Vocab Study Sheet for Castle Learning

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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.

antibiotic

A substance that kills bacteria.

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).

autotroph

An organism that can use the energy from the Sun or chemical reactions to make organic nutrients from inorganic materials.

biodiversity

Differences and variety in the organisms and their roles in an ecosystem.

biosphere

The portion of the Earth on which living things exist.

biotic

Living; alive.

carbon dioxide

(CO2) An inorganic clear colorless gas released as an end product of respiration; one of the starting materials needed for photosynthesis.

carnivore

An organism that eats other animals.

carrying capacity

The maximum number of organisms that an ecosystem can support without deteriorating.

competition

The struggle that results when more than one species has the same requirements for survival.

consumer

A heterotroph; an organism that cannot make its own food and must ingest (eat) organic nutrients.

decomposers

Organisms of decay which convert organic compounds into inorganic compounds.

deforestation

The removal or destruction of a forest by cutting down or burning the trees without replacing them.

dynamic equilibrium

A balanced state of the body or a system; for example, homeostasis or a predator-prey relationship.

ecology

The study of the interactions of living things and their environment.

ecosystem

The interaction of living things and their nonliving environment.

environment

All the living and nonliving things that surround a living thing.

evolution

The process of change in living things through time.

extinction

The destruction of all members of a particular species.

food chain

A series of organisms, starting with a producer, through which food energy is passed in an ecosystem.

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.

herbivore

A heterotroph that only feeds on plants.

heredity

The sum total of genetically inherited characteristics which are passed from parents to offspring.

heterotroph

An organism that cannot make its own food and therefore must ingest (eat) organic nutrients.

host

An organism that a parasite lives on and from which it obtains nutrients.

interbreed

To mate members of different species.

limiting factor

A nonliving, physical factor that limits the type of organisms that can exist in a particular ecosystem.

mutation

A change in the genetic material.

niche

An organism's particular role in the community.

nutrients

Food; molecules used by the cell for its metabolic activities including energy, growth, repair and regulation.

organism

An individual living thing.

parasites

Heterotrophic organisms that live on or in another living thing and do harm to it.

photosynthesis

The process by which green plants (autotrophs) convert light energy to chemical-bond energy stored in organic nutrients.

population

All the members of the same species living together in a given region and capable of interbreeding.

predator

A carnivore that hunts and kills and eats its prey.

producers

Organisms that can use the energy from the Sun or chemical reactions to make organic nutrients from inorganic materials.

recycling

The process of reusing materials rather than throwing them away.

refuge

A protected area.

scavenger

A carnivore that feeds on dead animals it finds.

species

A group of organisms that can interbreed and produce fertile offspring.

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.

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

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

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

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?

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

IF YOU HAVE ISSUES ON THE COMPUTER, CREATE BOTH GRAPHS BY HAND. NO EXCUSES. 

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

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                                         .

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…	IBAMA is NOT EFFECTIVE because…
·       they are destroying the expensive machines used by the illegal miners and loggers	·       when they destroy the machines, they burn it which pollutes the air