Chapters 47, 48, and 49

Bell Ringer, 8/14 TURN IN ANY WORK THAT YOU ARE

MISSING Pick up your Exit Slips on the back lab

table Answer the following question on your

bell ringer: Explain the difference between a

hypothesis and a guess.

Bell Ringer, 8/15 Retrieve your EXIT SLIPS from the back

lab table Answer the following questions:

In one food chain, a cat eats a mouse, which ate some cheese. In another food chain, a lion eats a meercat that ate some desert grass. Are the cat and the lion on the same trophic

level? Defend your answer. What type of CONSUMER OR PRODUCER is

each organism in the above food chains?

Detritivores vs. Decomposers The two groups are very, very similar DETRITIVORES help break organic

wastes into smaller pieces, but they DO NOT actually get rid of it

DECOMPOSERS break organic wastes back into its basic nutrients and return it to the environment

DETRITIVORES can ingest clumps of matter while DECOMPOSERS cannot

Detritivores vs. Decomposers

ECOSYSTEMS: AN OVERVIEW(Chapter 47.1-2)

What is an ecosystem? An array of organisms and a physical

environment, all interacting through a one-way flow of energy and cycling of nutrients

Ecosystems run on energy Primary producers: Capture energy from a

non-living source (typically sunlight) Consumers: Get energy from feeding on

tissues, wastes, or remains of producers and other consumers

Primary Producers Main primary producers: Plants and

photoplankton Autotroph: Produces its own food from

inorganic substances Capture energy from the sun

(photosynthesis) or create energy from chemicals (chemoautotrophs)

Primary ProducersCommon misconception: All plants are autotrophs

NOT ALL PLANTS ARE AUTOTROPHS

Consumers Heterotroph: Consumers other organisms to

get energy Can be classified based on their diets

Herbivores: Eat plants Carnivores: Eat the flesh of animals Parasites: Live inside or on a living host and feed

on its tissues Omnivores: Eat both plant and animal materials Detritivores: Eat small particles of organic matter

(detritus) Decomposers: Eat organic wastes and remains

What type of consumer is it?

Find the Producers/Consumers!

Flow in an Ecosystem Energy flow in an ecosystem only goes

ONE WAY Light captureliving componentsphysical

environment Breaking down food in the ecosystem gives

off heat Heat cannot be recycled, making this a

one-way process

Flow in an Ecosystem Many nutrients cycle in an ecosystem

Producers take up nutrients (N, H, O, C) from inorganic sources (air, water)

Nutrients move into consumers as they eat the producers

After organisms die, decomposition returns nutrients to environment

Producers pick them up againhttp://www.youtube.com/watch?v=bW7PlTaawfQ

Trophic Levels Trophic level: One level in the hierarchy

of feeding relationship present in all ecosystems When an organism eats another, this

energy transfers up to the next trophic level

All organisms in a trophic level arethe same number of transfers away from the energy input into that system

Same trophic level

Can one organism be on one trophic level in one food chain and a different trophic level in another?

Are they on the same trophic level? A bird eating a worm and a Venus fly

trap catching a fly A cow eating grass and a cat eating a

mouse A human eating a steak and a lion eating

an antelope A mouse eating a piece of cheese and

another mouse eating some kudzu A bacteria and fungi breaking down the

same weasel

Exit Slip 8/14 Draw and label FOUR trophic levels.

Include each type of PRODUCER or type of consumer.

Food Chains Sequence of steps by which some

energy captured by primary producers is transferred to organisms as successively higher trophic levels

Simple way to think about who eats who in an ecosystem

More than one per ecosystem; often complex

Name those trophic levels! AcornSquirrelHawk GrassBunnyFoxBear FlowerSheepWolfLionFungi Star flowersFairiesUnicornsUnicorn

ticks

THE POINT: The levels are always named the same way, even in a ridiculous example!

