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Ecology Grade 10 Science

Ecology Grade 10 Science. 1.5 Ecology pg 22 The study of ECOLOGY focuses on the following: a) examining ORGANISMS within their natural setting b) how organisms interact with their environment c) how factors in the environment affect an organism’s

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Ecology Grade 10 Science

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  1. Ecology Grade 10Science

  2. 1.5Ecology pg 22 The study of ECOLOGY focuses on the following: a)examining ORGANISMS within their natural setting b)how organisms interact with their environment c) how factors in the environment affect an organism’s growth, feeding habits and reproduction

  3. Nonliving factors that can affect an organism are called ABIOTIC FACTORS, such as: Amount of sunlight Temperature changes Strength and direction of wind Living factors, like the roles and presence of other living organism that can affect an individual are called BIOTIC FACTORS, such as: predators prey competitors for food and reproduction

  4. Organisms do not live in isolation. Organisms will: -group themselves with others of their own kind forming a POPULATION -populations of different organisms will interact and form a COMMUNITY -communities of different organisms will also interact with all the biotic and abiotic factors in an area creating an ECOSYSTEM. Ecosystems rarely have sharp boundaries and organisms can move back and forth between ecosystems. The area between ecosystems is called an ECOTONE. This is the area where the greatest BIODIVERSITY can be found. (See figure 2 pg 22)

  5. Assignment : 1) Read pg 22-23 2) Do Blackline Master 1.5 3) On the back of 1.5 do a Venn Diagram of figure 2 pg 22 in your text -lake ecosystem -field ecosystem -shore ecotone list all organisms that may be found in each of the above, in the appropriate place, on the venn diagram 4) Do Challenge page 23

  6. 3.1 Canadian Biomes pg 88 Ecosystems can be grouped into larger categories called BIOMES. A biome is a collection of ecosystems that are similar or related to each other, usually in the type of plants they support. Canada has 4 major biomes. 1)the tundra 2)the boreal forest 3)the temperate deciduous forest 4)the grasslands

  7. Tundra Boreal or Taiga Temperate Deciduous Forest Grasslands

  8. Tundra Boreal Deciduous Grassland Abiotic Factors Temperature very low most of the year warmer than tundra higher temperatures than boreal higher temperatures than boreal Weather short growing season changeable longer growing season than boreal longer growing season than boreal Soil Type Permafrost layer beneath soil , poor quality Some water and acidic fertile Rich and fertile Precipitation low 40 cm /year or more Up to 100 cm/ year 25-75 cm/year

  9. Biotic factors (communities) Plant life* Rapid flowering plants, lichens and moss Coniferous trees (evergreens) Deciduous trees (oak, maple, poplar), shrubs and ferns Fescue grasses Animal life caribou seed eating birds squirrels grasshoppers ptarmigan squirrels insects bison lemmings snowshoe hares mice mice arctic fox deer deer snakes wolverines pine martens and wolves black bear, weasels, wolves hawks, wolves Tundra Boreal Deciduous Grassland

  10. Assignment: 1)Read pgs 88-92 2)Do Understanding Concepts pg 93 3) Do Work the Web pg 93

  11. 1.5Investigation “ A Schoolyard Ecosystem” pg 24 Complete this Activity Question -How do abiotic factors affect the distribution of weeds

  12. 1.2 Canada’s Endangered Species pg 14 In Canada there are more than 250 species of plants and animals at various degrees of risk.

  13. Classification System for At –Risk Species Classification Description Example EXTINCT A species that is no longer anywhere Blue walleye Passenger Pigeon ENDANGERED A species that is close to extinction in all parts of Canada Eastern Cougar Whooping Crane Pitcher’s Thistle Eastern Mountain Avens EXTIRPATED Any species no longer exists in one part of Canada, but can be found in other parts Grizzly Bear THREATENED Any species that is likely to become endangered if factors that make it vulnerable are not reversed Wood Bison Fowler’s Toad VULNERABLE Any species that is at risk of low or declining numbers at the fringe of its range or in some restricted area Grey Fox Wolverine Pacific Giant Salamander Arctic cod

  14. Assignment: 1)Read page 14 2) Do Understanding Concepts pg 15 3) Do the Wild Wolves Activity http://www.pbs.org/wgbh/nova/teachers/activities/2415_wolves.html Video : Wolves and Buffalo

  15. 1.10 Energy in Ecosystems pg 32 The source of all energy for ecosystems is the SUN. The Sun: -provides light -warmth -gives energy needed to evaporate water -provides energy for plants to make their own food (photosynthesis)

