Invasive Species Triggers a Massive Loss of Ecosystem Services Through a Trophic Cascade
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Freshwater Ecosystems and Biodiversity
Network of Conservation Educators & Practitioners Freshwater Ecosystems and Biodiversity Author(s): Nathaniel P. Hitt, Lisa K. Bonneau, Kunjuraman V. Jayachandran, and Michael P. Marchetti Source: Lessons in Conservation, Vol. 5, pp. 5-16 Published by: Network of Conservation Educators and Practitioners, Center for Biodiversity and Conservation, American Museum of Natural History Stable URL: ncep.amnh.org/linc/ This article is featured in Lessons in Conservation, the official journal of the Network of Conservation Educators and Practitioners (NCEP). NCEP is a collaborative project of the American Museum of Natural History’s Center for Biodiversity and Conservation (CBC) and a number of institutions and individuals around the world. Lessons in Conservation is designed to introduce NCEP teaching and learning resources (or “modules”) to a broad audience. NCEP modules are designed for undergraduate and professional level education. These modules—and many more on a variety of conservation topics—are available for free download at our website, ncep.amnh.org. To learn more about NCEP, visit our website: ncep.amnh.org. All reproduction or distribution must provide full citation of the original work and provide a copyright notice as follows: “Copyright 2015, by the authors of the material and the Center for Biodiversity and Conservation of the American Museum of Natural History. All rights reserved.” Illustrations obtained from the American Museum of Natural History’s library: images.library.amnh.org/digital/ SYNTHESIS 5 Freshwater Ecosystems and Biodiversity Nathaniel P. Hitt1, Lisa K. Bonneau2, Kunjuraman V. Jayachandran3, and Michael P. Marchetti4 1U.S. Geological Survey, Leetown Science Center, USA, 2Metropolitan Community College-Blue River, USA, 3Kerala Agricultural University, India, 4School of Science, St. -
Pond and Lake Ecosystems a Pond Or Lake Ecosystem Includes Biotic
Pond and Lake Ecosystems A pond or lake ecosystem includes biotic (living) plants, animals and micro-organisms, as well as abiotic (nonliving) physical and chemical interactions. Pond and lake ecosystems are a prime example of lentic ecosystems. Lentic refers to stationary or relatively still water, from the Latin lentus, which means sluggish. A typical lake has distinct zones of biological communities linked to the physical structure of the lake. (Figure below) The littoral zone is the near shore area where sunlight penetrates all the way to the sediment and allows aquatic plants (macrophytes) to grow. Light levels of about 1% or less of surface values usually define this depth. The 1% light level also defines the euphotic zone of the lake, which is the layer from the surface down to the depth where light levels become too low for photosynthesizers. In most lakes, the sunlit euphotic zone occurs within the epilimnion. However, in unusually transparent lakes, photosynthesis may occur well below the thermocline into the perennially cold hypolimnion. For example, in western Lake Superior near Duluth, MN, summertime algal photosynthesis and growth can persist to depths of at least 25 meters, while the mixed layer, or epilimnion, only extends down to about 10 meters. Ultra-oligotrophic Lake Tahoe, CA/NV, is so transparent that algal growth historically extended to over 100 meters, though its mixed layer only extends to about 10 meters in summer. Unfortunately, inadequate management of the Lake Tahoe basin since about 1960 has led to a significant loss of transparency due to increased algal growth and increased sediment inputs from stream and shoreline erosion. -
Lake Mendota
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What Characteristics Do All Invasive Species Share That Make Them So
Invasive Plants Facts and Figures Definition Invasive Plant: Plants that have, or are likely to spread into native or minimally managed plant systems and cause economic or environmental harm by developing self-sustaining populations and becoming dominant or disruptive to those systems. Where do most invasive species come from? How do they get here and get started? Most originate long distances from the point of introduction Horticulture is responsible for the introduction of approximately 60% of invasive species. Conservation uses are responsible for the introduction of approximately 30% of invasive species. Accidental introductions account for about 10%. Of all non-native species introduced only about 15% ever escape cultivation, and of this 15% only about 1% ever become a problem in the wild. The process that leads to a plant becoming an invasive species, Cultivation – Escape – Naturalization – Invasion, may take over 100 years to complete. What characteristics make invasive species so successful in our