Chapter 3 Student Edition Full
Chapter 3 Student Edition Full
Chapter 3 Student Edition Full
Chapters
3 The Biosphere
4 Ecosystems and
Communities
5 Populations
6 Humans in
the Biosphere
INTRODUCE the
Earth is a
living planet on which all forms
of life are linked to one another, and
to land, water, and air. Through those
links, energy ows and matter cycles
in patterns that support life, including
human society. We know enough
about these patterns to realize
that they are changing, due
to human activity, in ways
that we dont understand.
Our challenge is to study
our impact on the biosphere and plan for a
healthy future.
chemicals.
This wasnt rocket science. All forms of life on
Earth are involved in interactions with one another
and with their environment. Natural populations of
insects and plants, predators and prey, parasites
and hosts, grow and reproduce. They pass through
cycles of increase and decrease, rarely going
extinct, yet never taking over the planet, either.
Unfortunately, many Americans dont think
about food chains or nutrient cycles except during food shortages, droughts, or floods. This level
of ecological illiteracy is dangerous, because our
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Ecology
61
UNIT 2
Ecology
Dear Colleague,
CHAPTER 3
The Biosphere
The Great White Egret shown in this picture is just one of the many living things
found in the Florida Everglades. Ask students to identify some of the other living and nonliving parts of the Great White Egrets environment.
(Sample answers: living: fish, plants; nonliving: water,
air) Have students predict what might happen to the
Great White Egret if one of these living or nonliving
parts of its environment suddenly vanished. (Sample
answer: The Great White Egret might not find the
resources it needs to survive.) Ask them to anticipate
the answer to the question, How do Earths living
and nonliving parts interact and affect the survival of organisms?
Q:
Have students read over the Chapter Mystery. Tell them that the
focus of the Chapter Mystery is the
interactions that occur among the living and nonliving parts of an ecosystem. Ask students to describe
any predictions they might have about the Chapter
Mysterys solution. After they have completed the
chapter, have them compare their predictions to the
Chapter Mysterys solution.
Chapter 3
Flash Cards
62
I, II, III
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CONTENT
Understanding by Design
Chapter 3 describes the biosphere and how its living and nonliving parts interact.
The graphic organizer at the right shows how these topics connect to the Big Idea,
Essential Question, and Guiding Questions. This framework helps students reach the
Enduring Understanding of how the existence of life on Earth depends on interactions among organisms and between organisms and their environment.
PERFORMANCE GOALS
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INSIDE:
What a tangled web nature weaves! Follow the ecogeeks of Untamed Science as they unravel the relationships in a food web.
ART IN MOTION
Chapter Mystery
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Chapter 3
Big Idea: Matter
and Energy,
Interdependence in
Nature
ART REVIEW
The Biosphere
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CHAPTER 3
Whats Online
LESSON 3.1
Getting Started
What Is Ecology?
Objectives
3.1.1 Describe the study of ecology.
3.1.2 Explain how biotic and abiotic factors
influence an ecosystem.
Key Questions
What is ecology?
What are biotic and abiotic
factors?
Student Resources
Study Workbooks A and B, 3.1 Worksheets
Spanish Study Workbook, 3.1 Worksheets
Lab Manual B, 3.1 Hands-On Activity Worksheet
Lesson Overview Lesson Notes
Activities: Art in Motion, Data Analysis
Assessment: Self-Test, Lesson Assessment
For corresponding lesson in the
Foundation Edition, see pages 5659.
Vocabulary
biosphere species
population community
ecology ecosystem
biome biotic factor
abiotic factor
Taking Notes
Venn Diagram Make a Venn
diagram that shows how the
environment consists of biotic
factors, abiotic factors, and
some components that are truly
a mixture of both. Use examples
from the lesson.
Build Background
Have students identify living and nonliving things in
the classroom and record their responses in two bulleted lists on the board. Explain that the classroom is
similar to an ecosystem in that it has interacting living and nonliving parts.
Individual Organism
A species is a group of
similar organisms that
can breed and produce
fertile offspring.
A population is a group of
individuals that belong to
the same species and live
in the same area.
Lesson 3.1
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Lesson Overview
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CONTENT
G.1, G.2
ENDURING UNDERSTANDING The existence of life on Earth depends on interactions
INQUIRY
following assessment to show they understand how ecologists study life and the
environment. Have students work in small groups to identify a question related to
ecology. Then, have students identify the method (observation, experimentation, or
modeling) that could be used to investigate their question. Have each group write
and perform a lecture in which they assume the role of scientists who explain how
they would investigate the question theyve chosen.
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Ecology and Economics The Greek word oikos is also the root of
the word economics. Economics is concerned with human houses
and human interactions based on money or trade. Interactions among
natures houses are based on energy and nutrients. As their common
root implies, human economics and ecology are linked. Humans live
within the biosphere and depend on ecological processes to provide
such essentials as food and drinkable water that can be bought and sold
or traded.
Levels of Organization Ecologists ask many questions about organisms and their environments. Some ecologists focus on the ecology of
individual organisms. Others try to understand how interactions among
organisms (including humans) inuence our global environment.
Ecological studies may focus on levels of organization that include
those shown in Figure 31.
In Your Notebook Draw a circle and label it Me. Then, draw ve
concentric circles and label each of them with the appropriate level of
organization. Describe your population, community, etc.
A biome is a group of
ecosystems that share
similar climates and
typical organisms.
Teach
Use Visuals
BUILD Vocabulary
PREFIXES The prex intermeans between or among.
Interdependence is a noun that
means dependence between
or among individuals or things.
The physical environment and
organisms are considered
interdependent because
changes in one cause changes
in the other.
FIGURE 31 Levels of
Organization The kinds of
questions that ecologists may
ask about the living environment
can vary, depending on the level
at which the ecologist works.
Interpret Visuals What is the
difference between a population
and a community?
DIFFERENTIATED INSTRUCTION
ELL English Language Learners As students read
about the root of the word ecology (oikos means
house), explain that the sufx -logy means study
of. Have students identify other words that contain
this sufx. Ask them to predict the meanings of the
words they identify.
LPR Less Procient Readers Have students examine the photographs that make up Figure 31. For
each photo, have a volunteer describe the image
using his or her own words. Then, read the label
aloud to students. As you move from one photo to
the next, point out the relationships between the
photos. For example, tell students that the individual
organism in the rst photo is a member of a population, shown in the second photo.
Students can review online how living things are organized in Art in Motion:
Levels of Organization.
