Ecology Abiotic Factors Unit Powerpoint Part I/IV For Educators - Download Powerpoint and Unit at Www. Science Powerpoint

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Ecology:
Abiotic Factors Unit
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• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”

Ecology: Abiotic Factors Unit
 Everythingis connected to the non-living
environment.

Ecology: Abiotic Factors Unit
 Concept: Everything is connected to the non-
living environment.

• Activity! Making your bio-dome / Terrarium

• Leave plenty of room for plants to grow!
This Product belongs to Ryan P. Murphy

Copyright 2010

• Don’t over water your bio-dome!
• Don’t knock it over!

• Making your bio-dome / Terrarium
– 1st Thin layer of pebbles.
– 2nd Thin layer of sand on top of that.
– 3rd Thin layer of soil (brown)
– 4th Thicker layer of dark organic soil.
– 5th Add small pieces of various moss
– 6th Add a piece of lichen
– 7th Add some small plants
– 8th Add some small sticks with a mushroom on it.
– 9th Add a few organisms
• Just a few, no vertebrates allowed, do not over populate.
• Don’t forget to lightly water it before closing the lid.

 Abiotic: All non-living chemical and
physical factors in the environment.

 Biotic: Of, pertaining to, or produced by
life or living organisms.

• Activity! Place either a square or a circle
below. Square = Abiotic Circle = Biotic

Light






Water






Light
Air
Water

Light
Air
Water

Light
Air
Water Soil

Light
Air
Water Soil
Soil has some living

components
Light
Air
Water Soil

components
Light
Air
Water Soil

components
Light
Air
Water Soil

components
Light
Air
Water Soil

components
Light
Air
Water Soil

components
Light
Air
Water Soil

components
Light
Air
Water Soil

components
Light
Air
Gravity
Water Soil

components
Light
Air
Gravity
Water Soil

components
Light
Air
Gravity
Water Soil
Pressure Soil has some living

components
Light
Air
Gravity
Water Soil

components
Light
Air
Gravity
pH
Water Soil

components
Light
Air
Gravity
pH
Water Soil

components
Light
Air
Gravity
SPACE
pH
Water Soil

components
• What are some of the abiotic factors that
affect living organisms?

 The big seven abiotic (non-living) factors
that we will study include…
-
-
-
-
-
-
-

 Moisture.

 Temperature.

 Wind.

 Light.

 Soil.

 Nutrients.

 Cycles, SPONCH.

 Cycles, SPONCH.
S
P
O
N
C
H
 Cycles, SPONCH.
Sulfur
P
O
N
C
H
 Cycles, SPONCH.
Sulfur
Phosphorus
O
N
C
H
 Cycles, SPONCH.
Sulfur
Phosphorus
Oxygen
N
C
H
 Cycles, SPONCH.
Sulfur
Phosphorus
Oxygen
Nitrogen
C
H
 Cycles, SPONCH.
Sulfur
Phosphorus
Oxygen
Nitrogen
Carbon
H
 Cycles, SPONCH.
Sulfur
Phosphorus
Oxygen
Nitrogen
Carbon
Hydrogen
 Cycles, SPONCH.
Sulfur
Phosphorus
Oxygen
Nitrogen
Carbon
Hydrogen
 Cycles, SPONCH.
Sulfur
Phosphorus
Oxygen
Nitrogen
Carbon
Hydrogen
• SPONCH is also a delicious brand off cookie.
S
P
O
N
C
H
• The 8th abiotic factor is space.

• Activity! Taking away space.
• Everyone onto the 4’ by 6’ carpet in the
middle of the room.
– Question to answer after a few minutes: How
do you rely on space?

• Other non-living factors, gravity, pH,
substrate, oxygen levels, exposure, sound.
 All organisms have a range of tolerance
for the abiotic factors.

• Do you have an ideal range for
temperature?

• Which of the environments below is within
your range of tolerance for heat, light, and
temperature?

• Which of the environments below is within
your range of tolerance for heat, light, and
temperature?

• Answer! This environment is just right.
You can survive in the other environments
but it is more difficult.

• Video! Biotic Ecosystem Components

 Abiotic Factor: Light

• We will skip the physics associated with
light and the electro-magnetic spectrum for
a different unit of study.
– We will focus on light and ecology.

 Organisms are affected by light…
-
-
-

 Intensity: How bright it is (lumens).

