This document provides information about the connections between beverages, bottles, cans, and wildlife. It discusses:
1) How containers for beverages have evolved from clay jars and animal skins to glass bottles to metal cans. Cans became popular because they were stackable, non-breakable, and cooled drinks quickly.
2) The plastic six-pack yoke was invented to bind cans together for transport but unfortunately also bound and entangled thousands of birds, fish, and marine animals when released into the environment.
3) Today animals are still being harmed and sometimes killed by discarded plastic six-pack yokes and other plastic waste in the environment.
Protists and animals share some characteristics. Protists are classified into three main groups - plantlike, animal-like, and funguslike - based on their traits. Plantlike protists, called algae, contain chlorophyll and can photosynthesize. They include diverse organisms like diatoms, dinoflagellates, euglenoids, red algae, green algae, and brown algae. Algae are a primary food source in aquatic ecosystems and are important in producing oxygen.
The document summarizes how scientific methods were used to solve a problem at a veterinary clinic.
1) A veterinary technician noticed that two cats boarding at the clinic were scratching and developing skin sores. She wanted to determine what was causing the irritation.
2) She gathered information by observing the cats' behavior and contacting their owner. She formed a hypothesis that something in the cats' litter was irritating their skin.
3) She tested her hypothesis by conducting an experiment where she gave one cat litter with deodorant (the control) and the other litter without deodorant (the experimental). She analyzed the data and found the experimental cat's sores healed while the control cat's
This document outlines tasks for a unit on biological systems and organisms to ecosystems. Students will complete 7 tasks involving classifying organisms, investigating urban ecosystems in London, and examining how organisms interact within ecosystems. They will create identification keys, study how pollution impacts environments, and map food webs to understand relationships between organisms. The final task is due on November 7th.
This document provides instructions for students to conduct a study of plant and animal interactions in their local environment. Students are asked to delineate a 1 square meter area and observe the plant and animal life present. They will then answer questions about the types of plants and animals observed, their sizes, abundances, and the relationships between the plant and animal populations.
The document discusses the classification of living organisms, including:
- Taxonomy is the classification and naming of living things based on similarities between organisms.
- Organisms can be classified based on their structure, genetics, ecology, and chemistry.
- Carl Linnaeus developed the system of binomial nomenclature using Latin names to universally identify organisms.
- Classification schemes have evolved over time, with the current system recognizing 3 domains, multiple kingdoms within each domain, and subordinate categories within each kingdom.
This document provides information about bacterial cells, including their structures, shapes, staining properties, and modes of reproduction. It describes key bacterial structures like plasmids, capsules, flagella, and pili. It also summarizes bacterial metabolism, habitats, and how they obtain nutrients through photosynthesis, chemosynthesis, or consuming other organisms. Bacterial reproduction occurs mainly through binary fission, but also through transformation, conjugation, and transduction which allows for genetic variation and transfer of antibiotic resistance.
This document discusses cells and their cellular nature. It begins by introducing the topic of cells and how they relate to the common characteristic of all living things being cellular. It then discusses the history of cell discovery, including the invention of the microscope and key figures like Hooke, Leeuwenhoek, and those who developed the cell theory. It also covers basic cell structures like organelles, differences between prokaryotic and eukaryotic cells, and examples of different cell types.
Protists and animals share some characteristics. Protists are classified into three main groups - plantlike, animal-like, and funguslike - based on their traits. Plantlike protists, called algae, contain chlorophyll and can photosynthesize. They include diverse organisms like diatoms, dinoflagellates, euglenoids, red algae, green algae, and brown algae. Algae are a primary food source in aquatic ecosystems and are important in producing oxygen.
The document summarizes how scientific methods were used to solve a problem at a veterinary clinic.
1) A veterinary technician noticed that two cats boarding at the clinic were scratching and developing skin sores. She wanted to determine what was causing the irritation.
2) She gathered information by observing the cats' behavior and contacting their owner. She formed a hypothesis that something in the cats' litter was irritating their skin.
3) She tested her hypothesis by conducting an experiment where she gave one cat litter with deodorant (the control) and the other litter without deodorant (the experimental). She analyzed the data and found the experimental cat's sores healed while the control cat's
This document outlines tasks for a unit on biological systems and organisms to ecosystems. Students will complete 7 tasks involving classifying organisms, investigating urban ecosystems in London, and examining how organisms interact within ecosystems. They will create identification keys, study how pollution impacts environments, and map food webs to understand relationships between organisms. The final task is due on November 7th.
This document provides instructions for students to conduct a study of plant and animal interactions in their local environment. Students are asked to delineate a 1 square meter area and observe the plant and animal life present. They will then answer questions about the types of plants and animals observed, their sizes, abundances, and the relationships between the plant and animal populations.
The document discusses the classification of living organisms, including:
- Taxonomy is the classification and naming of living things based on similarities between organisms.
- Organisms can be classified based on their structure, genetics, ecology, and chemistry.
- Carl Linnaeus developed the system of binomial nomenclature using Latin names to universally identify organisms.
- Classification schemes have evolved over time, with the current system recognizing 3 domains, multiple kingdoms within each domain, and subordinate categories within each kingdom.
This document provides information about bacterial cells, including their structures, shapes, staining properties, and modes of reproduction. It describes key bacterial structures like plasmids, capsules, flagella, and pili. It also summarizes bacterial metabolism, habitats, and how they obtain nutrients through photosynthesis, chemosynthesis, or consuming other organisms. Bacterial reproduction occurs mainly through binary fission, but also through transformation, conjugation, and transduction which allows for genetic variation and transfer of antibiotic resistance.
This document discusses cells and their cellular nature. It begins by introducing the topic of cells and how they relate to the common characteristic of all living things being cellular. It then discusses the history of cell discovery, including the invention of the microscope and key figures like Hooke, Leeuwenhoek, and those who developed the cell theory. It also covers basic cell structures like organelles, differences between prokaryotic and eukaryotic cells, and examples of different cell types.
The document provides an overview of the scientific method and its importance. It begins with defining the scientific method as a four step process of observation, hypothesis, experimentation, and conclusion. An example is given of using this method to solve the problem of lights not working in a home. Key aspects of experiments are explained like variables, controls, collecting data, and the importance of order and repetition. Safety practices for labs are outlined. Finally, it discusses why the scientific method is important as it seeks to eliminate bias through facts, collaboration, and producing learning regardless of results.
East Coast MARE Ocean Lecture Mar 29, 2012 - Why is there so much microbial d...coseenow
East Coast MARE hosted an Ocean Lecture & Educators’ Night for teachers focused on bringing ocean literacy to students in New Jersey. Dr. Lee Kerkhof of Rutgers University presented the scientific lecture on March 29, 2012. For more information visit http://coseenow.net/mare/opportunities-resources/ocean-lecture-educators-night/.
1. The document provides notes on classifying and characterizing living things. It discusses the key characteristics of life including cellular organization, use of energy, growth, response to stimuli, and reproduction.
2. Organisms are classified into kingdoms based on their cell structure, ability to produce food, and whether they are single or multicelled. The six kingdoms are Archaebacteria, Eubacteria, Protists, Fungi, Plants, and Animals.
3. Classification systems help organize the millions of species on Earth and provide information on evolutionary relationships between organisms.
Classification of microorganisms-MICROBIOLOGY QUICK LEARNSaajida Sultaana
This document discusses the classification of microorganisms. It describes how living things have historically been classified by scientists like Aristotle and Linnaeus. Taxonomy is defined as the science of biological classification, which involves classifying organisms into a hierarchical system of taxa based on similarities. The modern system involves three domains - Archaea, Bacteria, and Eukarya - classified according to cell structure and rRNA. This three domain system replaced earlier kingdom-based systems and better reflects evolutionary relationships between domains.
Classification of Microorganisms
1. Whittaker Five Kingdom Classification
2. Three Domain System of Classification
Groups of Microorganisms
1.Bacteria
2. Virus
3. Fungi
4. Algae
5. Protozoa
Bergey’s Manual is a key reference work for classifying and identifying prokaryotes. It consists of two parts: Bergey’s Manual of Determinative Bacteriology, which provides identification schemes based on morphology and biochemical tests; and Bergey’s Manual of Systematic Bacteriology, which provides phylogenetic classification based on rRNA sequencing. The first edition in 1923 established bacterial classification for identification. Current editions are based on phylogenetic studies and distribute pathogenic bacteria throughout volumes organized by phylogenetic relationships rather than clinical importance.
This document provides an overview of plant biology by discussing key topics such as the scientific method, plant classification, the three domains of life (Archaea, Bacteria, and Eukarya), and the five kingdoms (Monera, Protista, Fungi, Plantae, and Animalia). It describes the importance of plants for ecological services, human civilizations, and the challenges of sustaining biodiversity with a growing population.
Paleontologists study fossils found in rocks to learn about prehistoric plants and animals. Fossils form when organisms are buried and the impressions of their bones or traces are preserved in the sediment that hardens into rock. By examining fossils, paleontologists have discovered that dinosaurs came in many different shapes and sizes, and filled different ecological roles. However, their views of certain dinosaurs have changed as new fossils provided additional evidence, such as determining that an oviraptor was likely protecting its eggs rather than eating others' eggs as originally believed. Fossils provide clues about extinct species and environments long ago.
Unit 1. How to measure diversity
LECTURE LEARNING GOALS
1. Describe the abundance and diversity of microbes, the “unseen majority”, in all natural and manufactured environments.
2. Explain the common measures of microbial diversity, and how diversity is measured.
3. What is the purpose of diversity?
Chapter 1 section 4 (how are living things classified) 2011Mr. Motuk
1. Classification of organisms is important to help organize the millions of species that have been discovered. Aristotle was the first to classify organisms into two kingdoms but his system had flaws.
2. Carolus Linnaeus improved on Aristotle's system by using physical traits and introduced binomial nomenclature, the scientific naming convention still used today.
3. There are currently six kingdoms used to classify organisms: Archaebacteria, Eubacteria, Protista, Fungi, Plantae, and Animalia. Classification is based on characteristics like cell structure, DNA, and phylogeny.
This document provides an introduction to biology for secondary school students in Form One. It defines biology and lists its major branches and characteristics of living things. It also describes scientific processes in biology like observation, measurement, and the scientific method. Measurement units and tools used in biology are identified. The importance of studying biology and its relationship to other fields like medicine, nutrition, agriculture and forestry is explained.
This document provides an overview of the diverse world of bacteria. It describes the key physical characteristics of bacteria, including their prokaryotic cell structure and typical sizes. It discusses where bacteria live and their role as some of the earliest life forms on Earth. The document also outlines the variety of ways bacteria obtain nutrients, respire, and move. It emphasizes that while some bacteria are harmful, many species play beneficial roles in environments and in processes such as food production.
Bacteria differ from viruses very much. First of all, they are bigger, second of all, they represent quite self-sufficient live organisms capable of self-reproducing if corresponding feeding is available. Penetrating to a human body, certain bacteria find food and suitable conditions for reproduction, and diseases are appeared this way.
