studying EcologyChapter 4

Lab Manual

N A M E P D

Directions: Read tlie categories below and tfien read tlie Case Study. As you read, fill in the table. You must have at least term in the vocabulary box and a clear thought/explanation in each of the otherb o x e s .

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W A N T T O TA L K

A B O U T

Name

Qui?P o p u l a t i o n s

True or False? Circle T or F

1. All living things are part of a population. TorF

2. Adding more organisms to a population does not affect the existing populations. T or F

3. Populations go up or down depending on the resources avaiiubh. TorF

4. Populations of tulips do not compete with other organisms. TorF

5. Human populations sometimes cause other populations to move. T or F

Multiple Choice: Circle the letter of the best answer6. Which of the following make up

populat ions?A . P l a n t sB . i n s e c t s

C. MicroorganismsD . A i l o f t h e a b o v e

7. Which of the following is true aboutpopulat ions?

A. Populations always increase.B. Human populations have doubled in

s i z e .C. Human populations have stayed

a b o u t t h e s a m e .D . N o n e o f t h e a b o v e

8. Which of the following determines thesuccess or failure of a species?

A. Rate of reproductionB. Amount of food supplyC . N u m b e r o f n a t u r a l e n e m i e sD . A l l o f t h e a b o v e

9. Which of the following is true about deer and wolfpopulat ions?A. As the wolf population decreases, the deer

population also will decrease.B. As the wolf population increases, the deer

population decreases:C. The deer population has no efft^ct on the wolf

population:D. As the Vi/olf popula'uon Increases, the deer

population also increases.

10. Which of the following is the dcfiniiion of anendangered species?A. A population that is no longer aliveB. A population who h«<s large numbersC. A population thcit is ir« danger of beconiing

e x t i n c tD. A population tiiat caM bs legally huntad

Environment and EcologyMrs. Kirman

N a m e D a t e ^ P D 0 / E

Abiotic or Blot ic?

Directions: Write "A" If the ecosystem component is abiotic (nonliving) or"B" if It Is biotic (living).

1. plants

2. surface water

3. wind

4. nutrients In soil and water

5. fungi

6. groundwater

7. air

8. microorganisms

9. temperature

10. precipitation

11. altitude

12. salinity

13. animals

14. energy from the sun

15. currents

ECOSYSTEMS ARE PART OF THE "BIG PICTURE"

Levels of

OrganizationGalaxies >

A

Solar SystemsA

Ear th

BiosphereA

B i o m e sA

EcosystemsC o m m u n i t i e s

A

PopulationsA

_ OrganismsA

OrgansA

T i s s u e sA

CellsA

Protoplasm

Atoms > Molecules

The History of Human Population Growth

Y e a r s E l a p s e d Y e a r H u m a n P o p u l a t i o n

3,000,000 10,000 B.C.E. (AgriculturalRevolution) 5-10 MilliOIl1 0 , 0 0 0 1 A . D . 1 7 0 M i l l i o n1 , 8 0 0 1 8 0 0 ( I n d u s t r i a l R e v o l u t i o o ) 1 B i l l i O I l1 3 0 1 9 3 0 2 B i m o n3 0 1 9 6 0 3 B i l l i o n1 5 1 9 7 5 4 B i l l i o n1 2 1 9 8 7 5 B i l l i o n1 2 1 9 9 9 6 B i l l i o n1 3 2 0 1 2 * 7 B i l l i o n1 3 2 0 2 5 * 8 B i l l i o n

* Projected; Source: U.S. Census Bureau, International Data Base

Human Population Growth Since 1 A.D.

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Human Population Growth Since 1 A.D.

