IB Biology SL/ HL Year 1 Summer Assignment Biology SL/ HL Year 1 Summer Assignment ... There will be...

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Chapter 4- Ecology IB Biology SL/ HL Year 1 Summer Assignment Your Task: Log into IB biology SL/HL1 classroom using the following code: xgzz11 Read Chapter 4 Ecology Unit thoroughly. Complete the Cornell notes. Notes must be HAND WRITTEN. Answer the end of section exercise questions from the textbook. Type your responses. Assignment due 9/15/16. There will be an open notes test on the Ecology unit during the second week of school.

Transcript of IB Biology SL/ HL Year 1 Summer Assignment Biology SL/ HL Year 1 Summer Assignment ... There will be...

Page 1: IB Biology SL/ HL Year 1 Summer Assignment Biology SL/ HL Year 1 Summer Assignment ... There will be an open notes test on the ... Energy released from carbon compounds by respiration

Chapter 4- Ecology

IB Biology SL/ HL Year 1 Summer Assignment

Your Task:

Log into IB biology SL/HL1 classroom using the following code: xgzz11

Read Chapter 4 Ecology Unit thoroughly. Complete the Cornell notes. Notes must be HAND WRITTEN. Answer the end of section exercise questions from the

textbook. Type your responses. Assignment due 9/15/16. There will be an open notes test on the Ecology unit

during the second week of school.

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Speciation

Species Statement 4.1 U1

Species are groups of organisms that can potentially interbreed to produce fertile offspring.

Define species according to the biological species concept.

Describe limitations of the biological species concept.

Reproductive Isolation: Statement 4.1 U2

Members of a species may be reproductively isolated in separate populations.

Define population.

Outline how reproductive isolation can lead to speciation.

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Chapter 4- Ecology

Communities & Ecosystem

Community Statement 4.1 U7

A community is formed by populations of different species living together and interacting with each other.

Define species, population and community.

Species = Population = Community =

Give an example of a community of organisms.

Statement 4.1 S3 Testing for association between two species using the chi-squared test with data obtained from quadrat sampling.

Outline why sampling must be random.

Explain methods of random sampling, including the use of a quadrat.

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Ecosystem

Statement 4.1 U8

A community forms an ecosystem by its interactions with the abiotic environment.

Define abiotic and ecosystem.

Abiotic= Ecosystem=

Statement 4.1 U8 Ecosystems have the potential to be sustainable over long periods of time.

Define sustainability.

Give an example of an unsustainable practice.

Outline three requirements of a sustainable ecosystem.

Statement 4.1 S4 Setting up sealed mesocosms to try to establish sustainability.

Define mesocosm.

List three example mesocosms.

Outline requirements of setting up a mesocosm.

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Chapter 4- Ecology

Energy Flow in Ecosystems

Sun as ultimate energy source Statement 4.2 U1

Most ecosystems rely on a supply of energy from sunlight.

State how energy in carbon compounds enters most biological communities.

Statement 4.2 U2 Light energy is converted to chemical energy in carbon compounds by photosynthesis

Outline how light energy is converted to chemical energy.

Modes of Nutrition Statement 4.2 U2

Chemical energy in carbon compounds flows through food chains by means of feeding.

Define food chain and food web.

Food chain= Food web=

State the meaning of the arrow in a food web or chain.

Draw a food chain, labeling the producer, primary consumer, secondary consumer and tertiary consumer.

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Statement 4.1 U3 Species have either an autotrophic or heterotrophic method of nutrition ( a few species have both methods)

Define autotroph and heterotroph

Autotroph = Heterotroph =

List three groups of autotroph.

Statement 4.1 U4 Consumers are heterotrophs that feed on living organisms by ingestion.

Describe the feeding behaviors of consumers.

List three example consumer organisms.

Statement 4.1 U5 Detritivores are heterotrophs that obtain organic nutrients from detritus by internal digestion.

Describe the feeding behaviors of detritivores.

List two example detritivore organisms.

Statement 4.1 U6 Saprotrophs are heterotrophs that obtain organic nutrients from dead organic matter by external digestion.

Describe the feeding behaviors of saprotrophs.

