Ave Maria College

COLLEGE DEPARTMENT
HEI Unique Institutional Identifier No: 09077

COURSE PACKET IN
GE 10/Elect 1: ENVIRONMENTAL SCIENCE
Prepared By:

John Paul C. Valles, MAEd

Course Facilitator

2021
AMC, Vallesville – Fatima, Liloy, Zamboanga del Norte, 7115
GE 10/elect 1
ENVIRONMENTAL SCIENCE

PREPARED BY: JOHN PAUL C. VALLES

 Preface

Science is the voice of the past and the language of the future. Science
has showed us how to feed millions of people. It has helped us to fight
diseases with medicine and vaccines. It has helped to transport people around
the world, to the moon, and beyond. Science will certainly help us meet many
challenges of the future.
By studying science, you are making a place for yourself in the future.
Science creates more and more jobs every day. People are needed to run, fix,
and program computer. They are needed to protect our forest. They are
needed to work in hospitals and laboratories, to keep the environment clean
and safe, and to grow food.
This course packet teaches Environmental Science. You will learn
about living things and their interactions between nonliving environments.
You will come to better understand the earth as our planet, including its
ecosystems, bodies of water and living organisms. When you finish this
course packet you will be prepared to continue studying any field of science
you choose.
One of the principles in nature is the principle of balance. Input equals
output. What does that imply? The personal effort you put into this course is
equal to the learning output you get. If you want to get much out of this
course, you must be ready to give this much. Those who invest little in this
course will get a little in return. Those who invest so much will reap that
much, too.
Inspired? Challenged? Then let’s strike the iron while it’s hot! Let
buckle down for learning and face the challenges of the new normal. Have
fun!

John Paul C. Valles

Contact No: 09350993964
Email address: teacherjohnpaul@gmail.com
Facebook: JP Valles

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 Table of Content
Content Page Number
Cover page i
Preface/Letter to the Student ii
Table of Content iii
Course Outline iv
Week 1
Lesson I: Ecology - Ecosystems 3
A. Levels of an Ecosystem 4

B. Symbiotic Relationships 5

C. Population 7

D. Species Interaction 8
Weekly Exam 1 19
Activity No. 1: Concept Map 21
Week 2
Lesson II: Factors Affecting an Ecosystem 24
A. Habitat 24

B. Biotic and abiotic factor 25

C. Climate 26

D. Philippine Flora and Fauna 28

Weekly Exam 2 42
Activity No. 5: Food Web – Philippine Animals 43
Week 3
Lesson III: Hydrosphere 46
A. Water cycle 47
B. Watersheds and bodies of water 49
C. Fresh and Salt Water 50
D. Pollution in the Environment 55
Weekly Exam 3 57
Activity No. 3: Venn Diagram - Fresh vs. Salty water 59
Week 4
Lesson IV: Different Environmental Cycles and Energy Sources 62
A. Energy Flow 63

B. Biogeochemical Cycles 64

C. Energy Resources 65
Weekly Exam 4 74
Activity No. 4: Promotional Video (Recycling of Material) 75
Week 5
Lesson V: Biodiversity and Natural resources 78
A. Classification of Biodiversity 78

B. Significance of Biodiversity 79

C. Problems on Biodiversity 81
Weekly Exam 5 85
Activity No. 5: Advertisement - Conservation of Natural 86
Resources
Week 6
Lesson VI: Environmental Issue – Disasters 88
1. Disasters 88
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 A. Natural Disasters 88

B. Manmade Disasters 91
Weekly Exam 6 102
Activity No. 6: Safety Tips – Natural Disaster 103
Week 7
Lesson VII: Environmental Issue – Pollution 105
2. Pollution 105
A. Land Pollution 105
B. Air Pollution 108
C. Water Pollution 110
Weekly Exam 7 117
Activity No. 7: Poster - Pollution 118
Week 8
Final Examination 120
Week 9
Course Portfolio 122

iv
 Ave Maria College
COLLEGE DEPARTMENT
HEI Unique Institutional Identifier: 09077
____________________________________________________________________________________

