostly penguins and
such as leopard seals. Penguins have fat layers and tightly packed feathers that retain heat. Polar bears, seals, and walruses have for warmth.
Walruses have no external ear, which reduces heat loss, and they lie close together in herds of over a thousand animals, thus retaining heat.
DESERT ( )

Location: are found on every continent around latitudes about 30º north and south and include the Kalahari and
Sahara of Africa, the Simpson of Australia, the Atacama of South America, and the Sonoran (shown below) in the United States. Cold deserts are found in dry regions in the interior of continents above 30º north latitude and below 30
º south latitude and in the rain shadows of mountains. Cold deserts include the Great Basin Desert of North America (which includes Canada ’s
Pocket Desert), the Patagonian Desert of Argentina, and the Gobi Desert of central Asia.

Climate: In hot deserts, the rainfall is annually, with hot days averaging 38ºC and cold nights averaging 7ºC. In cold deserts, the rainfall is also less than 25 cm annually, with summer days averaging 21ºC to
26ºC and winter days averaging 2ºC to 4ºC.

Physical features: In hot deserts, there is either very little rainfall or there is a lot of rain in a very short period. The soils are often because minerals do not get washed away. In cold deserts, most precipitation falls as snow, but there is rain in the spring. The soil is often salty and water erosion occurs.
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BCLN SCIENCE 10 – Rev July 2014

Plant adaptations: In hot deserts, there are plant species. Spiny cacti that have thick, fleshy stems that conserve water are common. Their roots extend metres away from the plant to absorb water. Other plants have
that also store water. Many plants have spines or produce chemicals that protect them from being eaten. In cold deserts, there are few plant species and most are less than 1 m tall. Many plants, such as sagebrush, are deciduous and have spiny leaves.
Sagebrush roots can extend available.

Animal adaptations: In the hot desert, reptiles are common and
and scales that prevent water loss. Animals such as desert spadefoot toads and scorpions in the ground and sleep during times of heat and drought. Animals are active mainly at
when temperatures are lower. In the cold desert, fan-throated lizards, small mammals, such as foxes, coyotes, jackrabbits, and pocket mice to escape the cold.
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Term
BCLN SCIENCE 10 – Rev July 2014
1. Complete the crossword, the 1.1 Quiz and 1.1 Check Your Understanding.
2. Match the term on the left with the best description on the right. (8 marks)
Description
1.
biosphere A.
largest divisions of the biosphere each region is characterized by its abiotic and biotic factors
2.
biome B.
shows the annual precipitation and annual temperature based on a 30 year average
3. biotic C. living factors such as bacteria, animals and plants
4.
abiotic D.
a physical feature that helps an organism to survive such as a wolf having large paws that help it to run in the snow
5. climatograph E. a behavior that helps an organism survive such as wolves hunting in packs
6. structural adaptation F. non-living factors such as pH, temperature and wind
7. physiological adaptation G. includes all the areas on Earth (land, water and air) where life can be found
8. behavioural adaptation H. a physical or chemical process within an organism that helps it to survive such as toxins in plants that make them inedible
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BCLN SCIENCE 10 – Rev July 2014
3. Being able to read, interpret and construct graphs is a very important skill in science. Part "a" of this question will help you develop your graph reading skills while part "b" will help you develop your graph making skills. Being able to reflect upon an activity or lab and to write concise conclusions are also very important skills in science and part "c" will help you to develop these skills. a. Look at the climatograph below for Kamloops and answer the associated questions in full sentences. i. What information is indicated on the left hand y-axis (vertical axis)? ii. What are the units on the left hand y-axis axis? iii. What information is indicated on the right hand y-axis? iv. What are the units on the right hand y-axis?
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BCLN SCIENCE 10 – Rev July 2014 v. What information is indicated on the x-axis (horizontal axis)? vi. What are the units on the x-axis? vii. If you were trying to determine the temperature (line graph) which y-axis should you be reading (left or right)? viii. If you were trying to determine the amount of precipitation (bar graph) which y-axis should you be reading (left or right)? b. Use the information in the table below to create a climatograph for Prince
Rupert. You may complete the graph by hand on the grid provided on page 23 or you may do the graph by computer. If you choose to graph using a computer program please print out the graph and attach it immediately after page 22 (before the provided grid).
Graphing Hints:
 graph has an informative title (look at graph above and table title below for an example)
 months are on x-axis (x is "a cross" and goes across the page, horizontal)
 temperature is on left hand y-axis (y "in the sky", vertical)
 temperature is a line graph with the dots neatly connected using a ruler
 precipitation is on right hand y-axis
 precipitation is a bar graph neatly drawn with a ruler
 all axis must have informative titles
 all axis must include the appropriate units (typically given in brackets)
 each division on an axis must represent the same value
(exampl e: 2 °C, 1 month, 5 mm of precipitation)
 graph should be at le ast ½ a page in size
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BCLN SCIENCE 10 – Rev July 2014
Month
Table 1. Climate Data for Prince Rupert.
(Source: Environment Canada)
Average Maximum
Temperature ( °C)
Average
Precipitation (mm)
January
February
March
April
May
June
July
August
September
October
November
December
4.6
5.9
7.4
9.9
12.3
14.2
16.1
16.7
14.9
11.7
7.1
5.1
256.9
203.9
191.6
178.7
139.5
123.7
114.3
155.4
244
379
305
302
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BCLN SCIENCE 10 – Rev July 2014

