Biology Chapter 1

The world around us
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Unit question
Saving the world: Are humans a help or a hindrance?
Significant concepts
All organisms on Earth are interlinked. The importance of how species interact with their environmental ecosystems The natural cycles that occur in all ecosystems The importance of species conservation
Area of interaction: Environments

Students will gain an appreciation of how their physical actions can impact their local and global environments. They should gain an understanding of methods that can be used to help reduce human impact and improve environmental conditions for all species.
Unit
Biology 4/5 UNiT 1
The world around us
Introduction
Wherever you look, you see cars, buildings and factories. If you live outside the city, you might see farms around your local community. But no matter where you are in the world, you see people going about their morning routines. What is your morning routine? The alarm goes off. Do you hit the snooze button? No matter how much you want to ignore it, you have to get up for school. So you turn on the light and perhaps flick on your radio/CD player. How wonderful is this thing called electricity! Todays society relies heavily on products such as electricity, automobiles and plastics. But have you ever stopped to think about how using these products in your daily activities could harm the world around you? Our environment and ecosystems are extremely fragile and complex. It is important that they are protected. Throughout this unit you will discover how these systems interact and why scientists are working very hard to sustain them.
Reflection about learning

Answer the following questions in your journal. 1 2 3 4 5 In your opinion, what is meant by the term environment? What do you think is the difference between an ecosystem and the environment? Why is it important to maintain the environment and its ecosystems? How do you think your daily activities impact on the environment? Do you try to live your life in a greener way, to make less of an impact on the environment?
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Biology 4/5 for the international student ISBN 9780170185110
Ecosystems and the environment

What is an ecosystem?
In order to understand how humans have had an effect on an ecosystem, we must first understand what an ecosystem is. By definition, an ecosystem is the interaction between groups of organisms and their environment. There are many different environments. An organisms environment is the conditions in which it lives. Conditions could include temperature, light, predators, rain, competition, the pH of soil and the number of different species. These conditions can be separated into two groups: biotic factors (living) and abiotic factors (non-living).
summative Assessment Task 1 (Criteria A, B and C)

Investigating a conservational method in your country At the end of this unit, investigate a conservational method(s) of sustaining an ecosystem in your country. Discuss its effectiveness or problems of its implementation and provide suggestions that may improve its success. You are to analyse whether it has been inuenced by society, politics or the economy.
Figure 1.1
Sahara desert, Egypt

work on the web Go to www. cengage.com.au/ BIS45 and link to The worlds biomes. Displayed are six different ecosystems: freshwater, marine, desert, forest, grassland and tundra. Choose two different ecosystems and compare the biotic and abiotic factors in each of these ecosystems. How do the animals and plants differ in these ecosystems?
There are millions of ecosystems and each has different examples of biotic and abiotic factors. The Sahara desert in Egypt is hot with very little water and sparse plant life. The Phetchabun mountain range in Thailand also has high temperatures, but it is a lot more humid and has a dense and large variety of plants. It can be seen that each ecosystem is unique in itself. What are the biotic and abiotic factors in an ecosystem near you?
Figure 1.2
Phetchabun mountain range, Thailand

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ISBN 9780170185110
Biology 4/5 for the international student
Biology 4/5 UNiT 1
The world around us
Assessment Task 2 (Criteria C and F)
Experiment 1.1 Looking at abiotic factors: analysis of soil pH

In this experiment you will be analysing the pH of soil around your school to see if it varies and why this might be the case. Refer to BLM 1.1 for the experimental procedure.
BLM 1.1 Looking at abiotic factors: pH of soiL anaLysis
Knowledgeable about learning: Memory
Every student learns in a unique way. A good way to be able to remember new terms and definitions is to use cue cards. Each time a new word appears throughout this unit, place the word on one side of the cue card and its definition on the other side of the card. Why do you think this is a good way to remember definitions?
Activity
Create a Venn diagram, using circles that are labelled biotic and abiotic. Place the following words in the correct circles. Whale Clock Water Fish Clouds Pork chops Fingernails Pipe Cotton fabric Bread Trees Glass Aluminium Grass Grapes Wooden ruler Pen Snail Salad Sand Colour
When you have completed this task, investigate and determine the biotic and abiotic factors influencing two different sectioned areas of your school.
Whos out there?

Just as the abiotic factors (light, temperature, pH etc.) are important to the ecosystem, so are the organisms that live in it. If we are going to try and conserve an ecosystem and save a species, we have to be able to determine what organisms live within it. Generally it is easy to identify plants and diurnal (day) animals by careful observation, but this is not always possible. We might want to know about nocturnal (night) animals or perhaps to study the different insects inhabiting a particular tree. Or a zoologist might want to know the number of different invertebrates in a lake. There are many different ways in which this can be done. You can even use some of these methods at home.
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owls sleep in tree hollows and eat mice, frogs, insects and other small animals
honeyeaters feed on the nectar, pollen and insects Possums eat the owers, fruit and leaves
Caterpillars eat the leaves
Cockatoos and parrots nest in tree hollows and feed on seeds
Tree frogs feed on insects Beetles and spiders live under the bark Treecreepers eat insects Quolls eat birds, lizards and small mammals Bees feed on the nectar and pollen
echidnas eat ants and termites
Magpies eat worms
Fungi grow on logs, breaking them down
ants build nests and eat eucalypt seeds
Termites live inside dead wood lizards shelter under logs and eat insects and other small animals
worms feed on decaying leaves
Figure 1.3
What is around one gum tree?

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ISBN 9780170185110
Biology 4/5 UNiT 1
The world around us
Tree screens
In this method, a funnel is installed around the trunk of the tree, just below the canopy. A fast-acting natural insecticide (pyrethrin) is sprayed into the canopy. This kills the insects quickly and allows the bodies to drop into the funnel. Scientists use large tree screens to collect and study small invertebrates.
Figure 1.4
Trapping the inhabitants of a tree
Pitfall traps
Pitfall traps are used to investigate the ground-dwelling inhabitants of a particular location. A hole is dug in the ground and a container is inserted so that the edge of the container is level with the ground. Various insects, small animals or reptiles can simply fall into it. Generally such traps are useful for gaining an idea of what nocturnal animals are in an area. The trap would be opened in the evening and checked in the morning. The fauna (animals) inside the trap are identified, measured, sometimes photographed and then released back into their natural environment.
a rock on top of two pebbles over a hole in the ground
leaf litter and twigs
Container
Figure 1.5
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A pitfall trap
ISBN 9780170185110
Bird banding
It is important to understand that only authorised people can trap, band and release birds. To band a bird, scientists set a mist net. This is a special nylon net that is tied between trees. Birds fly into the net and become entangled in it. It is essential to the birds wellbeing that they are quickly released from the net, hence regular checking is vital. The bird is banded and details such as the band number, the birds weight, its wing span and head and tail length are recorded. The movement of birds has fascinated scientists for hundreds of years. For example, one of the worlds most amazing migratory birds is the shearwater, Puffinus tenuirostris. Each year 23 million shearwaters travel the 15 000 km from Japan to the southern coast of Australia a journey of six weeks. They breed in approximately 280 colonies between the months of September and April. The autumn winds are their signal to begin their journey back home over the Pacific Ocean. Programmes such as the Japan Australia Migratory Bird Treaty 1981, and the South African Bird Ringing Unit (SAFRING) 1948 have been put in place to gather important information about endangered birds. They collect information about the birds habits, plumage, life histories, population size and movement.
Figure 1.6
Bird banding
Water sampling
Scientists who study invertebrates from rivers, creeks and lakes take numerous random water samples from the site. The samples are taken back to the laboratory to be analysed under the microscope. The scientist can then classify the invertebrates inhabiting the location. Abiotic factors such as temperature, pH, oxygen levels and pollutants of the water can also be measured.
Figure 1.7
Collecting a water sample
Scats
Animal scats, otherwise known as faeces, are another good tool that can be used to identify nocturnal animals. Scientists survey an area, such as the Yellowhead ecosystem of Alberta, Canada, to determine and identify the numbers of grizzly bears and black bears that live in the area. Samples are located by trained detector dogs, and then photographed and a description is recorded. Sometimes scats are taken back to the laboratory to analyse diet. Most animals have a distinctive scat. Refer to Table 1.1 for descriptions of animal scats. You can choose to analyse scats in your local area. Remember that touching or picking up scats can expose you to disease. It is best to photograph them and write a description.
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ISBN 9780170185110 Biology 4/5 for the international student
Biology 4/5 UNiT 1
The world around us
Table 1.1 Animal

