Niche, Limiting Factors, Human Population and More Lesson PowerPoint
The document outlines important notes for recording in a science journal, particularly focusing on ecological niches, community ecology, and jobs within a school environment. It explains the concepts of fundamental and realized niches, providing definitions and examples related to various roles in a community. Additionally, it emphasizes the importance of clear notes and visuals while engaging in specific activities related to these ecological concepts.
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Niche, Limiting Factors, Human Population and More Lesson PowerPoint
- 1. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 4. • RED SLIDE:These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy
- 5. -Please make noteslegible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Individual Population Community Ecosystem Biome Biosphere
- 6. • RED SLIDE:These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy
- 7. • Keep aneye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow “Hoot, Hoot” “Good Luck!” Copyright © 2010 Ryan P. Murphy
- 8. • Keep aneye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow “Hoot, Hoot” “Good Luck!” Copyright © 2010 Ryan P. Murphy
- 9. • Community ecology:The study of interacting populations. Copyright © 2010 Ryan P. Murphy
- 10. • How doyou pronounce niche? • What is a niche? Copyright © 2010 Ryan P. Murphy
- 11. • Answer! Canbe “Nitch” or “Neesh”. • Both work. Copyright © 2010 Ryan P. Murphy
- 12. Ecological Niche:The place or function of a given organism within its ecosystem. Copyright © 2010 Ryan P. Murphy
- 13. Ecological Niche:The place or function of a given organism within its ecosystem. Copyright © 2010 Ryan P. Murphy “That is just a fancy name for saying…” “My job.”
- 14. Ecological Niche:The place or function of a given organism within its ecosystem. Copyright © 2010 Ryan P. Murphy “That is just a fancy name for saying…” “My job.” Learn more about ecological niche and concepts in ecology at… http://www.sciencedaily.com/articles/e/ecological_niche.htm
- 15. • Name theniche of the two pictures below?
- 16. • Name theniche of the two pictures below?
- 17. • Name theniche of the two pictures below?
- 18. • Name theniche of the two pictures below?
- 19. • Name theniche of the two pictures below?
- 20. • Name theniche of the two pictures below?
- 21. • Name theniche of the two pictures below?
- 22. • Name theniche of the two pictures below?
- 23. • Name theniche of the two pictures below?
- 24. • Name theniche of the two pictures below?
- 25. • Name theniche of the two pictures below?
- 26. • Fundamental Niche:The theoretical role, place, or function that a species has within its ecosystem.
- 27. • Fundamental Niche:The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets.
- 28. • Fundamental Niche:The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets.
- 29. • Fundamental Niche:The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets.
- 30. • Fundamental Niche:The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets. • Realized Niche: The way of life that an organism is reduced to live in due to limiting factors.
- 31. • Fundamental Niche:The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets. • Realized Niche: The way of life that an organism is reduced to live in due to limiting factors. – Not the best situation but it works.
- 32. • Fundamental Niche:The theoretical role, place, or function that a species has within its ecosystem. – This is what an organism wants but rarely gets. • Realized Niche: The way of life that an organism is reduced to live in due to limiting factors. – Not the best situation but it works. Sometimes! (Don’t Die)
- 33. • Community Ecologyand Competition Available Sheet.
- 34. • Community Ecologyand Competition Available Sheet.
- 35. • Activity! Whatare the niches of people in this school. Copyright © 2010 Ryan P. Murphy
- 36. • Activity! Whatare the niches of people in this school. Copyright © 2010 Ryan P. Murphy
- 37. • Activity! Whatare the niches of people in this school. Copyright © 2010 Ryan P. Murphy
- 38. • Partner up,please determine the jobs of each of the following “players” in your town?o – Teachers will assign each pair one from the group below. Be prepared to present. s: • -Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Copyright © 2010 Ryan P. Murphy
- 39. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 40. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 41. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 42. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 43. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 44. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 45. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 46. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 47. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 48. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 49. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 50. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 51. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 52. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 53. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 54. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 55. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 56. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 57. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 58. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 59. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 60. • Possible Answers: •-Principal: To manage the entire school • -Custodian: Maintain the building. • -Lunch Staff: To feed the students. • -DOT: Provide roads to get to school. • -Teachers: To educate the students. • -Students: To Learn and master schoolwork. • -Parents: To assist teachers and students. • -Tax Payers: Provide $ for all of the above. • -DOE: To manage teachers. • -Farmers: Provide the food for all of the above. Copyright © 2010 Ryan P. Murphy
- 61. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 62. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 63. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Lilypad: Uses light and nutrient to grow on edge of pond
- 64. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 65. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Butterfly: Collects nectar from specific flowers
- 66. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 67. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Crayfish: Eats dead material from bottom and is an active predator.
- 68. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 69. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Predatory Bird: Wades in the water feeding on fish, amphibians, etc.
- 70. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 71. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Trees: Can grow tall to capture sunlight, grows in soil.
- 72. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 73. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Small Fish: Eats small zooplankton.