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The student text points out the relationship between the terms ecology and economics. The concept of sustainable development clearly demonstrates the link between
these two areas of study. Sustainable development is typically described as development that meets the needs of the current generation while also considering the needs
of future generations. Ideals of sustainable development include goals related to ecology, such as the preservation of ecosystems and natural resources, and goals related
to economics, such as improved quality of life for individuals in developing areas. The
Millennium Development Goals, established by the United Nations, embrace the ideas
of sustainable development by including goals such as ending poverty and hunger
and sustaining the environment.
Answers
FIGURE 31 A population is made up of individuals
The Biosphere
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LESSON 3.1
LESSON 3.1
Teach
continued
Expand Vocabulary
Point out the word part bio- in the term biotic.
Explain that bio- means life. Explain that the biotic
factors in an environment include all of its living
parts, such as plants, animals, and bacteria. Then, tell
students that the prex a- means not. Explain that
the abiotic factors are the nonliving parts of the environment, such as water, air, and rocks.
DIFFERENTIATED INSTRUCTION
L1 Struggling Students Ask students to dene the
terms biotic and abiotic in their own words. Then,
have students examine Figure 32. Ask them to
identify and describe the biotic factors shown in the
left panel of the gure. Then, have them identify and
describe the abiotic factors shown in the right panel.
Then, direct their attention to the middle panel, and
have them talk about how the environment is made
up of both biotic and abiotic factors.
ELL
Biotic Factors
Biotic Factors
The biological inuences on organisms are
called biotic factors. A biotic factor is any living part of the environment with which an organism might interact, including animals,
plants, mushrooms, and bacteria. Biotic factors relating to a bullfrog,
for example, might include algae it eats as a tadpole, insects it eats as
an adult, herons that eat bullfrogs, and other species that compete with
bullfrogs for food or space.
Abiotic Factors
Physical components of an ecosystem are
called abiotic factors. An abiotic factor is any nonliving part of the
environment, such as sunlight, heat, precipitation, humidity, wind or
water currents, soil type, and so on. For example, a bullfrog could be
affected by abiotic factors such as water availability, temperature, and
humidity.
Environment
(Biotic and Abiotic)
Abiotic Factors
Focus on ELL:
Extend Language
0001_Bio10_se_Ch03_S1.indd 3
Answers
FIGURE 32 Sample answer: Biotic factors include
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DIFFERENTIATED INSTRUCTION
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Answers
IN YOUR NOTEBOOK Students should describe biotic
67
LESSON 3.1
LESSON 3.1
Ecological Methods
EVALUATE UNDERSTANDING
REMEDIATION SUGGESTION
Students can check their understanding of lesson concepts with the SelfTest assessment. They can then take an online
version of the Lesson Assessment.
Self-Test
Data Analysis
Lesson Assessment
68 Chapter 3 Lesson 1
Assessment Answers
1a. individual organism, population, community, ecosystem, biome, biosphere
1b. Sample answer: My dance class and my
health are interdependent; I need a healthy
body to dance and dancing helps me
maintain a healthy body.
2a. abiotic
2b. Biotic and abiotic factors are related in
that both are parts of ecosystems. Biotic
factors are living; abiotic factors are
nonliving.
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Getting Started
Objectives
3.2.1 Define primary producers.
Key Questions
the environment is its need for energy to power lifes processes. Ants
use energy to carry objects many times their size. Birds use energy to
migrate thousands of miles. You need energy to get out of bed in the
morning! Where does energy in living systems come from? How is it
transferred from one organism to another?
Vocabulary
Primary Producers
What are primary producers?
Living systems operate by expending energy. Organisms need energy
for growth, reproduction, and their own metabolic processes. In short,
if there is no energy, there are no life functions! Yet, no organism can
create energyorganisms can only use energy from other sources. You
probably know that you get your energy from the plants and animals
you eat. But where does the energy in your food come from? For most
life on Earth, sunlight is the ultimate energy source. Over the last few
decades, however, researchers have discovered that there are other
energy sources for life. For some organisms, chemical energy stored in
inorganic chemical compounds serves as the ultimate energy source
for life processes.
Only algae, certain bacteria, and plants like the one in Figure 34
can capture energy from sunlight or chemicals and convert it into
forms that living cells can use. These organisms are called autotrophs.
Autotrophs use solar or chemical energy to produce food by assembling inorganic compounds into complex organic molecules. But
autotrophs do more than feed themselves. Autotrophs store energy in
forms that make it available to other organisms that eat them. Thats
why autotrophs are also called primary producers.
Primary producers are the rst producers
of energy-rich compounds that are later used
by other organisms. Primary producers are,
therefore, essential to the ow of energy through
the biosphere.
Student Resources
Study Workbooks A and B, 3.2 Worksheets
Spanish Study Workbook, 3.2 Worksheets
Lesson Overview Lesson Notes
Activities: Tutor Tube, Art Review
Assessment: Self-Test, Lesson Assessment
Taking Notes
Concept Map As you read, use
the highlighted vocabulary words
to create a concept map that
organizes the information in
this lesson.
BUILD Vocabulary
PREFIXES The prex auto- means
by itself. The Greek word
trophikos means to feed. An
autotroph can, therefore, be
described as a self feeder,
meaning that it does not need to
eat other organisms for food.
Build Background
Make a T-Chart on the board, and record students
responses to the following questions: From what do
you get energy? For what do you use energy? Students responses should indicate that they get energy
from a variety of foods, and that they use energy for
all of their activities and life processes. Tell students
that all living things must obtain energy and that all
living things use energy.
Study Wkbks A/B, Appendix S30, T-Chart.
Transparencies, GO15.
Lesson Overview
Lesson Notes
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survive?
CONTENT
A.1.b, A.2.b
following assessment to show they understand the ways different organisms get
the energy they need to survive. Have students write a poem that uses all of the
vocabulary terms in the lesson. Explain that the poem should convey the meaning of
each word as well as use it correctly.
The Biosphere
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LESSON 3.2
Energy, Producers,
and Consumers
LESSON 3.2
Energy From the Sun The best-known and most common primary
producers harness solar energy through the process of photosynthesis.
Photosynthesis captures light energy and uses it to power chemical reactions that convert carbon dioxide and water into oxygen and
energy-rich carbohydrates such as sugars and starches. This process,
shown in Figure 35 (below left), adds oxygen to the atmosphere
and removes carbon dioxide. Without photosynthetic producers,
the air would not contain enough oxygen for you to breathe! Plants
are the main photosynthetic producers on land. Algae ll that role
in freshwater ecosystems and in the sunlit upper layers of the ocean.
