Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Organisms that can live entirely by themselves with absolutely no relationships to other species are

a. Predatory

b. Biological

c. Producers

d. Non-existent

Correct Answer: d

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

A theory differs from a hypothesis in that a theory is

a. A guess that can be tested by experiments.

b. A generalization that unifies many scientific observations.

c. An experiment designed to provide evidence for a prediction.

d. A scientific fact that needs no supporting evidence.

Correct Answer: b

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

A researcher investigated two groups of fruit flies. Population A was kept in a 0.5-L container. Population B was kept in a l.-L container. Below is a graph showing the growth of these two populations.

1. What is the manipulated variable?

A. The number of flies.

B. The time in days.

C. The numbers of groups studied.

D. The size of the containers.

2. Which of the following is a logical inference based on the contents of the graph?

A. The flies in Group B were healthier than those in Group A.

B. A fly population with more available space will grow larger than a population with less space.

C. If Group B were observed for 40 more days, the size of the population would double.

D. In 40 days, the sizes of both populations would decrease at the same rate.

Correct Answers:

1. d

2. b

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

A student observed that the lawn at the school is beginning to grow yellow patches. Which of the following should be done before writing a hypothesis that can test for the cause of the problem?

a. Write an evaluation as to why the lawn is yellow.

b. Make a graph illustrating student use of the lawn during PE and lunch.

c. Collect information about watering procedures and check for insects.

d. Write your conclusion as to why the lawn is yellow.

Correct Answer: c

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Study the above graph. Then assume that the research problem focuses on what factors are affecting the population of hares. Which hypothesis below best fits the problem?

Hypothesis:

a. A reduction in the hard population results in a reduction in the lynx population.

b. A reduction in the lynx population will result in an eventual reduction of hare population.

c. The hare population is not affected by the lynx population.

d. Lynx enemies are a more important determiner of lynx population.

Correct Answer: a

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Here is a graph showing the population of vinegar eels over a twenty day period. The graph was plotted from one of the tables of data shown below the graph. Select the letter of the data table that was used to plot the graph of vinegar eels.

Table A
Time in days	0	1	2	3	4	5	6	7	8	9	10
Population of Vinegar Eels	0.5	1	2.8	6	8.2	9.8	11.4	13	14.3	14.8	14.6

Table B
Time in days	0	2	4	6	8	10	12	14	16	18	20
Population of Vinegar Eels	50	280	820	1140	1430	1460	1020	770	570	360	180

Table C
Time in days	0	1	2	3	4	15	16	14	18	19	20
Population of Vinegar Eels	5	10	28	60	82	67	57	47	36	26	18

Table D
Time in days	0	2	4	6	8	10	12	14	16	18	20
Population of Vinegar Eels	5	28	82	114	143	146	102	77	57	36	18

Correct Answer: Table B

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Use the following graphs to answer the questions below.

1.Which of the above graphs shows a population growth that is slow at first and then increases rapidly?

a. Graph A

b. Graph B

c. Graph C

d. Graph D

2.Which of the above graphs shows a steady rate of increase?

a. Graph A

b. Graph B

c. Graph C

d. Graph D

Correct Answers:

1. b

2. d

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

The following graph shows the relationship of plant growth to light intensity:

The relationship between light intensity and plant growth can be stated:

a. As light intensity increases, plant growth increases.

b. As plant growth increases, light intensity increases to a point, then decreases.

c. As light intensity increases, plant growth increases to a point, then decreases.

d. As plant growth increases, light intensity increases.

Correct Answer: c

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Which of the following is an environmental factor that causes alteration in genes and chromosomes?

a. alcohol abuse

b. electrophoresis

c. radiation

d. direct injection

e. plasmids

Correct Answer: c

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

The purpose of including a control in a scientific investigation is to provide

a. A basis for comparison.

b. A correction for experimental errors.

c. A preliminary trial of the methods.

d. An opportunity for repetition of the experiment.

Correct Answer: a

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Two scientists decided to study the reproduction of swallowtail butterflies.

Scientist #1 collected one female and placed her in a cage with its larval food plant. He observed it lay several eggs which hatched, grew, molted, eventually pupating and emerging into an adult butterflies. He recorded his observations each day including measuring the size of the larva by weight and length. From this information, he wrote a description of the life cycle of the swallowtail butterfly.

Scientist #2 collected several females and mated some to members of their own population, some to members of a neighboring population, and some to a different but closely related species. She wrote the following hypothesis: ÒThe closer the relationship the greater number of viable and fertile offspring will be produced.Ó She carried out the experiment, recorded and analyzed her results and wrote her conclusions.

Which of the following statements is correct?

a. Only scientist #1 followed proper scientific procedures.

b. Only scientist#2 followed proper scientific procedures.

c. Both scientists followed proper scientific procedures.

d. Neither scientist followed proper scientific procedures.

Correct Answer: c

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

You have been asked to take soil samples in a farmer's field to test the pH level. You measure a pH level of 4.5 at the stables, 5.6 one hundred yards away from the stables, and 6.8 at the stream 1000 yards away from the stables. The pH level is roughly the same running in the other direction from the stables. From this information, what can you infer?

a. the cause of the acidic soil comes form the stables

b. it is doubtful that any fish are alive in the stream

c. the cause of the acidic soil comes from the stream

d. it is not likely that the farmer will be able to grow crops in the field

e. the farmer has kept only horses in the stable

Correct Answer: a

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

What happens when human populations increase?

a. species diversity has decreased.

b. ecosystem habitat has been lost.

c. non-native species have been introduced.

d. ecosystems have become simplified.

e. all of the above have occurred.

