Connection for AP® Courses
Life in an ecosystem is often about the competition for limited resources, a characteristic of the theory of natural selection. Competition in communities (all living things within a specific habitat) is observed both within species and among different species. The resources for which organisms compete include organic material from living or previously living organisms, sunlight, and mineral nutrients, which provide the energy for living processes and the matter to make up organisms’ physical structures. Other critical factors influencing community dynamics are the components of its physical and geographic environment: a habitat’s latitude, amount of rainfall, topography (elevation), and available species. These are all important environmental variables that determine which organisms can exist within a particular area.
Information presented and the examples highlighted in the section support concepts outlined in Big Idea 2 and Big Idea 4 of the AP® Biology Curriculum Framework. The AP® Learning Objectives listed in the Curriculum Framework provide a transparent foundation for the AP® Biology course, an inquiry-based laboratory experience, instructional activities, and AP® exam questions. A learning objective merges required content with one or more of the seven science practices.
Big Idea 2 |
Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. |
Enduring Understanding 2.A |
Growth, reproduction and maintenance of living systems require free energy and matter. |
Essential Knowledge
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2.A.1
All living systems require constant input of free energy.
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Science Practice |
6.4
The student can make claims and predictions about natural phenomena based on scientific theories and models.
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Learning Objective |
2.3
The student is able to predict how changes in free energy availability affect organisms, populations, and ecosystems.
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Enduring Understanding 2.D |
Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment. |
Essential Knowledge
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2.D.1
All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy.
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Science Practice |
5.1
The student can analyze data to identify patterns or relationships.
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Learning Objective |
2.24
The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system, including an ecosystem.
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Big Idea 4 |
Biological systems interact, and these systems and their interactions possess complex properties. |
Enduring Understanding 4.A |
Interactions within biological systems lead to complex properties. |
Essential Knowledge
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4.A.6
Interactions among living systems and with their environment result in the movement of matter and energy.
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Science Practice |
2.2
The student can apply mathematical routines to quantities that describe natural phenomena.
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Learning Objective |
4.14
The student is able to apply mathematical routines to quantities that describe interactions among living systems and their environment, which result in the movement of matter and energy.
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Essential Knowledge
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4.A.6
Interactions among living systems and with their environment result in the movement of matter and energy.
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Science Practice |
1.4
The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.
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Learning Objective |
4.15
The student is able to use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy.
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Essential Knowledge
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4.A.6
Interactions among living systems and with their environment result in the movement of matter and energy.
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Science Practice |
6.4
The student can make claims and predictions about natural phenomena based on scientific theories and models.
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Learning Objective |
4.16
The student is able to predict the effects of a change of matter or energy availability on communities and ecosystems.
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An ecosystem is a community of living organisms and their interactions with their abiotic (non-living) environment. Ecosystems can be small, such as the tide pools found near the rocky shores of many oceans, or large, such as the Amazon Rainforest in Brazil (Figure 37.2).
There are three broad categories of ecosystems based on their general environment: freshwater, ocean water, and terrestrial. Within these broad categories are individual ecosystem types based on the organisms present and the type of environmental habitat.
Ocean ecosystems are the most common, comprising 75 percent of the Earth's surface and consisting of three basic types: shallow ocean, deep ocean water, and deep ocean surfaces (the low depth areas of the deep oceans). The shallow ocean ecosystems include extremely biodiverse coral reef ecosystems, and the deep ocean surface is known for its large numbers of plankton and krill (small crustaceans) that support it. These two environments are especially important to aerobic respirators worldwide as the phytoplankton perform 40 percent of all photosynthesis on Earth. Although not as diverse as the other two, deep ocean ecosystems contain a wide variety of marine organisms. Such ecosystems exist even at the bottom of the ocean where light is unable to penetrate through the water.
Freshwater ecosystems are the rarest, occurring on only 1.8 percent of the Earth's surface. Lakes, rivers, streams, and springs comprise these systems; they are quite diverse, and they support a variety of fish, amphibians, reptiles, insects, phytoplankton, fungi, and bacteria.
Terrestrial ecosystems, also known for their diversity, are grouped into large categories called biomes, such as tropical rain forests, savannas, deserts, coniferous forests, deciduous forests, and tundra. Grouping these ecosystems into just a few biome categories obscures the great diversity of the individual ecosystems within them. For example, there is great variation in desert vegetation: the saguaro cacti and other plant life in the Sonoran Desert, in the United States, are relatively abundant compared to the desolate rocky desert of Boa Vista, an island off the coast of Western Africa (Figure 37.3).
Ecosystems are complex with many interacting parts. They are routinely exposed to various disturbances, or changes in the environment that effect their compositions: yearly variations in rainfall and temperature and the slower processes of plant growth, which may take several years. Many of these disturbances are a result of natural processes. For example, when lightning causes a forest fire and destroys part of a forest ecosystem, the ground is eventually populated by grasses, then by bushes and shrubs, and later by mature trees, restoring the forest to its former state. The impact of environmental disturbances caused by human activities is as important as the changes wrought by natural processes. Human agricultural practices, air pollution, acid rain, global deforestation, overfishing, eutrophication, oil spills, and illegal dumping on land and into the ocean are all issues of concern to conservationists.
Equilibrium is the steady state of an ecosystem where all organisms are in balance with their environment and with each other. In ecology, two parameters are used to measure changes in ecosystems: resistance and resilience. The ability of an ecosystem to remain at equilibrium in spite of disturbances is called resistance. The speed at which an ecosystem recovers equilibrium after being disturbed, called its resilience. Ecosystem resistance and resilience are especially important when considering human impact. The nature of an ecosystem may change to such a degree that it can lose its resilience entirely. This process can lead to the complete destruction or irreversible altering of the ecosystem.