Food Webs Diagram that illustrates trophic

interactions among species in a particular ecosystem

Includes multiple connecting food chains

Food Chains

Food Webs Detrital food chain: Energy stored in producers

flows to detritivores Majority of land ecosystems Small amounts of plant matter get eaten, but far

more becomes detritus (ex. Leaves falling from trees in fall)

Grazing food chain: Energy stored in producer tissues flows to herbivores Predominate aquatic food chains Zooplankton (primary consumer) consumes most of

the primary producer so very little ends up as detritus

Food Webs Ecologists use food webs to predict how

species will relate to one another On average, each species in a food web

is only two links away from another “Everything is linked to everything else.” –

Neo Martinez Thus, the extinction of any species in a food

web may have an impact on MANY other species

Energy Transfer Energy captured by producers passes

through NO MORE than five trophic levels, even in complex ecosystems Energy is limited Rule of 10: Only 10% of energy is passed

up to the next trophic level Ex. Bears vs. bunnies

Energy Transfer Food chains are shorter where conditions

vary widely over time Food chains are longer where conditions

are stable (ex. Ocean depths)

You try it! Draw a food chain. Include:

Primary producer Primary consumer Secondary consumer Tertiary consumer Quaternary consumer You food chain should be CREATIVE and

NEATLY LABELED Have fun!

Exit Slip 8/13 Create a food chain for an aquatic

environment. Include AT LEAST four trophic levels. Label each trophic level and tell whether the organism is a PRODUCER or a CONSUMER

ENERGY FLOW THROUGH ECOSYSTEMSChapter 47.3

Bell Ringer, 8/20 Get your EXIT SLIP and ECOSYSTEM

DRAWING from the second lab table On your bell ringer sheet, fill in the chart

on the white board.

Energy Capture and Storage Primary Production: Rate at which

producers capture and store energy Gross Primary Production: Amount of

energy captured by ALL producers in an ecosystem

Net Primary Production: Portion of energy that producers invest in growth and reproduction (rather than maintenance)

Energy Capture and StorageIf three plants each capture and store 30 joules of energy and invest 20 joules in growth and reproduction…

What is their gross primary production? What is their net primary production?

Energy Capture and StorageIf 10 plants capture 100 joules of energy each and invest 50 joules of energy in maintenance each…

What is their gross primary production? What is their net primary production?

Energy Capture and Storage Factors that affect primary production:

Temperature Availability of water Availability of nutrients

Net primary production on land is higher, but there are more oceans so they contribute nearly half of earth’s global net primary productivity

Ecological Pyramids Show the trophic structure of an

ecosystem Biomass pyramid: Shows the dry weight

of all the organisms at each trophic level in an ecosystem Usually primary producers are on bottom

(more grass than bears) Exception: Aquatic ecosystems where

primary producers reproduce quickly (single-celled protists)

Typical Biomass Pyramid

Ecological Pyramids Energy pyramid: Shows how the amount

of USABLE energy in an ecosystem diminishes as it is transferred through an ecosystem Primary producers on base (capture

sunlight) Energy diminishes as you move up the

pyramid Pyramids are always “right side up”

Ecological Efficiency Factors that influence the efficiency of

transfer: Consumers don’t use all their energy to

build biomass Some energy is lost as heat

Not all biomass can be consumed by consumers Herbivores: Can’t break down ligand and

cellulose Hair, feathers, bones, external skeletons, and

fur are usually indigestible

Ecological Efficiency Aquatic ecosystems usually have higher

efficiency than land ecosystems Algae lack ligin Higher proportion of ectotherms

Ectotherms: “Cold blooded” animals that get their body heat from external sources

Don’t lose as much heat as endotherms (“warm blooded” animals that maintain their body temperature internally)

Biological Magnification Process by which a chemical that

degrades slowly or not at all becomes increasingly concentrated in tissues of organisms as it moves up a food chain

Example: DDT in eagles

Let’s Practice!