Correct Answer: e

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Read the following newspaper article and answer the questions at the end. You may reread the article if you need to.

Aspen Invades Targhee Areas Where Lodgepole Pines Died

Deseret News, Thurs., A.M./Fri. P.M., November 12-13, 1987

by Cathy Koon

For the Associated Press

ISLAND PARK, Idaho--Targhee National Forest bears little resemblance to the lush green forest it was 20 years ago before a bark beetle epidemic killed much of the lodgepole pine.

Intensive clear-cutting has reached the highways, bringing with it more public awareness of the changes brought about by bug infestation.

And as the forest recovers, it takes on a different look. thousands of acres of young aspen trees have sprouted where stands of tall lodgepole one dominated--a direct result of the Targhee's program to log and salvage the dead lodgepole pine.

The young aspen groves are a welcome sight.

The dying out of aspen stand is a major concern in other parts of the Yellowstone ecosystem, but the scenic tree is thriving on the Targhee, according to silviculturist Jack Amundson. That is good news to forest management and wild life groups.

"The fact that over 28 percent of our reforested acreage is turning out to contain significant aspen is a tremendous plus for wildlife and scenic beauty," Amundson said. Targhee National Forest contains 1.8 million acres of land, 1.45 million acres of it forested. Of the forested area, approximately six percent or 90,000 acres are pure aspen stands. A total of 72,674 acres have been reforested since 1979, and 28 percent contain significant amounts of aspen.

Recent examinations of lodgepole pine clear cuts totaling 40,206 acres have shown that 11,433 acres contain young aspen. In some cases, the aspen is mixed with young pies while other sites have sprouted almost pure stands of aspen. What that means is a new beginning, a part of the natural life cycle of the forest.

Quaking aspen acts as a nurse crop for conifers, Amundson said. The aspen are among the first species to grow after a disturbance such as a fire, logging or road building.

"It's an invader and likes lots of sunlight," he said. Invaders are the first plants to grow once an area has been cleared. On the other hand, young conifers grow better in the shade.

Aspen grow much faster than lodgepole pine, adding as much as two to four feet of height each year during the first few years while the conifers are taking hold. Eventually, the pines catch up and overtop the aspen, which then slowly die out. However, the aspen root systems--called "clones" by foresters--survive for years in a suppressed or somewhat dormant condition.

That's when removal of the over-topping pines, breaking up the aspen root system and removing the remaining old trees tied to the root system will trigger a new cycle of vigorous aspen growth.

Several factors contribute to the establishment and spread of the aspen.

"Most people don't realize that aspen rarely spread by seed. They sprout from the roots of older trees, and sprouting is stimulated when the root system is broken up or when the older trees are knocked down or killed," Amundson said.

Old aspen trees put out a chemical called "oxyn" that prohibits shoot growth.

"You cut aspen purposely to regenerate it," said Targhee information officer Keith birch. At various times, the Forest Service has tried burning, bulldozing and cutting the aspen to encourage new growth. They found "the more you cut it, the more it grows," he said.

Targhee forest policy is to encourage aspen growth. Timber sale administrators and loggers see that old or declining aspen trees in salvage areas are cut or pushed over.

1.How much of the reforested area in Targhee National Forest contains significant amounts of Aspen?

a. 90,000 acres

b. 72,000 acres

c. 20,340 acres

d. 11,430 acres

2.List several factors that tend to increase the spread of Aspens in the forest.

3.Why would the Targhee foresters have a polity to encourage aspen growth? List at least four reasons.

4.Take a position against forest management of aspens. Defend your position by presenting one possible harmful effect or by pointing out weaknesses in the author's arguments in favor of forest management

Correct Answers:

1. c

2. Destruction of the evergreens in the forest, destruction of the old aspens, break-up of the aspen root system

3. for timber, as a cover crop for an evergreen forest, better habitat for wildlife, scenic beauty, and erosion control

4. give credit for any possible harmful effect

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Read the following article, then answer the questions.

Each year on the twenty-second of April people around the world celebrate Earth Day. More than twenty years ago the first Earth Day launched the modern environmental movement. Some 20 million Americans took part in forums, parades and demonstrations that called attention to the degradation of the environment. In response Congress created the Environmental Protection Agency and passed the Clean Air Act, the clean Water Act, and later the Solid Waster Disposal Act and the Safe Drinking Water Act. As a result the air we breathe and the water we drink are cleaner now than they were in 1970.

But Earth as a whole is in worse shape. Garbage is spilling out of our landfills. Greenhouse gases are heating up the atmosphere. The planet's ozone shield is thinning. Deserts are expanding, and rain forests are shrinking. Plant and animal species are becoming extinct at the rate of 17 per hour. These are the environmental ills the new Earth Day will focus on.

But mass demonstrations and educational teach-ins are no substitute for individual action. Earth is in the sorry state it is because we have abused it. And it is within our power to reverse this abuse.

All of us, for example, have long been aware of a few practical things we could do to alleviate the country's garbage problem, simple things that would have a real effect. Yet few of us, and I must shamefacedly exclude myself, have taken the time to do all we could. AT the risk of sounding like a nagging parent, then let me remind you of one step we should all take: Recycle! And let me remind you of a few reasons why it's so important.

Only 33 percent of newspapers are recycled. The 67 percent that aren't recycled required 500,000 trees to be felled each week.

Each year we toss out enough writing paper to build a 12-foot-high wall stretching from Los Angeles to New York City.

Every three months we throw away enough aluminum to rebuild every commercial aircraft in the country.

Each year we discard enough iron and steel to meet the needs of all three U.S. automakers.

Each hour we throw away 2.5 million plastic bottles.

