2017 Pre-AP Biology Ecology Quiz Study Guide

Transcription

1 2017 Pre-AP Biology Ecology Quiz Study Guide

2 1. Identify two processes that break-down organic molecules and return CO 2 to the atmosphere: 2. Identify one process that removes CO 2 from the atmosphere and locks it up into organic molecules :

3 1. Identify two processes that break-down organic molecules and return CO 2 to the atmosphere: cellular respiration and burning of fossil fuels 2. Identify one process that removes CO 2 from the atmosphere and locks it up into organic molecules : photosynthesis

4 1. Name the process that would be the label for I. 2. Name the process that would be the label for II. 3. Name an organism that performs both processes:

5 1. Name the process that would be the label for I. Photosynthesis 2. Name the process that would be the label for II. Cellular Respiration 3. Name an organism that performs both processes: Plants

6 Data on date of emergence of butterflies from the chrysalis: 1. What has been the trend in when butterflies emerge from 1840 to 2010? 2. What has been the trend in mean April October temperatures from 1940 to 210? 3. Suggest how these two data sets are connected:

7 Data on date of emergence of butterflies from the chrysalis: 1. Now, butterflies emerge earlier than they did historically (circa 1940). 2. The mean temperature has increased from 1940 to An increase in temperature likely speeds up the process of metamorphosis, allowing butterflies to emerge earlier than they did historically.

8 1. Energy enters Earth s ecosystems as and exits as. 2. Energy through Earth s ecosystems. 3. Matter through Earth s ecosystems aided by the action of organisms called.

9 1. Energy enters Earth s ecosystems as sunlight and exits as heat. 2. Energy flows through Earth s ecosystems. 3. Matter cycles through Earth s ecosystems aided by the action of organisms called decomposers/detritivores.

10 Predict the effect of the loss of decomposers (bacteria and fungi) on the chemical cycling of matter in ecosystems.

11 Without decomposers (bacteria and fungi) dead organic material (detritus) would not be broken down and the nutrients locked away in this material would not be released into the environment for new plant growth plant growth would likely decrease.

12 Describe the energy-flow through the model system below, by labeling the arrows: Plant Caterpillar

13 Respiration (Heat) Respiration (Heat) Light Plant Biomass consumed Caterpillar Biomass consumed Detritus (energy will be released as heat by detritivores) Feces/detritus (energy will be released as heat by detritivores)

14 What percentage of the energy in plants makes it into the bodies of (show set-up and circle the final answer): a. Primary consumers b. Secondary consumers c. Tertiary consumers

15 Pyramid of Net Production a. What % of energy in plants makes it to primary consumers? 1,000/10,000 = 1/10 = 10 % b. What % of energy in plants makes it to secondary consumers? 100/10,000 = 1/100 = 1 % c. What % of energy in plants makes it to tertiary consumers? 10/10,000 = 1/1000 = 0.1%

16 1. About what % of energy makes it to the next trophic level? 2. In which ways is energy lost? 3. If there is 70,000 J in primary consumers, how much will be found in tertiary consumers?

17 1. About what % of energy makes it to the next trophic level? 10% 2. In which ways is energy lost? Heat, feces, detritus 3. If there is 70,000 J in primary consumers, how much will be found in tertiary consumers? 700 J

18 a. How much grass carbon (in g/m 2 ) is lost to decomposition? b. Of the 125 g/m 2 carbon from grass that makes it to herbivores, how much makes it to predators? c. How much carbon (in g/m 2 ) is released into the atmosphere as a result of the metabolic activity of predators? Answer in nearest whole number:

19 a. How much grass carbon (in g/m 2 ) is lost to decomposition? 375 g/m2 b. Of the 125 g/m 2 Carbon from grass that makes it to herbivores, how much makes it to predators? 5 g/m2 c. How much carbon (in g/m 2 ) is released into the atmosphere as a result of the metabolic activity of predators? Give your answer to the nearest whole number 4 g/m2

20 Given a food-web, how would you correctly identify a: producer, strict herbivore, strict carnivore, and omnivore?

21 Given a food-web, how would you correctly identify a: producer, strict herbivore, strict carnivore, and omnivore? H, I, F, and G are strict carnivores C & D are strict herbivores E is an omnivore A & B are producers such as plants

22 Which organism(s) is/are: 1. The top predator 2. A primary producer 3. A herbivore 4. A decomposer

23 Which organism(s) is/are: 1. The Carnivore D 2. A primary producer A 3. A herbivore B 4. A decomposer E

24 1. Name the primary producer 2. Name a primary consumer 3. Name a secondary consumer 4. What affect would a reduction in light have on this food web? 5. Explain your answer to #4 6. Which species would be most negatively impacted by a reduction of phytoplankton and why?