Rat Dog Cat Rabbit Bird Kangaroo Deer
Identifying animals scats
Description of scat
Very small and thin and twisted Large sausage-like lump/s Similar to those of a dog, but remember cats bury their droppings Small round balls White uric acid with a light brown to black component Heart-shaped balls Dark round balls that are about the size of a raisin
Safety
As a scientist there may be times when you must be careful about what you expose yourself to. For example, you may be using harmful chemicals, sharp objects or being exposed to various diseases. It is always important to realise that safety is one of the most important things that all scientists must be aware of.
Vacuuming
An easy way to investigate a grassland for organisms is to vacuum the ground. This is another method that you could use at home or in the schoolyard. The scientists vacuum various areas, of the same size, known as quadrats, to remove the organisms. A quadrat is a square tool that ensures that the sample size remains constant over the region under analysis. In the samples you may find slaters, snails, crickets, ants, spiders etc. With this method, the organisms can be analysed and recorded and then released back into their environment. Be aware that some of the organisms you find may be poisonous. Be very careful when you are analysing your insects, and always wear protective gloves.
BLM 1.2 do we Have termites?
Figure 1.8
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Vacuuming for insects
ISBN 9780170185110
Experiment 1.2 Whats in pond water?

BLM 1.3 wHats in pond water?
Assessment Task 3 (Criteria E and F)
This experiment allows you to examine the abiotic factors that are associated with a local pond environment and the types of organisms that are found within that local ecosystem. Refer to BLM 1.3 for experimental procedure.
Activity AnimAl prowlers

Many animals are out and about at night. You can investigate them by collecting their hair and then trying to identify it. You also can investigate whether cats or dogs are coming into your yard at night. what to do
1 2
Select a location for your investigation. For example, it might be a tree trunk or a hole going under the school or your home. Think about what animals you might collect hairs from and whether you might need to use a bait to attract them. Fruit is good bait for mice, and meat can be used for cats and dogs. Putting the bait inside a cardboard tube gives a better chance of catching hairs. Decide what adhesive you are going to use. Will sticky tape or masking tape be suitable? What about Velcro? Can you think of some other adhesive materials? If you use a cardboard tube, you will need to put the adhesive inside it. Put your hair catcher in place. Check it the next day and collect any hairs that have stuck to it. Observe the hairs under a microscope. Compare them to hair samples from humans, cats, dogs and local animals in the area.
4 5 6
what did you discover? What mammals appeared to have visited the area you studied? what do you think? Were any of these results a surprise?
Figure 1.9
Dog hair under a scanning microscope
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Biology 4/5 UNiT 1
The world around us
Activity
Safety
Picking up scats could expose you to disease. Wear gloves and avoid contact with the scats.
whose poo is it?

Another method of identifying the animals that have visited an area when you werent looking is to look for animal scats and identify them. what you need A camera what to do
Look for scats in your selected area, such as the schoolyard, house yard or local forest area. Write a description of each kind of scat and take a photograph of it. Use Table 1.1 to identify the animal that left the scat. Use BLM 1.4, a reference book or the Internet if further help is needed.
what did you discover? What animals did you find in the area you selected? what do you think? Why do you think these animals were in the area?
BLM 1.4 wHose poo is it?
What do you know?

1 What is an ecosystem? 2 a Define environment. b Describe your school environment. 3 Name five biotic and five abiotic factors in a marine ecosystem. 4 Describe briefly two methods that could be used to determine the variety of insects in an area. 5 What is a quadrat? Why are they used? 6 When scientists are sampling creeks or grasslands they take numerous random samples. Why do you think this is the case? 7 Identify which method of studying animals a scientist could use to investigate the answer to each of the following questions: a What insects live under the bark of a particular tree? b What animals forage around a particular area of forest, looking for worms and beetles in the leaf litter? c Which animals are visiting a schoolyard at night? d How do flamingos spend their lives? 8 Compare and contrast the different abiotic and biotic factors that impact on: a diurnal terrestrial animals b nocturnal terrestrial animals.
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Biodiversity
The waters, lands, environments and ecosystems around the world all vary considerably. Each ecosystem has its own different plants, animals and microorganisms; this is known as biodiversity. But why does this occur? Why are there animals such as elephants and cheetahs in Africa, while in the United Kingdom there are animals such as foxes and rabbits? As discussed earlier in this unit, there are biotic and abiotic factors at work in each ecoFigure 1.10 The blue morpho butterfly system. At any time, one of these factors may have developed its colouring in response to could limit the way in which an organism the limiting factors of its ecosystem in Central and South America. functions. When this occurs, it is known as a limiting factor. For example, the amount of water available to a seedling may affect the height to which it grows. When there are different limiting factors, we get the different varieties of plants and animals in our ecosystems.
Inquirers
Limiting factors
When discussing limiting factors, we are referring to the condition that is least beneficial to the organism. For example, phytoplankton (a type of algae or bacteria) requires nitrogen, phosphorus and light to live and grow. If one of these components is restricted, such as the amount of available nitrogen, this will limit the rate at which the phytoplankton can grow. There are many different abiotic factors that can be limiting. Light can limit the rate of photosynthesis. The number of predators in the area can limit population growth. Nutrients can limit the rate at which an organism grows. Other possible limiting factors for plants include temperature and available carbon dioxide and water. However, organisms have a way of adjusting to their prevalent environment. One way of adjusting is through adaptation. An adaptation is a particular behaviour, function or structure that helps an organism to survive in a particular set of environmental conditions.
Density of phytoplankton cells vs nitrate concentration 11 10 Density of cells ( 106 per cm3) 9 8 7 6 5 4 3 2 1 110 220 440 880 Nitrate concentration ( 106 mol per dm3) 3.5 5.5 8.0 10.1
One way of learning how a concept works is through inquiry. As scientists we use experiments and our research skills to inquire and discover how different things work. What do you think inquiry is? Do we use scientific inquiry in everyday situations? Do you take the time to look deeper into how something works or do you rush your decisions?
Growth rate of phytoplankton in waters of different nitrogen concentrations