environment? Lack predators, pathogens, and diseases to keep population numbers in check Produce copious amounts of seed with a high viability of that seed Use successful dispersal mechanisms – attractive to wildlife Thrive on disturbance, very opportunistic Fast-growing Habitat generalists. They do not have specific or narrow growth requirements. Some demonstrate alleleopathy – produce chemicals that inhibit the growth of other plants nearby. Have longer photosynthetic periods – first to leaf out in the spring and last to drop leaves in autumn Alter soil and habitat conditions where they grow to better suit their own survival and expansion. Why do we care? What is the big deal? Ecological Impacts Impacting/altering natural communities at a startling rate. -
Ecosystem Services Generated by Fish Populations
AR-211 Ecological Economics 29 (1999) 253 –268 ANALYSIS Ecosystem services generated by fish populations Cecilia M. Holmlund *, Monica Hammer Natural Resources Management, Department of Systems Ecology, Stockholm University, S-106 91, Stockholm, Sweden Abstract In this paper, we review the role of fish populations in generating ecosystem services based on documented ecological functions and human demands of fish. The ongoing overexploitation of global fish resources concerns our societies, not only in terms of decreasing fish populations important for consumption and recreational activities. Rather, a number of ecosystem services generated by fish populations are also at risk, with consequences for biodiversity, ecosystem functioning, and ultimately human welfare. Examples are provided from marine and freshwater ecosystems, in various parts of the world, and include all life-stages of fish. Ecosystem services are here defined as fundamental services for maintaining ecosystem functioning and resilience, or demand-derived services based on human values. To secure the generation of ecosystem services from fish populations, management approaches need to address the fact that fish are embedded in ecosystems and that substitutions for declining populations and habitat losses, such as fish stocking and nature reserves, rarely replace losses of all services. © 1999 Elsevier Science B.V. All rights reserved. Keywords: Ecosystem services; Fish populations; Fisheries management; Biodiversity 1. Introduction 15 000 are marine and nearly 10 000 are freshwa ter (Nelson, 1994). Global capture fisheries har Fish constitute one of the major protein sources vested 101 million tonnes of fish including 27 for humans around the world. There are to date million tonnes of bycatch in 1995, and 11 million some 25 000 different known fish species of which tonnes were produced in aquaculture the same year (FAO, 1997). -
A Survey of the Nation's Lakes
A Survey of the Nation’s Lakes – EPA’s National Lake Assessment and Survey of Vermont Lakes Vermont Agency of Natural Resources Department of Environmental Conservation - Water Quality Division 103 South Main 10N Waterbury VT 05671-0408 www.vtwaterquality.org Prepared by Julia Larouche, Environmental Technician II January 2009 Table of Contents List of Tables and Figures........................................................................................................................................................................... ii Introduction................................................................................................................................................................................................. 1 What We Measured..................................................................................................................................................................................... 4 Water Quality and Trophic Status Indicators.......................................................................................................................................... 4 Acidification Indicator............................................................................................................................................................................ 4 Ecological Integrity Indicators................................................................................................................................................................ 4 Nearshore Habitat Indicators -
Florida Lakes and Ponds Guidebook
