Ecological Succession and Biogeochemical Cycles
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Can You Engineer an Insect Exoskeleton?
Page 1 of 14 Can you Engineer an Insect Exoskeleton? Submitted by Catherine Dana and Christina Silliman EnLiST Entomology Curriculum Developers Department of Entomology, University of Illinois Grade level targeted: 4th Grade, but can be easily adapted for later grades Big ideas: Insect exoskeleton, engineering, and biomimicry Main objective: Students will be able to design a functional model of an insect exoskeleton which meets specific physical requirements based on exoskeleton biomechanics Lesson Summary We humans have skin and bones to protect us and to help us stand upright. Insects don’t have bones or skin but they are protected from germs, physical harm, and can hold their body up on their six legs. This is all because of their hard outer shell, also known as their exoskeleton. This hard layer does more than just protect insects from being squished, and students will get to explore some of the many ways the exoskeleton protects insects by building one themselves! For this fourth grade lesson, students will work together in teams to use what they learn about exoskeleton biomechanics to design and build a protective casing. To complete the engineering design cycle, students can use what they learn from testing their case to redesign and re-build their prototype. Prerequisites No prior knowledge is required for this lesson. Students should be introduced to the general form of an insect to facilitate identification of the exoskeleton. Live insects would work best for this, but pictures and diagrams will work as well. Instruction Time 45 – 60 minutes Next Generation Science Standards (NGSS) Framework Alignment Disciplinary Core Ideas LS1.A: Structure and Function o Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. -
Do You Think Animals Have Skeletons Like Ours?
Animal Skeletons Do you think animals have skeletons like ours? Are there any bones which might be similar? Vertebrate or Invertebrate § Look at the words above… § What do you think the difference is? § Hint: Break the words up (Vertebrae) Vertebrates and Invertebrates The difference between vertebrates and invertebrates is simple! Vertebrates have a backbone (spine)… …and invertebrates don’t Backbone (spine) vertebrate invertebrate So, if the animal has a backbone or a ‘vertebral column’ it is a ‘Vertebrate’ and if it doesn’t, it is called an ‘Invertebrate.’ It’s Quiz Time!! Put this PowerPoint onto full slideshow before starting. You will be shown a series of animals, click if you think it is a ‘Vertebrate’ or an ‘Invertebrate.’ Dog VertebrateVertebrate or InvertebrateInvertebrate Worm VertebrateVertebrate or InvertebrateInvertebrate Dinosaur VertebrateVertebrate or InvertebrateInvertebrate Human VertebrateVertebrate or InvertebrateInvertebrate Fish VertebrateVertebrate or InvertebrateInvertebrate Jellyfish VertebrateVertebrate or InvertebrateInvertebrate Butterfly VertebrateVertebrate or InvertebrateInvertebrate Types of Skeleton § Now we know the difference between ‘Vertebrate’ and ‘Invertebrate.’ § Let’s dive a little deeper… A further classification of skeletons comes from if an animal has a skeleton and where it is. All vertebrates have an endoskeleton. However invertebrates can be divided again between those with an exoskeleton and those with a hydrostatic skeleton. vertebrate invertebrate endoskeleton exoskeleton hydrostatic skeleton What do you think the words endoskeleton, exoskeleton and hydrostatic skeleton mean? Endoskeletons Animals with endoskeletons have Endoskeletons are lighter skeletons on the inside than exoskeletons. of their bodies. As the animal grows so does their skeleton. Exoskeletons Animals with exoskeletons Watch the following have clip to see how they shed their skeletons on their skeletons the outside! (clip the crab below). -
The Water Cycle
