Life on Earth N4 Homework Booklet
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1 Life on Earth N4 Homework Booklet 1
2 Life on Earth Homework 1: Food Webs The diagram below shows part of an urban food web. 1. Name the producer (1) 2. From the food web, produce one food chain showing the flow of energy (1) 3. Explain why the thrush in this web is described as an omnivore (1) 4. What name is given to the type of organism, like the earthworm, that feeds on dead and decaying material? (1) 5. What do the arrows in this food web represent? (1) 6. Name the source of energy for all food webs (1) 7. Give two ways in which energy can be lost from a food chain (2) 8. Less household waste is available to wildlife because of the type of disposal bins in which it is now collected. Predict the effect this will have on the number of mice and give a reason for your answer (2) 9. Name 2 organisms in competition with each other (1) 10. Describe: a) What is meant by an ecosystem (4) b) Methods of sampling plants and animals in an ecosystem (6) 2
3 Life on Earth Homework 2: Pyramids 1. The table below shows information about 3 food chains: Producer Primary Consumer 200 leaves 100 caterpillars 20 water weeds 200 insect larvae 5 cabbages 100 caterpillars Secondary Consumer Tertiary Consumer 5 thrushes 1 kestrel 5 small fish 1 otter 5 thrushes 500 flies a) Draw a Pyramid of Numbers for each food chain. b) The average masses for the organisms in these food chains are: Leaf (5g), caterpillar (4g), thrush (70g), kestrel (250g), waterweed (250g), insect larvae (10g), small fish (300g), otter (1Kg), cabbage (300g), flea (0.04g). i) Draw a biomass pyramid for each food chain using this data. ii) What differences can you see between each pyramid of number and each pyramid of biomass? 2. A community in a woodland consists of oak trees, caterpillars, voles and owls. Many thousands of caterpillars feed on the leaves of a single oak tree. A single vole may eat a hundred caterpillars each day. An owl may eat three voles in one day. a) The diagram shows 4 pyramids of numbers: A Owl Vole B Owl Vole C Owl Vole D Owl Vole Caterpillar Caterpillar Caterpillar Caterpillar Oak Oak Oak Oak 3
4 PTO for questions i) Which pyramid of numbers is correct for the woodland community? ii) What is meant by the term biomass? iii) Draw a pyramid of biomass for the woodland community. iv) Explain how energy is lost to the surroundings between each level of your pyramid of biomass. c) In a town near to the woodland many additional houses and factories are built. Suggest and explain one effect this might have on the woodland community. 4
5 Life on Earth Homework 3: The Nitrogen Cycle The diagram above shows part of the nitrogen cycle. 1. Use letters from the diagram to complete the following table about some events of the nitrogen cycle. Event Death and decay Action by denitrifying bacteria Lightning Letter 2. Explain why event A can take place in some plants such as clover, peas and beans, but not in others. 3. Name compound X. 4. The diagram below shows three possible fates of nitrates which have been added to the soil as fertiliser. Nitrates absorbed by plants converted to nitrogen gas runoff into lochs 1. Why are nitrates essential for plant growth? 2. What type of bacteria convert nitrate to nitrogen gas? 5
6 P.T.O 3. Explain how the runoff of nitrates into a loch ecosystem might result in a drop in the oxygen concentration of the water. 4. Describe two ways by which the nitrate content of the soil can increase naturally. 6
7 Homework 4 Biodiversity 1. Above is a picture illustrating a form of atmospheric pollution. Put the following statements in the correct order to show the effects of this type of pollution on the environment: A: Acid rain falls on land and water environments. B: Fossil fuels burned by industry, power stations and motor vehicles. C: Acid gases form acid rain clouds. D: Trees suffer dieback and fish die. E: Acid gases released into the atmosphere. 2. Imagine that McDonalds were trying to build a new restaurant near to the site of a country park near your home. The park is not only popular in the summer for visitors, but it is also home to a variety of plants and trees, and well as many different types of wildlife. Take the position of either a park ranger, against the new McDonalds, or the big boss of McDonalds trying to build the restaurant. Bullet point a reasoned argument either for or against the building on or near the site. You must include arguments surrounding the variety of plants and animals that may be affected. 7
8 Homework 5 FOOD CHAINS HOMEWORK 1. Complete the paragraph below by filling in the gaps: Producers are able to make their own F. Producers are fed upon by herbivores or P consumers. These in turn provide food for S consumers. Dead and decaying material provides food for D. Feeding relationships can be shown in food C and in food W. 2. Look at the woodland food web: OWL BLUE TIT CHIFFCHAFF LADYBIRD SPIDER STOAT APHID MOTH LARVA PLANTS VOLE a) Give one example from the food web, of each of these: i) a producer ii) a primary consumer iii) a secondary consumer b) How many carnivores are there in the food web? c) Draw a food chain with 5 links in it. d) If all the spiders were killed by disease what would happen to the numbers of: i) moth larvae ii) Plants? e) Construct, using the food web, two different food chains, each with 4 links. f) Why do most food chains begin with green plants? 8
9 Homework 6 Life on Earth Homework 2 1. Describe what is meant by a producer and a consumer. 2. a) Using the table below, construct a food web. Organism Grasshopper Lizard Hawk Mouse Rabbit Fox Sparrow Grass Snake Food Grass, wheat Grasshoppers Rabbits, lizards, sparrows, grass snakes Grass, wheat Grass Rabbits Grasshoppers Lizards, mice b) Give an example of a food chain in the web. (c) Describe the effects of the removal of grasshoppers from this food web on the following organisms and give a reason for your answers. Sparrows Wheat Mice d) What do the arrows in a food web show? e) State 2 ways in which energy can be lost from a food web. 4. What is meant by the terms pyramid of a) numbers and b) biomass? 5. What does the growth of a population depend on? 6. Describe the growth curve of a population under ideal conditions. 7. State 3 factors which can limit the growth of a population. 8. Describe and explain the growth curve of a population under ideal conditions. 9. Why does competition occur? 10. Give two examples of resources which may cause competition. 11. What are the effects of competition? 9