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Figure 1.11
Biology 4/5 UNiT 1
The world around us
Assessment Task 4 (Criteria D, E and F)
Investigation 1.1 Investigating a limiting factor

Your challenge
The challenge for you is to design an investigation that studies how a limiting factor affects a plant in a particular environment.
This might help

You will need to discuss with your teacher which plant might be suitable. One possibility is to use plant seedlings and watch their growth over a period of time. Another possibility is to use the Canadian pond weed Elodea (pictured), which grows quickly. With Elodea you would measure the rate of photosynthesis by counting the bubbles of oxygen given off, or measuring the volume of this oxygen. Carry out and write up the investigation following the guide in the Appendix of this book or as advised by your teacher.
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Adaptations
There are three different types of adaptation. There are behavioural adaptations, such as an animal seeking shade in the middle of the day. There are structural adaptations, whereby, for example, a plant could have cylindrical leaves to reduce water loss. Then there are functional adaptations by which an animal may have a slower metabolic rate in summer than in winter. A number of adaptations can be seen in plants and animals that live in arid environments. These plants and animals have had to overcome the scarcity of water.
Figure 1.12
Kata Tjuta (the Olgas) in Central Australia
Plant adaptations
As plants are unable to move and escape the heat like animals, they need more specific adaptations to save water. Some plants have specialised roots, leaves or stomata.
Taproots
Plants can have very deep roots that enable them to tap into underground water sources that have not yet dried up. For example, the desert kurrajong (Brachychiton gregorii) can have tap roots that make up two thirds of the entire tree.
Figure 1.13
A tap root
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Biology 4/5 UNiT 1
The world around us
Hairy and waxy leaves

The leaves of some plants have a special coating, such as hair or wax, that can reduce the amount of water loss. For example, lets have a look at the narrow hairy leaves of the emu bush family, the Eremophila. The narrow leaf means that there is a small surface area for the sun to heat, and the dense hair fibres, which give the plant its grey appearance, reflect UV (ultraviolet) light. These adaptive features reduce the temperature of the plant and, in turn, the amount of water loss.
BLM 1.5 How fLammabLe are Leaves?
stomata
Figure 1.14
Eremophila nivea
Sunken stomata
Stomata are the microscopic openings on a plant leaf that allow gas exchange to occur. Unfortunately, transpiration (water vapour Figure 1.15 Sunken stomata loss) also occurs from the stomata and it is where the plant loses most of its water. To reduce this loss of water, plants such as Banksia quercifolia have sunken stomata. The stomata are located just below the exterior surface of the leaf, creating a local humidity that reduces the rate of water loss.
Animal adaptations
Animals of arid environments also show various adaptations used for survival. They can have a small body size, use burrows, remain inactive during the heat of the day, or travel long distances to escape the heat or find water.
Body size
The fennec fox (Vulpes zerda) of North Africa is an example of small body size. Being small reduces the area of the body that is exposed to the Sun. This therefore reduces the amount of water it loses through perspiration. It also has very large thin ears that allow excess body heat to be lost, and so help the fox to maintain a stable body temperature.
Figure 1.16
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Fennec fox
ISBN 9780170185110
Burrowing
Animals such as the meerkat (Suricata suricatta) of Southern Africa dig burrows and tunnels to escape the heat. During the hottest part of the day they can retreat to their burrows, where they expend less energy and therefore reduce water loss.
Figure 1.17
Meerkat family peering out of the burrow
Inactivity
The grizzly bear (Ursus arctos horribilis) is found from Alaska through Canada and into the northern parts of the United States. These bears are known to spend much of the winter in hibernation. The animals go into a state of torpor, which lowers their metabolic rate and therefore reduces the amount of energy they use.
Long distance travel

Birds, such as the pelican (Pelecanus conspicillatus) travel long distances to find inland lakes after a good rain. In 2009 Lake Eyre, in central South Australia, was covered by water for only the fourth time in 200 years, after very good rains. Pelicans flocked to the area. It was estimated that there were 50 000 pelicans nesting on islands in the lake. Another animal that travels long distances to find water is the camel (Camelus dromedarius). Camels have a range of functional adaptations that allow them to withstand long dry periods. Try to find out what these adaptations are.
work on the web Go to www. cengage.com.au/ BIS45 and link to Australias flora and fauna. Read about the large number of native plants and animals in Australia. Name five plant species that are found in the Eremian Zone. How many introduced plant species does Australia have? Why were they taken to Australia? How many animals have become extinct since European settlement? Why have they become extinct?
Figure 1.18
ISBN 9780170185110
Pelicans in the wet season
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Biology 4/5 UNiT 1
The world around us
Assessment Task 5 (Criteria E and F)
Experiment 1.3 Building an aquatic ecosystem

You need
2 2 dm3 plastic bottles sand water 3 10 cm Elodea plants (available from pet store) 2 water snails 2 small goldfish duckweed scissors
What to do
1 With the scissors, cut the top off the plastic bottle where it tapers. 2 Fill the bottom of the bottle with 5 cm of sand. 3 Pour water slowly into the bottle and fill until it is three-quarters full. 4 Plant the three Elodea plants, making sure the roots are firmly in the sand. 5 Spread a small amount of duckweed on the top of the water. 6 Cut the bottom off the second bottle and pierce breathing holes into the top part. This is now the lid for your ecosystem. 7 Place the lid over the other bottle and allow it to stand overnight. 8 The following morning add the snails and the goldfish. Make sure the ecosystem is in a warm area, but not in direct sunlight. 9 Record changes over a 46 week period.
Breathing hole
Top of bottom bottle
End of lid Water level Duckweed
What did you discover?

1 Was there any growth in your ecosystem?
2 Were there any changes in population sizes? 3 Was your ecosystem sustainable?
What do you think?