Every two weeks we discard enough glass jars and bottles to fill both towers of the World Trade Center.

As our story "Down in the Dumps" makes clear, the garbage problem just won't go away. But recycling is one method of dealing with the crisis effectively. So, although I rarely use this space to urge readers to an particular action, I feel compelled to do so here: If your community doesn't have a recycling program, keep nagging your elected officials until you get one. Then use it!

1.According to the article what event took place on April 22, 1990?

a. A protest march of 20 million people.

b. A national proclamation for peace

c. Earth Day

d. The creation of the EPA's clean air act

2.How many plastic bottles are thrown away each day?

a. 2.5 million

b. 25 million

c. 6.0 million

d. 60 million

3.What is the main message of the article?

a. The earth's water is not safe to drink.

b. We should all recycle to help alleviate the earth's garbage problem.

c. There is a shortage of steel in the steel industry.

d. Americans are not mindful about environmental issues

e. Earth Day 1990 started the recycling program across the country.

4.What is the tone of this article?

a. Antagonistic toward recycling

b. biased toward recycling efforts

c. neutral and objective statement about recycling

d. a plea for continuation of the Clean Air Act

e. A statement about how useless recycling is

5.Which of the following might be factors that limit much more recycling in the United States?

a. the expense of recycling equipment

b. Public attitude against using recycled materials

c. Laws against recycling

d. Misinformation about the need for recycling

e. Not enough materials, paper, glass, plastic, metal to recycle

Correct Answers:

1. c

2. d

3. b

4. b

5. d

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

The county of Sweetwater is holding a public hearing on the development of town policy in response to a request from an out-of-state land developer to build a vacation resort on U.S. Forest Service Land in the county. Dr. Tatiana Vorga presents her scientific research describing the impact the vacation resort would have on the local ecosystem. The town council, however, says it will not make a decision until they consider other factors as well, including non-scientific ones.

1. List and describe 3 possible impacts the vacation resort might have on the local ecosystem. Assume the county of Sweetwater is exactly identical to your own county.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. List and explain 3 non-scientific factors the council should consider.

3. Was the council correct in basing its decision on more than just Dr. VorgaÕs scientific information? Why or why not?

4. What concerns might the council have if it was discovered that Dr. VorgaÕs brother-in-law owns the development company that wants to build the vacation resort?

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Use this graph to answer the following questions:

1. What relationship do the rabbit and coyote populations have?

a. they do not appear to be related

b. when one goes up the other goes up also

c. the coyote population follows the rabbit population

d. the rabbit population follows the coyote population

2. What influences the population of the coyotes?

a. the number of rabbits

b. the number of offspring

c. the coldness of the winter

d. the number of hawks

3. According to the graph, what is the major influence on rabbit population?

a. disease

b. amount of grass

c. overpopulation

d. cold winters

Correct Answers:

1. c

2. a

3. c

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Your class assignment is to learn about the interactions of biotic factors in an ecosystem by conducting an experiment.

On the first day, you created two miniature ecosystems in two jars:

Jar 1 ∆ 20 seedlings in soil, 40 aphids (seedling eating bugs), water as needed

Jar 2 -- 20 seedlings in soil, 40 aphids, 3 ladybugs, water as needed.

The daily aphid count was as follows:

Day 2 Jar 1 40 Jar 2 34

Day 3 Jar 1 39 Jar 2 28

Day 4 Jar 1 39 Jar 2 23

Day 5 Jar 1 37 Jar 2 18

1. What is the dependent variable?

a. time

b. number of seedlings

c. number of ladybugs

d. number of aphids

2. What kind of graph would best summarize the data?

a. line graph

b. bar graph

c. scatter plot

d. pie chart

3. What is the control?

a. Jar 1

b. Jar 2

c. Aphids

d. Seedlings

4. Why is an experiment with a control used in testing the hypothesis?

a. It tests many variables at one time.

b. It increases the risk of trial and error methods.

c. It reduces the chances your design methods will be copied.

d. It helps insure results can be compared to a standard.

5. What would be a good hypothesis for this experiment?

a. If I use a predator like ladybugs, then the number of aphids will decrease an aphid predator.

b. If I put the seedlings into fertilized soil, then they will grow two inches each week.

c. If I use ladybugs in the jar, the number of seedlings will increase tenfold.

d. If I use aphids in the jar, the seedlings will die.

Correct Answers:

1. d

2. a

3. a

4. d

5. a

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Whooping cranes are an endangered species that migrate north to breeding grounds in the Wood Buffalo National Park in Canada. The whooping crane builds its nest in marshy areas and feeds in numerous nearby shallow potholes. The weather in the summer breeding areas has a substantial effect on the nesting and feeding habits of these birds. Heavy rainfall may flood nests and cause a high mortality in young birds. Heavy snowfall early in the season, or temperature extremes, may also disturb the nesting success.

The following data table records information about whooping crane populations, nesting sites, and hatching success over a 15-year period. Measurements of snowfall and rainfall during the summer period were also recorded.

Year	Migrating Adults	Number of Nests	Eggs Laid	Hatched Eggs	*Rainfall (inches)**	*Snowfall (inches)**
1955	21	6	6	4	3.5	1.4
1956	20	3	2	0	5.9	0.2
1957	20	4	4	3	4.6	0.8
1958	22	5	5	4	2.4	1.1
1959	23	4	6	2	2.5	5.6
1960	23	8	8	4	3.2	1.8
1961	30	6	6	5	2.9	0.03
1962	32	0	0	0	7.6	3.0
1963	28	4	6	2	5.9	0.5
1964	26	10	10	7	3.2	0.8
1965	32	10	10	6	2.9	1.0
1966	36	2	2	0	5.4	2.9
1967	30	4	4	3	3.5	0.4
1968	32	3	4	3	2.8	0.7
1969	33	3	3	1	5.8	2.4
1970	32	5	5	4	2.1	0.6

*In this study precipitation was measured in inches rather than metric units.

