Ecosystems

**ECOSYSTEMS**

Rules Relationships || See Home Page || Student/Parent Contracts due by 8/29 || link to ecosystems
 * **Date** || **Daily Topic** || **Materials** || **Homework** ||
 * 8/21 || Introductions ||  ||   ||
 * 8/22 & 8/23 || Syllabus
 * 8/24 & 8/27 || Intro to Ecology || ** Check out Textbooks **
 * IB Biology Option G Presentation (Smullen) (pages 1 - 11)** || Read section on Command Terms in the **Course Information link** ||
 * 8/28 & 8/29 ||  || - Abiotic Factors & Biomes (working from textbook) ||   ||
 * 8/30 & 8/31 ||  || - Review the abiotic factors of an environment

- **__Design__** an experiment that would "Investigate the behavioral responses of woodlice, or other small invertebrates, to an environmental factor." - Consult "Design" section of the IB Internal Assessment Guide - Example: Behavior in invertebrates (do not copy!) || - Review Biomes: know biotic, abiotic and locational characteristics of each[|IB Internal Assessment Guide] || - Intro to Energy Systems ||  || - Consult "Data Collection and Processing" section of the IB Internal Guide - Use raw data from - refer to Statistics page for guidance || Do Self Review on Pages 1172-1173 (questions 1-10 and 12) || 9/11 || Review of statistics || Presentation on Statistics for IB: Statistical Analysis for IB Biology (pages1-34) || - Complete problems 1-6 of the following review (yes, there is no problem 5): ESSENTIAL BIOLOGY 01: STATISTICAL ANALYSIS - Read pages 1174-1179 and be prepared for a discussion of main concepts || 9/13 || Intro to Population Ecology || - Discussion of pages 1174-1179 || - Read pages 1181-1190 and be prepared for a discussion of main concepts || 9/17 || Population Ecology || Discussion of pages 1181-1190
 * 9/4 & 9/5 ||  || - Quiz over feeding methods and food chains
 * 9/6 & 9/7 ||  || - Data analysis from a completed lab experiment
 * 9/10
 * 9/12
 * 9/14

- Intro to Bread Mold Lab || read 1190-1194 || 9/19 || Population Ecology || Travel to Three Crowns Golf Course (Black A:meet there || See Assessment Statements on Section 5.3 below (Populations). Construct written responses to questions 5.3.1 through 5.3.4. || 9/21 || Population Ecology || ** IB Biology Option G Presentation (Smullen) (pages 107 - 136)** || Research a factor that may influence the growth of mold on bread. You will begin a bread mold IA Monday/Tuesday next week. || 9/25 || Production & Succession || ** IB Biology Option G Presentation (Smullen) (pages 33-63)** G.2.1 Define gross production, net production and biomass. G.2.2 Calculate values for gross production and net production using the equation: gross production – respiration = net production. G.2.3 Discuss the difficulties of classifying organisms into trophic levels. G.2.4 Explain the small biomass and low numbers of organisms in higher trophic levels. G.2.5 Construct a pyramid of energy, given appropriate information. G.2.6 Distinguish between primary and secondary succession, using an example of each. G.2.7 Outline the changes in species diversity and production during primary succession. G.2.8 Explain the effects of living organisms on the abiotic environment, with reference to the changes occurring during primary succession. || Read pages: 1198-1210
 * 9/18
 * 9/20/
 * 9/24

Answer: G.1.5 Explain what is meant by the niche concept, including an organism’s spatial habitat, its feeding activities and its interactions with other species. G.1.6 Outline the following interactions between species, giving two examples of each: competition, herbivory, predation, parasitism and mutualism. G.1.7 Explain the principle of competitive exclusion. G.1.8 Distinguish between fundamental and realized niches. || 9/27 || Interspecies Relationships || ** IB Biology Option G Presentation (Smullen) (pages 75-87)** || - Read pages 1211-1219 - Review questions at the end of chapter - Exam on Population and Community Ecology (Oct 2 & 3). Material covered will include Chapters 53 & 54. - Review end of chapter self-quizes and assessment statement beginning 9/18 through present. || 10/1 || Diversity Index and Exam Prep || - Look at slides 168-170 from ** IB Biology Option G **
 * 9/26
 * 9/28

- Complete - Test Prep: Chapters 53 & 54 || Read Pages 1222-1230 and identify concepts not yet covered in class

10/3 || Exam ||  || Read Pages 1222-1230 and identify concepts not yet covered in class ||
 * [|Curriculum Summary Link] ** ||
 * 10/2
 * ||  || Calendar Continues on new page - Ecology and Conservation ||   ||