Was your ecosystem able to survive? Explain.
Figure 1.19
Your aquatic ecosystem
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literAcy
The weird and wacky of the world

The platypus
The platypus is an extraordinary animal that confused naturalists for many years. Was it a mammal, as the brown fur suggested, or a reptile because it laid eggs or was it related to the warm-blooded birds? The 1800s saw scientists struggle to classify this animal. This creature with its duck-like bill, webbed feet and body shaped like a mole created debate and controversy in Britain and Europe. Many platypuses were slaughtered to try to answer the question of What is the platypus?
Its true
wow!
A drawing of the platypus, made in the early 1800s by Ferdinand Bauer
Figure 1.20
Scientists discovered that the platypus did in fact have mammary glands and suckled its young, like mammals. However they could not determine if the animal gave birth to live young, or if it laid eggs. If it did lay eggs, did they hatch inside or outside of the body? It wasnt until 1884 that these questions were answered. The Scottish scientist William Caldwell travelled to Australia and employed more than one hundred Aborigines to hunt and kill platypuses in the hope of answering this highly debated topic. Eventually, he shot and killed a platypus whose first egg, he reported, had been laid; her second egg was in a partially dilated os uteri. Therefore this wacky animal was classified as a monotreme an egg-laying mammal that suckles its young after hatching. Since this puzzle was solved, many more discoveries have been made about the platypus. For example, the male has a spur on its hind legs that secretes poison when under threat during mating season. Another was that this animal has a sixth sense the electric sensor. Rather than sight or smell to avoid obstacles and find food in murky waters, it senses the tiny amounts of electricity produced in the muscles of other animals when they move.
Did you know? The echidna is the only other monotreme in the world, and the milk of the echidna is pink. The fingerprints of koalas are almost indistinguishable from those of humans, so much so that they could be confused at a crime scene. Reindeer eat large quantities of moss, which contains a compound that acts as an antifreeze in their blood.
Questions
1 2 3 4 5 Why did scientists struggle to classify the platypus? What is a monotreme? How was it discovered that the platypus was a monotreme? State two reasons why monotremes are special animals. What are some of the more recent discoveries made about the platypus?
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Biology 4/5 UNiT 1
The world around us
What do you know?

1 Define the following terms: a biodiversity c adaptation b limiting factors d transpiration
2 Describe the differences between structural, functional and behavioural adaptations. Give examples of each. 3 Briefly explain two adaptations that will help animals survive in an arid environment. 4 Unlike animals, plants cannot simply pull up their roots and go in search of water. Briefly explain two ways in which plants have adapted to survive in an arid environment.
Survival of ecosystems
So far we have discussed what an ecosystem is and how organisms interact with it. Now we must think about how an ecosystem maintains itself. It has already been stated that every ecosystem is unique, and this was discussed in terms of the biotic and abiotic factors that function within each one. However, there are two processes that are the same for every ecosystem: energy flow and chemical cycling.
Energy ow
For an ecosystem to survive, it requires a constant source of energy. The energy source for our ecosystems is the Sun. Energy flow begins by sunlight being absorbed by plants. Plants then convert the light energy into chemical energy that can be passed to other organisms. Plants are called autotrophs because they create their own food from inorganic materials. Animals are given the name heterotrophs, because they must obtain their energy by consuming external organic material such as plants or other animals.
Sun
Reeds
Grasshopper
Frog Great blue heron
Figure 1.21
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Common freshwater food chain
ISBN 9780170185110
We can see how the energy flows through an ecosystem by creating a food chain (Figure 1.21). There are four classifications of organisms in a food chain. First there are producers; these are the autotrophs that obtain their energy from the Sun. Next are three levels of consumers primary, secondary and tertiary. Primary consumers feed on the plants and grasses (the producers). They can be herbivores, such as the grasshopper, if they only eat plant material. Secondary and tertiary consumers, such as frogs and great blue herons are animals that feed on the primary consumers. Therefore they can be known as carnivores (if they only eat meat) or omnivores (if they eat both meat and plant material). Ultimately, all the organisms in the food chain will die and become food for organisms such as bacteria and fungi. Organisms that break down dead plants and animals are known as decomposers. An ecosystem has a number of food chains interlinked. The different food chains joined together make up a food web.
Food web
BLM 1.6 food webs of tHe worLd
Snakes
Hawks and owls
Foxes Insect-eating birds
Spiders
Rabbits
Squirrels
Mice
Seed-eating birds
Herbivorous insects
Plants
Figure 1.22
Common European food web
Food webs look at the bigger picture of the energy flow through an ecosystem. The arrows indicate the way in which the energy flows from one organism to another. For example, the energy flows from the grass to the rabbit in Figure 1.22. They can also assist us to see what could happen if an organism in the food web was disrupted in some way. For example, looking at the food web above, what do you think might happen if a virus killed a large portion of the seed-eating birds? As you can see the foxes, hawks, owls and snakes would have to eat more of the other animals, therefore potentially reducing their numbers.
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Biology 4/5 UNiT 1
The world around us
Activity creAting A food web 1

Use the organisms below to create a food web. Phytoplankton Tuna Whale Shark
Photosynthesis and respiration
Krill Seal Penguin Squid Coral Sea turtle Flathead Seabird Sunlight
2 3
From your food web, determine three food chains. Explain what would happen in the food web if the phytoplankton died because of pollution.
BLM 1.7 wHats eating tHe Leaves?
How does energy flow begin?

Autotrophs convert energy from the Sun into useable energy for other organisms. This is achieved through a process known as photosynthesis. Photosynthesis occurs in the chlorophyll in the leaves and stems of green plants. It is a chemical reaction in which the plant uses water and carbon dioxide with the help of UV light to produce oxygen and glucose. The written and chemical equation for this reaction is:
Oxygen
Light energy
carbon + water dioxide CO2 + H2O
UV light UV light
glucose
+ oxygen + water O2 + H 2O
Carbon dioxide
C6H12O6 +
Water
Glucose is the chemical energy that other organisms the heterotrophs need for survival. For example, grass will undergo photosynthesis, which produces glucose. When a rabbit eats the grass, the chemical energy (glucose) is transferred from the grass to the rabbit. When the rabbit needs to run from a fox, a chemical reaction called cellular respiration occurs. Respiration involves cells releasing energy by the breakdown of glucose into carbon dioxide and water, which gives the rabbit energy to run. The written and chemical equation for this reaction is:
Basic photosynthesis
Figure 1.23
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glucose C6H12O6
+ oxygen + water carbon dioxide + water + O2 + H 2O CO2 + H2O
ISBN 9780170185110
Chemical cycling
There are three chemical cycles within every ecosystem: the water cycle, the carbon cycle and the nitrogen cycle. They are known as cycles because matter cycles between biotic and abiotic factors. Each of these cycles has a very important role in maintaining the balance within the ecosystem.
Carbon cycle
Lets start the carbon cycle by looking at the carbon dioxide gas present in the atmosphere. Plants use this gas in photosynthesis to produce glucose. When animals eat the plants, they use some of the glucose to grow; some is used in respiration. Carbon dioxide is a by-product of respiration and is released back into the atmosphere. This carbon dioxide is then available for plants to absorb for photosynthesis, and so the carbon cycle is complete. It should be noted that carbon dioxide is also released by the combustion of fossil fuels and the decay of animal and plant matter.
Industrial processes
CO2 in the air
Photosynthesis
Industry
Cellular respiration fermentation
Plants
Cellular respiration
Animals
Decay in the absence of oxygen (very slow) Decay in the absence of oxygen (very slow)
Combustion (of part of the supplies of the fossil fuels stored underground)
Fossil fuels
(such as coal, oil)
Shells and coral

