ASPECt 3D
3D Energy Tasks
The energy released from food was once energy from the sun that was captured by plants in the chemical process t…
Item AP052004: Create a model and use it to predict how the matter and energy flow within the Shenandoah National Park ecosystem will change in response to the introduction of a new organism. (MC version)
Park rangers in the Shenandoah National Park have found a new kind of beetle in the park called the Emerald Ash Borer.
The beetles make holes in the bark of the trees in the park. This can kill the trees. The park rangers wonder if the beetles will also affect the rabbits and bobcats in the park.
The park rangers observe what the rabbits and bobcats typically eat. They find that
- Rabbits eat sticks and bark off the ash trees.
- Bobcats eat rabbits.
1. Using the park rangers' findings and what you know about plants and animals, create a flow chart that shows where the trees, rabbits, and bobcats get the matter and energy they need to live. Arrows should point from the source of the matter or energy to the organism getting the matter or energy.
Your flow chart can include:
.jpg)
.jpg)
It should also include:
- Black Arrows to represent how matter flows in the ecosystem.
- Red Arrows to represent how energy flows in the ecosystem.
Using your flow chart, answer the following questions. (Assume that no new plants or animals enter the ecosystem and non of the animals in the ecosystem eats the beetles.)
2. What will happen to the rabbits' sources of matter and energy if the ash trees continue to die because of the beetles? (Remember that we are assuming that no new plants or animals enter the ecosystem.)
A. The trees' dying will not affect the rabbits' sources of matter and energy.
B. The trees' dying will decrease the rabbits' sources of matter but will not affect the rabbits' sources of energy.
C. The trees' dying will decrease the rabbits' sources of energy but will not affect the rabbits' sources of matter.
D. The trees' dying will decrease both the rabbits' sources of matter and their sources of energy.
3. What will happen to the bobcats' sources of matter and energy if the ash trees continue to die because of the beetles? (Remember that we are assuming that no new plants or animals enter the ecosystem.)
A. The trees' dying will not affect the bobcats' sources of matter and energy.
B. The trees' dying will decrease the bobcats' sources of matter but will not affect the bobcats' sources of energy.
C. The trees' dying will decrease the bobcats' sources of energy but will not affect the bobcats' sources of matter.
D. The trees' dying will decrease both the bobcats' sources of matter and their sources of energy.
4. The park rangers think the beetles will make it more difficult for the bobcats to survive in the ecosystem. Do you agree or disagree with the park rangers?
A. Yes, I agree that the beetles will make it more difficult for the bobcats to survive.
B. No, I disagree. I do not think that the beetles will make it more difficult for the bobcats to survive.
5. Why do you agree or disagree with the park rangers? Be sure to write about where the bobcats gets matter and energy.
6. The park rangers plant young ash trees to replace the trees that died. They want to make sure that these young trees have the energy and matter they needed to grow. What should the park rangers do to make sure the young trees have the energy and matter necessary to grow? Choose all that apply.
A. They should water the young trees because water is a source of matter for the trees.
B. They should make sure the young trees have plenty of air because air is a source of matter for the trees.
C. They should make sure the young trees have plenty of soil because the nutrients in the soil are a source of energy for the trees.
D. They should make sure the young trees have plenty of sunlight because sunlight is a source of energy for the trees.
- Percent of Points Earned
- Points Earned
| Avg. Earned | Possible | Percent | |
|---|---|---|---|
| Q1 | 0.16 | 2 | 8% |
| Q2 | 0.45 | 1 | 45% |
| Q3 | 0.46 | 1 | 46% |
| Q4 | 0.73 | 1 | 73% |
| Q5 | 0.82 | 3 | 27% |
| Q6 | 1.23 | 3 | 41% |
- Overall Task Difficulty
| Total Points Earned | Total Points Possible | Total Percent | |
|---|---|---|---|
| 3.85 | 11 | 35% |
n = 274
Note: The total percent is a weighted average based on the total number of points earned divided by the total number of points possible.
- Science and Engineering Practices
- SEP2 Develop and/or use models to describe and/or predict phenomena.
- Crosscutting Concepts
- CC4 A system can be described in terms of its components and their interactions.
CC5 Energy can be transferred in various ways and between objects. - Disciplinary Core Ideas
- PS3.D The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water).
LS1.C Food provides animals with the materials they need for body repair and growth and the energy they need to maintain body warmth and for motion.
LS1.C Plants acquire their material for growth chiefly from air and water.
LS2.A The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as "decomposers." Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.