BIOLOGY biosphere to ecosystem ls grade 10.pptx

LIFE SCIENCES BIOSPHERE TO ECOSYSTEMS GRADE 10

1. A joint initiative between the Western Cape Education Department and Stellenbosch University.

2. BIOSPHERE TO ECOSYSTEM Presented by M. Burger Composed by M. Burger

3. The Biosphere Ecology: The study of living organisms, their interactions with each other and their environment

4. The Biosphere The part of the Earth that supports life Composed of three parts: Atmosphere Hydrosphere Lithosphere

5. Biosphere Biome Community Ecosystem Population Organism

6. Biosphere Area with a specific climate (rain and temperature), animal and plant life Community Ecosystem Population Organism

7. Biosphere Area with a specific climate (rain and temperature), animal and plant life Different populations of species interacting with one another Ecosystem Population Organism

8. Biosphere Area with a specific climate (rain and temperature), animal and plant life Plants & animals interacting with each other and with their environment Population Organism Different populations of species interacting with one another

9. Biosphere Area with a specific climate (rain and temperature), animal and plant life Plants & animals interacting with each other and with their environment Organisms of same species living in same environment at same time Organism Different populations of species interacting with one another

10. Biosphere Area with a specific climate (rain and temperature), animal and plant life Plants & animals interacting with each other and with their environment Organisms of same species living in same environment at same time Organism Habitat = Where it lives Niche = its place / role in the habitat (what it eats, where it sleeps, what it uses) Different populations of species interacting with one another

11. The Biosphere Parts of the biosphere are dependent on each other / linked to each other E.g. Poisonous gasses in the atmosphere create acid rain that damages the soil / water / plants / animals on land

12. Biomes

13. Biomes Large area with a specific climate (rainfall and temperature), animal life and plant life

14. Marine Biomes South African coastline : Warm east-coast (Agulhas) Cold west- coust (Benguela ocean current) Aquatic biomes are divided into two main groups depending on the amount of salt present in the water: freshwater and marine (saltwater) biomes.

15. Terrestrial biomes Savanna Grassland Nama-Karoo Succulent-Karoo Fynbos Forest Thicket

16. Nama - karoo

17. Savanna

18. Grassland

19. Nama -Karoo

20. Sukkulente -Karoo

21. Fynbos

22. Forest

23. 1.1   Study the map of South Africa below and answer the questions that follow. Biomes of South Africa East London South Africa Cape Town

24. 1.1   Study the map of South Africa below and answer the questions that follow. 1. 1.2 Write down the NUMBER of the biome that : (a) Contains proteas, ericas and Cape restios. (b) Is well-known for its colourful flowering season. (c) Has the big five. (d) Consists mostly of grass with deep, dark, fertile soil. (e) Consists of indigenous forests. 1  2  5 4 3 Biomes of South Africa East London South Africa Cape Town

25. Ecosystems Ecosystem: Collection of all living and non-living components and their interactions with each other Can be as large as a mountain and even as small as a drop of water Made up of Living / biotic factors Non-living / abiotic factors

26. Abiotic factors Physiographic factors - aspect, slope and altitude Edaphic (soil) factors - pH, humus content, texture, water retention capacity and air content Light - day length and seasonal changes Temperature - effect of day/night and seasons Water - water cycle and the importance of wetlands Atmospheric gases Wind

27. Abiotic factors Physiographic factors Slope Slope is the gradient or steepness of a particular surface of the Earth Determines the rate of water run-off The run-off of water on a steep slope is faster and soil erosion will occur more frequently The soil on a steep slope is usually shallow and infertile and few plants and animals will be present

28. Abiotic factors Physiographic factors Aspect A spect refers to the position of an area in relation to the sun In South Africa north-facing slopes receive more sunlight than south-facing slopes North-facing slopes are warmer and drier South -facing slopes are cooler and wetter and shade plants e.g. ferns grow well in such areas

29. Abiotic factors Physiographic factors Altitude Influence the rainfall, wind and shadows With an increase in height, temperatures decrease, wind speed increases and rainfall increases