HOW IS THIS
BRIGHT
COLOR ON
YOUR EYES
• Light can be a form of pollution.
“Please turn off
the lights.”
“I can’t take it
anymore.”
• It is important to give your fish some time
off. Turn off the lights at night. Your fish
will be happy in the morning.


“Thank you!”
“Now I can go
to sleep.”





 How long the light lasts.
 Length of day, seasonal changes.

 Quality / type of light.

• Activity! Let’s play with the lightning in this
room.
– Does switching the types of light effect your
mood?
• Activity! Let’s play with the lightning in this
room.
– Does switching the types of light effect your
mood?
 Light from the sun provides producers the
energy to make sugar (photosynthesis).

• Photosynthesis: Is a process that converts
carbon dioxide into organic compounds,
especially sugars, using the energy from
sunlight.

 Factors in the environment that affect the
amount of light.
-
-
-
-
-

 Aspect: Time of day, morning-noon-dusk.

 Crepuscular: When animals are active at
dawn and at dusk.

 Cloud Cover.

 Seasons.

 Location.

• Which letter generally gets the most
amount of light throughout the year?
C
• Answer! Letter B because it is nearest to
the equator.
C
• Location can be large scale
– Latitude on earth.

• It can also be local.
– Limited light hits the floor in an established
forest.

 Light can also affect an organisms
movement.
-
-
-

 Phototropism: The directional growth of
plants in response to light.

• Activity! Visit your bio-dome.
– Please look for evidence of phototrophism.
– Which way is the light source.

• Activity! Visit your bio-dome.
– Please look for evidence of phototrophism.
– Which way is the light source.

 Phototaxis: The movement of an organism
either towards or away from a source of
light.

• Video! Utilizing photokinesis:
– The Glow Worm.

 Photokinesis – Movement based on the
intensity of light.
 Photo = Light
 Kinesis = Movement

intensity of light.
 Photo = Light

intensity of light.
 Photo = Light

• Activity! Observing Phototaxis in selected
Isopod species.
– Please draw the following in your journal.
Light
Light

• Please create this spreadsheet for
collecting data. Go down to 30 minutes
Minutes Number in Light Number in Dark
30

• Please complete the following in your
journal.
– Add the total number of Isopods in the light
and the dark and find the average.
• Total number of that group divided by time (30).
– Create a column graph comparing averages.
– Was phototaxis observed in the Isopods? Did
they prefer a particular environment?
• Base your answer on your data, include in
response. What does the data tell you?
– How could we improve this study?

journal.

journal.

journal.

journal.
Total
– WasDark = 260observed in the Isopods? Did
phototaxis

journal.
Total
– WasDark = 260observed
phototaxis TotalinLight = 40 Did
the Isopods?

journal.
Total
the Isopods?
260/30

journal.
Total
the Isopods?
they prefer a particular40/30
260/30 environment?

journal.
Total
the Isopods?
260/30 environment?

journal.
Total
the Isopods?
260/30 environment?
Dark response. What does the data tell you?
Average = 8.66

journal.
Total
the Isopods?
260/30 environment?
Dark response. What does theLight
data tell you?
Average = 8.66 Average = 1.33

journal.

journal.

journal.
10
9
8
7
6
5
4
3
2
1
0
Isopods in Dark Isopods in Light

journal.
– Or create a pie graph comparing averages.

journal.
Isopods in Dark
Isopods in Light

journal.

journal.

journal.

journal.

journal.

• Important note about the Electro-magnetic
spectrum.
– Some animals see different wavelengths of
light.

• Question! Why are bees so efficient at
finding nectar in flowers and pollinating
flowers?

• They see the world in the Ultra-violet of
UV spectrum.
– Note the bulls eye below.

• Many insects, including bees see the
world and flower in UV (ultra-violet).
– Note the red bulls eye / target in UV.


Target makes it easier to see and then

pollinate. Easy identification.
• Other animals such as snakes see the
world through the infrared spectrum.
– We feel infrared as heat.

• Can you see the mouse below?
– Too bad you can’t see using infrared?
“I can see using

Infrared” “This
mouse didn’t
stand a chance.”
• What would the advantage of seeing the
world in infrared be for the snake?

• Answer: The snake can see the heat of it’s
prey, this is a helpful feature for hunting at
night and the prey’s camouflage is does
not help.

 Bioluminescence: The production of light
by a living creature. Can be used to attract
and avoid.

 Bioluminescence: The production of light
by a living creature. Can be used to attract
and avoid.

• Spray a cloud of light and disappear into
the dark.
– Organism uses a bacteria mutualism.