 * 5.1 Communities and ecosystems **

Habitat: the environment in which a species normally lives or the location of a living organism. Population: a group of organisms of the same species who live in the same area at the same time. Community: a group of populations living and interacting with each other in an area. Ecosystem: a community and its abiotic environment. Ecology: the study of relationships between living organisms and between organisms and their environment. || Heterotroph: an organism that obtains organic molecules from other organisms. || Detritivore: an organism that ingests non-living organic matter. Saprotroph: an organism that lives on or in nonliving organic matter, secreting digestive enzymes into it and absorbing the products of digestion. || by B (that is, the arrow indicates the direction of energy flow). Each food chain should include a producer and consumers, but not decomposers. Named organisms at either species or genus level should be used. Common species names can be used instead of binomial names. General names such as “tree” or “fish” should not be used. || consumer, and so on, as the terms herbivore and carnivore are not always applicable. || never 100% efficient. || 1 || Reference to the second law of thermodynamics is not expected. || units of pyramids of energy are, therefore, energy per unit area per unit time, for example, kJ m–2 yr–1. || recycled. || 3 ||  || nutrients. || 1 ||  ||
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.1.1 || Define species, habitat, population, community, ecosystem and ecology. || 1 || Species: a group of organisms that can interbreed and produce fertile offspring.
 * 5.1.2 || Distinguish between autotroph and heterotroph. || 2 || Autotroph: an organism that synthesizes its organic molecules from simple inorganic substances.
 * 5.1.3 || Distinguish between consumers, detritivores and saprotrophs. || 2 || Consumer: an organism that ingests other organic matter that is living or recently killed.
 * 5.1.4 || Describe what is meant by a food chain, giving three examples, each with at least three linkages (four organisms). || 2 || Only real examples should be used from natural ecosystems. A → B indicates that A is being “eaten”
 * 5.1.5 || Describe what is meant by a food web. || 2 ||  ||
 * 5.1.6 || Define trophic level. || 1 ||  ||
 * 5.1.7 || Deduce the trophic level of organisms in a food chain and a food web. || 3 || Students should be able to place an organism at the level of producer, primary consumer, secondary
 * 5.1.8 || Construct a food web containing up to 10 organisms, using appropriate information. || 3 ||  ||
 * 5.1. || State that light is the initial energy source for almost all communities. || 1 || No reference to communities where food chains start with chemical energy is required. ||
 * 5.1.10 || Explain the energy flow in a food chain. || 3 || Energy losses between trophic levels include material not consumed or material not assimilated, and heat loss through cell respiration. ||
 * 5.1.11 || State that energy transformations are
 * 5.1.12 || Explain reasons for the shape of pyramids of energy. || 3 || A pyramid of energy shows the flow of energy from one trophic level to the next in a community. The
 * 5.1.13 || Explain that energy enters and leaves ecosystems, but nutrients must be
 * 5.1.14 || State that saprotrophic bacteria and fungi (decomposers) recycle

involved. || 1 || The details of the carbon cycle should include the interaction of living organisms and the biosphere through the processes of photosynthesis, cell respiration, fossilization and combustion. Recall of specific quantitative data is not required. TOK: What difference might it make to scientific work if nature were to be regarded as a machine, for example, as a clockwork mechanism, or as an organism, that is, the Gaia hypothesis? How useful are these metaphors? || be made to transmission of incoming shorter-wave radiation and re-radiated longer-wave radiation. Knowledge that other gases, including methane and oxides of nitrogen, are greenhouse gases is expected. || large, perhaps catastrophic, those responsible for the change must prove that it will not do harm before proceeding. This is the reverse of the normal situation, where those who are concerned about the change would have to prove that it will do harm in order to prevent such changes going ahead. TOK: Parallels could be drawn here between success in deterring crime by increasing the severity of the punishment or by increasing the chance of detection. If the possible consequences of rapid global warming are devastating enough, preventive measures are justified even if it is far from certain that rapid global warming will result from current human activities. || it is right to knowingly damage the habitat of, and possibly drive to extinction, species other than humans. The environmental angle here is that the issue of global warming is, by definition, a genuinely global one in terms of causes, consequences and remedies. Only through international cooperation will a solution be found. There is an inequality between those in the world who are contributing most to the problem and those who will be most harmed. ||
 * 5.2 The greenhouse effect **
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.2.1 || Draw and label a diagram of the carbon cycle to show the processes
 * 5.2.2 || Analyse the changes in concentration of atmospheric carbon dioxide using historical records. || 3 || Data from the Mauna Loa, Hawaii, or Cape Grim, Tasmania, monitoring stations may be used. ||
 * 5.2.3 || Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect. || 3 || Students should be aware that the greenhouse effect is a natural phenomenon. Reference should
 * 5.2.4 || Outline the precautionary principle. || 2 || The precautionary principle holds that, if the effects of a human-induced change would be very
 * 5.2.5 || Evaluate the precautionary principle as a justification for strong action in response to the threats posed by the enhanced greenhouse effect. || 3 || Aim 8: Consider whether the economic harm of measures taken now to limit global warming could be balanced against the potentially much greater harm for future generations of taking no action now. There are also ethical questions about whether the health and wealth of future human generations should be jeopardized, and whether
 * 5.2.6 || Outline the consequences of a global temperature rise on arctic ecosystems. || 2 || Effects include increased rates of decomposition of detritus previously trapped in permafrost, expansion of the range of habitats available to temperate species, loss of ice habitat, changes in distribution of prey species affecting higher trophic levels, and increased success of pest species, including pathogens. ||

