Module 8
1. Module 8
1.22. Page 3
Module 8—Populations, Individuals, and Gene Pools
Try This
Refer to the predator-prey cycle graph in “Figure 20.12” on page 721 of the textbook to answer these questions.
TR 1. If there were no legend with this graph, how would you know which line represents predator and which line represents prey? Hint: Which would always have the highest numbers? (Think about food pyramids.)
TR 2. How long would it take for an excess of prey to translate to an excess of predators? (Remember that high food supply expresses itself as more babies. Remember also that the gestation period for most predators is many months, so the young are born the following season.) What is the length of the lynx-hare cycle in years?
Reflect and Connect
You have examined many types of living relationships in this lesson. These relationships involve individuals living together so that at least one member benefits. As you reflect on the types of relationships you have studied, consider the unique human relationship of the hunter and the gene pool of the hunter’s prey described in the following Discussion section.
Discuss
In the Try This questions above you identified how some hunting practices may adversely affect the quality of a prey species’ gene pool. Prepare at least two suggestions of how hunting regulations could be modified to correct this problem. An Internet search of Alberta hunting regulations will give you some background into what aspects of hunting are controlled. Post your work on the discussion board, and comment on the suggestions of other students. Summarize the best ideas of the group and put the summary in your course folder.
Module 8: Lesson 5 Assignment
In the assignment for Module 8: Lesson 5 you will examine several examples of living relationships and answer a series of questions on each scenario. Complete the Module 8: Lesson 5 Assignment now.
Submit your completed Module 8: Lesson 5 Assignment to your teacher for assessment.