Ses Texas Essential Knowledge and Skills Chapter 5 Species Interactions, Ecological Succession, and Population Control Scientife and engineering practices. The student, fo at least 40% of instructional time, asks questions, idenifies problems, and plans end safely conducts classtoom, laboratory and Feld investigations io explain phenomena or detign solutions using appropriaa tocls and arodele. The students expacted ta TEKS 1.¢ use appropriate safety equipment and practices during laboratory. classroom, and field investigations od in Texas Education Agency-approved safety standards, EXTER) scienine and enginesting practices, The studert develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to: TEKS 3.4 develop explanations and propose solutions supperted by dala and models consistent with scientific ideas, principles, ane theories; TEKS 3.8 communicate cxplanations and solutions individually and collaboratively ina varity of stings and formats: anc TEKS 8.¢ engoge respectilly in scientific argumentation using applied seientifc explanations and empirieal evidence EXITEKS 5) Science concepts, The student knows the relationships of bictic and abiotic Factors within habitats, ecosystems, and biomes. The student is exnected to: TEKS 5,0. measure the concentration of dissolved substances such as dissolved oxygen, chi describe their impacts on an ecosystem. ss, and nitrates end EXITERS ©) scionco concopts. The stuclent knows the interrelations hips aiong the resources within the local environmental system, The studentis expected to: TEKS 6D identify haw changes in limiting resources cuch as water, food, and energy affact local ecosystems; TEKS 6.£ analyze and evaluate the economic significance and interdependence of resources within the local ‘environmental system. Selanee concepts. The student knows the relationship between carying capacity and zhanges in populations and ecosystems. The student is expected to: TEKS 8.4 compare exponential and logistical population growth using graphical representations; TEKS 88 identify faciors that may alter carrying capacity such as diseuscr nalvral disaster; available food, water, and livable space; habitat fragmentation; anc periodic changes in weather, TEKS 8.C calculate changes in population size in ecosystems; and TEKS 8.0 snalyee and make predictions about the impact.on populatinns of geographic locales due te diseases, birth and desth rates, urbanization, and natural everts such az migration and seazonal changes ABA CHAFTERS TEKSEB] How Do Species Interact? CORE IDEAS AND SKILLS + Caplan how species compete with one ancthe for certain resources . a ee - Undead es rey speces.can drive each other's evolution. + Differentiate among parasitism, mtualism and ‘commersaliun, KEY TERMS: interspecific predator parasitism ‘competition prey ‘muta rescues Predator prey commenestum predation coevoiution ‘Spocies Compote for Resources Ecologists have identified several basic types ‘of imeractions amang species 2s they wie for limited resources such 3s food, sheer, and space. Iperactions include: se of resources in an ecosystem. Competition ts the ‘most common interaction among species, Types of Competition species compete for med resources, such2s food, waver, light, and space. ‘When competition for resources occurs within 2 single species, 1c called intraspecific comperttion. Competition among different spectes ts called Interspecific: efficiem than others at obtaining resources. ‘When two spectes compete forthe same resources, thelr niches overlap. The greater the ‘overtap, the more the species compere for key resources. Wha happens if one spectes takes over the largest share ofa key resource? Each ofthe other competing specles must move to anather area, adapt. suffer 3 population decline, or become extinct in that area, Humans compete with many other spactes for ‘space, food, and other resources. As our ecological foocpriras grow and spread, we take over or degrade the habiats of many of those species. Resource Partitioning If plven enough ume for nacural selecton wo occur. populations can develop adaprations thot enable them ro reduce oF avoid competition with other species. Resource [partitoning occurs when species competing for ‘similar scarce resources evolve spectalized watts that alow them 10 “share” the same resources. shoring ‘esouroes can mean using parts ofthe resources or using resources a different times or in different ways. PRUE S29 ‘Spreading the Weatth Iets shztshon shows reco partbonny amcng a OK of iment cath wewtlersm the spree frente et Reams | spices spent tins RA ‘ecuing tre m i aszocated hnghighid arca, as shown an theos spruce be. akan meter tack trae prem warty Cape Maywarter (Rayreanind water Yobow rumpod water eee Ak ated get beeee LESSON 51EX) What Limits the Growth of Populations? ‘CORE IDEAS AND SKILLS: + Identity the variates that govern changes in ‘population sire and the factors that limit population KEYTERMS ‘envicomental — K