WAYS ORGANISMS INTERACT

Ways organisms interact ______________________ Between SAME and DIFFERENT kinds of organisms Compete with each other for available resources __________________________ Between DIFFERENT kinds of organisms Hunt and kill other organisms to supply their energy needs __________________________ Between SAME kind of organisms Live together and help each other __________________________ Between DIFFERENT kinds of organisms live in close association with another kind of organism COMPETITION PREDATION SYMBIOSIS COOPERATION

WHAT IS A RESOURCE? Anything needed by an organism for life ____________________________________________ Examples: ________________________ Nutrients, water, light, space

COMPETITION FOOD Organisms in an ecosystem have to compete with each other for available resources.

COMPETITION Organisms in an ecosystem have to compete with each other for available resources: shelter

COMPETITION Organisms in an ecosystem have to compete with each other for available resources mates

COMPETITION Organisms in an ecosystem have to compete with each other for available resources: space/territory Prairie dogs - 5 to 35 per acre Mountain lion- 1 male per sq. mi

COMPETITION Organisms in an ecosystem have to compete with each other for available resources: LIGHT

Ways organisms interact ___________________ Between DIFFERENT kinds of organisms Hunt and kill other organisms to supply their energy needs PREDATION

PREDATION Organisms in an ecosystem that capture and eat other organisms to supply their energy needs

INTERDEPENDENCE All living and non-living things in an ecosystem are interconnected and changing even one thing impacts the whole ecosystem. When one tugs at a single thing in nature, he finds it attached to the rest of the world. ~John Muir, naturalist, Sierra Club founder

COMPETITION If resources are scarce, some organisms will starve and populations will decrease. If resources become more plentiful, populations will increase. Competition in nature often results in a winner and a loser... with the loser failing to survive!

If a nutrient is in _____________ OR __________________ it will LIMIT the growth of the population = _____________ LIMITING FACTOR SHORT SUPPLY CYCLES SLOWLY During this drought, there was not enough food available and many kangaroos starved.

REMEMBER: EVERYTHING IS CONNECTED ! A decrease in the prey population means some predators will starve. Fewer predators mean prey population will increase. Increase in prey means more food for predators. Predator population will increase until there is not enough food... and the cycle repeats itself. BIOLOGY; MIller and Levine; Prentice Hall; 2006

LIMITING NUTRIENT When an ecosystem receives a LARGE input of limiting nutrient (ie.,fertilizer runoff) the population increases dramatically = ___________ The short supply of a limiting nutrient keeps the population in check. ALGAL BLOOM

Ways organisms interact __________________ Between SAME kind of organisms Live together and help each other COOPERATION

COOPERATION Same species live together in groups EX: herds, packs, colonies, families, etc Share food & childcare responsibilities Groom each other Take care of sick

COOPERATION Same species live together in groups EX: herds, packs, colonies, families, etc Hunt in packs Provide protection

Ways organisms interact __________________________ Between DIFFERENT kinds of organisms Live in close association with another kind of organism SYMBIOSIS

3 KINDS of SYMBIOSIS ______________________ Both organisms benefit ______________________ One organism benefits; Other is neither harmed nor helped _____________________ One organism benefits; Other is harmed in some way MUTUALISM COMMENSALISM PARASITISM

MUTUALISM “Good for me - Good for you” Birds eat parasites living on the hides of giraffes and rhinos while enjoying protection from predators. Groomed animals lose their pests.

MUTUALISM “Good for me - Good for you” Insects transfer pollen between plants as they gather nectar for food.

MUTUALISM “Good for me - Good for you” Clown fish gets protection from enemies by hiding out in poisonous sea anemones Sea anemone gets scraps of leftover food dropped by fish

COMMENSALISM “Good for me - Doesn’t bother you” Pilot fish receive scraps of food dropped by shark; Shark is neither harmed nor helped

COMMENSALISM “Good for me - Doesn’t bother you” Hermit crabs make homes in shells abandoned by snails; Snail is not harmed by crab

PARASITISM “Good for me - Hurts you” Barnacles are crustaceans that attach to the surface of whales and feed on their skin and fluids; Whale is harmed

PARASITISM “Good for me - Hurts you” Tick feeds on dog’s blood; Dog has discomfort, can get diseases/infection from bite

PARASITISM “Good for me - Hurts you” Tapeworms absorb food by living inside host intestine; host is harmed

Invasive Species An introduction

What is a native species? Native species are those that normally live and thrive in a particular community. They occupy specific habitats and have specific niches in their native environment. They have natural predators that help to keep their populations in check. Pink lady's slipper, Cypripedium acaule Red fox, Vulpes vulpes

What is a non-native species? A species living outside its native distributional range, which has arrived there by human activity, either deliberate or accidental. Non-native species are not necessarily invasive. Multiflora rose, Rosa multiflora, was introduced for use as an ornamental plant, to control erosion, and to use as “living” fences for livestock. Zebra mussels (Dreissena polymorpha), were accidentally introduced to North America, and are now found in some Pennsylvanian waterways

What is a non-native invasive species? A non-native species that adversely affects habitats and biodiversity. Emerald ash borer, Agrilus planipennis, has killed millions of ash trees in the mid-west and has recently been found in Pennsylvania Japanese stilt grass, Microstegium vimineum, becomes established on recently disturbed areas and outcompetes native plants, reducing biodiversity.

