ActBio1

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Active Biology

• Materials are or may be copyrighted. These
  should only be used for educational purposes
  (Fair Use Policy).

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Abiotic Biotic Factors

• Abiotic factors are nonliving things.
• moisture
• temperature
• wind
• sunlight
• soil

3
Abiotic Biotic Factors

• Biotic factors are living things.
• plants
• animals
• fungi
• bacteria

4
Levels of Organization in Ecology

• Ecology is the study of interactions of organisms
  with one another and with their physical
  surroundings

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Levels of Organization in Ecology

• An organism is an individual living thing

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Levels of Organization in Ecology

• A population is a group of the same species (p.
  117) that lives in one area.

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Levels of Organization in Ecology

• A community is a group of different species that
  live together in one area.

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Levels of Organization in Ecology

• An ecosystem includes all biotic and abiotic
  factors in an area

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Levels of Organization in Ecology

• A biome is a major regional community of
  organisms characterized by the climate conditions

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Levels of Organization in Ecology

• The biosphere is the zone of life on Earth

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Producers

• Producers are also called autotrophs
• make their own food.
• get their energy through photosynthesis (p. 81)
  from abiotic resources.
• Ex., plants, phytoplankton

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• Photosynthesis is responsible for adding oxygen
  toand removing carbon dioxide fromEarth's
  atmosphere.

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Consumers

• Consumers are also called heterotrophs
• get their energy by eating biotic (p. 65)
  resources
• eat producers (p. 69) or other consumers
  (directly or indirectly)

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Consumers

• Types of consumers are
• Herbivores eat only plants.
• Carnivores eat only animals.
• Omnivores eat both plants and animals.
• Scavengers eat dead animals
• Detritivores (decomposers) eat dead organic
  matter and break it down into simpler matter

detritivore
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Practice

• Is it a herbivore or carnivore?

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Food Chain Food Web

• A food chain is a diagram depicting the food
  relationships of organisms (p. 67) (in a series)

• A food web is a diagram depicting the food
  relationships of organisms (more complex)

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Food Chain Food Web

• Predation is when one organism (the predator)
  captures and eats another (the prey)

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Practice

• Which is a predator or a prey?

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How to Draw a Food Web

• How to Draw a Food Web
• Energy goes in the direction of the arrow.
• Arrows point in the direction of the organism (p.
  67) eating
• For example,
• Snake eats mouse

snake
mouse
snake
mouse
NOT
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Practice

• Draw a food web of the following
• Mice eat grasshoppers
• Skunks eat grasshoppers
• Owls eat mice
• Grasshoppers eat grass
• Mice eat grass
• Skunks eat mice
• Owls eat skunks
• 2. Describe these organisms as one of the
  following producer, herbivore, carnivore,
  omnivore, scavenger, or detritivore

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Practice

• Is it a carnivore, producer, herbivore,
  detritivore, or omnivore?

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Trophic Levels

• A trophic (food) level is the position an
  organism occupies on the food chain
• Primary consumers (p. 71) are herbivores that eat
  producers.
• Secondary consumers eat primary consumers
• Tertiary consumers eat secondary consumers

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Food Pyramid

• Which is a primary, secondary, or tertiary
  consumer?

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Practice

• Which of the following is a primary, secondary,
  or tertiary consumer?
• Which of the following is a producer or consumer?
• Which of the following is a carnivore, herbivore,
  omnivore, or detritivore?

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Trophic Levels

• Some organisms can be at different trophic levels
  depending on what they eat
• Ex. Snakes can be secondary and/or tertiary
  consumers

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Practice

• List the following
• Primary consumers
• Producers
• Tertiary consumers
• Secondary consumers

Gold
Silver
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Biomass Energy Pyramids

• An energy pyramid shows the amount of energy
  contained at each trophic level (p. 77).
• Energy is lost going from one level to another

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Energy Pyramid
0.1 Third-level consumers
1 Second-level consumers
10 First-level consumers
100 Producers
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Biomass Energy Pyramids

• A biomass pyramid shows the total amount of
  biomass (living tissue) within a given trophic
  level.