This chapter introduces key concepts in biology including defining properties of life, levels of biological organization, classification systems, and the scientific method. It explores the eight properties used to define living things, such as cellular structure, metabolism, response to stimuli, and reproduction. It also describes the hierarchical organization of the biosphere from populations to ecosystems. The chapter establishes taxonomy as the classification of organisms based on evolutionary relationships and outlines the steps of the scientific method including hypothesis formation and controlled experimentation.
This document provides information about food webs and energy transfer between organisms in an ecosystem. It discusses producers like plants that obtain energy from the sun or chemicals and consumers that obtain energy from eating other organisms. Producers and consumers are organized into trophic levels within food chains and food webs. Food webs illustrate the complex interconnected feeding relationships between multiple species in an ecosystem. Disruptions to lower trophic levels can impact higher levels and introducing non-native species could disturb the entire food web. The document includes an example food web for the Kamloops Bunchgrass plant community.
Microbial interactions can be positive or negative. Positive interactions include mutualism, where both organisms benefit, and commensalism, where one benefits and the other is not affected. Negative interactions include competition, where resources are limited and both are harmed; amensalism where one is harmed; and parasitism where one benefits and the other is harmed. Examples of microbial interactions discussed include lichens as mutualism, gut bacteria as commensalism, and viruses as parasites. Microorganisms interact in complex ways that allow colonization of diverse environments.
This document provides a yearly teaching plan for a Year 5 science class investigating living things. It includes 5 learning areas focused on microorganisms, the survival of species in animals and plants, and food chains and food webs. Each learning area has multiple weeks of content that covers learning objectives, suggested activities, outcomes, skills, vocabulary, and exercises. The plan aims to teach students about microorganisms, how different living things ensure the survival of their species through various mechanisms, and the relationships between organisms in food chains and food webs.
Unit 10: Diversity of Permafrost
LECTURE LEARNING GOALS
1. Describe permafrost, and the microbial diversity of permafrost. Explain how the greatest diversity of Archaea exist in cold environments.
2. Describe the two main Archaeal phyla, and describe example species.
3. Explain how climate change is affecting permafrost and microbial diversity.
Unit 8: Rare and Uncultured Microbes
LECTURE LEARNING GOALS
1. Describe the phyla containing rare bacteria: Deinococcus/Thermus, Chlamydia & Planctomycetes.
2. Describe the sequencing methods used to understand uncultured microbes. Explain the Eocyte hypothesis and how this model differs from the three domain tree of life.
3. For the cultured microbes, describe major characteristics for the 13 bacterial phyla, and explain why some microbe remain uncultivated.
6
LENTE ESPELHO RETROVISOR PARA CARROS IMPORTADOS NACIONAIS (11)98950-3543
VEICULOS IMPORTADOS NOVOS E NACIONAIS ANTIGOS
MAS DEPENDE DO MODELO ANTENDEMOS TODO O MERCOSUL
1) The document discusses the connection between static electricity and cone-bearing trees. Cone-bearing trees secrete resin when their bark is broken, which hardens and seals wounds. This resin can fossilize over time to form amber.
2) Ancient Greeks noticed that amber could attract small bits of straw or ash when rubbed with wool or fur. They believed amber had magical properties related to this. The name they gave amber, "elektron", means "substance of the Sun".
3) By the 17th century, scientists had sparked curiosity about amber's properties. It was finally explained that amber produces static electricity when rubbed, transferring electrons between the objects.
The document provides an overview of the scientific method and its importance. It begins with defining the scientific method as a four step process of observation, hypothesis, experimentation, and conclusion. An example is given of using this method to solve the problem of lights not working in a home. Key aspects of experiments are explained like variables, controls, collecting data, and the importance of order and repetition. Safety practices for labs are outlined. Finally, it discusses why the scientific method is important as it seeks to eliminate bias through facts, collaboration, and producing learning regardless of results.
East Coast MARE Ocean Lecture Mar 29, 2012 - Why is there so much microbial d...coseenow
East Coast MARE hosted an Ocean Lecture & Educators’ Night for teachers focused on bringing ocean literacy to students in New Jersey. Dr. Lee Kerkhof of Rutgers University presented the scientific lecture on March 29, 2012. For more information visit http://coseenow.net/mare/opportunities-resources/ocean-lecture-educators-night/.
1. The document provides notes on classifying and characterizing living things. It discusses the key characteristics of life including cellular organization, use of energy, growth, response to stimuli, and reproduction.
2. Organisms are classified into kingdoms based on their cell structure, ability to produce food, and whether they are single or multicelled. The six kingdoms are Archaebacteria, Eubacteria, Protists, Fungi, Plants, and Animals.
3. Classification systems help organize the millions of species on Earth and provide information on evolutionary relationships between organisms.
Classification of microorganisms-MICROBIOLOGY QUICK LEARNSaajida Sultaana
This document discusses the classification of microorganisms. It describes how living things have historically been classified by scientists like Aristotle and Linnaeus. Taxonomy is defined as the science of biological classification, which involves classifying organisms into a hierarchical system of taxa based on similarities. The modern system involves three domains - Archaea, Bacteria, and Eukarya - classified according to cell structure and rRNA. This three domain system replaced earlier kingdom-based systems and better reflects evolutionary relationships between domains.
Classification of Microorganisms
1. Whittaker Five Kingdom Classification
2. Three Domain System of Classification
Groups of Microorganisms
1.Bacteria
2. Virus
3. Fungi
4. Algae
5. Protozoa
Bergey’s Manual is a key reference work for classifying and identifying prokaryotes. It consists of two parts: Bergey’s Manual of Determinative Bacteriology, which provides identification schemes based on morphology and biochemical tests; and Bergey’s Manual of Systematic Bacteriology, which provides phylogenetic classification based on rRNA sequencing. The first edition in 1923 established bacterial classification for identification. Current editions are based on phylogenetic studies and distribute pathogenic bacteria throughout volumes organized by phylogenetic relationships rather than clinical importance.
This document provides an overview of plant biology by discussing key topics such as the scientific method, plant classification, the three domains of life (Archaea, Bacteria, and Eukarya), and the five kingdoms (Monera, Protista, Fungi, Plantae, and Animalia). It describes the importance of plants for ecological services, human civilizations, and the challenges of sustaining biodiversity with a growing population.
Paleontologists study fossils found in rocks to learn about prehistoric plants and animals. Fossils form when organisms are buried and the impressions of their bones or traces are preserved in the sediment that hardens into rock. By examining fossils, paleontologists have discovered that dinosaurs came in many different shapes and sizes, and filled different ecological roles. However, their views of certain dinosaurs have changed as new fossils provided additional evidence, such as determining that an oviraptor was likely protecting its eggs rather than eating others' eggs as originally believed. Fossils provide clues about extinct species and environments long ago.
Unit 1. How to measure diversity
LECTURE LEARNING GOALS
1. Describe the abundance and diversity of microbes, the “unseen majority”, in all natural and manufactured environments.
2. Explain the common measures of microbial diversity, and how diversity is measured.
3. What is the purpose of diversity?
Chapter 1 section 4 (how are living things classified) 2011Mr. Motuk
1. Classification of organisms is important to help organize the millions of species that have been discovered. Aristotle was the first to classify organisms into two kingdoms but his system had flaws.
2. Carolus Linnaeus improved on Aristotle's system by using physical traits and introduced binomial nomenclature, the scientific naming convention still used today.
3. There are currently six kingdoms used to classify organisms: Archaebacteria, Eubacteria, Protista, Fungi, Plantae, and Animalia. Classification is based on characteristics like cell structure, DNA, and phylogeny.
This document provides an introduction to biology for secondary school students in Form One. It defines biology and lists its major branches and characteristics of living things. It also describes scientific processes in biology like observation, measurement, and the scientific method. Measurement units and tools used in biology are identified. The importance of studying biology and its relationship to other fields like medicine, nutrition, agriculture and forestry is explained.
This document provides an overview of the diverse world of bacteria. It describes the key physical characteristics of bacteria, including their prokaryotic cell structure and typical sizes. It discusses where bacteria live and their role as some of the earliest life forms on Earth. The document also outlines the variety of ways bacteria obtain nutrients, respire, and move. It emphasizes that while some bacteria are harmful, many species play beneficial roles in environments and in processes such as food production.
Bacteria differ from viruses very much. First of all, they are bigger, second of all, they represent quite self-sufficient live organisms capable of self-reproducing if corresponding feeding is available. Penetrating to a human body, certain bacteria find food and suitable conditions for reproduction, and diseases are appeared this way.
This chapter introduces key concepts in biology including defining properties of life, levels of biological organization, classification systems, and the scientific method. It explores the eight properties used to define living things, such as cellular structure, metabolism, response to stimuli, and reproduction. It also describes the hierarchical organization of the biosphere from populations to ecosystems. The chapter establishes taxonomy as the classification of organisms based on evolutionary relationships and outlines the steps of the scientific method including hypothesis formation and controlled experimentation.
This document provides information about food webs and energy transfer between organisms in an ecosystem. It discusses producers like plants that obtain energy from the sun or chemicals and consumers that obtain energy from eating other organisms. Producers and consumers are organized into trophic levels within food chains and food webs. Food webs illustrate the complex interconnected feeding relationships between multiple species in an ecosystem. Disruptions to lower trophic levels can impact higher levels and introducing non-native species could disturb the entire food web. The document includes an example food web for the Kamloops Bunchgrass plant community.
Microbial interactions can be positive or negative. Positive interactions include mutualism, where both organisms benefit, and commensalism, where one benefits and the other is not affected. Negative interactions include competition, where resources are limited and both are harmed; amensalism where one is harmed; and parasitism where one benefits and the other is harmed. Examples of microbial interactions discussed include lichens as mutualism, gut bacteria as commensalism, and viruses as parasites. Microorganisms interact in complex ways that allow colonization of diverse environments.
This document provides a yearly teaching plan for a Year 5 science class investigating living things. It includes 5 learning areas focused on microorganisms, the survival of species in animals and plants, and food chains and food webs. Each learning area has multiple weeks of content that covers learning objectives, suggested activities, outcomes, skills, vocabulary, and exercises. The plan aims to teach students about microorganisms, how different living things ensure the survival of their species through various mechanisms, and the relationships between organisms in food chains and food webs.
Unit 10: Diversity of Permafrost
LECTURE LEARNING GOALS
1. Describe permafrost, and the microbial diversity of permafrost. Explain how the greatest diversity of Archaea exist in cold environments.
2. Describe the two main Archaeal phyla, and describe example species.
3. Explain how climate change is affecting permafrost and microbial diversity.
Unit 8: Rare and Uncultured Microbes
LECTURE LEARNING GOALS
1. Describe the phyla containing rare bacteria: Deinococcus/Thermus, Chlamydia & Planctomycetes.
2. Describe the sequencing methods used to understand uncultured microbes. Explain the Eocyte hypothesis and how this model differs from the three domain tree of life.