COURSE OUTLINE
Course
JOHN PAUL C. VALLES
Facilitator
Course Code
GE 10/Elect 1: Environmental Science
and Title
Course
None
Prerequisite
Course This three-unit course deals with the general concepts and principles pertaining to complex
Description pattern of interaction between the physical environment and biological communities on
earth. Emphasis is also given on the current environmental issues and concerns as well as
disaster rick management techniques.
Course At the end of this course, the student should be able to:
Objectives 1. define terminologies commonly used in environmental science
2. elevate knowledge on environmental challenges of today, while continuing to
improve critical thinking skills,
3. reflect on common adverse human impacts on biotic communities, and
4. construct a term paper to evaluate alternatives to a current existing
environmental issue.
No. of Course
2 Hrs. In-Class + 4 Hrs. Home Learning = 6 Hrs./Week x 9 Weeks = 54 Hrs.
Hours
Flexible Home Learning Aided by Course Packet
Learning
Week Lessons / Teacher’s Activity Flexible Students’ Activity
(Input) (Output)
General Class and Course Orientation (Face-to-Face Learning)
1. Discuss Course Outline, 1. Get Oriented About the Course,
Requirements (Outputs), Requirements, Classroom
Classroom Protocols and Week Protocols and Week 1 Lessons &
1 Lessons and Activities Activities
2. Distribute Course Packets 2. Receive Course Packet
At the end of Week 1, students should be able to:
a. answer correctly at least 85% of the questions in the weekly exam; and
Week 1 b. create a concept map.
LESSON I: (Home LEARNING)
Ecosystems Read, Watch, and Listen Lesson 1. Then
A. Levels of an Ecosystem do:
1. Weekly Exam 1
B. Population 2. Activity No. 1: Concept Map
C. Species Interaction
D. Symbiotic Relationships
1. Collect Week 1 outputs (Weekly 1. Submit Week 1 Outputs
Exam 1 & Activity 1)

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 At the end of Week 2, students should be able to:
a. answer correctly at least 85% of the questions in the weekly exam; and
b. create a food web using images of organisms found in the Philippines.

LESSON II: Home LEARNING:

Read, Watch, and Listen Lesson 2. Then
Factors Affecting an Ecosystem do:
A. Habitat 1. Weekly Exam 2
Week 2 B. Biotic and abiotic factor 2. Activity No. 2: Food Web
C. Ways of Energy – Feeding
relationship
D. Food web and food chain
E. Climate
F. Philippine Flora and Fauna
1. Collect Week 2 output (Weekly 1. Submit Week 2 Outputs
Exam 2 & Activity 2) 2. Receive the checked output for
2. Return checked weekly output for week 1
week 1
At the end of Week 3, students should be able to:
a. answer correctly at least 85% of the questions in the weekly exam; and
b. complete the Venn diagram.
Week 3 LESSON III: Home LEARNING:
Read, Watch, and Listen lesson 3. Then
The Earth’s Hydrosphere do:
A. Water cycle 1. Weekly Exam 3
2. Activity No. 3: Venn Diagram
B. Watersheds and bodies of water Fresh water vs. Salt Water organism
C. Fresh and Salt Water
D. Pollution in the Environment
1. Collect Week 3 output (Weekly 1. Submit Week 3 Outputs
Exam 3 & Activity 3) 2. Receive the checked output for
2. Return checked weekly output for week 2
week 2
At the end of Week 4, students should be able to:
a. answer correctly at least 85% of the questions in the weekly exam; and
b. produce a promotional video.
LESSON IV: Home LEARNING:
Environmental Cycles Read, Watch, and Listen Lesson 4. Then
A. Energy Flow do:
1. Weekly Exam 4
Week 4 B. Cycling of materials in an 2. Activity No. 4: Advertisement of
Ecosystem Recycling
1. Carbon Cycle
2. Nitrogen Cycle
3. Oxygen Cycle
C. Energy Resources
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 1. Renewable Resources
2.Non-Renewable Resources
1. Collect Week 4 output (Weekly 1. Submit Week 4 Outputs
Exam 4 & Activity 4) 2. Receive the checked output for
2. Return checked weekly output for week 3
week 3
At the end of Week 5, students should be able to:
a. answer correctly at least 85% of the questions in the weekly exam; and
b. produce an advertisement.
Week 5 LESSON V: Home LEARNING:
Read, Watch, and Listen Lesson 5. Then
Biodiversity do:
A. Preservation of the Environment
1. Weekly Exam 5
B. Conservation of Natural 2. Activity No. 5: Advertisement to
Resources promote Conservation of Natural
Resources
1. Collect Week 5 output (Weekly 1. Submit Week 5 Outputs
Exam 5 & Activity 5) 2. Receive the checked output for
2. Return checked weekly output for week 4
week 4
At the end of Week 6, students should be able to:
a. produce a video about safety tips on natural disasters.