Questions:

1. On a sheet of graph paper, plot a graph to show how the crane population changed over the past 15 years.

2. When was the population highest? When did it reach its lowest level?

3. During which three years did the population increase the most? In which year was adult mortality the greatest?

4. Which six years was the poorest breeding years for the cranes? When were the most eggs laid and hatched successfully?

5. During which four summers was rainfall greatest? Was snowfall ever high the same year as the rainfall? How was the hatching success those years?

6. What percentage of the eggs hatched when rainfall and snowfall were lowest?

7. On a separate sheet of paper, plot a graph that relates hatching success to rainfall.

8. Write a summary statement that explains the relationship between weather conditions and hatching success in the whooping crane population.

Correct Answers:

2. The population rose to a high of 36 in 1966. It hit a low of 20 during 1956 and 1957.

3. The greatest population increase occurred between 1960 and 1961 when the numbers rose by Adult mortality was greatest in 1966 when the population dropped by 6.

4. 1956, 1959, 1962, 1963, 1966 and 1969 were the poorest breeding years for the cranes. The greatest number of eggs were laid and hatched successfully in 1964.

5. Greatest rainfall was in 1956, 1962, 1963, and 1969. Rainfall and snowfall were high in 1962 and 1969. Hatching success was poor both years.

6. When rainfall and snowfall were both low, 80% of the eggs hatched.

8. Heavy rainfall and snowfall during the spring decreases the hatching success of whooping cranes.

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

1. A pond contains some bluegill fish, which prey upon the minnow Gambusia. So far as we know, Gambusia is the only species of minnow in that water. If the bluegill population suddenly disappeared, what would likely happen to the population of Gambusia within the next year?

a. it would increase

b. it would decrease

c. it would remain the same

d. it would disappear

2. If the pond is totally drained for one summer, which trophic or feeding level will be the first to reappear in the newly filled body of water?

a. second carnivore

b. first carnivore

c. herbivore

d. producer

3. This pond is overgrown with algae. One possible method of controlling the algae calls for the introduction of a herbicide into the water. But the herb is known to accumulate without breaking down in fatty tissues of animals. What will be the effect of this chemical on the food chain as it enters the producer level and then moves upward through the consumer levels?

a. it would decrease in concentration

b. it would increase in concentration

c. it would remain the same in concentration

d. it would have no effect on the consumer levels

Correct Answers:

1. a

2. d

3. b

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

White tail deer population - - - - - - - - - - - - -

Human population ___________________

The above graph shows the population of deer and humans in Madison County, Wisconsin.

1. From the graph, analyze the effect of humans on the deer population.

2. Give three possible examples for why the deer population stabilized after 1950.

Correct Answers:

1. In 1840 until about 1910 the deer population decreased as the human population increased.

2. Conservation programs were started to bring wildlife numbers back up

More people moved from the country to the city, relieving the pressure on deer habitat

Deer populations reached an equilibrium in their numbers for the habitat available

Predators were removed from the area

Hunting became regulated and the number of deer harvested was limited

Scoring Guide:

Question 1

2 pts. The student recognizes that as human population increased, deer population decreased.

1 pt. The student's analysis of the graph is incorrect.

Question 2

3 pts. The student gives three plausible explanations for stabilization of the deer population.

2 pts. The student gives two plausible explanations for stabilization of the deer population.

1 pt. The student gives one plausible explanation for stabilization of the deer population.

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

An experiment was done on the germination of seeds. Using the data graphed below, answer the questions that follow.

1. A generalization that can be made about the data is that:

a. 24 hours is the best soaking period for radish and bean seeds.

b. Radish seeds germinate more rapidly than bean seeds.

c. The bean seeds had a steady rate of germination.

d. Most bean seeds of this kind require 6 days to germinate.

2. If you were to advise someone about when to expect most soaked radish seeds of this variety to germinate, you should say:

a. 2 days after planting

b. 1 day after planting

c. 3 days after planting

d. At least 5 days after planting

3. Which factor is the variable in this experiment?

a. The period of the soaking

b. The dishes that the seeds were planted in

c. The rate of germination

d. The kind of seed used

4. If you wished to test the hypothesis that atomic radiation slows down the rate of radish seed germination, which of the following experimental designs would be best to use?

a. Use 25 radish seeds and 25 bean seeds and compare results.

b. Plant 50 irradiated seeds and note the effects of the radiation.

c. Plant 25 irradiated seeds and 25 normal seeds at the same time and compare results.

d. Plant 25 normal seeds, note results; then plant 25 irradiated seeds, compare results.

Correct Answers:

1. b

2. c

3. d

4. c

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

In the above diagram, compare the amount of plant energy available to the wolf if it eats mice with the amount of plant energy available if it eats shrews. Explain.

Correct Answer:

Look for these points in the answer:

more plant energy is available to the wolf if it eats mice.

approximately 90% of available energy is lost at each step of the food chain.

there are more steps in the food chain in which shrews are eaten than the food chain in which mice are eaten.

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

What is acid rain and how does it form? What influence does it have on our environment and what can we do to reduce it? Predict the long-range impact of acid rain on an ecosystem if the acid rain is not controlled.

