Chapter Reinforcement And Study Guide Principles Of Ecology

• Name Date Reinforcement and Study Guide Chapter 2 Class Principles of Ecology Section 2. All living things on Earth can be found in the (5).
• CHAPTER 2 Principles of Ecology. Ecology is the study of interactions among organisms. Ecologists mainly study green plants.

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SECTION ECOLOGISTS STUDY RELATIONSHIPS 13.1 Study Guide KEY CONCEPT VOCABULARY CHAPTER 13 Principles of Ecology Ecology is the study of the relationships among organisms ecology ecosystem and their environment. Community biome MAIN IDEA: Ecologists study environments at different levels of organization. Write a description of each level of organization in the table. Also, provide an example for each level. Level Description Example 1. Population 3. Biome Copyright © McDougal Littell/Houghton Mifflin Company.

MAIN IDEA: Ecological research methods include observation, experimentation, and modeling. What is observation? What is the difference between direct and indirect surveys? Unit 5 Resource Book Study Guide 1 McDougal Littell Biology STUDY GUIDE, CONTINUED CHAPTER 138.

Complete the following table with a benefit and drawback of conducting an experiment Principles of Ecologyin the laboratory compared with conducting an experiment in the field. Copyright © McDougal Littell/Houghton Mifflin Company.ExperimentBenefitDrawback Laboratory Field 9. When might a scientist use a model as a research method? Vocabulary Check 10. What is ecology? Of the three terms, biome, community, and ecosystem, which term contains the other two? 2 Study Guide Unit 5 Resource Book McDougal Littell Biology SECTION ECOLOGISTS STUDY RELATIONSHIPS 13.1 Power Notes Levels of Organization CHAPTER 13 Principles of Ecology Copyright © McDougal Littell/Houghton Mifflin Company.

Principles of Ecology (Chapter 13) and Interactions in Ecosystems (Chapter 14) Packet (Study Guide, PowerNotes, Reinforcement worksheets) (20 points).

Research Methods include Unit 5 Resource Book Power Notes 3 McDougal Littell Biology SECTION ECOLOGISTS STUDY RELATIONSHIPS 13.1 Reinforcement CHAPTER 13KEY CONCEPT Ecology is the study of the relationships among organisms and Principles of Ecology their environment. Copyright © McDougal Littell/Houghton Mifflin Company. Ecology is the study of interactions among living things, and between living things and their surroundings. The term ecology was coined in 1866 by Ernst Haeckel, a German biologist, who wanted to encourage biologists to consider the ways in which organisms interact.

Ecologists typically study nature on five different levels:. Organism – an individual living thing. Population – a group of the same species that lives in one area. Community – a group of different species that lives together in one area.

Ecosystem – all of the organisms as well as the climate, soil, water, rocks, and other non-living things in a given area. Biome – a major regional or global community of organisms Ecological research methods include observation, experimentation, and modeling. Observation is the act of carefully watching something over time. Scientists often use surveys to observe and monitor species populations. Surveys may be direct or indirect. Direct surveys involve observing the actual animal, while indirect surveys involve looking for signs of the animal’s presence, such as the presence of feces or fresh kills. Experiments may be conducted in the field or in the lab.

Models are used when the questions scientists wish to answer cannot be easily answered by observation or experimentation. Models are often used to project what might happen in the future.

What is ecology? What are the five levels of organization used by ecologists to study nature? What are the three research methods typically used by ecologists? Observation, Experiments, Models 4.

When might a scientist choose to create a model to answer a research question? NA 4 Reinforcement Unit 5 Resource Book McDougal Littell Biology SECTION BIOTIC AND ABIOTIC FACTORS 13.2 Study Guide KEY CONCEPT VOCABULARY biodiversity CHAPTER 13 biotic keystone species Principles of Ecology Every ecosystem includes both living and abiotic nonliving factors. MAIN IDEA: An ecosystem includes both biotic and abiotic factors. Use a word from the box below to complete the following sentences. Abiotic animals biotic living moisture nonliving plants temperature wind 1.

All ecosystems are made up of living and nonliving components. Biotic factors are living things, such as plants or animals. Abiotic factors are nonliving things, such as moisture, wind, or temperature. Copyright © McDougal Littell/Houghton Mifflin Company. MAIN IDEA: Changing one factor in an ecosystem can affect many other factors. Describe what biodiversity means in your own words. Variety of living things in an ecosystem 5.