- 74. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 75. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Carnivorous Beetle: Eats and feeds on other insects and tadpoles
- 76. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy
- 77. • Activity! Eachtable needs to look at the picture and describe the ecological niche of one the organisms. Copyright © 2010 Ryan P. Murphy Mussel: Filters water / plant life living in the water.
- 78. • You cannow complete this question on your bundled homework.
- 79. • You cannow complete this question on your bundled homework.
- 82. • How manykids do you want to have? Copyright © 2010 Ryan P. Murphy
- 83. • Activity -Foldingpaper and understanding exponential growth. Copyright © 2010 Ryan P. Murphy
- 84. • Activity -Foldingpaper and understanding exponential growth. – How many pages thick can you get your paper, Copyright © 2010 Ryan P. Murphy
- 85. • Activity -Foldingpaper and understanding exponential growth. – How many pages thick can you get your paper, – What happens every time the paper is folded. Copyright © 2010 Ryan P. Murphy
- 86. • If wecould fold the paper 42 times, it would equal the distance from the earth to the moon. (384,403 km from core)
- 88. This is calledexponential growth. We can see the doubling occurring here
- 89. • Video –Human Population Model 1 A.D. to 2030. – http://www.youtube.com/watch?v=4BbkQiQyaYc
- 90. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy This is the scariest graph you will ever see because it has a serious impact on your future.
- 91. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 92. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 93. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 94. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 95. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 96. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 97. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 98. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 99. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 100. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 101. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 102. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 103. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 104. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 105. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 106. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 107. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 108. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy
- 109. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy Learn more: Human Population http://www.prb.org/Educators/TeachersGuides /HumanPopulation/PopulationGrowth.aspx
- 110. • Human PopulationGrowth Over Time. Copyright © 2010 Ryan P. Murphy Learn more: Human Population http://www.prb.org/Educators/TeachersGuides /HumanPopulation/PopulationGrowth.aspx
- 111. Carrying Capacity:The amount of food that an area of land will yield. - Copyright © 2010 Ryan P. Murphy
- 112. Carrying Capacity:The amount of food that an area of land will yield. Therefore, the number of people that an area of land will support. Copyright © 2010 Ryan P. Murphy
- 113. Carrying Capacity:The amount of food that an area of land will yield. Therefore, the number of people that an area of land will support. Copyright © 2010 Ryan P. Murphy
- 114. Carrying Capacity:The amount of food that an area of land will yield. Therefore, the number of people that an area of land will support. Copyright © 2010 Ryan P. Murphy
- 118. Copyright © 2010Ryan P. Murphy
- 119. • Humans arereally good at increasing our carrying capacity.
- 120. • Humans arereally good at increasing our carrying capacity.
- 121. • Humans arereally good at increasing our carrying capacity.
- 122. • Humans arereally good at increasing our carrying capacity.
- 123. • Activity! Visitingthe Human Population Clock. – http://math.berkeley.edu/~galen/popclk.html Copyright © 2010 Ryan P. Murphy
- 124. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
- 125. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
- 126. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature
- 127. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature Density Independent Factors (Non-living / Abiotic)
- 128. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Independent Factors (Non-living / Abiotic)
- 129. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
- 130. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
- 131. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
- 132. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 133. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 134. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 135. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 136. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 137. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 138. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 139. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 140. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 141. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 142. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 143. • Limiting Factors:A factor that causes a population to decrease in size. – Which is density independent and which is density dependent?
- 144. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic)
- 145. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed
- 146. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams
- 147. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control
- 148. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines
- 149. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines Hygiene
- 150. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines Hygiene Weapons, (tool use)
- 151. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines Hygiene Weapons, (tool use) This is a picture of food aid being delivered to an area of the world that needs it very badly.
- 152. • Limiting Factors:A factor that causes a population to decrease in size. – Sunlight – Water – Temperature – Disease – Parasites – Predators – Competition Density Dependent Factors (Other living things) Density Independent Factors (Non-living / Abiotic) Borrowed Dams Clothes Climate Control Vaccines Hygiene Weapons, (tool use) This is a picture of food aid being delivered to an area of the world that needs it very badly.
- 153. • This isa very important limiting factor in the human population.
- 154. • This isa very important limiting factor in the human population.
- 155. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 156. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 157. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 158. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 159. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 160. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 161. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 162. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 163. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 164. • Are wea R Species or a K Species? R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life The key idea of r/K selection theory is that evolutionary pressures tend to drive animals in one of two directions — towards quickly reproducing animals who adopt as many niches as possible using simple strategies, and slowly reproducing animals who are strong competitors in crowded niches and invest lots of energy in their offspring.
- 165. • So what’sthe problem. R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 166. • So what’sthe problem. R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 167. • So what’sthe problem. R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 168. • So what’sthe problem. Off Balance R Species K Species Organism is very small size Large Organism Energy to make a new organism is low Energy to make a new organism is high Many babies made at once Low number of babies made at a time Early maturity Long time for maturity Short Life Long Life Each individual reproduces once and then dies Individuals can reproduce many times throughout life
- 169. • Anthropogenesis: Humansshaping their environment. Copyright © 2010 Ryan P. Murphy
- 170. • Prior toagriculture, hunters and gathers had to follow the animals. – To survive meant you had to move around.