• Glow worms on the ceiling of a cave, they
can attract insects.
– What was name of the movement of
organisms toward or away from light.

• Answer! What was name of the movement
of organisms toward or away from light.
– Phototaxis

• Video! Optional (Bioluminescence)

• Cuttlefish (Really a Mollusk)
– Has special cells called chromatophores that
reflect light so it can change colors to match
background.

• Video! (Optional) Cuttlefish
– Short (hunting), Long (PBS)

 New Abiotic Factor: Temperature.

 Temperature can effect organisms by…
-
-
-
-
-
-
-

 Causing flowers to open and close.

OPEN

CLOSED

 Causing seeds to germinate.


Germinate:

Germinate: To cause a seed to grow.

Germinate: To cause a seed to grow.

• Some seeds require a freeze before they
germinate.
– Prevents growing in the fall?

• Why would an apple seed not want to
germinate in the fall?

• Answer: The winter could kill the young
plant. Growing in the Spring, and having
the summer and fall ensures a long first
growing season.

• Answer: The winter could kill the young
plant. Growing in the Spring, and having
the summer and fall ensures a long first
growing season.

 Causes some trees to drop their leaves.

• Why do deciduous trees drop their leaves
in the fall?

• Answer! The water inside the leaves will
freeze, not allowing photosynthesis to
occur, and killing the leaf.
– “If you don’t use it, lose it.”

• Conifer trees do drop needles, they are
growing and dropping throughout the year.

• Conifer trees photosynthesize all year
because they have a sap antifreeze.
Broadleaf deciduous trees can create
more sugar but not during the winter.

 Affects the activity in warm and cold
blooded animals.

 Affects the activity in warm and cold
blooded animals.

 Creates huge temperature swings in
desert from day to night.

 Creating seasonal changes in temperature.

• Seasonal changes in temperature causes
many animals to migrate.

• Area of focus within temperature:
Thermoregulation.
• What did you wear to school today? Why?

 Thermoregulation is the ability of an
organism to keep its body temperature
within certain boundaries.

• Thermoregulation is the ability of an
organism to keep its body temperature
within certain boundaries.
– Remember the range of tolerance.

“I am feeling light
headed.” “That’s
weird, I’ve only been
in here for two hours.”

• Our bodies have a range of tolerance.
– Know your range and don’t over do it.

 Two types of thermoregulation
-
-

 Physiological regulation.
 Behavioral regulation.

 Adaptation: A process whereby an
organism becomes better suited to its
habitat.
 Characteristic which aids survival.

 Adaptation: A process whereby an
organism becomes better suited to its
habitat.
 Characteristic which aids survival.

 Behavioral: Actions or reactions of an
organism to the environment.

 Behavioral thermoregulation examples.
-
-
-
-
-

 Move to a warmer or cooler place.

• Many animals make dens that help keep
the animal warm / cool and dry.

• Live close to the ground, Many Blueberries
live close to ground to absorb heat.

• Lizards change their locations frequently
throughout the day to regulate their body
temperature.

• Go inside for the winter.
 Change posture in one place.

• By raising off of the ground, more air
travels under the lizard, cooling it down.

• By facing the sun, the lizard will minimize
the amount of light that will hit it’s skin, and
thus cooling it down.

• Even plants will use position to the sun to
stay cool.

• Activity! Feeling how superposition can
affect heat loss. (Next slide is white to
show heat waves)
– Danger! Plate is dangerously hot!!!!
– About a foot above hot plate
• Feel air above hot plate with hand horizontal
• Feel air above hot plate with hand vertical
• Was there a difference?

• Use your tail to shade you.

 Adding layers.

• When it’s cold, take a warm bath in a hot
spring like these Japanese Macaques.

• When it’s cold, take a warm bath in a hot
spring like these Japanese Macaques.
“Ahhh that feels
good, Just a bit
to the left.”

“You should go put
on a coat.”

• Doing the cold dance.

• Rubbing hands creates friction / heat.
– Everybody try.

 Physiological: The functions of the body.

• Are the pictures below a behavioral or
physiological adaptation to cold
temperature.

• Answer! Behavioral. The animals can
control to roll up to conserve heat.

 Physiological adaptations to temperature.
 Theseyou generally cannot control, and your
body does them automatically.
-
-
-
-
-

 Physiological adaptations to temperature.
 Theseyou generally cannot control, and your
body does them automatically.
-
-
-
-
-

 Utilize evaporation.

