Table of Contents | Workbook: Key Concepts & Exercises
Biology
Part 3: Ecology
1. Describe how the physical world works.
a) How does temperature limit the range of an organism?
Temperature limits the range of an organism because outside certain limits, chemical reactions which govern metabolic processes are too slow (cold limits) or critical enzymes, structural proteins or DNA begin to denature (heat limits).
b) Is soil a homogenous environment? Why or why not?
No, soil is not a homogenous environment - there are variations within a given area due to depth, porosity, particle size, moisture content, organic materials, base materials, etc. In addition, the surface of the particles is not uniform, creating spaces which may retain water or have only limited gas exchange with the surrounding soil.
c) What properties of soil determine the types of organisms which may inhabit it?
The properties of soil which determine the types of organisms which may inhabit it are the texture (pore spaces - relates to movement of air, water, and penetration of roots, etc.), moisture availability, chemical properties, etc.
d) Define climate.
Climate is the average weather conditions experienced at a particular place over a period of time.
e) Describe the water cycle.
Water moves to the atmosphere by evapotranspiration (loss of water from
plants and soil), evaporation from surface water and precipitation as
well as industrial uses. The atmosphere cycles water back to earth via
precipitation (rain and snow). Precipitation may be converted to ground
water or surface runoff to lakes, streams, and oceans. Water in the form
of ice or aquifers may cycle very infrequently.
2. Describe how energy and nutrients flow through an ecosystem.
a) What is a producer?
A producer is a member of the trophic level which supports all others in the food web. These organisms are the autotrophs (or "self-feeders") which are capable of harnessing light or chemical energy in order to fix carbon dioxide into organic forms. Photosynthesis is the most common type of producer and may be used by plants, algae and some bacteria.
b) What provides the necessary energy to producers?
The necessary energy is usually from light (photosynthesis) but chemical energy (chemisynthesis) is used in some specialized environments such as deep ocean vents.
c) What is a food web?
A food web is the interconnected feeding relationships of who eats whom in an ecosystem.
d) Define a herbivore.
A herbivore is an organism which feeds on plant tissue (including algae).
e) What is a carnivore?
A carnivore is an organism which feeds on animal tissue.
f) What is a decomposer?
A decomposer is an organism which obtains energy from the breakdown of dead
organic matter into simpler substances. This group is usually made up
of bacteria and fungi. Their activities are crucial to nutrient cycling throughout the ecosystem.
g) What is a niche?
A niche is the sum total of an organism's utilization of the biotic and abiotic resources of an environment. It may also be considered as the functional role of a species in a community including all its activities and relationships. Either definition is accurate depending on the point of view of the researcher or reader.
Note: an organism's niche may change during growth and development. For example, many winged insects have a larval stage with completely different feeding habits (e.g. caterpillars) or an entirely different habitat (e.g. pond).
h) Can two organisms occupy the same niche?
No, while there may be considerable overlap between niches and competition for resources between populations, there must be some differences or competitive exclusion will eventually cause the localized extinction of the less competitive population.
i) What is a trophic level?
A trophic level is a feeding level within an ecosystem. This is a functional rather than taxonomic classification. For example, an organism may be an autotroph, herbivore or various levels of a carnivore within an ecosystem.
j) Describe the journey of energy through a typical food web, starting with the producers and ending with the decomposers.
Note: most of the available energy at any given level is used for maintenance activities (respiration, heat production, waste removal, growth, etc). Thus most food chains are only three or four links long above the primary producer level.
k) Differentiate between a predator and a parasite.
A predator is an organism that kills and consumes another - this may include herbivore-plant interactions. The predator is usually large, and actively seeks out its prey. A parasite is an organism (usually small) which lives on/in another organism from which it obtains food. For a parasite, the host is both food and habitat, so ideally the parasite does not want to kill the host with too high a parasite load (need mechanism to disperse to new hosts).
3. Define biogeochemical cycling.
a) What are biogeochemical cycles?