30. Abiotic factors Edaphic factors pH pH = 7 (Neutral) pH > 7 to 14 (alkaline) pH < 7 to 0 (acidic) Every plants has a pH preference

31. Abiotic factors Edaphic factors Humus content Dead or decaying material Makes the soil fertile Provides nutrients Keeps oxygen in soil and retains more water Soil with humus is dark in colour

32. Abiotic factors Edaphic factors Soil texture Sand soil Clay coil Loam soil

33. Abiotic factors Edaphic factors Soil texture Sand soil – Consists of large soil particles Clay soil – Consists of small soil particles Loam soil– Consists of larger soil particles

34. Abiotiese faktore Edaphic factors Soil air Spaces between soil particles are filled with air and water The amount of air is dependent on the size of the particle and the spaces between them

35. A group of learners noticed that certain areas on a sports field are covered with standing water, certain areas are very moist but not saturated, while others show dry areas. When the area dried out, they took soil samples from the field (A, B and C) and did an experiment. The results are shown in the table below. Which soil sample retained the most water?   Formulate a hypothesis for this investigation. B SOIL SAMPLE A B C Mass of soil sample 50 g 50 g 50 g Volume water added 100 ml 100 ml 100 ml Volume water retained 30 ml 82 ml 59 ml The areas of the field that are relatively dry drain faster than the other areas, and contains more sandy soil   OR The areas of the veld that were moist or saturated have the most water and contain more clay soil  

36. A group of learners noticed that certain areas on a sports field are covered with standing water, certain areas are very moist but not saturated, while others show dry areas. When the area dried out, they took soil samples from the field (A, B and C) and did an experiment. The results are shown in the table below. What logical deduction can be made from the results of the investigation with reference to the different soil samples (A, B and C) found on the sports field? Sample A is possibly sand soil Sample B is possible clay soil  Sample C is a mixture of the two – loam soil  SOIL SAMPLE A B C Mass of soil sample 50 g 50 g 50 g Volume water added 100 ml 100 ml 100 ml Volume water retained 30 ml 82 ml 59 ml

37. A group of learners noticed that certain areas on a sports field are covered with standing water, certain areas are very moist but not saturated, while others show dry areas. When the area dried out, they took soil samples from the field (A, B and C) and did an experiment. The results are shown in the table below. Name one other variable that must be kept constant when the investigation is done. The same time for filtration  The same funnel size  SOIL SAMPLE A B C Mass of soil sample 50 g 50 g 50 g Volume water added 100 ml 100 ml 100 ml Volume water retained 30 ml 82 ml 59 ml

38. Study the diagram below which shows physiographic factors of part of an ecosystem and answer the questions that follow. List TWO physiographic factors visible in the diagram. Which side of the ecosystem will be the coldest ( north-facing or south-facing )? Give a reason for your answer . Slope  Aspect South facing  Receives the least amount of sunlight 

39. Study the diagram below which shows physiographic factors of part of an ecosystem and answer the questions that follow. Draw a table to sho w ONE difference between the north and south side of the mountain with reference to: (a) Water content (b) Vegetation   South North Water content More water/ shady/wetter  Less water/  drier soil Vegetation More vegetation  Less vegetation 

40. Physical factors Sunlight Main source of energy in ecosystems Needed for photosynthesis People need it to produce Vit. D Light intensity = the brightness of the light There are sun and shade plants

41. Physical factors Temperature Ectothermic organisms cannot regulate their body temperature (fish, amphibians and reptiles) Endothermic animals can regulate their own body temperature (mammals and bird) Animals can migrate during winter Snakes and rodents hibernate

42. Physical factors Water The rainfall will influence the type of plants and animals that survive in an area Animals receive water through the food they eat and by drinking it Plants get water by absorbing it out of the ground

43. Biotiese faktore  Biotic factors Producers Plants, algae and photosynthetic bacteria produce their own food Autotrophs Photosynthesis : CO 2 + H 2 O  Glucose + O 2

44. Producers Plants can be classified as… Hydrophytes Mesophytes Xerophytes

45. Biotic factors Consumers Cannot produce their own food Heterotrophs Types Herbivores Carnivores Omnivores Decomposers

46. Biotic factors Consumers Predators Hunt and kill prey Scavengers Eat remains of animals that was killed by predators

47. Energy flow

48. Food chains Trofiesevlak Energy flow Feeding level Energy decreases with each trophic level

49. First trophic level Second trophic level Third trophic level Fourth trophic level Eagle Snake Mouse Seeds from plant Living organisms is found on different feeding levels (TROPHIC LEVELS) in an ecosystem.

