2016 IB Biology Curriculum 4.1-4.4 and Optional Topic C

1. Name:
SevenQuest
TopicOptional:Ecology
Sections4.1-4.4/C.1–C.6

2. 4.1 U.1 Species are groups oforganisms that can potentially interbreed to produce fertile offspring.
1. Define the following terms: (Slides 13-16)
Species:
Habitat:
Population:
Community:
Ecosystem:
Ecology:
Niche:
Trophic level:
4.1 U.2 Members ofa species may be reproductively isolated in separate populations.
2. What defines a species? (slide 14)
3. Describe reproductive isolation, provide a couple of examples (Slide 15)
4. Define the following terms and give one example for each: (Slide 17)
Autotroph:
Heterotroph:

3. 4.1 U.3 Species have either an autotrophic or heterotrophic method ofnutrition (a fewspecieshave
both methods). (Slide 20)
5. Complete the tree below with definitions and examples of each type of feeding strategy.
6. Give synonyms for the following terms:
Primary consumer:
Secondary consumer (and above):
4.1 U.4 Consumers are heterotrophs that feed on living organisms by ingestion
7. What is a consumer and what does it mean to ingest food? Give one example. (Slide21)
4.1 U.5 Detritivoresare heterotrophs that obtain organic nutrients from detritus by internal
digestion.
8. What is a detritivore? Give one example. (Slide 23)
9. Give one example of dead organic matter, or detritus, that a detritivore might ingest: (Slide 23)
4.1 U.6 Saprotrophs are heterotrophs that obtain organic nutrients from dead organisms by
external digestion.
10. What is a saprotroph? Give one example. (Slide 23)

4. 4.1 U.7 A community is formed by populations ofdifferent speciesliving together and interacting
with each other.
11. What makes up a community? (Slide 24)
4.1 U.8 A community forms an ecosystem by its interactions with the abiotic environment.
12. What is missing from an ecosystem if I just list all the organisms found there? (Slide 25)
13. List three characteristics of a populations? (Slide 27)
4.1 S.1 Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge
of their mode ofnutrition.
14. What are the three basic ways that energy moves through an ecosystem (Slide 29)
15. What are the three factors shape an ecosystem? (Slide 30)



16. Why is energy considered to be an open system? (Slide 31-33)
17. Define biomass (Slide 33)
18. How is biomass used? (Slides36-38)
19. Much of the energy taken in by plants is lost as carbon compounds through an ecosystem. Describe
severalways in which it is lost. (Slide 37)
20. How does the efficiency of the production of ATP compare the burning of gas in your car? (Slide 39)
21. Organisms have the ability to make severalenergy conversions, light to chemical energy, chemical
energy, chemical energy to electrical energy. But they have no ability to convert heat energy into
anything. Where does it go? (Slide 40)

5. 22. Complete the food chain below. (Slide 41)
C.2 U.3 The percentage of ingested energy converted to biomass is dependent on the
respiration rate.
21. How is the net production of autotrophs calculated? (Slide 48)
22. If a primary consumers Gross Production is 3368 kJm-2y-1 and 1890 kJm-2y-1 is lost to
Respiration, what is the Net Production of the primary consumer? (Show all work). (Slide
48)
C.2 S.1 Comparison of pyramids of energy from different ecosystems
A. If a primary consumer’s Gross production is 3100 kJm-2y-1 and Net Production is 2214
kJm-2y-1, what was lost to Respiration? (Show all work). (Slide 48)
B. Why is there less biomass at higher trophic levels?
C. What does high primary productivity mean to an ecosystem?

6. 26. Describe whatismeantby a foodweb. (Slide 62)
27. The foodwebbelowshowssome coral reef feedingrelationships; (Slide62)
tr
a. Identifyspeciesinthe followingtrophiclevels:
i. Producers
ii. Primaryconsumers
iii. Secondaryconsumers
4.1 U.9 Autotrophs obtain inorganic nutrientsfrom the abiotic environment.4.1 U.10 The supply of
inorganic nutrientsis maintainedby nutrientcycling.
28. What isthe original source of energyforalmostall communities?
29. Energytransfersare never100% efficient.Inwhichwaysisenergylostbetweentrophic levels
30. “Energy flowsthrough an ecosystem,nutrientsarerecycled.” Explainthisstatementwiththe aidof a
flowchart. Include the rolesof saprotrophicbacteriaandfungi. (Slides63-67)
20. Where do autotrophsobtaininorganic nutrientsfromthe environment? (Slides63-67)