• Sweat Glands: As you sweat the water on
your skin is evaporated and the phase
change pulls heat from your body.

• From breathing or panting.
“I have
no sweat
glands!”

 Changes in circulation of blood.
 Many marine mammals and fish.

 Changes in circulation of blood.
 Many marine mammals and fish.

• To stay warm, some marine mammals
have their circulatory system set up so
warm blood moves to their core before
going to the skin.

 Growing or losing insulation.

• Grow more fur or feathers.

• The more air you trap in your fur or
feathers the better insulated you will be.

• Even insects will grow more setae (fur like
hair)

• Put on weight / layers of insulating fat
(blubber).

 Have thermal windows (Ears).

• You want big windows to cool down.

• The coolest place on this elephant is it’s
ears.

• The coolest place on this elephant is it’s
ears.

• The African Elephant has large ears
because it’s environment is very hot.

• The Asian Elephant lives in an
environment that is not as hot.

• Which one lives in the warmer climate?
• Answer! The African Elephant

• These windows are usually thin
membranes with a lot of blood flow
through them.

• Frilled Neck Lizard: Used to scare away
predators and some thermoregulation.

• Thermal windows have been around for
millions of years.

• Maasai in Kenya are tall and thin, adapted
for maximum heat loss in the heat of East
Africa.

• If you live in a cold environment, then you
will usually have small ears to retain your
heat.

heat.

heat.
Retain:

heat.
Retain: To hold on to, keep possession.

• Which rabbit lives in the warm climate, and
which in the cold climate?

Snowshoe hare Jack Rabbit
Cold Climate Warm Climate

• Which fox lives in the warm climate, and
which lives in the cold climate.

Arctic Fox Desert Fox
(Cold Climate) (Warm Climate)

• The Inuit of the Arctic are short and squat,
perfectly adapted for retaining heat in the
cold winter.

• Who is more adapted to live in a hot dry
climate?

• Answer! Who is more adapted to live in a
hot dry climate?
“I’m sweating
like a wild
beast out
here!”

• Who is more adapted to live in a cold wet
climate?

“Get me outer
here!” “I’m
freezing!”
 Shivering: Muscles contract and relax
when it is cold, this generates heat.

• Teeth chattering: A form of localized
shivering. It means your cold.

 Goosebumps: Skin muscles tighten,
forming bumps, which cause your hairs to
raise, trapping more air and keeping you
warmer.

• Activity Simulation! Going Outside to
Experience Physiological and Behavioral
Thermoregulation.
– Note: I’m not trying to just freeze you, I am
hoping you learn about the messages your
body is telling you in response to the cold.
Hopefully you will recognize these and make
necessary adjustments in thermoregulation.

• Activity Simulation! Going Outside to
Experience Physiological and Behavioral
Thermoregulation.
– Note: I’m not trying to just freeze you, I am
hoping you learn about the messages your
body is telling you in response to the cold.
Hopefully you will recognize these and make
necessary adjustments in thermoregulation.

• Please record the time the following occur.
• Record all behavioral adaptations.
Thermoregulation Time
Shivering P
Teeth Chattering P
Goosebumps P
Cold Dance B
Rubbing of Arms B
Hugging Yourself B
• Outside simulation: Some will become
cold quickly, others will not. If you need to
go inside, you will be allowed.
– What physical, and behavioral adaptations to
cold temperatures occurred in your body?
– What did you learn about yourself and
thermoregulation?

thermoregulation?

thermoregulation?

thermoregulation?

 Hypothermia: A decrease in the core body
temperature to a level at which normal
muscular and brain functions are impaired.

• Mild Hypothermia - core temperature 98.6 -
96 degrees F
– Shivering - not under voluntary control
– Can't do complex motor functions (ice climbing
or skiing) can still walk & talk

96 degrees F
– Shivering - not under voluntary control.
or skiing) can still walk & talk

96 degrees F
– Shivering - not under voluntary control.
or skiing) can still walk & talk.
• Moderate Hypothermia - core temperature
95 - 93 degrees F
– Dazed consciousness
– Loss of fine motor coordination - particularly in
hands - can't zip up parka, due to restricted
peripheral blood flow
– Slurred speech
– Violent shivering
– Irrational behavior - Paradoxical Undressing -
person starts to take off clothing, unaware
she/he is cold

95 - 93 degrees F
– Dazed consciousness.
– Slurred speech
she/he is cold

95 - 93 degrees F
peripheral blood flow.
– Slurred speech
she/he is cold

95 - 93 degrees F
– Slurred speech.
she/he is cold

95 - 93 degrees F
– Dazed consciousness
– Slurred speech.
– Violent shivering.
she/he is cold

95 - 93 degrees F
– Slurred speech.
– Violent shivering.
– Irrational behavior - Person starts to take off
clothing, unaware she/he is cold.

