Chapter 4 vocabulary, Holt_Environmental Science Name Date _ Instructions: Complete the puzzle. Use the clues to help you fill the boxes with the correct words. ACROSS 1. a living thing; anything that can cany out life processes independen1ly 3. an environmental factor that is not associated with the activities of living organisms 5. an organism whose cells have nuclei, rigid cell walls, and no chlorophyll and that belongs to the kingdom Fungi 6. an animal that does not have a backbone 10. the process of becoming adapted to an environment an anatomical, physiological, or behavioral change that improves a population's ability to survive 11. a flowering plant that produces seeds within a fitlit 13. an animal that has a backbone; includes mammals, birds, reptiles, amphibians, and fish 15. a woody vascular seed plant whose seeds are not enclosed by an ovary or fitlit Copyright by Holt, Rinehart and Winston. All Rights Reserved. page 1
17. the selective breeding of organisms (by humans) for specific desirable characteristics DOWN 2. in biology, the ability of an organism to tolerate a chemical or disease-causing agent 4. an environmental factor that is associated with or results 1i"orn the activities of living organisms 7. extremely small, single-celled organisms that usually have a cell wall and reproduce by cell division (singular, bacterium) 8. the place where an organism usually lives 9. a group of various species that live in the same habitat and interact with each other 12. an organism that belongs to the kingdom Protista 14. a community of organisms and their abiotic environment 16. a group of organisms of the same species that live in a specific geographical area and interbreed Copyright by Holt, Rinehart and Winston. All Rights Reserved. page 2
Name Class _ Date _ Name _ Class _ Date _ IActive Reading continued Section: Ecosystems: Everything Is Connected Read the passage below and answer the questions that follow. An ecosystem is made up of both living and nonliving things. Biotic factors are the living and once-living parts of an ecosystem, including all of the plants and animals. Biotic factors include dead organisms, dead parts of organisms, such as leaves, and the organisms' waste products. TIle biotic parts of an ecosystem interact with each other in various ways. They also interact with the abiotic (ay bie AlIT ik) factors, tile noniiving parts of the ecosystem. Abiotic factors include air, water, rocks, sand, light, and temperature. IDENTIFYING MAIN IDEAS One reading skill is the ability to identify the main idea of a passage. The main idea is the main focus or key idea. Frequently, a main idea is accompanied by supporting information that offers detailed facts about main ideas. Read each question t _What is an ecosystem and write the answer in the space provided. made up of? RECOGNIZING SIMILARITIES AND DIFFERENCES One reading skill is the ability to recognize similarities and differences between two phrases, ideas, or things. This is sometimes known as comparing and contrasting. In the space provided, write "Sw next to biotic factols and HAWnext to abiotic factors. 6. animals 7. temperature 8.air 9. dead parts of organisms 10. organisms' waste products 11. water 12.rocks 13. plants 14. sand 1S. dead organisms 16.light 2. Biotic parts of an ecosystem interact with _ and with _ SEQUENONG INFORMATION One reading skill is the ability to sequence information, or events in the order in which they occur. or to logically place items VOCABULARY Read each question DEVELOPMENT and write the answer in the space provided. 3. Biotic factors are the and _ parts of an ecosystem. 4. Abiotic factors are the parts of an ecosystem. S. The root word bio means "life." Jfyou know that biotic means "having life," what can you guess is one of the meanings of the prefix a-t Sequence the statements below to show the order in which the information was presented in the passage. Write -1" on the line in front of the first information presented, "r in front of the next infonnation presented, and 50 on. 17. The definition of biotic factors is given. 18. Examples of abiotic factors are given. 19. Examples of biotic factors are given. 20. Interactions of biotic and abiotic factors are discussed. 21. The definition of abiotic factors is given. Copyright ~ by Holt, Rinehart and Winston. All rights reserved, Holt Environmental Science 7 The Organization of Life Copyright @ by llolt, Rinehart and Winston. Allrights reserved. Holt Environmental Science 8 The Organization of Lije 3
Nrune _ Class _ Date Skills Worksheet Map Skills PARK HABITAT ~~1\' ;'t'. c:'" I-H"1' I I 1 1 J I I I I I I Central Park West I I I i J _l iii _l _lji_l ~ 1.4.~{'W!~ ~~ ~~:i1~ ~H4. r, tr~ t~"!:!;fi 4.~. 4. t...~~ ~~'4.' :r~,~ Fifth 4.~4.t '4.t~.4.tr~>; ~...... ~ ~ c.: t.. ':"";0') g~/1 ""... ~,..I"'-<t@7"'tl'~J~ ~ Avenue I I t humans c.. squirrels, oak trees ~ bluejays.. toads I A habitat does not have to be large in size. Small areas, such as your backyard, can be home to many communities of species. Every day in New York City's Central Park, hundreds of different species interact. Use the map above to answer the questions below. 1. Analyzing Data Identify one organism, one population, and one community. 2. Using a Key Which organism has the largest population? Which organism has the smallest population? 3. Analyzing Data Do the items in the key represent biotic or abiotic factors? 4. Inferring Relationships List specific characteristics of this park that make it a habitat. 5. Making a Hypothesis If the human population decreased, how do you think other populations would be affected? Copyright by Holt, Rinehart and Winston. All rights reserved. Holt Environmental Science 11 ~ The Organization of Life