3. For the cultured microbes, describe major characteristics for the 13 bacterial phyla, and explain why some microbe remain uncultivated.
6
LENTE ESPELHO RETROVISOR PARA CARROS IMPORTADOS NACIONAIS (11)98950-3543
VEICULOS IMPORTADOS NOVOS E NACIONAIS ANTIGOS
MAS DEPENDE DO MODELO ANTENDEMOS TODO O MERCOSUL
1) The document discusses the connection between static electricity and cone-bearing trees. Cone-bearing trees secrete resin when their bark is broken, which hardens and seals wounds. This resin can fossilize over time to form amber.
2) Ancient Greeks noticed that amber could attract small bits of straw or ash when rubbed with wool or fur. They believed amber had magical properties related to this. The name they gave amber, "elektron", means "substance of the Sun".
3) By the 17th century, scientists had sparked curiosity about amber's properties. It was finally explained that amber produces static electricity when rubbed, transferring electrons between the objects.
This document appears to be a scavenger hunt checklist, as it contains blanks for a finder's time and date found, as well as 10 numbered lines for writing clues or locations found. The overall purpose seems to be tracking progress on solving a scavenger hunt or treasure hunt.
The document shows the distance traveled by 3 students over a period of 10 seconds. Student 3 traveled the farthest distance of 40 units, indicating they won the race. Student 3 exhibited a constant speed of 4 units per second, while Student 1 had the slowest average speed of 1 unit per second and Student 2 the fastest average speed of 2 units per second.
1. A 1600 Italian cobbler discovered a rock that glowed in the dark, leading to the discovery of fluorescent and phosphorescent substances that emit light when exposed to certain forms of energy.
2. In the 1850s, a scientist realized the fluorescent properties of substances could be used to create a new type of lighting, creating the first fluorescent light bulb by placing a fluorescent material inside a glass tube with an electric current.
3. Today, fluorescent light bulbs are widely used in places like offices, schools, and factories.
Reproduction enables the continuity of species through generations. Sexual reproduction involves two individuals while asexual reproduction involves a single individual. Unicellular organisms reproduce through cell division while multicellular organisms use specialized reproductive organs. Asexual reproduction methods include fission, fragmentation, budding, regeneration, vegetative propagation, and spore formation. Vegetative propagation uses plant parts like stems, leaves, and roots to generate new plants.
Water, temperature changes, and chemical reactions are key factors in weathering and erosion. Water is particularly powerful in mechanically and chemically breaking down rock. Moving water, glaciers, wind, and gravity transport eroded materials and deposit them elsewhere. Over time, this leads to soil formation and changes in landforms, as seen with caves and karst topography. Different soil types such as loess are suitable for certain agricultural uses. Plant roots and acids like acid rain also contribute to chemical weathering of rocks.
The document summarizes key concepts from a chapter on refraction and lenses, including how light changes speed and direction when passing through different materials. It covers Snell's law of refraction, total internal reflection, lenses, dispersion, and applications like mirages and rainbows. Concepts are explained through examples and diagrams.
This document provides an overview of the resources included in the Glencoe Science textbook for the chapter on plate tectonics. It includes reproducible student pages for hands-on activities, assessments, and materials for meeting individual student needs. It also provides transparency activities and teacher support materials such as lesson planning guides, answer keys, and Spanish translations.
Here are brief explanations of the key concepts:
- The composition of an element is fixed because elements are pure substances made of only one type of atom.
- The composition of a compound is also fixed, but compounds contain two or more elements combined in a fixed ratio.
- Properties of mixtures can vary because mixtures are combinations of two or more substances that are not chemically combined. Their compositions are not fixed.
- Mixtures can be classified as solutions, suspensions, or colloids based on whether the mixed substances are uniformly dispersed (solutions), settle over time (suspensions), or are dispersed with particles too small to settle but large enough to scatter light (colloids).
- Every sample of
This slide gives you the basic information about the types of photography lenses used worldwide.
Image source: Google Images
*the content provided here has been copied from various sources. no authentication proof is available.
Asexual reproduction produces genetically identical offspring through processes such as binary fission, budding, spore formation, regeneration, and vegetative propagation. Binary fission involves a parent cell dividing into two equal daughter cells, while budding results in a parent organism dividing into an unequal parent and new bud. Spore formation produces single cells that can germinate into new individuals. Regeneration allows some animals like hydra and planaria to regrow lost body parts. Vegetative propagation uses plant parts like bulbs, tubers, stolons and rhizomes to produce new plants.
The document provides an introduction to an ecological biology class, outlining expectations for students including obtaining handouts, materials needed, and discussing what biology is as a science and discipline. It explores the characteristics of life through an interactive demonstration of determining if an object is alive or not based on observations. The class will focus on studying life and the role of water through examining common characteristics of organisms and using the river as a unifying theme.
(a) Ecosystems contain complex networks of interactions between organisms and their environment. (b) Organisms fall into different ecological roles including producers, consumers, and decomposers. Producers like plants make their own food through photosynthesis, consumers eat other organisms, and decomposers break down waste and dead material. (c) These roles are interconnected as one organism's waste becomes a resource for others, fueling nutrient cycling within the ecosystem.
The document provides science objectives for 4th grade students related to ecology and interdependence between plants and animals. The objectives include: [1] Describing the interdependence of plants and animals through behaviors, body structures, and life cycles; [2] Tracing the flow of energy through food chains; and [3] Identifying characteristics of organisms. The objectives aim to teach students how plants and animals rely on each other to survive through relationships like predation, competition, and symbiosis.
1. The document provides an overview of ecosystems, populations, communities, and interactions between organisms and their environment. It discusses how organisms within a population of the same species interact and how populations interact to form communities.
2. The document contains activities that explore how organisms depend on each other and their environment. In one activity, students observe the interactions between plants, fish, and snails in different containers. In another, students identify predators and prey in photos and describe how energy is transferred between organisms.
3. Energy is transferred between organisms as producers like plants produce food through photosynthesis, primary consumers eat plants, secondary consumers eat primary consumers, and tertiary consumers eat secondary consumers. This energy transfer between organisms in an ecosystem
1. The document provides an overview of ecosystems, populations, communities, and interactions between organisms and their environment. It discusses how organisms within a population interact with each other and their shared environment to form a community.
2. The activities describe different types of interactions between organisms like competition, predation, parasitism, and commensalism. Organisms depend on each other and their environment to meet their basic needs.
3. Energy is transferred between organisms in an ecosystem from producers like plants through various consumers. Producers use photosynthesis to produce their own food, while consumers obtain energy by eating other organisms.
An ecosystem is defined as the interaction between living and nonliving things in an environment. Ecosystems exist everywhere and range in size from small backyard gardens to large savannas. All organisms in an ecosystem are interdependent and disruptions can be disastrous, as they upset the natural balance. Foreign invaders can also disrupt ecosystems by competing with native species.
This document defines key terms related to ecosystems, including systems, open and closed systems, stability, populations, communities, habitats, niches, producers, consumers, and decomposers. It explains that an ecosystem is a group of living things and their environment that interact, and discusses the roles of different organisms within food chains and ecosystems.
This document defines key terms related to ecosystems, including systems, open and closed systems, stability, populations, communities, habitats, niches, producers, consumers, and decomposers. It explains that an ecosystem is a group of living things and their environment that interact, and discusses the roles of different organisms within food chains and ecosystems.
Part 1SpeciesIn biological terms, a species is defined as.docxdunnramage
Part 1
:
Species
In biological terms, a
species
is defined as a group of organisms that are able to interbreed to produce fertile and viable offspring under natural conditions. This description of a species can further be characterized as
reproductive isolation
, where physical and sometimes behavioral traits of an organism will only allow them to reproduce with an organism that has the same traits. Using the aforementioned definition of a species, different breeds of dogs are able to produce fertile and viable offspring because they are all the same species, but dogs and cats are unable to interbreed because they are two different species.
Population
Now, extend the definition of a species to a group of the same species living in the same geographic area. This would represent a
population
. What would happen if the species within this population were suddenly split into two groups by an earthquake, creating a physical barrier such as a canyon? If a population is divided indefinitely by a barrier, members of the divided population will not have the opportunity to breed with each other.
Impacts
Over many years, the abiotic (nonliving) and biotic (living) conditions on either side of the physical barrier will vary from one another. As a result, natural selection will cause different selective and adaptive pressures to occur between the two divided populations, and they will evolve differently. Over time, this will result in
speciation
, which is the creation of two new species. This occurs because of reproductive isolation.
Part 2:
Timeline
Use the timeline to view the impact of speciation.
Your observations from the animation should be used to complete the lab worksheet.
(Audesirk, Audesirk, & Byers, 2008)
Reference
:
Audesirk, T., Audesirk, G., & Byers, B. E. (2008).
Biology: Life on earth with physiology
. Upper Saddle River, NJ: Prentice Hall.
End of Activity
.
This document discusses different levels of organization in living things and ecosystems. It begins by explaining that a system is made up of many interacting parts that work together for a purpose, using a bicycle with different components as an example. It then introduces the levels of organization from individual organisms to species to populations to communities within ecosystems. Ecosystems are defined as all the living and nonliving things in an environment and how they interact. Examples of ecosystems like grasslands, deserts, rainforests and bodies of water are provided.
Part 1SpeciesIn biological terms, a species is defined as.docxodiliagilby
Part 1
:
Species
In biological terms, a
species
is defined as a group of organisms that are able to interbreed to produce fertile and viable offspring under natural conditions. This description of a species can further be characterized as
reproductive isolation
, where physical and sometimes behavioral traits of an organism will only allow them to reproduce with an organism that has the same traits. Using the aforementioned definition of a species, different breeds of dogs are able to produce fertile and viable offspring because they are all the same species, but dogs and cats are unable to interbreed because they are two different species.
Population
Now, extend the definition of a species to a group of the same species living in the same geographic area. This would represent a
population
. What would happen if the species within this population were suddenly split into two groups by an earthquake, creating a physical barrier such as a canyon? If a population is divided indefinitely by a barrier, members of the divided population will not have the opportunity to breed with each other.
Impacts
Over many years, the abiotic (nonliving) and biotic (living) conditions on either side of the physical barrier will vary from one another. As a result, natural selection will cause different selective and adaptive pressures to occur between the two divided populations, and they will evolve differently. Over time, this will result in
speciation
, which is the creation of two new species. This occurs because of reproductive isolation.
Part 2:
Timeline
Use the timeline to view the impact of speciation.
Your observations from the animation should be used to complete the lab worksheet.
(Audesirk, Audesirk, & Byers, 2008)
Reference
:
Audesirk, T., Audesirk, G., & Byers, B. E. (2008).
Biology: Life on earth with physiology
. Upper Saddle River, NJ: Prentice Hall.
.