Figure 1.24
The carbon cycle
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Biology 4/5 UNiT 1
The world around us
Nitrogen cycle
Nitrogen is a very important element for living things. It is needed in the production of proteins which are essential in the growth of new cells. Nitrogen gas makes up a large proportion of the atmosphere (almost 80%). Unfortunately, plants and animals are unable to utilise nitrogen gas; they must obtain nitrogen in the form of nitrates. The process of converting nitrogen gas to nitrates is called nitrogen fixation. It is a major component of the nitrogen cycle. As with the carbon cycle, we begin with the nitrogen gas in the atmosphere. This gas is removed from the atmosphere by nitrogen-fixing bacteria. These bacteria convert the gas to nitrates, which are released into the soil and water. Another form of nitrogen found in the soil are nitrites, which are produced by the decay of plants and animals. These nitrites are converted to nitrates by nitrifying bacteria. The useable nitrates can then be absorbed by plants. Animals consuming the plants receive the nitrogen they need, which is then released back into the soil through either excretion or death. In this cycle, however, there are also denitrifying bacteria that convert nitrates back into nitrogen gas. Together these four processes complete the nitrogen cycle. Industrial fertilisers also contain nitrites, and they are subsequently converted into nitrates. Too much nitrate in soil and water, however, can result in adverse effects.
NO2
Fertiliser factory
Organic matter
Nitrogen fixation
NITRITES AMMONIA
Figure 1.25
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Plant consumption Nitrification through bacteria
Denitrifying bacteria
NITRATES
The nitrogen cycle
ISBN 9780170185110
Water cycle
About 7075% of the Earth is covered by water. Like nitrogen and carbon, water is constantly being recycled.The water cycle is comprised of four processes: evaporation, evapotranspiration, condensation and precipitation. Lets start with evaporation and evapotranspiration. These two processes are very similar. Evaporation occurs when the sun heats a body of water, such as a lake, river or ocean. As the water heats up, it turns from liquid water to water vapour. This water vapour then rises into the atmosphere. Evapotranspiration occurs when there is a net loss of water to the atmosphere from the soil and vegetation as these surfaces are heated. This water turns to water vapour and again moves into the atmosphere. Next in the water cycle is condensation. The water vapour is transported in the atmosphere until it condenses, forming clouds. When the clouds are heavy with water vapour, the water falls to the ground as snow or rain. This is known as precipitation. Precipitation completes the cycle, with the liquid water being heated and the process starting again.
Condensation
Precipitation Snow and ice
Evapotranspiration
Evaporation
Runoff
Infiltration (water entering soil) Ground water and soil moisture
Figure 1.26
The water cycle

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ISBN 9780170185110
Biology 4/5 UNiT 1
The world around us
work on the web Go to www. cengage.com.au/ BIS45 and link to Cycles for more information about the chemical cycles within ecosystems.
What do you know?

1 Look at Figure 1.27 and answer the following questions.
Acacia

At the start of this unit you answered a number of questions about what you think the environment and the ecosystem are. With the knowledge you have gained, create a concept map that shows the components of the environment and an ecosystem and how they interact.
Elephant
Hyena
Cheetah
Lion Topi (adult and calf)
Impala
Baboon
Red oat grass Soil

Bacteria
Millipede
Figure 1.27
An African food web
a State which organisms are the producers, the consumers and the decomposers. b Give an example of a herbivore, an omnivore and a carnivore. c Give an example of an autotroph and a heterotroph. d A food web shows the links between various food chains. Write down three food chains that are located within the food web above. e Explain what would happen to the food chain if there was a decrease in the size of the termite population.
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(a) Chinese food chain (b) English food chain (c) oceanic food chain
Figure 1.28
2 Use the information in Figure 1.28 to complete the following food chains: a Sun bamboo b Sun c rabbit phytoplankton cub
3 Briefly describe the carbon cycle. Use a diagram if necessary. 4 What is the process of nitrogen fixation? Why does this have to occur? 5 What do nitrifying bacteria do in the nitrogen cycle? How do they differ from denitrifying bacteria? 6 Define the following terms: evaporation, evapotranspiration, condensation and precipitation.
25
Biology 4/5 UNiT 1
The world around us
Human impact
Are humans a help or a hindrance to the worlds ecosystems? This question is being debated around the world. As you may be aware, global warming is at the forefront of this debate. The majority of the worlds governments are looking for ways to reduce their carbon emissions. However, global warming is not the only issue we should be concerned about. What about the effects of deforestation, introduced species and water pollution?
Global warming
Area of interaction
BLM 1.8 gLobaL warming
Human ingenuity Examples of human ingenuity include finding ways of extracting metals and coal, of producing electricity and plastics, as well as inventions such as the motor car. Paradoxically it is these examples of human ingenuity that are now associated with the increasing threats to the health of our planet. What do you think? Is it possible for humans to progress and to genuinely live in a sustainable way with our planet? Can we rely upon our human ingenuity to put right these environmental problems?
Since the industrial revolution in the late 18th and early 19th centuries, we have seen atmospheric carbon dioxide (CO2) levels increase dramatically. Simultaneously, the average global temperature has increased. How has global warming come about? To understand this, we must first understand the greenhouse effect. The greenhouse effect is the way in which the Earth maintains a stable temperature. The ozone layer in the atmosphere protects us from excessive UV radiation hitting the Earths surface. A portion of the UV radiation that enters the atmosphere hits the Earths surface, and
Sun
Radiated heat
Carbon dioxide and other greenhouse gases
Sola r rad iatio n

Reflected heat
Atmosphere
Re-radiated heat
Earth
Figure 1.29
26
The greenhouse effect
some is reflected back into space. The following might occur to the UV radiation that reaches the Earths surface:
1 The UV radiation is absorbed by the Earths surface and is then released as radiant heat
Area of interaction
back into space.

2 The radiant heat coming from the Earths surface is absorbed by certain gases in the
atmosphere the greenhouse gases and re-radiated back to the Earths surface. Figure 1.29 illustrates how the greenhouse effect works to maintain temperature. Therefore if we look specifically at point 2 above, in which greenhouse gases re-radiate heat, we can start to understand how global warming occurs. The main greenhouse gases in the atmosphere are carbon dioxide, water vapour and methane. If the concentrations of the greenhouse gases such as carbon dioxide increase as a result of our activities, such as the burning of fossil fuels, more radiant heat is captured and re-radiated to the Earths surface. This is known as the enhanced greenhouse effect. The consequence of the enhanced greenhouse effect is an increase in the average temperature of the Earths atmosphere, otherwise known as global warming. What effect does this have on our ecosystems? Increased atmospheric temperatures lead to increased oceanic temperatures. Particular organisms may not be able to survive in these warmer environments. Also there is a potential for our polar ice caps and glaciers to melt. This would affect the salinity of the oceans, and only the most adaptable organisms would survive. Already, polar bears in the Arctic circle have a reduced hunting time, because the winter ice is not as extensive as in the past. Some animals may not be obtaining enough food to survive the ice-free months. Also, increased oceanic temperatures would cause the waters to expand and lead to flooding of low-lying countries. At the same time, the increased probability of drought would lead to water and food resources becoming scarce, and result in organisms dying of dehydration or starvation. An increase in temperatures would lead to an increase in the number of insects such as mosquitoes. This could result in an increase in the number of cases of mosquito-borne diseases such as malaria.
Environments/ Community and service Five ways in which you can reduce your carbon emissions. Spread the word. 1 Turn off lights when they are not needed. 2 Put on a jumper instead of the heater. 3 Ride or walk to school. 4 Turn off appliances at the wall when they are not in use. 5 Reuse or recycle. One of the biggest issues for many of us is the amount of carbon dioxide produced by airplanes. Do we all need to reduce our trips in airplanes? Should large green taxes be placed on flying?
work on the web Go to www. cengage.com.au/ BIS45 and link to Carbon footprint to learn about carbon footprints and to calculate your personal carbon footprint.
Deforestation
Did you know that North Americans use 50 million tons of paper annually, and so they log 850 million trees per year? Deforestation is the large-scale logging and/or burning of trees of naturally occurring forest area. There are a number of reasons why they do this: for paper for farmland for charcoal to build furniture and houses. It has been estimated that between May 2000 and August 2006, Brazil lost approximately 150 000 square kilometres of Amazon rainforest an area larger than Greece and since 1970 more than 600 000 square kilometres of Amazon rainforest have been destroyed.
1.1 LETs usE TEChnoLogy

