Textbook

Read pages 63 – 65
 Answer
questions
#1-3

Read pages 66 – 73
 Answer
#1-4
questions
Warm Up
1.) Does a parasite want to kill its host?
Explain why or why not.
2.) List 3 abiotic factors.
3.) What kind of symbiosis exists
between humans and dogs?
4.) What is an organism’s niche?
Warm Up
1.
2.
3.
4.
5.
Describe the 3 kinds of symbiosis.
What is a pheromone?
Give an example of territorial defense.
Give an example of a courtship ritual.
Why is an ideal population growth curve
unlikely to exist in nature?
ECOLOGY
What is Ecology?
Ecology: the study of relationships
between organisms and their
environment
What is Ecology cont’d
The environment can be composed of different
factors:
 Biotic
factors-living. Ex. Animals, plants, bacteria,
fungus, etc.
 Abiotic
factors-non living. Ex. Sunlight,
temperature, water, rocks
Habitat vs. Niche



Biotic and abiotic factors create an organisms
habitat and niche.
Habitat is where an organism lives.
A niche is the role an organism plays in the habitat.
A
niche includes the space the organism using, the food,
mating, etc.
Important definitions


Ecosystem: collection of organisms that live in a
particular place together with the nonliving
(physical) environment
Biome: Group of ecosystems that have same
climate and similar dominant communities
NC has 3 biomes: Coastal, Piedmont, and
Mountain
You may have learned this as the regions, divisions,
or sections of NC in elementary school
LEVELS OF ORGANIZATION
SMALL TO LARGE

Organism
 Single
A

living thing.
Buffalo
Population
 Groups
A


of the same type organism.
herd of buffalo.
Community
 Different
populations in an area.
 Buffalo,
hawks, prairie dogs, grass
Ecosystems
 Biotic
and Abiotic factors.
 Buffalo,
hawks, prairie dogs, grass, flowers, rocks, soil,
weather….


Biome: Large region of the planet
Biosphere: The planet
Levels of organization
Biosphere
Biome
Ecosystem
Community
Population
Individual/Organism
INTERRELATIONSHIPS
BETWEEN ORGANISMS
Symbiosis, Communication between species,
Predator/Prey relationships
Innate Behavior



An innate behavior is an
instinct.
The animal is born with it.
The behavior is fully
functional the first time it
is performed
Learned Behavior

A learned behavior is
a change in behavior
based on experience.
Symbiosis




Relationship between two organisms
May help/benefit both organisms involved
Or, may help/benefit one and not harm/benefit for
the other
Or, may help/benefit one and hurt/harm the other
Types of Symbiosis:
Mutualism





Both organisms benefit.
Ex.:
Clownfish and Sea anemone
Fish gets housing and protection
Anemone gets scraps of food the clownfish brings down.
Anemone can also sting and digest larger fish that are
attracted to the clownfish.
Types of Symbiosis:
Commensalism


One organism benefits, the other is neither helped nor
harmed.
Ex: Barnacles on a whale, Mites on our eyelashes
Types of Symbiosis:
Parasitism



One organism is harmed (the host) and the other one
benefits
Ex. Tapeworm, athlete’s foot, fleas, ticks, pests on plants
Does a parasite want to kill its host?
What are some other examples of
symbiotic relationships that you can
think of? Mutualism, Commensalism,
or Parasitism?
Relationship WS
Communication between species
Pheromones
 Courtship rituals
 Territorial defense

Types of communications: Pheromones


A chemical that is excreted from an organism that
triggers a response from the organism that
receives/detects the chemical
Alarm pheromones, sex pheromones, food trail
pheromones, etc
Pheromones


Ants or bees: when one is attacked an alarm
pheromone is released to alert nearby species. The
nearby species become very aggressive.
Bees: also have sex pheromones and food trail
pheromones
 Sex:
If a hive has too many young bees, a pheromone
can be released to prevent females from producing
more offspring
 Food trail: A bee finds food, sends out pheromone to
alert rest of hive of the food
Pheromones cont’d

Termites: food trail pheromones
 Leaves
source.
pheromone markings on the way to the food
Ant Trails

https://safeshare.tv/x/gcHt5n3NGK0
Types of communication:
Courtship rituals



When a male is seeking a mate, they sometimes do
some display to impress/attract their mate
Animal courtship may involve complicated dances,
vocalizations, or displays of beauty or fighting
prowess
Ex. Bower bird
Types of communication:
territorial defense