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Biomass Pyramid
50 grams of human tissue
500 grams of chicken
5000 grams of grass
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Practice

• According to this energy pyramid, what supplies
  the most amount of energy?
• As you go higher on the energy pyramid, what is
  lost between each trophic level?

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Photosynthesis and Cellular Respiration

• Most producers (p. 69) undergo photosynthesis
  where they take in carbon dioxide (CO2) and
  release oxygen (O2) as they make their own food.

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• Photosynthesis is responsible for adding oxygen
  toand removing carbon dioxide fromEarth's
  atmosphere.

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Photosynthesis and Cellular Respiration

• In cellular respiration all organisms take in O2
  and release CO2 as they get energy from the food
  they consume.
• Photosynthesis and Cellular respiration are
  opposite reactions

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Carbon Cycle

• The carbon cycle is a biogeochemical cycle that
  recycles carbon on Earth.
• The following processes release carbon into the
  atmosphere (usually in CO2 form)
• Combustion burning of fossil fuels
• Decomposition break down of a dead organism (p.
  71)
• Volcanic activity
• Cellular respiration (p. 81)
• The following stores carbon
• Photosynthesis (p. 81)

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Carbon Cycle
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Practice

• Name the processes represented by
• A)
• B)
• C)
• D)
• E)
• F)

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Oxygen Cycle

• The oxygen cycle is a biogeochemical cycle that
  recycles oxygen on Earth
• The following uses up oxygen in the atmosphere
• Cellular respiration (p. 81)
• Burning and combustion (p. 83)
• The following releases oxygen into the
  atmosphere
• Photosynthesis (p. 81)

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Practice

• Name the molecules represented by
• A)
• B)
• Name the processes represented by
• C)
• D)

A
C
D
B
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Hydrologic Cycle

• The hydrologic (water) cycle shows the circular
  pathway of water on Earth
• Evaporation water goes to air as a gas
• Condensation gaseous water forms into liquid or
  solid. Opposite from evaporation
• Precipitation water falls on land as rain,
  hail, sleet, or snow
• Transpiration plants release water

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Hydrologic Cycle
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Practice

• Name the processes represented by
• Evaporation

C
D
A
B
E
F
G
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Nitrogen Cycle

• The nitrogen cycle is a biogeochemical cycle that
  recycles nitrogen on Earth
• There is 78 N2 in the atmosphere
• Nitrogen fixing bacteria in the ground change N2
  into nitrogen compounds for plants
• Consumers eat plants to make protein
• Proteins from plant and animal waste and dead
  tissue is converted by denitrifying bacteria into
  nitrogen compounds and N2

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Nitrogen Cycle
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Practice

• Name the processes represented by
• C)
• D)

D
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Succession

• Ecological succession is the change of an
  ecological community over time.
• Occurs after a catastrophe (fire, flood, lava
  flow, etc.)
• Regenerates the damaged community
• There are 3 stages

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Succession

• Primary succession is when the community started
  by pioneer (first) species
• Secondary succession occurs after the primary
  stage
• Climax community is the last stage where trees
  are mature and all wildlife returns

Secondary succession
Primary succession
Climax community
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Practice

• Is it primary succession, secondary succession,
  or a climax community?

A B C
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Biomes

• A biome is a region of a specific type of
  environment, climate, and plant life. Several
  types are
• Tropical rainforest
• Tundra
• Taiga (Coniferous forest)
• Grasslands / Savanna
• Desert
• Temperate deciduous forest
• Also includes Marine Biomes

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Biomes

• Biomes are characterized by the following
• Temperature
• Precipitation (p. 87)
• Plants
• Animals

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Biomes
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Population Size

• Four factors affect the size of a population (p.
  67)
• Immigration moving into a population
• Emigration moving out of a population
• Deaths
• Births
• Population growth is based on available
  resources
• Food
• Water
• Shelter

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Practice

• What would happen to a population if there was
  more deaths than births?
• What would happen to a population if the
  immigration rate was higher than the emigration
  rate?
• What could possibly be happening if the
  population neither increased nor declined?
• If seasonal rains increase, increasing plant
  growth, what would we expect to see in the
  population?
• If there is a drought, what would we expect to
  see in the population?