What is the term for an organism that has an unusually large effect on its ecosystem? Keystone species 6. List a few reasons why a beaver is an example of a keystone species. By using trees to construct dams, beavers change free flowing stream habitates into ponds, wetlands and meadows. This modification leads to a cascade of changes in the ecosystem.

More fish can live in ponds, more fish attracts birds. The dead trees attract insects, animals that prey on birds are attracted to the pond. Unit 5 Resource Book Study Guide 5 McDougal Littell Biology STUDY GUIDE, CONTINUED Vocabulary Check 7. What is the difference between a biotic and an abiotic factor?

Biotic: factors are living things- plants and animals Abiotic: factors are nonliving things such as moisture, temperature, wind, soil, sunlight. Take another look at the Visual Vocab on page 403. In architecture, a keystone is the stone at the center of an arch that holds the arch together. How does this definition relate to a keystone species? NA Be Creative In the box below, sketch a simple ecosystem and label the abiotic and biotic factors.

Refer to page 397 CHAPTER 13 Principles of Ecology Copyright © McDougal Littell/Houghton Mifflin Company. 6 Study Guide Unit 5 Resource Book McDougal Littell Biology SECTION BIOTIC AND ABIOTIC FACTORS 13.2 Power Notes Ecosystem CHAPTER 13 Principles of Ecology includes such as such as Complex Relationships Within an Ecosystem Biodiversity is.

Copyright © McDougal Littell/Houghton Mifflin Company. A keystone species is. Unit 5 Resource Book Power Notes 7 McDougal Littell Biology SECTION BIOTIC AND ABIOTIC FACTORS 13.2 Reinforcement CHAPTER 13KEY CONCEPT Every ecosystem includes both living and nonliving factors. Principles of Ecology All ecosystems are made up of living and nonliving parts. Copyright © McDougal Littell/Houghton Mifflin Company. The living parts are called biotic factors, such as plants, animals, fungi, and bacteria.

The nonliving parts are called abiotic factors, such as moisture, temperature, wind, sunlight, and soil. An ecosystem is formed from a complex web of connected biotic and abiotic factors.

Biodiversity refers to the variety of living things in an ecosystem. The amount of biodiversity found within an ecosystem depends on many abiotic factors, such as moisture and temperature. A change in a single biotic or abiotic factor can have a significant impact on an ecosystem. One biotic factor that greatly impacts an area’s biodiversity is the presence of a keystone species. A keystone species is a species that has an unusually large effect on its ecosystem. What is a biotic factor? List two examples.

What is an abiotic factor? List two examples. What is biodiversity?

Why might it be important to preserve areas with high biodiversity? 8 Reinforcement Unit 5 Resource Book McDougal Littell Biology SECTION ENERGY IN ECOSYSTEMS 13.3 Study Guide KEY CONCEPT VOCABULARY heterotroph CHAPTER 13 Life in an ecosystem requires a source of energy. Producer chemosynthesis Principles of Ecology autotroph consumer MAIN IDEA: Producers provide energy for other organisms in an ecosystem. Complete the following sentences with the correct term. Autotrophs eating nonliving consumers heterotrophs producers 1. Are organisms that get their energy from resources, meaning they make their own food. These organisms are also called.

Are organisms that get their energy by other organisms. These organisms are also called. Why are producers so important to an ecosystem?

Copyright © McDougal Littell/Houghton Mifflin Company. Why is the Sun important to both producers and consumers? Unit 5 Resource Book Study Guide 9 McDougal Littell Biology STUDY GUIDE, CONTINUED CHAPTER 13MAIN IDEA: Almost all producers obtain energy from sunlight. Principles of Ecology 5.

Complete the following Y-diagram to outline the similarities and differences between Copyright © McDougal Littell/Houghton Mifflin Company.photosynthesis and chemosynthesis. Photosynthesis Chemosynthesis Both Vocabulary Check Meaning self 6. Other Word Part nourishment auto- hetero- -troph Use the above word origins to explain the difference between an autotroph and a heterotroph. The prefix photo- means “light” while the prefix chemo- means “chemical.” How do these word origins relate to the difference between photosynthesis and chemosynthesis?

