Science Power 10 Chapter Black Line Master PDF

Part 3
Unit
Blackline Masters
DATE: NAME: CLASS:
C HA P TE R 1 B LM 1- 1
SCIENCE INQUIRY You and Food Chains
Goal • Record your information for Starting Point Activity: You and Food Chains.
What to Do
Follow the steps in your textbook, and record your observations below.
1. In the table below, list the items you ate in your last two meals.
Meal 1 Meal 2
2. Organize the food items from the table above into the following categories.
Items from plants Items from animals
3. Examine the food items in the column “Items from animals.” Sort these food items into two groups:
items that come from herbivores and items that come from carnivores. Record the items that come from
omnivores in both columns.
Items from herbivores Items from carnivores
4. What is a food chain?
_____________________________________________________________________________________________
5. Draw three food chains to which you are linked. Use ideas from the data you collected.
Food chain 1:
Food chain 2:
Food chain 3:
Copyright © McGraw-Hill Ryerson Limited. Permission to reproduce this page is granted to the purchaser for use in her/his classroom only. 3
DATE: NAME: CLASS:
C H AP TE R 1 B LM 1- 2
REINFORCEMENT Flowchart of Connecting
Links
Goal • Become familiar with terms related to ecosystems.
What to Do
Use the flowchart below to complete the sentences that follow. If you need help, refer to pages 2 to 9
of your textbook.
1. A producer is important in a food web because _____________________________________________________
_____________________________________________________________________________________________
2. The roles of a consumer in a food web are _________________________________________________________
_____________________________________________________________________________________________
3. A decomposer is important in a food web because ___________________________________________________
_____________________________________________________________________________________________
4. In an ecosystem, abiotic factors __________________________________________________________________
_____________________________________________________________________________________________
5. A scavenger that you might observe while walking to school is ________________________________________
6. A terrestrial ecosystem is ________________________________________________________________________
7. Two examples of terrestrial ecosystems are _________________________________________________________
8. Three examples of detritivores are ________________________________________________________________

_____________________________________________________________________________________________
4 Copyright © McGraw-Hill Ryerson Limited. Permission to reproduce this page is granted to the purchaser for use in her/his classroom only.
DATE: NAME: CLASS:
CHAPTER 1 BLM 1-3

SKILL BUILDER A Tribute to Trophic Levels
Goal • Examine the concept of trophic levels.
What to Do
The Venn diagram
outlines three different
ways in which nutrition
is acquired in nature.
Study this diagram.
Then answer the
producers
questions that follow.
A B
consumers decomposers
1. Think of examples to illustrate how nutrition is 3. Think of an example of a feeding interaction

acquired by each kind of feeder. Write your that involves a producer, a consumer, and a
examples in the circles. decomposer. Write your example in the centre of
the Venn diagram.
2. Think about the feeding interactions between the
three different kinds of feeders. In the overlap
areas of the Venn diagram, write an example of
the following interactions.
(a) between producers and consumers near A
(b) between producers and decomposers near B
(c) between consumers and decomposers near C
DATE: NAME: CLASS:
REINFORCEMENT Getting to the Top
Goal • Become familiar with the relationships among organisms in food chains and food webs.
What to Do
Study the diagram of feeding relationships. Then answer the questions that follow.
1. What does the diagram show? ___________________________________________________________________
2. Which organisms are the producers? ______________________________________________________________
3. Give an example of an aquatic herbivore. __________________________________________________________
4. Give an example of a terrestrial herbivore. _________________________________________________________
5. Which organism is the top carnivore in the terrestrial ecosystem? ______________________________________
6. Give an example of an organism in the second trophic level. __________________________________________
7. What is another term for “vegetarian organisms”? __________________________________________________
8. In which trophic level is the snake? _______________________________________________________________
9. Define the term “top carnivore.” _________________________________________________________________
_____________________________________________________________________________________________
10. Define the term “omnivore.” ____________________________________________________________________
_____________________________________________________________________________________________
11. Which organism is clearly an omnivore? __________________________________________________________
DATE: NAME: CLASS:
ASSESSMENT Matching Feeder Terms
Goal • Assess your knowledge of terms that describe feeding relationships.
What to Do
Match each description in column A with the correct term in column B. Place the letter for the term on
the line beside the description.
A B
____ 1. organism in the highest trophic level of a food chain (a) trophic level
(b) omnivore
____ 2. linear feeding relationship between organisms
(c) carnivore
____ 3. feeding level
(d) food chain
____ 4. something captured by producers from the Sun (e) top carnivore
____ 5. organism that eats plants and animals (f) herbivore
____ 6. organism that is able to make its own food (g) producer
(h) food web
____ 7. organism that eats only meat
(i) consumer
____ 8. organism that is hunted and eaten
(j) prey
____ 9. interconnected network of food chains (k) energy
____ 10. organisms that help to recycle valuable nutrients (l) decomposer
(m) ecosystem
____ 11. organism that relies on other organisms for food
(n) biomass
____ 12. organism that eats only plants
DATE: NAME: CLASS:
REINFORCEMENT Analyzing Food Chains
Goal • Practise using terms that describe organisms’ feeding patterns.
What to Do
Answer each question in the space provided.
1. (a) Fill in the boxes to create a five-link terrestrial food chain.
(b) Complete the following table to describe each organism in your terrestrial food chain.
Organism
Trophic level
Top carnivore (yes/no)
Producer/consumer/
decomposer
2. (a) Fill in the boxes to create a four-link aquatic food chain.
(b) Complete the following table to describe each organism in your aquatic food chain.
Organism
Trophic level
Top carnivore (yes/no)
Producer/consumer/
decomposer
DATE: NAME: CLASS:
REINFORCEMENT Analyzing Food Chains (continued)
3. (a) What kind of organism is the first link of a food chain? ____________________________________________
(b) Explain your reasoning.
_____________________________________________________________________________________________
4. Where is captured energy from the Sun most concentrated in a food chain?
_____________________________________________________________________________________________
5. What happens to the energy as it travels through the links of a food chain?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
SCIENCE INQUIRY What Eats What?
Goal • Record your observations for Science Inquiry Activity: What Eats What?
What to Do
Follow the steps in your textbook, and record your observations below.
1. Record your data in this table.
Organism Trophic level Producer/consumer