50. Foodweb

51. Look at the flow chart below, which shows a rocky shore food web. Identify the following from the foodweb above: (a) TWO producers. Why is it called a producer? (b) TWO secondary consumers Grass  Acacia thron tree  It produces its own energy  Lion  Leopard  Cheetah 

52. Look at the flow chart below, which shows a rocky shore food web What would happen if all the giraffes in the ecosystem are removed? Draw a food chain that consists of at least THREE organisms from this foodweb How many trophic levels are there in this foodweb? Lions would decrease Acacia thorn trees would increase  3  Grass → Zebra → Leopord Arrow is in the right direction  The food chain is from the food web 

53. Look at the flow chart below, which shows a rocky shore food web In terms of available energy, explain why a shortened food chain would be more effective than a longer food chain. Energy is lost between each trophic level  The shorter the chain, the less energy is lost  And more energy is available for the next trophic level 

54. Food pyramid Energy pyramid 10 % decrease

55. Food pyramid Pyramid of numbers

56. Food pyramid Pyramid of biomass

57. Physical factors Nutrient cycles The water cycle The carbon cycle The nitrogen cycle The oxygen cycle

58. The water cycle Evaporation Transpiration Condensation Precipitation Evaporation Condensation Condensation Transpiration

59. The carbon cycle Carbon dioxide Photosynthesis Green plants Herbivores Carnivores Decomposition Dead material Wood and fossil fuels Combustion Cell respiration Decomposers

60. The carbon cycle Carbon dioxide Photosynthesis Green plants Herbivores Carnivores Decomposition Dead material Wood and fossil fuels Combustion Cell respiration Decomposers

61. The oxygen cycle oxygen Photosynthesis Cell respiration ozone Animals & decomposers Carbon dioxide Dissolved oxygen in water

62. The nitrogen cycle Ammonia (NH 4 ) Nitrogen in atmosphere (N 2 ) Amino acids and proteins in animals and plants Nitrogen fixing bacteria on roots of legumes Nitrates Decomposers Dead matter Nitrogen fixing bacteria in soil Nitrates are taken in by roots of plants Nitrifying bacteria Denitrifying bacteria

63. Study the diagram below representing the nitrogen cycle and answer the questions that follow. Provide the names for the types of bacteria represented by the numbers 1, 2 and 3. (b) Where can the bacteria numbered 1 be found Nitrogen binding bacteria Nitrifying bacteria Denitrifying bacteria On the roots of legumes  1 2 3 X 1 2  

64. Study the diagram below representing the nitrogen cycle and answer the questions that follow. (c) What is represented by X in the diagram? (d) What do animals use nitrogen for? Decomposers To make proteins 1 2 3 X

65. BIODIVERSITY AND CLASSIFICATION Presented by M Burger Composed by M. Burger

66. Biodiversity The variety of living things on Earth

67. Terms Endemic Living organisms that is only found in South-Africa and nowhere else. “Fynbos is endemic to South-Africa” Indigenous Occurs naturally in more than one area “The red jackal is indigenous to the Nama-karoo ” Exotic / alien Organisms that is brought in from other places and not naturally found in the area

68. Terms Invasive Alien Organisms that are brought in from other areas and destroy our indigenous species to grow in the new habitat e.g. Port Jackson trees

69. Threats? Invasive alien species Outcompetes our endemic and indigenous species They can be better adapted than our indigenous species Can resist droughts Does not burn easily Can survive in warmer environments

70. The European wasp Comes from: Europe Problem in: Western Cape, Cape Town Why: Competes against indigenous species and is more aggressive towards people

