Assignment: Ecology Due 4/30 Course: Biology/Living Environment Teacher: Ms. Cho Class: 82 Report Date: 11/20/15 8:27 AM |
abiotic factor |
A physical factor of the environment such as water, light, temperature, soil, air.
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antibiotic |
A substance that kills bacteria.
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ATP (adenosine triphosphate) |
The main energy carrying molecule in the cell. When the third phosphate is removed, energy is released and it becomes ADP (adenosine diphosphate).
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autotroph |
An organism that can use the energy from the Sun or chemical reactions to make organic nutrients from inorganic materials.
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biodiversity |
Differences and variety in the organisms and their roles in an ecosystem.
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biosphere |
The portion of the Earth on which living things exist.
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biotic |
Living; alive.
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carbon dioxide |
(CO2) An inorganic clear colorless gas released as an end product of respiration; one of the starting materials needed for photosynthesis.
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carnivore |
An organism that eats other animals.
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carrying capacity |
The maximum number of organisms that an ecosystem can support without deteriorating.
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competition |
The struggle that results when more than one species has the same requirements for survival.
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consumer |
A heterotroph; an organism that cannot make its own food and must ingest (eat) organic nutrients.
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decomposers |
Organisms of decay which convert organic compounds into inorganic compounds.
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deforestation |
The removal or destruction of a forest by cutting down or burning the trees without replacing them.
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dynamic equilibrium |
A balanced state of the body or a system; for example, homeostasis or a predator-prey relationship.
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ecology |
The study of the interactions of living things and their environment.
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ecosystem |
The interaction of living things and their nonliving environment.
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environment |
All the living and nonliving things that surround a living thing.
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evolution |
The process of change in living things through time.
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extinction |
The destruction of all members of a particular species.
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food chain |
A series of organisms, starting with a producer, through which food energy is passed in an ecosystem.
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food web |
A series of interconnecting food chains in an ecosystem. Arrows show the direction that energy is moving in.
The diagram below shows an example of a food web. |
habitat |
The portion of the environment in which an organism exists.
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herbivore |
A heterotroph that only feeds on plants.
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heredity |
The sum total of genetically inherited characteristics which are passed from parents to offspring.
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heterotroph |
An organism that cannot make its own food and therefore must ingest (eat) organic nutrients.
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host |
An organism that a parasite lives on and from which it obtains nutrients.
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interbreed |
To mate members of different species.
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limiting factor |
A nonliving, physical factor that limits the type of organisms that can exist in a particular ecosystem.
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mutation |
A change in the genetic material.
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niche |
An organism's particular role in the community.
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nutrients |
Food; molecules used by the cell for its metabolic activities including energy, growth, repair and regulation.
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organism |
An individual living thing.
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parasites |
Heterotrophic organisms that live on or in another living thing and do harm to it.
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photosynthesis |
The process by which green plants (autotrophs) convert light energy to chemical-bond energy stored in organic nutrients.
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population |
All the members of the same species living together in a given region and capable of interbreeding.
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predator |
A carnivore that hunts and kills and eats its prey.
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producers |
Organisms that can use the energy from the Sun or chemical reactions to make organic nutrients from inorganic materials.
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recycling |
The process of reusing materials rather than throwing them away.
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refuge |
A protected area.
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scavenger |
A carnivore that feeds on dead animals it finds.
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species |
A group of organisms that can interbreed and produce fertile offspring.
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succession |
The replacement of one type of community by another until the stable climax community is reached, which remains in place until it is destroyed by some catastrophe.