Organisms of the same species fight over territory
Usually seen in males-to protect their mate or
maybe their offspring
May be seen in females when protecting offspring
Siamese fighting fish/Betta fish: extremely
territorial. Will fight until one is dead!
The Sarcastic Fringehead

https://safeshare.tv/x/KRV961d0TP4
PREDATOR/PREY
RELATIONSHIPS
Predator vs. Prey
Increase prey = increase in predators
Reduce prey = reduction in predators
The prey population
eventually recovers,
starting a new cycle.
Predator vs. Prey cont’d





When prey increases, predators move into that area to
get food.
As more predators come, competition between predators
begin
Predators die off either because they don’t get enough
food or they are killed by competition
Prey die off because they are being eaten by predators
Populations recover for both predator and prey. Cycle
begins again.
Predator/Prey simulation
http://cashmancuneo.net/flash/fc44/foodchain.swf
POPULATION GROWTH
Limiting Factors and Carrying Capacity
Population Growth




Bacteria reproduce by splitting in half every 20
minutes
If we begin with one, how many will we have after
1 hour? 8 bacterium
After 3 hours? 512 bacterium
After 24 hours?
Population growth

4,720, 000, 000, 000, 000, 000, 000

YIKES!!!
Ideal Population Growth


A population with unlimited resources, no predators, and no disease
will grow exponentially over time
These are ideal conditions…
not real-world!!!
Real World Population Growth


Population growth slows as
resources become
unavailable, predators and
disease increase
Carrying Capacity largest number of
individuals of a population
that an environment can
support
Density-Dependent Effects on
Population Growth




Density-dependent: Factors
that have an increasing effect
as populations size increases.
Disease outbreak
Food and water shortages
Resources for shelter and
habitat space
Density-Independent Effects on
Populations




Density-independent: Factors that affect all
populations, regardless of their size.
Weather
Climate
Hunting
Population Growth



Population Density = the number of individuals per
area for a given population.
Population density can be controlled by the densitydependent and density-independent factors but it is
also controlled on an individual basis.
3 individual primary factors:
 Reproduction
(birth) rate / death rate
 Individuals moving in (immigration)
 Individuals moving out (emigration)
Birth Rates
Factors that Influence Birth Rate




Female literacy levels
Social and religious beliefs
Infant mortality rate
Poverty levels
Death Rates (deaths/1,000 population)
http://commons.wikimedia.org/wiki/Image:Death_rate_world_map.PNG
Factors that Influence Death Rate






Disease - HIV / AIDS
Famine
Clean Water
Natural Hazards
Medical Supplies
Education
What does population growth look like
on a graph?



Exponential growth
Will it continue exponentially
forever?
Why or why not?
Fun facts

In 2005, the world’s population was estimated to be
increasing at the rate of 153 people every minute
2




in developed countries, 151 in developing countries
Current estimated world population today is a little
over 7 billion
1802=1 billion, 1928=2 billion, 1974=4 billion
Estimation by 2028=8 billion
Carrying capacity for humans is estimated between
5 billion and 10 billion.

http://www.census.gov/popclock/
Reading population growth graphs for
individual countries






Also called AGE STRUCTURE GRAPHS
Model that shows the number of people in different
age groups in the population.
Demographers can use age structures to predict the
growth of a population.
Developed countries usually have all groups nearly
equal= slow to no growth
Developing countries usually have large numbers of
young children= rapid growth
Why?
Warm Up
1. What happens to a predator population as
the prey population increases?
 2. What happens to a predator population as
the prey population decreases?
 3. Which type of graph shows the current human
world-wide population? (Ideal or real world)
 4. What are the three individual primary factors
that can affect population density?