Click on the icon and learn how to simplify data and present it in a pie chart.
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ISBN 9780170185110
Biology 4/5 UNiT 1
The world around us
Area of interaction
Environments/ Community and service Which environmental groups are active in trying to protect the Amazon forests? Look on the Greenpeace website to find out about their efforts. Are environmentalists at risk in the area of the Amazon forests? Are there international agreements about the Amazon forests? Find out about companies that have decided not to use wood or leather from the Amazon forests. Perhaps you could design a special day at your school to educate the students about these issues and to raise some money for an appropriate organisation.
Fires, mining, urbanisation, road construction, dams, 3% Logging, legal and illegal, 3% Large-scale, commercial agriculture, 1% Small-scale, subsistance agriculture, 30%
Cattle ranches 60%
What effect does this have? As we have discussed, trees absorb carbon dioxide for photosynthesis. Fewer trees means less carbon dioxide is being removed from the atmosphere, possibly contributing to global warming. Removal of trees for farmland can increase the salinity of the soil. Only salt-tolerant plants can live in such areas and so biodiversity is reduced. Reduction of habitat for a species means reduced survival rate or extinction of the species. Burning of trees for charcoal releases huge amounts of carbon dioxide gas, again possibly contributing to the enhanced greenhouse effect.
Figure 1.30 Reasons behind the deforestation of the Amazon forest between 2000 and 2005
Figure 1.31
Deforestation of the Amazon forest
Water pollution
During the Middle Ages it was common to see lakes, lochs, rivers or oceans near a town become polluted with sewage, household waste and other rubbish. This gave rise to various diseases and sickness. In the developed world we have increased hygiene, but water pollution remains an issue. The causes of water pollution today can still be sewage and wastewater, although this generally occurs in developing countries where access to sanitation and clean water is limited. In developed countries, industrial waste, oil pollution and marine dumping are more common causes.
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Many industries use fresh water to remove their waste. Unfortunately the water tends to end up in the rivers or oceans. Pollutants can include: asbestos has been is linked to cancer lead in high levels can inhibit enzyme function in animals nitrates from fertilisers high levels in water cause eutrophication. The excess nutrients in a body of water promote algal blooms, which reduce the oxygen concentration of the water petrochemicals formed from gas and oil and are toxic to marine life.
Figure 1.32
Eutrophication of Lake Taihu, Wuxi, China
Oil pollution as a result of accidental oil spills accounts for 12% of the oil entering our oceans. The remainder comes from runoff, routine shipping and illegal dumping. Oil does not dissolve in water, and creates a thick sludge over the water surface. This suffocates fish and sticks to the feathers of marine birds such as penguins and seagulls, preventing them from flying or poisoning them when they try to preen. This oil layer also prevents light from penetrating the surface, so organisms such as phytoplankton cannot photosynthesise.
Figure 1.33
ISBN 9780170185110
Penguin being cleaned from an oil slick
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Biology 4/5 UNiT 1
The world around us
Area of interaction
Health and social education Does water pollution affect the health of humans? Are there places in the world where people cant drink the local water?
The dumping of litter into marine environments can have detrimental effects. Cigarette butts and plastic packaging are some of the major contributors. Marine animals can get caught in or eat the litter and consequently die. Litter in waterways takes a long time to degrade. Refer to Table 1.2 for the time that different items take to degrade.
Table 1.2
Item Cardboard Newspaper Foam Styrofoam Aluminium Plastic products Length of time for items to degrade in water Length of time to degrade 2 weeks 6 weeks 50 years 80 years 200 years 400 years
Introduced species
People have travelled and explored the world for generations. Once they found a new place to settle, they wanted to feel at home. For food they would bring different species such as wheat and corn, even fish. For sport they would take animals such as rabbits and foxes. For comfort, they took cats and dogs and plants such as roses and blackberry bushes. Unfortunately, at the time, they did not understand what the consequences of their actions would be. An introduced species is a species that has either arrived accidentally or been deliberately brought to the area. Refer to Tables 1.3 and 1.4 to see examples of both intentional and accidental species introductions. Where they were introduced, their reason for the introduction or how it happened is also explained.
Table 1.3
Species Eurasian carp Apple snail Fox Monterey pine Norway maple Cane toad Eastern grey squirrel Intentionally introduced species Location United States Southeast Asia, Hawaii Alaska, Australia California, Australia, New Zealand Canada Australia United Kingdom Accidentally introduced species Location Across the world San Francisco Bay Australia How it happened Hitchhiking on boats Dumping of ballast water from international ships Dumping of ballast water from international ships Reason for introduction Food source Establish a food industry Fur trade, sport Commercial timber crops Improving aesthetics Biological control As a novelty
Table 1.4
Species House mouse Zebra mussels Pacific starfish
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ISBN 9780170185110
The impact of introduced or invasive organisms to an ecosystem can be detrimental. If the environmental conditions are favourable to the introduced species, they will reproduce, increasing their population size. As numbers increase, the demand for food and nutrients also increases. Ultimately, they will compete with native species for food and habitat. Unfortunately, if the introduced species is more adaptable to the environmental conditions, it can outcompete the native species. In turn, the population size of the native species will decrease and the species could become endangered or even extinct.
Figure 1.34 Population numbers of rabbits soared when they were introduced to Australia, displacing many native animals.
Assessment Task 6 (Criteria A and B)

Investigating introduced species In pairs, use both the Internet and books to research a species introduced to your country. You are to discuss the following points: Was the species intentionally or accidentally introduced? If it was intentionally introduced, state the reasons for its introduction. Where did the species come from? Into which area has it been introduced? What impact has the species had on the native ecosystem? What efforts have been made to control the negative effects of the introduced species? Present this information as a poster or multimedia presentation. Remember to reference your information in a bibliography. sKills
Rules for writing a bibliography

Books 1 Authors surname, initials. 2 (Year). 3 Title. 4 Publisher, 5 Place of publication. For example: Smith, J. (2010). How to write a bibliography for a book. Fantastic Publishing, Arizona, USA. Internet 1 Authors surname, initials. 2 (Year). 3 Title. 4 [Internet]. 5 Publisher, 6 Place of publication. 7 Available from: http://www.website.com 8 [Access date]. For example: Smith, J. (2010). How to write a bibliography for an Internet site. [Internet]. Excellent Internet Publishing, London, England. Available from: http://www.writingbibliographies.edu [Accessed 30 September 2010].
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Biology 4/5 UNiT 1
The world around us
Conserving our ecosystems