Name Class _ Skills Worksheet Concept Review MATCHING In the space provided, write the letter of the term or phrase that best matches the description. 1. an individual living thing 2. a group of various species that live in the same place and interact with each other 3. living or once living part of an ecosystem 4. unequal survival and reproduction that results from the presence or absence of particular traits 5. all the organisms living in an area and their physical envirorunent 6. change in the genetic characteristics of a population from one generation to the next 7. all the members of the same species that live in the same place at the sante time 8. nonliving part of an ecosystem 9. ability of one or more organisms to tolerate a particular chemical designed to kill it MULTIPLE 10. group of organisms that are closely related and that can mate to produce fertile offspring CHOICE 4 Date a. ecosystem b. population c. natural selection d.organism e. resistance f. abiotic factor g. evolution h.species i. community j. biotic factor In the space provided, write the leher of the term or phrase that best completes each statement or best answers each question. 11. What kind of habitat does a red backed salamander need to survive? a. damp forest floor b. sunny top of a tree c. dry forest floor d. sunny desert rock _ Nrune IConcept Review continued 12. Which of the following kingdoms include organisms that can make their own food? a. protists and plants b. plants and animals c. fungi and plants d. fungi and protists 13. The Chihualtua is a dog that exists because of a. natural selection. b. artificial selection, c. resistance. d. abiotic factors. 14. Humans have promoted the evolution of insects that are resistant to insecticides by a. trying to control pests with chemicals. b. using insecticides that are outdated. c. using the wrong insecticide. d. breeding more useful insects. 15. Which of the following is not true of an adaptation? a. It is an advantage to an organism in certain environments. b. It increases an organism's chance of reproducing. c. It increases an organism's chance of survival. d. It decreases an organism's chance of evolving. 16. Which of the following is not one of the kingdoms of living things? a. archaebacteria b. protobacteria c. eubacteria d. protists _ Class _ Date _ 17. One way that bacteria and fungi are important to the environment is that they a. produce oxygen. b. use the sun's energy to make their own food. c. are a major food source in many ecosystems. d. break down dead organisms. 18. Phytoplankton are important protists because they are the initial source of a. food in most land ecosystems. b. food in most ocean and freshwater ecosystems. c. oxygen in the atmosphere. d. Both (a) and (b) 19. Many angiosperms depend on a. other animals in the oceans. b. gymnosperms for reproducing. c. plants for food. d. animals to carry pollen and disperse seeds. 20. Which of the following characteristics is shared by bacteria, fungi, and plants? a. They usually have cell walls. b. They have cell nuclei. c. They are single celled. d. They have the ability to make their own food. Copyrlght.~ by Ilolt, Rinehart and \Vmston. Allrights reserved. HoltfJWI!OI1mentalScience 1 The Organization of life Copyright by Ilolt, Rin.ehart and Winston. All rigltts reserved. Hok Environmental Science 2 The Organization of life s-
Name: Period: --------------------------------------- ------------------- Vocabulary Chapter 5 Pages 116-121 and pages 129-133 Vocabulary What is this? What are some What does it look like? (draw a Word examples? picture or diagram) Photosynthesis Consumer Decomposer Cellular respiration Food chain Food web Producer
Vocabulary What is this? What are some What does it look like? (draw a Word examples? picture or diagram) Trophic level Herbivore Carnivore Omnivore Ecological succession Pioneer species Climax community
Name Class_~~~~~ Date~~~~~ Name~~~~~~~~~~~_ Class_~~~~_ Date_~~~~_ IActive Readi ng continued Section: Energy Flow in Ecosystems Read the passage below and answer the questions that follow. Energy from the sun enters an ecosystem when a plant uses sunlight to make sugar molecules by a process called photosyntmsis. During photosynthesis, plants, algae, and some bacteria captnre solar energy. Solar energy drives a series of chemical reactions that require carbon dioxide and water. The result of photosynthesis is the production of sugar molecules known as ca'i'ijohydmtes. Carbohydrates are energy-rich molecules which organisms use to carry out daily activities. As organisms consume food and use energy from carbohydrates, the energy travels from one organism to another. Plants produce carbohydrates in their leaves. When an animal eats a plant, some energy is transferred from the plant to the animal. Organisms use this energy to move, grow, and reproduce. IDENTIFYINC MAIN IDEAS One reading skill is the ability to identify the main idea of a passage. The main idea is the main focus or key idea Frequently a main idea is accompanied by supporting information that offers detailed facts about main ideas. In the space provided. write the letter of the term or phrase that best completes each statement or best answers each question. 