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Q POPULATION_ * CONNECTIONEducation and Action for a Better Wctfld

Pop Quiz1. What is the wor ld populat ion in 2007?

a) 900 million b) 2.5 billion c) 6.5 billion d) 7.5 billion e) 12 billion

2. By how many peop le does the wor ld grow each year?

a) 11 million b) 24 million c) 45 million d) 78 million e) 160 million

3. If the world's population continues at Its current rate of growth, approximately howlong wi l l i t take to doub le?

a) 9 years b) 22 years c) 58 years d) 95 years e) 148 years

4. True or Fa lse . There is a popu la t ion exp los ion in the wor ld today.

5 . Which has NOT been a major cause o f the popu la t ion exp los ion?

a) an increase in birth rates b) modem preventive medicine c) improved sanitationd) lower infant mortality e) longer life expectancy

6. What is the populat ion of the Uni ted States in 2007?

a) under 60 million b) about 81 million c) about 127 million d) about 300 millione) over 500 million

7. True or False. Now that the U.S. has reached the fertility rate of 2.0 children per family, all U.S. population growth is due to Immigration.

8 . Wh ich o f t he fo l l ow ing coun t r i es has the h ighes t t een p regnancy ra te?

a) Australia b) United States c) Japan d) Italy e) Morocco

9. The Un i ted S ta tes , wh ich makes up less than 5 percen t o f the wor ld 's popu lat i o n , c o n s u m e s h o w m u c h o f t h e w o r l d ' s e n e r g y ?

a) 5 percent b) 11 percent c) 22 percent d) 34 percent

©2007 Population Connection

Education Program • www.populationconnection.org/education • PopEd@popconnect.org2120 L St. NW • Suite 500 • Washington, DC 20037 • Phone 202.332.2200/1.800.767.1956 • Fax 202.332.2302

Population Distribution

BACKGROUND: populations can be distributed randomly; uniformly, or in clumps.

TASK: Use page 107 in your text or the internet to fill in the table below. Define the type of distribution in the effectbox, indicate the causes of each population distribution type in the causes box, and sketch (with dots) and a real-lifeexample in the sketch and example box.

C A U S E S S K E T C H A N D E X A M P L E

C L U M P E D

Population DistributionHow does population distribution affect the environment?

Alaska contains over 127 million acres of untouched forest land. It is the largest state in the United States,yet with a population of nearly 700,000 people it has the same total population as Austin, Texas. NewJersey is one of the smallest states and home to a population of nearly 9 million, but almost 1.8 million ofits 4.4 million total land acres are untouched natural woodland. What are the reasons for the ways populations organize themselves, and what effect does this organization have on the environment?

Model 1 - Population Density and Distribution2 km

^ = individual organism

1. Refer to Model 1.

a. What do the dots in the diagrams represent?

b. What do the boxes in the diagrams represent?

2. Calculate the area of a single habitat.

3. Consider the arrangements of the dots in Model 1.a. Describe the arrangements of the dots in habitat 3.

Population Distribution 11

b. Describe the arrangement of the dots in habitat 4.

4. Fill in the table below by counting the number of individuals in each habitat in Model 1 andthen calculate the area available per individual.

Habitat No. Area (km^) No. of Individuals No. of Individuals/Unit area (Density)

5. Refer to the completed table above.a. Which habitat shows a high population densi^?

b. Which habitat shows the lowest population density?

6. Draw a vertical line through the middle of each of the boxes in model 1. Label the left side "a"and the right side "b" on each box. Complete the table below for each half of each habitat.

Habitat No. Area (km^) No, of Individuals No. of Individuals/Unit area (Density)

7. For which of the habitats in Model 1 is population density very similar between sides a and b?

For which of the habitats in Model 1 is the population density quite different between sides aand b?

POGIL™ Activities for High School Biology

9. Label each of the diagrams on Model 1 using the terms clumped (clustered), random, anduniform (even) to describe the population distribution within the boxes.

10. Compare and contrast the terms population density and population distribution.

11. Assuming the population size stays constant, propose at least two factors that might cause apopulation to shift from a low density habitat to a high density habitat?

12. Animals such as lions or wolves often show clumped distribution. Give a reason why this wouldbe advantageous for these animals.

13. Other than social reasons, list any other fectors that may lead to clumped distribution patterns inpopulations.

114. For each of the organisms listed below state the type of population distribution and populationdensity of their habitat. Give a reason for each answer.