grass
red fox
bacteria/fungi
grasshopper
cottontail rabbit
red squirrel
common raven
willow
ruffed grouse
bunch berries
red-tailed hawk
maple seeds
2. Fill in the boxes to create four possible food chains among these organisms. Your food chains can include
two, three, or four organisms.
3. Which organisms can consume food from more than one feeding level?
_____________________________________________________________________________________________
4. What do all of your food chains have in common?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
C HA P T E R 1 B LM 1- 8
VOCABULARY CHECK Ecology Terms
Goal • Review terms related to ecology and animal feeding patterns.
What to Do
Use the terms below to complete the sentences that follow. You may use a term more than once.
food chain herbivore producer pyramid of biomass

decomposer consumer detritivore pyramid of energy flow
food web top carnivore carnivore pyramid of numbers
1. A ________________________ is the part of a food chain that captures energy from the Sun.
2. An interconnected relationship of the feeding patterns of different organisms in a specific area is a
________________________.
3. ________________________ include organisms, such as bacteria and fungi, that feed on dead plant and
animal matter.
4. An organism that does not make its own food and relies on other animals for food is a
________________________.
5. A structure that illustrates the total chemical energy being passed along each trophic level is a
________________________.
6. A linear representation of feeding patterns between different organisms in a specific area is a
________________________.
7. The organism in the highest trophic level at the end of a food chain is the ________________________.
8. An organism that uses sunlight, water, and carbon dioxide to make its own food is a
________________________.
9. A vegetarian is an example of a ________________________.
10. Another term for “meat eater” is ________________________.
11. A ________________________ shows that organisms in lower trophic levels are usually more abundant than
organisms in higher trophic levels.
12. A ________________________ shows that biomass decreases from each tropic level to the one above.
DATE: NAME: CLASS:
SCIENCE INQUIRY Going with the Flow
Goal • Recognize the flow of energy in a food web.
What to Do
1. Consider the following food chain.
If the deer population increases, explain what could happen to
(a) the grass population _________________________________________________________________________
_____________________________________________________________________________________________
(b) the wolf population _________________________________________________________________________
_____________________________________________________________________________________________
2. The food chain above is not a very stable situation. Deer feed on more than just grass. Wolves feed on more
than just deer. A much more realistic picture would include several food chains in a structure called a food web.
DATE: NAME: CLASS:
SCIENCE INQUIRY Going with the Flow (continued)
Use words and arrows to identify four possible food chains in this food web.
Food chain 1:
Food chain 2:
Food chain 3:
Food chain 4:
3. Return to the food chain in question 1. The deer consumes grass in order to get energy to grow, keep warm,
run, and live. Approximately 90 percent of the energy that the deer consumes is used for its daily functions.
Only 10 percent is used to reproduce more deer. Complete the energy table below. Assume that the grass in
this food chain contains 5000 kJ (kilojoules) of energy.
Organism Energy available Energy used in metabolism Energy stored
grass __________ kJ __________ kJ __________ kJ
deer __________ kJ __________ kJ __________ kJ
wolf __________ kJ __________ kJ __________ kJ
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 0
REINFORCEMENT Chains and Webs
Goal • Increase your understanding of relationships in food chains and food webs.
What to Do
1. Consider each group of organisms below. Place the organisms in the boxes to create a food chain. Then
complete the chart as follows:
• Fill in the names of the organisms in their order in the food chain.
• Identify each organism as a producer, consumer, or decomposer.
• Indicate the trophic level that each organism occupies.
• Note whether each organism is a herbivore, carnivore, top carnivore, or detritivore.
(a) grasshopper, frog, grass, bacteria, hawk
Organism
Producer/consumer/
decomposer
Trophic level
Herbivore/
(top) carnivore/
detritivore
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 0
REINFORCEMENT Chains and Webs (continued)
(b) bacteria, roots, hawk, snake, rabbit
Organism
Producer/consumer/
decomposer
Trophic level
Herbivore/
(top) carnivore/
detritivore
(c) snake, tree, seeds, bacteria, hawk, grasshopper
Organism
Producer/consumer/
decomposer
Trophic level
Herbivore/
(top) carnivore/
detritivore
2. On a separate page, create a food web using the three food chains in question 1.
DATE: NAME: CLASS:
C HA P TE R 1 B LM 1- 1 1
REINFORCEMENT Interaction Pyramids
Goal • Increase your understanding of feeding relationships in pyramids.
What to Do
1. Create a pyramid of numbers, given the following information: 75 000 blades of grass, 7500 beetles,
750 sparrows, 75 snakes, 7 hawks.
2. Create a pyramid of biomass, given the following information: 50 000 kg of roots, 5000 kg of mouse, 500 kg of
snake, 5 kg of hawk.
3. Create a pyramid of energy based on the following information: Grass captures 67 000 kJ of energy from the
Sun. Rabbits eat the grass, and snakes eat the rabbits. The wolf, which preys on rabbits and snakes, is the top
carnivore.
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 2
ASSESSMENT Feeding Relationships Quiz
Goal • Assess your knowledge of terms that describe relationships in food chains and food webs.
What to Do
Consider the sequence of organisms below. Then answer the questions that follow.
1. Which trophic level does the first organism occupy? _________________________________________________
2. Which organism is the primary consumer? ________________________________________________________
3. Which organism is the tertiary consumer? _________________________________________________________
4. Which organism is the top carnivore? _____________________________________________________________
5. Which organism is not a consumer? ______________________________________________________________
6. What are two ecological roles for the snake? _______________________________________________________
7. The fact that a grasshopper eats grass and may be food for a sparrow describes its _________________ within
this ecosystem.
8. Forests and grasslands are examples of ______________________________________________ ecosystems.
9. The linear relationship above is referred to as a ______________________________________________.
10. You unpack your lunch. You have a chicken sandwich, an apple, and some juice. You eat everything. Based on
what you have eaten, you are best described as a/an ______________________________________________.
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 3
SCIENCE INQUIRY Animal Crackers
Goal • Become more familiar with concepts related to ecosystems and interactions.
Materials Handful Animals How many?

