Transcript Ecology – Populations and Communities
Ecology – Populations and Communities
Biology 9
Monday, April 28th
Objective: Students will define and place into context the necessary vocabulary for studying populations and communities ◦ What was on the test what wasn’t ◦ Word Play
Population
Population density Dispersion - pg. 321 Exponential growth curve Carrying capacity Density dependent factors Logisitic growth Density independent factors R-strategist K-strategist Communities Predation Parasitism Symbiosis Mutualism Commensalism Competition Niche Competitive exclusion
Test: May 16th
Tuesday, April 29th
Objective: Students will define and place into context the necessary vocabulary for studying populations and communities ◦ Word Play
Population
Population density Dispersion Exponential growth curve Carrying capacity Density dependent factors Logisitic growth Density independent factors R-strategist K-strategist Communities Predation Parasitism Symbiosis Mutualism Commensalism Competition Niche Competitive exclusion
Homework: How Populations Grow pgs. 320 - 325 Test: May 16th
Populations
Population Size
Population Density
Dispersion Patterns
For each diagram complete the following: 1. The dispersion pattern is best described as… the organism are dispersed this way because… 2. Factors that affect dispersion patterns include…
Population - Growth
____ _ = ?
Wednesday, April 30
th
Objective: Students will understand how populations grow and what limits the growth of populations ◦ Discussion: Human population growth Video Worksheet Test: May 16th
Thursday, May 1
st
Objective: To practice counting populations in a real environment.
◦ Human Population Growth.
Test: May 16th
Friday, May 2
nd
Objective: Students will understand how populations grow and what limits the growth of populations ◦ Due: Human Population Growth ◦ ◦ Discussion Population Data Density Independent vs. Density Dependent R- strategist vs. K strategist Brainstorm: What are the interactions between different populations – use +, - or 0 Test: May 16th Homework: How Organisms Interact in Communities pgs. 362 - 364
Populations
____ _ = ?
In order to estimate the population of geese in Northern Wisconsin, ecologists marked 10 geese and then released them back into the population. Over a 6 year period, geese were trapped and their numbers recorded. Use the formula to calculate the estimated number of geese in the area studied for each year? Supposing more of the geese found in the trap had the mark, would the estimated number of geese in the area be greater or lesser? _____
Year
1980 1981 1982 1983 1984 1985
Geese Trapped
10 15 12 8 5 10 (Total Number Captured) x (Total Number Marked) 2 2 1
# Marked
1 1 1 (Total Number Recaptured with Mark)
Another ecologist uses a different method to estimate the number of mushrooms in a forest. She plots a 10x10 area and randomly chooses 5 spots, where she counts the number of mushrooms in the plots and records them on the grid. Calculate the number of mushrooms in the forest based on the grid data: This technique is called…
Year
1960 1970 1980 1990 2000 2001
Snakes
2 10 30 15 14 15
Mice Born
1000 800 400 600 620 640
Mice Died
200 300 500 550 600 580 The data shows populations of snake and mice found in an experimental field. a. During which year was the mouse population closest to zero population growth? ______ b. What is the carrying capacity for snakes ? ______ c. What is the carrying capacity for mice? _____ d. What is the rate of growth (r) for mice during 1970? _____ During 1990? ______
The two graphs are the same because… The two graphs are different because… In graph A population is controlled by… because… In graph B population is controlled by… because…
Factors that affect Growth?
.
VS Density Independent Factors vs. Density dependent Factors Examples?
The graphs are the same because… and they are different because… Population A keeps growing because… Population B is leveling off because…
Two Ways to React?
r-strategists = Density independent factors K-strategists = Density dependent factors Examples
Objective: Students will review for the MCA Biology test. ◦ Test is taken Wed. – Thurs. This week.
Monday and Tuesday April 28
th
, 29
th
Objective: Students will understand how predator prey relationships in communities affect population sizes.
◦ Reading: Isle Royal Wolf Population ◦ ◦ ◦ Predator Prey Game Data Table: Would you introduce a new wolf? Why or why not 25 Generations Rabbit Population Wolf Population Graph Both Populations over 25 generations Line Graph
Monday, May 12th
Test: May 16th
Community: Populations living together
a. The wolf managers toss each active wolf square into leave a wolf manager's hand outside the meadow area. As is considered to be caught.
b. Each wolf that can catch three rabbits with one toss has enough energy to reproduce, so the wolf managers double the surviving wolf population in the next round.
c. After the caught rabbits are removed, the remaining rabbit population is doubled for the next round.
d. If a wolf cannot catch three rabbits in a round, the managers.
-If there are no surviving rabbits, a new round is begun with three new rabbits, which immigrate into the meadow.
-If there are no surviving wolves, a new round is begun double the number of rabbits left at the end of last round.
Starting population 3 rabbits one wolf.