What is the difference between a consumer and a producer? 10 Study Guide Unit 5 Resource Book McDougal Littell Biology SECTION ENERGY IN ECOSYSTEMS 13.3 Power Notes Producers and Consumers Also Called Description CHAPTER 13 Type Principles of Ecology Processes by Which Producers Obtain Energy Copyright © McDougal Littell/Houghton Mifflin Company. Photosynthesis Both Chemosynthesis Unit 5 Resource Book Power Notes 11 McDougal Littell Biology SECTION ENERGY IN ECOSYSTEMS 13.3 Reinforcement CHAPTER 13KEY CONCEPT Life in an ecosystem requires a source of energy. Principles of Ecology All organisms must have a source of energy in order to survive. Copyright © McDougal Littell/Houghton Mifflin Company. Producers get their energy from nonliving resources, meaning they make their own food.

Producers are also called autotrophs. Consumers get their energy by eating other living or once-living resources.

Consumers are also called heterotrophs. Photosynthesis is the two-stage process that green plants, cyanobacteria, and some protists use to produce energy in the form of carbohydrates. These chemical reactions form carbohydrates from carbon dioxide and water. Other producers use chemicals to form carbohydrates in a process called chemosynthesis. Chemosynthetic producers are found in deep-sea vent communities as well as in sulfur-rich salt marsh flats and hydrothermal pools. What is the difference between a producer and a consumer?

Producers - make their own food consumers- get their energy by eating other living sources 2. Why do all ecosystems depend on producers? All ecosystems depend on producers because they provide the basis for the ecosystem's energy. Even animals that eat only meat rely on producers.

Wolves eat elk. Elk eat grass.

Without grass, elk would die. Without elk, wolves would die. How are consumers dependent on the Sun? Even animals that eat only meat rely on producers. Wolves eat elk.

Elk eat grass. Without grass, elk would die. Without elk, wolves would die. All consumers are connected to in some way to producers. Without sun, plants can not survive. Producers need sunlight to make food.Producers depend on sun as their source of energy. What is the difference between photosynthesis and chemosynthesis?

Organisms form carbohydrates using chemicals rather than light as an energy source. 12 Reinforcement Unit 5 Resource Book McDougal Littell Biology SECTION FOOD CHAINS AND FOOD WEBS 13.4 Study Guide KEY CONCEPT VOCABULARY decomposer CHAPTER 13 food chain specialist Principles of Ecology Food chains and food webs model the herbivore generalist flow of energy in an ecosystem.

Carnivore trophic level omnivore food web detritivore MAIN IDEA: A food chain is a model that shows a sequence of feeding relationships. Complete the following sentence with the correct terms. A food chain follows the connection between one and a single chain of within an. Choose the correct term from the box below to fit each description.

Carnivore herbivore secondary consumer decomposer omnivore tertiary consumer detritivore primary consumer trophic levels 2. I eat only plants. Copyright © McDougal Littell/Houghton Mifflin Company.

I eat only other animals. I eat both plants and animals. I eat dead organic matter. I break down organic matter into simpler compounds. I am the first consumer above the producer level. I am a carnivore that eats herbivores. I am a carnivore that eats other carnivores.

The levels of nourishment in a food chain are called Unit 5 Resource Book Study Guide 13 McDougal Littell Biology STUDY GUIDE, CONTINUED MAIN IDEA: A food web shows a complex network of feeding relationships. How is a food web different from a food chain? CHAPTER 13 Principles of Ecology12. What happens to energy at each link in a food web? Copyright © McDougal Littell/Houghton Mifflin Company.13. What type of organism provides the base of a food web? Vocabulary Check 14.

Use your knowledge of the words special and general to explain the diets of a specialist and a generalist. Meaning Word Part vegetation herba flesh carnus all omnis Use the word origins to explain the diets of each of the following consumers: herbivores, carnivores, and omnivores. 14 Study Guide Unit 5 Resource Book McDougal Littell Biology SECTION FOOD CHAINS AND FOOD WEBS 13.4 Power Notes Types of consumers: CHAPTER 13 1. Principles of Ecology 2. NA A food web shows: Add arrows: Trophic Level Producer Copyright © McDougal Littell/Houghton Mifflin Company. Green plant Primary consumers herbivores Secondary consumers carnivores that eat herbivores Tertiary Consumer carnivores that eat 2ndary consum REFER to PAGE 410 in TEXTBOOK Unit 5 Resource Book Power Notes 15 McDougal Littell Biology SECTION FOOD CHAINS AND FOOD WEBS 13.4 Reinforcement CHAPTER 13KEY CONCEPT Food chains and food webs model the flow of energy in an ecosystem. Principles of Ecology A food chain is a model that shows a sequence of feeding relationships between a Copyright © McDougal Littell/Houghton Mifflin Company.producer and consumers.