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Population Curves

• Exponential growth is a rapid population increase
  due to an abundance of resources.

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Population Curves

• Logistic growth is due to a population facing
  limited resources.

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Population Curves

• Carrying capacity is the maximum population that
  the environment can support.

Carrying capacity
Number of Yeast Cells
Time (hours)
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Practice

• A giraffe must eat 10 kg of leaves each day.
• The trees in an area can provide 100 kg per day
  while remaining healthy.
• Could 15 giraffes live in this area?
• What is the carrying capacity?

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Population Curves

• A population crash is a dramatic decline in the
  size of a population over a short period of time.

Fish
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Practice

• Which part of the graph shows
• Exponential growth
• Carrying capacity
• Population crash

Growth of Aphids
B
C
D
E
A
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Competition

• Limiting factors keep the size of a population
  down. Examples are
• Resources (food, water, space)
• Unusual weather
• Human Activities (p. 103)
• Competition
• Predation (p. 73)
• Symbiosis (p. 101)
• Disease

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Practice

• What would happen to the moose population if the
  wolves had a deadly disease that only affects
  wolves?
• What would happen to the wolf population if the
  moose population was being over-hunted by humans?

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2400
50
2000
40
1600
1200
30
20
800
10
400
0
0
1955
1960
1965
1970
1975
1980
1985
1990
1995
Moose
Wolves
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Competition

• Species can share habitats and resources.
• However, if a resource becomes reduced, organisms
  fight for this limited resource and undergo
  competition.

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Competition

• A habitat is where a species (p. 117) lives.
• A niche is how a species lives within its
  habitat. This includes their unique
• feeding habits
• behavior with
• resources and
• predators

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Warbler Foraging Zones
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Competition

• Competition for resources keeps two species from
  occupying the same niche.
• One species is better suited to the niche and the
  other will either be pushed out or become extinct
  (p. 119).
• The niche will be divided.
• The two species will further diverge (separate).

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Symbiosis

• Symbiosis is a close relationship between
  different species (p. 117) in which the survival
  for each is highly dependent upon the other
• The three types are

67
Symbiosis

• Mutualism is when both organisms benefit

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Symbiosis

• Commensalism is when one organism benefits, the
  other is not affected

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Symbiosis

• Parasitism is when one organism benefits, the
  other is harmed

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Human Activity

• Pollution is any undesirable factor added to the
  air, water, or soil.

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Human Activity

• Habitat destruction is when organisms are
  displaced or destroyed. Examples are
• Slash and burn
• Deforestation
• Urban sprawl

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Biomagnification
Magnification of DDT Concentration
Fish-Eating Birds

• Biomagnification causes accumulation (gathering)
  of toxins (poison) in the food chain.
• Pollutants can move up the food chain.
• predators eat contaminated (affected) prey
• pollution accumulates at each stage of the food
  chain
• Top consumers, including humans, are most
  affected.

10,000,000
Large Fish
1,000,000
100,000
Small Fish
10,000
Zooplankton
1000
Producers
Water
1
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Climate Change
Sunlight
Some heat escapes into space
Greenhouse gases trap some heat
Atmosphere
Earths surface
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Climate Change

• Naturally, the greenhouse effect keeps the Earth
  warm.
• Greenhouse gases like CO2 will trap heat
• However, global warming is when there is
  excessive CO2 caused by pollution. This can lead
  to
• Rising temperatures
• Premature melting of ice caps
• Coastal flooding
• Disrupted habitats

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Non-native Species

• Non-native species (invasive or introduced
  species) are brought to a foreign ecosystem by
  humans.
• have no natural predators in the new area
• compete with native species for resources
• often push out native species.

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Kudzu
77
Practice

• Lets suppose the harvest mouse is an invasive
  species. What would happen to the other
  populations?
• Lets imagine that a disease wipes out all the
  clapper rails that only affects clapper rails.
  What would happen to the other populations?

