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[[Category:English]]
[[Category:Population and Community Ecology]]

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= Introduction =

'''Population and Community Ecology''' examines life at two connected levels. [[English:Population ecology|Population ecology]] focuses on individuals of the same species living in a defined area, while [[English:Community (ecology)|community ecology]] focuses on populations of different species living and interacting in the same area. Together, these fields help you explain why populations grow or shrink, why species are distributed in particular patterns, how organisms affect one another, and how communities respond to disturbance.

This course is designed for Grades 9–10. You will work with ecological models, field-sampling methods, food webs, species interactions, and evidence-based explanations. By the end, you should be able to connect changes in one population to consequences for an entire ecological community.

{{#ev:youtube|https://www.youtube.com/watch?v=RBOsqmBQBQk|500|center}}

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== Learning Goals ==

By completing this aiMOOC, you should be able to explain the difference between a population, a community, and an ecosystem; describe population size, density, and dispersion; analyze causes of population change; compare exponential and logistic growth; interpret carrying capacity and limiting factors; distinguish major types of species interactions; analyze food webs and trophic cascades; explain primary and secondary succession; and design simple ecological investigations.

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= Population Ecology =

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== Populations, Size, Density, and Dispersion ==

A '''population''' consists of individuals of the same species that occupy the same general area at the same time and can potentially interact. Population ecologists often describe a population using its '''size''', '''density''', and '''dispersion'''.

'''Population size''' is the number of individuals. '''Population density''' is the number of individuals per unit of area or volume. Two ponds can contain the same number of frogs but have different densities if one pond is much smaller.

'''Dispersion''' describes how individuals are spaced. A clumped pattern can occur where resources are patchy or where organisms live in groups. A uniform pattern can result from territorial behavior or competition. A random pattern can occur when individuals neither strongly attract nor repel one another and resources are widely available.

[[File:Population distribution.svg|500px|frameless|center]]

A population is not the same as a [[English:Community (ecology)|community]]. If you count one species of grass in a school field, you are studying a population. If you study the grasses, insects, birds, fungi, and other species together, you are studying a community.

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== Population Change: Births, Deaths, Immigration, and Emigration ==

Population size changes through four main processes. '''Births''' add individuals, while '''deaths''' remove them. '''Immigration''' adds individuals arriving from elsewhere, while '''emigration''' removes individuals leaving the population.

A simple bookkeeping model is:

'''Population change = births + immigration − deaths − emigration'''

This model does not explain every ecological detail, but it helps you organize evidence. A population can increase even when some individuals die, provided that births and immigration together exceed deaths and emigration.

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== Measuring Populations in the Field ==

Ecologists rarely count every organism in a large habitat. Instead, they use sampling methods and estimate the larger population.

A '''quadrat''' is a frame that marks a known area. It is useful for plants or slow-moving organisms. Researchers can place quadrats randomly or systematically, identify organisms inside each frame, and calculate average abundance, density, or percentage cover.

A '''transect''' is a line or belt along which observations are made. Transects are useful for studying how organisms change across an environmental gradient, such as distance from a shoreline, shade, moisture, or altitude.

For mobile animals, a simplified '''mark–recapture''' study can estimate population size. In one version, researchers capture a first sample, mark the animals safely, release them, allow them to mix back into the population, and later capture a second sample. If M is the number first marked, C is the size of the second capture, and R is the number of marked animals recaptured, a simple estimate is '''N ≈ M × C ÷ R'''. The method works best when marks are retained, sampling does not strongly change survival or behavior, and marked and unmarked individuals have similar chances of being captured.

[[File:Intertidal transect quadrat sampling.jpg|500px|frameless|center]]

Sampling design matters. A biased sample can produce a misleading conclusion. Ecologists therefore use replication, consistent methods, appropriate sample locations, and careful records.

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== Exponential Growth, Logistic Growth, and Carrying Capacity ==

When resources are abundant and limiting factors are weak, a population may grow approximately '''exponentially'''. On a graph of population size against time, ideal exponential growth forms a J-shaped curve because the number added during each time interval becomes larger as the population grows.

Real populations cannot grow without limits forever. Food, water, space, shelter, nutrients, and other resources become limiting. The '''logistic growth model''' represents growth that slows as population size approaches the environment's '''carrying capacity''', often represented by K. Carrying capacity is the population size that a particular environment can support over time under particular conditions.