Now you try it! For the ecosystem that you drew on

Friday… Make an ecosystem chart Make a biomass pyramid Make an energy pyramid

Exit Slip, 8/19 Explain why aquatic ecosystems tend to

have higher efficiency than land ecosystems.

What is the difference between an energy pyramid and a biomass pyramid? Draw an example of each.

BIOGEOCHEMICAL CYCLESChapter 47.5-.10

Bell Ringer, 8/22 Get out your lab handouts. Find your NEW SEAT. Your name will be

written in ORANGE MARKER. Tear off (and throw away!) the old taped

name tags. You are free from their tyranny!!! On your bell ringer paper, answer the

following questions. Explain the concept of biological magnification. What factors influence the efficiency of energy

transfer between trophic levels?

Bell Ringer, 8/23 Define each of the following:

Precipitation, condensation, transpiration, evaporation

Yes, I know you haven’t had these notes yet. Do your best!

Introductory Video http://

www.youtube.com/watch?v=2D7hZpIYlCA&list=PLOoWeOpoaCHySa2kVvRQ8DkDbbJLoR0nH&index=11

Watch the video; answer the questions

What is a biogeochemical cycle? An essential element moves from one or

more nonliving environmental reservoirs, through living organisms, then back to the reservoirs N, O, H, C, P, water all cycle Move into organic components through

primary producers

Atmosphere

Rocks and

Sediment

Seawater and

Freshwater

Living Organis

ms

Nonliving environmental reserves

The Water Cycle Most of the Earth’s water is held in the oceans Sunlight drives evaporation (conversion of

water to vapor) Transpiration: Evaporation from the leaves of

plants Cool upper layers of the atmosphere cause

water to condense Condensation: Conversion of vapor to liquid Water returns to earth through precipitation

Precipitation: Fall of water to earth

The Water Cycle Watershed: Area from which all

precipitation drains into a specific waterway Can be small (valley feeding a stream) Can be VERY large (Mississippi River Valley,

which occupies 41% of the continental US)

The Water Cycle Most precipitation falling into a

watershed seeps into the ground Aquifers: Permeable rock layers that hold

water Groundwater: Water held in soil and

aquifers When soil become saturated, water

becomes runoff Runoff: Water that flows over the ground

into streams

The Water Cycle

Water Cycle Video Write the following on an index card:

Run off Evaporation Condensation Precipitation Hold up the appropriate card in the video http://www.youtube.com/watch?v=FAnDlYR

ycqs&list=PLOoWeOpoaCHySa2kVvRQ8DkDbbJLoR0nH

Bell Ringer, 8/26 Move your groups back so you have

more room (but still keep the desks in their groups!)

Answer the following question on your bell ringer: Do humans affect the water cycle? Defend

your answer.

Global Water Crisis Most water is too salty to drink or use for

irrigation Of our fresh water, 2/3 goes to irrigation Irrigation can be harmful to soil because

of its high salt concentration Salinization: Buildup of mineral salts in soil Stunts growth of plants and decreases

yields

Global Water Crisis Ground water supplies about 50% of the

US’s drinking water Pollution of this water=A BIG PROBLEM

Expensive and difficult to clean up Overdrafts: Water withdrawn faster from

an aquifer than it can be replaced Salt water moves in and replaces the fresh

water

Global Water Crisis Desalinization: Removal of salt from

seawater May help increase freshwater supplies Requires large amounts of fossil fuels Produces HUGE amounts of salt waste that

must be disposed of

You Try It! Draw, in beautiful full color, the water

cycle! On the back, write out the water cycle

The Carbon Cycle The process of carbon moving through

the lower atmosphere and all food webs to and from its largest reservoirs The earth’s crust (largest reservoir): 66-100

million gigatons The ocean (HCO3

- & CO32-): 38,000-40,000

GT Air (CO2): 766 GT Detritus: 1500-1600 GT Living organisms: 540-610 GT

The Carbon Cycle Ocean currents move carbon from upper

waters to deep reservoirs CO2 enters surface waters and is converted

to HCO3-

Winds and differences in density drive sea water in a loop from the surface of the Pacific and Atlantic oceans to the Atlantic and Antarctic sea floors

