introduction to ecology – whole unit powerpoint
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Introduction to Ecology – Whole Unit PowerPoint. 2012. Goal for the Day. Understand what ecology is. Be able to describe and list examples of abiotic & biotic factors. Be able to describe different biomes by climate. Question of the Day. What are the factors that affect seed germination? - PowerPoint PPT PresentationTRANSCRIPT
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Introduction to Ecology – Whole Unit PowerPoint
2012
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Goal for the Day1. Understand what ecology is.
2. Be able to describe and list examples of abiotic & biotic factors.
• Be able to describe different biomes by climate
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Question of the Day
• What are the factors that affect seed germination?
• Think of factors that you decided to test in your germination experiment.
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What is Ecology?
• Ecology– The study of interactions among organisms
and among organisms and their environment
– Which of the ten themes do you think will play heavily in this chapter?
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Biotic vs. Abiotic
• Biotic Factor–
• Abiotic Factor-
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Intro to Ecology
• Which of the factors that we listed as important for germination and early plant growth are abiotic factors, which are biotic?
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Intro to Ecology
• What are the major factors involved in the early growth stage of an animal.
• i.e. ( )
• Which of these are biotic, which are abiotic?
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Ten Unifying Themes of Biology
1. Biological Systems – cell, tissue, organ, organ system, organism, population, community, ecosystem, biome, biosphere
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Intro to Ecology
• Within the theme biological systems what was the difference between an ecosystem, and the level before/below it?
• Community-
• Ecosystem-
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Major Biomes
• Climate: The prevailing weather conditions in a given area.
– Climate determines what organisms can live in that area.
– Temperature and moisture are important determining characteristics.
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Biological Communities• Biome: Major Biological Communities that
occur over a large area of land.
This is an example of an artificial (or simulated) biome!
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Terrestrial Biomes: Rainforests
• Tropical Rain Forest:– Avg. 180 inches of
rain per year.– Contains at least half
of all species on earth.
– Ex. Brazil
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Terrestrial Biomes: Rainforests
• Reasons for rainforest deforestation:– Farming: Tribes are
going thought their own agricultural revolution…but the soil of the rainforest is very infertile!
– Timber industry--don’t buy mahogany!
– Oil--yes, they’re looking for oil in the rainforest too…
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Terrestrial Biomes: Savannas
Savannas:– a. Dry
grasslands Ex. Africa
– b. Low average precipitation (35-60 inches)
– Prolonged annual dry seasons
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Terrestrial Biomes: TaigaTaiga:
– a. Cold, wet climate
– b. Coniferous forests
– Ex. Canada
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Terrestrial Biomes: Tundra
Tundra:– a. 1/5 of the earth’s
land surface– b. ex. Alaska– c. annual
precipitation very low (10 in)
• Characterized by permafrost: Permanently frozen ground.
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Terrestrial Biomes: Desert
Desert:– a. Very low
precipitation (10 in)– b. Sparse
vegetation– c. Found in interior
of continent– Growing every
year!
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Terrestrial Biomes: Temperate Grasslands
Temperate grasslands– a. Ex. SOUTH DAKOTA!!
You live in one!– b. Moderate precipitation– c. Deep, fertile soil– Hot summers, cold winters
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Terrestrial Biomes: Temperate Deciduous Forests
Temperate deciduous forests– a. Mild climate, plentiful rain
(30-100 in)– b. Warm summers, cold
winters– Hardwood trees (oak,
hickory, etc)– Ex. New England…
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Terrestrial Biomes: Temperate Evergreen Forests
Temperate evergreen Forests
– a. Evergreen forests
– b. Drier – Ex. Black Hills
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Biomes & Plants Practice• Draw the phylogenetic tree of plants on a
new sheet of paper.
• List each biome and whether its climate in terms of _____________ & ___________.
• With a partner go through each biome and rank how likely non-vascular plants would be on a scale of 1-8 based on these factors ALONE.
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Biomes & Plants Practice
• Complete Activity front & back– Cross out High/Low – write WET/DRY– #4 use “relationships & roots” green ½ sheet– For scale say 1 is low, 8 is highest probability
• When you finish – go back to your notes and list as many plants as you can think of that are found in each biome.
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Goals for the day1. Be able to list different types of consumers &
explain where they get their energy
2. Be able to draw a food chain correctly
3. Be able to describe different biomes by their abiotic factors (temperature & moisture)
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Question of the Day• Explain the difference between an abiotic &
a biotic factor.
• How would you tell if something were abiotic or biotic?
• List examples of each type of factor
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Defining BiomesClimate is one of the major defining factors of a
biome.
• What two major characteristics define a particular climate?
• What type of factors are these?
