1. WAYS ORGANISMS INTERACT 4-2
WAYS ORGANISMS INTERACT 4-2

2. Ways organisms interact
______________________
Between SAME and DIFFERENT kinds of organisms Compete with each other for available resources
__________________________
Between DIFFERENT kinds of organisms
Hunt and kill other organisms to supply their energy needs
Between SAME kind of organisms
Live together and help each other
live in close association with another kind of organism
COMPETITION
PREDATION
COOPERATION
SYMBIOSIS

3. WHAT IS A RESOURCE? Examples: ________________________
____________________________________________
Examples:
________________________
Anything needed by an organism for life
Nutrients, water, light, space

4. COMPETITION FOOD Organisms in an ecosystem have to
compete with each other for available
resources.
FOOD

5. COMPETITION Organisms in an ecosystem have to
compete with each other for available resources:
shelter

6. COMPETITION mates Organisms in an ecosystem have to
compete with each other for available
resources
mates

7. COMPETITION space/territory Organisms in an ecosystem have to
compete with each other for available
resources:
space/territory
Prairie dogs - 5 to 35 per acre
Mountain lion- 1 male per sq. mi

8. COMPETITION LIGHT Organisms in an ecosystem have to
compete with each other for available
resources:
LIGHT

9. Ways organisms interact
PREDATION
___________________
Between DIFFERENT kinds of organisms
Hunt and kill other organisms to supply their energy needs

10. PREDATION
Organisms in an ecosystem that capture and eat other organisms to supply their energy needs

11. INTERDEPENDENCE All living and non-living things in an
ecosystem are interconnected and changing
even one thing impacts the whole ecosystem.
When one tugs at a single thing in nature,
he finds it attached to the rest of the world. 
~John Muir, naturalist, Sierra Club founder

12. COMPETITION
If resources are scarce, some organisms will starve and populations will decrease.
If resources become more plentiful, populations will increase.
Competition in nature often results
in a winner and a loser
. . . with the loser failing to survive!

13. If a nutrient is in _____________ OR __________________
it will LIMIT the growth of the
population = _____________
SHORT SUPPLY
CYCLES SLOWLY
LIMITING FACTOR
During this drought,
there was not enough food
available and many kangaroos
starved.

14. REMEMBER: EVERYTHING IS CONNECTED !
BIOLOGY; MIller and Levine; Prentice Hall; 2006
A decrease in the prey population means some predators will starve.
Fewer predators mean prey population will increase.
Increase in prey means more food for predators.
Predator population will increase until there is not enough food . . .
and the cycle repeats itself.

15. LIMITING NUTRIENT The short supply of a limiting nutrient keeps
the population
in check.
When an ecosystem receives a LARGE input
of limiting nutrient (ie.,fertilizer runoff) the
population increases dramatically = ___________
ALGAL BLOOM

16. Ways organisms interact
__________________
Between SAME kind of organisms
Live together and help each other
COOPERATION

17. COOPERATION Same species live together in groups EX: herds, packs, colonies, families, etc
Share food &
childcare responsibilities Groom each other
Take care of sick

18. COOPERATION Same species live together in groups EX: herds, packs, colonies, families, etc
Hunt in packs
Provide protection

19. Ways organisms interact
__________________________
Between DIFFERENT kinds of organisms
Live in close association with another kind of organism
SYMBIOSIS

20. 3 KINDS of SYMBIOSIS MUTUALISM ______________________ COMMENSALISM
Both organisms benefit
One organism benefits;
Other is neither harmed nor helped
_____________________
Other is harmed in some way
COMMENSALISM
PARASITISM

21. MUTUALISM “Good for me - Good for you”
Birds eat parasites living
on the hides of giraffes and rhinos while enjoying protection from predators.
Groomed animals lose their pests.

22. MUTUALISM “Good for me - Good for you”
Insects transfer pollen
between plants as they
gather nectar for food.

23. MUTUALISM “Good for me - Good for you”
Clown fish gets protection from enemies by hiding out in poisonous sea anemones
Sea anemone gets
scraps of leftover
food dropped
by fish

24. COMMENSALISM Pilot fish receive scraps of food dropped by shark;
“Good for me - Doesn’t bother you”
Pilot fish receive scraps of food dropped by shark;
Shark is neither harmed nor helped

25. COMMENSALISM “Good for me - Doesn’t bother you”
Hermit crabs make homes in shells abandoned by snails;
Snail is not harmed by crab

26. PARASITISM “Good for me - Hurts you”
Barnacles are crustaceans that attach to the surface of whales
and feed on their skin and fluids; Whale is harmed

27. PARASITISM “Good for me - Hurts you” Tick feeds on dog’s blood;
Tick feeds on dog’s blood;
Dog has discomfort, can get diseases/infection from bite

28. PARASITISM Tapeworms absorb food by living inside host intestine;
“Good for me - Hurts you”
Tapeworms absorb food by living inside host intestine;
host is harmed

29. BIOGEOCHEMICAL CYCLES 3-3
BIOGEOCHEMICAL CYCLES 3-3

30. See a video clip about
CYCLES IN NATURE - Chap 3

31. ENERGY & MATTER ONE WAY RECYCLED
ENERGY & MATTER
ONE WAY
Energy moves ___________ through the ecosystem. It passes through food chains and is used up or lost.
Matter is constantly _________
RECYCLED
Take a deep breath.
The atoms you just inhaled may have been inhaled by a dinosaur millions of years ago.

32. 4 ATOMS make up 95% of the body in most organisms
OXYGEN
CARBON
HYDROGEN
NITROGEN
The same molecules are passed around
again and again within the biosphere in
___________________________
BIOGEOCHEMICAL CYCLES

33. WATER CYCLE = ___________________
HYDROLOGIC CYCLE

34. WHY IS WATER IMPORTANT? Makes up 60-70% of your body
Oxygen and Hydrogen are found in all the ________________________: carbohydrates, proteins,
nucleic acids, lipids
Hydrogen in H2O supplies
protons (H+) & electrons
for_______________
building blocks of cells
photosynthesis

35. WHY IS WATER IMPORTANT? SOLVENT Water is a good _________________
Many molecules dissolve in water so it
provides a place for chemical reactions
to happen
Water doesn’t change temperature easily so it helps with
__________________
SOLVENT
HOMEOSTASIS

36. WATER CYCLE evaporation condensation

37. The evaporation of water from the surface of plant leaves
The evaporation of water from the surface of plant leaves
= ________________
TRANSPIRATION
The return of water to the surface in the form of
rain, snow, sleet, hail, etc.
= ____________________
PRECIPITATION

38. WATER CYCLE PH ONLINE LINK Put in code: cbp-2033 Choose Start
Image edited from:
WATER CYCLE
PH ONLINE LINK
Put in code: cbp Choose Start

39. CARBON CYCLE CO2 in atmosphere CO2 in ocean
BIOLOGY; Miller and Levine; Prentice Hall; 2006

40. 4 main CARBON reservoirs in BIOSPHERE
In ____________ as CO2 gas
In _______ as dissolved CO2 gas
On _______ in organisms, rocks, soil
__________ as coal & petroleum (fossil fuels) and calcium carbonate in rocks
atmosphere
ocean
land
Underground
CO2 in
atmosphere
CO2 in
Ocean
BIOLOGY; Miller and Levine; Prentice Hall; 2006

41. Where does CO2 in atmosphere come from?
Ocean
Volcanic activity
________________
______________
_________________
____________ of dead organisms
Human activity (burning fossil fuels)
Cellular respiration
Decomposition
BIOLOGY; Miller and Levine; Prentice Hall; 2006

42. WHY IS CARBON IMPORTANT?
BUILDING BLOCKS
Found in all the _______________ of cells: carbohydrates, proteins,
nucleic acids, lipids
Image by Riedell

43. WHY IS CARBON IMPORTANT?
Carbon in CO2 provides the atoms for
__________ production during __________________...
the fuel that all living things depend on.
GLUCOSE
PHOTOSYNTHESIS

44. NITROGEN CYCLE NH3 NO3- and NO2- N2 in Atmosphere Section 3-3
BIOLOGY; Miller and Levine; Prentice Hall; 2006

45. WHY IS NITROGEN IMPORTANT?
NITROGEN BASES
__________________make DNA and RNA
Adenine (nitrogen base) is used in _______
ATP
Makes AMINO part of _________ (proteins)
amino acids
Image by Riedell
Image by Riedell

46. 79% of the atmosphere is made up of NITROGEN gas (N2)
BUT we _____ use the nitrogen gas
we breathe!
The bond in N2 gas is so
strong it can only be broken by
_______________
____________________
CAN’T
lightning
Volcanic activity
few special bacteria
Image by Riedell
Image by Riedell

47. Bacteria that live ______________ and in _________ relationships with
plants called _________, take
nitrogen from the atmosphere and
turn it into ______________, a form
that is usable by plants.
THIS PROCESS
IS CALLED _________________
in the soil
symbiotic
legumes
AMMONIA (NH3)
NITROGEN FIXATION

48. Other bacteria in the soil convert ammonia into ________________
& _________________
which plants can also use.
The nitrogen we need for proteins,
ATP, and nucleic acids comes from
the ___________
___________
we breathe!
NITRATES (NO3- )
NITRITES (NO2-)
FOOD WE EAT
NOT THE AIR
Image from: and
modified by Riedell

49. NITROGEN CYCLE NH3 NO3- and NO2- N2 in Atmosphere Section 3-3
BIOLOGY; Miller and Levine; Prentice Hall; 2006

50. Bacteria that live ______________ also carry out the reverse process
___________ → _____________.
THIS PROCESS
IS CALLED _________________
in the soil
NITRATES
& NITRITES
NITROGEN GAS
DENITRIFICATION

51. PHOSPHORUS CYCLE Phosphate moves through food web
Image from: Pearson Education Inc; Publishing as Pearson Prentice Hall
PHOSPHORUS CYCLE
Phosphate moves
through food web
Producers absorb phosphate from soil and water
Phosphate returns to soil and water from waste or decomposition
Weathering wears away rocks and sediments and releases phosphate into soil and water
Sediments form “new land” to complete cycle

52. is only biogeochemical cycle that does
Phosphorus cycle
is only biogeochemical
cycle that does
NOT cycle through the ______________
atmosphere
BIOLOGY; Miller and Levine; Prentice Hall; 2006

53. WHY IS PHOSPHORUS IMPORTANT?
Makes DNA and RNA
Transfers energy as ATP
Makes phospholipids for cell membranes
Image by Riedell
Image by Riedell

54. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to
one another and the environment.
9-12.L Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems.
Define populations, communities, ecosystems, niches
and symbiotic relationships.
Predict the results of biotic and abiotic interactions.
Examples:
Dormancy and migration Fluctuation in available resources (water, food, shelter) Biogeochemical cycles Energy flow Cooperation and competition in ecosystems

55. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another
and the environment.
9-12.L Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems.
Define populations, communities, ecosystems, niches and symbiotic relationships.
Predict the results of biotic and abiotic interactions.
Examples:
Fluctuation in available resources (water, food, shelter) Energy flow

56. Core High School Life/Earth Science Performance Descriptors
High school students performing at the ADVANCED level:
predict the effect of an interruption in a given cycles
High school students performing at the
PROFICIENT level:
predict how life systems respond to changes in the environment;
explain how H20, N, C, and O cycle between living and non-living systems;
describe how various factors may affect global climate;
High school students performing at the BASIC level:
given pictorial representations of the H20 and C cycles explain how elements and compounds move between living and nonliving systems
describe one factor that may affect global climate

57. SOUTH DAKOTA CORE SCIENCE STANDARDS
LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another
and the environment.
9-12.L Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems.
Predict the results of biotic and abiotic interactions.
Examples:
Fluctuation in available resources (water, food, shelter) Biogeochemical cycles

58. SOUTH DAKOTA CORE EARTH SCIENCE STANDARDS
Indicator 1: Analyze the various structures and processes of the Earth system.
9-12.E Students are able to explain how elements and compounds cycle between living and non-living systems.
Diagram and describe the N, C, O and H2O cycles.
Describe the importance of the N, C, O and H2O cycles to life on this planet.
Examples: water cycle including evaporation, cloud formation, condensation.

59. SOUTH DAKOTA ADVANCED SCIENCE STANDARDS
EARTH SCIENCE: Indicator 1: Analyze the various structures and processes
of the Earth system.
9-12.E.1.1.A Students are able to explain how elements and compounds cycle between living and non-living systems.
Diagram and describe the P, S, and Ca cycles.

60. Core High School Earth Science Performance Descriptors
High school students performing at the
ADVANCED level:
predict the effect of an interruption in a given cycles;
predict how human activity may change the land, ocean, and atmosphere of Earth.
PROFICIENT level:
explain how H20, N, C, and O cycle between living and non-living systems;
explain how human activity changes the land, ocean, and atmosphere of Earth.
BASIC level
give an example of human activity that changes the land, ocean, or atmosphere of Earth.

61. IMAGE BIBLIOGRAPHY
Paint image by Riedell
Paint image by Riedell

62. http://bioweb. wku. edu/courses/BIOL115/Wyatt/Biochem/Carbos/Carb_poly