There are several types of consumers. Herbivores eat only plants.

Carnivores eat only animals. Omnivores eat both plants and animals. Detritivores eat detritus, or dead organic matter. Decomposers are detritivores that break down organic matter into simpler compounds.

Food chains are very helpful to explain the feeding relationships of very selective eaters. Specialists are consumers that mainly eat only one specific organism or a very small number of organisms. In contrast, generalists are consumers that have a varying diet. Trophic levels are the levels of nourishment in a food chain. Energy flows up the food chain from the lowest trophic level to the highest.

Primary consumers (herbivores) are the first consumer above the producer trophic level. Secondary consumers (carnivores) eat primary consumers. Tertiary consumers (carnivores) eat secondary consumers. A food web is a model that shows the complex network of feeding relationships and the flow of energy within and sometimes beyond an ecosystem. At each link in a food web, some energy is stored within an organism, and some energy is dissipated into the environment. What are the four main types of consumers?

What is the difference between a specialist and a generalist? Specialist- eat one kind of organism generalist- eat a variety 3.

What are the trophic levels in a food chain? Levels of nourishment, energy flows up the food chain 4.

What is the difference between a food chain and a food web? Food chain- shows the feeding relationships bw producer & consumer Food Web- shows the flow of energy within an ecosystem 5. What happens to energy at each link in a food web? At each link, some energy is stored within an organism. 16 Reinforcement Unit 5 Resource Book McDougal Littell Biology SECTION CYCLING OF MATTER 13.5 Study Guide KEY CONCEPT VOCABULARY CHAPTER 13 Matter cycles in and out of an ecosystem. Hydrologic cycle Principles of Ecology biogeochemical cycle nitrogen fixation MAIN IDEA: Water cycles through the environment. Fill in the chart with a description of each process that describes how water moves through an ecosystem in the hydrologic cycle.

Process Description 1. Precipitation rain, snow fall; water that falls to the 2. Evaporation ground to change from a liquid into vapor/gas and rise into the air 3. Transpiration evaporation that occurs bw plant leaves and the atmosphere Copyright © McDougal Littell/Houghton Mifflin Company. Condensation small drops of water that form on a cold surface, Going from vapor to liquid due to temp change. MAIN IDEA: Elements essential for life also cycle through ecosystems.

Complete the following sentences with the proper terms. Plants, animals, and most other organisms need oxygen for cellular respiration pg.

Oxygen is released as a waste product by plants during the process of pg 414 photosynthesis. Animals takes in this oxygen and release it as carbon dioxide during the process of respiration. In the carbon cycle, plants use energy from the Sun to convert carbon dioxide from the air into organic material that becomes a part of the plant’s structure. Unit 5 Resource Book Study Guide 17 McDougal Littell Biology STUDY GUIDE, CONTINUED CHAPTER 138. Carbon is released to the atmosphere as carbon dioxide when you breathe during Principles of Ecology the process of or through the of dead Copyright © McDougal Littell/Houghton Mifflin Company.

9., or the burning of fossil fuels, also adds carbon dioxide to the atmosphere. What is nitrogen fixation? List five steps that occur during the phosphorus cycle.

Vocabulary Check Use the following word origins to answer the questions below. Word Part Meaning bio- life chem- chemical geo- earth hydro- water 12. What is a biogeochemical cycle? What is the hydrologic cycle? 18 Study Guide Unit 5 Resource Book McDougal Littell Biology SECTION CYCLING OF MATTER 13.5 Power Notes Oxygen cycle: Carbon cycle: CHAPTER 13 Principles of Ecology Pages 412-416 in Textbook Hydrologic cycle: Phosphorus cycle: Nitrogen cycle: Copyright © McDougal Littell/Houghton Mifflin Company.

Unit 5 Resource Book Power Notes 19 McDougal Littell Biology SECTION CYCLING OF MATTER 13.5 Reinforcement CHAPTER 13KEY CONCEPT Matter cycles in and out of an ecosystem. Principles of Ecology The hydrologic cycle is the circular pathway of water on Earth from the atmosphere, Copyright © McDougal Littell/Houghton Mifflin Company.to the surface, below ground, and back. Water falls to Earth as precipitation such as rain or snow. Some droplets of water reenter the atmosphere through evaporation, or from transpiration, which is evaporation that occurs between plant leaves and the atmosphere. Water vapor in the atmosphere condenses and forms clouds, from which precipitation falls.