Biogeochemical cycles are the movement of elements or compounds through living organisms and the nonliving environment to allow use of a limited resource.
b) Name 3 examples of elements which are cycled.
Elements which are cycled include carbon, nitrogen, oxygen, phosphorus, sulphur, and calcium.
c) Why are these cycles important?
These cycles are important because they allow the reuse of a limited resource in various chemical forms throughout the environment.
4. Define natural selection and discuss how it contributes to the process of evolution.
a) What is an organism's phenotype?
The phenotype is the expressed traits of an organism as determined by genetics and environment.
b) What is an organism's genotype?
The genotype is the genetic makeup of the organism.
c) What is the difference between a mutant and a mutation?
A mutant is an organism which has a change in its genotype as compared to the "wild type" or the most common genotypic form found in nature. A mutation is an alteration in a gene. Thus, a mutant is an organism which has a mutation in its genes.
d) If a change is made in an organism's genotype, will its phenotype change?
A change in an organism's genotype will not necessarily change its phenotype. The mutation may be silent - that is, it does not result in a change to a protein (e.g. the change does not alter which amino acid is specified by a codon).
e) Will changes in an organism's phenotype be reflected in their genotype?
Changes in an organism's phenotype may not be reflected in its genotype.
Example 1: hormone induced changes in form to prepare for breeding.
Example 2: developmental changes during maturation.
Example 3: scars resulting from healing injuries.
Example 4: changes due to illness or infection.
Example 5: changes due to chronic exposure to toxins
f) What is natural selection?
Natural selection is the differential success in survival and reproduction of individuals with different phenotypes resulting from interactions between organisms and their environment. Evolution occurs when natural selection results in the changes in the relative frequencies of alleles for various phenotypes within the gene pool of a population.
g) Describe macroevolution.
Macroevolution is evolution on a very large scale - it includes origin of novel designs, evolutionary trends, adaptive radiation and mass extinctions. For example: it would include the development of wings for birds, development of upright posture for humans, trends such as increasing brain size for mammals, and the disappearance of the dinosaurs. These are changes which occur on the geological time scale. Tools to study macroevolution include paleontology, taxonomy, genetics (phylogeny), etc.
h) Describe microevolution.
Microevolution is changes which occur in a gene pool of a population over a succession of generations. It is the smallest possible scale upon which to study evolution. The classic example is the change in the colour of peppered moths in England in response to the changes in the colour of the bark of trees caused by industrialization (soot deposition on the bark). Prior to industrialization, most pepper moths were white with black spots - they could rest on the light coloured trees and hide more effectively than the occasional black moth with white spots present in the population. Following industrialization, the soot deposits on the trees made the bark dark in colour. Over many moth generations, the black moths with the light spots were more likely to survive to breed. In many areas of England, the black moths now make up most of the population of peppered moths.
5. Define biodiversity.
a) Define succession.
Succession is the transition in the species composition of a biological community, often following an ecological disturbance, or establishing a community in an area virtually barren of life. This replacement of one community by another over time often progresses to a stable climax community e.g. forest.
b) Does succession impact on biodiversity?
Yes, early in succession processes diversity is increased due to the overlap of various communities from different stages due to colonization. As succession proceeds towards the climax community, diversity decreases or levels off as members of earlier stages are out competed for resources.
c) What is biodiversity?
Biodiversity is the abundance of different species in a given location.
6. Recognize that life can be organized into categories by using taxonomic criteria, and demonstrate the correct use of Linnean or binomial system nomenclature to name organisms.
a) What is taxonomy?
Taxonomy is the naming and classification of life forms.
b) Place these categories in order from the most general to the most specific: Kingdom, species, order, phylum, genus, family, class.
The correct order is: Kingdom, phylum, class, order, family, genus, species.
c) What is the correct binomial name for humans? Be sure to watch your nomenclature.
Homo sapiens. Note: genus and species names should be underlined if you are handwriting the names and in italics if you are word processing the genus names are capitalized, while species names are lower case.
d) Which organisms are more closely related, those in the same class or those in the same genus?