Week 6 LESSON VI: Home LEARNING:

Understanding Current Issues in the Read, Watch, and Listen Lesson 6. Then
Environment do:
1. Disaster 1. Activity No. 6: Instructional Video -
Safety Tips
a. Natural Disaster
b. Manmade Disaster
c. Terrorism
1. Collect Week 6 output (Activity 2) 1. Submit Week 6 Outputs
2. Return checked weekly output for 2. Receive the checked output for
week 5 week 5
At the end of Week 7, students should be able to:
a. Answer correctly at least 85% of the questions in the weekly exam; and
b. Create a poster showing the effects of pollution in the environment.
LESSON VII: Do:
Week 7
Understanding Current Issues in the 1. Activity No. 7: Poster – Effects of
Environment Pollution
2. Pollution
a. Land Pollution
b. Air Pollution
c. Water Pollution
Week 8 FINAL EXAMS. WEEK
1. Receive Week 7 outputs 1. Submit Week 7 outputs
2. Proctor Final Term Exams 2. Take the Final Term Exams.
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 3. Return Checked weekly Outputs 3. Receive Checked Outputs for
for Week 6 Week 6

Week 9 Submission of Course Portfolio Submit Course Portfolio

Congratulations! You have completed your Course in GE 10. Good Job!
Major Output / Project
Assessment Details
Task
Portfolio in This is an individual compilation of students’ output for the entire semester, which
Elect 1/GE 10 contains their:
Environmental  Cover Page
Science
 Table of Contents
 Weekly Exam
 Activity Nos. 1-7
 Self-Assessment/ Reflection

Computation for Midterm Grade: Computation for the Semestral Grade:

Grading Components Percentage Components Percentage
System Weekly Exams/Quizzes = 50% Mid-term = 35%
Weekly Activities = 50% Final Exam = 40%
Total = 100% Major Course Output = 25%
Total = 100%

Protocols to Follow During Face-to-Face Learning

1. Wear face mask all the time.
2. Observe physical distancing.
3. Clean as you leave the room.
4. Erase the writings on the board as you go.
5. Refrain from charging mobile phones or any gadget inside the classroom.
6. Refrain from using mobile phone during class hours.
7. Dispose garbage properly.
8. Follow sitting arrangement.
9. Avoid borrowing any personal belongings of classmates.
Consultation A 3-Hour time is allotted per week for students to consult with their teacher at a
Hours designated place and agreed time.
List of References
Books:
Johnson, G.B. (1998), Biology Principles and Exploration, Holt, Rinehart and Winston, USA
Deauna, M.C. (1996), Environmental Science for Philippine Schools, Phoenix Publishing House, Inc.
Quezon City, Philippines
Globe Fearon: Pearson Learning Group (2001), General Science 3 rd Edition, Pearson Education, Inc. USA
Webpage/Websites:

Moomoo math and science (2016)Retrieved 06/04/2020 from https://www.youtube.com/watch?

v=GXTLvCrFl2o

viii
 Slideshare (2015) Philippine biodiversity status and our living and non-living resources. Retrieved
6/04/2020 from https://slideplayer.com/slide/4693112/

Atomicschool (2017) Spring and Neap tides. Retrieved 06/04/2020 from https://www.youtube.com/watch?
v=HdI_PyMFNro

7activestudio (2014) Nitrogen cycle. Retrieved 08/06/2018 from https://www.youtube.com/watch?

v=LbBgPekjiyc

Tutorialspoint in Environmental Studies Retrived 06/04/2020 from

https://www.tutorialspoint.com/environmental_studies/environmental_studies_energy_flow_in_ecosystem
.htm#:~:text=The%20cycle%20of%20energy%20is,trophic%20levels%20in%20an
%20ecosystem.&text=At%20the%20first%20trophic%20level,food%20which%20gives%20them
%20energy.

