Retake Objective 3: Be able to use mathematics and computational thinking to explain how energy is conserved as it flows through an ecosystem.

Last updated almost 5 years ago

7 questions

1

HS-LS2-4

Which trophic level in this food web has the most energy? The least?

What percent of the sharks energy goes into the atmosphere and in what energy form (light, chemical, usable, heat)?

What type of energy could each blue arrow be labeled with?

light

chemical

usable

heat

What trophic level is missing in this food web and is another place energy could go from any of the species shown?

Which of the following would result in the conversion of Light Energy into Chemical Energy (L-C).

The graphs below show the population growth and carrying capacity of each trophic level in a food chain (the line is drawn in pencil). Which graph would represent the tertiary consumers?

In a national park in western New York, the following species are found. People come to the national park to see the beautifully colored frogs. The frog population is at its carrying capacity, but visitors want more frogs on the land to increase their chances of seeing a frog. Which of the park committee members solutions would be the best plan for the national park to increase the frog population (Hint: Think about how each members ideas would affect all the other species of the ecosystem. By determining which has the least negative side affects- you will be able to determine the correct answer!)

Becca: "Let’s plant more flowers. More flowers will allow for more energy to enter the ecosystem. With more energy, every trophic level can grow in size and balance will be maintained.

Kevin: "Let’s just hunt all the foxes. Then the frog population will naturally grow without a predator.

Megan:  “Let’s just breed the frogs like they do dogs, and bring a thousand more frogs into the ecosystem. Problem solved”.

Tom: “Let’s introduce thousands of snails to the ecosystem, these are nice and small, easy to bring to the park and will increase the frogs carrying capacity by giving them more food.”

What type of energy could each blue arrow be labeled with? 

light

chemical

usable

heat

 Which of the following would result in the conversion of Light Energy into Chemical Energy (L-C). 

Swimming

Regulation of body Temperature

Digesting food

Cellular Respiration

Photosynthesis

The graphs below show the population growth and carrying capacity of each trophic level in a food chain (the line is drawn in pencil). Which graph would represent the tertiary consumers?  

In a national park in western New York, the following species are found. People come to the national park to see the beautifully colored frogs. The frog population is at its carrying capacity, but visitors want more frogs on the land to increase their chances of seeing a frog. Which of the park committee members solutions would be the best plan for the national park to increase the frog population (Hint: Think about how each members ideas would affect all the other species of the ecosystem. By determining which has the least negative side affects- you will be able to determine the correct answer!)

Becca: "Let’s plant more flowers. More flowers will allow for more energy to enter the ecosystem. With more energy, every trophic level can grow in size and balance will be maintained.

Kevin: "Let’s just hunt all the foxes. Then the frog population will naturally grow without a predator.

Megan:  “Let’s just breed the frogs like they do dogs, and bring a thousand more frogs into the ecosystem. Problem solved”.

Tom: “Let’s introduce thousands of snails to the ecosystem, these are nice and small, easy to bring to the park and will increase the frogs carrying capacity by giving them more food.”