A biogeochemical cycle is the movement of a particular chemical, such as oxygen, carbon, nitrogen, or phosphorus, through the living and nonliving parts of an ecosystem. In the oxygen cycle, oxygen flows into the atmosphere as a byproduct of photosynthesis. Organisms take in this oxygen and release it as carbon dioxide through respiration. Photosynthesis and respiration also figure heavily in the carbon cycle. The cycling of carbon is important because it is the building block of life. During the nitrogen cycle, bacteria convert gaseous nitrogen into ammonia in a process called nitrogen fixation.

Nitrifying bacteria change ammonium into nitrate through the process of nitrification. These nitrates are used by plants to make amino acids. The phosphorus cycle begins when phosphate is released by the erosion of rocks. Plants and fungi can take up the phosphate with their roots. Phosphorus moves from the producers to consumers via the food chain.

Phosphorus is returned to the soil through the decomposition of plants and animals. Phosphorus may leach into groundwater from the soil, settling in sediment.

Over time this sediment forms into rocks. When these rocks erode, the cycle begins again. What is the hydrologic cycle? Why is the cycling of elements and nutrients important?

What two major processes are involved in the oxygen cycle? What is nitrogen fixation? 20 Reinforcement Unit 5 Resource Book McDougal Littell Biology SECTION PYRAMID MODELS 13.6 Study Guide KEY CONCEPT VOCABULARY CHAPTER 13 biomass Principles of Ecology Pyramids model the distribution of energy and matter in energy pyramid an ecosystem. MAIN IDEA: An energy pyramid shows the distribution of energy among trophic levels. Complete the following sentences with the correct terms. Biomass heat waste 1.

The measure of the total dry mass of organisms in a given area is called biomass. When a consumer incorporates the biomass of a producer into its own biomass, a large amount of energy is lost as heat and waste. Label the four tiers of the energy pyramid with the correct trophic level (producers, primary consumers, secondary consumers, tertiary consumers).

Tertiary consumers Copyright © McDougal Littell/Houghton Mifflin Company. Secondary consumers primary consumers producers Unit 5 Resource Book Study Guide 21 McDougal Littell Biology STUDY GUIDE, CONTINUED CHAPTER 13MAIN IDEA: Other pyramid models illustrate an ecosystem’s biomass and Principles of Ecologydistribution of organisms. Write a description of each pyramid model. Copyright © McDougal Littell/Houghton Mifflin Company.

Model Description 4. Energy pyramid 5. Biomass pyramid 6. Pyramid of numbers Vocabulary Check 7. What is biomass?

Make an Energy Pyramid 8. Choose an ecosystem. Research what types of plants and animals live in your chosen ecosystem. Draw an energy pyramid that might exist within that ecosystem. 22 Study Guide Unit 5 Resource Book McDougal Littell Biology SECTION PYRAMID MODELS 13.6 Power Notes Trophic Levels CHAPTER 13 5 Principles of Ecology 5,000 energy lost 90% energy transfered 10% 500,000 5,000,000 Copyright © McDougal Littell/Houghton Mifflin Company. Energy pyramid: Two other pyramid models: compares the energy used by producers, primary consumers, 1.

Pyramid of Numbers and other trophic levels. Measures: shows # of organisms at each trophic level 2. Biomass Pyramid Measures: shows that mass of producers needed to support the consumers Unit 5 Resource Book Power Notes 23 McDougal Littell Biology SECTION PYRAMID MODELS 13.6 Reinforcement CHAPTER 13KEY CONCEPT Pyramids model the distribution of energy and matter in an Principles of Ecology ecosystem. Copyright © McDougal Littell/Houghton Mifflin Company. An energy pyramid shows the distribution of energy among trophic levels. Biomass is a measure of the total dry mass of organisms in an ecosystem. When a consumer incorporates the biomass from a producer into its own biomass, some of the energy is lost as heat and waste.

The loss of energy between trophic levels can be as much as 90 percent, meaning only 10 percent of the available energy is transferred from one trophic level to another. A typical energy pyramid has a very large section at the base for the producers, and tiers that become smaller the higher the trophic level. Two other pyramid models are biomass pyramids and pyramids of numbers. A biomass pyramid compares the biomass of different trophic levels within an ecosystem. This pyramid model shows the mass of producers needed to support primary consumers, the mass of primary consumers needed to support secondary consumers, and so on. A pyramid of numbers shows the numbers of individual organisms at each trophic level in an ecosystem.