Warm Up
1.
2.
3.
4.
What is carrying capacity?
Define camouflage and give an
example.
Define mimicry and give an example.
What adaptation do fish have for
respiration that mammals do not have?
Warm Up
1.) What animal did you research yesterday?
2.) What is the interesting adaptation for your animal?
3.) Everyone’s animal is in the same domain and
kingdom. Why is that?
4.) What is your animal’s adaptation for locomotion?
5.) What kinds of food/prey does your animal need
for survival?
Warm Up
1.
2.
3.
4.
5.
What is a community?
List one factor that can impact birth
rates.
List one factor that can impact death
rates.
Give one density dependent factor.
Give one density independent factor.
Modeling Simulation
Energy Flow through an Ecosystem
Energy Flow Simulation Game
1.) Verify that you are starting with 15 beans.
2.) You must interact with each person before repeating an interaction.
3.) When one organism eats another, the predator takes 5 beans from
the prey’s bag. But then both people put 2 beans in the waste
container.
4.) If neither organism eats the other, both people put 2 beans in the
waste container.
5.) Plankton receives 10 beans from the supply container after every
interaction.
6.) Only plankton can take from the supply container.
7.) If you have no beans, sit down, you are dead.
Data Table
I ended up with ______ beans.
Organism
Plankton
Shrimp
Cod
Dolphin
# of people
# of beans
representing
after
that organism simulation
Post Lab questions
1.) What do you think the supply container
represents?
2.) What do you think the beans represent?
3.) What do you think the waste container
represents?
4.) Which organisms in this model are autotrophs
and which are heterotrophs?
5.)Why doesn’t the dolphin eat the plankton?
Warm Up
1.) In yesterday’s activity, what animal were you
representing?
2.) Why were only the plankton allowed to take from the
supply container?
3.) Why was it detrimental for a cod to interact with a
dolphin?
4.) Why was it difficult for the dolphins to find their food?
ENERGY FLOW
How does it impact an ecosystem?
Introduction to Energy Flow




Energy and matter (water, carbon, nitrogen,
oxygen, etc) flow through a system.
The ease at which these flow will contribute to the
health and sustainability of an ecosystem
An ecosystem includes the organisms in that system
along with their chemical and physical environment
Energy in the ecosystem is characterized by the
food that organisms eat (they are transformers of
energy)
The Four Major Players




The abiotic environment: nonliving factors
Primary producers: autotrophs
Consumers: heterotrophs—eat the primary
producers OR can eat other heterotrophs
Decomposers: heterotrophs but eat nonliving organic
matter (ex. Fungi, bacteria, etc)
Trophic Levels

Bottom to top:
 Primary
producers
 Primary consumer
 Secondary consumer
 Tertiary consumer
Trophic levels cont’d



Energy comes from the sun, this means that all
autotrophs/all primary producers will hold all
energy inside an ecosystem
All organisms ultimately “eat” those producers.
Primary consumer eats primary producer.
Secondary consumer eats primary consumer.
Tertiary consumer eats secondary consumer.
Therefore, the energy from the sun is passed
throughout the trophic levels
Trophic levels cont’d



As energy passes up the trophic level, energy gets
lost.
10% Rule only 10% of the energy from one
trophic level moves up to the next trophic level.
Where does the other 90% of energy go?
Heat, activity, energy still in urine and feces

Suppose the trees
contain 10,000
calories of energy.
How much energy will
be passed up to the
lions?
Method of converting sun energy into
chemical energy usable by cells
 Occurs only in PLANTS, some BACTERIA,
and some PROTISTS
 Happens inside the CHLOROPLAST
 Overall Reaction:

› 6CO2 + 6H2O + sunlight  C6H12O6 + 6O2
› Carbon Dioxide + Water + Sunlight  Glucose + Oxygen

Autotrophs: self feeders, organisms
capable of making their own food
› Photoautotrophs: use sun energy e.g. plants
photosynthesis-makes organic compounds
(glucose) from light
› Chemoautotrophs: use chemical energy e.g.
bacteria that use sulfide or methane
chemosynthesis-makes organic compounds
from chemical energy contained in sulfide or
methane
Autotrophs (plants) pull sun energy to convert into
food for themselves (the glucose product) but
humans (heterotrophs) use this product as well!
 Humans then complete respiration which releases
CO2 back to the plants and the process begins
again
 This is the CARBON CYCLE (more later)

Light absorbing molecule (chlorophyll) can
be found inside the chloroplast.
 Chlorophyll absorbs all wavelengths of light
EXCEPT green.
 The green wavelength is REFLECTED back to
us. That’s why plants look green!

