Population Growth and Decline

Powerpoint: Feb 16 Population Growth and Decline

Learning Objectives

  • Explain an exponential growth curve and a logistic growth curve
  • Describe how Density dependent and density independent factors impact population growth
  • Interpret a population vs. time graph
  • Identify and define carrying capacity and steady state
  • Evaluate what happens when species are removed from their natural habitats

Imagine you had an infinite amount of food and comfort. Everything that you ever want, all the food you could eat, all the space you need, all the luxury you can think of. It’s no wonder that you might think, “What a great world, time to reproduce!”
And so you do. But you don’t just have one child, why stop there when there’s so much space and room for all? Why not have two? Three? Five?
Later on, your children have many children and their children have many children and it keeps going on and on.

Notice that for every generation, you’re getting more and more individuals being born than in the last generation. If we were to graph this growth in individuals, it would look something like this:

Exponential graph

Exponential Growth Curve

If nothing stops the population from growing, the population would just keep expanding and expanding faster and faster. If we were to graph this, we would produce an exponential growth curve.

Its calculated that if eastern cottontail rabbits were allowed to reproduce to their fullest capacity (20 kits a year/pair), in seven years, we’d have 184, 597, 433, 860 rabbits!

Thankfully, our world is not yet flooded with rabbits and will likely not be. Realistically, a population cannot keep growing unchecked. Something will come along and beat the population down, as it grows too large. We call these factors density- dependent limiting factors.

Density-Dependent Limiting Factors

Density dependent limiting factors are factors that control population size more strongly on large populations than on smaller ones.

  1. Competition: when populations become crowded both plants and animals compete, or struggle, with one another for food, water, space, sunlight, and other essentials of life. The more individuals the less space and resources per individual.
  2. Predation: As predators become more numerous, they eat more prey than are born and the population of prey decreases. As the population of prey decreases, there is less food for the predators, and their numbers decrease. This predator-prey relationship keeps both species in check. We call this relationship cyclic growth.
  3. Parasitism: Parasites are much like predators, but instead of killing them; they live off of them and weaken them. When the population is very large and crowded, parasites are able to travel from one individual to the other faster and the population would decrease. Parasites are detrimental to their prey, but often not deadly. Why? If the prey were to die the parasite would die too.
  4. Crowding and Stress: Crowding creates stress and could lead to lowered health that would be detrimental to the population. Some fishes, birds and mammals are also extremely territorial. When population numbers increase, the amount of fighting for space will likewise increase and so will stress.

competition bear_eating cordyceps440 hamster

Thanks to the above four density-dependent limiting factors, organisms do not normally exhibit exponential growth. The growth curve looks more like this:

logistic growth

                                                                                                                Logistc Growth

Parts A and B still look like the exponential growth curve above. This is where there is still lots of space and resource for everyone and crowding has not become a problem. Birth rate >> death rate.

Part C the growth curve begins to level as less births and death of individuals due to predation, parasitism and competition increases. There is still growth though, so birth rate > death rate.

Part D at this population size, the population birth rate = death rate. For every one individual born, one dies. Which means, the population is not growing. Therefore, this part of the graph is called the steady state.

Since in the environment it is in, the population does not generally increase past this number, the number of individuals at the steady state is called the carrying capacity. It is, theoretically, the MAXIMUM number of individuals that can be held.

Density Independent Factors

Not all organisms have their numbers limited by density dependent factors though. Some are limited by factors that have nothing to do with their numbers.

  1. Boom and bust populations: locusts and algae for example, grow in great numbers when conditions are right, but die in huge numbers suddenly (population crash).
  2. Natural disasters: natural disasters such as floods, rainstorms etc. The population can essentially be wiped out. It doesn’t matter how large the population is at that point. 

Apply your knowledge to a new situation

In any one environment, organisms that have evolved in relation to each other have evolved to deal with each other’s strengths and weaknesses. For example, the lynx and hare each evolves over time to compete with each other, the hare evolving traits to run from the lynx and the lynx evolving traits that allow them to hunt hare down. Similarly in an environment where organisms have evolved together (co-evolved) for a long time, they help to keep each other in check.