Photosynthetic bacteria, most commonly cyanobacteria, are important
primary producers in ecosystems such as tidal ats and salt marshes.
Teach
Connect to Chemistry
Point out the word equation summarizing the processes of photosynthesis in Figure 35. Explain that
photosynthesis is often written using a chemical
formula. Write it on the board:
6CO2 + 6H2O C6H12O6 + 6O2
Show students the correspondence between the
word equation on this page and the chemical formula you wrote on the board.
Use this chemical summary of photosynthesis to
start a discussion on how the process of photosynthesis affects the atmosphere. Point out that photosynthetic organisms remove carbon dioxide from
the atmosphere and add oxygen to it. Tell students
they will study the process of photosynthesis in more
detail later in this book.
DIFFERENTIATED INSTRUCTION
Carbon dioxide
+
Water
+
Light Energy
Chemical Energy
Carbohydrates
+
Oxygen
Carbon dioxide
+
Hydrogen sulfide
+
Oxygen
Carbohydrates
+
Sulfur
compounds
Address Misconceptions
Energy in Biological Systems Students may think that
energy is formed, or created, by the processes of
photosynthesis or chemosynthesis. Students may also
believe organisms use up, or destroy, energy when
carrying out life processes. Remind students that
photosynthesis and chemosynthesis produce energyrich compounds, but they do not produce energy.
Explain that energy cannot be created or destroyed,
but it can change form.
Ask Where does the energy for photosynthesis and
chemosynthesis come from? (The energy for photosynthesis comes from the energy in sunlight; the
energy for chemosynthesis comes from the energy in
the chemical bonds of inorganic molecules.)
Answers
FIGURE 35 Sample answer: Photosynthesis and
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Chapter 3 Lesson 2
Chemosynthesis
Photosynthesis
70
Lesson 3.2
Tutor Tube
0001_Bio10_se_Ch03_S2.indd 2
Quick Facts
POWERING LIFE
Energy from the sun is a vital support of life on Earth. However, much more solar
energy reaches Earth each day than is needed to support Earths producers. Most of
the extra energy is absorbed or reected by Earths surface and atmosphere. In
fact, only about 0.06 percent of the solar energy that reaches Earths producers is
converted to chemical energy through the process of photosynthesis. However, even
that tiny fraction results in about 170 billion tons of organic matter every year.
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Use Visuals
DIFFERENTIATED INSTRUCTION
ELL
Focus on ELL:
Build Background
Lesson 3.2
LPR Less Procient Readers Have students complete a Frayer Model for each of the six types of
consumers shown in Figure 36. For each type of
consumer, have students write the name of it in the
center box, a denition of it in the top left section,
a drawing of it in the top right section, an example
of it in the bottom left section, and a nonexample
in the bottom right section.
Detritivores
(dee TRYT uh vawrz)
like this giant earthworm feed on detritus
particles, often chewing or grinding them
into even smaller pieces. Many types of mites,
snails, shrimp, and crabs are detritivores.
Detritivores commonly digest decomposers
that live on, and in, detritus particles.
Art Review
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HAND SIGNALS
Present students with the following questions and ask them to show a thumbs-up
sign if they understand, a thumbs-down sign if they are confused, or a waving-hand
sign if they partially understand.
How do producers make energy-rich compounds?
How do consumers get the energy they need for life processes?
What are some different categories of consumers?
ADJUST INSTRUCTION
Use students responses to gauge understanding of the topics covered in this lesson.
If responses indicate that students are struggling with one or more of these topics,
model for students how to make an outline of the lesson. Have each student make
an outline, and then have students work in pairs to discuss the topics in their outlines.
The Biosphere
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LESSON 3.2
Consumers
LESSON 3.2
Teach
continued
How Do Different Types
of Consumers Interact?
1
consumers.
MATERIALS 2 potted bean seedlings, 2 wide-mouth
jars, aphids, flexible screening, 2 rubber bands,
ladybird beetles, water
SAFETY Students should wash their hands after
Struggling Students Have students list examples of decomposers and detritivores if they have difculty answering Question 2b.
L1
Students can check their understanding of lesson concepts with the SelfTest assessment. They can then take an online
version of the Lesson Assessment.
Chapter 3 Lesson 2
Self-Test
Lesson Assessment
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Assessment Answers
1a. solar energy and chemical energy
1b. Sample answer: How do organisms
that live so deep in the ocean get
the energy they need to live?
2a. Consumers get energy by ingesting
other organisms or the remains of
organisms.
2b. Detritivores are different from
decomposers because detritivores
feed by eating detritus particles,
72
B
Beyond
Consumer Categories Categorizing consumers is important, but these simple categories often dont express the real complexity
of nature. Take herbivores, for instance. Seeds and fruits are usually rich
in energy and nutrients, and they are often easy to digest. Leaves are
generally poor in nutrients and are usually very difcult to digest. For
that reason, herbivores that eat different plant parts often differ greatly
in the ways they obtain and digest their food. In fact, only a handful of
birds eat leaves, because the kind of digestive system needed to handle
leaves efciently is heavy and difcult to y around with!
Moreover, organisms in nature often do not stay inside the tidy
categories ecologists place them in. For example, some animals often
described as carnivores, such as hyenas, will scavenge if they get a
chance. Many aquatic animals eat a mixture of algae, bits of animal
carcasses, and detritus particlesincluding the feces of other animals!
So, these categories make a nice place to start talking about ecosystems, but it is important to expand on this topic by discussing the way
that energy and nutrients move through ecosystems.
LESSON 3.3
Energy Flow
in Ecosystems
Getting Started
Objectives
3.3.1 Trace the flow of energy through living
systems.
Food Chains You can think of energy as passing through an ecosystem along a food chain. A food chain is a series of steps in which
organisms transfer energy by eating and being eaten. Food chains can
vary in length. For example, in a prairie ecosystem, a primary producer, such as grass, is eaten by an herbivore, such as a grazing antelope. A carnivore, such as a coyote, in turn feeds upon the antelope. In
this two-step chain, the carnivore is just two steps removed from the
primary producer.
