Predator-Prey Interactions

Yesterday in class we recieved 2 sheets. One of them was called Carrying capacity. Carrying capacity is how many organisms can survive in an ecosystem. The other sheet was called Predator-Prey Interactions. On that sheet it told us that one species of animal can effect another population of animals.

Today in class we went over the questions on the Predator-prey interactions. We discussed ways in which the deer/wolf population could increase/decrease. For example, when the deer population would go up so would the wolf population a year later because there would be enough food for it. If the deer population went down so would the wolf population since there wouldn't be as much food. (see picture below)

Later in class, Mr. Banow gave us a sheet similar to the Predator-Prey Interactions sheet for marks. On this sheet we had to make a graph and answer the questions on it. We also found out we will be having a quiz tomorrow on limiting factors, ranom sampling, mark recapture method, and carrying capacity.

Next will be Shelby

Carrying Capacity/ Predator and Prey Interactions

In the beginning of class Mr. Banow did a homework check on our "Limiting Factors" worksheet. The Worksheet consisted of determining if a statement was density dependent or density independent. We also reviewed what density dependant and density independent meant.

Later on in class, we were given a worksheet called "Carrying Capacity". Carrying Capacity means the maximum amount of a particular organism that can be supported in an environment. The worksheet is about how a forest fire has effected the growth of Jack Pines and the growth patterns of the Jack Pine since the forest fire. We did questions 1-7 on the worksheet in groups.

We were also given another worksheet to work on in groups. The worksheet is called "Predator-Prey Interactions. The worksheet is about how one species of animal can affect the population of another species of animal. On the worksheet there was a graph to make on how the populations of deer and wolves fluctuated from a ten year span. We also did questions 1-9 on the worksheet.




Picture of the Graph on Predator and Prey Interactions.

Population Dynamics Quiz

On Wednesday, December 21, we will write a quiz on Population Dynamics.


Key Questions:

1. What natural factors keep populations of organisms from growing forever?

2. What natural biotic and abiotic factors influence populations within an ecosystem?

3. How do scientists document population dynamics?

Those are the Key Questions for this section of the unit.

The quiz will contain:

• a list of limiting factors - you will identify whether they are Density-Dependent or Independent
• random sampling - understand how to complete the process
• mark-recapture method - know the formula and how to apply it
• carrying capacity - explain what is meant by carrying capacity and provide an example

Good luck!

Density-Dependant and Density-Independant Factors

Class began by reading an article in our groups titled, "Starving Orangutans May help better Understand Obesity and Eating Disorders in Humans".

Afterwards, we reviewed the terms density-dependant, density-independent, and limiting factors. There are two categories under limiting factor: density-dependant and density-independent. The difference between them relies on whether or not the size of a population influences the factors preventing species numbers from constantly inclining. A density-dependant factor is effected by the size of the population. For example, habitat availability would be a density-dependant factor, since the amount of proper habitat areas that are obtainable would change with a higher or lower population. However, a density-independant factor is an element that is not swayed by the numbers of a species. For example, a drought would be a density-independent factor because, though many species are effected by it, this event would occur regardless to how large the population was.

After reviewing this, we recieved a sheet focusing on determining density-dependant and density-independent factors. On the sheet we were given various situations in which we had to label either density-dependent or density-independent. We worked in groups of three on this assignment for the rest of class.

population

We first looked at an group article about silverfish living in army ants colonys. The silverfish cover themselves in at army ant's scent . Then we defined some words. After we looked at some population graphs and and environmental factors and population size sheet. And were supposed to answer the question (my bad I forgot to).

Biodiversity Quiz

On Wednesday, Dec. 14, we will write a short biodiversity quiz.

The quiz is based on our Key Questions for this outcome. You should be able to answer all of the questions by using clear examples.

The quiz will be all written answers. It will contain 5 questions.



Key Questions

1. What is biodiversity and how is it measured?

2. How does biodiversity serve as an indicator of an ecosystem's health?

3. How does energy flow through an ecosystem?

4. How does an interruption in energy flow affect components of an ecosystem?

5. How does matter such as a toxin become more concentrated in an ecosystem?

6. How and why are plant and animal species introduced to new areas?

7. How do Canadian scientists classify at-risk species?

8. What are some examples of at-risk species in Saskatchewan? Canada?

9. How does protecting at-risk species help to improve an ecosystem's health?

Zebra Mussels

Today in class we started off by going into our article groups and read an article.

We then went over the the story we read last class about Zebra Mussels and talked about it for a while. We then did two questions that related to the story and we had to make a chart about the negative and positive things in Zebra Mussels being in the Great Lakes. Then at the end of Class we watched a video.

Next is Lucas

In class today we did a article that talked about how fish will evolve to different temperatures. The we talked about the blog about last class on extinction and endangered species. In today's class we talked about what happens when a new species is brought into an ecosystem. After that we talked about how a lion would change a whole ecosystem at a farm with lots of other smaller animals. We learnt 2 new vocabulary words fist one was introduced species it is an organism that is not native to the place or where it is considered introduced. It has been accidentally or deliberately transported to the new location by human activity and also we learnt invasive species it means an alien species whose introduction does or is likely to cause economic or environmental harm or harm to human health. Towards the end of the class we talked and read about the Zebra Muscles they attatch to every object the started in Ontario and went down to the golf of mexico plugging pipes and hydro plants.

Endangered Species

Yesterday we read about endangered animals, bald eagles being one, and how the number of them was declining because the toxins in the air were effecting the shell which was making them weak there for the eggs were breaking and the birds were dieing. We were then assigned some questions.

Today in class we started by reviewing the questions we did last day, and discussed them as a class. We then went on to a reading (page 16-19 in textbook did questions 1,3) on endangered and extinct species. We learned about passenger pigeons and how the number of them drastically decreased due to commercial hunting/removing forests and "stool pigeon". The reading also talked about how humans are mostly to blame for the large number of endangered species (rate of extinctions=80 species per/year) some examples include: Global warming, and expanding cities which are reducing the sizes of the ecosystems.

We finished the class by watching a short video on the Burrowing Owl.

Next is Ryder

Endangered Animals

Yesterday in class we watched a video about how herbicides can be harmful to frogs and that there are other things we can do like use boiling water, vinegar or pull the weeds out. Scientists suggest we should not use herbicides but in the end society decides whether or not we use it.

We learnt about endangered animals and disscussed what people could do to help to do to prevent it like making safe places for them to live. Then we watched another short video about how many of the endangered species are found in the oceans and that they once killed 3/4 of whales without realizing it.

We then read about bald eagles, there were a lot in the 1700's and 1800's but there was decline in the 1900's. The causes of this might have been because the eggs of the eagles would become thin and would brake easier due to the toxins.

Next is Ashley

Food Webs

Today in class we received a booklet about food webs. Food webs are just like different food chains put together with a variety of plants and animals.

In the same booklet we learnt about food pyramids. There are different types of food pyramids. They can tell you the mass of the animal or how many animals you need to produce enough energy for the larger animal that eats it. On the bottom of the food pyramid is a producer. ex: grass. Above that are the primary consumers. They are usually herbivores. ex:mouse. Above that are the secondary consumers which can be carnivores or omnivores. ex: snake. On top of the pyramid are the tertiary consumers which are usually carnivores. ex: owls.

After that we did the questions at the end of the booklet.

Next time write will be Shayla.

(written by Jamie)

Farm Food Web