7. 21. Where doheterotrophs obtaininorganicnutrientsfromthe environment? (Slides63-67)
4.1 U.11 Ecosystemshave the potential to be sustainable over long periodsof time.
22. What doesitmeanfor somethingtobe sustainable?
4.1 S.2 Settingup sealedmesocosmsto try to establishsustainability.(Practical 5) [Mesocosmscan be
set up in opentanks, but sealedglass vesselsare preferable because entryand exit ofmatter can be
preventedbut lightcan enterand heat can leave.Aquaticsystems are likelyto be more successful
than terrestrial ones.]
23. What is a mesocosms?
24. Shouldthe containerfora mesocosmsbe transparentoropaque?
25. Which groupof organismsshouldbe included?
4.3 U.1 Autotrophs convert carbon dioxide into carbohydrates and other carbon compounds
Autotrophs absorb carbon dioxide either from the atmosphere or from in water
26. What is the process where autotrophs convert carbon dioxide into carbohydrates? (Slide 70)
27. Write out the formula for the above process, label where the reactants come from (ie. sun, air, and
ground) (Slide 70)

8. 4.3 U.2 In aquatic ecosystems carbon is present as dissolved carbon dioxide and hydrogen
carbonate ions.
28. Aquatic autotrophs absorb and use dissolved carbon dioxide and hydrogen carbonate ions in
photosynthesis to produce organic compounds. Outline how the hydrogen carbonate ions formed.
(Slide 71)
29. What does this do to the pH of the water? (Slide 72)
5.3 U.3 Carbon dioxide diffuses from the atmosphere or water into autotrophs.
30. Describe how carbon dioxide diffuses into aquatic organisms and land plants. (Slide 73)
Aquatic organisms:
Land plants:
4.3 U.4 Carbon dioxide is produced by respiration and diffuses out oforganisms into water or the
atmosphere.
31. a) Write the formula for cell respiration. (Slide 74)
b) Where does the CO2 come from during cell respiration? (Slide 74)

9. 4.3 U.5 Methane is produced from organic matter in anaerobic conditions by methanogenic
archaeans and some diffuses into the atmosphere or accumulates in the ground.
32. Which group of prokaryotes naturally produce methane gas? (Slide 75)
33. Describe how methane is produced and where this process happens. (Slide 75)
34. How does large herds of domestic cattle and sheep contribute to the greenhouse effect? (Slide 75)
4.3 U.6 Methane is oxidized to carbon dioxide and water in the atmosphere.
35. Describe why concentrations of methane in the atmosphere has remained relatively low. (Slide 76)
4.3 U.7 Peat forms when organic matter is not fully decomposed because ofacidic and/or anaerobic
conditions in waterlogged soils
36. Describe how peat forms. (Slides 77-79)
37. Complete the following flow chart. (Slide 80)

10. 4.3 U.8 Partially decomposed organic matter from past geological eras was converted either into
coal or into oil and gas that accumulate in porous rocks
38. How is coal formed? (Slide 81)
39. What organisms play a role in cycling nutrients?
40. During what time period were the world’s largest coal deposits made? (Slide 84)
41. What 2 factors promoted the formation of coal? (Slides 85-86)
4.3 U.9 Carbon dioxide is produced by the combustion ofbiomass and fossilized organic matter.
42. How is carbon dioxide produced by the combustion of biomass and fossilized organic matter? (Slide
88)
4.3 U.10 Animals such as reef-building corals and mollusca have hard parts that are composed of
calcium carbonate and can become fossilized in limestone
43. How does limestone rock form? (Slides 89-90)
44. How can carbon be released from the limestone? (Slides 89-90)

11. 45. Matching the role played by each of the following with the carbon cycle:
A. Peat Formation ___
B. Limestone Formation ___
C. Combustion ___
D. Methanogenesis ___
E. Carbon fixation/Photosynthesis ___
F. Fossilization of organic matter ___
4.3 S.1 Construct a diagram of the carbon cycle.
46. Draw a simplified carbon cycle (Slides 93-96)
1. Archaeaproduce and release methaneaspartof
theirmetabolism
2. Deadorganic matteris buriedbeneathlayersof
Earth- pressure andheatovermillionsof years
turn itintooil,gas, or coal
3. Reactscarbon matter/fossil fuelswithheatand
oxygentorelease energy- CO2 isa majorwaste
product
4. CO2 isremovedfromthe airand fixedasorganic
molecules(i.e.glucose)inproducers
5. A carbon sinkof partiallydecayedorganicmatter,
but alsoa major producerof methane
6. Storesdeadmatterof shelledseacreaturesin
rock formin oceans