HCO3- moves into storage reservoirs before

water loops back up Helps dampen any short term effects of

increases in atmospheric carbon emmissions

The Carbon Cycle Sea floor reservoirs can be emptied

through: Uplifting over geological time Combustion of fossil fuels

Reenters the atmosphere as CO2 and either: Reenters the ocean Is fixed through photosynthesis in plants

The Carbon Cycle Uplifting over time results in terrestrial

rocks storing carbon Normal weathering leads to dissolved

carbon in soil water Soil water runs off and deposits carbon in the

sea Volcanic eruption releases this carbon to

the air

The Carbon Cycle Carbon passes through the trophic levels

Eventually organism dies and is buried over geological time

The carbon forms fossil fuels These fuels are released to the atmosphere

through the burning of fossil fuels

INSERT CARBON CYCLE PIC

Humans and the Carbon Cycle Each year, humans withdraw 4-5 GT of

fossil fuels Our activities release 6 GT more carbon

than can be moved into the ocean Only 2% of this excess is absorbed Excess carbon traps heat, contributing to

global climate change

Greenhouse Gases & Climate Change

Greenhouse gases: CO2 , water, NO, methane, chloroflurocarbons (CFC)

Radiation from the sun heats up earth’s surface

Earth releases infrared radiation that tries to escape to space

These greenhouse gases trap a portion of this energy then emit it back to earth (Greenhouse Effect) Without this, earth would be too cold to

support life

Greenhouse Gases & Climate Change

CO2 follows the alternating cycle of primary production Decline in summer Rise in winter

However, the overall trend is increasing over time CO2 at its highest level since 470,000 years ago Global warming: long-term increase in temp near the

Earth’s surface http://

www.youtube.com/watch?v=9tkDK2mZlOo&list=PL1A6E2D304D264F58 (Inconvenient Truth)

Carbon Collage In your groups, use the magazines to

make a collage representing the stages of the carbon cycle

Be prepared to defend your picture choices verbally and in writing!

Carbon Cycle Frayer Model Complete a Frayer Model of the carbon

cycle

Exit Slip, 8/27 Draw, in full color glory, the carbon

cycle. INCLUDE ALL OF ITS STEPS Can be turned in tomorrow if not finished

when you leave

Bell Ringer, 8/27 On your bell ringer paper, write a poem

(AT LEAST FOUR LINES) about the water cycle. Be creative!

Bell Ringer, 8/28 On your bell ringer sheet, list:

Five ways that energy flows in your front yard

Five ways that water cycles in your front yard

Five ways that carbon cycles in your front yard

The Nitrogen Cycle Atmosphere is 80% nitrogen Most of this cannot be used by plants

Combined by a triple bond Plants don’t have the enzyme to break the

triple bond Some is converted to a usable form through

lightning strikes and volcanic eruptions

The Nitrogen Cycle Most usable nitrogen enters food webs

through nitrogen fixation Bacteria and nitrogen-fixing plants break all

three bonds in N2 and convert into ammonium (NH3) then ammonium nitrate (NH4

+) (nitrogen fixation) These are taken up by plant roots

The Nitrogen Cycle Nitrogen moves up through trophic

levels then ends up in wastes and remains Ammonification: Bacteria & fungi break

apart nitrogen-containing and producing ammonium

Some is released into soil and picked up by plants

Nitrification: Bacteria convert ammonium to nitrate, which can also be taken up by plants

The Nitrogen Cycle Ecosystems lose nitrogen through

denitrification Denitrifying bacteria convert nitrate or

nitrite to gaseous nitrogen or nitrogen oxide

Denitrifying bacteria are typically anaerobes that live in waterlogged soils and aquatic sediments