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Biomes & Plants Review
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Biome Temp. Moisture Non-vascular
Vascular
Tropical RainforestTemperate ForestTaigaTundraSavannahTemperateGrasslandDesert
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Producers vs. Consumers• Producers: • Organisms that first capture energy
(produce their own food)• What type of factors do they
rely/depend on for energy?• RELY ON ABIOTIC FACTORS FOR
ENERGY
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• Consumers: • Organisms that consume other
organisms• What type of factors do they rely/depend
on for energy?• RELY ON BIOTIC FACTORS FOR
ENERGY
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Consumers:• Herbivores:
– Organisms that consume plants only
– Ex. cows• Carnivores:
– Organisms that consume other consumers.
– Ex. Mountain lions
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Consumers:• Omnivores:
– Organisms that consume both plants and other consumers
– Ex. Humans• Detritivores:
– Organism that consume dead organic material– Ex. Vultures
• Decomposers: – recycle nutrients in the ecosystem (nature’s recycler)– Bacteria and fungi that cause decay
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Food Chain
• Should always start with a ____________.
• Arrows show the direction of energy flow.
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Biome connections• Read about each biome in our books (pg 753)
What you should get done today:1. List the Temperature & Moisture for each biome2. List at least 2 plants and animals for each biome3. For each biome put together a food chain involving
at least 5 organisms
*Make sure you check the RUBRIC on the back!
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Goals for the day1. Be able to identify a co-evolutionary
relationship by reading about the interaction between 2 organisms
2. Be able to draw a food chain correctly
3. Be able to describe different biomes by their abiotic factors (temperature & moisture)
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Question of the Day• What do the arrows of a food chain indicate?
• Does it matter which direction they go? Why?
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Co-evolutionary relationships• Predation
• Parasitism
• Mutualism
• Commensalism
• Competition
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Possible Benefits Possible Harms
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Biome connections• Read about each biome in our books (pg 753)
What you should get done today:1. List the Temperature & Moisture for each biome2. List at least 2 plants and 2 animals for each biome3. For each biome put together a food chain involving
at least 5 organisms
*Make sure you check the RUBRIC on the back!
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Skills Check Friday
• Co-evolutionary relationships• Food Chains• Producers/Consumer
– Types of Consumers
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Goals for the day1. Be able to identify a co-evolutionary
relationship by reading about the interaction between 2 organisms
2. Be able to list & describe the different types of consumers.
3. Be able to draw a food chain correctly
4. Be able to describe different biomes by their abiotic factors (temperature & moisture)
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Question of the Day• What are the 5 types of consumers? Give an
example of each.
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Food Chain Rules
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Food Chain
• Grass Grasshopper Mouse Hawk
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Biome connections• Read about each biome in our books (pg 753)
What you should get done today:1. For each biome put together a food chain involving
at least 5 organisms2. List one co-evolutionary relationship for each biome
YOU MUST USE EACH RELATIONSHIP (parasitism, predation, commensalism, mutualism, competition) ONCE before you repeat any!
What you should have done already:3. List the Temperature & Moisture for each biome4. List at least 2 plants and 2 animals for each biome*Make sure you check the RUBRIC on the back!
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Video
• Consumers & co-evolutionary relationships
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Goals for the day
1. …able to identify a co-evolutionary relationship by reading about the interaction between 2 organisms
2. ….able to draw a food chain correctly
3. ….able to list and describe the different types of consumers.
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Question of the Day• An organism that relies on ABIOTIC
factors for food would be considered a _________, while an organism that relies on BIOTIC factors for food would be considered a ____________.
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Skills Check Friday (TODAY)
• Co-evolutionary relationships• Food Chains• Producers/Consumer
– Types of Consumers
• Look over questions of the day & co-evolutionary relationships sheet!
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Skills Check• When you are finished, turn in your skills
check.• Make a list of 10 ways that we as humans
harm our planet, and 10 ways that we as humans help our planet. – If you are having trouble coming up with 10,
being more specific might help. Ex. Instead of pollution you could indicate different sources of pollution.
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Goals for the day
• Describe and list negative and positive impacts that humans have on the environment.
• Be able to draw and describe 3 major Nutrient Cycles.
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Question of the day
What is the relationship between the ways we help the environment and the ways we harm the environment?
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HelpHarm
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Nutrient Cycling
• Water Cycle• Carbon Cycle• Nitrogen Cycle
• Picture above• Description below
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Make & RECORD Observations1. Date2. What you are doing to the seed today.
– Are you watering it? (with what)– Etc.
3. What does your seed look like?– Color change?– Shape change?– Does it look dry?– Is there mold?– What does the seed coat look like?– Any cracking?– DOES IT SMELL?– IS IT MOLDY?
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Goals for the day• Be able to draw and describe 3 major
Nutrient Cycles.• Be able to define an autotroph &
heterotroph. Then link them to our other vocabulary.