The Philippine Biodiversity Strategy and Action plan 2015-2028 Retrived 06/04/2020 from
https://www.cbd.int/doc/world/ph/ph-nbsap-v3-en.pdf
Study.com (2020) Retrieved on 06/04/2020 from www.study.com /academy/lesson/what-are-natural-
disasters-definition-types.html

Prepared By: Approved By: Noted By:

JOHN PAUL C. VALLES DR. DOMINGO S. ARANAL DR. NUEVA ERA V. ARANAL
Course Facilitator Executive VP College President

Date Signed: _______________

ix
Week 1
GE 10/Elect 1 – Environmental Science

1
 Ave Maria College
COLLEGE DEPARTMENT
HEI Unique Institutional Identifier: 09077
GE 10/Elect 1 – Environmental Science

To my students in GE 10/Elect 1 - Environmental Science:

Welcome to the first semester of school year 2021-2022 in general and to this course in GE
10/Elect 1- Environmental Science in particular. I am Mr. John Paul C. Valles, your facilitator for
this course.

This three-unit course deals with the general concepts and principles pertaining to complex
pattern of interaction between the physical environment and biological communities on earth. Emphasis
is also given on the current environmental issues and concerns as well as disaster rick management
techniques.

At the end of this course, the student should be able to:

a. define terminologies commonly used in environmental science
b. elevate knowledge on environmental challenges of today, while continuing
to improve critical thinking skills,
c. reflect on common adverse human impacts on biotic communities, and
d. prepare a term paper to evaluate alternatives to a current existing
environmental issue.

Your course will run for 9 weeks of home learning where you will be aided by this
course packet. This course packet contains the course outline; the weekly lessons and
activities; major course requirements; grading system and the Basic Protocols to be
observed during the submission.

At the end of each lesson, you are required to answer the weekly exam to determine
your personal understanding of the lessons. In addition, you are required to work on the
activities which you are expected to submit to the course facilitator weekly.

You can go through the course outline at the beginning of this course packet to have a
glimpse of the specific lessons and the equivalent requirements for each week.
If you have questions for clarifications, you can text, call or email your course
facilitator.

GOD BLESS 

2
To my students:
You are now about to start the first lesson for Week 1. Read the learning materials below then answer the
Weekly Exam 1 and do Activity No. 1.

At the end of the week, you should be able to:

a. answer correctly at least 85% of the questions in the weekly exam; and
b. create a poster of the niche of an organism.

Lesson I – Ecosystems

To begin with, consider a single organism, the individual. An “organism” is any living thing,
whether it is a human being, a germ, a rose bush, or a panda bear.

A group of organisms of the same kind is a population. A “population” can be defined as a

group of interbreeding organisms living in the same area. You might imagine a human population
such as the population of the city in which you live or the population of a certain country. The
humans within that population live in the same area and can interbreed and have babies. Similarly, a
population of dandelions might all live in the same field and share pollen or a population of dolphins
might all live in the same body of water and have babies.

A community is the next largest level of organization. A “community” includes all the
organisms, sometimes hundreds of different types, in a given area. Several different populations are
usually found in a community. The populations within a community are interdependent because of
the food webs that bind them together. Communities can vary greatly in size. For instance, you could
consider the community within a certain forest or you could think about a community in a garden.
Communities can be even smaller such as the community that lives on and inside a single human
being. On our skin are various molds, yeasts, and bacteria. In our hair we may have lice. In our
intestines are E. coli and other bacteria. Many microscopic critters live in our mouth. Thus, there is a
community of organisms living in and on your body!