Florida Lakes and Ponds Guidebook Florida has thousands of lakes and ponds that provide opportunities for recreation and valuable habitat for a wide diversity of plants and animals. However, over the years, many citizens of Florida have observed a decline in the health of their lakes and ponds. By choosing to read this guide you are taking the first step towards protecting your lake or pond. This manual is a starting point for concerned citizens who wish to learn about lake ecology and ways they can protect the future of their lake or pond. Photography provided courtesy of Pinellas County Communications Department u The first two chapters will help you understand the basic concepts of watersheds and the ecology of lakes and ponds. It covers the importance of a watershed approach to lake and pond protection and the ecology and cycles within a lake system. The following chapters address the main causes of reduced water quality and outline ways that you, as a concerned citizen, can adopt a proactive role in preventing further degradation to our waterbodies. The last section provides guidance for people who wish to go one step further and begin or join a lake association, apply for a grant or obtain additional education publications. Words in italics are defined in the glossary in the back of the book. By taking action today, we can protect our lakes and ponds for tomorrow. 1 Table of Contents Introduction Chapter 1: Understanding Watersheds 1.1 Watershed Information Chapter 2: Lake Basics 2.1 The Hydrologic Cycle 2.2 Thermal Stratification -
Food Web Invaders
TEACHER LESSON PLAN Food Web Invaders Grade Length Subjects/strands Topics 4th–8th grade 20–30 minutes Discover how a food Observation, applica- web works by making tion, comparing similari- a live model of biotic ties and differences, gen- components, using the eralization, kinesthetic people in your class. concept development, Then explore how an psycho-motor develop- invasive species disrupts ment that balance. BACKGROUND INTRODUCTION Students will have been introduced to the idea of an ecosystem, and the basic relationships in an ecosys- In this fun, active-learning, game about food webs, tem such as producers and consumers, herbivores and each student is assigned to be a plant or animal that carnivores, predator/prey pairs, and some of the inter- can be found in aquatic ecosystems. Then, they learn relationships of their behavior and adaptations. Middle about the relationships between organisms as they pass school students will have been introduced to the idea of a ball of yarn between students (organisms) that have a limiting factors, and later the idea of carrying capac- predator/prey relationship. As the ball of yarn unravels ity. Students will also be familiar with the concept of a and the string is stretched between the many predator/ food chain with a variety of trophic levels. At the inter- prey relationships in the room, the large and complex mediate level, this could include videos, field activities food web network is reveals visually and symbolically and artwork, as well as reading and writing activities in the room. In the final step, an invasive species is from student magazines and textbooks. -
Annual Report 2009.Qxd
RisingRising toto thethe ChallengeChallenge Annual Report 2009 From the Executive Director ESA remains financially sound and programmatically strong. n spite of the difficult economic times the country is I facing, ESA remains financially sound and programmatical- ly strong. Our loyal membership stands near 10,000 and the annual meeting—this year in Albuquerque—attracted 3,599 participants with its excellent program offerings. More than 2,000 institutions worldwide subscribe to one or more of our journals, which continue to be among the most highly cited in our field. Ecology, which is 90 years old this year, was named by the Special Libraries Association (SLA) as one of the top 100 most influential journals in science and medicine in the past 100 years. ESA is engaged in a range of activities that are a testament to the breadth of interests of our members. From congressional briefings on “hot” issues to an energized blog; from specialized ESA file photo Credit: conferences and workshops to galvanizing the community behind data sharing; from the continued evo- lution of our prized diversity program to helping faculty use large scale data sets; and from the ever- increasing influence of our journals, ESA continues to be a vibrant and energized society. ESA is also looking to the future. This year, the Governing Board initiated a long range planning process that will examine the existing activities of the Society and anticipate programs and activities that may be needed in the future. We expect that many of our members will be involved in this effort and be asked to help us ensure that ESA stays relevant far into the future. -
Phytoplankton and Primary Production