12. 47. Annotate the diagramto showthe carbon cycle and processesinvolved usingthe wordsbelow.
(Slide 91)
A
Respiration B C
D E
 Photosynthesis
 Decomposition
 Combustion
 Natural Gases
4.3 A.1 Estimation ofcarbon fluxes due to processesin the carbon cycle. [Carbon fluxes should be
measured in gigatonnes.]
48. Using Table 1. Label the Carbon Fluxes in the diagram below.
Table 1:
C.2 A.1 Conversion ratio in sustainable food production practices.
49. What is the formula for the food conversion ratio? What is it used for? (Slide 98)

13. C.6 U.1 Nitrogen-fixing bacteria convert atmospheric nitrogen to ammonia.
50. State the reason why nitrogen is frequently a limiting factor for plant growth when 78%
of the atmosphere is nitrogen gas. (Slide 101)
Define/Answer a through e for the following Crash Course video Nitrogen and
Phosphorous Cycles: Always recycle! Part 2 Table of Contents with time topic mentioned
during clip. http://www.youtube.com/watch?v=sjE-
Pkjp3u4&list=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4WxbX
A. Nitrogen Cycle 1:46
B. Nitrogen Fixing Bacteria 2:32
C. Nitrifying Bacteria 3:24
D. Denitrifying Bacteria 4:34
E. Phosphorous Cycle 5:16
F. Lithosphere 5:27
G. Plants 5:56
H. Animals 5:56
I. Decomposers 5:56
J. Aquatic & Marine Ecosystems 6:24
K. Sedimentation & Weathering 6:55
L. Synthetic Fertilizers 7:23
51. Which nitrogen compounds can plant absorb and assimilate. (Slide 102)
52. State the name of the key process carried out by the bacteria Rhizobium and Azotobacter
and the nitrogen containing compound produced. (Slide 103)
53. Briefly outline the process of nitrification that produces the nitrates, which plants can
absorb and assimilate. (Slide 105)
C.6 U.2 Rhizobium associates with roots in a mutualistic relationship.
54. Distinguish between the bacteria from the genii Rhizobium and Paracocus. (Slide 105-
108)

14. C.6 U.3 In the absence of oxygen denitrifying bacteria reduce nitrate in the soil.
55. Denitrification reduces the availability of nitrogen compounds to plants.
a. Define the term Denitrification. (Slide 108)
b. State the name of the genus of bacteria that contains many species that can perform
denitrification. (Slide 108)
c. Describe the conditions in which denitrifying bacteria would perform denitrification.
(Slide 110)
C.6 A.1 The impact of waterlogging on the nitrogen cycle.
56. Outline the impact of waterlogging on the nitrogen cycle. (Slide 110)
C.6 A.2 Insectivorous plants as an adaptation for low nitrogen availability in waterlogged
soils.
57. Outline how the plants absorb the nitrogen contained in the insects and other animals.
(Slide 111)
58. Explain why these plants cannot be truly considered carnivorous. (Slide 112)
59. List three examples of insectivorous plants and explain how the specialized leaves act as
a trap in each case. http://botany.org/Carnivorous_Plants/

15. C.6 S.1 Drawing and labelling a diagram of the nitrogen cycle.
(Slides 113-114)
Nutrient cycle diagrams are examples of systems flow diagrams. System flow diagrams consist
of three elements: pools, fluxes and processes. Pools are sinks that contain the nutrient/element,
processes describe how nutrients move from pool to pool and Fluxes are arrows that show the
flow of the nutrient/element.
C.6 U.5 The rate of turnover in the phosphorus cycle is much lower than the nitrogen cycle.
60. Explain, briefly, why the rate of turnover (the speed of movement of phosphorous from
one pool/sink to another) is relatively slow compared with nitrogen. (Slide 118)
C.6 U.4 Phosphorus can be added to the phosphorus cycle by application of fertilizer or
removed by the harvesting of agricultural crops.
61. Outline how human activity impacts the phosphorus cycle. (Slide 119)
C.6 U.6 Availability of phosphate may become limiting to agriculture in the future.
62. Explain why rocks rich in phosphate minerals are classified as a non-renewable resource.
(Slide 120)
63. The graph to the right is based on US Geological Survey data and shows world
phosphate production from mining.