25 1. Name the primary producer phytoplankton 2. Name a primary consumer zooplankton 3. Name a secondary consumer squid 4. What affect would a reduction in light have on this food web? Decrease abundance at all levels 5. Explain your answer to #4 light is energy entering food web, necessary for photosynthesis 6. Which species would be most negatively impacted by a reduction of phytoplankton and why? Killer whale, takes a lot of energy (prey that depend on phytoplankton) to support top-predator

26 1. What effect would a reduction in the amount of plants in this ecosystem have on the food web? 2. Explain your answer to #1:

27 1. What effect would a reduction in the amount of plants in this ecosystem have on the food web? Reduction in abundance of consumers, possible loss of top-predators 2. Explain your answer to #1: Energy flows through the food web from plants through eating relationships, energy-loss at each level, top-predators require the most energy to support

28 Predict and explain the effect of removal of ½ of all plants on the rest of the food web.

29 Predict and explain the effect of removal of ½ of all plants on the rest of the food web. The numbers of individuals of each species will be reduced. Higher order carnivores risk of extinction. Pattern exists because energy flow through system is reduced.

30 Predict and explain the effect of removal of Carnivore A on the rest of the food web.

31 Predict and explain the effect of removal of Carnivore A on the rest of the food web. Herbivore A will not be under control which may result in more herbivory of plant A.

32 Shading represents rainforest habitat and white represents agricultural fields. Predict and explain the effect of the changes on biodiversity.

33 Shading represents rainforest habitat and white represents agricultural fields. Predict and explain the effect of the changes on biodiversity. Habitat has been lost and fragmented; as a result less individuals will be supported and biodiversity will be lost.

34 What is the pattern in expected biodiversity for the islands shown to the left?

35 Larger islands are expected to support more species (higher biodiversity because of more microclimates and niches). Islands closer to the mainland are expected to have higher biodiversity because they are more likely to be colonized. Island A is both largest and closest to mainland highest biodiversity; while C, which is both smallest and farthest is expected to have the lowest biodiversity.

36 A 1. Rank the islands from highest number to lowest number of expected species. B 2. Justify your ranking: C D

37 C B A D 1. Rank the islands from highest number to lowest number of expected species. A, C, B, D 2. Justify your ranking: Larger and closer islands are expected to have the most species.

38 The diagram above shows the pattern of habitat loss and fragmentation over time. Predict and explain the effect of this pattern on the biodiversity of the habitat shown.

39 The diagram above shows the pattern of habitat loss and fragmentation over time. Predict and explain the effect of this pattern on the biodiversity of the habitat shown. As habitat is lost and becomes more fragmented, less individuals are expected to be supported (especially those that require large territories), as a result species will become extinct and there will be a corresponding loss of biodiversity.

40 Describe the changes that occur in an ecosystem during secondary ecological succession in Northern Arizona, following a fire:

41 Describe the changes that occur in an ecosystem during secondary ecological succession in Northern Arizona, following a fire: After fire kills the adult trees, aspen seedlings colonize. The aspen grow to mature trees. Conifer seedlings sprout in the understory. They are shade-adapted and readily grow up until they are as tall as the aspen. The aspen die of old age, but no new aspen seedlings sprout because they are not shade-tolerant and can not survive in the understory of the conifer trees.

42 1. What disturbance promotes aspen growth in AZ? 2. Describe how aspen and conifers are distributed in image Describe what has changed between 1 and Explain why aspen are nearly gone in 3.

43 1. What disturbance promotes aspen growth in AZ? Forest fire 4. Explain why aspen are nearly gone in 3. Adult aspen have died and new aspen can not survive in the shade of conifers. 2. Describe how aspen and conifers are distributed in image 1. Adult aspen and conifer seedlings. 3. Describe what has changed between 1 and 2. Conifers are growing taller.

44 1. Describe and explain the expected pattern in sunlight over the time progression: 2. Describe and explain the expected pattern in soil temperature over the time progression:

45 1. Describe and explain the expected pattern in sunlight over the time progression: Lots of sunlight in the beginning because trees were removed by the fire. As new trees grow, they shade the forest floor. 2. Describe and explain the expected pattern in soil temperature over the time progression: Soil temperature high at the beginning because lots of sunlight, less towards the end due to the shade-effect of trees.

46 Predict the effect of ground-cover (shading by vegetation) on soil temperature. Describe what a graph of these two variables would look like. Explain how fire in an environment could affect soil temperature.

47 Predict the effect of ground-cover (shading by vegetation) on soil temperature. Describe what a graph of these two variables would look like. Explain how fire in an environment could affect soil temperature. Soil Temperature (⁰C) As ground-cover (shading vegetation) is reduced, soil temperature would be expected to increase during warm, sunny days because more sunlight would reach the soil s surface. Fire would be expected to clear away vegetation and thus result in warmer soil surfaces. Ground-cover (vegetation)