In some aquatic food chains, primary producers are a mixture of
oating algae called phytoplankton and attached algae. As shown in
Figure 37, these primary producers may be eaten by small shes,
such as agsh. Larger shes, like the largemouth bass, eat the small
shes. The bass are preyed upon by large wading birds, such as the
anhinga, which may ultimately be eaten by an alligator. There are
four steps in this food chain. The top carnivore is therefore four steps
removed from the primary producer.
Algae
Herbivore
Flagfish
Student Resources
Study Workbooks A and B, 3.3 Worksheets
Spanish Study Workbook, 3.3 Worksheets
Lab Manual B, 3.3 Data Analysis Worksheet
Lesson Overview Lesson Notes
Activity: Visual Analogy Assessment:
Self-Test, Lesson Assessment
Taking Notes
Preview Visuals Before you
read, look at Figure 37 and
Figure 39. Note how they are
similar and how they are different. Based on the gures, write
denitions for food chain and
food web.
Answers
FIGURE 37 sunlight
FIGURE 37 Food Chains Food
chains show the one-way ow
of energy in an ecosystem.
Apply Concepts What is the
ultimate source of energy for this
food chain?
Carnivore
Largemouth bass
Lesson 3.3
Vocabulary
Primary producer
Key Questions
Lesson Overview
Anhinga
Alligator
Lesson Notes
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CONTENT
A.1.c, A.2.d
following assessment to show they understand food chains and how energy moves
through ecosystems. Have students write a creative story about the organisms that
live and interact in a fictitious ecosystem. Explain that another student should be
able to construct a food web for this ecosystem from the details that they include in
their stories. Then, have partners exchange stories and draw each others food webs.
The Biosphere
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LESSON 3.3
Teach
Use Models
Explain that food chains and food webs are types
of models. Remind students that modeling is one of
three methods used in ecological studies.
DIFFERENTIATED INSTRUCTION
L1 Special Needs Show students a picture of a
spider web. Have them compare the spider web to a
food web.
In Your Notebook Explain how food chains and food webs are related.
Decomposers
Primary
Producers
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Lesson 3.2
Visual Analogy
0001_Bio10_se_Ch03_S3.indd 2
Biology In-Depth
Answers
COMPOSTING
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Chapter 3 Lesson 3
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Use Visuals
Students can use Figure 39 to examine feeding
relationships in an ecosystem and to review the categories of organisms that make up a food web.
Ask What primary producers are shown in this food
web? (plants, leaves, seeds, fruit, algae)
Vulture
DIFFERENTIATED INSTRUCTION
L1 Struggling Students Have students use
Figure 39 to examine the structure of a food web
and to compare food webs and food chains.
Alligator
Anhinga
Largemouth bass
Pig frog
Bobcat
Killifish
ELL
Flagfish
Grass shrimp
and worms
Raccoon
Everglades
crayfish
Moorhen
White-tailed
deer
Algae
Focus on ELL:
Access Content
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Ask Why is a food web a more accurate representation of the feeding relationships in
an ecosystem than a food chain? (An organism is rarely food for or feeds on just one
other organism; a food web shows the many different feeding relationships that exist
between organisms in an ecosystem.)
ADJUST INSTRUCTION
If responses indicate that students do not understand why a food web is a more accurate representation of feeding relationships than a food chain, have them discuss the
foods they eat on a typical day. Point out that they consume foods from many different sources. Explain that most living things feed on more than one type of food, and
many living things are themselves food for many other types of organisms.
Answers
FIGURE 39 Students should identify three food
75
LESSON 3.3
Scavenger
Decomposer
Detritivore
Omnivore
Carnivore
Herbivore
Primary producer
Consumed after death
Detritus pathway
LESSON 3.3
Teach
continued
Researchers discovered
that zooplankton in
Narragansett Bay now
graze on oating algae
more actively through
the winter than they
ever did before. What
effect do you think
this might have on
the annual late-winter
bloom of algae
that occurs in
the water?
DIFFERENTIATED INSTRUCTION
L3 Advanced Students Have students work in
small groups to research another food web that has
been changed by human action or natural disturbance. Have each group share its ndings with the
class by presenting a short report. Ask each group to
include a food web diagram as a part of its report.
Lead students to conclude that zooplankton grazing on the algae will likely
reduce or eliminate the late-winter
algae bloom. Students can go online to Biology.com
to gather their evidence.
Killer whale
Blue whale
Emperor
penguin
Weddell seal
Leopard seal
Ross seal
Patagonian
toothfish
Herring,
anchovies,
and squids
Crabeater seal
Antarctic petrel
Adelie penguin
Krill
Carnivore
Herbivore
Primary producer
Algae
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Answers
FIGURE 310 Krill are the only herbivores in this food
web; without krill, the animals the killer whale eats
would not survive.
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Chapter 3 Lesson 3
Stable isotopes are naturally occurring, nonradioactive forms of atoms. For example,
stable isotopes of carbon and nitrogen include carbon 12 (12C), carbon 13 (13C),
nitrogen 14 (14N), and nitrogen 15 (15N). In any given tissue sample, there is a certain
amount of all of these isotopes. Finding the ratio of carbon isotopes to each other, as
well as the ratio of nitrogen isotopes, helps scientists investigate the donor organisms
relative trophic level within an ecosystem. This technique is based on the nding that
organisms tend to selectively metabolize the lighter isotopes of carbon and nitrogen
(12C and 14N). So, organisms in higher trophic levels often accumulate more of the
heavier isotopes (13C and 15N) relative to the lighter ones. In fact, an organisms 15N
ratio tends to be about 0.3 percent higher than that of the organisms it eats.
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Third-level
consumer
0.1%
or
L1 Struggling Students For students who have difculty with the percentages in Figure 311, model
the relative loss of energy using example numbers
and organisms. Tell students to suppose that a particular plant produces 200 Calories worth of food.
Ninety percent of this is either used to power the
plants life processes or lost as heat. Therefore, only
10 percent of the 200 Calories will be available to
a mouse (rst-level consumer) that eats the plant.
On the board, show how to calculate 10 percent
of 200 Calories. Write:
Heat
100%
Light
Energy
DIFFERENTIATED INSTRUCTION
Then, explain that of this 20 Calories, only 10 percent will be available to an owl (second-level consumer) that eats the mouse. Write:
Heat
10%
Ask If this food chain included fourth-level consumers, what percentage of the original energy
would be available to those organisms? (0.01%)
Heat
1%
Chemical
Energy
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ANSWERS
1. 1 unit
PURPOSE Students will calculate the
Answers
FIGURE 311 A trophic level cannot contain more
organisms than there is energy to support.