exponential growth phase, the plateau phase and the transitional phase between these two phases. || 3 ||  ||
 * 5.3 Populations **
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.3.1 || Outline how population size is affected by natality, immigration, mortality and emigration. || 2 ||  ||
 * 5.3.2 || Draw and label a graph showing a sigmoid (S-shaped) population growth curve. || 1 ||  ||
 * 5.3.3 || Explain the reasons for the
 * 5.3.4 || List three factors that set limits to population increase. || 1 ||  ||

**5.4 Evolution** If we accept not only that species can evolve, but also that new species arise by evolution from preexisting ones, then the whole of life can be seen as unified by its common origins. Variation within our species is the result of different selection pressures operating in different parts of the world, yet this variation is not so vast to justify a construct such as race having a biological or scientific basis. || evolution. || 3 || Greater survival and reproductive success of individuals with favourable heritable variations can lead to change in the characteristics of a population. Aim 7: Computer simulations can be performed. || pesticide resistance, industrial melanism or heavy metal tolerance in plants. ||
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.4.1 || Define evolution. || 1 || Evolution is the cumulative change in the heritable characteristics of a population.
 * 5.4.2 || Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures. || 2 ||  ||
 * 5.4.3 || State that populations tend to produce more offspring than the environment can support. || 1 ||  ||
 * 5.4.4 || Explain that the consequence of the potential overproduction of offspring is a struggle for survival. || 3 ||  ||
 * 5.4.5 || State that the members of a species show variation. || 1 ||  ||
 * 5.4.6 || Explain how sexual reproduction promotes variation in a species. || 3 ||  ||
 * 5.4.7 || Explain how natural selection leads to
 * 5.4.8 || Explain two examples of evolution in response to environmental change; one must be antibiotic resistance incbacteria. || 3 || Other examples could include: the changes in size and shape of the beaks of Galapagos finches;

aspects of knowledge claims? ||
 * 5.5 Classification **
 * || ** Assessment statement ** || ** Obj ** || ** Teacher’s notes ** ||
 * 5.5.1 || Outline the binomial system of nomenclature. || 2 || TOK: The adoption of a system of binomial nomenclature is largely due to Swedish botanist and physician Carolus Linnaeus (1707–1778). Linnaeus also defined four groups of humans, and the divisions were based on both physical and social traits. By 21st-century standards, his descriptions can be regarded as racist. How does the social context of scientific work affect the methods and findings of research? Is it necessary to consider the social context when evaluating ethical
 * 5.5.2 || List seven levels in the hierarchy of taxa—kingdom, phylum, class, order, family, genus and species—using an example from two different kingdoms for each level. || 1 || refer to page 537 ||
 * 5.5.3 || Distinguish between the following phyla of plants, using simple external recognition features: bryophyta, filicinophyta (ferns), coniferophyta and angiospermophyta. || 2 || refer to pages 600 - 635 ||
 * 5.5.4 || Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda. || 2 || refer to pages 663 - 681 ||
 * 5.5.5 || Apply and design a key for a group of up to eight organisms. || 3 || A dichotomous key should be used. ||


 * IB Biology Option G Presentation (Smullen) **


 * IB Biology Option G Presentation (Lizzie)**


 * [|Curriculum Summary Link]**


 * G1: Community Ecology**


 * G2: Ecosystems and Biomes**


 * G3: Impact of Humans of Ecosystems**


 * G4: Conservation of Biodiversity**


 * G5: Population Ecology**


 * Option G Resources**

  MB  

Logistic growth simulation

__**Unit Activities List:**__ [|Ecology unit] __plan__ (doc) [|Ecosystems and energy flow review notes] (doc) [|Ecosystems and energy flow presentation] (pdf) [|Calculating energy flow DBQ] (doc) Food web of your last meal [|Owl pellet food web lab] (doc)

__**Helpful Links:**__ [|Nitrogen cycle] [|Breathing Earth site] [|Information is beautiful site] Video Ecological Succession of the Climax Forest Ecological Succession