• Severe Hypothermia - core temperature 92 - 86
degrees and below (immediately life threatening)
– Shivering occurs in waves, violent then pause, pauses
get longer until shivering finally ceases –
– Person falls to the ground, can't walk, curls up into a
fetal position to conserve heat
– Muscle rigidity develops - because peripheral blood flow
is reduced and due to lactic acid and CO2 buildup in the
muscles
– Skin is pale
– Pupils dilate
– Pulse rate decreases
– At 90 degrees the body tries to move into hibernation,
shutting down all peripheral blood flow and reducing
breathing rate and heart rate.
– at 86 degrees the body is in a state of "metabolic
icebox." The person looks dead but is still alive.

get longer until shivering finally ceases
muscles
– Skin is pale
– Pupils dilate

muscles
– Skin is pale
– Pupils dilate

muscles
– Skin is pale
– Pupils dilate

muscles
– Skin is pale
– Pupils dilate

muscles
– Skin is pale
– Pupils dilate

muscles
– Skin is pale
– Pupils dilate

muscles
– Skin is pale
– Pupils dilate

muscles
– Skin is pale
– Pupils dilate

• Conditions Leading to Hypothermia
– Cold temperatures + wind chills
– Improper clothing and equipment
– Wetness
– Fatigue, exhaustion
– Dehydration
– Poor food intake
– No knowledge of hypothermia
– Alcohol intake - causes blood flow problems
leading to increased heat loss

– Wetness
– Dehydration

– Wetness
– Dehydration

– Wetness
– Dehydration

– Wetness
– Dehydration

– Wetness
– Dehydration

– Wetness
– Dehydration

– Wetness
– Dehydration

– Wetness
– Dehydration

– Wetness
– Dehydration

• Put the yellow line where a human may
become moderately hypothermic.

• Answer! 94 Degrees Fahrenheit or 34.44
Degrees Celsius

• Place the yellow line where a humans core
temperature should be at normal range.

• Answer: 98.6 degrees F,
• 37 degrees Celsius

 Hyperthermia: Having a body temperature
that is too high, causes heart failure,
among other problems and death.

• Heat Exhaustion.
– What are some symptoms?
Start

– Profuse sweating and high temperature.
Working in sun and warm temperatures
Start

– What are some symptoms?
Next

– Headache, sweating stops, hot dry skin,
feeling faint.

– How can you get it?
Next

– Labor / hard work during high temperatures.
Also wearing excessive layers when it is
warm.

• Heat exhaustion warning signs.
– Abnormally high temperature.
– So hot you might collapse.
– Appear pale.
– Sweating profusely.

– Appear pale.

– Appear pale.

– Appear pale.

– Appear pale.

– Appear pale.

– What should you do to prevent heat
exhaustion?
Next

– Drink lots of water, seek shade and cooler
temperatures, don’t work when it is too hot!

• Tips to avoid heat exhaustion and heat
stroke, aka hyperthermia.
– Be smart about when you are going to be
active, high noon on the hottest day .
– Know the weather and heat index.
– Drink lots of water / rehydrating fluids.
– Seek shade, and wear loose fitting clothing.
– Take rest breaks (rehydrate)
– Place cool damp towels on forehead.
– Don’t drink alcohol.









“Ugggh,”
“Not again!”
• Which tip is bogus from the list below to
avoid heat exhaustion and heat stroke.
– Limit your water and rehydrating fluids.

– Limit your water and rehydrating fluids.

– Drink plenty of water and rehydrating fluids.

“Ugggh,”
“Not again!”
– Avoid shade, and wear tight fitting clothing.

– Avoid shade, and wear tight fitting clothing.


“Ugggh,”
“Not Again!”
– Avoid rest breaks (rehydrate)

– Avoid rest breaks (rehydrate)


• Seek medical attention if needed. To cool
down if you have heat exhaustion…








• Never leave a baby or pet in a car with the
windows up! Not even for a minute!
– Even with the windows down, it is not a safe
practice.
– Hundreds die every year.
practice.
practice.
• Put the yellow line where a human may
become moderately hyperthermic.
• Answer! Hyperthermia occurs when your
body temp is 37.5–38.3 °C (100–101 °F)
• Answer! Life threatening occus when your
body temp is 40 °C (104 °F)
• Again, organisms have a range of tolerance,
for humans, your body temperature should
be close to 98.6 degrees F, or 37 degrees
Celsius.