• Describe and list negative and positive impacts that humans have on the environment.
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Question of the dayA Decomposer (considered a __________
because it relies on ________ factors for
energy) has the job of ________ _________
in the environment.
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Producers & Consumers by another name….
• Heterotroph- rely on outside/different sources for food/energy
• Autotroph – can make their own food
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Venus Flytrap & Pitcher Plant
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Native Range of Venus Flytrap?
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Native Range of the Pitcher Plant?
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“Carnivorous” Plants1. What nutrient is lacking where these plants
have evolved ( )?
2. Would you call these plants “carnivorous”? Explain your answer.
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• 3. Would you call this plant an autotroph or a heterotroph?
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Nutrient Cycling
• Water Cycle• Carbon Cycle• Nitrogen Cycle
• Picture above• Description below
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Goals for the day• Be able to draw and describe 3 major
Nutrient Cycles.
• Be able to discuss & explain how humans are involved in the carbon cycle.
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Question of the day
What have you heard about the relationship
between carbon dioxide and temperature?
What terms do you associate with this topic?
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Greenhouse Effect – Certain gases ( ) cause heat to be trapped, causing earth’s temperature
to rise
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Global Warming – As the amount of CO2 (Carbon Dioxide) in the atmosphere increases
(due to the burning of fossil fuels) the temperature increases
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Are Humans the cause of global warming?
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Correlation or Cause and Effect?
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Interpreting GraphsCorrelation vs. Cause and effect
J F M A M J J A S O N D
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Interpreting GraphsCorrelation vs. Cause and effect
J F M A M J J A S O N D
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Are Humans the cause of global warming?
• Increase in the amount of Carbon Dioxide in the atmosphere has been linked to an increase in the earth’s temperature.
• What ways do we (humans) contribute to the Carbon Cycle?
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The Carbon CycleCell respiration: Use oxygen and produce
CO2 as a by-product.– C6H12O6 + 02 CO2 + H2O + ATP– Photosynthesis & Cell Respiration
Combustion: The return of carbon to the form of CO2 by burning.
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Are Humans the cause of global warming?
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Nutrient Cycling
• Water Cycle• Carbon Cycle• Nitrogen Cycle
• Picture above• Description below
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Goals for the day1. Understand, and be able to describe the
difference between r-strategists and K-strategists.
2. Be able to draw the exponential & logistic growth curves labeling the X & Y axes (and carrying capacity where necessary)
• Be able to discuss & explain how humans are involved in the carbon cycle.
![Page 83: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/83.jpg)
Question of the dayThrough what process do humans contribute to
the Carbon Cycle that sets them apart from other organisms?
What process links humans & ALL other Organisms to the Carbon Cycle?
![Page 84: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/84.jpg)
Populations• A Population consists of all of the individuals
of a species that live together in one place at one time.
![Page 85: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/85.jpg)
Population Growth
Carrying Capacity: – The maximum population
size that an environment can sustain.
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Limiting Factors
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Types of Growth Curves
• 1. Exponential Growth Curve: A Curve where the rate of population growth increases swiftly over time. As a result, the population size increases steadily.
![Page 88: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/88.jpg)
Types of Growth Curves
• 2. Logistic Growth Curve: An exponential growth is limited by the carrying capacity of the environment. Takes into consideration food, shelter, competition, limited resources
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Rapid Growing Populations• Rapidly Growing Populations are called r-
Strategists.– Ex. Large population size is short lived. Especially
when environmental conditions deteriorate.
Characteristics:Short life spanReproduce earlyLarge # of offspring
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Slow growing populations• Slow growing
populations are called k-Strategies.
Characteristics:Long life spanSlow maturingSmall # of offspringReproduce later in life.
– Ex. Whales.– Care for young a long
time
![Page 92: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/92.jpg)
Field Guide Page
• You will CREATE 2 organisms
• One will be a K strategist, AND one will be an r strategist
• Each organism will have its own field guide page with the following attributes
![Page 93: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/93.jpg)
Goals for the day1. Understand, and be able to describe the
difference between r-strategists and K-strategists.
2. Be able to draw the exponential & logistic growth curves labeling the X & Y axes (and carrying capacity where necessary)
• Be able to say how ozone depletion is involved in skin cancer.
![Page 94: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/94.jpg)
Question of the day
Draw & Label an Exponential Growth Curve & a Logistic Growth Curve. What is the main thing that separates them?
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Ozone Layer- absorbs harmful UV radiation from the sun.
What have you heard about the ozone layer?
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Ozone Layer- absorbs harmful UV radiation from the sun.
Depletion ( ) - first noticed in the late 1970s, ozone depletion has been caused by a build up of Chloroflorocarbons (CFCs) in the upper atmosphere (Stratosphere).