However, when organisms are torn away from their environments, the checks and balances are also taken away and in some cases, the population has exploded past control.

We see this in invasive species, such as the scotch broom, European starling and House sparrow. These species, which were introduced from the British Isles, have since become pests that compete with and threaten native species.

European-Starling-by-Len-Endy-e1359751947412

Dichotomous Keys and the Five Kingdoms

Feb 12 (Dichotomous Keys)

Feb 12(The Five Kingdoms)

Learning Objectives 

  • Use and create a dichotomous key
  • Compare and contrast the characteristics of the five kingdoms
    • Compare and contrast prokaryotes and eukaryotes 
    • Identify the characteristics that differentiates the kingdoms from each other

What is a Dichotomous Key? 

  • A step-by-step key used to identify an organism, usually a plant or animal.
  • Each step presents descriptions of two distinguishing characters with a direction to another stage in the key until the species is identified

Using a dichotomous key is actually quite simple.

  1. Start with the organism you want to identify
  2. Start with number 1 on the key
  3. Identify whether the organism has the characteristic in number one and follow the instructions to a) identify the organism or b) follow the directions and move to the next number.
  4. Continue until you arrive at the species.

Woodpeckers Dichotomous Key

An example of a dichotomous key for the woodpeckers above may look something like this

  1. Is the bird tan-coloured? 
    1. Yes …. Go to number 2
    2. No ….. Go to number 3
  2. Does the bird have a red spot on its head? 
    1. Yes… Northern flicker
    2. No … Gilded flicker
  3. Does the bird have white wing bars? 
    1. Yes … Go to number 4
    2. No …. Williamson’s sapsucker
  4. Does the bird have black bars behind its eyes? 
    1. Yes … Red-naped sapsucker
    2. No …. Red breasted sapsucker

The Five Kingdoms 

The five kingdoms system separates all life on Earth into five categories:

Kingdom Characteristics Energy Source
Monerans Prokaryotic

Unicellular

Heterotrophic

Autotrophic

Chemotrophic

Protista The “miscellaneous pile”

Unicellular

Eukaryotic

Have characteristics of fungi, plants and animals

Heterotrophic

Autotrophic

And both

Fungi Eukaryotic

Generally made of hyphae (thin strands of cells)

Cell walls are made of chitin

Heterotrophic
Plantae Eukaryotic

Multicellular

Cell walls out of cellulose

Have chloroplasts

Autotrophic
Animalia Eukaryotic

Multicellular

No cell walls or chloroplasts

Heterotrophic

Prokaryotes: are organisms whose cells lack a nucleus and other organelles. They are generally much smaller than eukaryotic cells.
Eukaryotes: are organisms whose cells contain a nucleus and other organelles.

Autotrophic: organisms which are able to obtain their food from inorganic sources such as light and chemicals
Heterotrophic: organisms which obtain their food from organic sources

Inorganic Substances: Non-living substances
Organic Substances: Substances that is derived from something that was or is alive.

Introduction to Taxonomy

Below is a file with pictures of many different organisms. Try to organize them into groups anyway that you see fit.

As you are arranging your organisms, keep a record of:

  1. Your groupings and the criteria for the grouping
  2. Keep a record of any problems or questions you faced while grouping

Organism Pictures Inquiry

 

Upload your pictures here (Please put your name(s) next to your picture) and how you grouped the organisms.

https://docs.google.com/document/d/1YgG3SvWwxALDMzdOA9faHjSLif9ePv69zXW_pgq3eXo/edit?usp=sharing

DNA: the Blueprint of Life

Feb 1 Powerpoint

Our learning objective for this class was

  • Identify the structures of DNA including the backbone and bases

All life on earth as we know it, have DNA. DNA is a molecule shaped like a double helix (spiral staircase). It is made up of five parts:

  1. Sugar-phosphate backbone
  2. Four nitrogenous bases including
    1. Adenine
    2. Thymine
    3. Guanine
    4. Cytosine

When Francis and Crick studied DNA, they realized that there were an equal number of Adenine as Thymine, and Cytosine and Guanine. They hypothesized that these bases are arranged in pairs.

