Ecological pyramids. Energy and properties of the pyramid An essential feature of the pyramid is the surrounding world

Ecological pyramid - graphic images relationships between producers and consumers of all levels (herbivores, predators, species that feed on other predators) in the ecosystem.

The American zoologist Charles Elton suggested schematically depicting these relationships in 1927.

In a schematic representation, each level is shown as a rectangle, the length or area of ​​which corresponds to the numerical values ​​of a link in the food chain (Elton’s pyramid), their mass or energy. Rectangles arranged in a certain sequence create pyramids of various shapes.

The base of the pyramid is the first trophic level - the level of producers; subsequent floors of the pyramid are formed by the next levels of the food chain - consumers of various orders. The height of all blocks in the pyramid is the same, and the length is proportional to the number, biomass or energy at the corresponding level.

Ecological pyramids are distinguished depending on the indicators on the basis of which the pyramid is built. At the same time, a basic rule has been established for all pyramids, according to which in any ecosystem there are more plants than animals, herbivores than carnivores, insects than birds.

Based on the rule of the ecological pyramid, quantitative relationships can be determined or calculated different types plants and animals in natural and artificially created ecological systems. For example, 1 kg of mass of a sea animal (seal, dolphin) requires 10 kg of eaten fish, and these 10 kg already need 100 kg of their food - aquatic invertebrates, which, in turn, need to eat 1000 kg of algae and bacteria to form such a mass. In this case, the ecological pyramid will be sustainable.

However, as you know, there are exceptions to every rule, which will be considered in each type of ecological pyramid.

Types of ecological pyramids

1. pyramids of numbers- at each level the number of individual organisms is plotted

The pyramid of numbers displays a clear pattern discovered by Elton: the number of individuals constituting a sequential series of links from producers to consumers is steadily decreasing (Fig. 3).

For example, to feed one wolf, he needs at least several hares for him to hunt; To feed these hares, you need a fairly large variety of plants. In this case, the pyramid will look like a triangle with a wide base tapering upward.

However, this form of a pyramid of numbers is not typical for all ecosystems. Sometimes they can be reversed, or upside down. This applies to forest food chains, where trees serve as producers and insects serve as primary consumers. In this case, the level of primary consumers is numerically richer than the level of producers (a large number of insects feed on one tree), therefore the pyramids of numbers are the least informative and least indicative, i.e. the number of organisms of the same trophic level largely depends on their size.

1. biomass pyramids- characterizes the total dry or wet mass of organisms at a given trophic level, for example, in units of mass per unit area - g/m2, kg/ha, t/km2 or per volume - g/m3 (Fig. 4)

Usually in terrestrial biocenoses the total mass of producers is greater than each subsequent link. In turn, the total mass of first-order consumers is greater than that of second-order consumers, etc.

In this case (if the organisms do not differ too much in size) the pyramid will also have the appearance of a triangle with a wide base tapering upward. However, there are significant exceptions to this rule. For example, in the seas, the biomass of herbivorous zooplankton is significantly (sometimes 2-3 times) greater than the biomass of phytoplankton, which is represented predominantly unicellular algae. This is explained by the fact that algae are very quickly eaten by zooplankton, but they are protected from being completely eaten away by the very high rate of division of their cells.

In general, terrestrial biogeocenoses, where producers are large and live relatively long, are characterized by relatively stable pyramids with a wide base. In aquatic ecosystems, where producers are small in size and have short life cycles, the pyramid of biomass can be inverted or inverted (with the tip pointing down). Thus, in lakes and seas, the mass of plants exceeds the mass of consumers only during the flowering period (spring), and during the rest of the year the opposite situation can occur.

Pyramids of numbers and biomass reflect the statics of the system, that is, they characterize the number or biomass of organisms in a certain period of time. They do not provide complete information about the trophic structure of an ecosystem, although they allow solving a number of practical problems, especially related to maintaining the sustainability of ecosystems.