Until now, we have only considered the living things in an area. The next level of the
organization, an ecosystem, begins to include the nonliving parts as well. An “ecosystem” includes
all organisms in a defined area and their nonliving environment. When you study an ecosystem, you
look at how the nonliving and living parts affect one other. When you study a community, you only
look at how the living things affect each other. Like a community, an ecosystem can be large or
small. The Earth is the largest of all ecosystems which is called the “biosphere”.

The Earth ecosystem can be divided into several major biomes. A “biome” is one of several
major types of ecosystems found on the planet. Each biome is characterized by a particular type of
vegetation. Biomes generally encompass large geographical areas and are not sharply delineated
(one will blend into another). You probably are already familiar with the major biomes already:
desert, rainforest, grassland, tundra, coniferous forest, deciduous forest, and mountain. Some include
the ocean as a non-terrestrial biome. One important point is that even though a biome like a
rainforest will be similar anywhere in the world – all will have large trees, vines, many bird and
animal species, etc. – the exact type of species of tree and the exact type of vine will vary from
rainforest to rainforest. Thus in one kind of biome, different organisms will occupy the same niche.
These organisms tend to be similar in form but often come from very different evolutionary
backgrounds (for instance, consider the numbat, an Australian marsupial anteater, and other
mammalian anteaters around the world including the giant anteater and the armadillo).

3
Ecology: the study of the interactions of living things with each other and their physical environment

A. Levels of an Ecosystem - Ecological Organization:

1. Population: all the members of a species inhabiting a given location
2. Community: all the interacting populations in a given area
3. Ecosystem: the living community and the physical environment functioning together as an
independent and relatively stable system
4. Biosphere: that portion of the earth where life exists
a. The biosphere is composed of numerous complex ecosystems.
b. An ecosystem involves interactions between abiotic (physical) and biotic (living) factors. The
members of the community in the ecosystem and environment must interact to maintain a
balance.
An ecosystem is self-sustaining if the following requirements are met:

1. A constant source of energy and a living system capable of incorporating this energy
into organic molecules.

2. A cycling of materials between organisms and their environment

.
In all environments, organisms with similar needs may compete with each other for resources, including
food, space, water, air, and shelter.

Abiotic factors: those physical and chemical factors which affect the ability of organisms to survive and
reproduce
Some Abiotic Factors:
1. Intensity of light
2. Range of temperatures
3. Amount of moisture
4. Type of substratum (soil or rock type)
5. Availability of inorganic substances such as minerals
6. Supply of gases such as oxygen, carbon dioxide, and nitrogen
7. pH

Each of the prior listed abiotic factors varies in the environment and, as such, may act as a limiting
factor, determining the types of organisms that exist in that environment.

Some examples:
1. A low annual temperature common to the northern latitudes determines in part the
species of plants which can exist in that area.
2. The amount of oxygen dissolved in a body of water will help determine what species
of fish live there.
3. The dry environment of desert regions limits the organisms that can live there.
Carrying Capacity = the maximum number of organisms the resources of an area can support
The carrying capacity of the environment is limited by the available abiotic and biotic resources,
as well as the ability of ecosystems to recycle the residue of dead organisms through the
activities of bacteria and fungi.

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 Steady State - this occurs when the population remains relatively constant over a number of
years. This will occur when the number of births equals the number of deaths.

Biotic factors: all the living things that directly or indirectly affect the environment Thus, the
organisms, their presence, parts, interaction, and wastes are all biotic factors.

Nutritional Relationships:
A. Autotrophs: can synthesize their own food from inorganic compounds and a usable energy
source
B. Heterotrophs: can NOT synthesize their own food and are dependent on other organisms for
their food
Types of Heterotrophs:

a. Saprophytes: include those heterotrophic plants, fungi, and bacteria which live on dead
matter - AKA decomposers
b. Herbivores: plant-eating animals
c. Carnivores: meat-eating animals

Types of Carnivores:
 Predators: animals which kill and consume their prey
 Scavengers: those animals that feed on other animals that they have not killed
d. Omnivores: consume both plants and meat

B. Symbiotic Relationships

WatchVideo: Symbiotic Relationships-Definition and Examples-

Mutualism,Commensalism,Parasitism.mp4

Symbiosis: living together with another organism in close association.

