Relationships Worksheet PDF

## Relationships Worksheet ### Symbiotic Relationships, Predation and Competition **SYMBIOTIC RELATIONSHIPS:** Organisms living together resulting in at least one of them benefitting from the other. How are these organisms interacting with each other? 1. **Parasitism:** Ex. A tapeworm feeding of...

## Relationships Worksheet ### Symbiotic Relationships, Predation and Competition **SYMBIOTIC RELATIONSHIPS:** Organisms living together resulting in at least one of them benefitting from the other. How are these organisms interacting with each other? 1. **Parasitism:** Ex. A tapeworm feeding off an organism When one organism (the parasite) lives in/on another organism (the host) and benefits at its expense. **STOP & JOT:** Parasites rarely kill their hosts right. Instead they keep them alive as long as needed. In fact, the best parasites never actually kill their hosts, though they may weaken them significantly. Explain why parasites would not want to kill their hosts immediately. 2. **Commensalism:** The Remora Fish feeds off the food scraps from the shark When one organism benefits, and the other isn't helped or harmed. The remora has a suction cup on the top of its head to attach to the shark. It eats the excess food that the shark doesn't eat and also gets a free ride (using no energy of its own for movement). Does the remora cause any harm to the shark? Does the shark benefit from the remora in any way? 3. **Mutualism:** The Plover cleans the teeth of the crocodile When organisms do things that benefit each other. How does the plover benefit? How does the crocodile benefit? ### Other Relationships: * **Predation** - one kills and eats another (herbivores) * **Competition** - two or more organisms fight for resources (food, space, shelter, a mate), can be between same species or different species. ### Symbiosis Practice **Directions:** Read each of the relationship scenarios below. Identify the two organisms involved in the boxes labeled 'Organism 1' and 'Organism 2', and identify whether they benefit, are harmed, or are neutral in the relationship. Lastly, classify what type of symbiosis each example is in the third column. **Example:** | Organism 1 | Organism 2 | Symbiotic Relationship? | |:-------------------|:-------------|:-------------------------| | Cordyceps Fungus | Ant | Parasitism (0,0) | | (Benefits) | | | 1. **A type of bacteria lives in the roots of plants.** The bacteria helps the plants obtain nutrients. The roots are a moist home, which helps the bacteria grow and reproduce. | Organism 1 | Organism 2 | Symbiotic Relationship? | |:-------------------|:-------------|:-------------------------| | | | | 2. **The fungus known as "chicken of the woods" grows on trees.** The fungus breaks down the tree and gets its nutrients that way. The tree decays, gets weak, and becomes very vulnerable to extreme weather. | Organism 1 | Organism 2 | Symbiotic Relationship? | |:-------------------|:-------------|:-------------------------| | | | | 3. **Tapeworms are a particular species of worm that resides in the small intestine of mammals (including humans).** The tapeworm latches on to the walls of the small intestine, and siphons (steals) nutrients from the mammal's digestive tract. This can cause severe nutrient deficiency, weakness, and extreme weight-loss for the mammal. | Organism 1 | Organism 2 | Symbiotic Relationship? | |:-------------------|:-------------|:-------------------------| | | | | 4. **Cattle Egrets are a type of bird commonly found on farms.** As cattle, horses, and other livestock graze (eat grass) on the field, they cause movements that stir up various insects. As the insects are stirred up, the cattle egrets following the livestock catch and feed upon them. | Organism 1 | Organism 2 | Symbiotic Relationship? | |:-------------------|:-------------|:-------------------------| | | | | 5. **Oxpeckers are a small bird commonly found on rhinoceroses.** The oxpecker feeds on the parasites that cover the rhinoceroses' skin. The bird gets a meal and the rhinoceros is relieved of the harmful parasites. | Organism 1 | Organism 2 | Symbiotic Relationship? | |:-------------------|:-------------|:-------------------------| | | | | 1. **Two interactions between organisms are shown in the table below. X and Y do not represent the same organisms in the two interactions** | | Organism X | Organism Y | |---------------|------------|------------| | Interaction 1 | predator | prey | | Interaction 2 | parasite | host | **Which statement best describes the relationship between organism X and organism Y in each interaction?** * Organism X is positively affected by the relationship and organism Y is negatively affected * Organism X is negatively affected by the relationship and organism Y is positively affected * Both organisms are positively affected by the relationship * Both organisms are negatively affected by the relationship ## Pyramid of Energy Packet **Every organism needs to obtain energy in order to live. For example, plants get energy from the sun, some animals eat plants, and some animals eat other animals.** **A food chain is the sequence of who eats whom in a biological community (an ecosystem) to obtain nutrition.** A food chain starts with the primary energy source, usually the sun or boiling-hot deep sea vents. The next link in the chain is an organism that makes its own food from the primary energy source -- an example is photosynthetic plants that make their own food from sunlight (using a process called photosynthesis) and chemosynthetic bacteria that make their food energy from chemicals in hydrothermal vents. These are called autotrophs or primary producers. **Next come organisms that eat the autotrophs; these organisms are called herbivores or primary consumers - an example is a rabbit that eats grass.