uelected agentructure —resitaner species range of “carrying capacity survivorship: tolerance pomilation cash curve lieting factor raalected ‘population species ‘dematy Populations Can Grow, Shrink, or Remain Stable ‘A population i 2 group of imerbreeding Individuals ‘of the same species. Most populations live together ‘In groups, such as packs of wolves, schools of fish, _and flocks of birds. Living in groups allows them to ‘Guster where resources are awallable. it also provides size. A poputation increases through birth and \mmmigration (the arrival of indbvduais from outside the population). A populauan decreases through death and emigration the departure of individuals from the population). ‘popatation change (berths mmgration) ‘dats | cmagratian| Apopulation's age structure describes the distribution of individuals among various age groups. ‘Age structure can greatly Impact how rapidly 3 (past-eproductive stage). Each population in an ecosystem has a range of tolerance —a range of vartations in its plrysical ‘emironment under which ic can survive (Figure 5-8). Individuals within 3 population may have slightly different tolerance ranges for temperature, chesmical factors. or other physical factors. These occur because of small differences in thei genetke makeup, hheaith, and age. A rout population may do best \wichin a narrow band of temperatures (the optimum Jevel or range), but a few indhviduals can survive above and below tha band. f, however, the water ‘vemperauure greatly exceeds that narrow band oF ‘ange, none of the trour can survive. i LESSONS 145Southern Sea Otters Face an Uncertain Future ‘Along the westem coast of North America, sea otters are part of acompler kelp forest ‘ccorystem, The population size of southern sea otters has fluctuated in resparne to changes in environmental condition, One change influencing this species” popubtion: hs been an increxe in populations of the orcas (killer whaled thet feed on them, ‘Scientists hypothesize thet orca ‘started feeding on southern sea ‘otters when populations of their ‘normal prey, sea ons and seaks, began dechning. ‘Also, between 2010 and 2012, the number of sea otters killed or injured by sharks increased from an average of 6 percent during the 1990s to more than $0 percent. Scientists sre trying to determine ty this increase is happening, “Another factor affecting sea ‘otters may be parasites that breed Jn the intestines oF cats, Scientists hypothesize that sea otter deaths _me inked to pet owners flushing feces-lden cat litter dawn their twilets or dumping it in storm drains that empty inte coasts! waters. The feces contain parasite: pakGGEESE ‘Santee population utmate that may be taken up by mussel and other shelled snumals, which in tum are eaten by otters. (Otters are aso threatened by ‘toxic algae blooms. The algae are fed by urea, a hey ingredientin fertilizer that wacher into coattal “waters, Other pollutants released by human activities are ft-soluble toxic chemicals such as PCBs. ‘These chemicals accumulate to (igh levels in the tissaes of the ‘shells that otters eat. Because ‘southern sea otters feed at a thigh trophic level and Ive close to the shore, they are vulnerable ‘these and other pollutant: in (Cruz. The aim of this study was to2 - ” Texas Essential Knowledge and Skills Chapter 7 Saving Species and Ecosystem Services EXIITERST) scientific and engineering practices. The student. for at east 40% ofiinstructional time, asks questions, Identifies problems, and plans and safely conducts classroom, abaratory. and field investigation: to explain phenomena ‘or design solutions using appropriate tools and models. The student is expected to: TEKS LC use appropriate safety equipment and practices during laboratory, classroom. and field investigations as, -cutlined in Texas Education Agency approved safety standards. FLTTERST) sciatic an engineesing practices. The stadent inows the coreribions of scientists. and recognizes the importance of scientific research and innovation on society. The student is expected to: ‘TERS 4A. anafye, evant, and cite sient eplanations and soletions by using empiicaledence logical reasoning. and expenmental and obserrabonal testing, 50 a5 to encourage cribcal thinking by the student; TEKS 4.8 relate the impact of past and current research on scientific thought and sooty, including research methodology, cost benefit analysis, and condributons of diverse scentists as related to the content. FETITERSS) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ‘ecosystems, and biomes. The student is expected to: ‘TEKS S.E use models to predict how the introduction of an invasive species may alter the food chain and affect ‘existing populations in an ecorpetem ‘TEKS 5.F use models to predict how species extinction may aher the food chain and affect existing populations in an ‘eeoeystem. FEXITERS) Science concepts. The student knows the interrelationships among the resources within the local ‘emnronmental