Natural Resource Management Basic concepts and strategies 1 This publication was co-financed by the Catholic Relief Services (CRS) and the generous support of the American people through the United States Agency of International Development (USAID) Office of Acquisition and Assistance under the terms of Leader with Associates Cooperative Agreement No. AID-OAA-L-10-00003 with the University of Illinois at Urbana Champaign for the Modernizing Extension and Advisory Services (MEAS) Project. MEAS aims at promoting and assisting in the modernization of rural extension and advisory services worldwide through various outputs and services. The services benefit a wide audience of users, including developing country policymakers and technical specialists, development practitioners from NGOs, other donors, and consultants, and USAID staff and projects. Catholic Relief Services (CRS) serves the poor and disadvantaged overseas. CRS provides emergency relief in the wake of natural and man-made disasters and promotes the subsequent recovery of communities through integrated development interventions, without regard to race, creed or nationality. CRS’ programs and resources respond to the U.S. Bishops’ call to live in solidarity – as one human family – across borders, over oceans, and through differences in language, culture and economic condition. CRS provided co-financing for this publication. Catholic Relief Services 228 West Lexington Street Baltimore, MD 21201-3413 USA Illustrations: Jorge Enrique Gutiérrez Printed in the United States of America. ISBN x-xxxxxx-xx-x Download this publication and related material at http://crsprogramquality.org/ or at http://www.meas-extension.org/meas-offers/training © 20[nn] Catholic Relief Services – United States Conference of Catholic Bishops and MEAS project This work is licensed under a Creative Commons Attribution 3.0 Unported License. -
Bedrock Geology Glossary from the Roadside Geology of Minnesota, Richard W
Minnesota Bedrock Geology Glossary From the Roadside Geology of Minnesota, Richard W. Ojakangas Sedimentary Rock Types in Minnesota Rocks that formed from the consolidation of loose sediment Conglomerate: A coarse-grained sedimentary rock composed of pebbles, cobbles, or boul- ders set in a fine-grained matrix of silt and sand. Dolostone: A sedimentary rock composed of the mineral dolomite, a calcium magnesium car- bonate. Graywacke: A sedimentary rock made primarily of mud and sand, often deposited by turbidi- ty currents. Iron-formation: A thinly bedded sedimentary rock containing more than 15 percent iron. Limestone: A sedimentary rock composed of calcium carbonate. Mudstone: A sedimentary rock composed of mud. Sandstone: A sedimentary rock made primarily of sand. Shale: A deposit of clay, silt, or mud solidified into more or less a solid rock. Siltstone: A sedimentary rock made primarily of sand. Igneous and Volcanic Rock Types in Minnesota Rocks that solidified from cooling of molten magma Basalt: A black or dark grey volcanic rock that consists mainly of microscopic crystals of pla- gioclase feldspar, pyroxene, and perhaps olivine. Diorite: A plutonic igneous rock intermediate in composition between granite and gabbro. Gabbro: A dark igneous rock consisting mainly of plagioclase and pyroxene in crystals large enough to see with a simple magnifier. Gabbro has the same composition as basalt but contains much larger mineral grains because it cooled at depth over a longer period of time. Granite: An igneous rock composed mostly of orthoclase feldspar and quartz in grains large enough to see without using a magnifier. Most granites also contain mica and amphibole Rhyolite: A felsic (light-colored) volcanic rock, the extrusive equivalent of granite. -
Learning the Water, Carbon and Nitrogen Cycles Through the Effects of Intensive Farming Techniques
Learning the Water, Carbon and Nitrogen Cycles through the Effects of Intensive Farming Techniques Winnie Chan Furness High School Overview Rationale Objectives Strategies Classroom Activities Annotated Bibliography/Resources Appendices/Content Standards Overview Elements of natural substances are constantly cycling through Earth. Water, carbon, and nitrogen move through Earth’s many ecosystems in closed paths called the biogeochemical cycles. In this unit, students will learn about these cycles by understanding modern farming techniques used to produce enough food to feed a world population of 7.8 billion. Students will plan and carry out experiments, analyze and interpret data, and communicate the information learned. This curriculum unit is intended for Biology students in Grades 9 and 10. The lessons are meant to be incorporated into “Unit 10: Ecology” of the School District of Philadelphia’s Core Curriculum for Biology, which is typically taught at the end of the year (May/June). Rationale The biogeochemical cycles operate on a fixed amount of matter on Earth. While the total amounts of water, carbon and nitrogen do not change, these substances exist in many different forms. Water is found on Earth as solid ice, liquid water or gaseous vapor. Carbon and nitrogen both exist as in the atmosphere as carbon dioxide gas and nitrogen gas, respectively, or as an integrated part of living and non-living substances. The hydrologic or water cycle describes the constant movement of water through Earth and its atmosphere. Major processes of -