Sample Answer:

An acid is a substance that donates hydrogen ions to a solution or a solution in which the concentration of H+ exceeds the concentration of OH- ions. The term pH refers to the concentration of hydrogen ions in an aqueous solution. pH expresses the relative strength of an acid or base on a scale of 0 to 14. A solution with a pH of 7 is neutral, less than 7 is acid and a pH greater than 7 is a base. The further the pH number is from 7 , the stronger the acid or base involved. Pure water is neutral, with a pH of 7. Normal uncontaminated rainwater has a pH of 5.6, slightly acidic due to the formation of carbonic acid from water and carbon dioxide in the atmosphere. Acid rain refers to rain with a pH less than 5.6. The average pH of acid rain is about 4.2, which is 25 times more acidic than normal rain. Rain with a pH of 1.5 has been recorded in the U.S. Acid rain is caused mainly by the presence of sulfur and nitrogen oxides in the atmosphere produced by combustion of fossil fuels by factories, vehicles, etc.. These gases combine with water in the atmosphere to form sulfuric and nitric acid and fall as rain or snow. One "solution" to this problem has made the problem of acid rain much worse, that is to increase the height of smokestacks, so that the sulfur and nitrogen oxides are dispersed away from the immediate source and spread throughout the rest of the world. The biological consequences of acid rain are serious. It has influenced the solubility of minerals in the soil, resulting in some minerals that are needed by plants being leached out and others are made available to plants in toxic amounts. It has caused reduced germination of seeds, increased mortality of seedlings and lowered resistance to disease in plants. In some areas, plants are dying in large numbers and reproduction has stopped. Many lakes are devoid of fish and amphibian populations have been especially susceptible worldwide. Acid rain is considered to be one of the most serious pollution problems in the world today. The solution to this problem is to eliminate release of sulfur and nitrogen gases into the atmosphere, by enforcing controls on industry. It will be necessary to educate the public to the environmental problems of acid rain and convince politicians to pass effective legislation.

Scoring guide:

what is acid rain and how does it form 20%

what influence does it have on our environment and how can we reduce it 30%

a definition of an acid and an explanation of pH 20%

pH of pure water, uncontaminated rain and acid rain 10%

correct spelling, punctuation and language usage 20%

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

A fire burns out of control destroying a Lodgepole Pine and Englemann Spruce forest in a portion of the Uinta Mountains of Utah. Although most of the trees have been destroyed, a few scattered pockets of trees and other vegetation survive.

1. How will the following abiotic factors change within the ecosystem as a result of the fire?

a. The water-holding capacity of the soil.

(The ability to absorb precipitation)

b. The amount of sunlight reaching the ground.

c. The soil temperature and moisture content.

d. the soil pH and nutrient content.

2. Why will new pines and spruces not be able to invade the area and grow back immediately in the same proportions as before?

3. As the first plants grow and increase in numbers, how might they affect the abiotic factors of the soil?

4. After the first plants have established themselves, what other kinds of plants might now be able to eventually take hold and replace them? Why?

Ecological Succession - Scoring Guide

1a. Answer: The soils' water-holding capacity is greatly diminished.

Reasons: No more vegetation is available to slow the movement of water.

Humus may be destroyed.

Soil-holding plant roots may be destroyed.

Effects: Erosion will occur, washing away topsoil and filling streams with silt.

1b. Answer: Increased sunlight will flood the ground.

Reason: Trees have been burned, no longer shading the soil.

1c. Answer: Soil temperature will increase and soil will become drier due to increased

direct solar radiation.

1d. Answer: The pH may rise due to the loss of humus and addition of fire ash.

Nutrients found in the vegetation may be returned to the soil; however, nutrients may be washed from soil due to runoff.

2. Answer: Pines and spruces have difficulty growing in a high sunlit

environment with higher soil temperature and less soil moisture.

3. Answer: Roots help hold the soil in place.

Humus is added to the soil.

The soil is shaded somewhat decreasing temperature and increasing moisture content.

4. Answer: Perennial grasses and shrubs will grow under the changing conditions.

Fast-growing, more sun-tolerant trees such as aspens and Lodgepole pine may eventually replace these.

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Explain how humans could be affected by the loss of biodiversity in terms of economics, health, and food.

Sample Answer:

Loss of biodiversity would affect humans economically by making useful resources more limited. This could affect our health due to loss of plants we use or could potentially use as medicines. Our food supply could be affected even though we rely mainly on domestic crops. Those crops are often susceptible to diseases that wild varieties can resist. Loss of this gene pool would make our crops more vulnerable.

Scoring Guide:

4 All three areas covered with examples.

3 All three areas covered but more generally.

2 Two of the three areas covered.

1 One area covered.

0 No attempt to answer the question.

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Use the example of the Amazon rainforest to defend the following statement, "Extinction leads to loss of biodiversity and loss of biodiversity leads to extinction."

Sample Answer:

As the rainforests of the Amazon basin are cleared, many species of plants and animals are lost, many of which are probably unknown by the scientific community. As species are lost, so are their niches. They may play important roles in the ecosystem. For instance a certain beetle may prey on a poisonous ant species. Loss of the beetle may lead to overpopulation of the ants, which then attack and kill another species, which may be responsible for pollinating a particular plant. Thus, loss of one species (extinction, loss of biodiversity) can lead to the loss of others (extinction and further loss of biodiversity).

Scoring Guide:

4 - Well thought-out explanation with proper spelling, punctuation, and grammar. An example cited, but can be hypothetical.

3 - Question adequately answered with correctness, but no example.

2 - Question answered, no example, errors.

1 - More errors

0 - Question not adequately answered, many errors.

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Aphids and Ladybugs

TeacherÕs Guide: Before this experiment can be completed, the student needs to understand the concepts of food chains as well as predator-prey relationships.