1. The document provides an overview of key concepts in ecology including definitions of ecology, environment, biotic and abiotic factors, levels of biological organization, niche, adaptation, species, populations, communities, ecosystems, producers, consumers, trophic levels, food chains, food webs, ecological pyramids, biotic interactions, symbiosis, biomes, and ecological succession.
2. Key terms are defined such as ecology, environment, producers, consumers, trophic levels, competition, predation, symbiosis, mutualism, commensalism, parasitism, biome, primary succession and secondary succession.
3. Examples are provided to illustrate various ecological concepts and interactions between organisms.
Lecture 1 ns 5 ecology and ecosystem concepts 2010Marilen Parungao
Ecologists studied declining amphibian populations and deformities, finding they were signs of environmental problems even in pristine areas. Ecology is defined as the scientific study of interactions between organisms and their environment, including biotic and abiotic factors that determine distribution and abundance. The main components of ecosystems are producers, consumers, and decomposers that interact with climate, soil resources, and other abiotic factors according to feedbacks and the laws of ecology.
Lecture 1 ns 5 ecology and ecosystem concepts 2010Marilen Parungao
Ecologists studied declining amphibian populations and deformities and sought to understand the environmental causes. Ecology is the scientific study of interactions between organisms and their environment, and between organisms and other organisms. Key concepts in ecology include ecosystems, which are composed of biotic and abiotic components that interact, and factors like climate, soil and disturbance that control ecosystem structure and function.
An ecosystem is the interacting system of a biological community and its non-living physical environment. It includes biotic factors like organisms and biotic factors like air, water, and mineral soil. Ecologists study ecosystems and the interactions between organisms and their environments, including food chains, nutrient cycles, and relationships between species like predator-prey dynamics. Examples of ecosystems discussed include rainforests, which have structural layers and species that depend on each other for survival.
The document defines key terms related to ecosystem structures and population interactions. It distinguishes between biotic (living) and abiotic (non-living) components of ecosystems. Trophic levels including producers, primary consumers, secondary consumers, and decomposers are explained. Pyramids of numbers, biomass and productivity are defined. Species, populations, habitats, niches, communities, and ecosystems are defined using local examples. Population interactions such as mutualism, parasitism, predation, herbivory and competition are described through examples.
The document discusses how scientists look for life elsewhere in the universe. It presents an activity where a student discovers an unknown organism and must present their findings to colleagues. It discusses the characteristics of life, including movement, respiration, sensitivity, growth, reproduction, excretion and nutrition. It also discusses the requirements for life, including liquid water, a source of energy, and available nutrients.
This document provides an overview of ecosystems and their components. An ecosystem consists of all the living and nonliving things in an environment, and includes biotic factors like plants and animals as well as abiotic factors such as sunlight, air, water and soil. Within an ecosystem, organisms depend on each other and food webs show how energy transfers between producers, consumers and decomposers. Humans can negatively impact ecosystems through activities like pollution, deforestation and overuse of resources, but small changes can help reduce human impacts.
Unit 2 Introduction to environmental biology S2.pdfSafari5
This document provides an introduction to environmental biology and ecology. It defines key terms like ecology, population, community, habitat, ecosystem, biotic and abiotic factors. It describes the different levels of biological organization from organism to biome. It explains concepts such as food chains, food webs, producers and consumers. It also distinguishes between terrestrial and aquatic ecosystems and provides examples of different biomes.
The document provides an overview of niches and community interactions in ecology. It defines a niche as the range of conditions where a species lives and obtains resources to survive and reproduce. It describes how species' tolerance ranges and competition over resources shape niches and communities. Predation, herbivory, and keystone species also influence community structure by regulating prey and plant populations. Finally, it outlines the three main types of symbiotic relationships between species: mutualism, parasitism, and commensalism.
The document discusses different forms of energy including kinetic energy, potential energy, and chemical energy. It explains that energy can change forms through transformations but the total amount of energy stays the same. Examples are given of energy transformations, such as chemical energy in muscles changing to kinetic energy of motion when a person moves. Potential energy stored by raising an object can also change to kinetic energy if the object falls.
The Nook Color is a 7-inch Android tablet with an 8-hour battery life, 8GB internal storage plus micro SD support, Wi-Fi connectivity but no 3G or GPS. It has a 1024x600 screen resolution, weighs 15.8 ounces, and originally sold for $249 but can now be found for as little as $99.
The document outlines the Greek gods' family tree according to Hesiod's Theogony from 700 BCE. It begins with the primordial deities Chaos and includes Earth, Tartarus, Eros, Night, and Erebos. Their offspring were Sky and several personified concepts. The next generation comprised the Titans including Oceanus, Mnemosyne and Cronus. Cronus mated with Rhea and they produced the first six Olympians: Hestia, Demeter, Hera, Hades, Poseidon, and Zeus. Zeus went on to mate with several partners and father more prominent deities like Athena, Apollo, Artemis, Ares, and others. The twelve primary Olympians
The Theogony by Hesiod describes the origins and genealogies of the Greek gods. It begins by invoking the Muses, daughters of Zeus, to sing of the earliest beings - first came Chaos, then Gaia (Earth), Tartarus, Eros and others. Gaia bore Uranus (Sky) who covered her, and they produced the Titans including Kronos. Kronos overthrew his father Uranus with the help of his mother Gaia and her sickle. From Uranus' blood came Aphrodite. Night produced other offspring including Death. The poem continues recounting the origins and relationships between the major Greek divine figures.
Cells are the basic units of all living things, containing the necessary proteins, organelles and equipment to sustain life. They organize into tissues, systems and whole organisms. A cell's main purpose is to organize an organism's various parts, with each cell type performing different functions to allow organisms to grow, survive and develop complex structures like nervous systems and muscles.
This document provides a vocabulary lesson on nouns, adjectives, and verbs in Latin. It lists 6 nouns including "family", "fortune", and "earth". It also lists 4 adjectives such as "good" and "small". Finally, it presents 2 verbs like "they love/like" and "they carry".
1. Elijah McCoy developed the first automatic lubricating device in the 1870s to automatically oil train engines while running, avoiding the need to frequently stop trains to manually oil parts.
2. Modern automobiles have oil pumps that automatically circulate engine oil, allowing cars to travel long distances without stopping.
3. The document discusses how McCoy's invention helped connect train schedules to oil pumps by enabling trains to stay on schedule without frequent stops for oiling, paving the way for modern automatic lubrication systems in vehicles.
This document provides a vocabulary lesson on basic Latin words including nouns for water, island, forest, and road. It also lists verbs for "is" and "are" as well as the adverb for "not" and conjunctions for "and" and "but".
The Phoenicians were merchants and traders from an ancient civilization located in what is now Lebanon. They produced a purple-red dye and colonized areas throughout the Mediterranean for trade, including Syria, Cyprus, Libya, Tunisia, Italy, Algeria, Morocco and Spain. The Phoenicians developed one of the first alphabets, consisting of 22 letters, which was adopted in Babylon by the 15th century BCE and formed the basis for many modern scripts.
The document summarizes key information about Earth's atmosphere:
1) Earth's atmosphere is composed of nitrogen (78%), oxygen (21%), and trace amounts of other gases like carbon dioxide and argon. It also contains water vapor, solid particles, and liquid droplets.
2) The atmosphere is divided into five main layers - troposphere, stratosphere, mesosphere, thermosphere, and exosphere - with varying temperature and air pressure profiles.
3) Air pressure decreases with increasing altitude as there are fewer gas molecules above Earth's surface to exert pressure downward. Atmospheric pressure is greater in the troposphere near Earth than in the exosphere.
Bulls played an important religious and symbolic role in Minoan culture. They are prominently depicted in Minoan art, especially at Knossos. One famous Minoan ritual possibly depicted is bull-leaping, where athletes demonstrate skill by vaulting and somersaulting over charging bulls. While some scholars doubt bull-leaping occurred, evidence from later French bull sports and Minoan art suggest it was a real ritual, though its purpose and meaning are still debated among scholars.
The document provides information on the Greek alphabet including:
1) A chart listing each letter of the Greek alphabet, its English name, and an example English word to demonstrate its pronunciation.
2) Additional details on diphthongs, breathing marks, accents, punctuation, syllables, and other diacritical marks used in Greek.
3) A link to practice the Greek alphabet online.
The document lists several ancient Mesopotamian civilizations including the Sumerians from 3500-1800 BCE, Akkadians from 2340-2125 BCE, Babylonians from 2300-538 BCE, Assyrians from 1170-612 BCE, Phoenicians from 1500-332 BCE, and Palestinians from 1170-612 BCE.
(1) Hesiod addresses the Muses and asks them to tell of Zeus and his power over mankind. He warns his brother Perses to avoid strife and work hard to store up food, rather than quarrel and listen to arguments in court.
(2) Zeus created Pandora to plague mankind as punishment for Prometheus stealing fire. He had Hephaestus craft her form and other gods endowed her with talents to deceive men. When Epimetheus accepted this "gift" from Zeus, it unleashed sickness and hardship upon humanity.
(3) Hesiod concludes by urging leaders to practice just rule, as the gods watch for injustice, and will punish whole cities for the sins
The Code of Hammurabi was carved on an eight foot tall black diorite monument that was found in 1901 in the Persian Mountains and is currently located in the Louvre Museum in Paris. It begins and ends with addresses to gods and contains laws numbered 1-282, though some sections are missing.
The scientific method is an organized process used to study the natural world which involves asking a question, researching the topic to form a hypothesis, conducting an experiment to collect data, analyzing the results to draw a conclusion, and recording the findings.
The document provides instructions for students to write their name in hieroglyphics using a cartouche name tag and also in English. It then defines a cartouche as an oval ring placed around royal and godly names in hieroglyphic inscriptions. Additional context is given on hieroglyphics including that they began around 3000 BCE, consisted of sound-signs, pictograms and ideograms, and were read left to right or right to left depending on the direction figures faced.
Italy has a population of over 60 million people with Rome as its capital. The major cities include Milan, Naples, Turin, Palermo, Genoa, Bologna, and Florence. Italy borders the Mediterranean Sea and has the Alps and Apennine Mountains running through it. Catholicism is the dominant religion and Italians are known for foods like pasta, olive oil, cheese, and wine. Major exports include machinery, vehicles, chemicals and wine. Natural resources include coal, gas, and marble. Famous landmarks include the Leaning Tower of Pisa, the Colosseum, and the Sistine Chapel ceiling painted by Michelangelo.
1. UNIT
3 Life and the Environment
How Are
Beverages &
Wildlife
Connected?
212
2. I n ancient times,people transported beverages in clay jars and animal skins.Around 100 BC,
hand-blown glass bottles began to be used to hold liquids.In 1903, the invention of the
automatic glass bottle-blowing machine made it possible to mass-produce bottles.They were
used for everything from milk to soda.Consumers returned the empty bottles to be
refilled.In 1929, companies began experimenting with cans for bever-
ages.Cans were stackable,non-breakable,and fast cooling—and
consumers didn’t have to return them.The plastic six-pack yoke
came along with the popular use of cans for beverages.This
device bound cans together for easy carrying.Unfortu-
nately,the yokes bound more than cans.Millions of yokes
found their way into the environment where they
entangled thousands of birds,fish, and marine animals.