[[File:Logistic Carrying Capacity.svg|500px|frameless|center]]

Carrying capacity is not a permanent fixed number. Drought, seasonal change, habitat loss, restoration, disease, resource availability, or changes in other species can raise or lower it. The logistic model is useful, but it is a simplification of real population dynamics.

{{#ev:youtube|https://www.youtube.com/watch?v=fbORpSWCShk|500|center}}

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== Limiting Factors and Population Regulation ==

A '''density-dependent factor''' has a stronger or different effect as population density changes. Competition for food, disease transmission, parasitism, and some kinds of predation often become more important at high density.

A '''density-independent factor''' affects populations regardless of their density, although its final consequences can still differ among populations. Examples include severe storms, floods, fires, volcanic eruptions, and sudden pollution events.

The two kinds of factors can interact. For example, a drought may reduce water supplies independently of population density, while the remaining animals then experience stronger competition around the few water sources that remain.

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= Community Ecology =

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== Communities, Niches, Richness, and Evenness ==

A '''community''' includes populations of different species living in the same area and interacting directly or indirectly. Community ecologists ask which species are present, how abundant they are, how they use resources, and how their interactions influence the structure of the community.

'''Species richness''' is the number of species present. '''Species evenness''' describes how similar the abundances of those species are. Two communities can have the same richness but different evenness if one community is dominated by a single species.

An organism's '''ecological niche''' describes how it uses resources and conditions and how it interacts with other organisms. A niche is broader than a physical location. It includes what an organism eats, where and when it is active, the conditions it tolerates, and its ecological relationships.

{{#ev:youtube|https://www.youtube.com/watch?v=yGYnwMSflBU|500|center}}

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== Competition and Resource Partitioning ==

'''Competition''' occurs when organisms use a resource that is in limited supply. Competition can occur within one species or between different species. When two species depend on exactly the same limiting resources in the same way, stable long-term coexistence is difficult. This idea is summarized by the [[English:Competitive exclusion principle|competitive exclusion principle]].

Species can reduce direct competition through '''resource partitioning'''. They may use different foods, feed at different heights, be active at different times, or occupy different microhabitats. Partitioning does not mean competition disappears completely, but it can allow similar species to coexist.

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== Predation, Herbivory, and Predator–Prey Dynamics ==

'''Predation''' occurs when one organism kills and consumes another. '''Herbivory''' occurs when an animal consumes plant or algal tissue. These interactions can influence population size, behavior, defenses, and community structure.

Predator and prey populations may show linked cycles. In a simplified pattern, prey numbers rise first, predator numbers then rise because food is more available, prey numbers decline under stronger predation and other pressures, and predator numbers later decline as prey becomes scarce. Real ecosystems are more complex because food supply, weather, disease, and other species can also affect both populations.

[[File:Predator prey curve.png|500px|frameless|center]]

When interpreting a graph, do not assume that two curves prove a single cause. Ask what other variables could influence the observed pattern.

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== Symbiosis and Other Species Interactions ==

Species interactions can be described by their effects on each participant. In '''mutualism''', both species benefit. In '''commensalism''', one species benefits while the other experiences no clear measurable benefit or harm. In '''parasitism''', one organism benefits while the host is harmed. Predation and herbivory also benefit the consumer while harming the organism consumed.

Clownfish and sea anemones are a familiar example of a mutualistic association: the fish gain protection among the anemone's tentacles, while the anemone can receive benefits such as nutrients, water circulation, and defense from some predators. Specific benefits vary among species and environmental conditions.

[[File:Ocellaris clownfish.JPG|500px|frameless|center]]

Interactions are not fixed labels for every situation. The strength and even the outcome of an interaction can depend on environmental conditions and on the other species present.

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== Food Webs and Indirect Effects ==

A '''food chain''' shows a single pathway of feeding relationships. A '''food web''' shows many connected feeding relationships in a community. Arrows are commonly used to show the direction of energy transfer from the organism being eaten to the consumer.

[[File:Chesapeake Waterbird Food Web.jpg|500px|frameless|center]]

Food webs reveal '''indirect effects'''. A change in one population can influence species that do not directly interact with it. For example, reducing a predator can allow its herbivore prey to increase, which can then reduce plant abundance. Such linked changes across trophic levels are called a '''trophic cascade'''.

[[File:Trophic Cascade.svg|500px|frameless|center]]

A '''keystone species''' has an effect on community structure that is large relative to its abundance. Removing a keystone species can cause major changes in other populations and in ecosystem processes. Not every top predator is automatically a keystone species; the term depends on demonstrated ecological effect.