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Friday, November 20, 2015
Vocab Study Sheet for Castle Learning
Sunday, November 15, 2015
Websites:
http://news.nationalgeographic.com/news/2014/04/140427-wolves-isle-royale-animals-science-nation/
http://www.georgewright.org/291vucetich.pdf
Homework:
In notebook
https://drive.google.com/file/d/0B8l_rPckM6wWSDZhbHktTkp5cm8/view?usp=sharing
http://news.nationalgeographic.com/news/2014/04/140427-wolves-isle-royale-animals-science-nation/
http://www.georgewright.org/291vucetich.pdf
Homework:
In notebook
https://drive.google.com/file/d/0B8l_rPckM6wWSDZhbHktTkp5cm8/view?usp=sharing
Saturday, November 14, 2015
https://drive.google.com/file/d/0B8l_rPckM6wWNk5Jdm05UHNHTmc/view?usp=sharing
1. Read one page (A or B)
2. Add evidence to your Pro and Con T-chart
1. Read one page (A or B)
2. Add evidence to your Pro and Con T-chart
Tuesday, November 10, 2015
FOX AND MICE POPULATION GRAPHS
https://docs.google.com/spreadsheets/d/1tNkGmWFvO4J4864zrmCsNhzTXKBaHs4qojTub1ZYFGs/edit?usp=sharing
HW: Make 2 graphs on the computer: |
1. Create a graph that uses 1 y-axis |
2. Create another graph that uses 2 y axis |
3. Answer Questions on blog |
QUESTIONS TO ANSWER ON LOOSE LEAF
4.Is it a DD or DI graph? Explain
1.For
the mice and fox population, why is it necessary to create a double y graph?
Use evidence from both types of graphs
2.What trends do you notice in your double y graph?
3.What conclusion can you make about predator prey relationships?
2.What trends do you notice in your double y graph?
3.What conclusion can you make about predator prey relationships?
4.Is it a DD or DI graph? Explain
INSTRUCTIONS TO MAKE THE GRAPHS:
https://drive.google.com/file/d/0B8l_rPckM6wWV0xodW9yX3JQbFU/view?usp=sharing
https://drive.google.com/file/d/0B8l_rPckM6wWV0xodW9yX3JQbFU/view?usp=sharing
IF YOU HAVE ISSUES ON THE COMPUTER, CREATE BOTH GRAPHS BY HAND. NO EXCUSES.
Wednesday, November 4, 2015
Paragraph 1:
1.Explain
what type of growth is occurring. Don't just say: it is an exponential growth.
2.Explain
sections of your graph:
–Where
does the slowest growth occur?
–Where
is the growth most dramatic?
3.Analyze:
Why is your population is growing at this rate? Think: What type of factors
could deter (stop) this growth rate?
Paragraph 2:
4.If a
wolf population was introduced, what would happen in the next generation? Plot
it on your graph as generation 7.
If a
wolf population was wiped out because of disease, what would happen to the
rabbit population? Plot it on your graph as generation 8
Monday, November 2, 2015
GO TO THIS LINK: http://www.cnn.com/2015/10/29/world/brazil-logging-climate-change-two-degrees/index.html
Answer the following question on looseleaf:
1. Find the word conserving
in the article. Use context clues to determine the definition. Do not look it
up in the dictionary or internet.
2. How are countries like
Brazil trying to conserve the rain forest? Why is it important to conserve the
rain forest?
3. Explain how illegal
deforestation and illegal mining is contributing to climate change. Words you
must use in your explanation: greenhouse gas, global temperature, carbon
dioxide, fossil fuels
Starter: Machines are used to cut down trees which are powered by .
Starter: Machines are used to cut down trees which are powered by .
4. Indigenous tribes are
groups of people native (local) to the territory. Their territory is encroached
(invaded) by illegal miners and loggers. Is it fair to them that their
territory is being invaded?
5. Do you think IBAMA (the
Brazil’s environmental protection agency) is effective in the fight against the
war in the Amazon? Create a T-Chart as to whether they are Effective or Not
Effective in their methods. You need at least 4 reasons (not including the example)
IBAMA is Effective because…
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IBAMA is NOT EFFECTIVE because…
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·
they are destroying the expensive machines used by the
illegal miners and loggers
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·
when they destroy the machines, they burn it which
pollutes the air
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