A.
B.
C.
Amount of water or carbon dioxide
Temperature and pH
Light intensity
_______________
_____
AMOUNT
OF H2O or CO
2
Water and carbon dioxide are one of the raw
materials needed, so a shortage
slow or stop photosynthesis
can ____________
TEMPERATURE and pH
Photosynthesis enzymes function
best between 0° C - 35° C and
at neutral pH levels (~6-8 pH)
At levels above or below this
range, photosynthesis will slow
or stop
LIGHT INTENSITY
____________________
More light increases rate of photosynthesis
up to a certain level until plant reaches its
maximum rate of photosynthesis
Just like we take in oxygen gas, plants
must take in their gas (carbon dioxide)
 Just like we release carbon dioxide by
exhaling, plants must release their gas
(oxygen)
 How? STOMATA

› Specialized cells on the underside of the leaf
Transformation of chemical energy in food into
chemical energy cells can use: ATP
 These reactions proceed the same way in plants
and animals. Process is called cellular
respiration


Overall Reaction:
› C6H12O6 + 6O2 → 6CO2 + 6H2O + Energy (36 ATP)
› Glucose + oxygen  carbon dioxide + water + energy
Breakdown of glucose begins in the
cytoplasm: the liquid matrix inside the
cell
 At this point life diverges into two forms
and two pathways

› Anaerobic cellular respiration (aka
fermentation)
› Aerobic cellular respiration

IN THE CYTOPLASM
› Glycolysis: Yields 2 ATP

INSIDE MITOCHONDRIA
› Kreb’s Cycle: Yields 2 ATP
› Electron Transport Chain: Yields 32 ATP

TOTAL = 36 ATP
C6H12O6 + 6O2 → 6CO2 + 6H2O + Energy (36 ATP)
Some organisms thrive in environments
with little or no oxygen but still need to
respire so this is how it’s done!
 No oxygen used = ‘an’aerobic
 HAPPENS IN CYTOPLASM: only glycolysis
occurs so 2 ATP produced at the end
 End products…next slide

Where does aerobic respiration
occur?
2. Where does anaerobic respiration
occur?
3. Write the equation for aerobic
respiration in chemical formulas.
4. Write the equation for aerobic
respiration in words.
1.

Two types:
› Lactic Acid Fermentation-if animal cell
› Alcoholic Fermentation-if bacteria, yeast,
plant, etc.
In what organelle does cellular
respiration occur?
2. What are the three stages of cellular
respiration?
3. What organelle is responsible for
storing and protecting the genetic
information?
4. What are the three statements of
the cell theory?
1.
When you exercise, you need oxygen and
more energy
 If you don’t get oxygen fast enough your
body (muscle cells) must transition to
anaerobic respiration
 BIG IDEA

› C6H12O6 + no oxygen  lactic acid + CO2+ 2 ATP

Causes muscle soreness

This is also how certain foods are made
such as yogurt, cheese, pickles, and sour
cream
Occurs with bacteria and yeasts
 BIG IDEA

› C6H12O6 + no oxygen  Ethanol + CO2 + 2 ATP

How does this benefit us?
› How bread is made: CO2 product makes the
bread rise (alcohol evaporates during
cooking)
› How beer is made: fermentation of yeast-we
just extract the alcohol product
› How wine is made: fermentation of bacteriawe just extract the alcohol product
THE CARBON CYCLE
Carbon Cycle




All living things are made of carbon—they are
ORGANIC
Carbon is also found in the air (carbon dioxide),
inside rocks (carbonate), and in the ocean
All of these carbon sources do not stay still, they
cycle throughout the earth
How??? Multiple ways—see next slide

Photosynthesis
6CO2 + 6H2O + Energy  C6H12O6 + 6O2

Respiration
C6H12O6 + 6O2  6CO2 + 6H2O + Energy

Plant death/decomposition-when plants die and
decompose, they can become a fossil fuel (coal, oil,
natural gas). When humans burn this fuel, we
release the carbon dioxide into the atmosphere to
start over in the cycle again.
THE NITROGEN CYCLE
Nitrogen Cycle





The atmosphere is ~80% nitrogen.
Nitrogen must be cycled through the Earth so that
all organisms are able to synthesize proteins
Bacteria take nitrogen from the atmosphere and
turn it into ammonia (NH3). This process is called
Nitrogen Fixation
This is important for us because without ammonia we
could not make amino acids…which form ????
PROTEINS!
Warm Up
1.
2.
3.
4.
In what form is carbon after photosynthesis?
In what form is carbon after burning coal?
What process takes nitrogen and turns it into
ammonia?
Why is the process mentioned in #3 so
important to life?
FACTORS THAT CAN
IMPACT OUR EARTH AND
THE POPULATIONS ON THE
EARTH
Human Population