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= Community Change and Succession =

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== Disturbance and Ecological Succession ==

Communities change over time. A '''disturbance''' can remove organisms, alter resources, or change physical conditions. Disturbances include storms, fires, floods, volcanic eruptions, grazing, logging, and other natural or human-caused events.

'''Ecological succession''' is directional change in community composition after new habitat appears or a disturbance changes an existing community. In '''primary succession''', colonization begins where an established soil community is absent, such as on newly exposed rock. In '''secondary succession''', soil and at least some biological legacies remain after disturbance.

[[File:Primary Succession.svg|500px|frameless|center]]

Succession does not always follow one rigid sequence toward one permanent endpoint. Recovery depends on the severity of disturbance, surviving organisms, soil, climate, dispersal, chance events, and interactions among species.

{{#ev:youtube|https://www.youtube.com/watch?v=jZKIHe2LDP8|500|center}}

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== A Real-World Example: Mount St. Helens ==

The 1980 eruption of Mount St. Helens created areas with very different disturbance histories. Some places lost most surface life, while other places retained soil, roots, burrowing animals, or patches of surviving vegetation. Because biological legacies differed from place to place, recovery also differed.

[[File:Mount-St-Helens-Johnston-Ridge-36-years-later.JPG|500px|frameless|center]]

This example shows why ecologists study disturbance at multiple scales. The same event can create several starting conditions, so a landscape may contain different stages and pathways of recovery at the same time.

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= Connecting Population and Community Ecology =

Population and community ecology are linked. A population's birth rate, death rate, immigration, and emigration can be changed by competition, predation, disease, mutualism, or habitat disturbance. At the same time, a change in one population can alter food webs, resource availability, species interactions, and community diversity.

Imagine a coastal community in which a predator declines. One prey population may increase. If that prey consumes a habitat-forming species, the habitat can shrink, affecting many other populations. To explain the outcome well, you need both population-level evidence and community-level relationships.

Ecologists use models as tools rather than perfect copies of nature. A useful model identifies important variables, makes testable predictions, and is revised when observations do not match expectations.

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= Human Impacts and Conservation Applications =

Ecological knowledge supports [[English:Conservation biology|conservation biology]], fisheries management, restoration, agriculture, urban planning, and wildlife management. Habitat fragmentation can reduce movement between populations. Invasive species can alter competition or food webs. Climate change can shift ranges, seasonal timing, and carrying capacities. Pollution can change survival, reproduction, and community composition.

Good environmental decisions require more than noticing that two things changed together. You should ask what mechanism connects the variables, what evidence supports the claim, whether alternative explanations were tested, and whether the study was replicated.

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= Interactive Tasks =

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== Quiz: Test Your Knowledge ==

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'''Which statement best defines a population?'''
(Individuals of the same species living in the same area at the same time)
(!All living and nonliving parts of an ecosystem)
(!Every species living on Earth)
(!Only predators living in one habitat)

{{E}}
<br>

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'''What does population density measure?'''
(The number of individuals per unit area or volume)
(!The number of species in a food web)
(!The average age of all organisms)
(!The distance between two ecosystems)

{{E}}
<br>

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'''Which process directly adds individuals to a population from another location?'''
(Immigration)
(!Emigration)
(!Predation)
(!Competition)

{{E}}
<br>

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'''What usually happens to population growth as a logistic population approaches carrying capacity?'''
(Growth slows)
(!Growth becomes unlimited)
(!Every individual emigrates)
(!Population density becomes zero)

{{E}}
<br>

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'''Which is most likely a density-dependent limiting factor?'''
(Disease spreading more easily in a crowded population)
(!A volcanic eruption)
(!A hurricane crossing an island)
(!A sudden freeze affecting a region)

{{E}}
<br>

{{MC}}

'''What does species richness describe?'''
(The number of species in a community)
(!The mass of the largest organism)
(!The rate of immigration)
(!The amount of rainfall in a habitat)

{{E}}
<br>

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'''Which interaction benefits both participating species?'''
(Mutualism)
(!Predation)
(!Parasitism)
(!Competition)

{{E}}
<br>

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'''Why can resource partitioning support coexistence?'''
(It reduces direct competition by separating resource use)
(!It makes carrying capacity disappear)
(!It prevents all disturbances)
(!It forces every species into one niche)