List two example saprotroph organisms.

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Chapter 4- Ecology

Trophic levels Statement 4.1 U6

Quantitative representations of energy flow using pyramids of energy (Drawn to scale, stepped, not triangular).

Describe the shape and units of a pyramid of energy.

Draw a pyramid of energy.

Loss of heat Statement 4.2 U4

Energy released from carbon compounds by respiration is used in living organisms and converted to heat.

List three reasons why living organisms need energy for cell activities.

State the function of ATP.

Outline how ATP is formed, referencing exothermic and endothermic reactions.

Outline the reason why respiration releases heat.

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Statement 4.2 U5

Living organisms cannot convert heat to other forms of energy

Draw a flow chart to illustrate the energy conversions performed by living organisms.

Statement 4.2 U6 Heat is lost from ecosystems

State the reason why heat created by living organisms is eventually lost from the ecosystem.

Statement 4.2 U7 Energy losses between trophic levels restrict the length of food chains and the biomass of higher trophic levels

Define biomass.

Define trophic level.

State the unit used for communicating the energy in each trophic level of a food chain.

Outline three reasons why the amount of energy decreases at higher trophic levels.

State the average amount of energy passed through each trophic level of a food chain.

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Chapter 4- Ecology

Statement 4.2 NOS Use theories to explain natural phenomena- the concepts of energy flow explains the limited length of food chains

Explain why there is a limited number of organisms in a food chain.

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Nutrient Cycles

Nutrient Cycles Statement 4.1 U9

Autotrophs and heterotrophs obtain inorganic nutrients from the abiotic environment.

Define nutrient.

List the common nutrients needed by organisms.

Outline how nutrients enter living systems.

Statement 4.1 U10 The supply of inorganic nutrients is maintained by nutrient recycling (distinction between energy flow and nutrient cycling should be stressed)

State that chemical elements can be recycled but energy cannot.

Outline the generalized flow of nutrients between the abiotic and biotic components of an ecosystem.

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Chapter 4- Ecology

Carbon Cycle Statement 4.3 S1

Construct a diagram of the carbon cycle

Define pool and flux.

Pool: Flux:

Draw a diagram of the terrestrial carbon cycle.

Draw a diagram of the aquatic carbon cycle.

Statement 4.3 A1

Estimation of carbon fluxes due to processes in the carbon cycle.

List seven flux processes in the carbon cycle.

State the unit of measure for carbon flux values.

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Carbon Dioxide Statement 4.3 U3

Carbon dioxide diffuses from the atmosphere or water into autotrophs.

State the CO2 diffuses from atmosphere or water into an autotroph, where it is used for photosynthesis.

Statement 4.3 U2 In aquatic ecosystems carbon is present as dissolved carbon dioxide and hydrogen carbonate ions.

Outline the process that converts CO2 to hydrogen carbonate ion in water, leading to a reduction of the pH in the water.

Statement 4.3 U1 Autotrophs convert carbon dioxide into carbohydrates and other carbon compounds

State the role of photosynthesis in the carbon cycle.

Statement 4.3 A2 Analysis of data from air monitoring stations to explain annual fluctuations.

Sketch a graph of the annual fluctuation in atmospheric carbon dioxide concentration.

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Chapter 4- Ecology

Explain the annual fluctuation in atmospheric carbon dioxide concentration in the northern hemisphere.

Statement 4.3 U4 Carbon dioxide is produced by respiration and diffuse out of organisms into water or the atmosphere

State that carbon dioxide is a waste product of aerobic cellular respiration. (chemical equation)

State that carbon dioxide diffuses out of cells into the atmosphere or water.

Methane Statement 4.3 U5

Methane is produced from organic matter in anaerobic conditions by methanogenic archaea and some diffuses into the atmosphere or accumulates in the ground.

Outline the role of methanogenic archaea in the transformation of organic material into methane.

Statement 4.3 U6 Methane is oxidized to carbon dioxide and water in the atmosphere

State that methane is oxidized to carbon dioxide in the atmosphere.

Organic material Statement 4.3 U7

Peat forms when organic matter is not fully decomposed because of acidic and/or anaerobic conditions in waterlogged soils.