What effect is population size having on the…
the food supply?
the water supply?
our natural resources?
Remember the concept of the carrying capacity—the
Earth can only support so many humans.
Scientists estimate that the human carrying capacity
of somewhere between 5 and 10 billion!
Non-native species


Species that do not belong to a particular area.
Brought by humans. May be intentional or
accidental.
Normal species that are native to an area now have
to struggle for survival and out-compete the nonnative species.
Non-native species



Ex. Kudzu
Brought over from southern Japan. Thought it could be
used to control erosion. Instead it grew rapidly in an
attempt to outcompete all other autotrophic species.
The only animal that will eat it is the goat.
Deforestation




Cutting down trees.
How does this affect organisms living in those areas?
How does it affect the environment?
Loss of Habitat = Loss of species, degradation of the
environment.
Bioaccumulation


The accumulation of a
harmful substance as it
moves up the food chain.
Ex: DDT (pesticide) and
heavy metals (lead and
mercury)
Climate change/Global warming
Climate change
Causes?
Human: burning fossil
fuels and wood,
putting CO2 and
methane into the
atmosphere
Natural: volcanoes
Effects?
 Polar ice caps melting
 Sea level rising
 More frequent and
violent storms
 Tropical diseases
moving into temperate
areas
 Loss of habitat (ex:
coral reefs)
How can we help?

Stewardship: to take care of the Earth and keep it
healthy
 Avoid
releasing greenhouse gases-how?
 Reduce our carbon footprint-how?

Sustainable development: a way of using natural
resources without depleting them and without
causing long-term environmental harm
 Create
energy without producing pollution
 Building with recycled materials
Age Structure Graphs Future Predictions
Based on the age structure graph for 2050,
we can see that the 75+ cohort is very
large. What could be some reasons why
demographers anticipate this occurring?
What does this tell us about the growth of
the population?
Warm Up
1.
Give 5 historical, environmental, or
scientific reasons why the United States
was able to become a developed country
over the course of the past 150 years.
Warm Up
1.
2.
3.
4.
What would a developing country look like on an
age structure graph?
What would a developed country look like on an
age structure graph?
Give an example of a density-dependent factor
that impacts population growth.
Give an example of a density-independent factor
that impacts population growth.
Warm Up





1. True or False: Bioaccumulation has a greater
impact on animals higher up the food chain.
2. When humans burn fossil fuels, what two gases
are released into the atmosphere?
3. Define ecosystem.
4. Give an example of a non-native species.
5. What is the process by which bacteria take
nitrogen from the atmosphere and turn it into
ammonia (NH3)?
Warm Up




1. Explain the difference between innate and
learned behavior.
2. When a nation’s age structure graph looks like a
pyramid, is the nation experiencing rapid growth or
slow growth?
3. When a nation’s age structure graph has lots of
bars that are roughly the same size, is the nation
developing or developed?
4. Define carrying capacity.
Warm Up
Food chain: GrassRabbitFox
1. What would the rabbit be called?
2. If the grass has 400,000 calories of energy, how
much energy would be passed up to the rabbit?
How much energy would be passed up to the fox?
3. What are the four major players that contribute
to energy flow in an ecosystem?
4. Explain the 10% Rule.
Warm Up “Blue Gold”





1.) Potable drinking water is a valuable commodity.
Name 3 other natural resources that the human race must
preserve with care and respect.
2.) What percentage of the world’s water is fresh water?
3.) True or false: More people are living in cities than in
the countryside.
4.) True or false: Developing countries will the last to deal
with the effects of water loss.
5.) Each year, more children die of water bourne
pathogens than malaria, AIDS, and _________?
Warm Up

Pick one of these lab
activities we did this
semester. Briefly explain
what you did and why you
liked it. Write at least one
paragraph explaining the
biological topic that the
lab activity addressed.
Chicken liver lab
 Exercise Bromothymol Blue lab
 Microscopes
 DNA Origami
 Potato Cores
 Makin’ Babies
 Genetic taste test
 Pheromone sniffing
 Beak of the Finch
 Marine Life with Beans