The pyramid of numbers allows, for example, to calculate the permissible amount of fish catch or shooting of animals during the hunting season without consequences for their normal reproduction.

1. energy pyramids- shows the amount of energy flow or productivity at successive levels (Fig. 5).

In contrast to the pyramids of numbers and biomass, which reflect the statics of the system (the number of organisms in this moment), the energy pyramid, reflecting the rate of passage of food mass (amount of energy) through each trophic level of the food chain, gives the most complete picture of the functional organization of communities.

The shape of this pyramid is not affected by changes in the size and metabolic rate of individuals, and if all energy sources are taken into account, the pyramid will always have a typical appearance with a wide base and a tapering apex. When constructing a pyramid of energy, a rectangle is often added to its base to show the influx of solar energy.

In 1942, the American ecologist R. Lindeman formulated the law of the energy pyramid (the law of 10 percent), according to which, on average, about 10% of the energy received at the previous level of the ecological pyramid passes from one trophic level through food chains to another trophic level. The rest of the energy is lost in the form of thermal radiation, movement, etc. As a result of metabolic processes, organisms lose about 90% of all energy in each link of the food chain, which is spent on maintaining their vital functions.

If a hare ate 10 kg of plant matter, then its own weight may increase by 1 kg. A fox or wolf, eating 1 kg of hare meat, increases its mass by only 100 g. In woody plants, this proportion is much lower due to the fact that wood is poorly absorbed by organisms. For grasses and seaweeds, this value is much greater, since they do not have difficult-to-digest tissues. However, the general pattern of the process of energy transfer remains: much less energy passes through the upper trophic levels than through the lower ones.

Let's consider the transformation of energy in an ecosystem using the example of a simple pasture trophic chain, in which there are only three trophic levels.

1. level - herbaceous plants,
2. level - herbivorous mammals, for example, hares
3. level - predatory mammals, for example, foxes

Nutrients are created through the process of photosynthesis by plants, which inorganic substances(water, carbon dioxide, mineral salts, etc.) using energy sunlight form organic matter and oxygen, as well as ATP. Part of the electromagnetic energy of solar radiation is converted into the energy of chemical bonds of synthesized organic substances.

All organic matter, created during the process of photosynthesis is called gross primary production (GPP). Part of the energy of gross primary production is spent on respiration, resulting in the formation of net primary production (NPP), which is the very substance that enters the second trophic level and is used by hares.

Let the runway be 200 conventional units of energy, and the costs of plants for respiration (R) - 50%, i.e. 100 conventional units of energy. Then net primary production will be equal to: NPP = WPP - R (100 = 200 - 100), i.e. At the second trophic level, the hares will receive 100 conventional units of energy.

However, for various reasons, hares are able to consume only a certain share of NPP (otherwise the resources for the development of living matter would disappear), while a significant part of it is in the form of dead organic remains (underground parts of plants, hard wood of stems, branches, etc. .) is not capable of being eaten by hares. It enters detrital food chains and/or is decomposed by decomposers (F). The other part goes to the construction of new cells (population size, growth of hares - P) and ensuring energy metabolism or respiration (R).

In this case, according to the balance approach, the balance equality of energy consumption (C) will look like this: C = P + R + F, i.e. The energy received at the second trophic level will be spent, according to Lindemann's law, on population growth - P - 10%, the remaining 90% will be spent on respiration and removal of undigested food.

Thus, in ecosystems, with an increase in the trophic level, there is a rapid decrease in the energy accumulated in the bodies of living organisms. From here it is clear why each subsequent level will always be less than the previous one and why food chains usually cannot have more than 3-5 (rarely 6) links, and ecological pyramids cannot consist of a large number of floors: to the final link of the food chain is the same as to the top floor of the ecological pyramid will receive so little energy that it will not be enough if the number of organisms increases.