Today,animals are still being harmed—in some cases
they are killed—by plastic six-pack yokes.
SCIENCE CONNECTION
REDUCE, REUSE, RECYCLE Look at the packaging on the things you eat, your crafts
or hobbies, or the products used in your home. Work with a partner to design a
more eco-friendly package for one of these products. Make a drawing of your new
packaging and write a paragraph telling why your package is environmentally
friendly. Share your drawings and paragraphs with your school or community
through a bulletin board.
3. 8 Interactions of
Living Things
H
ow do Alaskan brown bears
and salmon interact? The
relationship between these
two species is clear to see. However,
the Alaskan brown bear also depends
on every species of insect and fish
that the salmon eats, and many non-
living parts of the environment, too.
In this chapter, you will learn how all
living things depend on the living and
nonliving factors in the environment
for survival.
What do you think?
Science Journal Look at the picture
below with a classmate. Discuss what
you think this might be. Here’s a hint:
This species and salmon interact. Write
your answer or best guess in your
Science Journal.
214
4. EXPLORE I
magine that you are in a crowded elevator. Every-
one jostles and bumps each other. The temperature
ACTIVITY increases and ordinary noises seem louder. What a
relief you feel when the doors open and you step out.
Like people in an elevator, plants and animals in an
area interact. How does the amount of space available to each organism
affect its interaction with other organisms?
Measure space
MXXX-??P 1. Use a meterstick to measure the
Description length and width of the classroom.
2. Multiply the length by the width
to find the area of the room in
square meters.
3. Count the number of individuals
in your class. Divide the area of
the classroom by the number of
individuals. In your Science
Journal, record how much space
each person has.
Observe
Write a prediction in your Science Journal about what might happen if
the number of students in your classroom doubled.
FOLDABLES
Reading &Study
& Study Making a Cause and Effect Study Fold Make this Foldable to
Skills
help you understand the cause and effect relationship of biotic
and abiotic things.
1. Place a sheet of paper in front of you so the long side is at the top.
Biotic
Fold the paper in half from the left side to the right side. Fold top
to bottom and crease. Then unfold.
2. Through the top thickness of paper, cut along the middle fold line
to form two tabs as shown. Label the tabs Biotic, which means Abiotic
living, and Abiotic, which means nonliving, as shown.
3. Before you read the chapter, list examples of biotic and abiotic
things around you on the tabs. As you read, write about each
under the tabs.
215
5. SECTION
The Environment
Ecology
All organisms, from the smallest bacteria to a blue whale,
s Identify biotic and abiotic factors interact with their environment. Ecology is the study of the
in an ecosystem. interactions among organisms and their environment. Ecolo-
s Describe the different levels of gists, such as the one in Figure 1, are scientists who study these
biological organization. relationships. Ecologists divide the environmental factors that
s Explain how ecology and the envi-
ronment are related.
influence organisms into two groups. Abiotic (ay bi AH tihk)
factors are the nonliving parts of the environment. Living or
Vocabulary once-living organisms in the environment are called biotic
ecology community
abiotic factor ecosystem
(bi AH tihk) factors.
biotic factor biosphere
population Why is a rotting log considered a biotic factor in
the environment?
Abiotic and biotic factors interact to
make up your ecosystem. The quality
Abiotic Factors
of your ecosystem can affect your In a forest environment, birds, insects, and other living
health. Your actions can affect the things depend on one another for food and shelter. They also
health of the ecosystem. depend on the abiotic factors that surround them, such as water,
sunlight, temperature, air, and soil. All of these factors and oth-
ers are important in determining which organisms are able to
live in a particular environment.
Figure 1
Ecologists study biotic and abiotic factors in
an environment and the relationships among
them. Many times, ecologists must travel to
specific environments to examine the organ-
isms that live there.
216 CHAPTER 8 Interactions of Living Things
6. 100
97%
The seas and oceans are home
World‘s Water Supply (%) 80 to thousands of different species.
60
40
This stream is a freshwater
20 environment. It is home
to many species of plants
3% and animals.
0
Salt water Freshwater
Water All living organisms need water to survive. The bodies Figure 2
of most organisms are 50 percent to 95 percent water. Water is an Salt water accounts for 97 per-
important part of the cytoplasm in cells and the fluid that sur- cent of the water on Earth. It is
rounds cells. Respiration, photosynthesis, digestion, and other found in the seas and oceans.
important life processes can only occur in the presence of water. Only three percent of Earth’s
More than 95 percent of Earth’s surface water is found in the water is freshwater.
oceans. The saltwater environment in the oceans is home to a
vast number of species. Freshwater environments, like the one in
Figure 2, also support thousands of types of organisms.
Light and Temperature The abiotic factors of light and
temperature also affect the environment. The availability of sun- Figure 3
light is a major factor in determining where green plants and Flowers that grow on the forest
other photosynthetic organisms live, as shown in Figure 3. By floor, such as these bluebells,
the process of photosynthesis, energy from the Sun is changed grow during the spring when
into chemical energy that is used for life processes. Most green they receive the most sunlight.
algae live near the water’s surface where sun-
light can penetrate. On the other hand, little
sunlight reaches the forest floor, so very few
plants grow close to the forest floor.
The temperature of a region also deter-
mines which plants and animals can live
there. Some areas of the world have a fairly
consistent temperature year round, but other
areas have seasons during which tempera-
tures vary. Water environments throughout
the world also have widely varied tempera-
tures. Plant and animal species are found in
the freezing cold Arctic, in the extremely hot
water near ocean vents, and at almost every
temperature in between.
SECTION 1 The Environment 217
7. Figure 4
Air pollution can come from
many different sources. Air
quality in an area affects the
health and survival of the species
that live there.
Air Although you can’t see the air that surrounds you, it has an
impact on the lives of most species. Air is composed of a mix-
ture of gases including nitrogen, oxygen, and carbon dioxide.
When soil that receives little Most plants and animals depend on the gases in air for respira-
rain is damaged, a desert
tion. The atmosphere is the layer of gases and airborne particles
can form. This process is
called desertification. Use that surrounds Earth. Polluted air, like the air in Figure 4, can
reference materials to find cause the species in an area to change, move, or die off.
where desertification is Clouds and weather occur in the bottom 8 km to 16 km of
occurring in the United the atmosphere. All species are affected by the weather in the area
States. Record your findings where they live. The ozone layer is 20 km to 50 km above Earth’s
in your Science Journal. surface and protects organisms from harmful radiation from the
Sun. Air pressure, which is the weight of air pressing down on
Earth, changes depending on altitude. Higher altitudes have less
air pressure. Few organisms live at extreme air pressures.
Figure 5 How does air pollution affect the species in an
Soil provides a home for many area?
species of animals.
Soil From one enviroment to another, soil, as
shown in Figure 5, can vary greatly. Soil type is
determined by the amounts of sand, silt, and clay it
contains. Various kinds of soil contain different
amounts of nutrients, minerals, and moisture. Dif-
ferent plants need different kinds of soil. Because
the types of plants in an area help determine which
other organisms can survive in that area, soil affects
every organism in an environment.
Biotic Factors
Abiotic factors do not provide everything an
organism needs for survival. Organisms depend on
other organisms for food, shelter, protection, and
reproduction. How organisms interact with one
another and with abiotic factors can be described
in an organized way.
218 CHAPTER 8 Interactions of Living Things
8. Levels of Organization The living world is highly organ-
ized. Atoms are arranged into molecules, which in turn are
organized into cells. Cells form tissues, tissues form organs, and
organs form organ systems. Together, organ systems form Figure 6
organisms. Biotic and abiotic factors also can be arranged into The living world is organized
levels of biological organization, as shown in Figure 6. in levels.
Organism An organism is one
individual from a population.
Population All of the indi-
viduals of one species that live
in the same area at the same
time make up a population.
Community The populations
of different species that interact in
some way are called a community.
Ecosystem All of the communities in
an area and the abiotic factors that affect
them make up an ecosystem.
Biome A biome is a large
region with plants and animals well
adapted to the soil and climate of
the region.
Biosphere The level of
biological organization that is made up of all
the ecosystems on Earth is the biosphere.
SECTION 1 The Environment 219
9. Populations All the members of one species that live together
make up a population. For example, all of the catfish living in a
lake at the same time make up a population. Part of a popula-
tion of penguins is shown in Figure 7. Members of a population
compete for food, water, mates, and space. The resources of the
environment and the ways the organisms use these resources
determine how large a population can become.
Communities Most populations of organisms do not live
alone. They live and interact with populations of other types of
organisms. Groups of populations that interact with each other
in a given area form a community. For example, a population of
Figure 7 penguins and all of the species that they interact with form a
Members of a penguin popula- community. Populations of organisms in a community depend
tion compete for resources. on each other for food, shelter, and other needs.
Ecosystem In addition to interactions among populations,
ecologists also study interactions among populations and their
physical surroundings. An ecosystem like the one in Figure 8A is
made up of a biotic community and the abiotic factors that
affect it. Examples of ecosystems include coral reefs, forests, and
ponds. You will learn more about the interactions that occur in
Research Visit the ecosystems later in this chapter.
Glencoe Science Web site at
science.glencoe.com Biomes Scientists divide Earth into different regions called
for more information about biomes. A biome (BI ohm) is a large region with plant and ani-
Earth’s biomes. Make a poster mal groups that are well adapted to the soil and climate of the
to communicate to your class region. Many different ecosystems are found in a biome. Exam-
what you learn. ples of biomes include mountains, as shown in Figure 8B, tropi-
cal rain forests, and tundra.
Figure 8
Biomes contain many
different ecosystems.
This mountaintop
ecosystem is part of the
mountain biome.
220 CHAPTER 8 Interactions of Living Things
10. 80° Arctic Ocean
Ice
Tundra
Arctic Circle Arctic Circle Taiga
60° Grassland
ASIA
NORTH Temperate
Atlantic EUROPE Forests
AMERICA Ocean Pacific Tropical
Ocean Rainforest
30°
Tropic of Cancer Chaparral
Pacific Savanna
Ocean AFRICA Desert
Equator Equator
0° Mountain
SOUTH Atlantic
Indian
AMERICA Ocean
Tropic of Capricorn
Ocean
30° AUSTRALIA
Antarctic Ocean
60°
Antarctic Circle
The Biosphere Where do all of Earth’s organisms live? Living Figure 9
things can be found 11,000 m below the surface of the ocean This map shows some of the
and on mountains as high as 9,000 m. The part of Earth that major biomes of the world. What
supports life is the biosphere (BI uh sfihr). The biosphere biome do you live in?
includes the top part of Earth’s crust, all the waters that cover
Earth’s surface, the surrounding atmosphere and all biomes, as
shown in Figure 9. The biosphere seems huge, but it is only a
small part of Earth. If you used an apple as a model of Earth, the
thickness of Earth’s biosphere could be compared to the thick-
ness of the apple’s skin.