  16. Of the energy radiating from the Sun -30% is reflected by cloud’s and the earth’s surface The reflection of the Sun’s energy off of a surface is called the ALBEDO EFFECT. The more reflective a surface is, the higher the albedo of that surface. -70% warms the earth causing water to evaporate and generating the water cycle and weather -0.023% is used for photosynthesis PHOTOSYNTHESIS is the process green plants use to convert sunlight, carbon dioxide and water into sugar and oxygen

  17. Assignment : 1)Read pgs 32 –33 2) Do Understanding Concepts page 33

  18. 1.11 Following Energy Movements In Ecosystems Energy is passed through the TROPHIC levels of an ecosystem. Trophic means “feeder”. Third trophic level *SECONDARY CONSUMERS Wolves, hawks, owls Second trophic level *PRIMARY CONSUMERS Mice, deer , rabbits First trophic level PRODUCERS or AUTOTROPHS Plants , algae, bacteria Consumers are also referred to as* HETEROTROPHS, or organisms that cannot make their own food.

  19. Every organism in an ecosystem provides energy for other organisms. FOOD CHAINS provide a step by step sequence of who eats whom in an ecosystem. Ex. Plants  Rabbits  Wolves (CARNIVORE) When several food chains are connected a feeding relationship a FOOD WEB is created. (figure 3 pg 35).

  20. The most stable ecosystems, those with the greatest BIODIVERSITY , have such complex and well developed food webs that the removal of even one food chain does not have a great negative affect on the other food chains in the web. There is a limit on the energy transfer within a food chain. Only about 10% of the available energy in a lower trophic level is transferred to the next trophic level. 10% 10% Plants  Rabbits  Wolves The other 90% is used within the original trophic level for reproduction, living,growing and lost as heat.

  21. Another limitation on the energy transfer between trophic levels are the LAWS OF THERMODYNAMICS 1)First Law – energy can be changed from one form to another, it cannot be created or destroyed 2) Second Law – during energy changes some of the energy is lost in the form of heat and therefore cannot be passed on

  22. Energy transfers in ecosystems can be graphed 1)PYRAMID OF ENERGY- represent energy flow through the food chain or web. Measured in kilojoules or calories 2)PYRAMID OF NUMBERS –represent the number of organisms at each trophic level of a food chain 3) PYRAMID OF BIOMASS – the dry mass (water removed) of all the organisms at each trophic level. Measured in kilograms

  23. Assignment • Do the Pyramids Activity • Do understanding Concepts pg 39 • Test # 1 • Sections 1.5, 3.1, 1.2, 1.6, 1.4, 1.10, 1.11

  24. 2.1 Cycling of Matter in Ecosystems pg 50 Matter can be found in 2 forms: ORGANIC – matter that is or once was alive, containing carbon, hydrogen and often oxygen and nitrogen. These substances can be broken down and reformed in an ecosystem(recycled). INORGANIC – matter that was never alive and does contain carbon or hydrogen in its chemical makeup.

  25. DECOMPOSERS play a large role in the recycling of organic material. When bacteria feeds on dead organic material decay takes place. These decomposers breakdown the organic material into small molecules that pass into the soil and water and become available for use by other organisms.

  26. Assignment 1)Read pg 50 2) Do Understanding Concepts pg 51

  27. 2.2 Case Study “Pesticides” pg 52 Read the following sections: -PESTICIDES – answer (a) and (b) -BIOAMPLIFICATION – answer (e) and (f) -Pesticides and the Great Lakes – answer (r) and (s) Assignment Do Understanding Concepts 1,2 pg 58

  28. 2.5 The Carbon Cycle Pg 62 • Carbon is the key element for living things. Carbon can be found in: • 1)The atmosphere (CO2) • 2)Dissolved in the ocean (Carbonates, CO32-) • 3)Plants (sugar, C6H12O6) • Animals (protein) • Soil and rocks (Carbonates, CO32-)

  29. As carbon moves through the ecosystem it is changed from one form to another in a process called the CARBON CYCLE. In Plants : PHOTOSYNTHESIS sunlight CO2 + H2O C6H12O6 + O2 In Animals : RESPIRATION C6H12O6 + O2 CO2 + H2O

  30. RESERVOIRS OF CARBON are places where carbon is stored for a certain amount of time 1)Oceans – much of the earths’s carbon is stored as dissolved CO2 and Carbonates 2)Soil – some is found in the soil as carbonates 3)Atmosphere – Much of the earth’s carbon is found here in the form of CO2 4)Plants and animals – protein in the structures of the cells 5) Fossil Fuels – Decayed plant and animal material subjected to heat and pressure (Oil)

  31. Assignment 1)Read Pg62-64 2)Do Understanding Concepts pg 65 3) Activity:Play the Carbon Cycle game http://www.windows.ucar.edu/earth/climate/carbon_cycle.html