** **The next link in the chain is animals that eat herbivore - these are called secondary consumers -- an example is a snake that eats rabbits.** **In turn, these animals are eaten by larger predators - an example is an owl that eats snakes. The tertiary consumers are eaten by quaternary consumers -- an example is a hawk that eats owls. Each food chain ends with a top predator and animal with no natural enemies (like an alligator, hawk, or polar bear).** ### Food Chain Questions 1. What travels through a food chain or web? 2. What is the ultimate energy for all life on Earth? 3. The 1st organism in a food chain must always be what type of organism? 4. Where do chemosynthetic bacteria get their energy? 5. Define herbivore. 6. Herbivores are also called what? 7. What are animals called that feed on herbivores? 8. Secondary consumers are eaten by larger what? 9. ______ consumers eat secondary consumers. ### The Food Web **The arrows in a food chain show the flow of energy, from the sun or hydrothermal vent to a top predator. As the energy flows from organism to organism, energy is lost at each step. A network of many food chains is called a food web.** * **Trophic Levels:** The trophic level of an organism is the position it holds in a food chain. * Primary producers (organisms that make their own food from sunlight and/or chemical energy from deep sea vents) are the base of every food chain - these organisms are called autotrophs. * Primary consumers are animals that eat primary producers; they are also called herbivores (plant-eaters). * Secondary consumers eat primary consumers. They are carnivores (meat-eaters) and omnivores (animals that eat both animals and plants). * Tertiary consumers eat secondary consumers. * Quaternary consumers eat tertiary consumers. **Food chains "end" with top predators, animals that have little or no natural enemies.** When any organism dies, it is eventually eaten by detrivores (like vultures, worms and crabs) and broken down by decomposers (mostly bacteria and fungi), and the exchange of energy continues. **Some organisms’ position in the food chain can vary as their diet differs.** For example, when a bear eats berries, the bear is functioning as a primary consumer. When a bear eats a plant-eating rodent, the bear is functioning as a secondary consumer. When the bear eats salmon, the bear is functioning as a tertiary consumer (this is because salmon is a secondary consumer, since salmon eat herring that eat zooplankton that eat phytoplankton, that make their own energy from sunlight). Think about how people's place in the food chain varies - often within a single meal. ### Food Web Questions 1. What is used to indicate the flow of energy in a food chain or web? 2. What happens to energy as we move from step to step in a chain or web? 3. The 1st trophic level consists of ______ producers called ______. 4. Name the 2nd trophic level (both names). 5. Secondary consumers may be ______ eating meat or ______ that eat both plants and animals. 6. What is the 3rd trophic level called? 7. What is the 4th trophic level called? 8. At the 5th trophic level would be ______ consumers that eat ______ consumers. 9. What organism feeds on dead plants and animals and helps recycle them? 10. Both ______ and ______ act as decomposers. ### A Food Web **A food chain is a sequence of who eats whom in a biological community. It starts with a primary energy source, like the sun or boiling-hot deep sea vents. The arrows in the chain show the flow of food energy.** * **The energy source provides the energy for organisms that are able to convert that raw energy into their own food.** These organisms (such as plants, phytoplankton, and algae) are called autotrophs or primary producers. * **The next link in the chain is organisms that eat autotrophs like plants and algae.** These organisms are called primary consumers or herbivores. Some examples are rabbits, deer, tadpoles, and caterpillars. * **The next link is organisms that eat primary consumers.** These organisms are called secondary consumers. Some examples are bobcats and lions. Chains can be longer than this. The animal at the end of a chain is the top predator (it has no natural enemies). ### Questions 1. What do the arrows in a food chain represent? 2. A food chain starts with an ______ source. 3. Organisms that make their own food are called ______ or ______. 4. Organisms that eat plants are called ______ or ______. 5. An animal with no natural enemies is a ______. * 6. Lions (zebra-eaters) are ______. ### Exploring Biomes Use this web page [askabiologist.asu.edu/explore/biomes] to explore the different biomes. As you learn about each one use this sheet to write about some of the plants and animals found in each biome. Also include some of the characteristics of each biome. | | | |:-----------|:--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| | Tropical Rainforest | | | Temperate Forest | | | Desert | | | Grassland | | | Savanna | | | Freshwater | | | Tundra | | | Marine (Coastal) | | | Taiga | | | Marine (Open Ocean)| | ### Biome Map Coloring Worksheet Often biologists group the different natural areas on Earth into categories based on plant and animal life and how they are able to survive in that part of the world. These are called biomes. Grouping organisms into biomes help us to better understand the complexity of life on Earth. Go to this web page [askabiologist.asu.edu/explore/biomes] and start learning where the different biomes are located in the world. As your explore, you can color the different regions based on the type of biome. ### Energy Pyramid Practice Worksheet **Energy Pyramids show the loss of energy through an ecosystem.