Define peat.

Outline formation of peat.

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Statement 4.3 U8 4.3.U8: Partially decomposed organic matter from past geological eras was converted either into coal or into oil and gas that accumulate in porous rocks

Outline formation of coal.

Outline formation of oil and natural gas.

Statement 4.3 U9 Carbon dioxide is produced by combustion of biomass and fossilized organic matter

Define combustion.

State the products of a combustion reaction

State sources of fuel for a combustion reaction.

Statement 4.3 U10 Animals such as reef-building corals and Mollusca have hard parts that are composed of calcium carbonate and can become fossilized in limestone

State that hard shells, such as in mollusk and coral, are made of calcium carbonate.

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Chapter 4- Ecology

Climate Change

Greenhouse Effect Statement 4.3.NOS

Making accurate, quantitative measurements-it is important to obtain reliable data on the concentrations of carbon dioxide and methane in the atmosphere

Explain why accurate measurements of CO2 and methane in the atmosphere are important.

Outline how data on concentration of atmospheric CO2 and methane are collected

Statement 4.4 U1 Carbon dioxide and water vapor are the most significant greenhouse gases

State the sources of CO2 and water vapor in the atmosphere.

Outline the mechanism by which greenhouse gases trap heat in the atmosphere.

Statement 4.4 U2 Other gases including methane and nitrogen oxides have less impact

State the sources of methane and NO gases in the atmosphere.

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Statement 4.4 U3 The impact of a gas depends on its ability to absorb long wave radiation as well as on its concentration in the atmosphere

State two factors that determine the warming impact of a greenhouse gas.

State two variables that determine the concentration of a gas in the atmosphere.

Compare the impact of atmospheric methane to CO2.

State how long water, methane and CO2 remain in the atmosphere, on average.

Statement 4.4.U4 The warmed Earth emits longer wavelength radiation (heat)

State that the Earth absorbs short-wave energy from the sun and re-emits longer wavelengths.

Compare wavelengths of UV, visible and infrared radiation

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Chapter 4- Ecology

Statement 4.4.U5 Longer wave radiation is absorbed by greenhouse gases that retain the heat in the atmosphere

Explain the greenhouse effect, with reference to short wave radiation from the sun, long wave radiation from the Earth and the effects of ozone and greenhouse gases.

Explain why water vapor, CO2, methane and NO are greenhouse gases.

Relationship to Global Temperature Statement 4.4.U6

Global temperatures and climate patterns are influenced by concentrations of greenhouse gases

Explain why atmospheric CO2 concentration would logically impact global temperatures.

Outline the effect of global temperature on climate, specifically location and frequency of rain and frequency of severe storms.

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Statement 4.4.A1

Correlations between global temperatures and carbon dioxide concentrations on Earth

Explain how historical temperature data has been collected.

Using ice core data, outline the correlation between atmospheric CO2 concentration and global temperatures.

Relationship to Industrialization Statement 4.4.U7

There is a correlation between rising atmospheric concentrations of carbon dioxide since the start of the industrial revolution 200 years ago and average global temperature.

State the atmospheric CO2 concentration prior to the industrial revolution.

Outline the impact of the industrial revolution on atmospheric CO2 concentration.

Describe the correlation between atmospheric CO2 concentrations since the industrial revolution and global temperatures.

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Chapter 4- Ecology

Statement 4.4.U8 Recent increases in atmospheric carbon dioxide are largely due to increases in the combustion of fossilized organic matter.

Explain why industrial revolution would increase atmospheric CO2 concentrations.

Statement 4.4.A 2 Evaluating claims that human activities are not causing climate change

Outline three reasons why there is vigorous debate around the claim that human activities are causing climate change.

Statement 4.4.NOS Assessing claims- Evaluating claims that human activities are not causing climate change

Outline ways by which claims can be evaluated for truth.

Effects on Corals Statement 4.4.A 3

Threats to coral reefs from increasing concentrations of dissolved carbon dioxide

Outline the effect of atmospheric CO2 concentration on ocean pH.

Describe the impact of lower ocean pH on animals that make skeletons from calcium carbonate.