IN YOUR NOTEBOOK Students charts should list the
three types of pyramids in the left column and facts
about each type in the right column.
The Biosphere
77
LESSON 3.3
LESSON 3.3
Teach
continued
Lead a Discussion
Make sure students can differentiate between a
biomass pyramid and a pyramid of numbers.
Ask Which pyramid shows the amount of organic
matter at each trophic level? (biomass pyramid)
DIFFERENTIATED INSTRUCTION
L3 Advanced Students Have students write a
paragraph comparing and contrasting food webs
and ecological pyramids. Their paragraph should
identify two similarities and two differences.
Students can check their understanding of lesson concepts with the SelfTest assessment. They can then take an online
version of the Lesson Assessment.
Assessment Answers
1a. Sample answer: Energy is not recycled.
Energy enters an ecosystem and flows
through a food chain, but it is not
reusedit is lost as heat.
1b. Sample answer: A decrease in the
population of crayfish would likely result
in less food available to raccoons, pig
frogs, and anhingas. These populations
might decrease. Populations on which the
crayfish feed, such as plants, detritus, and
grass shrimp, may increase.
78
Chapter 3 Lesson 3
Lesson Assessment
Interdependence In Nature
3. Refer to Figure 39, which
shows a food web in the
Everglades. Choose one of
the food chains within the
web. Then, write a paragraph describing the feeding relationships among the
organisms in the food chain.
Self-Test
78 Chapter 3 Lesson 3
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3.
Cycles of Matter
Objectives
3.4.1 Describe how matter cycles among the living
and nonliving parts of an ecosystem.
Key Questions
Vocabulary
biogeochemical cycle
nutrient nitrogen xation
denitrication limiting nutrient
Student Resources
Taking Notes
of Matt
cles
er
Cy
Answers
FIGURE 313 Sample answer: Like the water over
the wheel, energy has a one-way flow through the
biosphere; it isnt recycled the way that matter is.
Lesson Overview
Lesson Notes
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I, II, III
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CONTENT
following assessment to show they understand how matter is cycled through the
biosphere. Have each student make a poster that details one of the cycles discussed
in this lesson. Tell them to be as creative as they can, but specify that all of the
different processes associated with the cycle should be accurately depicted. Have
students share their posters with one another.
The Biosphere
79
LESSON 3.4
Getting Started
LESSON 3.4
Biological Processes
Teach
Lead a Discussion
As a class, discuss the different types of processes
that cycle matter through the biosphere. Take a minute to talk about why human activity is discussed
separately from biological processes.
Ask Why would the breakdown of rock by ocean
waves be considered a geological process, but the
breakdown of rock by tree roots be considered a biological process? (because the latter involves a living
organism)
Geological Processes
DIFFERENTIATED INSTRUCTION
ELL English Language Learners Before students
read through the lesson and begin discussing the
content, prepare a handout that lists the Key Questions and their answers. Be sure the answers are
presented in simple sentences. Have students review
the handout and underline any unfamiliar words.
Then, have them use the Glossary or a dictionary to
nd the meaning of unfamiliar words. After students
complete the lesson, have them work with a partner to review the handout by asking and answering
the questions.
LPR Less Procient Readers Suggest students use
the visuals as a reference while you discuss the different ways matter cycles through the biosphere. Talk
about why each photo is a good representation of
the type of process it is showing.
Human Activity
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Quick Facts
PRECIPITATION AND EVAPORATION
Huge quantities of water cycle between Earths surface and atmosphere. Hydrologists
estimate that about 577,000 cubic kilometers of water evaporate from Earths surface
(ocean and land surfaces combined) and enter the atmosphere each year. Considering all forms of precipitation, about 80 percent falls on oceans and about 20 percent
on land. However, this same proportion does not hold true for water that evaporates
from Earths surface: approximately 505,000 cubic kilometers (88 percent) of the
water in the atmosphere comes from oceans and only about 72,000 cubic kilometers
(12 percent) from land. The reason for the difference in proportions is simple: about a
third of the precipitation that falls on land runs off into streams and rivers and is carried to oceans annually.
80
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Water from
oceans and
lakes
evaporates
and then
condenses to
form clouds.
Use Visuals
Have students use Figure 315 to visualize the paths
that water molecules can take in the water cycle.
Ask How are transpiration and evaporation similar?
( Transpiration and evaporation are processes by
which water enters the atmosphere.)
Ask How are transpiration and evaporation different? ( Transpiration is a biological process; evaporation is a physical/chemical process.)
Ask Do water molecules always follow the same
steps though the water cycle? (No, there is not a
single series of steps in the water cycle.)
FIGURE 315 The Water Cycle This
Atmospheric
Water (H2O gas)
Ocean
Water falls to
the surface as
precipitation.
Surface runoff
leads through
rivers to lakes
and oceans.
Some water
seeps into the
ground and
becomes
groundwater.
Groundwater
is taken up by
plant roots and
then, through
transpiration,
released to the
atmosphere.
DIFFERENTIATED INSTRUCTION
Groundwater
Biological
Physical/Chemical
Lesson 3.4
InterActive Art
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Answers
Give each student an index card. Ask students to write one concept about the water
cycle that they understand on the front of the card. Have them identify something
about the water cycle that they do not understand, and write it on the back of the
card in the form of a question.
ADJUST INSTRUCTION
Read over students cards to identify concepts about the water cycle that are causing
confusion for one or more students. Write these topics on the board. Have students
use their texts to nd facts, lesson vocabulary terms, Key Questions, or other information relevant to each topic. Ask volunteers to share what they have learned with the
class, and record their input on the board.
The Biosphere
81
LESSON 3.4
LESSON 3.4
Teach
Nutrient Cycles
What is the importance of the main nutrient cycles?
The chemical substances that an organism needs to sustain life are
Every organism needs nutrients to build tissues
called nutrients.
and carry out life functions. Like water, nutrients pass through
organisms and the environment through biogeochemical cycles. The
three pathways, or cycles that move carbon, nitrogen, and phosphorus through the biosphere are especially critical for life.