– animal crackers – metric ruler
– paper bag – masking tape
– small plastic bag 1
What to Do
Work with another student to complete the
activity. Follow the procedure, and then answer 2
the questions. Record your answers individually.
Part 1
Procedure 3
1. Your teacher will give you a bag of animal
crackers. Reach into the bag, and remove a
handful of crackers. Use the table at the right
to record an inventory of the animal crackers 4
removed by both of you.
2. Place the crackers you removed in the small
plastic bag. Each of you will now take one
cracker out of the plastic bag. Decide whether 5
the two animals you selected would interact in
a relationship of competition, predator-prey,
or mating. Record the interaction in the table
below.
6
3. Repeat step 2, 19 more times. When you have
finished, put the animal crackers back into the
bag.
Selection Animal 1 selected Animal 2 selected Interaction

1
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 3
SCIENCE INQUIRY Animal Crackers (continued)
Selection Animal 1 selected Animal 2 selected Interaction
10
11
12
13
14
15
16
17
18
19
20
Question
What problems did you run into when deciding what kind of interaction might occur between the two animals?
For example, if you selected two lions, how did you decide whether they would be in a competition or mating
relationship?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Part 2 Population
Procedure Animal How many? density
1. With a metric ruler and masking tape, measure
and make a square, 25 cm by 25 cm, on top of a ____ /cm2
desk. Without looking into the plastic bag, each of
you must put 10 animal crackers in one hand. ____ /cm2
Empty your handful of crackers above the centre
of the square. ____ /cm2
2. On a separate sheet of paper, draw your square.
Show the location of the 20 animal crackers in the ____ /cm2
square. Draw the outlines of the animals, or draw
boxes labelled with the identities of the animals. ____ /cm2
3. Calculate the population density for each type of

____ /cm2
animal in your sample study area. Record your
findings in the table at the right.
broken pieces ____ /cm2
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 3
SCIENCE INQUIRY Animal Crackers (continued)
Questions
1. What might the broken pieces represent?
_____________________________________________________________________________________________
2. How did you count the animals that landed on or outside the tape square?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. (a) How is this activity a realistic representation of what occurs in nature?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(b) What factors are overlooked?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(c) How would you modify this activity to include these factors?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 4
SKILL BUILDER Beef or Corn?
Goal • Compare different kinds of food production.
Think About It
Imagine that you are a specialist in ecosystem energy transfers. You are asked for advice by the minister of
agriculture for another country. This country has a large population and limited agricultural land. The minister
would like to know if it is better to encourage people to produce beef or corn.
What to Do
1. (a) Identify the factors that need to be examined to resolve this issue.
_____________________________________________________________________________________________
(b) What scientific information from Chapter 1 can help you examine these factors?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. (a) Energy transfers in ecosystems are illustrated in several ways in Chapter 1. How would you show a
comparison of beef and corn productivity? (You can choose more than one kind of illustration.)
_____________________________________________________________________________________________
(b) Compare the food energy from corn with the food energy from beef. Assume that both corn and beef are
produced on 1 ha of land. Illustrate your comparison below.
4. (a) From your exploration of this issue, would you recommend beef or corn production for the country?
_____________________________________________________________________________________________
(b) Explain your decision in a brief report for the minister of agriculture.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 5
SKILL BUILDER Growing Bacteria
Goal • Become familiar with graphic data for population growth patterns in a given time.
Think About It
Imagine that you are a technician who is studying the growth patterns of a new bacteria colony in a small petri
dish in a laboratory. Each day, you feed the bacteria a set amount of food and remove wastes. Each day, you count
the bacteria using a laboratory microscope. The table below is your record of your daily findings.
Number of Number of Number of

Day bacteria Day bacteria Day bacteria
1 2 8 380 15 400
2 6 9 425 16 475
3 20 10 450 17 450
4 75 11 410 18 440
5 190 12 415 19 455
6 275 13 480 20 455
7 315 14 450
What to Do
Answer each question in the space
provided.
1. Plot the data in the table on
a line graph, on the grid
provided. Remember to label
the axes and scales, and give
your graph a title.
2. List some factors that might
have affected the bacteria after
day 9.
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 6
SKILL BUILDER Predator-Prey Patterns
Goal • Practise collecting and interpreting predator-prey population growth patterns.
Materials (d) Record each lynx that “eats” one or more

