Lesson worksheet Book 3, Ch 19

19.5 Material cycling in an ecosystem (Book 3, p. 19-42)

A The carbon cycle (Book 3, p. 19-42)

carbon dioxide
in atmosphere and
oceans
combustion
 
Ž respiration and
n
tio

carbonates in decomposition
ira

ocean bed (e.g.

sp

(by decomposers)
re

limestone 石灰石)
organic waste

deposition carbon in fossil
excretion/ fuels e.g. coal,
carbonate egestion crude oil,
skeletons of corals natural gas
and seashells carbon in consumers 
carbon in buried
death tertiary consumers underground
for a long
feeding time
respiration death dead
carbon in bodies
Ž secondary consumers

feeding Œ
carbon in
re

primary consumers
sp

ath
ira

de
tio

‘ is
n

es
feeding n th
y
Key: os
ot
addition of carbon dioxide to ph
atmosphere and oceans carbon in producers
removal of carbon dioxide to
atmosphere and oceans

‡ The carbon cycle (碳循環)

ΠCarbon in producers is transferred to consumers in the form of organic matter by

(1) _______________.
 Organic matter in dead bodies or waste material of organisms is used as food by
(2) _______________ (saprophytes).
n Carbon dioxide is released into the atmosphere and oceans through:
Ž (3) _______________ of all organisms and (4) _______________ by decomposers,
 combustion of (5) _______________ _______________,
 reactions of carbonates in (6) _______________ with acids in water, or volcanic
eruption during which carbonates are (7) _______________ under high pressure.
‘ Carbon dioxide in the atmosphere and oceans is returned to the bodies of producers when the
producers carry out (8) _______________.

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 Lesson worksheet Book 3, Ch 19

"B The nitrogen cycle (Book 3, p. 19-44)

nitrogen in
 nitrogen fixation (固氮) atmosphere and ’ denitrification (反硝化)
(by nitrogen fixing oceans (by denitrifying bacteria
bacteria 固氮細菌)
 lightning (閃電) 反硝化細菌)

nitrogen oxides

Ž nitrogen in soil
nitrification (硝化) nitrification
ammonium compounds nitrites nitrates
(by nitrifying bacteria (by nitrifying bacteria)
硝化細菌)


decomposition nitrogen in consumers
(by decomposers)
nitrogen in
excretion/ tertiary consumers
egestion
organic waste feeding

nitrogen in
secondary consumers

feeding Œ
death
dead bodies nitrogen in
primary consumers
‘ absorption
and use

Key:
feeding
addition of nitrogen
to the soil
removal of nitrogen nitrogen in producers
to the soil

‡ The nitrogen cycle (氮循環)

ΠNitrogen in producers is transferred to consumers in the form of organic matter by

(9) _______________.
 Decomposers break down organic waste and dead bodies. The nitrogen inside them is
converted to (10) _______________ compounds by decomposition.
Ž The ammonium compounds are turned into nitrites, then changed into (11) _______________
by nitrifying bacteria through (12) _______________ in the soil.

nitrification

organic waste decomposition nitrification nitrification

ammonium nitrates
and dead nitrites
by compounds by nitrifying by nitrifying (in soil)
bodies
decomposers bacteria bacteria

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Lesson worksheet Book 3, Ch 19

 Nitrogen (in the form of nitrates) is also added to the soil through (13) _______________ .
dissolve in
nitrogen lightning nitrogen rainwater nitrates
(in atmosphere) oxides (in soil)

 (14) _______________ _______________ _______________ (固氮細菌) in the soil convert

nitrogen in soil air to ammonium compounds by (15) _______________ _______________.
The ammonium compounds are stored in their body. When they die, they are decomposed by
decomposers. The ammonium compounds in them are released into the soil and converted to
nitrates by (16) _______________.

nitrogen nitrogen fixation ammonium decomposition ammonium nitrification nitrates

(in soil air) compounds compounds
by free-living by by nitrifying (in soil)
(in bacteria) (in soil)
nitrogen fixing decomposers bacteria
bacteria

Nitrogen fixing bacteria are also present in the root nodules (根瘤) of (17) _______________
plants (豆科植物). They convert nitrogen gas in the soil air to ammonium compounds for the
growth of the plants.

root
nodules

‡ Root nodules of garden pea plant

n Nitrogen is removed from the soil when:

‘ (18) _______________ are taken up by producers, and
’ (19) _______________ _______________ change nitrates in the soil into nitrogen gas
through (20) _______________ in poorly aerated soil.

nitrates denitrification nitrogen

(in soil) by denitrifying (in atmosphere)
bacteria

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Lesson worksheet Book 3, Ch 19

19.6 Conservation of ecosystems (Book 3, p. 19-49)

A Impact of human activities on ecosystems (Book 3, p. 19-49)
n Natural resources were exploited (開發) by humans rapidly in recent decades, leading to the
production of a large amount of waste. These have brought adverse impact on ecosystems:
Impact Description

Habitat n The loss of habitats dramatically reduces (1) _______________

destruction (生物多樣性).

Overexploitation n Over-hunting of many species leads to a rapid drop in the number of

of resources individuals, or even puts them in danger of (2) _______________ (滅絕).
n The continuous consumption of (3) _______________ resources
(不可再生資源) such as fossil fuels leads to depletion of such resources.

Pollution n Pollutants (污染物) have undesirable effects on the environment, such as

reducing the quality of the air, water and land.

