Relationships in Ecosystems
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This document discusses key relationships in ecosystems, including populations, competition, limiting factors, carrying capacity, symbiosis, mutualism, commensalism, parasitism, predator-prey relationships, and cooperation. Populations of the same species compete for resources like food and space within an ecosystem. Symbiosis describes close species interactions like mutualism where both benefit, commensalism where one benefits and the other is unaffected, and parasitism where one benefits at the other's expense. Predator-prey relationships involve predators consuming other organisms as prey. Cooperation occurs when organisms work together for common goals.
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This document provides an overview of key concepts related to ecosystems, including definitions of ecosystem, population, community, habitat, trophic levels, food chains, food webs, biomass, energy pyramids, and decomposers. It also discusses how energy is lost at each trophic level as it is transferred between organisms, limiting the length and productivity of food chains. The learning outcomes indicate students should be able to define important terms, draw and label a food web, discuss food pyramids and energy transfer, and explain biomass and its role in ecosystems.
Life science ecosystem. grade 10
This document provides an overview of key concepts related to ecosystems, including definitions of ecosystem, population, community, habitat, trophic levels, food chains, food webs, biomass, energy pyramids, and decomposers. It also discusses how energy is lost at each trophic level as it is transferred between organisms, limiting the length and productivity of food chains. The learning outcomes indicate students should be able to define important terms, draw and label a food web, discuss food pyramids and energy transfer, and explain biomass and its role in ecosystems.
Symbiosis2
The document discusses different types of symbiotic relationships in nature. It provides examples of mutualism between species like crocodiles and birds, where the bird cleans the crocodile's teeth for food scraps. Hermit crabs have a symbiotic relationship with sea anemones, where the anemone protects the crab and gets leftover food. Buffalo allow oxpeckers to eat ticks off their skin in exchange for a warning signal of danger. Sharks carry remora fish, which eat parasites off the shark and get access to its leftovers. Lichen is a symbiotic partnership between fungi and algae that allows both to survive. The document also defines different types of symbiotic relationships like phoresis, comm
Population Interaction.pdf
Population interaction refers to the interrelationships between individuals of the same or different species within an ecosystem. There are several types of population interactions including mutualism, competition, predation, parasitism, commensalism, amensalism, and protocooperation. These interactions can benefit, harm, or be neutral for the populations involved. Examples of different interactions in local ecosystems are discussed such as the mutualism between clownfish and sea anemones or the competition between cheetahs and lions over limited resources.
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This document outlines homework, classwork, and lab/quiz activities for students to complete related to four topics: relative age, absolute age, fossilization, and geologic time. For each topic, students can choose between vocabulary cards, reading sections from textbooks or workbooks, or completing diagrams and writing assignments. For classwork, activities include diagrams, paragraphs, foldables, and quizzes. For labs or quizzes, students can choose to create timelines, charts, essays or comparisons. The document provides assignment options for students at different skill levels for each of the four geology topics.
Geologic dating
Rocks and fossils can provide information about geological events and changing life forms in the past. The principles of original horizontality and superposition allow scientists to determine the relative order and age of rock layers, though not precise dates. Absolute dating methods like radiocarbon dating measure radioactive decay to determine the specific ages of rocks and fossils.
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Metamorphic rocks
Metamorphic rocks are rocks that have changed from their original form due to heat, pressure, and fluids. There are two main types of metamorphism - contact metamorphism which occurs in small local areas, and regional metamorphism which affects large areas. Metamorphic rocks form through heat from the mantle, pressure from overlying rock layers, and fluids which can change a rock's chemistry and minerals. Metamorphic rocks are classified as either foliated (layered) such as gneiss and slate, or nonfoliated (nonlayered) such as marble and quartzite.
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This document discusses how to determine whether a word problem requires using the greatest common factor (GCF) or least common multiple (LCM) to solve. It provides examples of GCF and LCM problems and walks through the step-by-step solutions. It also includes a quiz with word problems where the reader must identify whether each problem could be solved using GCF or LCM. Key factors that indicate a problem requires GCF include splitting things into smaller equal groups, arranging items into rows, and figuring out how many people can be invited. Problems that require LCM involve events repeating over time, purchasing multiple items, or determining when two repeating events will occur simultaneously again.
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Rocks can have varying properties and are not always hard, solid, natural, or composed solely of minerals as initially thought. Rocks are classified based on their formation process, with the main types being igneous (formed from cooling magma), metamorphic (formed from existing rocks undergoing heat and pressure), and sedimentary (formed from compression of sediments over time). The document serves to dispel preconceptions about rocks and introduce how they are scientifically classified according to their formation.
Curriculum night 2011
Mrs. Herren teaches accelerated/gifted math and science. She provides her team schedule, which includes homeroom, academic periods, lunch, connections, and dismissal times. Her grading policy and scale are outlined, along with resources for students including online textbooks and her email. The math curriculum for the year is summarized, covering topics like number theory, fractions, and similar/congruent shapes. The science curriculum is also summarized, dividing the year into geology, ecology, hydrology/meteorology, and astronomy units that correlate to the CRCT exam. Tiered assignments and field trips are also mentioned.