What is an energy pyramid? What is biomass? Describe the flow of energy from one trophic level to another. What is the difference between a biomass pyramid and a pyramid of numbers? 24 Reinforcement Unit 5 Resource Book McDougal Littell Biology CHAPTER POPULATIONS AND SAMPLES 13 Data Analysis Practice Scientists often estimate the size of a large population by sampling the number of individuals CHAPTER 13 in a smaller area and using a formula to calculate the total population number. Once data are Principles of Ecology collected, a simple equation can be used to find the population estimate. T = NA T = Total Population N = Total number of individuals counted / Number of quadrats A = Total area / Area of quadrat A scientist wants to estimate the population of sponges on a coral reef using quadrats.

Each quadrat is 1 m². She counts 450 individuals in 22 quadrats. The total area of the reef is 960 m². Calculate Use the formula above to calculate the estimated population of sponges. Copyright © McDougal Littell/Houghton Mifflin Company. Infer After the sampling is completed, an entire section of the coral reef was destroyed by waves caused by a hurricane.

How might this affect the validity of the scientist’s population estimate? Unit 5 Resource Book Data Analysis Practice 25 McDougal Littell Biology CHAPTER DESIGN A MARK-RECAPTURE STUDY 13 Pre-AP. Activity.Pre-AP is a registered trademark of the College Board, which was not involved in the CHAPTER 13 production of and does not endorse this product. Principles of Ecology Copyright © McDougal Littell/Houghton Mifflin Company.

Chapter 3 Principles Of Ecology Reinforcement And Study Guide Answers

You have learned in Chapter 13 how scientists can use the mark-recapture technique to generate estimates of population size. Whether or not this technique is appropriate or feasible depends upon whether the population is “open” or “closed.” The size of an open population––one whose abundance is variable due to birth, death, emigration, or immigration––is difficult to estimate. Closed populations are, by comparison, much easier to assess. In a closed population, the abundance of organisms is constant for the full duration of the experiment or study.

An example of this might be a species of fish in a small pond. Scientists know that the fish aren’t going to migrate elsewhere, so they need not worry about the abundance dropping due to emigration. They also know that, barring some unnatural event, fish that are not in the pond at the start of the experiment are not going to spontaneously appear prior to the recapture phase (immigration). Provided that the work is done relatively quickly, the scientists do not have to worry about the effect of predation or other causes of death, either. (If they caught and marked 100 fish in May, but waited until August to recapture them, their estimate of population could be way off due to the loss of many marked fish to predators in the intervening months.) Finally, if the scientists also know that the fish is not going to reproduce in the time between “mark” and “recapture”––or they at least know that any newborn fish will be easily distinguishable from the others––then birth will not be a factor.

Thus, the population is closed. While closed populations do not pose nearly as many challenges as open populations, there are a number of ways that even a simple mark-recapture study can be undermined and the data skewed by poor experimental design. MARKS One problem with some mark-recapture studies is the actual method of marking the animals. Some tags or bands used to mark an individual can come off due to a variety of circumstances, from moisture to temperature to the animal’s own behavior.

It often takes years of trial and error before scientists develop a tag that will actually stay on an organism until someone takes it off. Scientists must also be sure that any mark that is put on an organism does not make that animal more or less likely to be recaptured than an unmarked organism. Moreover, a tag mustn’t affect the animal’s chance of survival or natural behavior.

If, for example, the trauma of capturing and marking an animal results in it spending the duration of the study period in an underground lair, so that the chance of recapture is zero, then the study needs to be redesigned. Scientists continue to look for less invasive ways to mark or tag organisms. Ideally, an animal may already have a marking that distinguishes it from others. Individual humpback whales, for example, are readily identified by the dark blotches on the white undersides of their tails. These blotches are like huge fingerprints that can be spotted and photographed from many meters away when a whale’s tail is held aloft above the sea surface.

Scientists can assemble a catalog of photographs of these markings and essentially use them to aid with Unit 5 Resource Book Pre-AP. Activity 27 McDougal Littell Biology population estimates and other studies of humpback whale behavior and ecology. Other natural markings on other species can be used the same way. DESIGN YOUR OWN MARK-RECAPTURE STUDY In Tanzania, there is a huge crater called Ngorongoro. The floor of the crater is 260 km2 and the inner walls are 610 m high.