Organ ism D is t r i bu t i on Dens i t y

Apple trees inan o rchard

Reason

Population Distribution

Model 2 - Factors AfiFecting DensityF a c t o r

Food supplyRa in fa l l

F l o o d

Parasites

AcidityDisease

DroughtCompetitionPredat ion

15. Refer to Model 2.

Density Dependent Density Independent

a. Which factors are dependent on the population density?

b. Describe how the food supply would be affected by the population density.

c. Describe how the levels or spread of disease would be affected by population density.

16. What do all the density-independent Victors have in common?

\\7. In your own words, define density dependent and density independent by completing thesentences below.

Density-dependent factors are

Density-independent factors are

18. Density-independent factors and density-dependent factors may be interrelated. For example, alack of rainfall that causes a drought will impact the food supply in a habitat. Propose anotherpairing of a density-independent fector and density-dependent factor that might occur.

4 POGIL™ Activities for High School Biology

L IM IT ING FACTORS: READ PAGE 116 AND F ILL IN .

C a u s e a n d E f f e c t

L IM IT ING FACTORS: READ PAGE 116 AND F ILL IN .

C a u s e a n d E f f e c t

Population GrowthHow is population growth naturally regulated?

Why?The current world population is estimated to be over 7 billion. At present the number of births annuallyexceeds the number of deaths, which means that the population is increasing, and Is estimated to reach9 billion by 2040. In 1750 the world population was estimated at less than 800 million. How are growingpopulations such as ours controlled and supported, and can they continue to grow indefinitely?

1. Refer to Model 1.

a. What is the term used for populations moving into an area?

b. What is the term used for populations leaving an area?

c. Name two factors that cause an increase in the population size.

d. Name two factors that cause a decrease in population size.

P o p u l a t i o n G r o w t h 1

Model 1 — Population Growth

2. Using Model 1 and the letters B, D, E, and I, write mathematical expressions to show the typesof population described below. Note: The use of > and < may be needed.a. A stable population (total number of organisms is not changing).

b. A declining population (total number of organisms is decreasing).

c. A growing population (total number of organisms is increasing).

Model 2 - Survivorship Curves

Newborn Pre-reproductivc Reproductive Post-reproductive agea g e a g e

>

3. Refer to Model 2.

a. What does the x-axis on the graph in Model 2 represent?

b. Which type of organism shows a steady decline in its population at all life stages?

c. Which type of organism loses most of the individuals in its population at an early life stage?

d. What survivor type are humans?

2 POGIL™ Activities for High School Biology

4. At what life stage is each survivor type when the number of survivors is 100?a. Type I —b. Type II —c. Type III —

5. Which of the three types have the highest number of individuals that reach reproductive age?

Read This!

Through the process of evolution, all species have developed strategies to compensate for their survivorship type. Insects lay eggs by the hundreds. Mammals keep their young close by and protected until theyreach adulthood. Factors such as these allow populations of species to survive and thrive despite theirsurvivorship curve.

6. How do you think populations with Type II or III survivorship compensate for high pre-reproductive mortality?

7. Consider the evolutionary strategies that each survivorship type has developed for producing andrearing their young. Propose an explanation for why type I survivors have the highest relativenumber of individuals/1000 births that survive until they reach post-reproductive age?

8. Under what circumstances might human populations not show Type I survivorship?

Population Growth 3

Model 3 - Growth CurvesDiagram A—^Exponential Growth Curve Diagram B—^Logistic Growth Curve

Exponentialgrowth V.

Lag pha

Carryingcapacity (K)

Pressure begins due toenv i ronmenta l res is tance

9. Refer to Model 3.

a. During what phase of the growth curves in each diagram is the population just beginning tocolonize an area?

b. Which type of population growth appears to continue unchecked?

10. The growth curves in Model 3 are often referred to using the letters of the alphabet they resemble. The logistic growth curve is sometimes referred to as an S-curve. What letter would you useto describe the exponential growth curve?

11. What causes the population to slow down during logistic growth?

ill. The maximum population an environment can sustain is affected by environmental factors thatcause the population to level out or become stable. What term is used to describe this level oflogistic grov^?