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Why are there so many different kinds of species?
79
Evidence for Evolution

• Evolution is a theory that describes genetic and
  physical changes occurring in a population of
  organisms over time
• The descendants become more and more different
  from their ancestors
• Does not happen to individual organisms

80
How Do We Know that Evolution Has Occurred?
81
Imprint Fossils
82
Fossil Bones

• Bones and teeth of vertebrates are resistant
  enough to remain intact when the rest of the body
  has decayed.
• Dinosaur skeletons are among the most spectacular
  fossils ever found.

Sue, the largest, most complete T. rex fossil
ever found. It resides at the Field Museum in
Chicago.
A 12,000 year old mammoth skeleton
Back
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Formation of a Fossil
Water carries small rock particles to lakes and
seas.
Dead organisms are buried by layers of sediment,
which forms new rock.
The preserved remains may later be discovered and
studied.
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Insects in Amber
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Frozen Organisms
Right - Otzi, the famous Ice Man found frozen
in the Italian Alps
Left - Dima, a baby mammoth found preserved in
the Siberian permafrost by Russian miners.
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Trace fossils include burrows, tracks, even
fossilized poop!
Dinosaur tracks
Dinosaur Fish Poop
Fossil burrows
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Embryological Evidence
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Anatomical Evidence

• Homologous structures

Turtle
Alligator
Bird
Mammal
Ancient lobe-finned fish
89
Anatomical Evidence

• Vestigial Structures
• Ostrich wings
• Hind limbs on swimmers

90
Geographic Distribution of Living Species
Beaver
Beaver Muskrat Beaver andMuskrat Coypu
Capybara Coypu andCapybara
NORTH AMERICA
Muskrat
Capybara
SOUTH AMERICA
Coypu
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Biochemical Evidence
92
Evidence for Evolution

• Evidence of evolution
• Fossils
• Embryological the early stages of many animals
  are very similar.
• Anatomical
• Homologous structures have different mature forms
  but develop from the same embryonic tissues, ex.
  Forelimbs of mammals have similar bone structure
• Vestigial structures are traces of organs in
  descendants, ex. Ostrich wings not used for
  flying

93
Evidence for Evolution

• Evidence of evolution
• Geographical distribution different species now
  living on different continents had each descended
  from the same ancestors
• Biochemical (molecular) similar genetic and
  other biological molecules, ex. DNA

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How Does Evolution Occur?
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Adaptations

• An adaptation is a trait (characteristic) that
  increases the chances of an organisms survival.
  Types are
• Behavior
• Anatomical (physical) feature

Feathers to attract females
Care for young
Producing thousands of eggs
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Observe

• What adaptations enable this organism to survive
  in its environment? How?
• Polar Bear

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Cells
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Adaptations

• The source of adaptations are genes in DNA, which
  an organism inherits from its parents

99
Adaptations

• New traits are created when there is a mutation,
  or change in DNA.

100
Adaptations Mutations
101

• What are the similarities and differences between
  these two organisms?
• Are these the same species or different species?

102
Moths!

• Both have the Scientific Name
• Biston betularia
• Both are the same moth, commonly called peppered
  moths, but with two different color variations.

103

• During the early 1800s in Birmingham, England,
  birch trees had peppered trunks.
• 80 of the moth population was peppered
• 20 of the population was black
• Which had the better adaptation? Why?

What do you see?
104

• Genes can be represented as letters
• A peppered color
• a black color
• 1800s 80 20

AA or Aa
(pepper)
aa
(black)
105
Industrial Revolution occurred

• Factories created -gt more pollution

106

• In 1850
• 80 of the moth population was black
• 20 of the population was peppered
• What happened?

107

• What do factories produce?
• Where does this stuff land?
• Peppered tree trunks were blackened by heavy
  pollution from factories.
• Which moth is better adapted to its environment?
  Why?

108
Adaptations

• Genes can be represented as letters. For
  example, in moths
• A peppered color
• a black color
• 1800s 80 20
• After the industrial revolution
• 1850s 20 80

AA or Aa
(pepper)
aa
(black)
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Adaptations

• The more adapted an organism is to an
  environment, the higher the chance that it will
  survive long enough to reproduce thus it has a
  high fitness.