– deck of playing cards rabbits. If a lynx eats, assume that it
– box of large paper clips reproduces or doubles.
– masking tape
– metre-stick
Generation Rabbits Lynx
What to Do 1
Complete the activity as a group. Follow the proce-
dure, and record your findings in the table provided. 2
On your own, draw a graph using the data from the 3
table. Then answer the questions that follow.
4
Procedure 5
1. Work with two other students. One group
6
member will record the data. Another group
member will handle the cards, which represent 7
the lynx (the predator). The third group member
will handle the paper clips, which represent the 8
rabbits (the prey).
9
2. With the metre-stick and masking tape, measure
and mark a square, 50 cm 3 50 cm, on top of a 10
desk.
11
3. Drop three rabbits (paper clips), and then one
lynx (card), from a fixed height (about 0.5 m) 12
above the centre of the square. Repeat the drops
24 times. Each drop represents one generation of 13
rabbits or lynx.
14
4. After each drop, observe the predator-prey
patterns as follows. 15
(a) Remove paper clips and cards that fall on or 16

outside the masking tape.
17
(b) When a lynx (card) falls on one or more
rabbits (paper clips), the predator has “eaten” 18
the prey. Remove the “eaten” rabbit. (In later
drops, a rabbit may land on a lynx that is 19
already in the square. This rabbit has also 20
been “eaten” and must be removed.)
21
(c) In the table at the right, record the number of
rabbits (paper clips) that are not “eaten” in 22
each generation. Assume that each rabbit
reproduces one rabbit: that is, the population 23
doubles.
24
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 6
SKILL BUILDER Predator-Prey Patterns (continued)
5. Draw a two-line line graph to show the simulated population patterns for rabbits and lynx. On the grid
provided, plot your data from the table to produce one line for rabbit population growth and one line for
lynx population growth. Label the axes and scales. Include a title and a legend for your graph.
Questions
1. What does the masking tape square represent? _____________________________________________________
2. What do you think the difference in the sizes of cards to paper clips represents?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. (a) From your graph, what do you notice, at first, about the rabbit population?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(b) Account for the change in the line that represents rabbit population growth.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 7
VOCABULARY CHECK Population Terms
Goal • Become familiar with terms related to populations.
What to Do
Carefully read the instructions before answering each set of questions. If you need help, refer to your textbook,
Chapter 3, section 1.3.
Fill in the Blanks

Use the terms below to complete the sentences that follow.
density-independent factors population density carrying capacity

density-dependent factors intraspecific competition
interspecific competition competition
1. When two organisms from the same species are after the same resources and food, they are in
________________________.
2. When a population has reached an amount where growth can no longer occur, it has reached its
________________________.
3. The number of organisms that live in a given area can be referred to as ________________________.
4. The relationship between two different organisms (either from the same species or from different species) after
a common goal can be called ________________________.
5. When two organisms from different species are after the same resources and food, they are in
________________________.
6. Factors that increase in significance as a population grows are called ________________________.
7. Factors, such as forest fires, that can limit a population regardless of its size are referred to as
________________________.
Short Answer density-dependent density-independent

Answer each question in the space provided. factors factors
8. Give a concrete example to show that you

understand each term below.
(a) interspecific competition
___________________________________
___________________________________
(b) intraspecific competition
___________________________________
___________________________________
9. Compare and contrast density-dependent
and density-independent factors. Write
words that show similarities where the
circles overlap. Write words that show
contrasts inside the circles.
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 8
SKILL BUILDER Desertification
Goal • Identify factors related to human interaction with an ecosystem.
What to Do
Answer each question in the space provided. You may want to do research on the Internet, or in magazines,
books, and encyclopedia in a library, to answer some of the questions.
1. What is desertification? _________________________________________________________________________
2. Name some areas where desertification is occurring. ________________________________________________
3. Identify some human activities that contribute to desertification.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. Explain why people might continue these activities, even though they are damaging the ecosystem that the
people depend on for survival.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. Indicate how desertification could be prevented.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. Can ecosystems that have been turned into desert be remediated? If so, indicate where such remediation is
being tried.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -1 9
SKILL BUILDER Geometric Population Growth
Goal • Increase your understanding of geometric population growth.
Think About It
Geometric population growth occurs in unicellular organisms that reproduce asexually. It can be traced
using basic mathematics, as shown below.
What to Do
1. (a) From the diagram above, how many cells would be present at A? ___________________________________
(b) How many cells would be present at B? ________________________________________________________
(c) Explain your reasoning.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. Consider a paramecium, a one-celled organism that reproduces by binary fission. Suppose that the
paramecium is put in a very small space — perhaps on a pinhead — with some food. Before long, it begins to
multiply.
(a) The space can hold a maximum of 256 paramecia without becoming overcrowded. How many divisions can
the paramecium undergo before overcrowding occurs? Show your work.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(b) What is the limiting factor on the growth of paramecia?
_____________________________________________________________________________________________
(c) Suppose that the paramecium takes 2 h to divide once. How many hours will it take to reach the carrying
capacity of the space? Show your work.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. Besides the size of the space, what other factors might limit a population’s growth?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
C HA P TE R 1 B L M 1 -2 0
OVERHEAD MASTER Population Growth Curves
A typical line graph for population growth shows a curve that is sigmoidal
(S-shaped). The curve has three distinct regions.
A. Region of slow population growth:
• Only a small number of organisms are sexually mature and able to reproduce.
• The organisms may be adjusting to a new environment.
B. Region of rapid population growth:
• Many organisms have reached sexual maturity. They are able to reproduce.
• The organisms have adjusted to the conditions around them. They have
found food, shelter, and water for survival.
C. Region of steady population growth:
• The carrying capacity is reached. Population growth becomes constant.
• The number of deaths equals the number of births.
C HA P T E R 1 B L M 1 -2 1
INFORMATION Biological Magnification in
HANDOUT
Nature
Goal • Use this handout to become more aware of biological magnification in nature.
Introduction Biological Magnification in an