Materials List: Soil

40 seedlings (bean seedlings grow fast)

80 aphids

4 ladybugs

Water

Time Needed: One week

Scoring: A rubric is provided.

1. The aphids would eat the seedlings.

2. If we add a predator to control aphids, then more seedlings will survive.

3. Ladybugs will eat the aphids, which in turn will allow more seedlings survive.

4. The dependent variable is the aphids. The Independent variable is the ladybugs.

Questions #6 - #9 cannot be answered until the experiment has been completed.

Student Page

Name: __________________________________________________________________

Assignment: The class is having a discussion on food chains and predator-prey relationships. Given the following materials ∆ soil, 40 seedlings, 80 aphids, 4 ladybugs, water ∆ design an experiment and answer the following questions.

1. What are possible problems?

2. Formulate a hypothesis. Write it as an Òif É then ÉÓ statement.

3. Predict the results of investigations based on your prior knowledge.

4. Identify the dependent and independent variable.

5. Plan your experiment, being sure to control the independent variables.

6. Collect data on the dependent variables.

7. Select the appropriate format and use to summarize the data obtained.

8. Analyze data, check it for accuracy, and construct reasonable conclusions.

9. Write or give an oral report of your investigation.

Scoring Rubric for Experiments

Scoring Rubric. (Taken from the Science EducatorÕs Guide to Assessment. By Rodney Doran. NSTA Press. 1998. pp. 68-69).

NR = no attempt made by student.

NA = not assessed.

Part A. Experiment Design NR 1 2 3 4 5 NA

1. Statement of Hypothesis

áEffect linked to variable

áExpected effect or change

áIndependent variable

áDependent variable

2. Procedure for Investigation NR 1 2 3 4 5 NA

áResolved experimental problem

áSequenced and detailed plan

áGeneral strategy

áSafety procedures

áUse of equipment/set-up

3. Plan to Recorded and Organize Data NR 1 2 3 4 5 NA

áOrganized

áVariables identified

áLabeled completely

Part B: Experiment Report

4. Quality of Observations/Data NR 1 2 3 4 5 NA

áConsistent data

áAccurate measurements/observations

áCompleted data table

áCorrect units

áQualitative description

5. Graph NR 1 2 3 4 5 NA

áCurve is appropriate

áPoints plotted accurately

áAppropriate scale with units

áAxes labeled with correct variables

áHas an appropriate title

6. Forms a Conclusion from the Experiment NR 1 2 3 4 5 NA

áConsistent with scientific principle

áSources of error

áConsistent with data

áRelationship among variables stated

áVariables stated in conclusion

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

Teacher Instructions:

1. Present the students with a scientific problem such as the one provided

2. Each student should list four relevant information types that should be gathered.

3. Each student should write three alternative hypotheses for the problem given.

4. Each student should choose one hypothesis and design an experiment that will test it.

Scoring Rubric:

	1	2	3
Collecting Information	Some of the information listed is relevant to the problem	Most of the information listed is relevant to the problem	Information listed is relevant to the problem
Hypotheses	Somewhat predicts, explains, or states clearly what will happen and is testable	Mostly predicts, explains, or states clearly what will happen and is testable	Predicts, explains, or states clearly what will happen and is testable
Experiment Design	Somewhat Tests hypothesis Control and experimental groups identified One variable only tested Other variables controlled	Mostly Tests hypothesis Control and experimental groups identified One variable only tested Other variables controlled	Tests hypothesis Control and experimental groups identified One variable only tested Other variables controlled

Planning an Experiment

Performance Test

Student Name ____________________________ Period ____

The Problem

The lawn at the school is beginning to show yellow patches that are growing in size.

Questions

1. What kinds of information about the lawn would be helpful in forming a hypothesis? Describe at least five items.

2. Write three alternative hypotheses that test why the lawn is growing yellow patches.

3. Choose one hypothesis and design an experiment that would test it.

Biology

Standard: 01

Objective: 03. Describe how interactions among organisms and their environment help shape

ecosystems.

ILO:

STANDING ROOM ONLY

Summary of task: Students will study population data for several organisms, graph the data, and interpret it.

Curriculum: Population Dynamics, Ecology, Predator/Prey Relationships, and Carrying Capacity.

Prerequisites: Students should have some background knowledge on population dynamics, ecology, and predator/prey relationships. The Project Wild game ÒOh DeerÓ is an excellent precursor to this activity. Students should also have a background in making and interpreting graphs.

Post assessment: This performance task correlates well with the performance test entitled ÒRabbit and Lynx PopulationsÓ. Ideally students would participate in this task and then be ass3essed using the ÒRabbits and LynxÓ performance test.

Equipment:

graph paper

1 copy of Parts I, II, and III per student

1 copy of Tables 1 and 11 per student

copies of Table 2-10 ---- Each student group should receive a different table. Each group does NOT need a copy of every table.

Suggested time: 3-4 class periods

Participation: Small groups and individual

Safety: No special safety considerations are needed.

Objectives: Students will:

1. apply the concepts of populations dynamics to solve problems

2. identify the implications of limited natural resources

3. organize data into graphs

4. read and interpret data presented in graphic form

5. analyze and evaluate data pertinent to a problem

6. make inferences based on pertinent information

7. draw reasonable conclusions and defend them rationally

8. develop generalizations

9. identify cause and effect relationships

10. communicate the results of their interpretation by oral and written means

11. work cooperatively in a group

Teacher Instructions:

Part I:

Distribute copies of Part I and Table I to each student.

Students should work individually.

Assign one row of data from Table I to each student. You will probably have to assign each row to more than one student. For example, you may have to give Sue and Tom the data from ÒTeam AÓ on Table I.