Another element, oxygen, participates in parts of the carbon, nitrogen, and phosphorus cycles by combining with these elements and
cycling with them through parts of their journeys. Oxygen gas in the
atmosphere is released by one of the most important of all biological
activities: photosynthesis. Oxygen is used in respiration by all multicellular forms of life, and many single-celled organisms as well.
continued
DIFFERENTIATED INSTRUCTION
English Language Learners Have students
practice pronouncing terms associated with the carbon cycle by having them provide an answer to the
following question aloud:
ELL
Address Misconceptions
Conservation of Matter Students might not understand that matterlike energyis conserved in
the biosphere. Explain that atoms cannot be created or destroyed. They are instead combined and
recombined with other atoms to form different compounds. To help, refer students to the last two paragraphs on page 80, which describe how a carbon
molecule may cycle through the biosphere.
BUILD Vocabulary
ACADEMIC WORDS The verb
accumulate means to collect or
gather. Carbon accumulates, or
collects, in soil and in the oceans
where it cycles among organisms
or is turned into fossil fuels.
The Carbon Cycle Carbon is a major component of all organic compounds, including carbohydrates, lipids, proteins, and nucleic acids.
In fact, carbon is such a key ingredient of living tissue and ecosystems
that life on Earth is often described as carbon-based life. Carbon in
the form of calcium carbonate (CaCO3) is an important component of
many different kinds of animal skeletons and is also found in several
kinds of rocks. Carbon and oxygen form carbon dioxide gas (CO2),
which is an important component of the atmosphere and is dissolved
in oceans.
Some carbon-containing compounds that were once part of ancient
forests have been buried and transformed by geological processes into
coal. The bodies of marine organisms containing carbon have been
transformed into oil or natural gas. Coal, oil, and natural gas are often
referred to as fossil fuels because they are essentially fossilized carbon.
Major reservoirs of carbon in the biosphere include the atmosphere,
oceans, rocks, fossil fuels, and forests.
Figure 317 shows how carbon moves through the biosphere. Carbon dioxide is continuously exchanged between the atmosphere and
oceans through chemical and physical processes. Plants take in carbon
dioxide during photosynthesis and use the carbon to build carbohydrates. Carbohydrates then pass through food webs to consumers.
Many animalsboth on land and in the seacombine carbon with
calcium and oxygen as the animals build skeletons of calcium carbonate. Organisms release carbon in the form of carbon dioxide gas by
respiration. Also, when organisms die, decomposers break down the
bodies, releasing carbon to the environment. Geologic forces can turn
accumulated carbon into carbon-containing rocks or fossil fuels. Carbon
dioxide is released into the atmosphere by volcanic activity or by human
activities, such as the burning of fossil fuels and the clearing and burning
of forests.
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Quick Facts
THE CARBON POOL
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Use Visuals
Geological activity
releases CO2.
Atmospheric
Carbon (CO2 gas)
CO2 dissolves
in rainwater.
Burning of forests
and fossil fuels
releases CO2.
CO2 dissolves in
oceans and returns
to the atmosphere.
Forests
CO2 is taken up by
producers during
photosynthesis and
released by cellular
respiration. Consumers
eat producers and
release CO2 through
cellular respiration.
Fossil Fuels
(coal, oil, and
natural gas)
Decomposition, pressure,
and heat turn organic
matter to fossil fuel over
millions of years.
Dissolved CO2
DIFFERENTIATED INSTRUCTION
Green
Algae
Carbon in
Marine Sediments
Scientists know a great deal about the biological, geological, chemical, and human processes that are involved in the carbon cycle, but
important questions remain. How much carbon moves through each
pathway? How do ecosystems respond to changes in atmospheric carbon dioxide concentration? How much carbon dioxide can the ocean
absorb? Later in this unit, you will learn why answers to these questions
are so important.
In Your Notebook Describe one biological, one geological, one
chemical, and one human activity that is involved in the carbon cycle.
Carbonate
Rocks
Geological activity
turns marine
sediments into rock.
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Give students about a minute to write a short paragraph explaining why the carbon cycle is important for sustaining life on Earth. (Paragraphs should mention
that carbon is a major component of organisms and is important in the process of
photosynthesis.)
ADJUST INSTRUCTION
If students responses reveal confusion about the importance of the carbon cycle,
suggest they work in pairs to review the information on the carbon cycle. Then, have
pairs write a new, more comprehensive explanation of why the carbon cycle is important for life.
Answers
FIGURE 317 Sample answer: Photosynthesis is
a process that takes carbon dioxide out of the
atmosphere.
IN YOUR NOTEBOOK Sample answer: Photosynthesis
is a biological activity that removes carbon dioxide
from the atmosphere; volcanic activity is a geologic
process that releases carbon dioxide into the
atmosphere; dissolving is a physical/chemical process
that removes carbon dioxide from the atmosphere;
and burning of fossil fuels is a human activity that
releases carbon dioxide into the atmosphere.
The Biosphere
83
LESSON 3.4
Biological
Human
Geological
Physical/Chemical
LESSON 3.4
Teach
continued
Lead a Discussion
Have students use the information in Figure 318 to
review the nitrogen cycle.
Ask How do humans affect the nitrogen cycle?
(Humans take nitrogen gas from the atmosphere to
create fertilizers. When these fertilizers are applied
to crops, excess can wash into rivers, streams, and
oceans, resulting in increased nitrogen levels.)
Ask What biological process converts nitrogen gas to
ammonia? (nitrogen fixation)
DIFFERENTIATED INSTRUCTION
L1 Special Needs Ask the following questions to
help students focus on the importance of cycling of
matter to life on Earth.
Atmospheric
Nitrogen (N2 gas)
N2 gas is turned
into fertilizer and
applied to crops.
Excess may wash
into rivers, streams,
and the ocean as
runoff.
Bacteria fix
N2 gas.
Some N2 gas is
fixed by lightning.
Fertilizer
plant
Bacteria release
N2 gas through
denitrification.
Crops
Bacteria fix
N2 gas.
Bacteria
Animals
Bacteria
Bacteria
Dissolved Nitrogen
Roots
Soil Nitrogen
(NH3, NO2,
NO3)
Biological
Human
Physical/Chemical
Recently, researchers
discovered that levels
of dissolved nitrogen in
the bay have increased.
Given that human activity
hasnt changed much,
which organisms in the
bay do you think might
be responsible?
t
Bacteria
Green
Algae
84 Chapter 3 Lesson 4
0001_Bio10_se_Ch03_S4.indd 6
Quick Facts
THE SCARCITY OF USABLE NITROGEN
Answers
FIGURE 318 Bacteria convert nitrogen gas to
ammonia through the process of nitrogen xation.
This ammonia is converted to nitrates and nitrites.
Lightning also xes nitrogen gas.