{{E}}
<br>

{{MC}}

'''What is a trophic cascade?'''
(A chain of indirect population effects across feeding levels)
(!A random movement pattern within one population)
(!A method for counting organisms with a quadrat)
(!A measure of species richness only)

{{E}}
<br>

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'''What distinguishes secondary succession from primary succession?'''
(Secondary succession begins where soil or biological legacies remain)
(!Secondary succession always begins on bare rock)
(!Secondary succession contains only one species)
(!Secondary succession cannot follow fire)

{{E}}
<br>

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== Memory Game ==

<div class="memo-quiz">
{|
|-
| Carrying capacity || Largest population size an environment can support over time under given conditions
|-
| Density || Number of individuals per unit area or volume
|-
| Dispersion || Pattern of spacing among individuals in a habitat
|-
| Niche || A species' use of resources, conditions, and ecological relationships
|-
| Mutualism || Interaction in which both participating species benefit
|-
| Keystone species || Organism with a disproportionately large effect on community structure
|-
| Primary succession || Community development beginning where an established soil community is absent
|-
| Quadrat || Frame used to sample organisms within a known area
|}
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<br>

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== Drag and Drop ==

<div class="lueckentext-quiz">

{| class="wikitable"
! Match the correct terms.
! Topic
|-
| '''Exponential growth'''
| J-shaped increase under ideal conditions with weak resource limitation
|-
| '''Logistic growth'''
| Increase that slows as a population approaches environmental limits
|-
| '''Competition'''
| Interaction in which organisms use the same limited resource
|-
| '''Resource partitioning'''
| Separation of resource use that can reduce direct competition
|-
| '''Trophic cascade'''
| Indirect changes that move through connected feeding levels
|}
{{E}}

<br>
...
<br />

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== Crossword Puzzle ==

<div class="kreuzwort-quiz">
{|
|-
| Density || What term means the number of individuals per unit area or volume?
|-
| Dispersion || What term describes how individuals are spaced within a population?
|-
| Mutualism || What interaction gives a benefit to both participating species?
|-
| Succession || What process describes directional community change after habitat formation or disturbance?
|-
| Predation || What interaction occurs when one organism kills and consumes another?
|-
| Keystone || What word describes a species whose ecological effect is unusually large relative to its abundance?
|}
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<br>

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== LearningApps ==

<iframe> https://learningapps.org/index.php?s=Population+and+Community+Ecology </iframe>

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== Cloze Text ==

<quiz display=simple>
{'''Complete the text.'''<br>
|type="{}"}
A population contains individuals of the same { species } living in a defined area. Population density expresses the number of individuals per unit { area }. Immigration adds individuals, while { emigration } removes individuals by movement. Ideal unlimited growth can follow an { exponential } pattern. Logistic growth slows as a population approaches its { carrying capacity }. A community contains populations of { different } species that interact. When both species benefit from an interaction, the relationship is called { mutualism }. A food web can reveal indirect effects called a trophic { cascade }. Primary succession can begin where established { soil } is absent. Secondary succession begins where soil or other biological { legacies } remain.
</quiz>

<br>

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= Open-Ended Tasks =

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=== Easy ===
# [[English:Schoolyard Quadrat Survey|Schoolyard Quadrat Survey]]: Place several quadrats in a safe schoolyard area, record plant abundance or cover with one consistent method, calculate an average, and explain one limitation of your sample.
# [[English:Population Change Storyboard|Population Change Storyboard]]: Create a six-panel storyboard showing how births, deaths, immigration, and emigration can change one animal population over time.
# [[English:Species Interaction Photo Essay|Species Interaction Photo Essay]]: Produce a one-page photo essay using your own or openly licensed images to illustrate three different species interactions and explain the effect on each species.
# [[English:Local Food Web Poster|Local Food Web Poster]]: Research at least eight organisms from a local habitat, create a food web with correctly directed arrows, and predict one indirect effect of removing a consumer.

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=== Standard ===
# [[English:Transect Investigation|Transect Investigation]]: Design and carry out a line or belt transect across an environmental gradient, graph one biological pattern, and propose a mechanism that could explain it.
# [[English:Mark Recapture Simulation|Mark Recapture Simulation]]: Use beans, cards, or another nonliving model to simulate mark–recapture sampling, compare your estimate with the known population size, and explain why repeated trials differ.
# [[English:Carrying Capacity Model|Carrying Capacity Model]]: Build a spreadsheet or hand-calculated model of logistic growth, change one assumption about resources or carrying capacity, and explain how the graph responds.
# [[English:Ecology Interview|Ecology Interview]]: Interview a park ranger, gardener, farmer, restoration worker, or ecologist about a local population problem, then summarize the evidence they use to make management decisions.