Common characteristics of invasive species Invasive species in general: Have few natural predators, competitors, parasites or diseases Have high reproductive rates Are long-lived Are generalists Are pioneer species Characteristics that make Zebra mussels a good invader include its ability to tolerate a wide-range of environments, and high reproduction rate; female mussels release up to 100,000 eggs ability to tolerate a wide-range of environments year. Discussion: how would these characteristics enable a species to become invasive?

What traits are common to invasive plant species Self-compatible Flower early Produces abundant seed Disperse seed widely Grow rapidly Spread asexually Strong competitors Characteristics that make tree-of- heaven a good invader include its ability to flower early (within 2 years), ability to spread asexually, and fast growth rate.

Kudzu Vine 1930’s - imported from Japan and planted in the southeastern USA to help combat soil erosion following the Dust Bowl. 1940’s – US Soil Conservation Service (federal agency) paid farmers a subsidy to grow kudzu vine. Problems: No natural predators, very prolific reproduction. Costs USA government $500 million/year to eradicate! Possible Commercial Uses: Chemicals produced in the vine are used in Japan to combat diseases. USA found chemicals in vine may reduce alcoholic cravings. May be a source for paper products!

Kudzu Vine Distribution in USA

Impacts of invasive species Displace native species Reduce forest health and productivity Some invasive species kill native species Indirect impacts Economic impacts: Invasive species are responsible for tremendous economic losses through loss in forest and agricultural productivity, spread of diseases that impact humans, among other impacts.

BIOGEOCHEMICAL CYCLES 3-3

Energy is not the only thing that moves through the ecosystem. Atoms are never destroyed... only transformed. Take a deep breath. The atoms you just inhaled may have been inhaled by a dinosaur millions of years ago. ENERGY & MATTER

4 ATOMS make up 95% of the body in most organisms CARBON HYDROGEN OXYGEN NITROGEN The same molecules are passed around again and again within the biosphere in ___________________________ BIOGEOCHEMICAL CYCLES

WATER CYCLE = ___________________ HYDROLOGIC CYCLE

WHY IS WATER IMPORTANT? Makes up 60-70% of your body Oxygen and Hydrogen are found in all the ________________________: carbohydrates, proteins, nucleic acids, lipids Hydrogen in H 2 O supplies protons (H + ) & electrons for_______________ building blocks of cells photosynthesis

WHY IS WATER IMPORTANT? Water is a good _________________ Many molecules dissolve in water so it provides a place for chemical reactions to happen Water doesn’t change temperature easily so it helps with __________________ SOLVENT HOMEOSTASIS

WATER CYCLE evaporation condensation

The return of water to the surface in the form of rain, snow, sleet, hail, etc. = ____________________ The evaporation of water from the surface of plant leaves = ________________ TRANSPIRATION PRECIPITATION

PH ONLINE LINK Put in code: cbp-2033 Choose Start Image edited from: WATER CYCLE

CARBON CYCLE CO 2 in atmosphere CO 2 in ocean BIOLOGY; Miller and Levine; Prentice Hall; 2006

4 main CARBON reservoirs in BIOSPHERE CO 2 in atmosphere CO 2 in Ocean BIOLOGY; Miller and Levine; Prentice Hall; In ____________ as CO 2 gas 2.In _______ as dissolved CO 2 gas 3.On _______ in organisms, rocks, soil 4.__________ as coal & petroleum (fossil fuels) and calcium carbonate in rocks atmosphere ocean land Underground

Where does CO 2 in atmosphere come from? CO 2 in atmosphere CO 2 in Ocean BIOLOGY; Miller and Levine; Prentice Hall; ________________ 2.______________ 3._________________ 4.____________ of dead organisms Volcanic activity Human activity (burning fossil fuels) Cellular respiration Decomposition

WHY IS CARBON IMPORTANT? Found in all the _______________ of cells: carbohydrates, proteins, nucleic acids, lipids Image by Riedell BUILDING BLOCKS

WHY IS CARBON IMPORTANT? Carbon in CO 2 provides the atoms for __________ production during __________________... the fuel that all living things depend on. GLUCOSE PHOTOSYNTHESIS

N 2 in Atmosphere NH 3 NO 3 - and NO 2 - Section 3-3 NITROGEN CYCLE BIOLOGY; Miller and Levine; Prentice Hall; 2006