- 171. • Food Foragingto Food Production (Agriculture) started 10,000 years ago. Copyright © 2010 Ryan P. Murphy
- 172. • Agricultural Revolution,It… Copyright © 2010 Ryan P. Murphy
- 173. • Agricultural Revolution,It… – Allowed societies to grow food for surplus. Copyright © 2010 Ryan P. Murphy
- 174. • Agricultural Revolution,It… – Allowed societies to grow food for surplus. – Surplus allowed society to stay in one place. Copyright © 2010 Ryan P. Murphy
- 175. • Agricultural Revolution,It… – Allowed societies to grow food for surplus. – Surplus allowed society to stay in one place. – Extra time to invent and improve practice. Copyright © 2010 Ryan P. Murphy
- 176. • Domestication ofanimals vs. all of human history. Copyright © 2010 Ryan P. Murphy
- 177. • Domestication ofanimals vs. all of human history. Human History Copyright © 2010 Ryan P. Murphy
- 178. • Domestication ofanimals vs. all of human history. Domestication of animals Human History Copyright © 2010 Ryan P. Murphy
- 179. • Complex society(civilization); urbanism started 6,000 years ago. Copyright © 2010 Ryan P. Murphy
- 180. Copyright © 2010Ryan P. Murphy
- 188. • 1750 –Finding Borrowed Light Copyright © 2010 Ryan P. Murphy
- 189. • 1750 –Finding Borrowed Light Copyright © 2010 Ryan P. Murphy
- 190. • Fossil fuelsare borrowed light: – They are the energy rich organic matter from millions of years ago. Copyright © 2010 Ryan P. Murphy
- 191. • Millions andmillions of years ago, the sun fueled growth as it does today.
- 192. • Millions andmillions of years ago, the sun fueled growth as it does today. – Plants and animals grew / built-up carbon compounds.
- 193. • Millions andmillions of years ago, the sun fueled growth as it does today. – Plants and animals grew / built-up carbon compounds. – When they died, some of those carbon bonds stayed together.
- 194. • Millions andmillions of years ago, the sun fueled growth as it does today. – Plants and animals grew / built-up carbon compounds. – When they died, some of those carbon bonds stayed together. (Those became our fossil fuels)
- 195. • Earth atNight 1750
- 196. • Earth atNight 2009
- 197. • Conclusion Copyright ©2010 Ryan P. Murphy
- 198. • Conclusion – Carryingcapacity was artificially increased by the introduction of agriculture beginning roughly 10,000 years ago. Copyright © 2010 Ryan P. Murphy
- 199. • Conclusion – Carryingcapacity was artificially increased by the introduction of agriculture beginning roughly 10,000 years ago. – Population increase was accelerated after 10,000 years ago, but not at modern levels. Copyright © 2010 Ryan P. Murphy
- 200. • Conclusion – Carryingcapacity was artificially increased by the introduction of agriculture beginning roughly 10,000 years ago. – Population increase was accelerated after 10,000 years ago, but not at modern levels. – Massively accelerated population growth is a modern phenomenon. Copyright © 2010 Ryan P. Murphy
- 201. • Conclusion – Carryingcapacity was artificially increased by the introduction of agriculture beginning roughly 10,000 years ago. – Population increase was accelerated after 10,000 years ago, but not at modern levels. – Massively accelerated population growth is a modern phenomenon. – Human population growth is not a biological imperative, but is culturally determined. Copyright © 2010 Ryan P. Murphy
- 202. • Video Link(Optional) Human Population Crashcourse. – https://www.youtube.com/watch?v=E8dkWQVFA oA&list=PL8dPuuaLjXtNdTKZkV_GiIYXpV9w4W xbX
- 208. • “AYE” AdvanceYour Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tst Please visit at least one of the “learn more” educational links provided in this unit and complete this worksheet
- 209. • “AYE” AdvanceYour Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p=1 • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst
- 210. • This PowerPointis one small part of my Ecology Interactions Unit. This unit includes • 3 Part 2000+ Slide PowerPoint • 12 page bundled homework packaged that chronologically follows PowerPoint, + modified version and answer keys. • 7 pages of unit notes with visuals • 3 PowerPoint review games with answer keys. • Rubrics, games, flash cards and much more. • http://sciencepowerpoint.com/Ecology_Interactio ns_Unit.html
- 212. Areas of Focuswithin The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species. An entire mini unit of ecological succession is also included with homework, notes, field study project and PowerPoint review game Full Unit can be found at… http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
- 217. • Please visitthe links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade
- 218. Physical Science UnitsExtended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
- 219. • Thank youfor your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have. Best wishes. • Sincerely, • Ryan Murphy M.Ed • [email protected]
- 220. • The entirefour year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed [email protected]