Throughout this unit you have learnt what ecosystems are, how they work and how some human activities have affected the species living within them. Over time, people have realised that their actions have had a negative impact on the environment. Scientists have been and are still researching how we can help save our endangered species and stop other species from becoming endangered. There are many different methods that can be employed by local institutions to help the environment. Some of these are discussed below.
work on the web Go to www. cengage.com.au/ BIS45 and link to Allegheny woodrat to find more information on the woodrat, the Pennsylvania Game Commission and their programmes. This may help you with your project at the end of this unit.
Ecologists helping out
Monitoring
An ecologist will look at an area of interest and monitor the way in which a species is progressing. The reasons for doing this are: to assess population sizes, making sure they are not becoming too low to determine whether invasive species are taking over. If this is the case a management plan can be put in place to determine whether there are any habitat alterations to determine whether a species needs to be relocated to a new site in order to survive. Lets look at an example. Through live trapping and monitoring, it was determined that the population of the Allegheny woodrat in Pennsylvania was decreasing over time. It was thought that this correlated with the high rate of tree death in the area. Ecologists combined with the Pennsylvania Game Commission to complete an inventory of active woodrat sites statewide. Monitoring consisted of ear tagging, measuring weight, and noting reproductive condition, habitat size and location. Between 1989 and 1992 ecologists supplemented the area with acorns and grain in order to help the active populations. It was found that population size increased at one of the active sites in Pennsylvania. Due to the small sample size, however, scientists could not determine whether the technique of food supplementation decreased the rate of death, increased the reproduction rate or increased the numbers of Allegheny woodrats migrating to the area. Unfortunately, they are still on the threatened species list.
wow!
The orangebellied parrot
The orange-bellied parrot lives in the open coastal plains of southwest Tasmania in summer. Winter is spent along Australias southeast coast from Gippsland, Victoria, to Lake Alexandrina near Adelaide, South Australia. There is now an adult population of only 200 adult birds, so continual monitoring of this bird is vital. Each year a sample of young birds is banded in Tasmania, to help provide information on the range of individual birds and their survival rate.
Figure 1.35
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The endangered Allegheny woodrat
ISBN 9780170185110
Relocation of species
Relocation of a species has become more of a common facet of modern conservation practices. There are four main guidelines that must be followed in order to complete a task like this.
1 Selection of site: The site must have similar foods, and habitat qualities that are deemed
Area of interaction
important to the species.

2 Selection of individuals to be relocated: The organisms have to be carefully chosen for
relocation. Their physical condition plays a major role in this criterion, as it is a stressful event. The number of organisms to be relocated must be carefully determined.
3 Time of relocation: The time of the year must be chosen to support the survival of the
organism. Ecologists will look at food availability, temperature and mating season. 4 Post-monitoring: Ecologists will continue to monitor the organisms over an extended period of time in order to watch their progress. Unfortunately, some relocation projects have failed. Ecologists are still researching to determine the best methods for relocation.
Environments/ Community and service World Environment Day is 5 June. There are many ways in which you can be involved, so check out whats going on at http://www.unep.org/.
work on the web Go to www. cengage.com.au/ BIS45 and link to EcoRevision. Test your understanding by trying some of the ecology games. Wildlife Animal adaptations Climate change All games on this page Water All games on this page
Modelling as a tool
BLM 1.9 tHe pLigHt of tHe sumatran orangutans
With the current improvements in technology, ecologists have developed computer programmes that help them make educated guesses. They are able to predict what could happen to an environment, ecosystem or species either in the current circumstances or if a factor of the system changes. This method has been used for soil conservation in agriculturally rich areas. Ecologists were attempting to determine how to regenerate degraded soils in cropped areas in Africa and Australia.
Captive breeding programmes

These types of programmes are used, most importantly, to increase numbers of endangered species in order to stop extinction. The main goals of the programme are to produce a population: that maintains a healthy average age structure in which reproduction is successful that is protected from disease. At times the population may be large enough to be reintroduced into its natural environment. For example, the scimitarhorned oryx (Oryx dammah) is a welladapted desert antelope. On the verge of extinction, the survival of this species has been ensured with the use of captive breeding programmes by European and North American zoos.
Washington DC National Zoo has been involved in the captive breeding programme of the golden lion tamarin, increasing its numbers from 200 to 1500 since the 1970s.
Figure 1.36
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Biology 4/5 UNiT 1
The world around us
Government helping out

Governments are now forming policies to help secure species ecosystems. Policies include action against global warming, restricting logging, and introducing fishing quotas and quarantine, just to name a few. In the fight against global warming, many countries: have signed the Kyoto Protocol, stating that they will reduce their greenhouse gas emissions to below their 1990 levels are promoting research into making coal energy cleaner are promoting further research and use of renewable energy sources.
From what you have learnt in this unit, explain how you think your daily movements affect the environment and ecosystems. How could you help conserve your local ecosystems? How could you help on a global scale?
Governments are continually looking at improving the way in which they manage their greenhouse gases. The most recent conference to discuss this was held in Copenhagan, Denmark in 2009. They are saving the forests by: protecting forests from logging in an attempt to save species habitats creating sustainable forests in which a tree is planted for every one logged. Fishing quotas are put in place to ensure: populations of sh species do not become endangered threatened or endangered species will have the opportunity to reproduce. Harsher quarantine rules are used to: prevent introduced species from entering a country prevent the spread of disease to humans and native species of plants and animals. One of the most important areas that must be targeted is education. Governments are supporting the education of the community on environmental issues. With better knowledge of how our activities affect the world, we can take the steps to reduce our impact.
Assessment Task 7 (Criteria A and B)