110
Darwins Finches
111
Camouflage and Coloration
This giraffe and grasshopper are not closely
related animals, but the same selective pressure
to blend in has led to similar color and markings.
112
How Does Natural Selection Work?
113
How did giraffes get their long necks?
114
Natural Selection

• Natural selection (survival of the fittest) is a
  process where certain forces of nature (predator,
  resources, climate, etc.) affects which
  individuals survive and reproduce and which do
  not
• Organisms that are the most fit or adapted (p.
  113 ) to the environment will survive, and they
  will pass on their traits to their offspring.
• Those that do not survive cannot pass their
  traits to offspring so these become less common

115
Natural Selection
1
2
3

• Example of Darwins Theory of Natural Selection
• Early giraffes had necks of various lengths
• Natural selection due to competition for food on
  trees lead to survival of the longer-necked
  giraffes
• Long-necked giraffes survive and reproduce this
  trait becomes more common in the following
  generations

116
What Causes New Species to Arise?
117
Phylogenetic Tree
118
Speciation

• A species is a group of organisms that interbreed
  under natural conditions, producing viable
  (fertile) offspring

Horse
Mule (not viable, cannot reproduce)


Donkey
Are horses and donkeys the same species?
119
Speciation

• Speciation is the rise of new species from an
  existing species.
• Caused when two or more populations of the same
  species can no longer reproduce with each other
  due to geographic or other barriers (ex.,
  mountains, water, etc. block two populations)

120
How do new species evolve?

• The scene
• Fruit flies eating bananas and laying eggs

• Disaster strikes
• Hurricane washes bananas and eggs on an island
  away from mainland

121
How does isolation happen?

• Different fruits on island
• Selected to specialize in a different fruit
  preference

• Populations diverge
• Different environment and selective pressures on
  island. Anatomy and behavior change over time.
  Larger genetic differences build up.

122
How do new species evolve?

• So we meet again
• Another storm takes island flies to mainland, but
  cant mate with mainland flies

• Island flies will not mate with mainland flies
  because they hang out on different fruit

123
Pangea
124
Pangea would break apart . . .
125
. . . to form the continents we know today
126
Geographic Distribution of Living Species
Beaver
Beaver Muskrat Beaver andMuskrat Coypu
Capybara Coypu andCapybara
NORTH AMERICA
Muskrat
Capybara
SOUTH AMERICA
Coypu
127
Evidence of Speciation
128
Mass Extinction

• Extinction is when all organisms in a species (p.
  117) die out.
• Mass extinction is the destruction of many
  species in a region.
• Mass extinctions have
• provided ecological opportunities for organisms
  that survived
• resulted in bursts of evolution that produced
  many new species

129
Survival and Biodiversity

• Biodiversity is a variety of different species
  (p. 117) living in an ecosystem
• The higher the biodiversity, the more stable the
  ecosystem is (p. 67)
• A higher biodiversity increases the chances that
  some organisms survive major changes in the
  environment

130
Practice

• Which environment has the higher biodiversity?

Environment A 51 Bats
Environment B 3 centipedes 5 roaches 1 snake 7
Manzanita bushes
131
Practice

• Which environment has more stability?

Environment A 51 Bats
Environment B 3 centipedes 5 roaches 1 snake 7
Manzanita bushes
132
How do you read sedimentary layers?
133
(No Transcript)
134
Fossil Evidence

• The top layers of rock are usually the youngest
• The layers with new types of fossils appearing
  indicate speciation (p. 117)
• The layers with no fossils indicate mass
  extinction (p. 119)
• The layers with the most types of fossils
  indicate biodiversity (p. 121)

135
Practice

• Which layer is the oldest and youngest? How do
  you know?

136
Practice

• Which layer(s) shows the most biodiversity? How?

137
Practice

• Which layer(s) shows evidence of mass extinction?
  How?

138
Practice

• Which layer(s) show speciation? Whats the
  evidence?