Section Assessment
1. What is the difference between an abiotic
factor and a biotic factor? Give five exam- 6. Recording Observations Each person lives in
ples of each that are in your ecosystem. a population as part of a community. Describe
2. Contrast a population and a community. your population and community. For more
3. What is an ecosystem? help, refer to the Science Skill Handbook.
4. How are the terms ecology and environment 7. Using a Database Use a database to research
related? biomes. Find the name of the biome that best
5. Think Critically Explain how biotic factors describes where you live. For more help, refer
change in an ecosystem that has flooded. to the Technology Skill Handbook.
SECTION 1 The Environment 221
11. Delicately Balanced Ecosystems
E ach year you might visit the same park, but
notice little change. However, ecosystems
are delicately balanced, and small changes can
upset this balance. In this activity, you will
observe how small amounts of fertilizer can
disrupt an ecosystem.
What You’ll Investigate
How do manufactured fertilizers affect pond
systems?
5. Cover each jar with plastic wrap and secure it
Materials with a rubber band. Use your pencil to punch
large glass jars of rubber bands (4) three small holes through the plastic wrap.
equal size (4) pond water
6. Place all jars in a well-lit area.
clear plastic wrap triple beam balance
stalks of Elodea (8) weighing paper 7. Make daily observations of the jars for three
*another aquatic plant spoon weeks. Record your observations in your
garden fertilzer metric ruler Science Journal.
*houseplant fertilizer *Alternate materials 8. At the end of the three-week period, remove
the Elodea stalks. Measure and record the
Goals length of each in your Science Journal.
s Observe the effects of manufactured
fertilizer on water plants.
s Predict the effects of fertilizers on pond Conclude and Apply
and stream ecosystems. 1. List the control and variables you used in this
experiment.
Safety Precautions
2. Compare the growth of Elodea in each jar.
3. Predict what might happen to jar A if you
added 5 g of fertilizer to it each week.
Procedure
1. Working in a group, label four jars A, B, C,
and D.
2. Measure eight Elodea stalks to be certain
Compare your results with the results of other
that they are all about equal in length.
students. Research how fertilizer runoff
3. Fill the jars with pond water and place two from farms and lawns has affected aquatic
stalks of Elodea in each jar. ecosystems in your area. For more help,
4. Add 5 g of fertilizer to jar B, 10 g to jar C, refer to the Science Skill Handbook.
and 30 g to jar D. Put no fertilizer in jar A.
222 CHAPTER 8 Interactions of Living Things
12. SECTION
Interactions Among
Living Organisms
Characteristics of Populations
You, the person sitting next to you, everyone in your class,
and every other organism on Earth is a member of a specific s Identify the characteristics that
population. Populations can be described by their characteristics describe populations.
such as spacing and density. s Examine the different types of
relationships that occur among
populations in a community.
Population Size The number of individuals in the popula- s Determine the habitat and niche
tion is the population’s size, as shown in Figure 10. Population of a species in a community.
size can be difficult to measure. If a population is small and
Vocabulary
made up of organisms that do not move, the size can be deter- population density niche
mined by counting the individuals. Usually individuals are too limiting factor habitat
widespread or move around too much to be counted. The pop- symbiosis
ulation size then is estimated. The number of organisms of one
species in a small section is counted and this value is used to
estimate the population of the larger area. You must interact with other
Suppose you spent several months observing a population of organisms to survive.
field mice that live in a pasture. You probably would observe
changes in the size of the population. Older mice die. Mice are
born. Some are eaten by predators, and some mice wander away
to new nests. The size of a population is always changing. The
rate of change in population size
varies from population to popula-
World population: 1950–2050 (projected)
tion. In contrast to a mouse popula- 10
tion, the number of pine trees in a 9
Human population (billions)
mature forest changes slowly, but a 8
forest fire could reduce the pine tree 7
population quickly. 6
5
4
3
2
Figure 10 1
The size of the human population is 0
1960 1980 2000 2020 2040
increasing each year. By the year 2050, Year
the human population is projected to be
more than 9 billion. Source: U.S. Census Bureau, International Data Base 5-10-00.
SECTION 2 Interactions Among Living Organisms 223
13. Figure 11
Population density can be shown
C A N A D A
on a map. This map uses differ-
ent colors to show varying densi- Pacific
Ocean
ties of a population of northern
bobwhite birds.
U N I T E D S T A T E S
Average Count per km2
<1
1–3 Atlantic
4–10 Ocean
11–30
31–100
> 100
Research Visit the
Glencoe Science Web site at
science.glencoe.com Population Density At the beginning of this chapter, when
for recent news about the size you figured out how much space is available to each student in
of the human population. your classroom, you were measuring another population char-
Communicate to your class acteristic. The number of individuals in a population that
what you learn. occupy a definite area is called population density. For example,
if 100 mice live in an area of one square kilometer, the popula-
tion density is 100 mice per square kilometer. When more indi-
viduals live in a given amount of space, as seen in Figure 11, the
population is more dense.
Figure 12
In some populations, such as Population Spacing Another characteristic of populations
creosote bushes in the desert, is spacing, or how the organisms are arranged in a given area.
individuals usually are spaced They can be evenly spaced, randomly spaced, or clumped
uniformly throughout the area. together. If organisms have a fairly consistent distance between
them, as shown in Figure
12, they are evenly spaced.
In random spacing, each
organism’s location is inde-
pendent of the locations of
other organisms in the
population. Random spac-
ing of plants usually results
when wind or birds dis-
perse seeds. Clumped spac-
ing occurs when resources
such as food or living space
are clumped. Clumping
results when animals
gather in herds, flocks, or
other groupings.
224 CHAPTER 8 Interactions of Living Things
14. Limiting Factors Populations cannot continue to
grow larger forever. All ecosystems have a limited
amount of food, water, living space, mates, nesting
sites, and other resources. A limiting factor, as shown
in Figure 13, is any biotic or abiotic factor that limits
the number of individuals in a population. A limiting
factor also can affect other populations in the com-
munity indirectly. For example, a drought might
reduce the number of seed-producing plants in a for-
est clearing. Fewer plants means that food can
become a limiting factor for deer that eat the plants
and for a songbird population that feeds on the seeds
of these plants. Food also could become a limiting
factor for hawks that feed on the songbirds.
What is an example of a limiting factor? Figure 13
These antelope and zebra popu-
Competition is the struggle among organisms to obtain the lations live in the grasslands of
resources they need to survive and reproduce, as shown in Africa. What limiting factors might
Figure 14. As population density increases, so does competition affect the plant and animal popu-
among individuals for the resources in their environment. lations shown here?
Carrying Capacity Suppose a population increases in size
year after year. At some point, food, nesting space, or other
resources become so scarce that some individuals are not able to
survive or reproduce. When this happens, the environment has
reached its carrying capacity. Carrying capacity is the largest
number of individuals of a species that an environment can
support and maintain for a long period of time. If a population
gets bigger than the carrying capacity of the environment, some
individuals are left without adequate resources. They will die or What insect populations live in
be forced to move elsewhere. your area? To find out more
about insects, see the Insect
Field Guide at the back of the
book.
Figure 14
During dry summers, the popula-
tions of animals at existing
watering holes increase because
some watering holes have dried
up. This creates competition for
water, a valuable resource.
SECTION 2 Interactions Among Living Organisms 225
15. Biotic Potential What would happen if a population’s envi-
ronment had no limiting factors? The size of the population
would continue to increase. The maximum rate at which a pop-
ulation increases when plenty of food and water are available,
the weather is ideal, and no diseases or enemies exist, is its biotic
potential. Most populations never reach their biotic potential, or
they do so for only a short period of time. Eventually, the carry-
Observing Symbiosis ing capacity of the environment is reached and the population
Procedure stops increasing.
1. Carefully wash and examine
the roots of a legume plant
and a nonlegume plant. Symbiosis and Other Interactions
2. Use a magnifying glass to In ecosystems, many species of organisms have close rela-
examine the roots of the tionships that are needed for their survival. Symbiosis (sihm
legume plant. bee OH sus) is any close interaction between two or more differ-
Analysis ent species. Symbiotic relationships can be identified by the type
1. What differences do you of interaction between organisms. A symbiotic relationship that
observe in the roots of the benefits both species is called mutualism. Figure 15 shows one
two plants?
2. Bacteria and legume plants example of mutualism.
help one another thrive. Commensalism is a form of symbiosis that benefits one
What type of symbiotic rela- organism without affecting the other organism. For example, a
tionship is this? species of flatworms benefits by living in the gills of horseshoe
crabs, eating scraps of the horseshoe crab’s meals. The horseshoe
crab is unaffected by the flatworms.
Parasitism is a symbiotic relationship between two species in
which one species benefits and the other species is harmed.
Some species of mistletoe are parasites because their roots grow
into a tree’s tissue and take nutrients from the tree.
What are some examples of symbiosis?
The yucca depends on the
Figure 15 moth to pollinate its flowers.
The partnership between the
desert yucca plant and the yucca
moth is an example of mutualism.
The moth depends
on the yucca for
protected place to
lay its eggs and a
source of food for
its larvae.
226 CHAPTER 8 Interactions of Living Things
16. Predation One way that population
size is regulated is by predation (prih DAY
shun). Predation is the act of one organ-
ism hunting, killing, and feeding on
another organism. Owls are predators of
mice, as shown in Figure 16. Mice are
their prey. Predators are biotic factors that
limit the size of the prey population.
Availability of prey is a biotic factor that
can limit the size of the predator popula-
tion. Because predators are more likely to
capture old, ill, or young prey, the
strongest individuals in the prey popula-
tion are the ones that manage to repro-
duce. This improves the prey population
over several generations.
Habitats and Niches In a commu-
nity, every species plays a particular role.
For example, some are producers and
some are consumers. Each also has a par-
ticular place to live. The role, or job, of an organism in the Figure 16
ecosystem is called its niche (NICH). What a species eats, how it Owls use their keen senses of
gets its food, and how it interacts with other organisms are all sight and hearing to hunt for
parts of its niche. The place where an organism lives is called its mice in the dark.
habitat. For example, an earthworm’s habitat is soil. An earth-
worm’s niche includes loosening, aerating, and enriching the
soil.
Section Assessment
1. Name three characteristics of populations.
2. Describe how limiting factors can affect 6. Drawing Conclusions Explain how sound
the organisms in a population. could be used to relate the size of the cricket
3. Explain the difference between a habitat population in one field to the cricket population
and a niche. in another field. For more help, refer to the
4. Describe and give an example of two Science Skill Handbook.
symbiotic relationships that occur among 7. Solving One-Step Equations A 15-m2
populations in a community. wooded area has the following: 30 ferns, 150
5. Think Critically A parasite can obtain grass plants, and 6 oak trees. What is the popula-
food only from its host. Most parasites tion density per m2 of each species? For more
weaken but do not kill their hosts. Why? help, refer to the Math Skill Handbook.