** * 4th Trophic Level = ______ * 3rd Trophic Level = ______ * 2nd Trophic Level = ______ * 1st Trophic Level = ______ **Place the organisms in each food chain into the proper location on the energy pyramid.** 1. Acorn → Squirrel → Crow → Coyote 2. Phytoplankton → Shrimp → Snapper → Shark 3. CREATE YOUR OWN FOOD CHAIN. **4. Only 10% of the energy available at each trophic level moves on to the next level. What happens to the other 90%?** **5. An easy way to calculate the amount of energy available at each level is to ______** **Complete the pyramid in each question.** * **6. Acorn → Squirrel → Crow → Coyote** * 1,000 kcal are available for the 1st trophic level, 100 kcal for the 2nd trophic level, 10 kcal for the 3rd trophic level. How many kcal are available for the tertiary consumer? | | | |:-------------------------------|:------| | | ______| | | ______| | | ______| |   Acorn | ______| |   Squirrel | ______| |   Crow | ______| |     Coyote | ______| * **7. Phytoplankton → Shrimp → Snapper → Shark** * There are 2,500 kcal available for the 1st trophic level. | | | |:-------------------------------|:------| | | ______| | | ______| | | ______| |   Phytoplankton | ______| |   Shrimp | ______| |   Snapper | ______| |     Shark | ______| * **8. Use the food chain you created in #3 and complete the energy pyramid** | | | |:-------------------------------|:------| | | ______| | | ______| | | ______| |   ______ | ______| |   ______ | ______| |   ______ | ______| |     ______ | ______| ### The Earth System **To understand living things better, we can study the systems in which they live.** One of these systems is our home planet-Earth. The Earth system includes all of the solids, liquids, and gases; all living and nonliving objects; and all of the different forms of energy within Earth's boundary. Earth is made up of smaller systems, such as the biosphere, where all living things exist and interact. The biosphere in turn includes many smaller subsystems of living things in both aquatic and land environments. Earth itself exists within larger systems, such as the solar system and the Milky Way galaxy. **Matter stays within the Earth system, but energy enters the system in the form of sunlight and exits in the form of heat.** In the Earth system, light energy is converted into other forms of energy. This drives the transformations of matter from one form to another as it cycles through the system. ### Organization of the Earth System **Scientists use a system model to better understand interactions within the Earth system.** The Earth system is organized into five interconnected systems, or spheres: geosphere, hydrosphere, biosphere, atmosphere, and anthrosphere. * **The geosphere is all the solid features of Earth's surface, such as mountains, continents, and the sea floor.** It also includes everything below Earth's surface. * **The hydrosphere is all of Earth's water, including water in the form of liquid water, ice, and water vapor.** * **The biosphere is the area of Earth where life exists.** * **The atmosphere is all of the air that envelops Earth's solid and liquid surface.** * **The anthrosphere is the portion of Earth's environment that has been constructed or modified by humans.** **ANNOTATE:** Where should the biosphere appear in this systems model? Add a label for the biosphere to the diagram. Then use reasoning to explain your answer. ### Organization of the Biosphere **Earth's biosphere is made up of ecosystems.** An ecosystem includes all of the biotic and abiotic components in a given area. The living components in an ecosystem are called biotic factors. The nonliving components of ecosystems are abiotic factors. Energy and matter cycle through these various components. Similar to other systems, an ecosystem also has feedback mechanisms that keep it balanced and restore it to a balanced state when disrupted. Write the correct term in the appropriate box: | | | |:--------------------|----------------------------------------------------------------------| | ______ | An area where living organisms interact with each other and their environment | | ______ | All life on Earth | | ______ | A group of organisms of the same species interacting in a similar location | | ______ | A community and its physical environment | | ______ | A single living thing | | ______ | All the organisms of a species living in the same area | **Ecologists can study ecosystems at different scales.** They may study an individual organism, such as a mule deer, to learn more about factors that affect that species. They may also study an entire population of mule deer. A population is a group of he same species that lives in the same area. Multiple populations of different species form a community. In the Sierra Nevada, an ecologist may study how a community of mule deer, Belding's ground squirrels, and birds in a certain giant sequoia grove interact with one another. Not all ecosystems are terrestrial, or land-based. About 71 percent of Earth's surface is covered with water, and it, too, is home to living organisms. These water-based ecosystems are called aquatic ecosystems. There are two main categories of aquatic ecosystems: salt water, or marine, and fresh water.