Types of (symbiosis):
1. Commensalism: one organism is benefited and the other is unharmed
eg. barnacles on whales, orchids on tropical trees
2. Mutualism: both organisms benefit from the association
eg. nitrogen-fixing bacteria on legume nodules, certain protozoa within termites
3. Parasitism: the parasite benefits at the expense of the host
eg. athlete's foot fungus on humans, tapeworm and heartworm in dogs
4. Predation: one organism is killed and the other is benefited.
eg. Lion and antelope

Food Chains and Webs:

• If an ecosystem is to be self-sustaining it must contain a flow of energy.
• Those life activities that are characteristic of living organisms require an expenditure of energy.
• The pathways of energy through the living components of an ecosystem are represented by food
chains and food webs.
• Producers convert the radiant energy of the sun into the chemical energy of food.

5
 A. Food chain: involves the transfer of energy from green plants through a series of organisms with
repeated stages of eating and being eaten

B. Food web: In a natural community, the flow of energy and materials is much more complicated
than illustrated by any one food chain. Since practically all organisms may be consumed by more
than one species, many interactions occur along the food chains of any community.

Food Web Interactions:

1. Producers: (plants) - the energy of the community is derived from the organic compounds in
plants
2. Primary Consumer: (always a herbivore) - feeds on plants (mice, grasshoppers, and rabbits)
3. Secondary Consumer: (always a carnivore) - feeds upon other consumers (frogs, sparrows,
snakes, and foxes) (The hawk is a secondary or 3rd level consumer depending on the
availability of food.)

Omnivores may be primary or secondary consumers.

4. Decomposers: break down organic wastes and dead organisms to simpler substances (ex.
bacteria of decay)
Through decomposition, chemical substances are returned to the environment where they can be used by
other living organisms.

Energy Flow:
 Energy flows through ecosystems in one direction, typically from the Sun, through
photosynthetic organisms, including green plants and algae, through herbivores, to carnivores,
and finally decomposers.
 There is a decrease in the overall energy in each level as you move up the food web.
 This means that there is much more energy in the producer level in a food web than at the
consumer levels.
 Also, this means that there is more energy at the primary consumer level than at the secondary
consumer level.
Energy Transfer:

 Each consumer level of the food pyramid utilizes approximately 10% of its ingested nutrients to
build new tissue.
 This new tissue represents food for the next feeding level.
 The remaining energy is lost in the form of heat and unavailable chemical energy. Eventually,
the energy in an ecosystem is lost and is radiated from the earth.
 Thus, an ecosystem cannot survive without the constant input of energy from the sun.
o Biomass: amount of organic matter
 The decrease of energy at each successive feeding level (trophic level) means that less biomass
can be supported at each level.
 Thus, the total mass of carnivores in a particular ecosystem is less than the total mass of the
producers.
6
 level D = producers
level C = primary consumers
level B= secondary consumers
level A = tertiary consumers

See Powerpoint 1 and 2

Click: WEEK 1\1. Introduction to Ecology.ppt
WEEK 1\2. Symbiotic Relationship.ppt

C. POPULATION
A population is a summation of all the organisms of the same group or species, which
live in a particular geographical area, and have the capability of interbreeding. In ecology,
the population of a certain species in a certain area is estimated using the Lincoln Index.

The Lincoln index is a statistical measure used in several fields to estimate the number
of cases that have not yet been observed, based on two independent sets of observed cases.
Described by Frederick Charles Lincoln in 1930, it is also sometimes known as the Lincoln-
Petersen method after C.G.

Population density is a measurement of population per unit area or unit volume; it is a

quantity of type number density. It is frequently applied to living organisms, and most of the
time to humans.

Natality is the greatest influence on a population's increase. Natality is shown as a crude

birth rate or specific birth rate. Crude birth rate is used when calculating population size (number
of births per 1000 population/year), whereas specific birth rate is used relative to a specific
criterion such as age.

Mortality is defined as, the state or condition of being subject to death; mortal character,
nature, or existence. Mortality rate, or death rate, is a measure of the number of deaths (in
general, or due to a specific cause) in a particular population, scaled to the size of that
population, per unit of time.