84
Chapter 3 Lesson 4
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Fertilizer
plant
Mine
Crops
Phosphate Rock
Animals
Geological activity
washes phosphates
from rock into the
ocean.
Soil
Phosphates
Dissolved
Phosphates
Ask If wastewater containing phosphates from laundry detergent made its way into waterways, such as
streams, rivers, and lakes, how would that affect the
phosphorus cycle? (It would result in an increase in
phosphates in water ecosystems.)
Green
Algae
Phosphates in
Marine Sediments
Geological activity
turns marine sediments
into rock.
DIFFERENTIATED INSTRUCTION
FIGURE 319 The Phosphorus
Ask If phosphates were still part of laundry detergent, what color arrow would be used in the diagram to show the ow of phosphates from laundry
detergent into waterways? Why? (Orange, because
orange arrows are used to show how human activity
impacts the phosphorus cycle.)
Ask What would you add to the visual to show how
phosphates from laundry detergent entered the
phosphorus cycle? (I would draw an orange arrow
coming from human homes and entering the river. I
would label this arrow to explain how laundry wastewater carried phosphates into waterways.)
Nutrient Limitation
How does nutrient availability relate to the primary productivity
of an ecosystem?
0001_Bio10_se_Ch03_S4.indd 7
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Students can see how the carbon, nitrogen, and phosphorus cycles are
connected in the Visual Analogy: Interlocking Nutrient Cycles.
USE VOCABULARY
Have students write an acrostic poem based on the term nutrient. Help them get
started by writing the term nutrient on the board vertically. Explain that each letter
in the term should be used as the beginning letter of a sentence that involves lesson
concepts. For example, the rst sentence might be: Nitrogen cycles between living
and nonliving things. Have students share their completed acrostics with the class.
ADJUST INSTRUCTION
If responses indicate that students have not mastered lesson concepts, ask them to
review each gure in the lesson with a partner. Then, have a discussion about the
nutrient cycle diagrams.
The Biosphere
85
LESSON 3.4
Biological
Human
Geological
LESSON 3.4
Micronutrients
Teach
continued
Potassium
Phosphorus
Nitrogen
INTERLOCKING NUTRIENTS
EVALUATE UNDERSTANDING
REMEDIATION SUGGESTION
L1 Struggling Students If students have difculty
answering Question 5, explain that the chemical
symbol for oxygen is O. Have them use Figure 317
to determine how oxygen atoms move through the
biosphere as part of the carbon cycle.
Students can check their understanding of lesson concepts with the SelfTest assessment. They can then take an online
version of the Lesson Assessment.
Answers
FIGURE 320 nitrogen
Nutrient Limitation in Soil In all but the richest soil, the growth of
crop plants is typically limited by one or more nutrients that must
be taken up by plants through their roots. Thats why farmers use
fertilizers! Most fertilizers contain large amounts of nitrogen, phosphorus, and potassium, which help plants grow better in poor soil.
Micronutrients such as calcium, magnesium, sulfur, iron, and manganese are necessary in relatively small amounts, and these elements are
sometimes included in specialty fertilizers. (Carbon is not included
in chemical fertilizers because plants acquire carbon dioxide from the
atmosphere during photosynthesis.) All nutrient cycles work together
like the gears in Figure 320. If any nutrient is in short supplyif any
wheel sticksthe whole system slows down or stops altogether.
Nutrient Limitation in Aquatic Ecosystems The open oceans of
the world are nutrient-poor compared to many land areas. Seawater
typically contains only 0.00005 percent nitrogen, or 1/10,000 of the
amount often found in soil. In the ocean and other saltwater environments, nitrogen is often the limiting nutrient. In streams, lakes, and
freshwater environments, phosphorus is typically the limiting nutrient.
Sometimes, such as after heavy rains, an aquatic ecosystem receives
a large input of a limiting nutrientfor example, runoff from heavily
fertilized elds. When this happens, the result can be an algal blooma
dramatic increase in the amount of algae and other primary producers.
Why can runoff from fertilized elds produce algal blooms? More nutrients are available, so producers can grow and reproduce more quickly.
If there are not enough consumers to eat the algae, an algal bloom can
occur, in which case algae can cover the waters surface and disrupt the
functioning of an ecosystem.
b. Predict Based on your knowledge of the carbon cycle, what do you think might happen if
humans were to continue to clear and burn vast
areas of forests for building?
4. a. Review Explain how a nutrient can be a
limiting factor in an ecosystem.
b. Apply Concepts Look back at the nitrogen
and phosphorus cycles (Figures 318 and 319).
How is fertilizer runoff related to algal blooms?
Explanation
5. Describe how oxygen, although it does not
have an independent cycle, moves through
the biosphere as part of the carbon cycle.
Include a description of the various forms
that oxygen
yg takes.
Self-Test
86 Chapter 3 Lesson 4
Assessment Answers
1a. Matter is recycled through ecosystems; no
new matter is generated. Energy is continually input into ecosystems, and moves
through ecosystems in a one-way path.
1b. Sample answers: biological, such as
respiration; geological, such as volcanic
eruptions; chemical/physical, such as precipitation; human activity, such as burning
fossil fuels
2a. evaporation and transpiration
2b. Sample answer: Water from the ocean
evaporates into the atmosphere. It falls to
land as precipitation, and then flows into
the ocean as surface runoff.
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Lead a Discussion
Have students recall the three methods used in ecological studies.
Global Ecology
From Space
Can ecologists track plant growth around the
world? Can they follow temperature change in
oceans from day to day, or the amount of polar
ice from year to year? Yes! Satellites can provide
these data, essential for understanding global
ecology. Satellite sensors can be programmed
to scan particular bands of the electromagnetic
spectrum to reveal global patterns of temperature, rainfall, or the presence of plants on land
or algae in the oceans. The resulting false-color
images are both beautiful and lled with vital
information.
DIFFERENTIATED INSTRUCTION
Answers
0001_Bio10_se_Ch03_TB.indd 1
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The National Aeronautics and Space Administration (NASA) program to study Earth is
called the Earth Science Enterprise. It includes a series of missions to observe different
aspects of Earth and its systems using satellites. Terra, launched in 1999, is considered
the agship spacecraft of this program. It collects vast quantities of data about
Earths atmosphere, climate, carbon cycle, water cycle, and weather. Many other
missions are a part of the Earth Science Enterprise, including CALIPSO, launched in
2006, which primarily collects data about aerosols and clouds and their relationship
to Earths climate.