16. a. Describe the trend shown.
b. As the reserves of phosphate rock
are depleted the production of
phosphorous is likely to peak and
then decline. Predict when peak
production is likely to occur.
c. Suggest the impacts to agriculture that will occur a number of years (e.g. 50) after peak
production.
C.6 U.7 Leaching of mineral nutrients from agricultural land into rivers causes
eutrophication and leads to increased biochemical oxygen demand.
64. Explain how increased concentrations of nutrients can cause a lack of dissolved oxygen
in rivers and lakes. (Slides 123-125)
65. Outline the consequences to organisms of low levels of dissolved oxygen in rivers and
lakes. (Slides 123-125)
C.2 A.1 Conversion ratio in sustainable food production practices.
66. What is the formula for the food conversion ratio? What is it used for? (Slide 127)
C.2 A.2 Consideration of one example of how humans interfere with nutrient cycling.
(Slide 128)
C.2 U.6 Disturbance influences the structure and rate of change within ecosystems.
http://en.wikipedia.org/wiki/File:WorldPhosphateProduction.jpg

17. 67. List below some disturbances are events that alter the availability of resources in a
community (Slide 129)
68. Define ecological succession, primary succession, secondary succession and a climax
community. (Slides 131-133)
69. Define/Answer a through e for the following Crash Course Video Ecological Succession:
Change is good
http://www.youtube.com/watch?v=sjE-Pkjp3u4&list=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4WxbX
a. PrimarySuccession1:56:1
b. SecondarySuccession3:36
c. Climax CommunityModel 5:11
d. IntermediateDisturbance Hypothesis7:25:1
C.2 S.2 Analysis of a climograph showing the relationship between temperature, rainfall
and the type of ecosystem.

18. 70. Below is a climatogram from a middle latitude deciduous forest. Graph the date for
precipitation and temperature below. Use a bar graph shows average monthly precipitation and
the line graph illustrates monthly temperature. (Slides 136-140)
Month Jan Feb Mar April May June July Aug Sept Oct Nov Dec
Precip. cm 12 10 13 11 11 10 12 10 9 9 10 12
Temp.ºC 5 5 10 14 20 24 28 26 22 18 14 6
J F M A M J J A S O N D
30 400
27.5 380
25 360
22.5 340
20 320
17.5 300
15 280
12.5 260
10 240
Temp. 7.5 220 Precip.
In °C 5 200 in mm
2.5 180
0 160
-2.5 140
-5 120
-7.5 100
-10 80
-12.5 60
-15 40
-17.5 20
-20 0
71. Study the 2 climographs shown below and answer the question. (Slides 136-140)
A. B.
Determine which climograph depicts the tundra and which depicts the taiga. Explain your
response.

19. C.2 S.3 Construction of Gersmehl diagrams to show the inter-relationships between
nutrient stores and flows between taiga, desert and tropical rainforest
72. What is a Gersmehl diagram? (Slide 141)
73. What are the nutrient inputs and outputs in an ecosystem? (Slide 142)
74. What are the flows between the sinks? (Slide 143)
75. Construction of Gersmehl diagrams to show the inter-relationships between nutrient
stores and flows between taiga, desert and tropical rainforest. (Slide 144)
C.2 U.4 The type of stable ecosystemthat will emerge in an area is predictable based on
climate.
76. Watch the video https://www.youtube.com/watch?v=qrVxdB0mJj0 and answer the questions
below
1. How large is the coral triangle (CT)?
2. How many people live in the CT?
3. What percentage of the worlds coral species live in the CT?
4. How many different species of fish live in the CT?
5. What are some of the damages that have been done to the CT?
4.1 U.11 Ecosystems have the potential to be sustainable over long periods of time.
77. Climax communities reach a stability that can last for thousands of years. Use the hyperlink
to name three examples. http://www.eoearth.org/view/article/171226/
4.1 S.3 Testing for association between two species using the chi-squared test with data
obtained by quadrat sampling. [To obtain data for the chi-squared test, an ecosystem
should be chosen in which one or more factors affecting the distribution of the chosen

20. species varies. Sampling should be based on random numbers. In each quadrat the
presence or absence of the chosen species should be recorded.]
78. Describe the purpose of quadrat sampling and how it is done: (Slide 150)
4.1 S.4 Recognizing and interpreting statistical significance.
79. Based on species frequency data, below, use a chi-squared test to determine if there is a
significant association between these two species:
Species Frequency
Cattails only 6
Seaweed only 8
Both species 11
Neither
species
5
a. State the Null Hypothesis (H0)
b. State the alternative hypothesis (H1)
c. What level of significance (%) is usually used to determine if the two sets are statistically
significant or different?
d. Draw a contingency table of observed and expected values: (You may use Excel and cut
out your results)
e. Calculate degrees of freedom: _______
f. Determine the critical value:____________
g. Calculate the chi-squared value:
h. Explain whether there is a significant association:
C.1 U.1 The distribution ofspecies is affected by limiting factors.
Define/Answer a through e for the following video CommunityEcology:Feel the love