71. The Port Jackson Willow Comes from: Australia Why: Brought in to stabilize sand dunes Problem : Produces huge numbers of seeds that spread far, can lie dormant and germinate after a fire Able to grow in poor soil with little water Creates their own fertilizer via N-fixing bacteria

72. Effect of biodiversity loss Disturb food chains / food webs Loose natural heritage (legacy for our offspring) Negative effect on tourism and the income of the country (can increase unemployment) Loose medicinal plants / animals

73. Classification systems

74. Binomial classification Carl Linnaeus Plants and animals have common names & scientific names Genus name Species name

75. Homo sapiens Genus Species Begins with a Capital letter Begins with a small letter If you use a computer the scientific name must be in Italics: Homo sapiens If you are writing the scientific name it must be underlined: Homo sapiens

76. There are levels of classification: Classification level Human Domain Eukarya Kingdom Animalia Phylum Chordata Class Mammalia Order Carnivora Family Hominidae Genus Homo Species sapiens

77. There are levels of classification: Classification level Domestic cat Domain Eukarya Kingdom Animalia Phylum Chordata Class Mammalia Order Carnivora Family Felidae Genus Felis Species domesticus

78. 5-kingdom system Robert Whittaker Five kingdoms: Monera Protista Fungi Plantae Animalia

79. Prokaryote Eukaryote

80. Prokaryote Eukaryote Organisms with cells with no true nuclei Organisms with cells that have true nuclei Their genetic material /DNA is not enclosed by a nuclear membrane and occurs free in the cytoplasm Their genetic material /DNA is enclosed by a nuclear membrane and occurs free in the cytoplasm No true organelles occur in the cytoplasm True organelles occur in the cytoplasm Monera are prokaryotes Protista, Fungi, Plantae and Animalia are eukaryotes

81. Terms Autotrophic : Organisms that can make their own food through photosynthesis Heterotrophic : Organisms cannot make their own food, they must eat others Saprophytic : Organism feeds on dead organic matter (decomposers)

82. General characteristics of the 5 kingdoms KINGDOM MONERA Prokaryotes Unicellular Micro-organisms Heterotrophic & autotrophic & saprophytic Asexual reproduction

83. General characteristics of the 5 kingdoms KINGDOM PROTISTA Eukaryotes Unicellular or multicellular Heterotrophic & autotrophic & saprophytic Asexual reproduction Examples: algae and protists

84. General characteristics of the 5 kingdoms KINGDOM FUNGI Eukaryotes Unicellular or multicellular Heterotrophic & saprophytic Asexual reproduction Examples: Yeast, mushrooms, moulds

85. General characteristics of the 5 kingdoms KINGDOM PLANTAE Eukaryotes Multicellular Autotrophic Asexual reproduction– spores Sexual reproduction- gametes

86. General characteristics of the 5 kingdoms KINGDOM ANIMALIA Eukaryotes Multicellular Heterotrophic Asexual reproduction Sexual reproduction

87. The organism shown belongs to one of the five kingdoms.   Which classification and accompanying reasons are correct? (a) Protista: Eukaryotic, unicellular & autotrophic . (b) Protista: Eukaryotic, multicellular & heterotrophic. (c) Animalia: Eukaryotic, multicellular & heterotrophic. (d) Fungi: Eukaryotic, unicellular & saprophytic. A 

88. The snow leopard was classified as follows: Animal ia , Chordata, Mammalia, Carnivora, Felidae, Panthera, Uncia (a) To which Order and Family does the snow leopard belong? (b) Correct the errors in the snow leopard’s binomial name. (c) How many kingdoms of living organisms are there? Order - Karnivora  Family – Felidae  Panthera unicia (small letter “u”  5

89. The snow leopard was classified as follows: Animal ia , Chordata, Mammalia, Carnivora, Felidae, Panthera, Uncia (d) The snow leopard is eukaryotic. What does this mean? (e) Suggest which mode of nutrition and method of reproduction is common in snow leopards. It has cells with a true nucleus DNA is surrounded by a membrane Nutrition - Heterotrophic Method of reproduction – Sexual 