![Page 98: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/98.jpg)
Ozone Layer Depletion
• In 1987 the MONTREAL PROTOCOL, a UN Treaty was signed by 24 countries. This protocol banned the use of CFCs to prevent further damage to the ozone layer.
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CFCs have are a long lived gas in the atmosphere, but due to the Montreal Protocol, which 197 countries have now signed,
CFCs are starting to dissipate ( ) and the Ozone layer is starting to heal
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Depletion (Decrease ) of ozone in the atmosphere has been implicated (linked/accused ) in the cause of skin cancer. WHY?
Due to increased amounts of radiation from the sun.
![Page 103: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/103.jpg)
Field Guide Page
• You will CREATE 2 organisms
• One will be a K strategist, AND one will be an r strategist
• Each organism will have its own field guide page with the following attributes
![Page 104: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/104.jpg)
Goals for the day
1. Be able to say how much energy is transferred to consumers at each level.
2. Be able to draw the exponential & logistic growth curves labeling the X & Y axes (and carrying capacity where necessary)
3. Be able to say how ozone depletion is involved in skin cancer.
![Page 105: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/105.jpg)
Question of the day
• Why has depletion (Decrease ) of ozone in the atmosphere has been implicated (linked/accused ) in the cause of skin cancer.
![Page 106: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/106.jpg)
Intro to ecology
• 90% energy loss for each increasing level
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Energy Pyramid – 90% of energy lost at each level
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Energy Pyramid • If you had 100 pounds of mice in an
environment. How many pounds of grasshoppers would have been needed to support them? More or Less?
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Energy Pyramid How much energy is transferred?
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Populations Activity
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Goals for the day
1. Be able to say how much energy is transferred to consumers at each level.
2. Be able to say what worked and didn’t work in our germination experiment.
![Page 112: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/112.jpg)
Question of the day• How much energy is “lost” between the
trees and the giraffes?
• Where does this energy go?
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Population Graphing
![Page 114: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/114.jpg)
The Great Germination Race
![Page 115: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/115.jpg)
The Great Germination Race
• What worked & What didn’t
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Skills Check Wednesday
• Human impacts– Global warming & Greenhouse affect
• Energy Transfer• Growth Curves & Strategists
• TEST FRIDAY
![Page 118: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/118.jpg)
Goals for the day
1. Demonstrate what we know about human impacts, population growth curves, strategists, & Energy Transfer
2. Feel ready for the test on Friday
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Question of the day• A primary consumer would by another
name be a __________, if it only eats plants.
![Page 120: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/120.jpg)
• Is a food chain the most accurate way to represent energy flow in an environment?
![Page 121: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/121.jpg)
Food Web – a more accurate way to represent the energy flow
between organisms in an ecosystem
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Food Web
![Page 123: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/123.jpg)
What is wrong with this Food Web?
![Page 124: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/124.jpg)
Skills Check Wednesday
• Human impacts– Global warming & Greenhouse affect
• Energy Transfer• Growth Curves & Strategists
• TEST FRIDAY
![Page 125: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/125.jpg)
Human population graphing & review
• Reuse Yellow Sheet – Please Return• Write on White sheet keep as first part of
your study guide!
![Page 126: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/126.jpg)
Test Topics
• Test Questions – 1 question from each– Co-evolutionary relationships– Types of consumers– Biomes– Nutrient Cycles– Populations– Human Impacts
![Page 127: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/127.jpg)
Resurrection Plant
![Page 128: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/128.jpg)
Goals for the day
1. Feel Prepared for the test tomorrow
2. Be able to say I don’t have any missing work!
![Page 129: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/129.jpg)
Question of the day• What is more accurate than a food
chain for depicting energy relationships in an environment?
![Page 130: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/130.jpg)
Human Population Graphing
![Page 131: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/131.jpg)
• ________________ is the evaporation of water from the leaves of plants, and is part of the _______________ cycle.
• _____________ & _____________ are the two factors that make up the climate.
• Field of View as magnification increases field of view ________________.
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Study Guide
• Staple your graphing sheet from yesterday to your study guide.
• When you are finished with your test questions staple them together as well.
![Page 133: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/133.jpg)
Test Topics
• Test Questions – 1 question from each– Co-evolutionary relationships– Types of consumers– Biomes– Nutrient Cycles– Populations– Human Impacts
![Page 134: Introduction to Ecology – Whole Unit PowerPoint](https://reader036.vdocuments.mx/reader036/viewer/2022062520/56815cd0550346895dcae042/html5/thumbnails/134.jpg)
Resurrection Plant
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Study Strategies• Complete & read through study guide until
you remember everything easily
• Look over questions of the day (due tomorrow)
• Look over notes
• Review Jeopardy on our Class Website.