Biology 20
Unit B: Ecosystems and Population Change
Overview: In this unit, students become familiar with a range of ecosystems by studying their
distinctive biotic and abiotic characteristics. Students are introduced to the concept of
populations as a basic component of ecosystem structure and complete the unit by examining
population change through the process of natural selection.
Focusing Questions:
What are the major biotic and abiotic characteristics that distinguish aquatic and terrestrial
ecosystems?
What data would one need to collect in a field study to illustrate the major abiotic characteristics
and diversity of organisms?
What mechanisms are involved in the change of populations over time?
In what ways do humans apply their knowledge of ecosystems to assess and limit the impact
of human activities?
General Outcomes: There are two major outcomes in this unit. Students will:
1. explain that the biosphere is composed of ecosystems, each with distinctive
biotic and abiotic characteristics
2. explain the mechanisms involved in the change of populations over time.
Upon completion of this Unit of study I can:
□ define species, population, community and ecosystem and explain the
interrelationships among them
□ explain how terrestrial and aquatic ecosystems support a diversity of organisms
through a variety of habitats and niches; e.g.,
• terrestrial: canopy, sub-canopy, forest floor, soil
• aquatic: littoral, limnetic, profundal and benthic zones
□ identify biotic and abiotic characteristics and explain their influence in an aquatic and
a terrestrial ecosystem in the local region; e.g., stream, lake, prairie, boreal
forest, vacant lot, sports field
□ explain how limiting factors influence organism distribution and range; e.g.,
• abiotic factors: soil quality, relative humidity, moisture, ambient temperature,
sunlight, nutrients, oxygen
• biotic factors: competitors, predators and parasites
□ explain the fundamental principles of taxonomy and binomial nomenclature, using
modes of nutrition at the kingdom level and morphological characteristics at the
genus species level.
□ explain how science and technology have both intended and unintended
consequences for humans and the environment eg.
• evaluate the impact that human activity has had, or could have, on the
biodiversity in an ecosystem: eg. wetlands management, land use, habitat
fragmentation, monoculturing of forests, lawns, field crops
• assess the environmental consequences of the introduction of new species into
established ecosystems (such as tropical fish in Banff Hot Springs, starlings, quack grass, scented
chamomile, purple loosestrife) and discuss the responsibility of society to protect the
environment through science and technology
□ explain that variability in a species results from heritable mutations and that some
mutations may have a selective advantage
□ discuss the significance of sexual reproduction to individual variation in populations
and to the process of evolution
□ compare Lamarckian and Darwinian explanations of evolutionary change
□ summarize and describe lines of evidence used to support the evolution of modern
species from ancestral forms; ie. the fossil record, Earth’s history, biogeography,
homologous and analogous structures, embryology, biochemistry
□ explain speciation and the conditions required for this process
□ describe modern evolutionary theories; i.e., punctuated equilibrium, gradualism.
□ explain that scientific knowledge and theories develop through hypotheses, the
collection of evidence, investigation and the ability to provide explanations
• discuss the nature of science as a way of knowing (contributions of Buffon,
Lyell, Malthus and Wallace to evolution and contributions of
Aristotle, Galileo and Popper to the philosophy of science)
• describe how paleontology and the role of evidence in the accumulation of
knowledge have provided invaluable data for theories explaining
observable variations in organisms over time (Burgess Shale)
• discuss geologic evidence and probable causes for past mass extinctions and
contrast these to the forces driving the current decline in species.