Environmental brochure You are to create a brochure on one of the following environmental issues: global warming, pollution (water, air or soil) or acid rain. The brochure is to educate members of the community about the issue and the steps they can take to help prevent or lessen its impact. At the end of this assessment task you are to answer the following questions: 1 What are the difculties in trying to convince people to change their habits? 2 How will this brochure help others and what steps will you take to help your community? 3 What is the government doing to support your local ecosystems?
BLM 1.10 unit cHeckList BLM 1.11 tHe worLd around us QuiZ
34
Unit review
Review questions
Understand 1 Compare the difference between an ecosystem and its environment. 2 3 4 5 6 7 8 9 10 Explain why some people would not like to use the tree screen method. Define diurnal and nocturnal. Give an example of each. Outline the difference between an endangered species and an extinct species. Illustrate with the aid of a diagram an example of a producer, a secondary consumer and a decomposer. Summarise what eutrophication is and why it occurs. Explain how water pollution affects the ecosystem. Summarise the difference between the greenhouse effect and global warming. Define an introduced species and outline two ways in which a species can be introduced into an area. Provide examples. Compare and contrast two methods that ecologists are using to conserve an ecosystem.
self test 1
Apply How does a scavenger such as the hyena fit into a food web? 11 12 Create a food chain from the following information: One evening a bird saw a snake with a full belly lazing by itself. The bird thought, mmm... Im hungry, and flew down and caught the unaware snake for dinner. Earlier that day, the snake had been very busy catching his own dinner. Sneaking by the pond in the bright afternoon sun, he had noticed a grasshopper nibbling on some grass. That was until a cheeky frog snapped it up with his long sticky tongue. The snake thought JACKPOT as it slithered to the pond edge and caught the cheeky frog. 13 A student was estimating the number of snails in a 350 m2 area of grassland. He used a 1 m2 quadrat 14 times and counted 26 snails. Estimate the number of snails in the grassland. Why is photosynthesis such an important process? With the introduction to the UK of the eastern grey squirrel from Northern America, the population of native red squirrels has declined dramatically. What is a conservation technique you could put in place to help increase the numbers of the red squirrels?
14 15
Analyse 16 How does a small sample size affect the results of an experiment or investigation? 17 18 Look at Figure 1.37. What adaptive features does this animal have to help it survive in its environment? Countries around the equator have high biodiversity. However, as you move towards the poles, biodiversity decreases. Explain why this is the case.
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Biology 4/5 UNiT 1
The world around us
19
It is thought that temperature can affect the germination of certain seeds. a b c d Design an experiment to model the effect of temperature on seed germination. What conditions would you set for your control? Why is a control important? For seeds growing in a natural environment, what would be the limiting factor?
Evaluate 20 In the 1950s the myxomatosis virus was released into the Australian rabbit population to eradicate this introduced pest. The virus was spread by mosquitoes and fleas, and was successful in killing 90% of the population. a b Why do you think the Australians want to eradicate the rabbits? What would be another way of reducing the impact of rabbits in Australia? Rabbits are still causing problems in Australia.
Figure 1.37 21
Arctic fox
Feral cats have become one of the greatest threats to the survival of many animal species. How do you think this problem should be dealt with?
Reflect 22 Global warming is one of the worlds most debated topics in the 21st century. It is claimed that humans are the cause of the enhanced greenhouse effect and action must be taken to stop the impact of rising global temperatures. However, humans have also contributed to the Earth in a positive way, for example, using plant adaptations to increase crop yield and lessen the impact of hunger. With the knowledge you have gained from this unit, explain whether you believe humans are helpers or a hinderance to the world and its environments.
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new words
abiotic factor a non-living factor adaptation a characteristic of an organism that improves the organisms chance of survival autotroph an organism that can produce its own organic food from inorganic substances bacteria unicellular micro-organisms of which a few are pathogenic (cause disease) (singular: bacterium) biodiversity the variety of different living things found in a particular area biotic factor a living factor carbon cycle describes how carbon cycles through the environment carnivore an organism that only consumes meat cellular respiration a reaction between glucose, oxygen and water that releases energy for the organism to use chemical cycling the cycling of water, carbon and nitrogen in the environment chlorophyll the green pigment within leaves where photosynthesis occurs condensation the cooling of water vapour (gas) to liquid water in the form of clouds consumer a heterotrophic organism in a food chain decomposer an organism that breaks down dead animal and plant litter deforestation the large-scale logging or burning of naturally occurring forest diurnal organisms that are active during the day ecosystem groups of organisms interacting with each other and with their environment energy flow how energy is moved through an ecosystem enhanced greenhouse effect the trapping and re-radiating of more radiant heat to the Earths surface due to increased levels of CO2 in the atmosphere environment the conditions in which an organism lives eutrophication the rapid excess of nutrients in a body of water which promotes growth of algae and decreases oxygen concentration evaporation the heating of a body of liquid water to water vapour (gas) evapotranspiration the net loss of water to the atmosphere from plant and soil surfaces fauna a term to describe animals food chain a diagram that represents the way in which energy flows between organisms in a simple line (producer, primary consumer, secondary consumer) food web a diagram that shows how food chains link together global warming an increase in the average temperature of the Earths atmosphere greenhouse effect the way in which the Earth maintains a stable temperature herbivore an organism that only consumes plants heterotroph an organism that must consume organic matter for energy introduced species a species that has been purposely or accidentally introduced to an area where it would not normally be found
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Biology 4/5 UNiT 1
The world around us
limiting factor a variable factor of an environment that at any time can negatively affect the activity of an organism nitrogen cycle describes how nitrogen cycles through the environment nitrogen fixation a major component of the nitrogen cycle; it is the process of converting nitrogen gas to nitrates nocturnal an organism that is active only at night omnivore an organism that eats both plants and animals photosynthesis the chemical reaction in which plants convert light energy into useable chemical energy precipitation the falling of water to the Earths surface as rain, hail or snow
producer an autotrophic organism in a food chain quadrat a tool that ensures that the sample size remains constant over the region under analysis scats animal faeces stomata microscopic pores mainly on the under surface of a leaf through which gas exchange occurs torpor a state through hibernation in which the metabolic rate of an organism is lowered in order to reduce its energy consumption transpiration loss of water vapour from a plant via the stomata in the leaf water cycle the recycling of water through the environment
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Biology Chapter 1

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The world around us

Area of interaction: Environments

Biology 4/5 UNiT 1

The world around us

Reflection about learning

Ecosystems and the environment

summative Assessment Task 1 (Criteria A, B and C)

Sahara desert, Egypt

Phetchabun mountain range, Thailand

Biology 4/5 for the international student

Biology 4/5 UNiT 1

The world around us

Assessment Task 2 (Criteria C and F)

Experiment 1.1 Looking at abiotic factors: analysis of soil pH

Knowledgeable about learning: Memory

Whos out there?

Caterpillars eat the leaves

Cockatoos and parrots nest in tree hollows and feed on seeds

echidnas eat ants and termites

Magpies eat worms

Fungi grow on logs, breaking them down

ants build nests and eat eucalypt seeds

worms feed on decaying leaves

What is around one gum tree?

Biology 4/5 for the international student

Biology 4/5 UNiT 1

The world around us

Trapping the inhabitants of a tree

a rock on top of two pebbles over a hole in the ground

leaf litter and twigs

Biology 4/5 UNiT 1

The world around us

Table 1.1 Animal

Identifying animals scats

BLM 1.2 do we Have termites?

Vacuuming for insects

Experiment 1.2 Whats in pond water?

Assessment Task 3 (Criteria E and F)

Activity AnimAl prowlers

Dog hair under a scanning microscope

Biology 4/5 UNiT 1

The world around us

whose poo is it?

What do you know?

Growth rate of phytoplankton in waters of different nitrogen concentrations

Biology 4/5 UNiT 1

The world around us

Assessment Task 4 (Criteria D, E and F)

Investigation 1.1 Investigating a limiting factor

This might help

Kata Tjuta (the Olgas) in Central Australia

Biology 4/5 UNiT 1

The world around us

Hairy and waxy leaves

Long distance travel

Pelicans in the wet season

Biology 4/5 UNiT 1

The world around us

Assessment Task 5 (Criteria E and F)

Experiment 1.3 Building an aquatic ecosystem

Top of bottom bottle

End of lid Water level Duckweed

What did you discover?