21. http://www.youtube.com/watch?v=sjE-Pkjp3u4&list=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4WxbX
a. Competitive ExclusionPrinciple 2:02
b. Fundamental vs.RealizedNiche3:48
c. Eco-lography/Resource Partitioning5:25
d. Character Displacement7:29
e. Mutualism9:15
80. Make a Venn diagram to show the factors affecting the distribution of plant and animal species.
(Slides 164-176)
81. Describe how 3 of these factors influenced the distribution of an animal species (Slides 165-
166)
A) ________________________-
B) ________________________-
C) ________________________-
82. Describe how 3 of these factors influenced the distribution of a plant species (Slides 170-171)
A) ________________________-
B) ________________________-
C) ________________________-
C.1 U.2 Community structure can be strongly affected by keystone species.
83. Define keystone species: (Slide 177)
84. Outline how the sea otter is a keystone species. (Slides 178-181)

22. 85. a .In the video title JEAN-MICHEL COUSTEAU:OCEAN ADVENTURES (at about 52
seconds . into the video) what are the 3 parts to a Kelp plant? (Slide 181)
b. How fast does Kelp grow?
c. What do Sea Urchins normal eat?
86. Describe one other keystone species and its role in their ecosystem. (Slides 182-184)
C.1 U.3 Each species plays a unique role within a community because ofthe unique combination of
its spatial habitat and interactions with other species.
87. Define ecological niche and what does it include? (Slide 185)
Includes the following:





C.1 S.1 Analysis ofa data set that illustrates the distinction between fundamental and realized
niche.
88. Define fundamental and realized niche. (Slide 186)
C.1 U.4 Interactions between speciesin a community can be classified according to their effect.
C.1 A.2 Local examples to illustrate the range ofways in which species can interact within a
community.
89. Define mutualism and give an example. (Slide 188)
90. Define predation and give an example. (Slide 189)
91. Define herbivory and give an example. (Slide 190)

23. 92. Define parasitism and give an example. (Slide 191)
93. Define commensalism and give an example. (Slide 192)
94. Define competition and describe the two types. (Slides 193-195)
C.1 U.5 Two species cannot survive indefinitely in the same habitat if their niches are identical.
95. Define competitive exclusion (Slide 196)
96. Describe how Gause’s experiments demonstrated competitive exclusion.
Experiment #1: (Slide 197)
Experiment # 2 (Slide 199)
C.1 A.1 Distribution ofone animal and one plant species to illustrate limits oftolerance and zones
of stress.
97. Define Shelford’s Law of Tolerance and annotate with a diagram. (Slide 200)
98. Describe the distribution of one animal and one plant species to illustrate limits of tolerance and
zones of stress. (Slides 201-202)
Animal:
Plant:
C.1 A.3 The symbiotic relationship between Zooxanthellae and reef-building coral reefspecies.
99. Describe the Mutualistic relationship of zooxanthellae and reef-building corals. (Slides
206-207)

24. C.1 S.2 Use ofa transect to correlate the distribution ofplant or animal specieswith an abiotic
variable.
100. Describe why random sample is done. (Slide 208)
101. Define transect and describe how it can be used. (Slide 209)
102. Based on the data of plants found at Belt transect Survey of a Dune System which
plant is most salt tolerant and which is the least? (Slides 210-213)
C.5 A.3 Discussion of the effect of natality, mortality, immigration and emigration on
population size. C.5 U.4 The phases shown in the sigmoid curve can be explained by
relative rates of natality, mortality, immigration and emigration.
Define/Answer a through e for the following Crash Course video Population Ecology: Texas
Mosquito Mystery
http://www.youtube.com/watch?v=sjE-Pkjp3u4&list=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4WxbX
a. Density & Dispersion 02:03
b. Population Growth 03:07
c. Limiting Factors 03:45
1. Density Dependent 06:16
2. Density Independent 07:11
d. Exponential & Logistical Growth 08:04
d. How to Calculate Growth Rate 09:33
103. Define the term population. (Slide 216)
104. Explain how each of the four factors influences population size: (Slides 216-
220)
Natality:
Immigration:
Mortality:
Emigration:
105. Explain what happens to population growth if mortality and emigration are less t
when immigration and natality. (Slide 221)