Students will graph their data.

Students should write a short essay about their graph.

Once they have graphed their data, they will compare their graphs with the graphs of at least two of their classmates and explain any differences they see.

As a class, compare and contrast the graphs of all ten rows of data. Discuss the similarities and differences. Allow students to hypothesize explanations for the similarities and differences. You may want to make a master graph to aid discussion or you may have students construct a graph on the board or overhead.

Part II:

Students should work in groups of 2-3 on Part II. Do NOT make more than nine groups. Each group should receive a DIFFERENT table. Tables 2-10 should be distributed to the groups.

Give the groups the Graph Rubric, the Oral Presentation Rubric, and the Peer Evaluation Rubric. Explain the expectations.

Each group will graph its data.

Each group will present its graph to the rest of the class. Their presentation should include an interpretation of the data that offers a tentative explanation for the change in population of their organism.

During each presentation, the other members of the class will use the Peer Evaluation Rubric to evaluate each otherÕs presentations.

Students in each group should work together to evaluate and summarize all the population data. Together they will answer three questions.

Although they are working together to come up with the answer, each student should turn in an individual paper.

In a class discussion, guide the students in a discussion of their results. They should mention things like overpopulation, carrying capacity, limited resources, waste accumulation, competition, and predator/prey relationships. Focus on these ideas and introduce any unfamiliar terms at this time. Encourage them to identify cause and effect relationships, to draw conclusions, and to make generalizations.

Part III:

Students will work individually.

Give each student a copy of Table 11.

Students will graph the data and answer questions about the graph.

DO NOT TELL STUDENTS that these data represent human populations until after they have completed steps 1-3 on the worksheet.

Scoring Guide:

Part I

1. Score using the Graph Rubric (included at the end of this guide).

2. Answers will vary. Students should mention the population fluctuations and should present a plausible explanation for the fluctuations. The following is a sample answer.

The populations fluctuated dramatically. When the population was relatively few in number the yeast multiplied quickly. Whenever there was a large yeast population, soon thereafter the population crashed. It seems the habitat could not support a large number of yeast. This could be because of the limited resources or waste accumulation.

3. Answers will vary. Students should mention that, altho9ugh their numbers were different, the patterns of fluctuation are similar. They should also present a plausible explanation for the differences, i.e. different habitat size, different amount of food available, different environment conditions.

Part II

1. Score using the Graph Rubric.

2. Score using the Oral Presentation Rubric (included at the end of the Scoring Guide).

3. Students will complete using the Peer Evaluation Rubric included in their handout.

4. a. StudentÕs answer should include the following information:

At least three similarities: Examples: populations fluctuate, when population numbers are relatively low population numbers increase, when population numbers are relatively high populations decrease, there is a limit to the number of organisms that a habitat can support.

At least two differences: Examples: the actual number of organisms varied, the time frame was different, the number of organisms each habitat can support differed.

4. b. Students should suggest at least three reasons. Following are possible reasons for the differences: different organisms have different needs, different environmental factors, different available resources, waste accumulation, and predators.

4. c. Students should write at least three generalizations. Following are plausible generalizations: populations do not increase without check, populations fluctuate, each habitat can support a limited number of organisms, a small population will increase the capacity of the environment, predator/prey relationships aid in balancing populations, when populations exceed the habitatÕs carrying capacity there is a large die-off.

Part III

1. Score using the Graph Rubric.

2. Students should observe that the graph is similar in that the population fluctuates and is growing and that it is different because it shows nearly constant increase in numbers.

3. Students should predict the population crash. The factors that would cause the predicted trend are waste accumulation, limited resources, exceeding the carrying capacity of the environment.

4. Student answers will vary. Some will continue to predict a population crash. They will justify their prediction with examples of pollution, resource depletion, and/or waste accumulation. Other students will say that the population will not crash because humans can alter their environment. They will justify their prediction with examples of increased food production, advanced medical technology, and/or improved pollution control and purification techniques. It does not matter what the student predicts; however, it is important that the student predictions are supported by at least two reasons.

Graph Rubric:

4 Axes are labeled, grid is numbered appropriately, data plotted correctly.

3 Axes improperly labeled or not labeled, grid is numbered appropriately, data plotted correctly.

2 Grid numbering not sequential or data incorrectly plotted.

1 Grid numbering not sequential and data incorrectly plotted.

Oral Presentation Rubric:

4 Presentation organized, demonstrates clarity of thought. Includes graphs that are easy to see and understand. All members of group participate and are able to respond to questions. Audience interest maintained throughout presentation.

3 Presentation organized, demonstrates clarity of thought. Graphs not easy to see or not used. At least 2 group members participate and respond to questions. Audience interest maintained through most of the presentation.

2 Presentation demonstrates minimal organization and understanding. Graphs not used or not easily seen. At least 1 group member was able to respond to questions. Audience interest was low.

1 Presentation lacks clarity and organization. No group members were able to respond to questions. Presentation was confusing and audience interest low.

Source: Adapted from ÒStanding Room OnlyÓ, by Steve Weinberg and Ralph Yulo, Connecticut Core of Learning Performance Assessment Project, sponsored by the National Science Fountain.

STANDING ROOM ONLY

PART I

Student Worksheets

One of the major reasons scientists study natural phenomena is to look for recurring patterns. As part of this search for patterns, scientists have studied the changes in population sizes of many organisms.

In the investigation you will study population data for several organisms, search for patterns, and make generalizations.