Adenine(A) to Thymine(T)

Cytosine (C) to Guanine (G)

Today we did an arts-and-crafts activity to make a DNA. We then made a Fuzzy-Bun based on the codes we have for the fuzzy bun. The take home from the activity is the following:

  • Nitrogenous bases are arranged in pairs (A to T; C to G)
  • The sugar phosphate backbone (represented by the tape on the side) hold the DNA together
  • Genes exist as different combinations of base pairs on a certain section of a DNA strand, different combinations code for different traits
  • Our fuzzy buns are diploid (to be covered in later classes) when an organism is diploid, it has two copies of DNA (humans are also diploid) – one from a mother, and another from a father. That means that ONLY THE DOMINANT allele will show up as the phenotype (or trait) of the organism.

NOTE: Text in Green is not part of the learning objectives. It may be relevant later in the course though. 

dna-163466_960_720

CCI30012016_2

 

Syllabus

Overview

Unit Approximate Time Teacher
Evolution Week 1(1 week) Ms. Hui
Taxonomy Week 2 (1 week) Ms. Hui
Ecology Week 3 (1 week) Ms. Hui
Microbiology

Viruses, Monerans, Protists

Week 4 – 6 (2.5 weeks) Ms. Hui
Fungi Week 6-7 (1.5 weeks) Ms. Hui
Plants

Green Algae, Mosses, Ferns, Gymnosperms, Angiosperms

Week 8-10 (3 weeks) Ms. Hui
Animals

Porifera, Cnidaria
Platyhelminthes, Nematoda, Annelida
Mollusca, Echinodermata
Arthropoda
Chordata-Subphylum Vertebrata

Week 11 – End of term Mr. Kaiser

 

 

Assessment

Assignments
Quizzes
Test Questions (see below for details)
10%
Projects 20%
Tests 60%
Final Exam 10%
Total 100%

 

Your success in this course depends on: having a positive attitude toward learning, being on time, attending regularly, doing all the assigned homework, getting help as soon as you need it (during, before or after class) and preparing for exams and quizzes. REVIEW REGULARLY!

 

IMPORTANT!

A missed quiz or exam will result in a zero, unless you bring a note on the day you return and have your parent or guardian phone the school office on the day you are away to excuse you from the quiz or exam. If you have a note and made sure your parent or guardian has phoned the school you will be allowed to make up the missed exam.

 

Buddy System – If you miss any classes because of illness, etc. you will need to have several classmates who you can phone/text for homework information. It is your responsibility to get missed notes from someone in the class.

 

Website

Ms. Hui’s website: http://myriverside.sd43.bc.ca/vivianh-2013/home/ (WIP)

The website will include unit schedules, important dates and reminders, learning outcomes, the link to add your very own test questions and more. Check often!

Making Test Questions

Over the course of the term, you will be crafting test questions (with accompanying answer and marks allotted) for each unit. The purpose of this activity is to help you to familiarize with the learning outcomes, evaluate class expectations, and prepare for quizzes and tests. Making test questions is also a good practice for studying!

Questions may be multiple choice, short answer, matching, identifying etc. Be creative!

Some of the test questions will appear on quizzes and/or tests. Therefore, it is to your advantage to create questions that are challenging. Questions should address the learning outcomes.

Please use the links on the website to add your test questions and see the test questions your colleagues have made. Note that questions and answers are in SEPARATE DOCUMENTS. Include your name next to your question and answer.

Unit Minimum number of questions
Evolution  

2

Taxonomy
Ecology
Microbiology 2
Fungi 1
Plants 2
Animals TBD

 

Example: Short Answer 

Question: Does the total energy of a trophic level increase or decrease as we move from lower trophic levels (producers) to higher trophic levels (consumers)? Give one reason why the energy level would increase/decrease. (2 marks)

Answer: The total energy decreases as we move from lower trophic levels to higher trophic levels. (1 mark). This is because some of the energy at any trophic level is lost to heat or non-digestible structures (e.g. cellulose) or This is because consumers will not consume all the available producers. Some will die and decompose instead (1 mark).