Biological magnification occurs when toxic substances Aquatic Ecosystem
pass up through trophic levels. DDT is an insecticide
that has been used since the 1940s. It provides an exam-
Humans
Humans eat eat trout
trout and
and bass.
bass. They
They accumulate
accumulate toxic
toxic
ple of the serious effects of biological magnification.
DDT
DDT in
in their
their body
body tissues.
tissues.
DDT
DDT was used mostly in the tropics to kill the mosqui-
toes that spread the disease malaria. DDT was also used
to kill the pests that feed on farm crops. Thus it helped
to increase the yield of the crops. With more crops being Bigger
Bigger fish,
fish, such
such as
as trout
trout and
and bass,
bass, eat
eat the
the smaller
smaller
harvested, more food was available to feed the people. fish.
fish. They
They accumulate
accumulate DDT
DDT inin their
their body
body tissues.
tissues.
One application of DDT was strong enough to work for
a long time.
In the mid-1950s, the World Health Organization
sprayed DDT on Borneo to try to control malaria.
There were some unexpected effects of this spraying
program: Small
Small fish
fish eat
eat these
these insects
insects and
and accumulate
accumulate DDT
DDT in
in
their
their body
body tissues.
tissues.
• The DDT killed a species of wasp. These wasps are
natural predators of a species of caterpillar that feeds
on the thatched roofs of houses. The caterpillars
multiplied because they were not affected by the
DDT and no longer eaten by their predator. They
destroyed many roofs. Tiny
Tiny insects
insects feed
feed off
off the
the water
water plants
plants and
and take
take DDT
DDT
into their body tissues.
into their body tissues.
• Gecko lizards ate the poisoned insects. They were
not affected by the pesticide, but DDT accumulated
in their body tissues. Village cats ate the geckos and
died. As a result, the rat population increased since
there were fewer cats to keep it under control.
Some
Some DDT
DDT is
is taken
taken in
in by
by water
water plants.
plants.
Biological Magnification
The process by which toxic substances accumulate in
increasingly high concentrations in progressively higher
trophic levels is called biological magnification. DDT and
other substances that undergo biological magnification
have two properties that make them dangerous:
An
An aquatic
aquatic ecosystem
ecosystem is
is sprayed
sprayed with
with low
low levels
levels of
of
• They are not biodegradable. This means that DDT.
DDT.
decomposer organisms cannot readily break them
down into harmless substances.
• They are fat soluble (not water soluble). Therefore
they can accumulate in the body tissues of animals,
particularly in the fat. They are not broken down
and excreted in watery urine.
DATE: NAME: CLASS:
C HA P TE R 1 B LM 1 -2 2
VOCABULARY CHECK Unscrambling Ecology Terms
Goal • Review terms related to ecology.
What to Do
Unscramble the letters to find key terms for Chapter 1. Then write a sentence using each key term.
1. yrcragni ycpatica
_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. pecmotiinot
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. npulpoatoi yitdsen
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. mdiprya fo yerneg wlfo
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. smboias
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. iivtreerdsot
_____________________________________________________________________________________________
_____________________________________________________________________________________________
7. serdemocspo
_____________________________________________________________________________________________
_____________________________________________________________________________________________
8. ctrpioh leslev
_____________________________________________________________________________________________
_____________________________________________________________________________________________
9. meectossy
_____________________________________________________________________________________________
_____________________________________________________________________________________________
10. resporsudc
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1- 2 3
ASSESSMENT Chapter 1 Test
Goal • Assess your understanding of the concepts you studied in Chapter 1.
What to Do
Carefully read the instructions before answering each set of questions.
Short Answer
1. Consider the following sequence of feeding relationships.
(a) Which organism is a herbivore? _______________________________________________________________
(b) Which organism is a producer? _______________________________________________________________
(c) What is a linear sequence of feeding relationships called? __________________________________________
(d) Identify the fourth order consumer. ____________________________________________________________

(e) If the grass captured 10 000 kJ of energy, how much energy would the frog have? Show your work.
2. Create a pyramid of energy based on the following information: Crickets eat grass, which captures 99 000 kJ of
energy from the Sun. Frogs eat the crickets, snakes eat the frogs, and a hawk eats the snake.
3. Compare and contrast the following terms.