Organisms in the same genus are more closely related. For example: Mammalia is a class which includes all mammals including humans, whales, dogs, and the duck billed platypus, while
Canis is the genus which refers to wolves and dogs only.
e) What is the plural form of genus?
The plural of genus is genera.
7. Describe biomes, and ecosomes.
a) What is a community?
A community is a group of interacting plants and animals that live in a given area.
b) What is a biome?
A biome is a major regional ecological community of plants and animals. They are classified by the predominant vegetation and characterized by adaptations of the organisms that live there to that particular environment.
c) Name three examples of biomes.
Examples of biomes include: grasslands, tropical savannas, shrubland, deserts, tundras, tiagas, coniferous forests, temperate forests, tropical rain forests, lentic freshwater, lotic freshwater, wetlands, open sea, rocky shore, sandy shore and mudflats, coral reefs, estuaries, tidal marshes, mangrove swamps, etc.
d) What is an ecosystem?
An ecosystem is the interactions between the biotic community and the abiotic environment.
8. Discuss principles of population ecology at the population, community and landscape scales of organization.
a) What is a population?
A population is a group of individuals of the same species living in a given area at a given time.
b) What is the Hardy-Weinberg Law?
The Hardy-Weinberg Law proposes that the genotypic ratios resulting from random mating will remain unchanged form one generation to the next provided that natural selection, genetic drift and mutation are absent. In other words, that the sexual shuffling of genes on its own is incapable of changing the overall genetic makeup of a population.
If there are two possible alleles for a trait, one dominant (A) and one recessive (a), then the frequency of A can be represented by p, and the frequency of a can be represented by q. Within a population, p + q =1. This relationship can be used to determine the relative frequencies of homozygous dominants (AA), heterozygous individuals (Aa) and homozygous recessives (aa), using the formula:
p2 + 2pq +q2 = 1
For example, if the frequency for an allele B is 0.6 and for allele b is 0.4, then you can determine the genotypic frequencies for the various groups.
Number of homozygous BB = (0.6)2 = 0.36 or 36%
Number of heterozygous Bb = 2(0.6)(0.4) = 0.48 or 48%
Number of homozygous bb = (0.4)2 = 0.16 or 16 %
c) Assuming that the genotype frequency within a population is XX=0.64, Xx=0.32, xx=0.04, and that the population fits the Hardy-Weinberg Law, what is the allele frequency for X and x in this population.
The genotypic frequency of XX is represented by p2 in the Hardy-Weinberg equilibrium. Therefore, p2 = 0.64, and the square root of 0.64 is 0.8. Thus the frequency of the X allele is 0.8. The frequency of the x allele is q2 or 1-p, both of which give an allele frequency for x of 0.2
d) What is genetic drift?
Genetic drift is random fluctuations in allele frequency over time due to chance occurrences alone without any influence by natural selection. It is an important factor in small populations. For example: say that three individuals in a population of 10 carry a certain rare allele. If two of those individuals are killed prior to mating due to an accident of some kind, then the frequency of that rare allele will be considerably reduced in the following generation.
e) Name 2 types of interactions between organisms that only become apparent at the community level.
Types of interaction between organisms that only become apparent at the community level are competition, predation, parasitism, disease, mutualism.
9. Define and give examples of primary and secondary succession.
a) Define succession.
Succession refers to the gradual change occurring in an ecosystem of a
given area on which populations succeed each Succession is the transition in the species composition of a biological community, often following an ecological disturbance, or establishing a community in an area virtually barren of life. This replacement of one community by another over time often progresses to a stable climax community e.g. forest.
b) Is succession a plant or an animal-driven process.
Succession generally is a plant-driven or plant-dominated process in which animal communities change as the plant community change.
c) Succession occurs in two general forms: primary and secondary. Distinguish between these and give examples of each.