This sequence and subordination of groups of organisms connected in the form of trophic levels represents the flows of matter and energy in the biogeocenosis, the basis of its functional organization.

Pyramid and its properties.

I would like to draw your attention to the fact that we are talking about a pyramid with a specific geometry. Areas of space in the Universe under fairly dense material objects (for example, Solar system) are subject to changes (distortions) of their structure under the influence, among other things, of the mental activity of the Mind, which is inadequate to its Habitat. Inharmonious events in near space and in deep space aggravate the situation.The consequence of the curvature of space, the deviation of its structure from the state of harmony are all earthly troubles: crime, disease, epidemics, earthquakes, lack of spirituality, decline in morality.

The pyramid in the zone of its activity directly or indirectly corrects the structure of space, bringing it closer to a state of harmony. Everything that is located or falls into this space begins to develop in the direction of harmony. At the same time, the likelihood of all of these troubles occurring decreases. Dynamics of mitigation and elimination of all negative manifestations significantly depends on the size of the Pyramid and compliance with all geometric relationships. As the height of the pyramid increases, its active influence increases by ~10 5 -10 7 once. In the zone of influence of the pyramid, phenomena appear that today can be attributed to phenomenology.Even at a frost of 40°C, ordinary water does not freeze inside the Pyramid. When you sharply shake a bottle with such supercooled water, it freezes in 2-3 seconds. If you look at the Pyramid with a radar in the 10 cm wavelength range, an ion column several kilometers high is visible above it. At the same time, the radiation situation around and inside the pyramid does not differ from background values. Significantly change their physical and Chemical properties many substances, semiconductors, carbon materials, etc. What is surprising is that these substances have their properties come to life and change along a sinusoidal background in time with a fairly large amplitude. Spontaneous charging of capacitors occurs, the temperature threshold of superconductivity changes, and the scale of physical time changes. The immunity of animals that have been in the zone of influence of the pyramid is significantly enhanced, and vitality increases many times. cell tissue affected, for example, by HIV infection, the malignant process in the body is blocked. Medications repeatedly enhance their specific properties even when the concentration decreases many times, disappear side effects from their use. Bringing the field structures of a person or groups of people into a harmonious state is of exceptional importance for humans and humanity. The state of these field structures is how we are inscribed in the world how harmonious we are with it and in it. This is how harmonious we are with other structures and factors of the surrounding world.

The influence of the pyramid is equally beneficial for humans and for bacteria and viruses. The pyramid is natural factor, which brings everything into a state of harmony biological system planet, changes its control structures. The influence of the pyramid reduces the mutual pathogenicity of humans and bacteria, humans and viruses, etc. Over the next few years, humanity has the opportunity to get rid of hepatitis, AIDS, malignant tumors and other diseases that threaten the very existence of humanity.Pathological childbirth will be an exception, and the relationship of newly born children with the outside world will be as harmonious as possible. The concept of “prevention” will be filled with real meaning. In my opinion, the concept of the Biblical Paradise should be considered not in a geographical sense, but in the sense of the structure of the habitat, the structure of the space in which we live. The extent to which our life corresponds to the concept of the Biblical Paradise depends on how close this structure is to a state of harmony. It must be borne in mind that the Pyramids have a powerful influence, so one should approach the understanding of these influences, and even more so the construction of the Pyramids, very carefully. It should be remembered that as soon as we move away from the described geometry, as soon as we build sharper or flatter Pyramids, we move away from the main thing - from harmony. We will receive powerful effects in both positive and negative aspects. Suffice it to recall the pyramids in Egypt, Mexico, Peru, etc.

Preview:

UMK "Perspective"

Subject: mathematics

Class: 2

Teacher: Klipikova O.V.