(a) producer, consumer
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(b) herbivore, carnivore
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -2 3
ASSESSMENT Chapter 1 Test (continued)
(c) pyramid of biomass, pyramid of energy
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(d) intraspecific competition, interspecific competition
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. Explain why a detritivore is important to an ecosystem.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. What makes the flow of energy through an ecosystem different from the flow of water and other nutrients?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. Explain why respiration and photosynthesis might be thought of as opposite processes.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
7. What is a top carnivore?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
8. Explain the inter-relationship between the biotic and abiotic elements of an aquatic ecosystem?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
9. What is a population’s carrying capacity?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
DATE: NAME: CLASS:
C HA P TE R 1 B L M 1 -2 3
ASSESSMENT Chapter 1 Test (continued)
10. Examine the food web below, and answer the questions that follow.
(a) Give two examples of first-order consumers.
_____________________________________________________________________________________________
(b) Which organism is the top carnivore? _________________________________________________________
(c) What could happen if the minnow population became extinct?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Paragraph Answer
11. Describe the biological magnification of the insecticide DDT in the following food chain.
C HA P TE R 1 A NS W ER KE Y
BLM 1-1, You and Food Chains/

Science Inquiry
Goal: Students record their information for Starting
Point Activity: You and Food Chains.
Answers:
1. to 3. Answers will vary.
4. A food chain is a linear sequence of organisms that
shows their feeding relationships. It starts with a
producer and includes one or more consumers. It
may include one or more decomposers.
BLM 1-2, Flowchart of Connecting

Links/Reinforcement
Goal: Students become familiar with terms related to
ecosystems.
Answers: BLM 1-4, Getting to the Top/
1. it captures energy from the Sun and, with water Reinforcement
and carbon dioxide, converts the energy into sugar
through photosynthesis Goal: Students become familiar with relationships
among organisms in food chains and food webs.
2. to capture the energy from producers by eating Answers:
them and, when no longer living, to provide 1. a food web
energy for decomposers
2. algae, wheat, and grass
3. it helps to break down dead organisms and recycle
nutrients in ecosystems 3. minnow or paramecium
4. create the environmental characteristics and 4. field mouse or rabbit
provide the biotic (living) factors with the 5. wolf
necessities of life
6. minnow, paramecium, mouse, or rabbit
5. a sea gull
7. herbivore
6. an ecosystem on land
8. fourth trophic level
7. a grassland and a forest
9. A top carnivore is a meat eater that is not food for
8. crabs, earthworms, and wood beetles other consumers.
10. An omnivore is a meat and plant eater. It consumes
BLM 1-3, A Tribute to Trophic both animals and plants.
Levels/Skill Builder 11. minnow
Goal: Students examine the concept of trophic levels.
Answers: BLM 1-5, Matching Feeder Terms/
1.–3. Answers will vary but may include the following:
Assessment
Goal: Students assess their knowledge of terms that
describe feeding relationships.
Answers: The answers can be peer- or self-assessed.
There is no match for (m) or (n).
34 Copyright © McGraw-Hill Ryerson Limited.

1. (e) 5. (b) 9. (h) 4. All the food chains consist of at least one producer
and one consumer. They are in the same sequence,
2. (d) 6. (g) 10. (l) going from a primary trophic level to higher
3. (a) 7. (c) 11. (i) trophic levels.
4. (k) 8. (j) 12. (f)
BLM 1-8, Ecology Terms/

BLM 1-6, Analyzing Food Chains/ Vocabulary Check
Reinforcement Goal: Students review terms related to ecology and
animal feeding patterns.
Goal: Students practise using terms that describe
organisms’ feeding patterns. Answers:
1. producer 7. top carnivore
Answers:
1. and 2. Answers will vary. 2. food web 8. producer
3. (a) producer 3. decomposers 9. herbivore
(b) Producers have the ability to capture energy 4. consumer 10. carnivore
from the Sun. 5. pyramid of energy flow 11. pyramid of numbers
4. at the first trophic level, which is occupied by 6. food chain 12. pyramid of biomass
producers
5. Less and less energy is passed along the food
chain. BLM 1-9, Going with the Flow/
Science Inquiry
BLM 1-7, What Eats What?/Science Goal: Students recognize the flow of energy in a food
web.
Inquiry
Answers:
Goal: Students record their observations for Science 1. (a) The grass population may decrease if it cannot
Inquiry Activity: What Eats What? regrow fast enough.
Answers: (b) The wolf population could increase with this
1. increased food supply.
Producer/ 2. Answers will vary. Here are some examples of
Organism Trophic level consumer possible food chains:
grass first producer Food chain 1: grass → mouse → snake → wolf
red fox third or higher consumer
Food chain 2: grass → deer → wolf
bacteria/fungi third or higher neither
grasshopper second consumer Food chain 3: shrubs → rabbit → hawk
cottontail rabbit second consumer Food chain 4: shrubs → insect → frog
red squirrel second consumer
common raven third or higher neither 3.
willow first producer Energy Energy used Energy
ruffed grouse second consumer
Organism available in metabolism stored
bunch berries first producer
red-tailed hawk third or higher consumer grass 5000 kJ 4500 kJ 500 kJ
maple seeds first producer deer 500 kJ 450 kJ 50 kJ
wolf 50 kJ 45 kJ 5 kJ
2. Answers will vary.
3. raven and hawk
Copyright © McGraw-Hill Ryerson Limited. 35

BLM 1-10, Chains and Webs/

Reinforcement
Goal: Students increase their understanding of
relationships in food chains and food webs.
Answers:
1. (a) grass → grasshopper → frog → hawk → bacteria
Organism grass grasshopper frog hawk bacteria
Producer/composer/decomposer producer consumer consumer consumer decomposer
Trophic level first second third fourth fifth

Herbivore/(top) carnivore/
detritivore/ n/a herbivore carnivore top carnivore detritivore
(b) roots → rabbit → snake → hawk → bacteria
Organism roots rabbit snake hawk bacteria
Producer/composer/decomposer producer consumer consumer consumer decomposer

Trophic level first second third fourth fifth
Herbivore/(top) carnivore/
detritivore n/a herbivore carnivore top carnivore detritivore
(c) tree → seeds → grasshopper → snake → hawk → bacteria
Organism tree seeds grasshopper snake hawk bacteria
Producer/composer/decomposer producer producer consumer consumer consumer decomposer

Trophic level first first second third fourth fifth
Herbivore/(top) carnivore/ top
detritivore n/a n/a herbivore carnivore carnivore detritivore
2. Answers will vary.