WHY IS NITROGEN IMPORTANT? Image by Riedell __________________make DNA and RNA Adenine (nitrogen base) is used in _______ Makes AMINO part of _________ (proteins) Image by Riedell NITROGEN BASES ATP amino acids

79% of the atmosphere is made up of NITROGEN gas (N 2 ) Image by Riedell BUT we _____ use the nitrogen gas we breathe! The bond in N 2 gas is so strong it can only be broken by _______________ ____________________ CAN’T lightning Volcanic activity few special bacteria

Bacteria that live ______________ and in _________ relationships with plants called _________, take nitrogen from the atmosphere and turn it into ______________, a form that is usable by plants. THIS PROCESS IS CALLED _________________ in the soil symbiotic legumes AMMONIA (NH 3 ) NITROGEN FIXATION

Image from: and modified by Riedell Other bacteria in the soil convert ammonia into ________________ & _________________ which plants can also use. The nitrogen we need for proteins, ATP, and nucleic acids comes from the ___________ ___________ we breathe! NITRATES (NO 3 - ) FOOD WE EAT NOT THE AIR & NITRITES (NO 2 - )

N 2 in Atmosphere NH 3 NO 3 - and NO 2 - Section 3-3 NITROGEN CYCLE BIOLOGY; Miller and Levine; Prentice Hall; 2006

Bacteria that live ______________ also carry out the reverse process ___________ → _____________. THIS PROCESS IS CALLED _________________ in the soil NITRATES & NITRITES NITROGEN GAS DENITRIFICATION

PHOSPHORUS CYCLE Weathering wears away rocks and sediments and releases phosphate into soil and water Image from: Pearson Education Inc; Publishing as Pearson Prentice Hall Producers absorb phosphate from soil and water Phosphate moves through food web Phosphate returns to soil and water from waste or decomposition Sediments form “new land” to complete cycle

Phosphorus cycle is only biogeochemical cycle that does NOT cycle through the ______________ BIOLOGY; Miller and Levine; Prentice Hall; 2006 atmosphere

WHY IS PHOSPHORUS IMPORTANT? Image by Riedell Makes DNA and RNA Transfers energy as ATP Makes phospholipids for cell membranes Image by Riedell

SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Define populations, communities, ecosystems, niches and symbiotic relationships. Predict the results of biotic and abiotic interactions. Examples: Dormancy and migration Fluctuation in available resources (water, food, shelter) Biogeochemical cycles Energy flow Cooperation and competition in ecosystems LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment.

SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Define populations, communities, ecosystems, niches and symbiotic relationships. Predict the results of biotic and abiotic interactions. Examples: Fluctuation in available resources (water, food, shelter) Energy flow LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment.

Core High School Life/Earth Science Performance Descriptors High school students performing at the ADVANCED level: predict the effect of an interruption in a given cycles High school students performing at the PROFICIENT level: predict how life systems respond to changes in the environment; explain how H 2 0, N, C, and O cycle between living and non-living systems; describe how various factors may affect global climate; High school students performing at the BASIC level: given pictorial representations of the H 2 0 and C cycles explain how elements and compounds move between living and nonliving systems describe one factor that may affect global climate

SOUTH DAKOTA CORE SCIENCE STANDARDS 9-12.L.3.1. Students are able to identify factors that can cause changes in stability of populations, communities, and ecosystems. Predict the results of biotic and abiotic interactions. Examples: Fluctuation in available resources (water, food, shelter) Biogeochemical cycles LIFE SCIENCE: Indicator 3: Analyze how organisms are linked to one another and the environment.

9-12.E.1.1. Students are able to explain how elements and compounds cycle between living and non-living systems. Diagram and describe the N, C, O and H 2 O cycles. Describe the importance of the N, C, O and H 2 O cycles to life on this planet. Examples: water cycle including evaporation, cloud formation, condensation. Indicator 1: Analyze the various structures and processes of the Earth system. SOUTH DAKOTA CORE EARTH SCIENCE STANDARDS

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS 9-12.E.1.1.A Students are able to explain how elements and compounds cycle between living and non-living systems. Diagram and describe the P, S, and Ca cycles. EARTH SCIENCE: Indicator 1: Analyze the various structures and processes of the Earth system.

Core High School Earth Science Performance Descriptors High school students performing at the ADVANCED level: predict the effect of an interruption in a given cycles; predict how human activity may change the land, ocean, and atmosphere of Earth. High school students performing at the PROFICIENT level: explain how H 2 0, N, C, and O cycle between living and non-living systems; explain how human activity changes the land, ocean, and atmosphere of Earth. High school students performing at the BASIC level explain how H 2 0, N, C, and O cycle between living and non-living systems; give an example of human activity that changes the land, ocean, or atmosphere of Earth.

IMAGE BIBLIOGRAPHY Paint image by Riedell