Lesson type: OZ

Topic: "Pyramid"

Goal: introduce new geometric figure– the pyramid, its elements, types and properties

Tasks:

- highlight the essential features of a pyramid, its elements (“base”, “side faces”, “tops”, “ribs”) and some properties, teach to recognize the types of pyramids by their base;

Construct a pyramid and find objects in the surrounding world that have the shape of a pyramid;

Draw up and implement an action plan and carry out step-by-step monitoring of its implementation in collaboration with the teacher and classmates;

Master the basic skills of self-assessment and self-monitoring of the results of one’s educational activities;

Search for the necessary information using textbook material and information received from the teacher and classmates, understand educational information, presented in various forms;

Develop interest in mastering new knowledge and methods of action, a positive attitude towards the subject of mathematics, interest in research tasks in the classroom.

Equipment: textbook “Mathematics. 2nd grade"G. V. Dorofeev, T. N. Mirakova, T. B. Buka, 1 hour; manual for students “Mathematics. Workbook. 2nd grade” G.V. Dorofeev, T.N. Mirakova, T.B. Buka, 1 hour; presentation; models of volumetric and flat figures; worksheet and self-test sheet.

During the classes:

1. Motivation for educational activities.

Hello guys! Today awaits us unusual lesson mathematics. I want to start it with a statement from the famous Russian physicist Alexander Leonidovich Chizhevsky:

“The simplest things found at every step can become a source scientific discovery».

- How do you understand it?(Each of us can discover something new; information about new concepts can be contained in objects that are nearby).

- Why do you think we started the lesson with this statement?(We will discover something new ourselves).

- I wish you new discoveries and interesting, productive work in the classroom.

Let's agree on how to evaluate our work. On the worksheet on the side, rate your work “+” or “-”. You can specify the number of errors.

2. Updating knowledge and fixing individual difficulties in a trial action

To make discoveries, you need to know a lot. Let's remember what we already know.

Exercise. Divide the figures into groups?

Explain how this can be done.(Color, volume, shape).

Name the figures in the 1st group.(Triangle, quadrangle, pentagon).

How are they similar? (These are polygons).

- How are they different from each other?(Number of sides, vertices, angles).

How can these figures be called in one word?(All these figures are polygons).

What are the names of the three-dimensional figures in the 2nd group?(These are cubes).

What do you know about the cube?(A cube is a three-dimensional geometric figure, it has 8 vertices, 6 faces, 12 edges, all edges of the cube are equal to each other, the faces are squares).

3. Identifying the location and cause of difficulties

- Why is there only one figure in the second group? Can it be supplemented with other figures?

Which ones? (Box, pyramid, ball)

That's what we call them in life. Do you know their correct names?

Are these figures familiar to you?

4. Construction of a project for getting out of a difficulty

What should we do? (We need to get to know each other, get to know each other)

Guess what the topic of our lesson will be.(Children's assumptions.)

The topic of our lesson is “Pyramid”

Are you familiar with this word, what do you know?(Children's toy, pyramids in Egypt.)

Take the worksheet. It presents the objectives of the lesson. Read them. Let's plan our work by putting our goals in order.

What goal do we start with?(Students make assumptions and note

the first goal on the sheet.)

What's the next goal?(The work is done in the same way.)

Goals:

1) I find out what a pyramid is and its elements;

2) I recognize the types of pyramids;

3) I find out the properties of the pyramid;

4) I will learn to find objects in the surrounding world that have the shape of a pyramid.

What will help us achieve our goals?? (Textbook, workbook, knowledge.)

5.Implementation of the completed project

Let's turn to the textbook and try to achieve our goals.

Practical work No. 1(textbook p. 80)

Read the assignment.

What do you need to do?

Let's repeat the rules for working with scissors.

• Feed the scissors rings forward
• Use scissors only at your workplace
• Don't leave scissors open
• Don't play with scissors, don't put scissors near your face
• Watch the movement of the blades while working
• Use only good scissors
• Use scissors as intended

6. Primary consolidation with pronunciation in external speech

What is the name of this figure?(Pyramid.)

What shapes does it consist of?(From triangles.)

