Objective 3: Biology

1. Objective 3: Biology Demonstrate an understanding of the interdependence of organisms and the environment. TAKS Review, Objective 3

2. Biomes are identified by biotic and abiotic factors. • Biotic – what kinds of plants and animals live there • Abiotic – nonliving characteristics such as soil type, rainfall amounts, and average temperature cycles. TAKS Review, Objective 3

3. Name the Biome Temperate Forest Desert Tundra Grasslands Tropical Rainforest Taiga TAKS Review, Objective 3

4. To what do these terms refer? • Biosphere – The entire area of the planet that supports life. • Biome – An area defined by specific abiotic and biotic factors. • Community – The groups of living things in an area and how they relate. TAKS Review, Objective 3

5. Ecology – The study of the relationships among living things • Symbiosisis a close relationship between two living things • When both are helped it is called mutualism • When one is helped and there is no effect on the other it is called commensalism • When one is helped and the other is harmed it is calledparasitism TAKS Review, Objective 3

6. Mutualism . . . Sharks are cleaned by a little fish known as a Remora. The shark never eats them since they clean bacteria off of the shark. Since both species are helped, this is mutualism. TAKS Review, Objective 3

7. Commensalism . . . Orchids live high in tree-tops on the branches of large trees. They do not harm the tree, but they are helped by being raised up into the sunshine and receiving water. TAKS Review, Objective 3

8. Parasites . . . Parasites harm or kill the host. A good example is a tape worm. It intercepts much of the host’s food, causing the host to starve/be nutrient deficient TAKS Review, Objective 3

9. Sleeper shark with eye parasite TAKS Review, Objective 3

10. Parasitic fluke TAKS Review, Objective 3

11. Adaptations of Parasite – Highly specialized physiologically and anatomically Feeding apparatus Small size, hard to see Strong, attachment apparatus Natural pain killers at feeding site Parasitism – Co-evolution of Parasite and Host TAKS Review, Objective 3

12. Adaptations of the Host – Defense Eyes, nose and mouth are protected by tears, mucous and saliva Grooming behaviors Natural body defenses Parasitism – Co-evolution of Parasite and Host TAKS Review, Objective 3

13. the TAPEWORM DIET! TAKS Review, Objective 3

14. 35 Clown fish are small reef fish that seek protection from predators by sheltering themselves among the stinging tentacles of sea anemones. Clown fish are very territorial and can potentially scare off predators of sea anemones. This relationship is an example of -- A neutralism B mutualism C parasitism D commensalism This is not a type of symbiosis Incorrect Since both are helped, it is of mutual benefit Neither is harmed so this is incorrect Means only one is being helped and the relationship has no effect on the other – also incorrect TAKS Review, Objective 3

15. What is helped? Both the ants and the tree. This is the definition of: TAKS Review, Objective 3

16. All energy on the earth comes from the sun. TAKS Review, Objective 3

17. Primary Productivity All photosynthetic organisms take the light from the sun and convert it to chemical stored energy. This chemical energy is an organic compound. Organic means having carbon TAKS Review, Objective 3

18. Used by producers 18 Energy used by producers in a grassland food web is provided by- This is a process, not an energy source. H and J are elements which are types of matter, not energy. So the answer should be: F F sunlight G photosynthesis H oxygen J carbon dioxide TAKS Review, Objective 3

19. Energy Diagrams - FLOW At one end of the diagram are plants. Plants are called producers since they are capable of turning sunlight into food by photosynthesis. They pass 10% of the energy they absorb to animals that eat them. TAKS Review, Objective 3

20. To understand the flow of energy lets say that when energy leaves the sun it is worth 100 dollars. Next when the plant makes food the energy is now worth 10 dollars When the rabbit eats the plant the energy is worth 1 dollar. When the wolf eats the rabbit it is worth 0.1 dollars or 10 cents. TAKS Review, Objective 3

21. So, as the energy moves through the ecosystem only 1/10th of it makes it to the next level! TAKS Review, Objective 3

22. Consumers 1st Order Consumers: eat only plants and are also called herbivores. 2nd Order Consumers: eat only animals and are called carnivores. 3rd Order Consumers: animals that eat other animals and plants. They are also known as omnivores TAKS Review, Objective 3

23. Producer TAKS Review, Objective 3

24. Herbivore TAKS Review, Objective 3

25. Omnivore TAKS Review, Objective 3

26. Carnivore TAKS Review, Objective 3

27. The Detritivores…a special case • worms, fungi, and bacteria - all survive by ‘eating’ the dead things (detritus) and returning the nutrients to the soil and air. If these creatures cause the decay they are called decomposers. They are on all trophic levels except the first TAKS Review, Objective 3