Biotic potential is the ability of a population of living species to increase under ideal
environmental conditions – sufficient food supply, no predators, and a lack of disease. An
organism's rate of reproduction and the size of each litter are the primary determining factors
for biotic potential.
Biotic potential is the maximum reproductive capacity of an organism under optimum
environmental conditions. It is often expressed as a proportional or percentage increase per year,
as in the statement “The human population increased by 3 percent last year.” It can also be
expressed as the time it takes for a population to double in size (doubling time). In disease-
related studies it is comparable to the “force of infection,” the number of susceptible individuals
each infected individual further infects.
Full expression of the biotic potential of an organism is restricted by environmental
resistance, any factor that inhibits the increase in number of the population. These factors include
unfavorable climatic conditions; lack of space, light, or a suitable substrate; deficiencies of
7
necessary chemical compounds or minerals; and the inhibiting effects of predators, parasites,
disease organisms, or unfavorable genetic changes.
Biological dispersal refers to both the movement of individuals
(animals, plants, fungi, bacteria, etc.) from their birth site to their breeding site ('natal dispersal'),
as well as the movement from one breeding site to another ('breeding dispersal'). Dispersal is
also used to describe the movement of propagates such as seeds and spores. Technically,
dispersal is defined as any movement that has the potential to lead to gene flow. The act of
dispersal involves three phases: departure, transfer, settlement and there are different fitness
costs and benefits associated with each of these phases. Through simply moving from one
habitat patch to another, the dispersal of an individual has consequences not only for
individual fitness, but also for population dynamics, population genetics, and species
distribution. Understanding dispersal and the consequences both for evolutionary strategies at a
species level, and for processes at an ecosystem level, requires understanding on the type of
dispersal, the dispersal range of a given species, and the dispersal mechanisms involved.

Biological dispersal may be contrasted with geo-dispersal, which is the mixing of

previously isolated populations (or whole biotas) following the erosion of geographic barriers to
dispersal or gene flow. Dispersal can be distinguished from animal migration (typically round-
trip seasonal movement), although within the population genetics literature, the terms 'migration'
and 'dispersal' are often used interchangeably.

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Keep in Mind
The Earth ecosystem can be divided into several major biomes. A “biome” is one of several major types of
ecosystems found on the planet. Each biome is characterized by a particular type of vegetation. Biomes generally
encompass large geographical areas and are not sharply delineated (one will blend into another). Major biomes:
desert, rainforest, grassland, tundra, coniferous forest, deciduous forest, and mountain. Some include the ocean as
a non-terrestrial biome. One important point is that even though a biome like a rainforest will be similar anywhere
in the world – all will have large trees, vines, many bird and animal species, etc. – the exact type of species of tree
and the exact type of vine will vary from rainforest to rainforest. Thus in one kind of biome, different organisms
will occupy the same niche.
Feel free to contact your course facilitator through any of the following:
 Facebook: JP Valles
 Contact No: 09350993964
 Email address: teacherjohnpaul@gmail.com
References:
Deauna, M.C. (1996), Environmental Science for Philippine Schools, Phoenix Publishing House, Inc. Quezon
City, Philippines

Globe Fearon: Pearson Learning Group (2001), General Science 3 rd Edition, Pearson Education, Inc. USA
Johnson, G.B. (1998), Biology Principles and Exploration, Holt, Rinehart and Winston, USA

Moomoo math and science (2016)Retrieved 06/04/2020 from https://www.youtube.com/watch?

v=GXTLvCrFl2o

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 Ave Maria College
COLLEGE DEPARTMENT
HEI Unique Institutional Identifier: 09077
GE 10 – Environmental Science

Weekly Exam 1

Name: Marq John N. Tabiliran Date: OCTOBER 18, 2021

Course – Year & Section: BSED-2 Score: ________________

Directions:
Part I. Answer the questions in Activity 1a. You may use any available resources for your answer.

1. Explain the difference between niche and habitat?

-The difference between niche and habitat is that niche is the organism’s role within the
environment while habitat refers to the place or certain are where organisms live.

