CHAPTER
2
Chapter Review
Page 46
Time
Chapter 2 Review Chart
45–60 min
• Remind students that predicting exam questions can help them prepare for
an exam. Demonstrate how to turn a bullet point under a Key Idea into an
open-ended question. For example, a question for the first bullet point on
page 46 of the Student Book might be, How do living things interact on
several levels of organization, and what are the levels? Suggest that students
make a question for each bullet point. In the process of doing so, they will
be reviewing the answers.
Skills and Processes
The Chapter Review provides
an opportunity for students
to demonstrate their
understanding of and their
ability to apply the key ideas,
vocabulary, and skills and
processes.
Program Resources
BLM 0.0-10 Chapter Key
Ideas
WS 2.0-1 Chapter Checklist
WS 2.0-2 Chapter 2 Quiz
Nelson Science Probe 10
website
www.science.nelson.com
• Have students use their Study Guides from the Student Workbook to review
what they have learned in this chapter. They should use these guides and
their notes to review the key ideas given in the Chapter Review.
• Have students use BLM 0.0-10 Chapter Key Ideas to review the key ideas in
the chapter.
• Students can complete WS 2.0-1 Chapter Checklist to self-check their
knowledge of the prescribed learning outcomes and achievement indicators
presented in the chapter.
• Have students complete WS 2.0-2 Chapter 2 Quiz to review the vocabulary
and concepts in this chapter.
Review Key Ideas and Vocabulary—Suggested Answers
1. (a)
2.
II; (b) III; (c) VII; (d) I; (e) VI; (f) V; (g) IV
The study of ecology reveals interconnectedness at many levels. Each organism is connected to other
organisms and also to abiotic elements of the environment. Organisms are connected to each other in
food chains and food webs; organisms and abiotic factors are connected in the cycle of nutrients through
ecosystems. Earth is connected to the Sun, which is Earth’s primary source of energy, and organisms are
connected as they pass the energy through trophic levels. Populations increase and decrease in connected
ways, as in predator–prey cycles. Some organisms are connected in symbiotic relationships.
3. (a)
population; (b) population; (c) ecosystem; (d) community
4.
Sample answer: light, temperature, water, space, wind
5.
Sample answer: a rotting log community and the abiotic factors that affect it; the bacteria and other
organisms in a dog’s mouth plus the saliva, tissues, and other conditions in the mouth; the trees and
other plants and the animals and other organisms plus the soil, rocks, and other abiotic factors in a
forest; kelp, shellfish, sea otters, and other organisms plus the abiotic factors found in a shallow coastal
marine kelp forest; all the organisms and all the abiotic factors on Earth (the biosphere)
6.
Producers are at the first trophic level. They capture energy and make it and nutrients available to the
primary consumers, the animals and other organisms in the second trophic level.
7.
A
8.
D
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Unit A: Sustainability of Ecosystems
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Use What You’ve Learned—Suggested Answers
9. (a)
Mould Growth vs. pH
Number of mould colonies
30
pH = 4
pH = 6
pH = 8
25
20
15
10
5
0
Start
1
2
3
Day
(b)
pH 6.0
(c)
To test the effect of the pH, it must be the only factor that changes. The other conditions, such as
temperature, should remain constant.
(d)
To ensure the results are valid, the type of mould used, the way the bread is incubated, and the
amount of mould the bread is incubated with should be kept constant.
(e)
Time, light, and amount of moisture might affect the growth of bread mould.
(f)
Following the same procedure with no mould would be an appropriate control.
10.
B
11.
D
12.
Sample answer:
Category of consumer
Description
Examples
Herbivore
eat only producers or parts of
producers
caribou and honeybees
Carnivore
eat only other consumers
lions and killer whales
Detrivore
eat large bits of the bodies of
organisms that have recently
died, plant debris, and animal feces
crabs and long-horned beetles
Decomposer
feed on small bits of organic material
from producers or consumers and
break the bits down to molecules
some bacteria and fungi
Think Critically—Suggested Answers
13.
C
14.
Organisms in the second trophic level eat producers, such as plants and algae. Organisms in the third
trophic level eat herbivores.
15.
Sample answer: A change in the amount of water or humidity causes a change in the numbers and types
of plants. Temperature changes affect types of plants and greatly affect numbers of insects. Availability of
light greatly affects plants. When ocean currents and upwellings change, plankton and krill become less
abundant in some areas and more abundant in others. All of these changes lead to changes in higher
trophic levels.
16.
Sample answer: Air temperature affected what clothes I am wearing. Rain is keeping me indoors. The
wind messed up my hair on my way to school.
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Chapter 2 Interactions in Ecosystems
67
17. (a)
community; (b) tree; (c) hawk; (d) hawk, at the fifth trophic level
18.
Hawk
Mouse
Spider
Beetle
Tree
Hawk
Mouse
Spider
Beetle
Tree
Energy pyramid
Biomass pyramid
Hawk
Mouse
Spider
Beetle
Tree
Numbers pyramid
19.
C
20.
If the given food chain alone is considered, spraying to kill beetles would reduce the size of the hawk
population. Beetles might be the food supply for mice, voles, etc., that are the prey of hawks. Reducing
the number of beetles would reduce the food supply for mice and voles; the mice and vole population
would therefore decrease. A reduction in the food supply of hawks would cause a reduction in the hawk
population. (In reality, however, the food chain would be part of a food web. The food web would not be
affected in the exact same way or to the same degree.)
Reflect On Your Learning—Suggested Answers
21.
Regardless of size (the main difference between the puddle ecosystem and the mountain range ecosystem),
an ecosystem includes a living community and the physical environment in which an organism lives. If
the organism under consideration is a mosquito larva, then the larva and other insects in the puddle,
along with any tadpoles, algae, or other organisms in the puddle, make up the puddle community; the
physical factors, such as water, turbidity, temperature, and underlying soil or rock, plus the community
make up an ecosystem. Similarly, a mountain range has rocks, snow, temperature, and other
environmental factors; these affect the community of deer, cougars, mice, trees, lichens, and other
organisms. The community and abiotic factors make up an ecosystem.
Meeting Individual Needs
ESL
• Have ESL learners make their own vocabulary cards. One side of each card should have an English word.
The other side should have the word in their language(s) and a sketch they find helpful.
• You can have students who speak the same language check each other’s vocabulary cards and discuss their
different understandings.
Extra Support
• Turn the bullet points into questions and make these model questions available to students.
• Suggest students use the vocabulary list to help them remember the answers.
• Have students work in pairs, asking and answering out loud to each other. After they have answered all the
questions, have them do it again but switch questions. That is, each student should answer the questions he
or she asked last time. Listening one time and answering the second time provides a good review.
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Unit A: Sustainability of Ecosystems
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