  32. 2.6 The Nitrogen Cycle pg 66 Life depends on the cycling of nitrogen. NITROGEN is: 1)used by cells to make protein in plants and animals 2)used to make DNA in plant and animal cells 3) used as fertilizer to make plants grow

  33. The atmosphere is 79% nitrogen , all of which is unusable by plants and animals Nitrogen is changed into nitrates by nitrogen fixing bacteria in the soil through a chemical process known as nitrification. Those nitrates can be used by plants as fertilizers to grow or they can be turned back into atmospheric nitrogen by other bacteria known as denitrifying bacteria. The nitrogen in the plants is consumed by animals or bacteria when they die and decay The animals excrete waste and the ammonia in the waste is changed by nitrogen fixing bacteria into nitrates which can then be recycled to the atmosphere or back into the plants This is the NITROGEN CYCLE

  34. Assignment 1)Read pg 66 and 67 2)Do Understanding Concepts 1-5 pg 69 3)Activity :Play the Nitrogen Cycle Game http://www.windows.ucar.edu/tour/link=/teacher_resources/teach_nitrogen.html

  35. 2.9 Monitoring Changes in Populations pg 74 Human population growth remained relatively constant for thousands of years. In the last 3 centuries human population has exploded. (see figure 1 pg 74) Factors that affect population sizes NATALITY ( births) The number of offspring born each year MORTALITY(deaths) The number of individuals of a species that die in one year IMMIGRATION The number of individuals of a species moving into an existing population EMMIGRATION The number of individuals of a species moving out of an existing population

  36. In most OPEN POPULATIONS all 4 of the above factors will influence the population size of a species In a CLOSED POPULATION immigration and emigration do not occur POPULATION HISTOGRAMS are used to study populations of long lived organisms.

  37. Double histograms allow you to compare population growth by sex (male and female) see figure 3 pg 75

  38. Assignment 1)read pg 74 and 75 2)Do Understanding Concepts pg 76 3)Do the Try This Activity “ Making a Histogram” pg 76 4)Activity :Play the “Oh Deer Game” http://www.riverventure.org/charleston/resources/pdf/population%20study%20game.pdf

  39. 2.10 Limits on Populations pg 77 Mice populations can change drastically in 6 months. 20 mice can become 5120 mice. Why don’t we see billions of mice when we look out the window? The reason is that, there are limitations on all populations including mice.

  40. BIRTH POTENTIAL The maximum number of offspring per birth. Whooping cranes lay only 2 eggs per year and only one survives CAPACITY FOR SURVIVAL The number of offspring that reach reproductive age. The female sea turtle lays many eggs, but only a few of her offspring even reach the sea and fewer still reach maturity PROCREATION The number of times that a species reproduces each year. Elk mate only once per year in the fall LENGTH OF REPRODUCTIVE LIFE The age of sexual maturity and the number of years the individual can reproduce. African elephants reach sexual maturity at about 15 years of age, but may reproduce until they are 90 Limiting Factors on Populations

  41. Other Limiting Factors on Population Size Factors that cause a population to increase Factors that cause a population to decrease Abiotic -Favourable light -Favourable temperature -Favourable chemical environment -Too much or too little light -Too cold or too warm -Unfavourable chemical environment Biotic -Sufficient food -Low number or low effectiveness of predators -Few or weak diseases and parasites -Ability to compete for resources -Insufficient food -High number or high effectiveness of predators -Many or strong diseases and parasites -Inability to successfully compete for resources

  42. A community is stable when none of the populations exceeds the carrying capacity of the ecosystem. The CARRYING CAPACITY is the maximum number of individuals that can be supported indefinitely by an ecosystem. The populations are also controlled by 2 laws: 1)LAW OF MIMIMUM – the food source in least supply is the one that limits the populations growth 2)LAW OF TOLERANCE – too much or too little of a resource can also limit a population. Organisms can only survivor tolerate a certain range of an abiotic factor.

  43. Some factors that control population can be dependent on the size or density of the population DENISTY – INDEPENDENT FACTORS DENSITY – DEPENDENT FACTORS Flood Food shortage Fire Competition for mates or breeding area (HABITAT) Spraying with pesticides Diseases caused by parasites Change in climate or temperature Introduction of an EXOTIC SPECIES Destruction of habitat Increased predation Drought Competition for water and other resources

  44. Assignment 1)Read pg 77-79 2)Do Understanding Concepts pg 80 3)Activity :Play the Extinction Game Test # 2 Sections 2.1, 2.2, 2.5, 2.6, 2.9, 2.10, Extinction Game

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