The steep angle of these walls makes Ngorongoro a natural enclosure for many of the 25,000 animals living inside, including lions, leopards, elephants, wildebeests, gazelles, and flamingos. In 1994, it was estimated that there were 7000 wildebeests living in the crater.

Answer the following questions on a separate piece of paper. Design a mark-recapture study to get an estimate of what the wildebeest population is now. Consider the following factors: how to mark or visually identify wildebeests, whether or not predation is an issue, the reproductive cycle of the species, and the feasibility of actually capturing or counting the animals. Let’s assume that you and your research team mark 500 wildebeests. In the recapture phase, of the 500 animals tallied by you and your team, 50 are marked. In the time between the start of the marking phase and the end of the recapture phase, 2 marked and 18 unmarked wildebeests are observed being killed by lions.

What is the ratio of marked to unmarked wildebeests in the recapture data? Compare this ratio to the ratio of marked:unmarked wildebeests killed by lions. What does this suggest about your marking technique? Disregarding predation by lions, how many wildebeests are in the Ngorongoro Crater? If the crater were opened and wildebeests were able to move in and out, what new factors would have to be taken into account in a study of the Ngorongoro Crater wildebeest?

Would this population be considered open or closed? CHAPTER 13 Principles of Ecology Copyright © McDougal Littell/Houghton Mifflin Company. 28 Pre-AP. Activity Unit 5 Resource Book McDougal Littell Biology CHAPTER BIOMASS IN CORAL REEF ECOSYSTEMS 13 Pre-AP Activity One of the most diverse and productive ecosystems on Earth is the coral reef.

Scientists CHAPTER 13 estimate that while coral reefs occupy less than one percent of the ocean floor, they account Principles of Ecology for ten percent of the fish we consume and are home to more than a third of all marine fish species. THE CORAL REEF FOOD WEB As you saw in Figure 13.11 on page 410, even a simplified coral reef food web is complicated. Phytoplankton and zooxanthellae––symbiotic algae that live within coral polyps––form the base of the web, converting sunlight into energy that is then taken up, in part, by primary consumers such as sponges, corals, fish, sea turtles, and zooplankton. These primary (1º) consumers are then consumed by secondary (2º) consumers, which are in turn consumed by tertiary consumers (3º), and so on. There are multiple levels, and the variable diets of many species can place them on more than one level.

For example, a tiger shark that feeds on a large grouper might in that instance be a quaternary (4º) consumer if the grouper ate a small fish that ate a shrimp that ate some phytoplankton. A few days later, the tiger shark could eat a sea turtle that is a primary consumer, thereby making itself a secondary consumer. ECOLOGICAL PYRAMIDS Because of the shifting nature of this complex food web, some coral reef ecologists focus not on individual species but on families or groups of organisms to determine the trophic structure of a reef. For example, scientists might assign all consumers into three groups: primary, secondary, and tertiary. After extensive field work to gather data, the scientists might construct pyramids of biomass or numbers that make it easier to “see” the ecosystem’s trophic structure. Numbers (of organisms) Biomass (metric tons/hectare) Copyright © McDougal Littell/Houghton Mifflin Company. 2 3° consumers 2 180 2° consumers 0.3 2000 1° consumers 0.7 30,000,000 1° producers 0.004 An ecological pyramid represents a hierarchy of feeding relationships in which large numbers or masses of organisms at the base support smaller numbers or masses of organisms above.

Pyramids are often drawn in a general, symbolic way. For example, if the pyramid of numbers shown above were drawn proportionally starting from the top level as shown, the drawing of the producer level could end up being larger than your school.

And if it were drawn based on the producer level as shown, the top level would be microscopic. Unit 5 Resource Book Pre-AP Activity 29 McDougal Littell Biology CHAPTER 13 The shape of a pyramid may also be skewed by the amount of time in which data was Principles of Ecology collected or the lifespans of the organisms. In the biomass pyramid shown, the producer level is relatively tiny because at any given moment the mass of phytoplankton is small. Because phytoplankton reproduce very quickly, their biomass over time is enough to sustain the consumers.

This is analogous to the mass of food in your kitchen.

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Chapter 2 Principles Of Ecology Reinforcement And Study Guide Answer Key

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