Objective: Students will understand the various relationships that form in communities.
◦ Review: Wolf and Rabbit Data ◦ Discussion: Symbiotic Relationships Notebook Entry: Symbiotic Relationships
Tuesday, May 13th
Follow up Questions
1.
Study your graph lines for the two populations. How are the wolf and rabbit populations related to each other? How do the sizes of each population affect each other?
2.
Under what modifications can both populations continue to exist indefinitely?
3.
What do you think would happen if you introduced an additional predator, such as a coyote, which requires fewer rabbits to reproduce?
4.
What would happen if you introduced another type of rabbit, one that could run faster and escape its predators? Which type of rabbit would predominate after many generations of predation?
5.
How does this simulation relate to the human population and its interaction with its environment? Are there any predator-prey relationships?
Community Interactions Coevolution: Evolutionary adaptations between interacting members of a community
Symbiosis: Two or more species have a long term relationship.
+, -,0
◦ ◦ ◦ Whiteboard Investigate the following symbiotic interactions and rate them using the +, - , or 0 scale. Give an example.
◦ Predator, prey Mutualism commensalism Parasitism ◦ Competition
Investigate Community Interactions
Predator Prey relationships
Mutualism: +/+
Commensalism: +/0
Parasitism: +/-
Competition: Two populations competing for the same resources.
Competition Leads to Development Of Niches Fundamental Niche And Realized Niche
Direct Competition Competitive Exclusion: One Species will be eliminated.
Drives Evolution Leads to Biodiversity
Habitat
Objective: Students will see how predation affects population growth.
◦ Fox and the Rabbit.
Thursday, May 13
th
Objective: Students will begin to develop the skills to prevent unwanted pregnancies.
◦ RTR Test: May 20th
Monday, May 16
th
Biology in the real world.
Test: May 21st Overview: You will write a letter to one of your states representatives (Keith Ellison, Al Franken, Amy Kloubechar) describing your position and recommended course of action on a current scientific topic.
◦ ◦ Step One: Select a topic and find one relevant article that describes the topic and the current political approach to that topic.
(20 points)
Step Two: Research: Connect your subject and article to relevant biological Concept.
◦ ◦ Step Three: Write a rough draft of your letter following this format. Due at the end of the period on Tuesday. Step Four:
Write a final draft and mail it. Due Thursday.
Step 2: Write a letter that explains the current topic and your recommended course of action supported by sound scientific principles that you have learned. (Rough Draft - 50) ◦ The letter Will follow the following Format Paragraph 1: Explain who you are and introduce the topic you writing about. (10 points) Paragraph 2: Further explain the topic and use biological principles to explain your position. (15
Points)
Paragraph 3: Recommend a course of action for the government using sound biological principles to support your course of action. (15 points) Paragraph 4: Summarize your course of action and conclude your letter. (10 points)
Step Three: Sign and Mail your letter. (25 points) Congressman Keith Ellison ◦ 1122 Longworth Building Washington, D.C. 20515 Senator Al Franken ◦ 320 HART SENATE OFFICE BUILDING WASHINGTON, D.C. 20510 Senator Amy Klobuchar ◦ 302 HART SENATE OFFICE BUILDING WASHINGTON, D.C. 20510
Wednesday , May 4th
Objective: Students will understand what a population is and what we can tell about organisms from different dispersion patterns.
◦ Discussion: Populations ◦ Activity: Random Sampling Prep for Augsburg Park Test: May 20th
Objective: Students will understand the various implications and possiblities for dealing with the human population.
◦ Room for Debate: Can the Planet Support 10 Billion People?
Homework: Collect
Tuesday, May 10th
Response
Write a one paragraph response to the reading on human population growth.
◦ The planet (can / cannot) support 10 billion people because… (scienceee) Sentence Stems ◦ Major issues on a planet with 10 billion people include… ◦ ◦ This discussion is related to the energy pyramid because… The planet (can / cannot) support 10 billion people because…
Objective: Students will understand their role in a world with a growing population.
◦ Calculate ecofootprint
Wednesday, may 11th
Eco footprint
Calculate your eco footprint – use both websites.
◦ http://www.footprintnetwork.org/en/index.php/GFN/ page/calculators/ ◦ http://www.ecologyfund.com/ecology/res_bestfoot.h
tml Record the following: ◦ How many earths and global acres are needed to support your life?
◦ What are the major contributing factors to the size of your footprint?
The ecofootprint calculator (does / does not) accurately describe my life because… I believe that the size of my footprint (is / is not ) an issue because… With this information I will…
Sentence Stems
A, B, C Exponential Vs. Logistic growth ------ = Carrying Capacity (K)
Objective: Students will understand how predator prey relationships affect population growth.
◦ Competition ◦ The Wolf and the Rabbit
Friday, May 13th
biological or environmental subject – Due Monday
Test: May 20th