Phytoplankton and Primary Production Phagotrophic dinoflagellates Cryptomonads & photosynthetic Chain Forming diatoms Diatoms Green algae Blue Green algae (Cyanobacteria) Anabaena Productivity: rate at which organic matter is produced Microcystis Production: Total organic matter produced Relationship Between Primary Productivity Lakes are Categorized According to their Level of and Phytoplankton Biomass (Production) Productivity or “Trophic State” More Productive For conditions in which nutrients are limited Less Productive Biomass Productivity g Carbon . m-3. day-1 (Production) Oligotrophic Mesotrophic Eutrophic g Carbon . m-3 Greater Water Clarity : 10 m Less Water Clarity: 2.5 m Less Algae : 1.7 µg/L Chl a More Algae : > 14 µg/L Chl a Lower Phosphorus : < 8 µg/L More Phosphorus: 16 µg/L time PHOSPHORUS AND CHLOROPHYLL CONCENTRATIONS AND SECCHI DISK DEPTHS CHARACTERISTIC OF THE TROPHIC CLASSIFICATION OF LAKES Phosphorus Concentrations Vary Across the Western Finger Lakes MEASURED PARAMETER Oligotrophic Mesotrophic Eutrophic Total Phosphorus (µg/L) AVG 8 26.7 84.4 Range 3.0- 17.7 10.7- 95.6 16-386 Chlorophyll a (µg/L) AVG 1.7 4.7 14.3 Range 0.3 - 4.5 3 – 11 3 – 78 Secchi Disk Depth (m) AVG 9.9 4.2 2.45 Range 5.4 - 28.3 1.5 – 8.1 0.8 – 7.0 Table I – Data from Wetzel, 1983 Source: CSLAP data Chlorophyll Concentrations Are Relatively Low In Conesus Lake Cycle of Phytoplankton Production and Biomass in Temperate Lakes Source: CSLAP data Start of Spring bloom Autumn bloom fall Summer turnover Dry Period & fallout Surface temperature in a -
TIEE Teaching Issues and Experiments in Ecology - Volume 3, April 2005
TIEE Teaching Issues and Experiments in Ecology - Volume 3, April 2005 ISSUES : DATA SET Changes in Lake Ice: Ecosystem Response to Global Change Robert E. Bohanan, Center for Biology Education, University of Wisconsin – Madison, Madison, WI 53706, [email protected] Marianne Krasny, Department of Natural Resources, Cornell University, Ithaca, NY, 14853, [email protected] Adam Welman, Center for the Environment, Cornell University, Ithaca, NY, 14853 THE ECOLOGICAL QUESTION: Is there evidence for global warming in long term data on changes in dates of ice cover in three Wisconsin Lakes? ECOLOGICAL CONTENT: Effects of climate change on ecological systems. WHAT STUDENTS DO: Students plot more than 100 years of data on dates of "ice on" and "ice off" and duration of ice cover for three Wisconsin Lakes. They examine patterns of variation at different time scales to see the importance of long-term data. SKILLS: Interpreting data, making inferences from trends or patterns in data, making spatial and temporal comparisons of ecological systems. ASSESSABLE OUTCOMES: Interpretation of data, analyzing trends and patterns in spatial and temporal data, and constructing explanations about the links between abiotic and biotic factors on ecological systems from large-scale data. SOURCE: North Temperate Lakes LTER archive (http://lterquery.limnology.wisc.edu/abstract_new.jsp?id=PHYS) TIEE, Volume 3 © 2005 - Robert E. Bohanan and the Ecological Society of America. Teaching Issues and Experiments in Ecology (TIEE) is a project of the Education and Human Resources Committee of the Ecological Society of America (http://tiee.ecoed.net). page 2 Robert E. Bohanan, Marianne Krasny, Adam Welman TIEE Volume 3, April 2005 OVERVIEW Note: the overview is written for faculty but can be used as the basis for an introduction to the data set for students. -
Lake Superior Phototrophic Picoplankton: Nitrate Assimilation
LAKE SUPERIOR PHOTOTROPHIC PICOPLANKTON: NITRATE ASSIMILATION MEASURED WITH A CYANOBACTERIAL NITRATE-RESPONSIVE BIOREPORTER AND GENETIC DIVERSITY OF THE NATURAL COMMUNITY Natalia Valeryevna Ivanikova A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2006 Committee: George S. Bullerjahn, Advisor Robert M. McKay Scott O. Rogers Paul F. Morris Robert K. Vincent Graduate College representative ii ABSTRACT George S. Bullerjahn, Advisor Cyanobacteria of the picoplankton size range (picocyanobacteria) Synechococcus and Prochlorococcus contribute significantly to total phytoplankton biomass and primary production in marine and freshwater oligotrophic environments. Despite their importance, little is known about the biodiversity and physiology of freshwater picocyanobacteria. Lake Superior is an ultra- oligotrophic system with light and temperature conditions unfavorable for photosynthesis. Synechococcus-like picocyanobacteria are an important component of phytoplankton in Lake Superior. The concentration of nitrate, the major form of combined nitrogen in the lake, has been increasing continuously in these waters over the last 100 years, while other nutrients remained largely unchanged. Decreased biological demand for nitrate caused by low availabilities of phosphorus and iron, as well as low light and temperature was hypothesized to be one of the reasons for the nitrate build-up. One way to get insight into the microbiological processes that contribute to the accumulation of nitrate in this ecosystem is to employ a cyanobacterial bioreporter capable of assessing the nitrate assimilation capacity of phytoplankton. In this study, a nitrate-responsive biorepoter AND100 was constructed by fusing the promoter of the Synechocystis PCC 6803 nitrate responsive gene nirA, encoding nitrite reductase to the Vibrio fischeri luxAB genes, which encode the bacterial luciferase, and genetically transforming the resulting construct into Synechocystis.