The Nitrogen Cycle Ecosystems lose nitrogen through runoff

and leaching Nitrogen-rich runoff enters aquatic

ecosystems Leaching: Removal of some nutrients as

water trickles down through the soil

Humans and the Nitrogen Cycle Deforestation and conversion of

grassland to farmland increases nitrogen losses Nitrogen from plant tissues is lost Plant removal increases leaching and

erosion Farmers can combat nitrogen depletion

by rotating their crops

Humans and the Nitrogen Cycle Many farmers use synthetic nitrogen-rich

fertilizers Improves crop yields, but changes soil

chemistry Adds H ions (as well as N) to the soil Increased acidity causes nutrient ions in

soil to be replaced by H ions, while the nutrients (Ca and Mg) are washed away as run off

Humans and the Nitrogen Cycle Burning of fossil fuel in cars and factories

releases nitrogen oxides Wind carry them away from their sources Nitrogen rain occurs, disrupting the natural

balance among competing species and causing diversity to decline Especially pronounce in nitrogen-poor areas

(high elevation and high latitudes)

Humans and the Nitrogen Cycle Nitrogen runoff disrupts aquatic

ecosystems Fertilizers run off into rivers and lakes Nitrogen enters rivers through sewage Promotes algal blooms

Now draw it!

Now model it!

Now write it! Write a first person narrative as a

nitrogen molecule Follow your molecule throughout all the

steps of the nitrogen cycle Should incorporate appropriate vocabulary Should be entertaining Should be creative Should be AT LEAST one page long

Exit Slip, 8/28 Turn in your completed Frayer Model of

the nitrogen cycle.

Bell Ringer, 8/29 On your bell ringer paper, compare and

contrast the nitrogen and carbon cycle. How are they similar? How are they different?

The Phosphorus Cycle Earth’s crust is the largest reservoir of

phosphorus Phosphates are required building blocks

for ATP, phospholipids, nucleic acids, and other compounds

Phosphates move quickly through food webs, move back from land to ocean sediments, then slowly back to land again

The Phosphorus Cycle Phosphorus in rocks is in the form of

phosphate (PO43-)

Weathering and erosion release phosphate from rocks

Phosphate enters streams and rivers which delivers it to the ocean

The Phosphorus Cycle Phosphate accumulates as underwater

deposits along edges of continents After millions of years, the crust lifts and

deposits phosphate rocks on land These rocks are eroded, starting the cycle

over again

The Phosphorus Cycle Plants take up dissolved phosphates

from soil water Herbivores get phosphates by eating plants Carnivores get phosphates by eating

herbivores Animals lost phosphate in urine and

feces Bacteria and fungi release phosphate from

waste and remains and return them to the soil

Plants pick up these phosphates again from the soil

The Phosphorus Cycle Of all minerals, phosphorus is most often

the limiting factor in plant growth Only newly weathered, young soil has

abundant phosphorus Tropical and subtropical ecosystems are low

in phosphorus and are likely to be affected by human actions

Humans and the Phosphorus Cycle Forests get phosphorus through

decaying trees and other organisms If these sources are removed, stored

phosphorus is lost Crop yields decline Regrowth remains sparse Spreading finely ground phosphorus rock

will repair the soil, but developing countries lack this resource

Humans and the Phosphorus Cycle In developed countries, phosphorus from

fertilizer runs off into aquatic ecosystems Promotes destructive algal blooms Eutrophication: nutrient enrichment of any

ecosystem that is otherwise low on nutrients

Humans and the Phosphorus Cycle Algal blooms

Nitrogen-fixing bacteria keep nitrogen levels high

Phosphorus becomes the limiting factor Phosphorus-rich pollutants cause algae

populations to soar then crash Aerobic decomposers break down the dead

algae, depleting the water of oxygen that fish and other organisms need to survive

Now for a rousing game of musical chairs!

Draw it!

Model it!

Exit Slip, 8/30 Make a chart comparing each of the

cycles and energy flow that we have studied. Include: