2. TAKS Review, Objective 3 Demonstrate an understanding of the interdependence of organisms and the environment. Objective 3: Biology

3. TAKS Review, Objective 3 Biomes are identified by biotic and abiotic factors. Biotic – what kinds of plants and animals live there Abiotic – nonliving characteristics such as soil type, rainfall amounts, and average temperature cycles.

4. TAKS Review, Objective 3 Name the Biome Desert Temperate Forest Tundra Taiga Tropical Rainforest Grasslands

5. TAKS Review, Objective 3 To what do these terms refer? Biosphere – The entire area of the planet that supports life. Biome – An area defined by specific abiotic and biotic factors. Community – The groups of living things in an area and how they relate.

6. TAKS Review, Objective 3 Ecology – The study of the relationships among living things SymbiosisSymbiosis is a close relationship between two living things mutualismWhen both are helped it is called mutualism commensalismWhen one is helped and there is no effect on the other it is called commensalism parasitismWhen one is helped and the other is harmed it is called parasitism

7. TAKS Review, Objective 3 Mutualism... Sharks are cleaned by a little fish known as a Remora. The shark never eats them since they clean bacteria off of the shark. Since both species are helped, this is mutualism.

8. TAKS Review, Objective 3 Commensalism... Orchids live high in tree- tops on the branches of large trees. They do not harm the tree, but they are helped by being raised up into the sunshine and receiving water.

9. TAKS Review, Objective 3 Parasites... Parasites harm or kill the host. A good example is a tape worm. It intercepts much of the host’s food, causing the host to starve/be nutrient deficient

10. TAKS Review, Objective 3 Sleeper shark with eye parasite

11. TAKS Review, Objective 3 Parasitic fluke

12. TAKS Review, Objective 3 Parasitism – Co-evolution of Parasite and Host Adaptations of Parasite – Highly specialized physiologically and anatomically Feeding apparatus Small size, hard to see Strong, attachment apparatus Natural pain killers at feeding site

13. TAKS Review, Objective 3 Parasitism – Co-evolution of Parasite and Host Adaptations of the Host – Defense Eyes, nose and mouth are protected by tears, mucous and saliva Grooming behaviors Natural body defenses

14. TAKS Review, Objective 3 the TAPEWORM DIET!

15. TAKS Review, Objective 3 35 Clown fish are small reef fish that seek protection from predators by sheltering themselves among the stinging tentacles of sea anemones. Clown fish are very territorial and can potentially scare off predators of sea anemones. This relationship is an example of -- A neutralism B mutualism C parasitism D commensalism This is not a type of symbiosis Incorrect Neither is harmed so this is incorrect Means only one is being helped and the relationship has no effect on the other – also incorrect Since both are helped, it is of mutual benefit

16. TAKS Review, Objective 3 What is helped? Both the ants and the tree. This is the definition of:

17. TAKS Review, Objective 3 All energy on the earth comes from the sun.

18. TAKS Review, Objective 3 All photosynthetic organisms take the light from the sun and convert it to chemical stored energy. This chemical energy is an organic compound. Organic means having carbon Primary Productivity

19. TAKS Review, Objective 3 18 Energy used by producers in a grassland food web is provided by- F sunlight G photosynthesis H oxygen J carbon dioxide Used by producers This is a process, not an energy source. H and J are elements which are types of matter, not energy. So the answer should be: F

20. TAKS Review, Objective 3 Energy Diagrams - FLOW They pass 10% of the energy they absorb to animals that eat them. At one end of the diagram are plants. Plants are called producers since they are capable of turning sunlight into food by photosynthesis. They pass 10% of the energy they absorb to animals that eat them.

21. TAKS Review, Objective 3 To understand the flow of energy lets say that when energy leaves the sun it is worth 100 dollars. Next when the plant makes food the energy is now worth 10 dollars When the rabbit eats the plant the energy is worth 1 dollar. When the wolf eats the rabbit it is worth 0.1 dollars or 10 cents.

22. TAKS Review, Objective 3 So, as the energy moves through the ecosystem only 1/10th of it makes it to the next level!

23. TAKS Review, Objective 3 Consumers 1 st Order Consumers: eat only plants and are also called herbivores. 2 nd Order Consumers: eat only animals and are called carnivores. 3 rd Order Consumers: animals that eat other animals and plants. They are also known as omnivores

24. TAKS Review, Objective 3 Producer

25. Herbivore

26. TAKS Review, Objective 3 Omnivore

27. TAKS Review, Objective 3 Carnivore

28. TAKS Review, Objective 3 The Detritivores…a special case -worms, fungi, and bacteria - all survive by ‘eating’ the dead things (detritus) and returning the nutrients to the soil and air. If these creatures cause the decay they are called decomposers. They are on all trophic levels except the first

29. TAKS Review, Objective 3 39 Wolves and hawks are at the same trophic level because they — A both live on land B are both large mammals C both eat primary consumers D have similar hunting patterns trophic level Means 1 st, 2 nd or 3 rd Order Consumer

30. TAKS Review, Objective 3

31. 10% Energy Rule – Only 10% of the energy moves up to the next trophic level. Decomposers

32. TAKS Review, Objective 3 43 Approximately how much of the energy available in the tissues of the producer is eventually incorporated into the tissues of a secondary consumer? A Less than 1% B Between 20% and 30% C Approximately 50% D More than 50% If we apply the 10% rule, 10% of the 1000 kcal of the plant is consumed (100 kcal), and 10% of that is 10 kcal which is 1% of the original 1000kcal, but only 3 kcal is available to the tissues so it is A.

33. TAKS Review, Objective 3 Food Chain – One of many feeding relationships in a community Arrows in a food chain show the direction of energy flow.Arrows in a food chain show the direction of energy flow. This is not the only feeding relationship for these organisms. When several or all of the food relationships are shown it’s a...

34. TAKS Review, Objective 3 Food Web

35. TAKS Review, Objective 3 Food Webs Food webs attempt to show all the feeding relationships in a community. The direction of the arrows shows the direction of energy flow. At the bottom of every web and every chain is a plant. These are the only things that can turn sunshine into food.

36. TAKS Review, Objective 3 37 Which of these groups of organisms would most likely have accumulated the largest concentration of a long-lasting chemical pollutant in their bodies? A Phytoplankton B Zooplankton C Lake trout D Gulls Since the Gulls are at the top of the food web, they would have the highest accumulation of everything but energy.

37. TAKS Review, Objective 3 Predator and Prey Prey are the animals that are eaten as a food source for the... The predator is the hunter animal. The population of the predator must be less than the prey or they do not have enough food.

38. TAKS Review, Objective 3 Predation – Co-evolution of Predator and Prey Adaptations of the Predator – Improved efficiency at finding, capturing and consuming prey Sharp Teeth Keen senses; sight, hearing, smell Strong, fast legs Camouflage

39. TAKS Review, Objective 3 Adaptations of the Prey – Improved efficiency at hiding, evading and avoiding being eaten. Sharp Teeth Keen senses; sight, hearing, smell Strong, fast legs Camouflage, Spines, …. Bad Taste / Warning Coloration / Mimicry

40. TAKS Review, Objective 3

41. What could be done to increase the predator population? 24 Which of the following is most likely to cause increases in a predator population? F Fewer prey G A reduction in competition H More parasites J A period of drought Reduces available food – Nope! Fewer predators, they would be sick or dying! Fewer predators and prey; they’d be gone looking for water!

42. TAKS Review, Objective 3 Carrying Capacity Carrying capacity is the maximum number of a specific population that an area can support (with enough food and other living requirements). It is shown by a line on population graphs for a specific species.

43. TAKS Review, Objective 3 2 Because of this animal’s adaptations, it would be most successful at — F competing with birds G making its own food H hiding from predators J running very rapidly

44. TAKS Review, Objective 3

45. And the answer is? H hiding from predators. Its not a plant, so it can’t make food. It has no wings, so it can not compete with birds. Although it has long legs, it doesn’t seem balanced for running.

46. TAKS Review, Objective 3 How can a plant leaf be modified: -to capture more sunlight? -to receive less sunlight? -to prevent water loss? -for protection?

47. TAKS Review, Objective 3 Water Cycle Precipitation (rain, snow) falls Plants transpire & evaporation takes water back into clouds The ground filters the water run-off into the lakes where it evaporates

48. TAKS Review, Objective 3 21 The diagram shows physical changes that occur in the water cycle. Which of these shows condensation? A Q B R C S D T Precipitation Run Off of ground water Evaporation

49. TAKS Review, Objective 3 Carbon Cycle Glucose C 6 H 12 O 6 is produced by plants, eaten by animals. Photosynthesis Animals and plants exhale CO 2 which is taken in by plants to make glucose Cellular Respiration

50. TAKS Review, Objective 3 Nitrogen Cycle

51. TAKS Review, Objective 3 Nitrogen Cycle Lightening and bacteria in the ground “fix” Nitrogen into a form usable by plants N is absorbed by plants, through their roots as nitrates, so they can be used to build amino acids essential for building proteins, enzymes and the nitrogen bases of DNA Nitrogen-fixing Rhizobium on plant roots

52. TAKS Review, Objective 3 Rock Cycle

53. TAKS Review, Objective 3 Man’s Effects on the Environment Ozone O 3 is a protective layer at the top of the atmosphere. However, when it occurs near the ground, it is very harmful to all living things, it is SMOG

54. TAKS Review, Objective 3 Man’s Effects on the Environment More than 90% of fresh water is locked in ice at the polar caps and in glaciers. Much of the fresh water is polluted by land run-off, dumping of wastes and excess heat directly into lakes, oceans and rivers.

55. TAKS Review, Objective 3 Man’s Effects on the Environment Global warming, also called the Greenhouse Effect is caused by excess burning of fossil fuels and destruction of our oxygen-producing Protista in the oceans and deforestation on land. Fewer plants means less oxygen and more CO 2.

56. TAKS Review, Objective 3 54 Which of these activities can help conserve natural resources? F Recycling cardboard boxes G Washing small loads of laundry H Driving large cars J Building wooden fences What is a phrase associated with ecology? Yes! Recycle! Not saving water! Wasting fuel! Cutting down trees that give oxygen and clean air!

57. TAKS Review, Objective 3 Evolution: the process of change over time There are natural variations in all populations. As climate changes occur, and as pressures in terms of food, space, shelter and predation occur, some variations allow a species to survive; others do not. Some members who survive, reproduce causing the beneficial variation to become a predominant characteristic of the species.

58. TAKS Review, Objective 3 Phylogeny This is a phylogenetic tree. Know how to ‘read’ one!

59. TAKS Review, Objective 3 Natural Selection ….the mechanism by which individuals have inherited beneficial adaptations produce more offspring on average than do other individuals.

60. TAKS Review, Objective 3 Evolution The Evidence for evolution is based on: –Fossil data –DNA Sequences –Anatomical similarities –Embryology

61. TAKS Review, Objective 3 Fossils – evidence of evolution imprints or remains of living things. in undisturbed layers of sedimentary rock, the deeper, the older give information about extinct species

62. TAKS Review, Objective 3 DNA Similarities

63. TAKS Review, Objective 3 Homologous vs. Analogous Structures Homologous means structures have the same origin, but may be different now. Example, the upper arm bones in dogs, cows, cats monkeys, and birds. Analogous means structures have the same function but come from different origins. Example, bird wings and wings of bats.

64. TAKS Review, Objective 3 Homologous Structures Structures that are similar in more than one species Used to support a common ancestry. Example: Common mammal forearm / leg / flipper.

65. TAKS Review, Objective 3 Embryological Evidence

66. TAKS Review, Objective 3Embryology All vertebrate embryos have similar structures. All have a tail, buds that become limbs, and pharyngeal pouches. We lose the tail. Mammals, birds, and reptiles lose the pharyngeal pouches…in fish and amphibians they become gills.

67. TAKS Review, Objective 3 Speciation: separation into new species Geographic isolation- can cause two different natural variations to become prominent causing 2 separate species Reproductive isolation- can have the same effect

68. TAKS Review, Objective 3 What is extinction and what causes it? A population is extinct when the last of that species is dead.A population is extinct when the last of that species is dead. Example: There are no more dinosaurs.Example: There are no more dinosaurs. What happened? Their habitat was destroyed. When they no longer have what they need to live; they die.What happened? Their habitat was destroyed. When they no longer have what they need to live; they die.

69. TAKS Review, Objective 3 Viruses Viruses are not alive because they can not reproduce on their own, and They do not grow and develop and They do not exchange with their environment

70. TAKS Review, Objective 3 Viral Illnesses Measles, mumps, colds, HIV, influenza, cold sores, mononucleosis, and Epstein-Barr virus are all illnesses that are caused by a virus A Virus is has a coat, a ‘core’ inside of DNA or RNA, and some type of attachment appendage

71. TAKS Review, Objective 3 Bacteria Bacteria Bacteria, like viruses, can cause illness; however 90% of all bacteria are helpful, NOT harmful. Beneficial? Harmful?

72. TAKS Review, Objective 3