4 POGIL™ Activities for High School Biology

13. Propose some reasons why population growth is so rapid immediately after the lag phase in bothdiagrams of Model 3?

14. Exponential growth (diagram A) refers to the phenomena of populations that double in sizeevery generation. If you start with a single bacterium capable of dividing every 20 minutes, howmany bacteria would you have after just four hours?

15. In most natural populations rapid exponential growth is unsustainable. As populations increase,environmental resistance causes the growth rate to slow down, until carrying capacity is reached.With your group, brainstorm several factors that could be considered as environmental resistance.

16. Diagram B shows that the population size fluctuates around the carrying capacity. Considering what you know about interactions in the environment, discuss with your group some of thefactors that could cause these fluctuations. In your answer you should relate these factors to theinformation from Model 1.

Population Growth 5

Extension Questions

Read This!Invasive species are species that are introduced into an environment but are not naturally found in thatenvironment. One example of an invasive species is the American gray squirrel, introduced into Britainat the end of the 18th century. Until 1876 the only native squirrel in Britain was the European red squirrel, which was found in deciduous and coniferous forests. By 1940 the gray squirrel had displaced the redsquirrel across most of the British Isles, and by 1984 the red squirrel was only found in isolated coniferouswoodland areas. After its initial introduction, the gray squirrel population increased rapidly; however, inrecent years population sizes within specific environments have become stable.

17. Explain why the newly-introduced gray squirrel initially showed rapid population growth andwhy the native red squirrel showed a population decline. Use ecological terms from the previousmodels in your answer.

18. Why has the population size of the gray squirrel become stable in recent years?

6 POGIL™ Activities for High School Biology

Turkey VulturesThe graph at the right shows theaverage number of turkey vulturesthat were counted on protectedlands at the Hawk MountainSanctuary in Pennsylvannia. Inthis activity, you will interpret thegraph by describing the trends thatit shows and drawing conclusionsabout the annual migration cycle ofturkey vultures.

Interpreting the GraphTo understand the information in a graph, the first step is to figure out the information thatit shows. Study the axes and note the trend shown by the graph.1. What do the x andy-axes show?_

2. What do the two bars for each month represent?^

3. To describe the annual trend in the graph, look at the overall changes in the bar heightover the entire year. Describe what you see..

Inferring From the GraphTurkey vultures migrate from the north onto the sanctuary lands and reside there for a whilebefore migrating south. You know that when the vultures migrate through the sanctuary, theywill increase the population size. Answer the questions below to help you identify when thevultures migrated through the sanctuary.

4. In which two months is the turkey vulture population significantly greater than in theother months?

5. When would you conclude that the vultures migrating from the north arrive at thesanctuary?.

6. When would you conclude that the vultures leave the sanctuary and begin to migratesouth?^

J F M A M J J A S O N D

M o n t hData thm HmlcMountein Dsta ArcKKes

Copyright © Peorsoti Edwcah'on, !nc, or crffltfotei. AH KgKf i Reserved.

N a m e .

The Pop Ecology Files—Student WorksheetPart 1: Measuring Growth1.ffyouhad$l00and added $10 to it the first year and each successive year, how much money would you have™

au After 5 years?b. After 10 years?

S t a r t

$ 1 0 0 $ 1 1 0 ^c. Create a line graph to show your money's growth over 10 years. (SCC

This is arithmetic growth - growth that results from a constant rate of change over time.

Z If instead you had $100 and it grew by 10% each year, your money would be growing on an ever-increasing base.How much mono^ would you have,..a. after 5 years?b. After 10 years?

S t a r t

$100 $110c. Using the grh above, add a second line to show how this money would grow over 10 years, f

This is exponential growth, growth that results from a constant percent rate of change over time. Populations tend to growthe same way. Because the base population is always increasing, population grows exponentially, as long as there aresufficient resources. Without sufficient resources, a population would exceed its carrying c )acity and decline.

3. Jefferson Middle School has 1000 students. A new housing development is being built neaiby, and it is predicted that that theschool population will increase 10% each year for seven years. How many students will there be in the school in seven years?