BCLN SCIENCE 10 – Rev July 2014 ii. How would you describe the climate of Kamloops (part a) compared to the climate of Prince Rupert (part b)? For example is it hot/mild/cold, dry/wet/average precipitation? iii. Which biome type do you think Kamloops is, based on the climatograph? Explain your answer (refer to the previous lesson biomes if you need to). iv. Which biome type do you think Prince Rupert is, based on the climatograph? Explain your answer (refer to the previous lesson on biomes if you need to). c. In one or two well written paragraphs discuss the major results of this activity, the science behind it, what you have learned and any difficulties in this activity. When writing a conclusion, or in any formal science writing, it is important to remember: i. Do write in the third person. Do not write using the first person (I, we, you, me):
 This lab allowed the skill of measuring volume by displacement to be practiced.
 I learned to measure volume by displacement in this lab. ii. Do write using full words. Do not write using contractions and abbreviations. Do not use texting language.
 Abbreviations and pronouns such as I, we, me and you cannot be used in formal science writing.
 I can't use abbrev such as I, we, me & you in formal sc wrtng. iii. Do state conclusions conservatively. Do not overstate your conclusions. In science 10 any activity or investigation is typically only performed once or twice with a single approach making it difficult to "prove" anything. It typically takes many replicates, many approaches and many different scientists' contributions before scientist are comfortable using the term "prove".
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BCLN SCIENCE 10 – Rev July 2014

The findings of this lab suggest that as temperature increases the rate of reaction increases.
 In this lab we proved that as temperature increases the rate of reaction increases.
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BCLN SCIENCE 10 – Rev July 2014
4. Complete the following table in point form. Be as brief as possible while getting down the key points. You only need to provide one or two examples for each box in the table.
Table 2. Brief Summary of Terrestrial Biomes
Where in Canada can the Biome be found?
Permanent Ice Tundra Grasslands Desert
Temperature
Precipitation
Key Animals
Example of an
Animal Adaptation
Key Plants
Example of a Plant
Adaptation
Unique, Interesting or Distinguishing
Feature or Fact
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BCLN SCIENCE 10 – Rev July 2014
Table 2 Continued. Brief Summary of Terrestrial Biomes
Where in Canada can the Biome be found?
Boreal Forest
Temperate
Deciduous Forest
Temperate
Rainforest
Tropical Rainforest not found in
Canada, only around the equator
Temperature
Precipitation
Key Animals
Example of an
Animal Adaptation
Key Plants
Example of a Plant
Adaptation
Unique, Interesting or Distinguishing
Feature or Fact
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Introduction
 
BCLN SCIENCE 10 – Rev July 2014 is the study of natural and written materials in an attempt to better understand the ecology of a certain area.