SECTION 2 Interactions Among Living Organisms 227
17. SECTION
Matter and Energy
Energy Flow Through Ecosystems
Life on Earth is not simply a collection of independent
s Explain the difference between a organisms. Even organisms that seem to spend most of their
food chain and a food web. time alone interact with other members of their species. They
s Describe how energy flows also interact with members of other species. Most of the interac-
through ecosystems. tions among members of different species occur when one
s Examine how materials such as
water, carbon, and nitrogen are
organism feeds on another. Food contains nutrients and energy
used repeatedly. needed for survival. When one organism is food for another
organism, some of the energy in the first organism (the food) is
Vocabulary transferred to the second organism (the eater).
food chain water cycle
food web Producers are organisms that take in and use energy from
the Sun or some other source to produce food. Some use the
Sun’s energy for photosynthesis to produce carbohydrates. For
You are dependent upon the recy- example, plants, algae, and some one-celled, photosynthetic
cling of matter and the transfer of organisms are producers. Consumers are organisms that take in
energy for survival. energy when they feed on producers or other consumers. The
transfer of energy does not end there. When organisms die,
other organisms called decomposers, as shown in Figure 17,
take in energy as they break down the remains of organisms.
This movement of energy through a community can be dia-
Figure 17 grammed as a food chain or a food web.
These mushrooms are decom-
posers.They obtain needed Food Chains A food chain, as shown in Figure 18, is a
energy for life when they break model, a simple way of showing how energy, in the form of
down organic material. food, passes from one organism to another. When drawing a
food chain, arrows between organisms indicate the direction
of energy transfer. An example of a pond food
chain follows.
small water plants → insects → bluegill → bass
Food chains usually have three or four links.
This is because the available energy decreases
from one link to the next link. At each transfer
of energy, a portion of the energy is lost as heat
due to the activities of the organisms. In a food
chain, the amount of energy left for the last link
is only a small portion of the energy in the
first link.
228
18. VISUALIZING A FOOD CHAIN
Figure 18
E The last link in many food chains is
I
n nature, energy in food
passes from one organism a top carnivore, an animal that feeds on
to another in a sequence other animals, including other carnivores.
known as a food chain. All living This great horned owl is a top carnivore.
things are linked in food chains,
and there are millions of differ-
ent chains in the world. Each
chain is made up of organisms D The fourth link
in a community. The photo-
of this food chain is
graphs here show a food
a garter snake, which
chain in a North American
feeds on toads.
meadow community.
A The first link in
any food chain is a
producer—in this
case, grass. Grass
gets its energy
from sunlight. B The second link of a food chain
is usually an herbivore like this
grasshopper. Herbivores are animals
that feed only on producers.
C The third link
of this food chain is a
carnivore, an animal
that feeds on other
animals. This wood-
house toad feeds on
grasshoppers.
SECTION 3 Matter and Energy 229
19. Food Webs Food chains are too simple to describe the many
interactions among organisms in an ecosystem. A food web is a
series of overlapping food chains that exist in an ecosystem. A
food web provides a more complete model of the way energy
moves through an ecosystem. They also are more accurate mod-
els because food webs show how many organisms are part of
more than one food chain in an ecosystem.
Humans are a part of many different food webs. Most peo-
ple eat foods from several different levels of a food chain. Every
time you eat a hamburger, an apple, or a tuna fish sandwich, you
have become a link in a food web. Can you picture the steps in
the food web that led to the food in your lunch?
Problem-Solving Activity
How do changes in Antarctic food webs
affect populations?
he food webs in the icy Antarctic Ocean How would changes in any of these popula-
T are based on phytoplankton, which are
microscopic algae that float near the water’s
tions affect the other populations?
surface. The algae are eaten by tiny, shrimp- Identifying the Problem
like krill, which are consumed by baleen Worldwide, the hunting of baleen whales
whales, squid, and fish. Toothed whales, has been illegal since 1986. It is hoped that
seals, and penguins eat the fish and squid. the baleen whale population will increase.
How will an increase in the whale popula-
tion affect this food web?
Solving the Problem
1. Populations of seals, penguins, and krill-
eating fish increased in size as popula-
tions of baleen whales declined. Explain
why this occurred.
2. What might happen if the number of
baleen whales increases but the amount
of krill does not?
230 CHAPTER 8 Interactions of Living Things
20. Ecological Pyramids Most of the energy in the biosphere
comes from the Sun. Producers take in and transform only a
small part of the energy that reaches Earth’s surface. When an
herbivore eats a plant, some of the energy in the plant passes to
the herbivore. However, most of it is given off into the atmo-
sphere as heat. The same thing happens when a carnivore eats a
herbivore. An ecological pyramid models the number of organ-
isms at each level of a food chain. The bottom of an ecological Certain bacteria take in
energy through a process
pyramid represents the producers of an ecosystem. The rest of called chemosynthesis. In
the levels represent successive consumers. chemosynthesis, the bac-
teria produce food using
What is an ecological pyramid? the energy in chemical
compounds. In your
Science Journal predict
Energy Pyramid The flow of energy from grass to the hawk where these bacteria
in Figure 19 can be illustrated by an energy pyramid. An energy are found.
pyramid compares the energy available at each level of the food
chain in an ecosystem. Just as most food chains have three or
four links, a pyramid of energy usually has three or four levels.
Only about ten percent of the energy at each level of the pyra-
mid is available to the next level. By the time the top level is
reached, the amount of energy available is greatly reduced.
Figure 19
An energy pyramid illustrates
that available energy decreases
at each successive feeding step.
Why doesn’t an energy pyramid
have more levels?
SECTION 3 Matter and Energy 231
21. The Cycles of Matter
The energy available as food is constantly renewed by plants
using sunlight. However, think about the matter that makes up
the bodies of living organisms. The law of conservation of mass
Modeling the states that matter on Earth is never lost or gained. It is used over
Water Cycle and over again. In other words, it is recycled. The carbon atoms
Procedure in your body might have been on Earth since the planet formed
1. With a marker, make a line billions of years ago. They have been recycled billions of times.
halfway up on a plastic cup. Many important materials that make up your body cycle
Fill the cup to the mark with through the environment. Some of these materials are water,
water. carbon, and nitrogen.
2. Cover the top with plastic
wrap and secure it with a
rubber band or tape. Water Cycle Water molecules on
3. Put the cup in direct sun- Earth constantly rise into the atmo-
light. Observe the cup for sphere, fall to Earth, and soak into
three days. Record your the ground or flow into rivers and oceans. The water cycle
observations. involves the processes of evaporation, condensation, and precip-
4. Remove the plastic wrap itation.
and observe the cup for
Heat from the Sun causes water on Earth’s surface to evapo-
seven more days.
rate, or change from a liquid to a gas, and rise into the atmo-
Analysis sphere as water vapor. As the water vapor rises, it encounters
1. What parts of the water
cycle did you observe colder and colder air and the molecules of water vapor slow
during this activity? down. Eventually, the water vapor changes back into tiny
2. How did the water level in droplets of water. It condenses, or changes from a gas to a liquid.
the cup change after the These water droplets clump together to form clouds. When the
plastic wrap was removed? droplets become large and heavy enough, they fall back to Earth
as rain or other precipitation. This process is illustrated
in Figure 20.
Condensation Precipitation
Transpiration
Evaporation
Runoff
Figure 20
A water molecule that falls as
rain can follow several paths
through the water cycle.
How many of these paths can
you identify in this diagram?
232
22. Other Cycles in Plants remove carbon After the carbon
Nature What do dioxide from the air is returned to the
you have in common and use it to make atmosphere, the
with all organisms? All carbohydrates. cycle begins again.
organisms contain
carbon. Earth’s atmo-
sphere contains about
0.03 percent carbon in
the form of carbon
dioxide gas. The
movement of carbon
through Earth’s bio-
sphere is called the
carbon cycle, as shown
in Figure 21. The carbohydrates are
Nitrogen is an ele- eaten and used by The carbon from
other organisms. the carbohydrates
ment used by organ-
is returned to the
isms to make proteins atmosphere
and nucleic acids. The nitrogen through respiration,
cycle begins with the transfer of combustion, and
nitrogen from the atmosphere to decay.
producers then to consumers. The
nitrogen then moves back to the atmosphere or directly into Figure 21
producers again. Carbon can follow several differ-
Phosphorus, sulfur, and other elements needed by living ent paths through the carbon
cycle. Some carbon is stored in
organisms also are used and returned to the environment. Just
Earth’s biomass.
as you recycle aluminum, glass, and paper products, the materi-
als that organisms need to live are recycled continuously in the
biosphere.
Section Assessment
1. Compare a food chain and a food web.
2. What are the differences among producers, 6. Classifying Look at the food chain in Figure
consumers, and decomposers? 18. Classify each organism as a producer or a
3. What is an energy pyramid? consumer. For more help, refer to the Science
4. How does carbon flow through eco- Skill Handbook.
systems? 7. Communicating In your Science Journal,
5. Think Critically Use your knowledge of write a short essay about how the water cycle,
food chains and the energy pyramid to carbon cycle, and nitrogen cycle are important
explain why fewer lions than gazelles live to living organisms. For more help, refer to the
on the African plains. Science Skill Handbook.
SECTION 3 Matter and Energy 233
23. Identifying a Limiting Factor
O rganisms depend upon many biotic and abiotic factors in their environment to
survive. When these factors are limited or are not available, it can affect an
organism’s survival. By experimenting with some of these limiting factors, you will
see how organisms depend on all parts of their environment.
Recognize the Problem
How do abiotic factors such as light, water, and temperature affect the germination
of seeds?
Form a Hypothesis
Based on what you have learned about limiting factors, make a hypothesis about
how one specific abiotic factor might affect the germination of a bean seed. Be sure to
consider factors that you can change easily.
Safety Precautions Goals
s Observe the effects of an abiotic
factor on the germination and
Wash hands after handling soil growth of bean seedlings.
and seeds. s Design an experiment that demon-
strates whether or not a specific
abiotic factor limits the germination
of bean seeds.
Possible Materials
bean seeds
small planting containers
soil
water
label
trowel
*spoon
aluminum foil
sunny window
*other light source
refrigerator or oven
*Alternate materials
234
24. Test Your Hypothesis
Plan
1. As a group, agree upon and write
out a hypothesis statement.
2. Decide on a way to test your
group’s hypothesis. Keep available
materials in mind as you plan your
procedure. List your materials.
3. Design a data table in your Science
Journal for recording data.
4. Remember to test only one variable Do
at a time and use suitable controls. 1. Make sure your teacher approves
5. Read over your entire experiment your plan before you start.
to make sure that all steps are in 2. Carry out the experiment according
logical order. to the approved plan.