Complete the Following on Your Own:

1. A set of students studied a population of yeast over a ten-day-period of time. At the beginning of the observation period a small number of yeast cells were introduced into a test tube containing appropriate food source. Their numbers were sampled on a daily basis. The data obtained is shown on Table 1. Your teacher will assign one row of data to you. Use this data to prepare a graph that shows the changes in the yeast population during the ten-day-period.

2. Write a short paragraph that discusses the population changes revealed by your graph. Be sure to include your thoughts on why the yeast population changed as it did.

3. Obtain the graphs of two different rows of data prepared by your classmates. Compare and contrast the two graphs with your graph. Write an explanation for any differences that you see.

4. As a class, compare and contrast your graphs to the graph of all nine rows of data combined.

STANDING ROOM ONLY

PART II

Complete the following in your group:

Though the students are working together as a group, each person must submit his/her own graph and explanations. Individual graph and answers may be identical to the graphs and answers of the other members of the group but each student must turn in his/her own paper to receive credit.

1. Obtain the population data for a new organism from your teacher. Study the data and use it to prepare a graph showing the changes in population over time.

2. Prepare a brief oral report and share your groupÕs data with the rest of the class. Your presentation should include an interpretation of your groupÕs data, which offers a tentative explanation for the changes in population of your organism.

3. Using the Peer Evaluation Rubric, evaluate the findings of the other groups as they make their presentations.

Peer Evaluation Rubric

4 Data properly graphed. Conclusions fit data. Finding reported accurately.

3 Data properly graphed. Conclusion somewhat fit data. Findings embellished or exaggerated.

2 Data improperly graphed. Conclusion did not fit data.

1 Data improperly graphed. No conclusion offered.

4. Once you have listened to the presentations of the other groups in your class, answer the following questions.

a. In what way(s) were all of the population curves similar? In what way(s) were they different? Identify at least three similarities and two differences.

b. Suggest at least three possible reasons for the differences.

c. Write at least three generalizations about the changes in populations of various organisms over time.

STANDING ROOM ONLY

PART III

Complete the following on your own:

1. Obtain the population data for a new organism (Table 11). Use this data to prepare a graph showing population changes over time.

2. Write a brief summary explaining the similarities and differences of this graph to the graphs of other populations that you just studied.

3. Predict what this population curve will look like in the future and predict what factors would cause this predicted trend.

4. Once you have answered the questions 1-3, have your teacher tell you the organism for which this population data was taken. Now that you know the identity of the organism, what is your prediction about its future population trend? State at least two reasons for your prediction.

STANDING ROOM ONLY

TABLE 1

Number of Yeast Cells

Team	Days
	0	1	2	3	4	5	6	7	8	9	10
A	18	218	219	162	355	95	175	132	167	485	136
B	24	63	69	283	281	161	147	365	199	227	314
C	39	61	363	56	20	114	322	41	66	87	38
D	36	53	75	710	56	240	230	190	200	630	340
E	31	30	210	45	59	46	82	453	93	60	88
F	47	71	73	170	20	192	242	660	73	110	55
G	16	25	35	980	540	50	350	165	14	160	212
H	48	42	36	650	760	500	305	356	313	165	69
I	23	344	60	45	90	30	54	250	37	138	74

STANDING ROOM ONLY

TABLE 2

Changes in the abundance of hares, as indicated by the number of pelts received by the Hudson Bay Company

Number of Hares (in thousands)	Year
20	1845
40	1850
65	1855
19	1860
140	1865
10	1870
100	1875
10	1880
135	1885
30	1890
90	1895
17	1900

STANDING ROOM ONLY

TABLE 3

Changes in the number of lynx as indicated by the number of pelts received by the Hudson Bay Company

Number of Lynx Pelts Recorded	Year
35	1845
7	1850
37	1855
7	1860
60	1865
10	1870
40	1875
12	1880
80	1885
30	1890
50	1895
15	1900

STANDING ROOM ONLY

TABLE 4

Pheasants introduced on Protection Island, Washington, 1937.

A small number of pheasants escaped from a farmer's cage on Protection Island, Washington, during December 1936.

Number of Pheasants	Year
0	1936
20	1937
100	1938
500	1939
800	1940
1000	1941
1600	1942
1800	1943
1500	1944
1400	1945
1600	1946

STANDING ROOM ONLY

TABLE 5

Sheep population introduced in Tasmania.

People brought sheep to Tasmania (a large island south of Australia) during the second decade of the Nineteenth Century. The sheep were allowed to roam free.

Number of Sheep (in thousands)	Year
0	1800
1	1810
100	1820
500	1830
1100	1840
2000	1850
1700	1860
1300	1870
700	1880
1300	1890
1400	1900
1600	1910
1500	1920
1800	1930

STANDING ROOM ONLY

TABLE 6

Population of Kiabab Deer, Grand Canyon.

In 1905, four thousand Kiabab Deer were found in the Grand Canyon. Populations of mountain lions, coyote, and wolves existed along with the deer. These animals are natural predators of the deer.

Between 1907 and 1917, six hundred mountain lions were removed or killed. Another 74 mountain lions were removed between 1918 and 1923. Between 1924 and 1939, 174 more were removed.

Between 1907 and 1923, about 3,000 coyotes were killed or removed. Between 1923 and 1939, another 4,388 were taken.

Between 1907 and 1923, eleven wolves were killed. In 1939, there were no longer any wolves in the Grand Canyon.

Number of Kiabab Deer	Year
4,000	1905
9,000	1910
30,000	1915
60,000	1920
75,000	1925
26,000	1930
12,000	1935
7,000	1940

STANDING ROOM ONLY

TABLE 7

Table A

Table B

Table C

Table D

Aphids and Ladybugs

Performance Test

The Problem

Questions

TABLE 6