Many First Nati on’s sources are also utilized to better understand nature.
An
 
  is made up of many parts. include air, water, soil, nutrients and light include plants, animals and micro-organisms

Ecosystems can take up many hectares of land, or can be the size of an old log.

A is where an organism lives. The habitat of the red fox often includes the edges of forests or marshlands
Abiotic Interactions in Ecosystems
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BCLN SCIENCE 10 – Rev July 2014
 Abiotic factors include
. o Oxygen is produced by the certain and most other micro-organisms.
and
, and is used by animals o is necessary for all life. o Nutrients often enter the food chain , and are very important for . o Light is required , which is a chemical reaction that converts solar energy into chemical energy usable by plants. o Soil not only contains water and nutrients, but also is home to many
Biotic Interactions in Ecosystems

A community -

A population -

A species -
Organisms can have many types of relationships in a population. These relationships are called . i. Commensalism -

For example, the barnacles on a whale ii. Mutualism -
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BCLN SCIENCE 10 – Rev July 2014

For example, a bee gathering nectar from a flower iii. Parasitism -
For example, hookworm living in dogs .
Niches, Competition and Predation
A niche refers to an organism has within an ecosystem.

How an organism fits into its environment
. desired by two or more individuals. occurs when a resource is

Competition usually means resources are limited.

This limits the size and health of that individual, and perhaps that .
Predation is the relationship between the

Predators have adaptations to help them catch their prey.

Prey have adaptations to help avoid predators. Examples include

The number of predators and prey influence each other.
Biodiversity in Ecosystems
refers to the variety and number of different individuals and species in an ecosystem.

Healthy ecosystems generally have

Most biodiversity losses occur from the
.
biodiversity.
Humans often have a negative impact on biodiversity.

Many efforts are now made to lessen this impact in order to maintain biodiversity.

Ecological management programs try to with maintaining biodiversity.
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BCLN SCIENCE 10 – Rev July 2014
1. Complete the crossword, the 1.2 Quiz and 1.2 Check Your Understanding.
2. Match the term on the left with the best description on the right. (10 marks)
Term Description
1. ecosystem A. all of the organisms interacting within an ecosystem
2.
historical ecology B.
relationship where one species benefits and the other is not affected
3.
habitat
4.
community
5.
population
6.
species
7.
mutualism
8.
parasitism
9.
commensalism
C.
a biological community with complex interactions amongst abiotic and biotic factors
D.
relationship where both species benefit
E.
the study of natural and written materials, done in an attempt to better understand the ecology of a certain area
F.
the role that an organism has within its ecosystem
G.
all the members of a particular species that live in a given area
H.
where an organism lives
I.
relationship where one species benefits while the other is harmed
10. niche J. organisms that share a similar structure and are capable of reproducing together
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BCLN SCIENCE 10 – Rev July 2014
3. Competition is an important factor in shaping ecosystems. a. Define competition. (1 mark) b. Give an example of competition that is likely to occur within the community you live in. (1 mark)
4. Predation is also an important factor in shaping ecosystems. a. Define predation. (1 mark) b. Give an example of predation that is likely to occur within the community you live in. (1 mark)
5. Biodiversity is essential to maintaining a health Earth: a. D efine biodiversity. (1 mark)
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BCLN SCIENCE 10 – Rev July 2014 b. Identify either one activity in your community that is limiting biodiversity or one initiative that your community is using to protect biodiversity. Describe either situation and its potential impacts in a brief paragraph. (3 marks)
6. Complete the Unit 1 Review by following the link on the right -hand side bar menu.
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Answers for Unit 1 Learning Guide
1.1
BCLN SCIENCE 10 – Rev July 2014
2) g, a, c, f, b, d, h, e., 3) a. Temperature, degrees C, precipitation, millimeters, time of year, months, left, right. b: Climatograph: refer to sample climatograph on page 20 for layout but use data from page 22 (line for temperature, bars for precipitation) ii Prince
Rupert: mild and wet, Kamloops: dry and warm, iii Boreal Forest or Desert, iv
Temperate Rainforest, c Paragraph answer will vary. 4) Table 2 Answers and descriptions will vary
1.2
2) c, e, h, a, g, j, d, I, b, f., All other answers are directly from notes or will vary.
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