Connections for curr nt
Students can join the band, chorus, or orchestra programs led by Mrs. Wilson, Mr. McRae, Ms. Eason, Ms. Black, Mrs. Clement, and Mrs. Na on a year-long basis. Physical education and health are scheduled semesterly with coaches Crick, Dodson, McGinnis, Posey, and Silvestro. Art, careers, computer science, family and consumer science, foreign language, general music, and technical education are randomly scheduled nine-week connections led by Mrs. Droske, Mrs. MacGregor, Mrs. Henson, Mrs. Hall, Mrs. Enriquez, Ms. Volk, and Mr. Roy. Some students may also be scheduled for
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This document provides an overview of the curriculum for an Earth and Space science class. The year will be divided into four parts - geology, oceanography, meteorology, and astronomy. Geology will cover topics like minerals, rocks, fossils and plate tectonics. Oceanography will explore the ocean environment including waves, currents, and marine life. Meteorology will study the atmosphere, weather patterns, and severe weather. Finally, astronomy will examine objects in our solar system and beyond, such as stars, galaxies, and nebulae.
Observations and inferences
The document discusses the differences between observations and inferences. Observations are what can be seen or noticed directly from a drawing or situation, while inferences are conclusions or explanations that are formed based on observations but cannot be directly observed. The document prompts the reader to write down observations and inferences based on drawings or stories in order to understand how inferences can differ between people even when based on the same observations.
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The document discusses the relationships between organisms in a food web. It defines producers as organisms that make their own food, mostly plants. Consumers must find their own food and include all animals. Decomposers like worms and fungi break down dead and decaying matter. Consumers are classified as herbivores that eat only plants, carnivores that eat only meat, and omnivores that eat both plants and meat. A food chain shows the transfer of energy from producers to consumers as one organism eats another. A food web depicts overlapping food chains and shows how all animals in a community obtain food. An energy pyramid illustrates the decreasing amount of energy at each trophic level in a food web.
Earth moon system
The document summarizes various topics relating to Earth's seasons, phases of the moon, eclipses, and tides. It explains that Earth's rotation causes day and night, while its revolution around the sun causes years. It describes how the tilt of the Earth on its axis causes seasons. It also discusses the phases of the moon and how they are caused by the relative positions of the Earth, moon, and sun. Lunar and solar eclipses occur when one celestial body passes in front of another, blocking light. Tides are caused by the gravitational pull of the moon and sun and change approximately every six hours.
Moon Formation and Structure
The document discusses evidence that supports the collision theory of lunar formation, in which an object the size of Mars collided with Earth, ejecting material that formed the moon. Key evidence includes the moon's similar surface composition to Earth's crust and mantle, the lack of an atmosphere due to the force of the impact, and similar oxygen atoms between Earth and the moon that are different from other celestial objects. The document also provides an overview of Apollo missions to the moon and features observed like maria, highlands, and craters.
Storms
Hurricanes form over warm ocean waters and require specific conditions including warm temperatures, low pressure, high humidity, and the Coriolis effect. They can produce dangerous storm surges that are the most damaging part of a hurricane. Thunderstorms form from cumulus clouds and can produce tornadoes, hail, lightning and heavy rain. Flash floods occur when rainwater cannot drain quickly from an area, while river flooding happens when a river overflows its banks due to heavy rainfall.
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The document summarizes key aspects of Earth's hydrosphere including ocean motions, tides, ocean chemistry, ocean currents, ocean zones, and life in the ocean. It discusses how waves are formed by wind, differences in water density and pressure with depth, and how tides are caused by the gravitational pull of the moon and sun. It also outlines the salinity and salt composition of ocean water, factors influencing ocean currents like wind and the Coriolis effect, and different features of the ocean floor including the continental shelf, slope, and abyssal plains.
Quiz bowl review for interim ii accelerated
The document contains a review of math concepts including: ordering rational numbers, evaluating expressions, writing phrases as algebraic expressions, identifying patterns in sequences, writing algebraic expressions to represent real world situations, solving proportions, comparing decimals, solving equations, evaluating expressions for given values, and identifying direct variations from tables and graphs. Several math problems are provided involving these concepts and students are asked to solve or answer questions related to each problem.
Quiz bowl review for interim i
The document discusses several math concepts including:
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- Solving various math equations for unknown values.
- Identifying patterns in number sequences.
- Dividing snacks evenly between friends to calculate the maximum number of bags.
Quiz bowl review for interim ii accelerated
The document contains a review of math concepts including: ordering rational numbers, evaluating expressions, writing phrases as algebraic expressions, identifying patterns in sequences, writing algebraic expressions to represent real world situations, solving proportions, comparing decimals, solving equations, evaluating expressions for given values, and identifying direct variations from tables and graphs. Several problems are included assessing these concepts.
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