25. 106. Explain why density dependent factors affect the mortality of a population. (Slide
223)
107. List four density dependent (i.e. the effect increases as the population increases)
factors that can limit population growth. (Slide 223)
•
•
•
•
108. List the density independent that can affect population size. (Slide 223)
109. Density independent factors have the potential to affect individual of all ages
equally. Suggest what ages groups are the density dependent factors are likely to
affect the most and how this will impact future population growth. (Slide 223)
C.5 U.2 The exponential growth pattern occurs in an ideal, unlimited environment.
110. Draw a rough sketch of the human population graph. (Slide 224)
111. Define/Answer a through e for the following video Human Population Growth
https://www.youtube.com/watch?v=E8dkWQVFAoA

26. a. R vs. K selectionTheory01:41:1
b. Causesof Exponential HumanGrowth03:24
c. Human CarryingCapacity03:30:2
d. Ecological Footprints06:40:1
e. CausesforDecline inHumanGrowthRate 08:10:1
112. State the conditions necessary for exponential growth. (Slide 238)
113. Outline the three phases of population growth (Slides 236-239)
a. Exponential Growth
b. Transitional Phase
c. Plateau Phase
C.5 U.4 The phases shown in the sigmoid curve can be explained by relative rates of
natality, mortality, immigration and emigration.
114. Sketch a graph to show sigmoidal population growth. As a minimum include the
following on your graph (Slides 241-244):
• Exponential phase
• Transitional phase
• Plateau phase
• K / Carrying capacity
C.5 U.5 Limiting factors can be top-down or bottom-up.
A limiting factor is an environmental selection pressure that limits population growth.
115. There are two categories of limiting factor describe the two (Slides 245-247):
A. Top-Down (Keystone species)
B. Bottom-Up.
C.5 A.5 Bottom-up control of algal blooms by shortage of nutrients and top-down control
by herbivory.

27. 116. Watch the video Algae killing coral reef (Slide 249) then refer back to slide 223 the density
dependent limiting factors listed and determine which limiting factor has been removed as a
bottom-up limiting factor to the environment.
a. Describe the top-down control of algal bloom. (Slide 248)
b. Outline the human practises that can disrupt top-down control of algae. (Slide 249)
c. Shortage of nutrients is normally a key bottom-up limiting factor preventing algal
blooms.
i. Explain why nutrients are a limiting factor on a photosynthetic organism such as
algae.
ii. Outline the environmental conditions experienced by algae that mean nutrients are
a key limiting factor.
e. Describe the consequences to costal marine communities, such as coral reefs, of am algal
bloom that results from the disruption of bottom-up and/or top-down control.
C.5 S.1 Modelling the growth curve using a simple organism such as yeast or species of
Lemna.
In the absent of equipment using one or more of the following resources to model population
growth:
• Yeast Population Growth lab and simulation by i-Biology
(http://www.slideshare.net/gurustip/population-growth-9457952)
• Bunny population growth by PhET (http://phet.colorado.edu/files/activities/3896/04.02 -
CW - bunny simulation - 2014-07-30 - vdefinis.docx)
C.5 U.1 Sampling techniques are used to estimate population size.
117. Explain why it is necessary to use sampling techniques to estimate population
size. (Slide 251)
118. Explain why is it important to randomly select sampled areas. (Slides 251-253)
C.5 A.2 Use of the capture-mark-release-recapture method to estimate the population size
of an animal species.

28. 119. Complete the table to outline the steps needed to estimate population size using
the capture-mark-release-recapture method.
Steps
a) Capture
b) Mark
c) Release
d) Recapture
Calculate: an estimate the population size using the Lincoln index:
population size = (n1 × n2) / n3
n1 = number caught and marked initially
n2 = total number caught on the second occasion
n3 = number of marked individuals recaptured
Describe the assumptions that need to be true for the Lincoln index to give an accurate estimate
of population size.
C.5 A.4 Analysis of the effect of population size, age and reproductive status on sustainable
fishing practices.
120. Outline how population size affects sustainable fishing. (Slide 271)
C.5 A.1 Evaluating the methods used to estimate the size of commercial stock of marine
resources.
121. Outline why it is important to accurately estimate fish populations.
122. Complete the table for the different sampling methods used to estimate fish populations.