Global warming n As carbon dioxide, methane and other (4) _______________

(全球暖化) _______________ (温室氣體) accumulate in the atmosphere, more
(5) _______________ is trapped on earth and the global temperature
increases.
n This may speed up the melting of icebergs in Polar regions and polar
organisms may therefore lose their habitats.

B Conservation of environment (Book 3, p. 19-52)

n (6) _______________ (保育) is necessary for maintaining a sustainable (可持續的)
environment.
n Some principles in conservation:
Ø Protection of natural habitats
Ø Protection of (7) _______________ species
Ø Use of (8) _______________ energy sources
Ø Good management of the use of natural resources
Ø Reduction in the use of natural resources and waste
‡ Rhinos are in danger of
production extinction due to overhunting

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Lesson worksheet Book 3, Ch 19

19.7 Ecological study (Book 3, p. 19-53)

n (1) _______________ _______________ (生態研習) allows us to see how abiotic and biotic
factors affect the distribution and abundance of different species in a habitat.

A Studying distribution and abundance of organisms (Book 3, p. 19-53)

1 Sampling plants and immobile animals

i) Quadrat
n A (2) _______________ (樣方) is a square frame of fixed area.
n It is thrown randomly onto the ground. The number of different kinds of organisms in the
area enclosed by the quadrat is recorded.
n (3) _______________ sampling (重複取樣) and calculating a mean value are necessary to
make the estimation more reliable.
n The density of the organism can be calculated using the formulae below:

number of individuals of a species in the quadrat

Absolute density =
area of the quadrat

number of individuals of a species in the quadrat

Relative density = × 100%
number of individuals of all species in the quadrat

n The percentage of area covered by the species is more useful for studying the density of
certain vegetation and immobile organisms that cover a large area. It is calculated by:

area covered by a species in the quadrat

Percentage cover = × 100%
total area of the quadrat

n The chance to find a particular species by randomly throwing a quadrat (relative frequency)
can be calculated by:

number of quadrats in which a species can be found

Relative frequency = × 100%
total number of quadrats

n Limitations:
Ø Quadrats cannot be used to sample (4) ___________________ (fast-moving /
slow-moving) organisms.
Ø The size of the organisms must be small enough so that a reasonable number of
individuals is enclosed by the quadrat.
Ø Quadrats can be used alone only when the habitat is fairly (5) _______________.

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Lesson worksheet Book 3, Ch 19

ii) Line transect

n A (6) _______________ (樣條) is a piece of inelastic string with markings at 1-m intervals.
n In the (7) _______________ _______________ (樣線) method, a transect is placed along a
specific direction.
n All organisms covered by or touching the line are identified and recorded.
n A distribution graph can be drawn to present the positions of the organisms along the transect.

species D

species B species C

species A

sea

transect

‡ Using the line transect method in a mangrove

Key:
species A species B species C species D
1.5

1.0
height (m)

0.5

0
1 2 3 4 5 6 7 8 9 10
distance along the transect (m)

‡ A distribution graph showing the positions of different plant species along the transect in the
diagram above

n This method is most suitable for studying the range of (8) _______________ of a species in a
habitat.
n Limitation:
Ø It only shows the presence or absence of species. It cannot show the
(9) _______________ of different species as no area is measured.

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Lesson worksheet Book 3, Ch 19

iii) Belt transect

n In the belt transect (樣帶) method, a (10) _______________ is laid down along the area to be
studied, and (11) _______________ are placed continuously or at fixed intervals on one side
of the transect.
n The positions of the quadrats and the organisms enclosed by the quadrats are recorded. The
data can be presented using a (12) _______________ _______________ (鳶形圖).

transect

5m

0.5 m

0.5 m
quadrat

‡ The belt transect method

Distance Number of organisms

along the
transect (m) Species A Species B Species C
species A
0 2 0 0
number of individuals

5 2 0 0
species B
10 0 0 0

15 0 8 0
species C
20 0 4 0

25 0 0 4

30 0 0 2 0 5 10 15 20 25 30 35
distance along the transect (m)
35 0 0 8

‡ Presenting the data recorded in a table with a kite diagram

n The belt transect method can be used to study the (13) _______________ of a certain species
at different points along the transect, as well as its range of (14) _______________ in
relation to specific environmental conditions.

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Lesson worksheet Book 3, Ch 19

n Comparison of sampling methods:

Quadrat Line transect Belt transect

Suitable for Fairly uniform habitats Habitats that show (15) _______________ in
studying environmental conditions

Sampling (16) _______________ (17) _______________, i.e. carefully chosen for

strategy specific environmental conditions of interest

Information (18) _______________ Presence or absence of Abundance of species

obtained of species in a habitat species along the line at different positions
along the line, and the
range of distribution of
the species

2 Sampling freely-moving animals

n We can use nets and traps in standard ways for sampling small, freely-moving animals.

B Measurement of abiotic factors (Book 3, p. 19-59)

n Abiotic factors in a habitat can be measured by using suitable instruments. For example,
thermohygrometers (温濕度計) can be used to measure air temperature and humidity.
n We can also make measurements using sensors connected to a portable
(19) _______________ _______________ (數據收集儀).

Practical 19.1 Conducting an ecological study of a local habitat

(Book 3, p. 19-60; Practical Workbook for SBA 3 • 4, p. 19-1)

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