6. Identify any constants, variables, 3. While the experiment is going on,
and controls in your experiment. record any observations that you
7. Be sure the factor that you will test make and complete the data table
is measurable. in your Science Journal.
Analyze Your Data
1. Compare the results of this experi- 3. Graph your results in a bar graph
ment with those of other groups in that compares the number of bean
your class. seeds that germinated in the exper-
2. Infer how the abiotic factor you imental container with the number
tested affected the germination of of seeds that germinated in the
bean seeds. control container.
Draw Conclusions
1. Identify which factor had the
greatest effect on the germination
of the seeds.
2. Determine whether or not you Write a set of instructions that could be included
could change more than one factor on a packet of this type of seeds. Describe the
in this experiment and still have best conditions for seed germination.
germination of seeds.
ACTIVITY 235
25. marsup al
nucleus organelle marsupial mantle element
ibosome primate sea otter hypertension jet
ici Science & Language Artsand
or
wa The Solace of Open Spaces
no a novel by Gretel Ehrlich
me
d Respond to the Reading
A
1
nimals give us their constant, unjaded faces and
we burden them with our bodies and civilized
og 1. From reading this
passage, can you
ordeals. We’re both humbled by and imperious
with them. We’re comrades who save each other’s lives.
2
ntu guess the occupation
of the narrator? The horse we pulled from a boghole this morning bucked
m someone off later in the day; one stock dog refuses to work
2. Describe the relation-
ship between people sheep, while another brings back a calf we had overlooked.
cai and animals in this
passage.
. . . What’s stubborn, secretive, dumb, and keen in us
bumps up against those same qualities in them. . . .
3
ha 3. What words does
the author use to
Living with animals makes us redefine our ideas about
ppu indicate that horses
are intelligent?
intelligence. Horses are as mischievous as they are depend-
able. Stupid enough to let us use them, they are cunning
atim
tim enough to catch us off guard. . . .
We pay for their loyalty; They can be willful, hard to
ou catch, dangerous to shoe and buck on frosty mornings. In
dig turn, they’ll work themselves into a lather cutting cows,
not for the praise they’ll
co get but for the simple
aga
ga glory of outdodging a calf
or catching up with an
ni errant steer. . . .
he 1 Jaded means “to be weary with fatigue,” so
unjaded means “not to be weary with fatigue.”
enc 2 domineering or overbearing
3 intellectually smart or sharp
bre
oz
opo
poi 236 CHAPTER 8 Interactions of Living Things
oem
26. m grat on compound d chotomous greenho
exoskeleton permafrost magma isotopes plat
Informative Writing
cell
gym
Understanding Literature
Informative Writing The passage that you have just
ma
Linking Science
read is from a work of nonfiction and is based on
and
facts. The passage is informative because it describes
ion
the real relationship between people and animals on a
ranch in Wyoming. The author speaks from her own
the Informative Writing Write a
point of view, not from the point of view of a disinter-
ested party. She uses her own experience to explain to
kid short passage about an experi-
ence you have had with a pet. In
readers that animals and people depend on each other
for survival. For example, she writes, “Living with ani-
pro your writing, reflect on how you
and the pet are alike and depend-
mals makes us redefine our ideas about intelligence.” ign ent upon each other. Put yourself
firmly in the story without over-
The language puts her firmly in the story—she is not
par
only telling the story, but living it, too. How might this
using the word I.
story have been different if it had been told from the
point of view of a visiting journalist? zon
Science Connection Animals and ranchers are clearly mo
dependent on each other. Ranchers provide nutrition
and shelter for animals on the ranch and, in turn, ani- orp
mals provide food and perform work for the ranchers.
You might consider the relationship between horses eta
etal
and ranchers to be a symbiotic one. Symbiosis (sihm
bee OH sus) is any close interaction among two or allo
more different species.
om
Career Connection Large-Animal Veterinarian oge
pro
Dave Garza works to keep horses healthy. Dave spends about 20
acc
percent of his workday in his clinic. He goes there first thing in the
morning to perform surgeries and take care of horses that have been
tab
brought to him. The rest of the day, he drives to local farms to
examine patients. Dave vaccinates horses against rabies, the flu, and
nol
the encephalitis virus. He gives them tetanus shots and medication to
eat
prevent worms. He also cares for their teeth, replaces their shoes,
eath
and helps them deliver their foals in the spring.
tem
To learn more about careers in veterinary medi-
sol
sola
cine, visit the Glencoe Science Web site at science.glencoe.com.
237 hav SCIENCE AND LANGUAGE ARTS
dim
27. Chapter 8 Study Guide
Section 1 The Environment 4. The place where an
1. Ecology is the study of interactions among organism lives is its
organisms and their environment. habitat, and its role in
the environment is its
2. The nonliving features of the environment niche. How could two
are abiotic factors, and the organisms in the similar species of birds
environment are biotic factors. live in the same area and
3. Populations and communities make up an nest in the same tree with-
ecosystem. What populations and communi- out occupying the same niche?
ties might be present in this ecosystem?
Section 3 Matter and Energy
1. Food chains and food webs are models
that describe the feeding relationships
among organisms in a community.
2. At each level of a food chain, organisms
lose energy as heat. Energy on Earth is
renewed constantly by sunlight.
3. An ecological pyramid
models the number
of organisms at each
level of a food chain
4. The region of Earth and its atmosphere in in an ecosystem.
which all organisms live is the biosphere. Why is each level
of this energy
pyramid
Section 2 Interactions Among Living smaller than
Organisms the one
1. Characteristics that can describe popula- below it?
tions include size, spacing, and density. 4. Matter on Earth is never lost or gained. It is
2. Any biotic or abiotic factor that limits the used over and over again, or recycled.
number of individuals in a population is a
limiting factor. After You Read
FOLDABLES
3. A close relationship between two or more Reading &Study
& Study Using your Foldable,
species is a symbiotic relationship. A symbi- Skills explain the cause and
otic relationship that benefits both species effect relationship
is called mutualism. A relationship in which between specific abiotic and biotic organisms
one species benefits and the other is un- around you.
affected is called commensalism.
238 CHAPTER STUDY GUIDE
28. Chapter 8 Study Guide
Complete the following concept map
on the biosphere.
Biosphere
is made up of
Biotic parts
include include
Air Soil Organisms
Temperature
together with make up
make up
Vocabulary Words Using Vocabulary
a. abiotic factor i. habitat Replace the underlined words with the correct
b. biosphere j. limiting factor vocabulary words.
c. biotic factor k. niche 1. A(n) abiotic factor is any living thing in the
d. community l. population environment.
e. ecology m. population density
f. ecosystem n. symbiosis 2. A series of overlapping food chains makes
g. food chain o. water cycle up a(n) nitrogen cycle.
h. food web 3. The size of a population that occupies an
area of definite size is its carrying capacity.
4. Where an organism lives in an ecosystem is
Study Tip its niche.
5. The part of Earth that supports life is the
Use tables to organize ideas. For example, put
limiting factor.
the levels of biological organization in a table.
Tables help you review concepts quickly. 6. Any close relationship between two or more
species is habitat.
CHAPTER STUDY GUIDE 239
29. Chapter 8 Assessment
9. Which of the following is a biotic factor?
A) animals C) sunlight
Choose the word or phrase that best answers B) air D) soil
the question. 10. What are all of the individuals of one
1. Which of the following is NOT cycled in the species that live in the same area at the same
biosphere? time called?
A) nitrogen C) water A) community C) biosphere
B) soil D) carbon B) population D) organism
2. What are coral reefs, forests, and ponds
examples of?
A) niches C) populations
B) habitats D) ecosystems 11. What are two different populations that
3. What is made up of all populations in an might be present in a desert biome? Two
area? different ecosystems? Explain.
A) niche C) community 12. Why are viruses considered parasites?
B) habitat D) ecosystem 13. What does carrying capacity have to do
4. What is the term for the total number of with whether or not a population reaches
individuals in a population occupying a its biotic potential?
certain area? 14. Why are decomposers vital to the cycling of
A) clumping C) spacing matter in an ecosystem?
B) size D) density
15. Write a paragraph that describes your own
5. Which of the following is an example of a habitat and niche.
producer?
A) wolf C) tree
B) frog D) rabbit
6. Which level of the food chain has the most 16. Classifying Classify the following as the
energy? result of either evaporation or condensa-
A) consumer C) decomposers tion.
B) herbivores D) producers a. A puddle disappears after a rainstorm.
7. What is a relationship called in which one b. Rain falls.
organism is helped and the other is c. A lake becomes shallower.
harmed? d. Clouds form.
A) mutualism C) commensalism 17. Concept Mapping Use the following infor-
B) parasitism D) consumer mation to draw a food web of organisms
8. Which of the following is a model that living in a goldenrod field. Aphids eat gold-
shows the amount of energy available as it enrod sap, bees eat goldenrod nectar, beetles
flows through an ecosystem? eat goldenrod pollen and goldenrod leaves,
A) niche C) carrying capacity stinkbugs eat beetles, spiders eat aphids, and
B) energy pyramid D) food chain assassin bugs eat bees.
240 CHAPTER ASSESSMENT
30. Chapter 8 Assessment
18. Making and Using Arizona Deer
Graphs Use the fol- Population
Test Practice
lowing data to graph Year Deer Per
the population den- Biologists want to estimate the total
400
sity of a deer popula- Hectares number of fish in a lake. They plan to tow
tion over the years. a sampling device from one side of the
1905 5.7
Plot the number of lake to the other a single time. They dis-
1915 35.7 cuss the sampling strategies shown below.
deer on the y-axis
1920 142.9
and years on the
x-axis. Predict what 1925 85.7 1 3
might have hap- 1935 25.7
pened to cause the
changes in the size of the population.
19. Recording Observations A home aquarium
contains water, an air pump, a light, algae, a
goldfish, and algae-eating snails. What are 2 4
the abiotic factors in this environment?
20. Comparing and Contrasting Compare and
contrast the role of producers, consumers,
and decomposers in an ecosystem.
Use the diagrams to answer the
following questions.
21. Poster Use your own observations or the 1. Which strategy is likely to provide the
results of library research to develop a food most accurate estimate of the number
web for a nearby park, pond, or other of fish in the lake?
ecosystem. Make a poster display illustrat- A) diagram 1 C) diagram 3
ing the food web. B) diagram 2 D) diagram 4
22. Oral Presentation Research the steps in the 2. How can the biologists improve their
phosphorous cycle. Find out what role investigation?
phosphorus plays in the growth of algae in F) tow the sampling device very
ponds and lakes. Present your findings to quickly
the class. G) tow the sampling device very slowly
H) tow the sampling device more then
once
TECHNOLOGY J) tow the sampling device around the
Go to the Glencoe Science Web site at edge of the lake
science.glencoe.com or use the
Glencoe Science CD-ROM for additional
chapter assessment.
CHAPTER ASSESSMENT 241