 Area of focus within temperature: The
warm and cold bloodedness of organisms.

• Note – There is still some debate among
scientist to the terms warm and cold
blooded.

• Which from the pictures below has general
warm-bloodedness?

warm-bloodedness?

warm-bloodedness?

warm-bloodedness, and which has cold?







Warm Bloodedness
Warm Bloodedness
C
O
L
D
 Warm-bloodedness (endothermy):
Maintaining a warm body temperature
independent of environmental conditions.

• Which has warm bloodedness, and which
is generally cold blooded?

• Answer! A shark is a fish, and is generally
cold-blooded while a dolphin is a mammal
and is generally warm-blooded.

Cold Bloodedness

Cold Bloodedness Warm Bloodedness

 Advantage: Warm-blooded animals can
remain active in cold environments.

 Disadvantage: Is that warm-blooded bodies
provide a nice warm environment for
viruses, bacteria and parasites to live in.
• Warm-blooded organisms need to eat
often to maintain a higher body
temperature. Eat up or die!

 Cold-Bloodedness: When organisms can’t
regulate their internal temperature.
 When it’s cold they can’t move, when it’s
warm they’re more active.

 Cold-Bloodedness: When organisms can’t
regulate their internal temperature.
 When it’s cold they can’t move, when it’s
warm they’re more active.

• Activity! Cold-blooded Olympics: 10 Meter
Dash during the winter.
– The opposite of a race, last person to finish
wins. (Chariots of Fire-MP3 in handouts)
– One person from each table group.
– You must be moving forward and can’t stop.
– The most animated and slowest racer wins.

wins. (Chariots of Fire-MP3?)




• Turtles and other reptiles need to seek
warm temperatures when it’s cold to raise
their metabolism so they can become
active.

• So where do all of the reptiles, fish, and
amphibians go in the winter, and what do
they do?

• Most reptiles and amphibians find a nice
place to wait out the colder temperatures.

• Some snakes such as garter snakes den
together during the winter.

 Hibernation / torpor: A state of inactivity
and metabolic depression in animals. (Slow
breathing, lower body temp)

• They still breathe and are alive, but the
heart may only pump a few times an hour,
they can’t just jump up out of it. They
need to warm up first.

 Advantage: Cold-blooded animals require
much less energy to survive than warm-
blooded animals do.

• After this python consumes this deer, it
won’t have to eat for many months.

• Video! Snake eating an egg. Snakes can
detach their lower jaw, and the upper jaw
is not fused to their braincase, both
working together can allow a snake to eat
large prey items.

• Another advantage is that cold blooded
organisms aren’t affected by as many
pathogens because their blood gets warm
and cold.

• Another advantage is that cold blooded
organisms aren’t affected by as many
pathogens because their blood gets warm
and cold.
“Snakes maybe.”
“But I’m not
worried about the
flu!”

 Disadvantage: They can’t be active in cold
places during the winter.

• Activity! The effects of temperature on
Isopods.
– Please record the following visual into your
journal.

• Please record the number of Isopods that
move into a new room over a 30 minute
period.
– One environment is room temp.
• Record temperature in Celsius of chamber.
– The other environment is chilled on top of ice.
– Use the IIII method every time an Isopod
enters a new room. Do both warm and cold
together as a table group.

period.

period.

period.

period.

• Questions to Temperature and Isopods.
– Please total the room temperature, and cold
data.
Environment Number of Pillbug’s that Moved
Cold Environment
Warm Environment / Room Temp
– Create a column graph showing the data

compared to temperature.
– Did temperature of the environment affect the
movement capabilities of the Isopods? Explain?
– How could we improve or make this study more
accurate?

End Part I/IV
Ecology:
Abiotic Factors Unit
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Copyright © 2010 Ryan P. Murphy

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Soil has some living

Soil has some living

Soil has some living

Soil has some living

Soil has some living

Soil has some living

Soil has some living

Soil has some living

Soil has some living

Soil has some living

Pressure Soil has some living

Pressure Soil has some living

Pressure Soil has some living

Pressure Soil has some living

Pressure Soil has some living

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