What are they at the pyramid?(Edges.)

7. Independent work with verification against the standard

• Identify and write down the elements of a pyramid on the worksheet.
• Complete the statement in task number 2 on the worksheet

What will help us check whether we completed the task correctly?(Textbook.)

Read the information in the textbook on page 80 in the yellow box.(The pyramid has side edges and base. Side faces - triangles , converging at one vertex, and the base is polygon.)

Check your entry is correct. Evaluate your work.

What goal have we achieved?(We learned what a pyramid is and its elements.)

Let's continue our research.

What shape is the base of the pyramid?(Triangle.)

Why does the textbook say that it is a polygon?(Children's answers.)

A triangle is a polygon. What polygons do you know?

(Triangle, quadrilateral, etc.)

Could these figures be the bases of a pyramid? Let's check.

Practical work No. 2(textbook p. 109)

Work in pairs.

Read the assignment.

What do you need to do?(Cut out a figure from the Appendix, fold it along the fold lines, get a model of the figure.)

Work in pairs.

What shapes did you get?(Pyramids.)

How are they similar? (The side faces are triangles; there is a base, vertices, edges.)

What is the difference?(Different reasons.)

What figures are at the base of the pyramid?(Triangle, etc.)

Can you guess what these pyramids might be called?

Pyramids are triangular, quadrangular, and pentagonal.

Label the names for each pyramid on the worksheets yourself.

Complete the statement in task number 3 on the worksheet.

The type of pyramid depends on its base.

What geometric figure can be the base of a pyramid?(Any polygon.)

What goal have we achieved?(Learned about the types of pyramid.)

8. Incorporating repetition into the knowledge system

We got acquainted with a new geometric figure - a pyramid. We recognized its types. Let's try to construct a pyramid from toothpicks and plasticine. We work in pairs. Why?(We can help each other.)

- Let's determine who will make which pyramid. Each row selects a base figure.

Let's agree on how you will complete the task.

What's the best way to start?

We make ribs from toothpicks, and tops from plasticine balls. We assemble the base, then connect the edges at the top.

Place the pyramid in front of you on your desk. Give her a description.

Self-control of acquired knowledge.

Exercise 1.

What elements does a pyramid have? Choose the correct answers.

edge base top

side side edge

Task 2

Select all shapes that are pyramids

Task 3.

Which statement is wrong?

The base of the pyramid is a polygon.

U quadrangular pyramid five peaks.

The pyramid has two bases.

The side faces of the pyramid are triangles converging at one vertex.

9. Reflection on learning activities

- Evaluate your work in class using traffic light colors. A pyramid is drawn on the worksheet: color it green if everything was clear to you in the lesson, you completed all the tasks correctly or made 1 mistake;

V yellow, if something remained unclear, 2 mistakes were made; in red, if this topic remains unclear to you, 3 or more mistakes were made.

Name the topic of our lesson.

Why do you need to know the signs and properties of a pyramid?

In high school you will study geometry, which you can apply in life - build models to be smarter, develop imagery, erudition...

What goals did we set for ourselves? Goals achieved?

What goal has not been achieved? Homework will help you achieve it.

Homework.

• In the workbook pp. 70-71, task No. 1;
• Repetition. Workbook pp. 70-71, 2 optional tasks (examples and task)
• Optional. Find, photograph, bring, sketch, describe objects at home or on the street that have the shape of a pyramid. Determine the type of this pyramid. (My example)
• On the worksheet, complete task No. 3 (last column). Using the formula, calculate the data and write it in the table.

Preview:

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Slide captions:

Math lesson

“The simplest things, found at every step, can become a source of scientific discovery” A. L. Chizhevsky

vertex vertex face edge

triangles polygon

QUADAGONAL PENTAGONAL TRIANGULAR

Exercise 1.

Exercise 1.

Task 2.

Task 2.

Task 3.

Task 3.