Materials:
1.) Art size paper
2.) Colored markers
Objective:
The objective of this project is for students to create a poster of the hydrothermal vents food web. It is also to show the flow of energy and the materials in the ecosystem.
Procedure:
1.) First listen to the teacher give notes o the lesson.
2.) Obtain a set of organism cards. Read the cards. Determine the
correct position of each card on the food web chart.
3.) Write all that you have learned for this lesson and write it down on the poster.
4.) Share what you have written with the class.
Q&A:
1.) Some hydrothermal vents seem to last only a few years, others may last many decades. But at some point the vent stops releasing hot, sulfide-rich water. When a vent stops, the living community faces big changes. Which is the first member of the community affected? Bacteria is the first trophic level of the community affected, since they need hydrogen sulfide from the vents to carry out chemosynthesis.
2.) The tubeworms and mussels depend upon chemosynthetic bacteria for food, and they would probably die out next, with the rest of the food web collapsing quickly thereafter. Hydrothermal
vents are not found close to one another. Vent organisms might possibly be produced at one vent and travel to a new one drifting in their planktonic larval stage. List some characteristics of the vent larvae that might improve their chances of survival and ability to colonize new habitats.Larvae are long lived, highly mobile and contain rich food reserves. They may have large eyes or chemical sensors to be able to detect new vent habitats at a distance and migrate towards them. They may possess camouflage, spiny appendages, poison or foul taste that would
prevent them being eaten along the way.
1.) Art size paper
2.) Colored markers
Objective:
The objective of this project is for students to create a poster of the hydrothermal vents food web. It is also to show the flow of energy and the materials in the ecosystem.
Procedure:
1.) First listen to the teacher give notes o the lesson.
2.) Obtain a set of organism cards. Read the cards. Determine the
correct position of each card on the food web chart.
3.) Write all that you have learned for this lesson and write it down on the poster.
4.) Share what you have written with the class.
Q&A:
1.) Some hydrothermal vents seem to last only a few years, others may last many decades. But at some point the vent stops releasing hot, sulfide-rich water. When a vent stops, the living community faces big changes. Which is the first member of the community affected? Bacteria is the first trophic level of the community affected, since they need hydrogen sulfide from the vents to carry out chemosynthesis.
2.) The tubeworms and mussels depend upon chemosynthetic bacteria for food, and they would probably die out next, with the rest of the food web collapsing quickly thereafter. Hydrothermal
vents are not found close to one another. Vent organisms might possibly be produced at one vent and travel to a new one drifting in their planktonic larval stage. List some characteristics of the vent larvae that might improve their chances of survival and ability to colonize new habitats.Larvae are long lived, highly mobile and contain rich food reserves. They may have large eyes or chemical sensors to be able to detect new vent habitats at a distance and migrate towards them. They may possess camouflage, spiny appendages, poison or foul taste that would
prevent them being eaten along the way.