Primary succession usually involves colonization of bare ground where no previous ecosystem was present; examples include sand dunes, volcanic flows, mud flats, glacial till, and dystrophic lakes and ponds. Secondary succession is characterized by replacement of a community after some disturbance where a previous community existed on the site; examples include old abandoned fields, wind-blown gaps in forests, and areas after fire.
d) Distinguish between autogenic and allogenic succession and state which ecosystems each is associated with.
Succession is considered autogenic when directed from within the ecosystem, where changes in habitat are brought about by actions of the biota. Terrestrial ecosystems are thought to be largely autogenic. Succession is considered allogenic when driven by forces or factors external to the ecosystem. Aquatic systems are thought to be largely allogenic.
e) Outline the major steps of aquatic succession from pond to terrestrial habitat.
Submerged plants; floating plants; emergent plants; shrubs; mature forest. lakes and ponds receive drainage and runoff from the surrounding landscape. Soil accumulates, terrestrial plants invade, and a mature forest eventually develops
10. Describe the concept of island biogeography.
a) What is the theory of island biogeography?
According to this theory, the number of species on an island will reach an equilibrium when rates of immigration and extinction are balanced.
b) Although island biogeography was devised to explain colonization and community composition on islands what else can it be applied to?
It can also be applied to patches of habitat on mainland continents, such as mountaintops, ponds, dunes, nature reserves, and highly disturbed areas such as strip-mine tailing or clear-cut forest areas.
c) With increasing human population a major concern is the destruction and fragmentation of natural habitats. How can the theory of island biogeography be applied to conservation.
Island biogeography has been applied to conservation with respect to the problems of size, shape, number, and distribution of biological reserves and preserves and the degree to which fragmentation of habitat affects species extinction.
11. Describe disturbance in terms of cause and effect on various ecosystems.
a) Define disturbance in ecological terms.
Disturbance is any relatively discrete event that comes from the outside and causes changes in ecosystems, communities, populations, substrates, or resources and thereby creates opportunities for individuals or groups of individuals to become established.
b) Give examples of spatial characteristics of disturbances.
Spatial characteristics include the size of the area disturbed, the location of the disturbance and its severity.
c) Give examples of temporal characteristics of disturbances.
Temporal characteristics include the frequency of disturbances, the mean number of disturbance events per unit of time, and the mean amount of time between disturbances.
d) List three natural disturbances of ecosystems and comment on their possible impacts.
Natural disturbances include wind, fire, moving water (storm runoff and wave action), drought, and actions of animals. Winds associated with storm events can cause large openings in the forest canopy; fires cause major changes in species composition and diversity; storm runoff and flooding can alter the course of rivers and alter terrestrial ecosystems of the floodplain; storm waves and tides alter beach and dune structures, disturbing shore and island communities; drought can alter vegetation, which, in turn will have a major influence on animal populations in an area; overgrazing of vegetation by animals can have impact on an ecosystem; insect infestations can result in tree death or reduced growth; flooding of forested areas caused by beaver activity disturbs streams and adjacent terrestrial habitats.
e) List three human-caused disturbances of ecosystems and comment on their possible impact.
Human activities which result in disturbance to natural ecosystems include agricultural practices, surface or strip mining, timber harvesting, release of pollutants into the air, water and soil. Agricultural tillage methods and monocultural aspect of cultivation may promote erosion and outbreak of pest species that are detrimental to adjacent natural ecosystems; surface or strip mining removes topsoil and brings unweathered rocks to the surface where rapid weathering may release toxic materials into soils and waterways; clear-cutting results in total destruction of the forest ecosystem; replanting of a forest does not constitute regeneration of a forest ecosystem which consists of more than merely trees; agriculture as well as road and building construction accelerate erosion and produce silt, which enters waterways and clogs rivers, streams, lakes, and esturaries; release of nutrients from sewage and industrial effluents can accelerate eutrophication and alter species abundance and diversity of waterways; chemicals released by agricultural, industrial, and manufacturing processes can bioaccumulate causing major changes to these ecosystems.