Part 2: The Naturalist's dilemmaYour aunt left a stack of her papers with you while she was traveling in the wilderness. These papers include inq)ortant populationdata that she has gathered on the species she's studied over the years. She's due back in town today, so you want to give herpapers back to her, but thoVe gotten all mixed up. You have the data, and you know the list of species, but you can't tell whatdata goes with whk species. By gngphing the population data for each species, you'll be able to sort it all outSpecies list:

Species

Cerulean Warbler

Bristlecone Pine

Eastern Cottontail

Red Fox

BackgroundA common bacteria found in soil.

This tiny migratory forest bird may beadded to the endangered species listThis slow-growing tree species can liveseveral thousand years.The common fast-breeding rabbit from theeastem United States.One of several predators on the cottontailrabbitA common bacteria found in soil.

Multiplying People, Dividing Resources 38

Where studiedStudied in a laboratory test tube overthe course of several weeks.Central Maryland, over several years.

Eastem California, over several years.

Central Ohio, over several years.

Central Ohio, over several years.

Studied in a laboratory test tube over severalweeks. New nutrients provided regularly.

© 2002, Population Connection

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© 2002, Population Connection

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SCIENCE BEHIND THE STORIES: THE CLOUDLESS FOREST

Read Pages 118-119 and complete the cause and effect organizer below. Analyze the datapresented and separate into what scientists infer from it.

C A U S E E F F E C T

Write About It: What do you think caused the extinction of the golden toad? Write a conclusionstatement and support it with 3 pieces of evidence from the case study.

Conclusion statement

Evidence 1

E v i d e n c e 2

Ev idence 3

Reading Comprehension

Read the following selection and answer the question that follows.

In 1906, President Theodore Roosevelt established the Grand Canyon National Ganrse Preserve on theKalbab Plateau In northern Arizona. The preserve was created to protect deer from hunting and

predation, which had reduced the population of Kaibab deer to only about 4000. Hunters wereprohibited from shooting deer, but they were allowed to shoot the deer's predators, including cougarsand coyotes. Between 1907 and 1923, over 600 cougars and 3000 coyotes were trapped or killed. As aresult, the deer herd began to Increase. By 1915, the deer were estimated at 25,000; by 1920, at50,000; and by 1923 at approximately 100,000.

If you were to graph the population growth of the Kaibab deer from 1906 to 1923, what would you see?

a. A straight line, showing a steady increase over time.b. A J-shaped upward curve showing a very rapid Increase.c. An up-and-down, wavelike pattern.d. An S-shaped curve that shows a smooth, rapid increase leveling off in 1923.

Read the following selection and answer the question that follows.

In 1906, President Theodore Roosevelt established the Grand Canyon National Game Preserve on theKaibab Plateau In northern Arizona. The preserve was created to protect deer from hunting andpredatlon, which had reduced the population of Kaibab deer to only about 4000. Hunters wereprohibited from shooting deer, but they were allowed to shoot the deer's predators, including cougarsand coyotes. Between 1907 and 1923, over 600 cougars and 3000 coyotes were trapped or killed. As aresult, the deer herd began to increase. By 1915, the deer were estimated at 25,000; by 1920, at50,000; and by 1923 at approximately 100,000.

Deer can live 10-25 years. Which of the following most likely describes an age structure diagram of theKaibab deer population in 1923?

a. An upside-down triangle, very wide at the top and narrow at the bottom.b. A rectangle, almost the same size from bottom to top.c. A narrow upside-down triangle, a little wider at the top than the bottom.d. A triangle with a very wide base and narrow top.

Analyze Data

An ecologist studying fruit flies records tlie following population size data. Use the data to answer thequestions that follow.

Fruit Fly Population Growth

1. Graph- Make a graph of the data in the table. Be sure to label both axes.

2. Analyze Graphs- What pattern of growth is demonstrated by this population of fruit flies?

3. What is the approximate carrying capacity in the fruit fl/s current environment? Onapproximately which day did the population reach its carrying capacity?

4 . Design an Experiment- The ecologist think that either space or available food is the mainlimiting factor controlling population size in fruit fly experiment in which one could determine iffood was the limiting factor.