10 Homework 7 PYRAMIDS WORKSHEET 3. The table below shows information about 3 food chains: Producer Primary Consumer 200 leaves 100 caterpillars 20 water weeds 200 insect larvae 5 cabbages 100 caterpillars Secondary Consumer Tertiary Consumer 5 thrushes 1 kestrel 5 small fish 1 otter 5 thrushes 500 flies d) Draw a Pyramid of Numbers for each food chain. e) The average masses for the organisms in these food chains are: Leaf (5g), caterpillar (4g), thrush (70g), kestrel (250g), waterweed (250g), insect larvae (10g), small fish (300g), otter (1Kg), cabbage (300g), flea (0.04g). iii) Draw a biomass pyramid for each food chain using this data. iv) What differences can you see between each pyramid of number and each pyramid of biomass? 4. A community in a woodland consists of oak trees, caterpillars, voles and owls. Many thousands of caterpillars feed on the leaves of a single oak tree. A single vole may eat a hundred caterpillars each day. An owl may eat three voles in one day. a) The diagram shows 4 pyramids of numbers: A Owl Vole B Owl Vole C Owl Vole D Owl Vole Caterpillar Caterpillar Caterpillar Caterpillar Oak Oak Oak Oak v) Which pyramid of numbers is correct for the woodland community? vi) What is meant by the term biomass? vii) Draw a pyramid of biomass for the woodland community. viii) Explain how energy is lost to the surroundings between each level of your pyramid of biomass. f) In a town near to the woodland many additional houses and factories are built. Suggest and explain one effect this might have on the woodland community. 10
11 Homework 8 Fertiliser Composition - Homework Strength of fertiliser to be made up. Volume of stock solution to be used (cm3) Volume of water to be used (l). Full Half Quarter The table above gives information needed to make up solutions of a type of liquid fertiliser. 1a) A gardener decided that she needed approximately 20 litres of full strength fertilizer. What volume of stock solution should she add to 20 litres of water? 1b) A second gardener added 50cm3 of stock solution to 20 litres of water. What strength of fertilizer did he make up? 1c) A third gardener found that she had 25cm3 of stock solution left and she needed fertilizer of half strength. What volume of water should she use? Type of Time when fertiliser should be used Flowering Plant Fertiliser A Fertiliser B Fertiliser C Fertiliser D Begonia Up to April May Only From June on - Dahlia - To end of June From July on - Delphinium - Up to April - From May on Fuschia Up to May June only From July on - Gladiolus - - At all times - Rhododendron - - At all times - Rose Up To April - From May on - Sweet Pea Up to April - - From May on The table above gives information about the use of four different fertilisers on some types of flowering plant. 11
12 2a) At which times of the year should rose plants be given fertiliser A? 2b) How many types of plant can be given fertiliser B during June? 2c) How many types of plant can be given fertiliser C during July? 2d) How many different types of fertiliser can be correctly used on fuchsia plants during the six-month period from April to September? 2e) Which fertiliser should be used on dahlia plants in August? 2f) on which TWO types of plant can fertiliser D be used in June? 2gi) Fertiliser C has a mineral ratio (N:P:K) of 15:15:30 and fertiliser D has a mineral ratio (N:P:K) of 10:30:20. Draw TWO pie charts to show these ratios. 2gii) In a 100kg bag of fertiliser C, how many kilograms would be N? 12
13 Homework 9 The Nitrogen Cycle - Homework Certain elements (substances found in nature) are used again and again day after day by different living organisms for different purposes. We refer to the repeated use of an element as CYCLING. Nitrogen (N) is needed by plants and animals to make PROTEINS. Proteins are part of muscles in humans and seed stores in plants. Nitrogen is present in large amounts in the air we breathe but humans cannot get it this way. We get our protein from eating plants. 3) Which element is needed to make proteins? 4) What do plants and animals use proteins to make? 5) Where can t humans get their nitrogen from? 6) Where do we get our nitrogen from? Special plants called legumes can get nitrogen out of the soil and turn it into proteins which we can eat. Examples of legume plants are peas and beans. They are very important in the nitrogen cycle. 7) What type of plants can convert nitrogen in the soil into protein? 8) Give two specific examples of a plant that can do this. 13
14 How do animals get protein? 11) How is nitrogen returned to the air to complete the cycle? 12) What do we call the group of organisms that break down protein waste? 13) How is protein lost from animals? 14) What is the chemical symbol for nitrogen in the air? 15) Why is the process above called a cycle? 9) What do we call bacteria that can take nitrogen from air and turn it into useful nitrates? 10) Plants can take up these nitrates and turn them into protein. BONUS QUESTIONS 16) What could a farmer do if he wanted to increase the amount of nitrogen in his soil naturally? 17) What would he add if he didn t mind being inorganic? 14
15 Homework 10 15
16 Homework 11 Behavioural responses help animals and plants to survive. This means they are more likely to live and have babies themselves. Describe what the following animals might do under the given environmental conditions; Animal Condition Response (what it does) Woodlouse Light Hide under some leaves Dog Human Pig Horse Trout Clownfish Rabbit Hedgehog Possum Getting too hot in the sunshine Cold hands playing in the snow Gets too hot since it cannot sweat Gets whipped by the rider in a race A fisherman splashes in the water near the fish Sees a big fish coming to eat it Sees a fox Is in the middle of the road when a car is coming A hawk flies overhead 16
17 17
The animals at higher levels are more competitive, so fewer animals survive. B.
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