28. 39 Wolves and hawks are at the same trophic level because they — A both live on land B are both large mammals C both eat primary consumers D have similar hunting patterns trophic level Means 1st , 2nd or 3rd Order Consumer TAKS Review, Objective 3

29. TAKS Review, Objective 3

30. 10% Energy Rule –Only 10% of the energy moves up to the next trophic level. Decomposers TAKS Review, Objective 3

31. If we apply the 10% rule, 10% of the 1000 kcal of the plant is consumed (100 kcal), and 10% of that is 10 kcal which is 1% of the original 1000kcal, but only 3 kcal is available to the tissues so it is A. 43 Approximately how much of the energy available in the tissues of the producer is eventually incorporated into the tissues of a secondary consumer? A Less than 1% B Between 20% and 30% C Approximately 50% D More than 50% TAKS Review, Objective 3

32. Food Chain – One of many feeding relationships in a community • Arrows in a food chain show the direction of energy flow. • This is not the only feeding relationship for these organisms. • When several or all of the food relationships are shown it’s a . . . TAKS Review, Objective 3

33. Food Web TAKS Review, Objective 3

34. Food Webs • Food webs attempt to show all the feeding relationships in a community. • The direction of the arrows shows the direction of energy flow. • At the bottom of every web and every chain is a plant. These are the only things that can turn sunshine into food. TAKS Review, Objective 3

35. 37 Which of these groups of organisms would most likely have accumulated the largest concentration of a long-lasting chemical pollutant in their bodies? A Phytoplankton B Zooplankton C Lake trout D Gulls Since the Gulls are at the top of the food web, they would have the highest accumulation of everything but energy. TAKS Review, Objective 3

36. Predator and Prey Preyare the animals that are eaten as a food source for the . . . Thepredatoris the hunter animal. The population of the predator must be less than the prey or they do not have enough food. TAKS Review, Objective 3

37. Predation – Co-evolution of Predator and Prey Adaptations of the Predator – Improved efficiency at finding, capturing and consuming prey • Sharp Teeth • Keen senses; sight, hearing, smell • Strong, fast legs • Camouflage TAKS Review, Objective 3

38. Adaptations of the Prey – Improved efficiency at hiding, evading and avoiding being eaten. • Sharp Teeth • Keen senses; sight, hearing, smell • Strong, fast legs • Camouflage, Spines, …. • Bad Taste / Warning Coloration / Mimicry TAKS Review, Objective 3

39. TAKS Review, Objective 3

40. What could be done to increase the predator population? 24 Which of the following is most likely to cause increases in a predator population? F Fewer prey G A reduction in competition H More parasites J A period of drought Reduces available food – Nope! Fewer predators, they would be sick or dying! Fewer predators and prey; they’d be gone looking for water! TAKS Review, Objective 3

41. Carrying Capacity • Carrying capacity is the maximum number of a specific population that an area can support (with enough food and other living requirements). It is shown by a line on population graphs for a specific species. TAKS Review, Objective 3

42. 2 Because of this animal’s adaptations, it would be most successful at — F competing with birds G making its own food H hiding from predators J running very rapidly TAKS Review, Objective 3

43. TAKS Review, Objective 3

44. And the answer is? • H hiding from predators. • Its not a plant, so it can’t make food. • It has no wings, so it can not compete with birds. • Although it has long legs, it doesn’t seem balanced for running. TAKS Review, Objective 3

45. Question? • How can a plant leaf be modified: -to capture more sunlight? -to receive less sunlight? -to prevent water loss? -for protection? TAKS Review, Objective 3

46. Water Cycle • Precipitation (rain, snow) falls • Plants transpire & evaporation takes water back into clouds • The ground filters the water run-off into the lakes where it evaporates TAKS Review, Objective 3

47. 21 The diagram shows physical changes that occur in the water cycle. Which of these shows condensation? A Q B R C S D T Precipitation Run Off of ground water Evaporation TAKS Review, Objective 3

48. Carbon Cycle • Glucose C6H12O6 is produced by plants, eaten by animals. Photosynthesis • Animals and plants exhale CO2 which is taken in by plants to make glucose Cellular Respiration TAKS Review, Objective 3

49. Nitrogen Cycle TAKS Review, Objective 3

50. Nitrogen Cycle • Lightening and bacteria in the ground “fix” Nitrogen into a form usable by plants • N is absorbed by plants, through their roots as nitrates, so they can be used to build amino acids essential for building proteins, enzymes and the nitrogen bases of DNA Nitrogen-fixing Rhizobium on plant roots TAKS Review, Objective 3