Here is one example:
The food web here shows bacteria at the lowest

trophic level. Detritivores can be placed either at
the top or the bottom. Accept either answer in the
food web or students’ charts.

C HA P TE R 1 A NS W E R KE Y
BLM 1-11/Interaction Pyramids/ BLM 1-13, Animal Crackers/

Reinforcement Science Inquiry
Goal: Students increase their understanding of Goal: Students become more familiar with concepts
feeding relationships in pyramids. related to ecosystems and interactions.
Answers: Hints & Helps: You may want to give students
1. Pyramid of numbers: 3. Pyramid of energy: some guidance for Part 1, step 2. You could sug-
gest that students identify relationships from the
placement of the crackers or from their knowledge
of the living animals.
Answers:
Part 1
Because the “animals” are not living, and students
cannot observe actual relationships, the relationships
are difficult to determine. Some relationships can be
2. Pyramid of biomass: inferred from the way two crackers land. For example,
if the crackers land face to face, the animals could be in
competition. Accept any reasonable answers.
Part 2
1. injured or dead animals
2. Students should not count animals that land
outside the perimeter of the sample square or on
the tape.
3. (a) Answers will vary.
BLM 1-12, Feeding Relationships
Quiz/Assessment (b) Students may mention a variety of factors, such
as food availability, temperature, and human
Goal: Students assess their knowledge of terms that activities and intervention.
describe relationships in food chains and food
webs. (c) Answers will vary.
Answers:
1. first trophic level
BLM 1-14, Beef or Corn?/Skill
2. grasshopper Builder
3. snake Goal: Students compare different kinds of food
4. wolf production.
5. grass Answers: Answers will vary.
6. consumer or carnivore
7. niche BLM 1-15, Growing Bacteria/Skill
8. terrestrial Builder
9. food chain Goal: Students become familiar with graphic data for
population growth patterns in a given time.
10. omnivore

C H A P TE R 1 A NS W ER KE Y
Answers: 3. population density

1.
4. competition
5. interspecific competition
6. density-dependent factors
7. density-independent factors
8. (a) Answers will vary. An example of interspecific
competition is a mouse and a rabbit consuming
parts of the same grass population.
(b) Answers will vary. An example of intraspecific
competition is two dogs fighting for the same
piece of meat.
9.
2. availability of space (increased population density),

toxicity from excess wastes, lack of sufficient food,
and too high temperature from the increased
population
BLM 1-16, Predator-Prey Patterns/

Skill Builder
Goal: Students practise collecting and interpreting BLM 1-18, Desertification/Science
predator-prey population growth patterns. Inquiry
Answers: Goal: Students identify factors related to human
1. the perimeter of the sample area being studied interaction with an ecosystem.
2. The cards, being bigger than the paper clips, rep- Answers: Answers will vary.
resent the lynx as the predator of the smaller prey,
the rabbits. The rabbits are therefore represented
by the paper clips. BLM 1-19, Geometric Population
3. (a) At first, the rabbit population increases very Growth/Skill Builder
rapidly. Goal: Students increase their understanding of
(b) Answers will vary depending on students’ geometric population growth.
graphs. Answers:
1. (a) 16 cells
(b) 32 cells
BLM 1-17, Population Terms/
(c) The population is doubling with every
Vocabulary Check generation.
Goal: Students become familiar with terms related to
2. (a) There are eight divisions.
populations.
Answers: 1 → 2 → 4 → 8 → 16 → 32 → 64 → 128 → 256
1. intraspecific competition (b) space availability (space for population growth)
2. carrying capacity (c) 8 divisions 3 2 h = 16 h

3. Factors that might limit a population’s growth Answers:

include food and water availability and increased 1. (a) cricket
waste production.
(b) grass
(c) food chain
BLM 1-20, Population Growth (d) hawk
Curves/Overhead Master (e) If the grass captured 10 000 kJ of energy, the
Answers: not applicable frog would have 100 kJ.
BLM 1-21, Biological Magnification

in Nature/Information Handout
Goal: Use this handout to become more aware of
biological magnification in nature.
Answers: not applicable
2. Pyramid of energy:
BLM 1-22, Unscrambling Ecology
Terms/Vocabulary Check
Goal: Students review terms related to ecology.
Answers: Sentences for terms will var y.
1. carrying capacity
2. competition
3. population density
4. pyramid of energy flow 3. (a) A producer can take energy from the Sun and
use it to produce nutrients. A consumer cannot
5. biomass
produce its own food. It must obtain nutrients
6. detritivores by consuming producers or other consumers.
7. decomposers (b) A herbivore eats only plants. A carnivore eats
only meat.
8. trophic levels
(c) A pyramid of biomass shows biomass decreas-
9. ecosystem
ing among organisms in subsequently higher
10. producers trophic levels. A pyramid of energy shows
decreasing energy available for organisms to
use at subsequently higher trophic levels.
BLM 1-23, Chapter 1 Test/ (d) Competition is the rivalry among consumers
Assessment for food for survival. Intraspecific competition
occurs when different organisms are consuming
Goal: Students assess their understanding of the
the same food source. Interspecific competition
concepts they studied in Chapter 1.
occurs when two organisms of the same species
Hints & Helps: You may not want students to are consuming the same food source.
complete every set of questions in this test. A
computerized test bank of alternative questions is 4. A detritivore is a scavenger or decomposer. It can
available. break down and recycle nutrients from waste
organic material, such as dead producers and
consumers.