system. The student is expected to: TEKS GA. compare and contrast land use and management methods and how they affect land attributes such a= ‘fertility, productivity economic value, and ecological stability: TEKS G.D identify how changes in limiting resources such 23 water food, and energy affect local ecosyst TEKS CE analyze and evaluate the economic significance and interdependence of rezaurce: within the local ‘environmental system. FEITERS) Scicnce concepts, The student knows the relationship between carrying capacity and changes in populations and.ecospstems, The students expected t: TEKS 8.1 analyze and make predictions about the impsct on popultions of geogt2phic locale: due to divestes, ‘beth and death rates, urbanirabon, and natural events such a5 migration and seasonal changes. ESTERS) science concepts. The student knows that environments change naturally The student is expected to: TEKS 9.8, explain how regional changes in the environment may have global effects. | 2084 CHAPTER? TeKSEB What Role Do Humans. Play in the Loss of Species and Ecosystem Services? ‘CORE IDEAS AND SKILLS + Discs how human population gromth and sctivities, \lcad to habitat fragmentation and increase wild species ‘entinctions. + Deccuss example: of pollution and ther effects ‘KEY TERMS. : = these activities. Most are also mare closely examined tn ier chapeers. Figure 78 llustrates how HIPPCO Impacts Earths terresartal biomes. “The greatest threat 10 wild species ts habitat deforestation, and water diversion. Habitats may be descroyed ounright. such as when forests are cleat-cut ‘or when werlands are filed in. They may be degraded by factors that affect their function, such as Invasive ‘species or pollution. ‘Habits may also become divided, such as. when large, inact areas of habitat are braken up by roads, logging operations, farm flelds, and urban development. This process is called hablrat fragmentation and it results In smaller, tcolated ‘patches or habitat islands. Hable fragmentation can ‘eane barriers and isolate populations of a species. {causes them to be more vulnerable to predators, ‘competitor species, disease, and natural averts such 2s storms and fires. 2iso causes difficulties with migration, dispersal, colonizing areas, locating ‘adequate food supplies. and finding mates. ‘Loss of habit in wopical rain forests resuiks {in the greatest threat to wild species and to the ecosystem services they provide. Ar least half of these _and coral reefs, conversion of grasslands wo agptcultural =n PM eo Eo‘Sood Storage and Cultivation Can Prosorve Plant Species Recent research suggests that between 60,000 and 100,000 species of plants are in danger of -exutnction-roughily one-quarter of all known plane ‘species. Because the seeds and spores of plants ‘can survive long pertods of dormancy, conser. (biologists are now working 10 safely sxore them away ‘so they are avallable for the funure ‘Seed banks are refrigerated, low-humichty storage ‘environments used to preserve geneuc information and endangered plant spectes. About 1,750 seed ‘banks around the world collectively hold millions ‘of samples. The most ambitious of these ts the ‘Millennium S i In Enghand, which 3s of 2020 held in storage more than 2.4 billion seeds collected ‘from 97 countries ‘Seed banks can vary in quality. be expensive t ‘operat, and be vulnerable wo fire or cher mishaps. However, the Svalbard Global seed Vault has been ‘designed to offer the safest longterm storage af seeds (Figure 7-20} 1 has been butte underground, beneath ‘the permafrost on a remote ffand In t Isexpected to withstand natural and human-made disasters. As of 2027. this faciny’s holdings included ‘more than 5,000 plat species. The world's 1.800 boranical gardens cont lnving plants that represent almost one-thin ee eet ae eae pementeacesrentes world's known plant species. They contain only 2 small percentage of the world’s rare and threatened plore species and hve limmed space and funding to preserve most of those species. An arboretum Is 2 fay forthe sctertafic study and public dtspay 0 varlous species of ures and shrubs. checkpoint what ae the teatatlan: of :a0d banks? Captive Breeding Programs Can Increase Populations of Endangered Animals Zoos, aquarlums. game parks. and animal research ‘comers often house collections of animals th are threatened or endangered. These faci may manage breeding programs wo help increase the populations of such animals. Their goal ts to ‘motncain populations thar are large enough to be self-sustaining and genevicaly healthy. They may aiso have the long-term goal of relneroducing anumats from their collections into procected wild hat Two techniques for preserving endangeres Terresutal species are egp pulling and capuive breeding. Egg pulling involves collect Captive breeding, some or all of the wild individuals of a critically endangered spectes are collected for breeding In capery, with the aim of retncrodu thet offspring into the wild