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=== Advanced ===
# [[English:Disturbance Comparison Study|Disturbance Comparison Study]]: Compare two safe sites with different disturbance histories, collect the same community data at both, and argue which evidence best explains any difference in richness or abundance.
# [[English:Trophic Cascade Video|Trophic Cascade Video]]: Produce a three-to-five-minute explanatory video that traces a plausible trophic cascade, identifies direct and indirect effects, and distinguishes evidence from prediction.
# [[English:Invasive Species Case Study|Invasive Species Case Study]]: Investigate one invasive species in your region or country, map at least three population or community effects, evaluate the quality of your sources, and propose one management option.
# [[English:Conservation Proposal|Conservation Proposal]]: Write a conservation proposal for a threatened local population that uses population data, species interactions, carrying capacity, uncertainty, and at least two measurable criteria for success.

{{:Open Task - Create a MOOC}}

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= Learning Assessment =

# [[English:Population Data Interpretation|Population Data Interpretation]]: Given a graph with births, deaths, immigration, and emigration, explain the population trend and identify which additional evidence would be needed to predict future change.
# [[English:Growth Model Evaluation|Growth Model Evaluation]]: Compare exponential and logistic models for the same species, decide which assumptions are realistic in a stated habitat, and justify your choice with ecological reasoning.
# [[English:Sampling Design Critique|Sampling Design Critique]]: Examine a flawed quadrat or transect study, identify at least three sources of bias, and redesign the procedure to improve reliability.
# [[English:Interaction Network Analysis|Interaction Network Analysis]]: Use a food web to predict the direct and indirect consequences of changing one population, then explain why at least one prediction is uncertain.
# [[English:Succession Evidence Claim|Succession Evidence Claim]]: Use observations from a disturbed site to argue whether the recovery is more consistent with primary or secondary succession and state what evidence could change your conclusion.
# [[English:Conservation Transfer Task|Conservation Transfer Task]]: Apply population and community concepts to a new management scenario, weigh competing explanations, and recommend an action with measurable ecological outcomes.

<br>
<br>

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= Evidence of Learning =

# '''Knowledge:''' You can accurately explain population size, density, dispersion, population change, growth models, carrying capacity, limiting factors, niches, species interactions, food webs, keystone effects, and succession.
# '''Skills:''' You can interpret ecological graphs, collect or evaluate field-sampling data, distinguish correlation from mechanism, compare models, and justify claims with evidence.
# '''Products:''' You can produce clear ecological graphs, field records, food webs, models, written explanations, presentations, images, or videos that communicate data and reasoning.
# '''Transfer:''' You can apply population and community ecology to unfamiliar cases involving conservation, habitat change, invasive species, restoration, agriculture, or wildlife management.

<br>
<br>

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= OERs on the Topic =

<iframe> https://en.m.wikipedia.org/wiki/Population_ecology </iframe>

<iframe> https://en.m.wikipedia.org/wiki/Community_(ecology) </iframe>

<br>

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= Linked Learning Areas =

{| align=center
{{:D-Tab}}
'''[[English:Ecology|Ecology]]'''
# [[English:Population ecology|Population ecology]]
# [[English:Population dynamics|Population dynamics]]
# [[English:Population density|Population density]]
# [[English:Carrying capacity|Carrying capacity]]
# [[English:Community (ecology)|Community ecology]]
# [[English:Ecological niche|Ecological niche]]
# [[English:Competition (biology)|Competition]]
# [[English:Predation|Predation]]
# [[English:Mutualism (biology)|Mutualism]]
# [[English:Food web|Food web]]
# [[English:Keystone species|Keystone species]]
# [[English:Ecological succession|Ecological succession]]
# [[English:Biodiversity|Biodiversity]]
# [[English:Conservation biology|Conservation biology]]
|}

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= aiMOOC Projects =
[[Category:English]]
[[Category:Population and Community Ecology]]
[[Category:Biology]]
[[Category:Ecology]]
[[Category:Environmental science]]
[[Category:Grades 9-10]]
[[Category:AI_MOOC]]
[[Category:GPT aiMOOC]]
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English:Population and Community Ecology - Versionsgeschichte

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