1. Plants, algae, and some bacteria capture ~~~~~~~~~_ during photosynthesis. a. solar energy c. carbon dioxide b. carbohydrates d. organisms ~~_ 2. The chemical reactions driven by solar energy require a. carbon dioxide and water. c. organisms and water. b. plants and algae. d. carbon dioxide and sugar molecules. 1. During photosynthesis, plants make a. carbohydrates. c. water. b. carbon dioxide. d. None of the above ~~_ 4. Where does the production of carbohydrates in a plant take place? a. in the carbohydrates c. in the ecosystem b. in the leaves d. in the stems VOCABULARY DEVELOPMENT Read each question and write the answer in the space provided. 5. Energy-rich molecules that organisms use to carry out daily activities are 6. 111e process by which a plant uses sunlight to make sugar molecules is called SEQUENCING INFORMATION One reading skill is the ability to sequence information, or to logically place items or events in the order in which they occur. Sequence the statements below to show the steps in the process of energy production and consumption. Write "I" on the line in front of the first step. '"2" on the line in front of the second step. and so on. ~~_ 7. Photosynthesis produces carbohydrates. ~~_ 8. Plants, algae, and some bacteria capture solar energy. ~~_ 9. Energy is transferred from one organism to another. ~~_10. Solar energy drives a series of chemical reactions. ~~_11. Other organisms consume carbohydrates found in plants, algae, and some bacteria. RECOCNIZING CAUSE AND EFFECT One reading skill is the ability to recognize cause and effect. In the space provided. write the letter of the effect that best matches the cause. ~~_12. Organisms consume food and use energy from carbohydrates, ll. A plant uses sunlight for photosynthesis. 14. An animal eats a plant 8. Carbohydrates are produced. b. Energy travels from one organism to another. c. Energy from the plant is transferred and used to move, grow, and reproduce. Copyright e by Holt, Rillcllllrt and Winston. AI! "Iig"_.'h""'-'"ce",,,,,::;''';:.'''''' ':... ~~~~~~~~_ Holt Environmental Science 8 How Ecosystems Work Copyright by Holt, Rinehart alld WinsfA1u. All rights reserved. Ho!tEnvironmentalScience 9 How Ecosystems Work g
Review 1. A Belgian priest, Georges Lamaitre, was the first to develop a "big bang" theory. In 1927, after studying red shifts of galaxies, he proposed that the universe began with an immense infusion of pure energy into space. Later, Edwin Hubble discovered that the speed of a galaxy moving away from Earth was proportional to its distance. This relation was predicted by Lamaitres theory. Then, in 1964, Arno Penzias and Robert Wilson discovered the cosmic background radiation, which was also predicted by Lamaitre's theory. Which of the following best describes the work of these scientists and the development of the Big Bang Theory? A. Scientific theories are the cumulative result of evidence from many scientists. B. Scientific theories are rarely confirmed so scientists try to provide more evidence. C. Georges Lemaitre should be given credit as the one who developed the Big Bang theory. D. Because of the work of these scientists, the Big Bang should now be a fact instead of a theory. 2. Which of the following planets has a very hot atmosphere and is about the same size as our earth? A. Jupiter B. Mars C. Pluto D. Venus 5. Which answer below best describes the future of models of the life cycles of stars? A. Models will probably stay the same because scientists do not enjoy creating new models. B. Models will probably stay the same because scientists have learned all there is to know about the life cycle of stars. C. Models will probably change because scientists like to make changes. D. Models will probably change because new technology will provide better information about the life cycle of stars. 6. What kind of evidence do scientists use to locate boundaries of plates and interpret what type of boundary is present? A. matching fossil records B. similar rock layers C. distribution of earthquakes and volcanoes D. the way the continental coastlines fit together like a puzzle 7. Earth's crust and rigid upper mantle are broken into enormous slabs called tectonic plates that interact at plate boundaries. The three types of plate boundaries are transform, divergent, and convergent. Describe the plate movements at two of these boundaries. Give one example of a formation created at each of the boundaries that you described above. 3. Why would a red giant star be brighter than a white dwarf? A. the giant is hotter B. the giant has more surface area C. the giant is closer to the earth D. the dwarf is cooler E. the dwarf is surrounded by gas 4. What causes the earth's seasons? A. the distance to the sun B. the tilt of the earth's axis C. the elliptical orbit of the earth D. the sun is brighter in the summer E. the closeness of the moon to the earth Cf