5. As energy passes up through the trophic levels of one of the water snakes’ food sources has
an ecosystem, it decreases. Therefore less energy is decreased. On the other hand, the water
available to organisms at higher levels. The snakes’ other food source, the water flea popu-
amount of water and other nutrients remains con- lation, might increase because there are fewer
stant as these nutrients flow through an ecosystem. competitors for the algae that is the water fleas’
food source. Minnows are also food for the sea
6. In photosynthesis, carbon dioxide is combined
gulls. If there were no minnows, the sea gulls
with energy captured from the Sun, and water, to
would compete with the water snakes for the
produce food. In respiration, carbon dioxide is
only available food source common to both of
expelled as a waste product.
them, algae. Since it would take a lot of algae to
7. A top carnivore is a consumer in the highest feed the sea gulls, it is likely that the sea gull
trophic level of a food chain or food web. It is an population would decrease.
organism that feeds on other organisms but is not
11. DDT might be sprayed on the grain to kill insects
itself hunted for food.
that might damage the grain before it can be har-
8. The biotic elements of an ecosystem are the living vested. When the sprayed grain is eaten by an
organisms that rely on the abiotic elements (such insect, some DDT is stored in the insect’s tissues.
as the Sun, water, heat, light, and soil) for survival. A bird that eats the insect takes the DDT into its
tissues. There the DDT accumulates to become
9. Carrying capacity is the limit of food, space, and
greater than the original amount that was con-
other factors that support a population living in a
sumed by the insect. In this way, the effect of the
given area.
insecticide is magnified as it passes from organism
10. (a) minnow and water flea to organism through higher trophic levels in an
ecosystem.
(b) water snake or sea gull
(c) If the minnow population became extinct, the
water snake population might decrease, since

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Part 3

Items from plants Items from animals

Items from herbivores Items from carnivores

4. What is a food chain?

Goal • Become familiar with terms related to ecosystems.

1. A producer is important in a food web because _____________________________________________________

2. The roles of a consumer in a food web are _________________________________________________________

3. A decomposer is important in a food web because ___________________________________________________

4. In an ecosystem, abiotic factors __________________________________________________________________

5. A scavenger that you might observe while walking to school is ________________________________________

6. A terrestrial ecosystem is ________________________________________________________________________

7. Two examples of terrestrial ecosystems are _________________________________________________________

8. Three examples of detritivores are ________________________________________________________________

CHAPTER 1 BLM 1-3

Goal • Examine the concept of trophic levels.

1. Think of examples to illustrate how nutrition is 3. Think of an example of a feeding interaction

1. What does the diagram show? ___________________________________________________________________

2. Which organisms are the producers? ______________________________________________________________

3. Give an example of an aquatic herbivore. __________________________________________________________

4. Give an example of a terrestrial herbivore. _________________________________________________________

5. Which organism is the top carnivore in the terrestrial ecosystem? ______________________________________

6. Give an example of an organism in the second trophic level. __________________________________________

7. What is another term for “vegetarian organisms”? __________________________________________________

8. In which trophic level is the snake? _______________________________________________________________

9. Define the term “top carnivore.” _________________________________________________________________

10. Define the term “omnivore.” ____________________________________________________________________

11. Which organism is clearly an omnivore? __________________________________________________________

Goal • Assess your knowledge of terms that describe feeding relationships.

Goal • Practise using terms that describe organisms’ feeding patterns.

Top carnivore (yes/no)

2. (a) Fill in the boxes to create a four-link aquatic food chain.

Top carnivore (yes/no)

Organism Trophic level Producer/consumer

Goal • Review terms related to ecology and animal feeding patterns.

food chain herbivore producer pyramid of biomass

2. An interconnected relationship of the feeding patterns of different organisms in a specific area is a

6. A linear representation of feeding patterns between different organisms in a specific area is a

9. A vegetarian is an example of a ________________________.

10. Another term for “meat eater” is ________________________.

organisms in higher trophic levels.

Goal • Recognize the flow of energy in a food web.

If the deer population increases, explain what could happen to

(a) the grass population _________________________________________________________________________

(b) the wolf population _________________________________________________________________________

Organism Energy available Energy used in metabolism Energy stored

grass __________ kJ __________ kJ __________ kJ

deer __________ kJ __________ kJ __________ kJ

wolf __________ kJ __________ kJ __________ kJ

(b) bacteria, roots, hawk, snake, rabbit

(c) snake, tree, seeds, bacteria, hawk, grasshopper

Goal • Increase your understanding of feeding relationships in pyramids.

1. Which trophic level does the first organism occupy? _________________________________________________

2. Which organism is the primary consumer? ________________________________________________________

3. Which organism is the tertiary consumer? _________________________________________________________

4. Which organism is the top carnivore? _____________________________________________________________

5. Which organism is not a consumer? ______________________________________________________________

6. What are two ecological roles for the snake? _______________________________________________________

8. Forests and grasslands are examples of ______________________________________________ ecosystems.

9. The linear relationship above is referred to as a ______________________________________________.

Materials Handful Animals How many?

Selection Animal 1 selected Animal 2 selected Interaction

Selection Animal 1 selected Animal 2 selected Interaction

3. Calculate the population density for each type of

grass kJ kJ __ kJ

deer kJ kJ __ kJ

wolf kJ kJ __ kJ