29. Sampling
method
Situation in which the
method is used
Usage and limitations
Random
sampling
Not used.
Capture-mark-
release-
recapture
Fish are temporarily
stunned with electric
shocks and then counted
Used in lakes and rivers,
but recapture numbers are
too small to be useful in
open waters such as
oceans.
Echo sounders Only useful for schooling
fish species
Age structure of landed
fish can be used to
estimate population size.
Violators of fishing
regulations designed to
control the age of fish
landed often do not report
what they land or they
dump the restricted fish
causing a bias in the
estimates.
C.5 A.4 Analysis of the effect of population size, age and reproductive status on sustainable
fishing practices.
123. Describe what is maximum sustainable yield (MSY) and draw a graph to represent it below.
(Slides 274-276)
124. Apart from size describe how the age structure of a population acts as an indicator of
future growth or decline. (Slide 277)
125. Quotas are agreed upon for species with low stocks and moratoria declared on the fishing
of all endangered species. State the effect these practises will have upon the age structure of the
population. (Reminder of video Fish on a Line)
126. Explain why is it important to restrict the fishing of young individuals in the population.
(Reminder of video Fish on a Line)

30. 127. Define/Answer a through g for the following Crash Course video Human Impacts on
the Environment
http://www.youtube.com/watch?v=sjEPkjp3u4&list=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4W
xbX
a. Ecosystem Services 00:51
b. The Importance of Biodiversity 04:07
c. Deforestation 06:42
d. Desertification 06:49
e. Global Warming 07:59
f. Invasive Species 08:51
g. Overharvesting 09:20
C.3 U.1 Introduced alien species can escape into local ecosystems and become invasive.
128. What is the difference between a native species and a non-native species? (Slide 284)
129. What is an invasive species? (Slide 285)
130. What is the difference between a fundamental and a realized niche? (Slide 286)
C.3 U.2 Competitive exclusion and the absence of predators can lead to reduction in the
numbers of endemic species when alien species become invasive
131. What is the competitive exclusion principle? (Slide 287)
C.3 A.1 Study of the introduction of cane toads in Australia and one other local example of
the introduction of an alien species
132. Describe the introduction of cane toads in Australia as an alien species. (Slide 288)
133. Describe the introduction of Zebra Mussels in the Great Lakes area. (Slides 289-290)

31. C.3 S.2 Evaluation of eradication programs and biological control as measures to reduce
the impact of alien species
134. Describe the 4 ways invasive species can be controlled. (Slides 291-293)
C.3 U.3 Pollutants become concentrated in the tissues of organisms at higher trophic levels
by biomagnification.
C.3 S.1 Analysis of data illustrating the causes and consequences of biomagnification.
135. Define Biomagnification. Give an example. (Slides 295-305)
C.3 A.2 Discussion of the trade-off between control of the malarial parasite and DDT
pollution
136. Discuss the pros and cons for the control of the malarial parasite with DDT use (Slides
302-303)
137. What are some characteristics of the Earths water and the pollution caused by human
activity (Slides 305 and 306)?
C.3 U.4 Macroplastic and microplastic debris has accumulated in marine environments.
138. Define Macroplastic and microplastic. (Slides 308-309)
C.3 A.3 Case study of the impact of marine plastic debris on Laysan albatrosses and one
other named species
139. Discuss the impact of marine plastic debris on Laysan Albatrosses *Watch the two videos
on slide 310 before answering. (Slides 310-311)
140. Discuss the impact of marine plastic debris on zooplankton after watching the two short
videos on Slide 311

32. Define/Answer a through e for the following Crash Course Video: The Hydrologic and
Carbon Cycles: Always recycle!
http://www.youtube.com/watch?v=sjE-Pkjp3u4&list=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4WxbX
1) HydrologicCycle - 1:15
A) Clouds - 2:13
B) Runoff - 3:06
C) Oceans - 3:41
D) Evapotranspiration - 4:25
2) Carbon Cycle - 5:12
A) Plants - 5:48
B) Fossil Fuels - 6:40
C) Oceans - 7:12
D) Global Warming- 7:35
4.3 U.1 Carbon dioxide and water vapor are the most significant greenhouse gases.
141. What is a greenhouse gas? (Slide 315)
142. What is the greenhouse effect? (Slide 316)
143. What is the percentage and the sources of atmospheric carbon dioxide and water vapor? (Slides
317-318)
144. What is meant by a carbon sink? (Slide 318)
4.3 U.2 Other gases including methane and nitrogen oxides have lessimpact. [The harmful
consequences ofozone depletion do not need to be discussed and it should be made clear that ozone
depletion is not the cause ofthe enhanced greenhouse effect.]
145. What are sources of methane and nitrogen oxides? (Slide 321)
4.4 U.3 The impact ofa gas depends on its ability to absorb long wave radiation as well as on its
concentration in the atmosphere.[Carbon dioxide, methane and water vapor should be included in
discussions.]
146. Outline the two factors that determine the impact of a greenhouse gas: (Slide 322)
147. Describe the greenhouse effect (with the aid of a diagram): (Slide 324)