WRITING
E.2
87
Teach
CHAPTER LAB
GUIDED INQUIRY
Pre-Lab
Introduce students to the concepts they will explore
in the chapter lab by assigning the Pre-Lab questions.
Lab
Chapter 3
of algae?
SAFETY
Connect to the
In a healthy ecosystem,
nutrients cycle among primary producers, consumers,
and decomposers. The growth of primary producers
is limited by the availability of nutrients. Humans can
intentionally increase the amount of nutrients in an
ecosystem. For example, farmers may add fertilizer to
the soil in which they grow crops. But the addition of
nutrients to an ecosystem is not always planned. For
example, runoff from soil that contains fertilizer may
ow into coastal waters or freshwater ponds. In this lab,
you will observe what happens when algae that live in
those waters are provided with excess nutrients.
Background Questions
ecosystems?
Pre-Lab Questions
Preview the procedure in the lab manual.
1. Design an Experiment What is the independent
UCP III
A.1.d
88 Chapter 3 Pre-Lab
Pre-Lab Answers
BACKGROUND QUESTIONS
0001_Bio10_se_Ch03_LAB.indd 88
88
Chapter 3 Pre-Lab
PRE-LAB QUESTIONS
1. The independent variable is the presence of
fertilizer.
2. Sample answer: In the test tube with more
6/9/09 1:27:40 PM
Study Online
3.3 Energy Flow in Ecosystems
biosphere (64)
species (64)
population (64)
community (64)
ecology (65)
ecosystem (65)
biome (65)
biotic factor (66)
abiotic factor (66)
carnivore (71)
herbivore (71)
scavenger (71)
omnivore (71)
decomposer (71)
detritivore (71)
Nutrients
Chapter 3
Match It
0001_Bio10_se_Ch03_SCA.indd 1
Chapter Assessment
Herbivore
Answers
THINK VISUALLY
3. Decomposer or Detritivore
89
6/2/09 6:09:03 PM
Performance Tasks
SUMMATIVE TASK Have students imagine they
are museum curators who have been asked
to design an exhibit about the movement
of matter and energy in ecosystems. Explain
that the exhibit must consist of three separate
displays, each of which can be designed
in any way they choose. Have them write
a paragraph describing each of the three
displays they would design. Then, have them
write a paragraph summarizing the display as
The Biosphere
89
STUDY GUIDE
3 Study Guide
ASSESSMENT
3 Assessment
Lesson 3.1
1. c
2. b
8. c
9. c
Think Critically
6. Design an Experiment Ecologists have dis-
a.
c.
b.
d.
Lesson 3.2
UNDERSTAND KEY CONCEPTS
decomposer?
Think Critically
12. Classify Classify each of the following as an herbivore, a carnivore, an omnivore, or a detritivore:
earthworm, bear, cow, snail, owl, human.
13. Form a Hypothesis People who explore caves
where there is running water but no sunlight
often nd them populated with unique types of
shes and insects. What hypothesis can you make
to explain the ultimate source of energy for these
organisms?
90 Chapter 3 Assessment
0001_Bio10_se_Ch03_SCA.indd 90
Lesson 3.3
UNDERSTAND KEY CONCEPTS
14. b
15. c
THINK CRITICALLY
90
Chapter 3 Assessment
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Chapter 3
Explain how
the Narragansett Bay example demonstrates
interconnections among members of a food
web and abiotic environmental factors. Can
you nd similar studies in other aquatic habitats, such as Chesapeake Bay, the Everglades, or
the Mississippi River delta? Explain.
Chapter Mystery
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6/3/09 4:00:48 PM
Lesson 3.4
UNDERSTAND KEY CONCEPTS
20. a
environment.
CHANGES IN
THE BAY
21. d
THINK CRITICALLY
The Biosphere
91
ASSESSMENT
Think Critically
16. Which group of organisms is always found at the
base of a food chain or food web?
17. Apply Concepts Why is the transfer of energy
in a food chain usually only about 10 percent
efcient?
18. Use Models Describe a food chain of which
you are a member. You may draw or use words
to describe the chain.
19. Use Models Create owcharts that show four
different food chains in the food web shown
below.
Connecting Concepts
USE SCIENCE GRAPHICS
Connecting Concepts
Use Science Graphics
The graph below shows the effect of annual rainfall on
the rate of primary productivity in an ecosystem. Use the
graph to answer questions 2729.
The Effect of Rainfall on Plant Productivity
Rate of Plant
Tissue Production
(g/m 2 per year)
ASSESSMENT
Think Critically
3000
2000
as rainfall increases?
28. Predict What do you think the graph would look
Explain how an
element like carbon can be included in both the
biotic and abiotic factors of an ecosystem.
1000
0
0
1000
2000
3000
4000
7.5
50
7.4
100
7.4
150
4.5
200
3.2
250
3.1
300
2.9
92 Chapter 3 Assessment
0001_Bio10_se_Ch03_SCA.indd 92
92
Chapter 3 Assessment
6/3/09 2:49:15 PM
ANSWERS
33. c
34. The depth to which light can penetrate limits the depths at which photosynthetic organisms can be found.
Photosynthetic organisms produce
oxygen, so their presence increases
oxygen concentrations at the depths
where they are found, in this case to
about 100 m.
Multiple Choice
1. A group of individuals that belong to a single species
Answers
Questions 78
1. A
2. C
3. D
Biomass Pyramid
in the biosphere?
A Matter is recycled in the biosphere.
B Biogeochemical cycles transform and reuse
molecules.
C The total amount of matter decreases over time.
D Water and nutrients pass between organisms
and the environment.
3. Which is a source of energy for Earths living things?
A
B
C
D
A
B
C
D
Pyramid of Numbers
4. A
Third-level consumers
5. D
Second-level consumers
6. A
7. A
First-level consumers
8. A
Producers
an ecosystem called?
A abiotic factors
B temperate conditions
C biotic factors
D antibiotic factors
See Lesson
3.1
3.4
3.2
3.2
3.4
3.1
3.3
3.3
3.3
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Test-Taking Tip
USE TIME WISELY
Tell students to scan the questions to identify those that are about unfamiliar topics
and might require pure guesswork on their part. Explain that those questions should
be saved for last. After they have competed questions about familiar topics, students
should then return to the questions about unfamiliar topics. Explain that using reasoning to eliminate one or more obviously incorrect choices is a technique that can be
useful, even if the question is about an unfamiliar topic.
The Biosphere
93
ASSESSMENT