Study Guide for Ch 6, 7 & 8-Ecosystems, Biodiversity, & Biogeography
APES November 2015
Rather than stroll, we are going to jog through the next three chapters because the information in these chapters should be a review of what you learned in Biology. Chapter 6 is about ecosystems, food chains and webs,and keystone species. Chapter 7 reviews biodiversity, evolution, niche & habitat, and extinction. Chapter 8 covers worldwide ecology, biomes, exotic species, ecological islands, and conservation. The sad thing for you is that you probably took this class thinking we’d spend a lot of time on this subject and we’re not going to. The sad thing for the rhino and saguaro is that they never worried about extinction until humans appeared on the planet.
I. Schedule 2015
Monday (11/9)*Go over Study Guide Ch. 6, 7, 8
*Notes-Biodiversity Math / Tues
*Finish Notes-Biodiversity Math
*Time to work on Vocabulary in class / Wed
*NO SCHOOL – THANK A VETERAN TODAY! / Thurs – Fri
*Monitor Eco-columns Last Time! (Take home fish??)
*Assign Eco-Column Reports (Due 12/4 or sooner)
*Notes-Biomes
Monday (11/16)
*Finish Notes-Biomes (and Aquatic Biomes)
*Quiz-Ecology Vocabulary / Tues
*Notes & Practice-Climographs & Climatograms / Wed – Thurs
*Finish Climographs & Climatograms
*Lab-Island Biogeography / Fri
*Quiz-Ecology Vocabulary
*Assign FRQ-Is the Seafood We Eat Safe?
November 23-27 / NO SCHOOL! / THANKSGIVING BREAK / Have a nice week!
Monday (11/30)
*Prep Lab-Parking Lot Diversity / Tues
*Lab-Parking Lot Diversity / Wed – Thurs
*Lab-Predator-Prey Relationship
ELT Review Thursday / Fri
*Eco-column Reports DUE!
*TEST Ch 6, 7 & 8
*PACKET Ch. 6, 7, 8 due
*Flashcards due
*Download Ch. 9 & 10 Study Guide
Don't forget!
► The Eco-column write-up is due Friday, Dec 4!
II. KEEP IN MIND
1. It's time for you to write your formal eco-column report. You and your team should begin talking about the long-term “adventure” of culturing your eco-column. What happened? The fish died, but the algae grew out of control? Everything was going along fine, except one day the water turned really dark and the fish died? What happened? Be sure to follow the instructions for the write-up on the handout. The highest grades on this write-up are usually earned by the papers that include graphs that were made using computer software OR were made VERY neatly by hand, that present the most complete analysis and conclusions, and that look impressive. Your group will get the most complete assortment of ideas if you make time for the entire group to go over the rough drafts. This means you have to type up the rough draft several days before it is due and then be ready to edit and amend. Plan ahead for a printer cartridge that runs out. Do I have to actually say, “Have a spare cartridge at your house!!”?
2. Because this multi-chapter unit on Ecology covers about 60 pages in your textbook, think of some way to connect it all together. One way would be to make a concept mapout of all your flashcards. Do this more than once, using a different organizational scheme each time. By thinking about the connections, you’ll do a better job learning the vocabulary.
You can alsodraw a giant concept map. Tape four sheets of paper together and use a pencil to sketch out an organizational scheme. Change your mind about four times, because each time you change your mind, you’ll be thinking about how all the info connects together. And every time you THINK about the info, you’ll LEARN it better.
3. Know the importance of the Case Studies, Closer Looks, & Critical Thinking Issues in all three chapters.
III. LEARNING TARGETS for Ecology:
Chapter 6
1. Read the Regional Essay “What Good is a Mosquito?” (Click on the U.S. for this essay.)
a. What is an important ecological function of the mosquito?
b. What must be true about the organisms at the bottom of a food chain?
c. Name several species that dine on mosquitoes.
d. What are some of the ecological services of a wetland?
e. What are the benefits of diversification in a food web?
2. Read the Case Study on pages 95-96. Draw a food web that includes oak trees (and their acorns), white-footed mice, white-tailed deer, ticks, and gypsy moths. Use arrows to show the direction of energy flow.
3. Read “A Closer Look 6.1” on page 98.
a. What gives the hot springs in Yellowstone National Park their striking colors?
b. Draw a food web that includes all four trophic levels in the hot spring ecosystem. Use arrows to show the direction of energy flow.
4. What is a keystone species? Explain how sea otters are an example of a keystone species.
5. Read the “Critical Thinking Issue” on page 106. Answer Critical Thinking Questions 1-5.
Chapter 7
6. Read the Case Study on Page 110.
a. Give at least three reasons that Mississippi Delta wetlands should be protected and restored.
b. Give at least three reasons why the wetlands should not be restored.
c. Where in San Diego is there a major wetland restoration project? (Look this up.)
7. What are the five processes that lead to evolution? (Botkin & Keller say there are four processes, but you know from Biology I that there are really five. Ask about this in class if you don’t remember.)
8. Read “A Closer Look 7.1” on page 113.
a. What does “malaria” mean in Latin and how did people originally think it was transmitted?
b. What organism actually causes malaria? What is the vector that carries malaria?
c. What did the WHO do in 1957? Why did the WHO’s plan fail?
d. Previously we studied the chapter about toxicology including the subject of pesticides and you’ve just finished reading about food webs and malaria and the Regional Essay about mosquitoes. With all this in mind, do you think that mosquitoes should be eliminated from Earth? Explain.
9. What’s the problem with coming up with a total number of species on Earth?
10. Explain the + - chart of symbiosis. (By the way, Botkin and Keller use the wrong definition for “symbiosis." They mean “mutualism.” However, in the workbooks we have in the classroom, Luczkovich and Knowles use the correct definition. Write it down!)
11. What is the difference between the fundamental niche of an organism and its realized niche?
12. The College Board always asks a question or two from that nice chart on page 125 in your textbook. So will I. List at least 3 factors that increase biodiversity and 3 factors that decrease biodiversity and memorize them.
13. Pretend you are conversing with your uncle about the importance of biodiversity on Earth. Use the critical thinking issue on p. 127 to write a paragraph defending the preservation of biodiversity even at a high economical cost. Are you willing to pay? Who should pay?
Chapter 8
14. Read the Case Study on page 131. Purple loosestrife is an example of an invasive (also known as exotic) species.
a. What is an invasive species?
b. In what ways is purple loosestrife particularly well-adapted to being an invasive species?
15. Describe an example of convergent evolution. Describe an example of divergent evolution.
16. Read the “Critical Thinking Issue” on page 153. Answer Critical Thinking Questions #1-3.
IV. KEY VOCABULARY
Chapter 6trophic level
food chain
food web
autotroph
heterotroph
carnivore
herbivore
omnivore
detritivore
decomposer
zooplankton
phytoplankton
keystone species
holistic view
ecosystem
community
population
biome
ecotone
watershed
anadromous fish / Chapter 7
evolution
mutation
biodiversity
natural selection
genetic drift
divergent evolution
convergent evolution
adaptive radiation
co-evolution
micro-evolution
macro-evolution
species richness
species evenness
species dominance
competitive exclusion principle
symbiosis
mutualism
competition
commensalism
parasitism
predation
obligate symbionts
niche
habitat / Chapter 8
biogeography
endemic species
exotic species
cosmopolitan species
ecological island
adaptive radiation
tundra
taiga
chaparral
desert
tropical forest
grassland, pampas, veldt
savannah
temperate forest
pelagic
benthos
littoral
upwelling
hydrothermal vent