33. 4.4 U.4 The warmed Earth emits longer wavelength radiation (heat).
148. Describe how the Earth’s surface absorbs and emits solar radiation: (Slides 325-327)
4.4 U.5 Longer wave radiation is absorbed by greenhouse gases that retain the heat in the
atmosphere.
149. Describe the albedo effect. (Slide 328)
4.4 U.6 Global temperatures and climate patterns are influenced by concentrations ofgreenhouse
gases.
150. Outline the climate effects of higher greenhouse gas concentrations and global temperatures:
(Slides 329-330)
4.4 U.7 There is a correlation between rising atmospheric concentrations ofcarbon dioxide since
the start ofthe industrial revolution 200 years ago and average global temperatures.
151. There is evidence for a correlation between atmospheric carbon dioxide (CO2) and average global
temperature. How is this related to the start of the industrial revolution? * watch video (Slide 332)
4.4 U.8 Recent increases in atmospheric carbon dioxide are largely due to increases in the
combustion offossilized organic matter.
152. What are three sources of carbon emissions due to human activity? (Slide 333)
4.4 A.2 Correlations between global temperatures and carbon dioxide concentrations on Earth.
153. Describe the evidence for a correlation between atmospheric carbon dioxide (CO2) and average
global temperatures (Slide 334)

34. 4.4 A.3 Evaluating claims that human activities are not causing climate change.
Answer the following questions based on the video: The Truth About Global Warming - Science &
Distortion - Stephen Schneider https://www.youtube.com/watch?v=4_eJdX6y4hM
a) System science has to be broken down into the well-established components and to
competing explanations. Where does the disconnect come along? And what do you end up
with?
b) What do system scientists do?
c) What is a value judgment?
d) According to Stephen Schneider, what does risk management entail?
e) According to Stephen Schneider, “the more we keep adding unprecedented warming to the
system the more the number of tipping points that are going to be crossed”,why does he feel
this is a concern?
4.4 A.1 Threats to coral reefs from increasing concentrations ofdissolved carbon dioxide.
154. What is ocean acidification? (Slide 351)
155. How does increasing carbon dioxide threaten coral reefs? (Slides 352-354)
C.4 U.1 An indicator species is an organism used to assessa specific environmental condition
156. What is an indicator species? Give an examples as water and air pollution vary. (Slides 359-360)
C.4 U.2 Relative numbers ofindicator speciescan be used to calculate the value ofa biotic index
157. What is the biotic index? How does it work? (Slide 361)
C.4 U.6 Richness and evenness are components ofbiodiversity
158. Define biodiversity, Richness, and Evenness. (Slide 362)

35. C.4 S.1 Analysis ofthe biodiversity oftwo local communities using Simpson’s reciprocal index of
diversity
159. Monitoringecological systems.
a. State the functionof Simpson’sDiversity Index.
b. Calculate Simpson’sDiversityIndex forthese twograsslandareas:
GrasslandSite 1
Species A B C D E F G H
Present y y y x x x x x N= 3 N-1= 2
number 65 12 8 0 0 0 0 O Σn= n-1=
Simpson’sIndex:
GrasslandSite 2
Species A B C D E F G H
Present y X y y y y y y N= 7 N-1= 6
number 12 o 32 21 08 6 07 4 Σn= n-1=
Simpson’sIndex:
c. Deduce whichsite wasa farmedareaand whichwas wild.Explainyouranswer.
160. Define extinction and what leads to it. (Slide 369)
C.4 U.3 In situ conservation may require active management ofnature reserves or national parks
161. Define In situ conservation and lists advantages. (Slide 370)
162. Define a protected area and give an example. (Slides 370-371)

36. C.4 U.5 Biogeographic factors affect species diversity
C.4 A.2 Analysis ofthe impact ofbiogeographic factors on diversity limited to island size and edge
effects
163.
a) Describe biogeographic factors that affect species diversity. (Slides 370-371)
b) Design: (Slide 373)
c) Buffer zone: (Slide 376)
d) Corridors: (Slide 377)
e) Edge Effect:(Slide 378)
C.4 U.4 Ex situ conservation is the preservation ofspecies outside their natural habitats
164. Define Ex situ conservation and lists advantages and disadvantages. (Slides 379-380))
C.4 A.1 Case study ofthe captive breeding and reintroduction ofan endangered animal species
165. Describe an example of captive breeding and reintroduction of an endangered animal species. .
(Slides 380-382)
Works Cited
1. Taylor, Stephen.ScienceVideo Resources. [Online] Septmber2009.
2. Allott, Andrewand Mindorff.Biology CourseCompanion fortheIBDiploma:OxfordUniversityPress,
2014. 978-0-19-839211-8.
3. Collette,Jeanette. Wonderwomenof the CommackHighSchool Science Department