2. Can an organism’s realized niche be larger than its fundamental niche? Justify your answer.

-Fundamental niches are the same size or larger than realized niches. Also, the same
species living in different locations may have different realized niches depending on the
competitors and predators that are present. Fundamental and realized niches can be wide or
narrow.

3. Why can character displacement occur only if competitive exclusion has not occurred?

-The rationale for character displacement stems from the competitive exclusion principle,
also called Gause's Law, which contends that to coexist in a stable environment two competing
species must differ in their respective ecological niche; without differentiation, one species will
eliminate or exclude the other.

4. A scientist finds no evidence that species in a community are competing and concludes that
competition never played a role in the development of this community. Is this conclusion valid?
Justify your answer.

-In my opinion, this conclusion could not be valid. While it may not always be proven,
competition is certainly present in the community. At least two species must feed on the same
resource, and there is immediate competition. Also, the extinction of a particular species can be
explained by competition, as the weaker species was endangered. If it didn’t happen, the world
would be over crowded.

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Part II. Complete the table in Activity 1b. Provide an example for each symbiotic relation using animals
found in the Philippines.

Symbiotic Animals in the Description

Relationship Philippines
1. Mutualism Sea anemones and A clownfish are usually found living on the
Clownfish tentacles of a sea anemone, which stings almost
all other fishes. The clownfish has a mucus on
the skin, which protects itself from the sting and
protects the anemones from the butterfly fish. At
the same time, the anemone serves as a safe place
for the clown fish.
2. Mutualism Spider crab and Algae Spider crabs spend their time in few of the most
shallow areas of the sea. The algae on their backs
serves as the camouflage to hide the crabs from
the predators.

3. Mutualism Sharks and Remora Fish Remora are small fish that can attach to sharks
and other large marine animals. Remora receive
food, while the shark receives grooming.
Measuring between 1 to 3 feet in length, remora
fish use their specialized front dorsal fins to
attach to passing marine animals, like sharks and
whales. Remora provide a beneficial service for
the shark as they keep its skin clean of parasites.
Sharks even allow these fish to enter their
mouths to clean debris from their teeth. Remora
also consume unwanted scraps left over from the
shark's meal, which helps to keep the shark's
immediate environment clean.

4. Commensalism Tree Frog Use plants as protection.

5. Commensalism Cattle egrets Eats the insects stirred up by cattle when they are
grazing.

6. Parasitism Mosquito When a mosquito lands on a human they are

ready to eat. The mosquitoes rely on humans for
food. They drink human blood to help care for
their eggs. When the mosquito is sucking the
human's blood through their long sucking mouth
parts, saliva from the mosquito is entered directly
into the human's blood stream. That saliva in the
human's body can cause many different diseases
such as malaria, yellow fever, filariasis,
elephantiasis, and heart worm.

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7. Predation Philippine Crocodile The Philippine crocodile (Crocodylus
mindorensis), also known as the Mindoro
crocodile, the Philippine freshwater crocodile,
the bukarot in Ilocano, and more generally as a
buwaya in most Filipino lowland cultures, is one
of two species of crocodiles found in the
Philippines; the other is the larger saltwater
crocodile.
8. Predation Philippine Tarsier The Philippine tarsier (Carlito syrichta), known
locally as mawumag in Cebuano and other
Visayan languages, and magô in Waray, is a
species of tarsier endemic to the Philippines. It is
found in the southeastern part of the archipelago,
particularly on the islands of Bohol, Samar and
Leyte.

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 Ave Maria College
COLLEGE DEPARTMENT
HEI Unique Institutional Identifier: 09077
GE 10 – Environmental Science

Activity No. 1
Concept Map

Name: ____________________________________________ Date: _________________

Course – Year & Section: _____________________ Score: ________________

Directions: Create your own Concept Map of Ecosystem. Write a short description for each component
of the concept map. Use arrows, bullets and numbering to show relationship.

Ecosystem
m

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Reminder:

Keep your Weekly Exam 1 and activity No. 1 in your Portfolio and submit to your Course Facilitator on Week
2.

Great job! Congratulations.

End of Week 1

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