Modeling Biogeochemical Cycles
4 Modeling Biogeochemical Cycles Henning Rodhe 4.1 Introductory Remarks spatial average (i.e., the physical size of the reservoir itself) often has a horizontal size To formulate a model is to put together pieces of approaching that of a continent, or larger, i.e., knowledge about a particular system into a > 1000 km. The time scales corresponding to this consistent pattern that can form the basis for (1) spatial average are months, or longer. This interpretation of the past history of the system means that day-to-day variations in weather and (2) prediction of the future of the system. To and ocean currents are not generally considered be credible and useful, any model of a physical, explicitly when modeling biogeochemical cycles. chemical or biological system must rely on both The advent of fast computers and the avail- scientific fundamentals and observations of the ability of detailed data on the occurrence of world around us. High-quality observational certain chemical species have made it possible data are the basis upon which our understand- to construct meaningful cycle models with a ing of the environment rests. However, observa- much smaller and faster spatial and temporal tions themselves are not very useful unless the resolution. These spatial and time scales corre- results can be interpreted in some kind of model. spond to those in weather forecast models, i.e. Thus observations and modeling go hand in down to 100 km and 1 h. Transport processes hand. (e.g., for CO2 and sulfur compounds) in the This chapter focuses on types of models used oceans and atmosphere can be explicitly to describe the functioning of biogeochemical described in such models. -
7. Shrubland and Young Forest Habitat Management
7. SHRUBLAND AND YOUNG FOREST HABITAT MANAGEMENT hrublands” and “Young Forest” are terms that apply to areas Shrubland habitat and that are transitioning to mature forest and are dominated by young forest differ in “Sseedlings, saplings, and shrubs with interspersed grasses and forbs (herbaceous plants). While some sites such as wetlands, sandy sites vegetation types and and ledge areas can support a relatively stable shrub cover, most shrub communities in the northeast are successional and change rapidly to food and cover they mature forest if left unmanaged. Shrub and young forest habitats in Vermont provide important habitat provide, as well as functions for a variety of wildlife including shrubland birds, butterflies and bees, black bear, deer, moose, snowshoe hare, bobcat, as well as a where and how they variety of reptiles and amphibians. Many shrubland species are in decline due to loss of habitat. Shrubland bird species in Vermont include common are maintained on the species such as chestnut-sided warbler, white-throated sparrow, ruffed grouse, Eastern towhee, American woodcock, brown thrasher, Nashville landscape. warbler, and rarer species such as prairie warbler and golden-winged warbler. These habitat types are used by 29 Vermont Species of Greatest Conservation Need. While small areas of shrub and young forest habitat can be important to some wildlife, managing large patches of 5 acres or more provides much greater benefit to the wildlife that rely on the associated habitat conditions to meet their life requirements. Birds such as the chestnut- sided warbler will use smaller areas of young forest, but less common species such as golden-winged warbler require areas of 25 acres or more. -
Sediment and Sedimentary Rocks
Sediment and sedimentary rocks • Sediment • From sediments to sedimentary rocks (transportation, deposition, preservation and lithification) • Types of sedimentary rocks (clastic, chemical and organic) • Sedimentary structures (bedding, cross-bedding, graded bedding, mud cracks, ripple marks) • Interpretation of sedimentary rocks Sediment • Sediment - loose, solid particles originating from: – Weathering and erosion of pre- existing rocks – Chemical precipitation from solution, including secretion by organisms in water Relationship to Earth’s Systems • Atmosphere – Most sediments produced by weathering in air – Sand and dust transported by wind • Hydrosphere – Water is a primary agent in sediment production, transportation, deposition, cementation, and formation of sedimentary rocks • Biosphere – Oil , the product of partial decay of organic materials , is found in sedimentary rocks Sediment • Classified by particle size – Boulder - >256 mm – Cobble - 64 to 256 mm – Pebble - 2 to 64 mm – Sand - 1/16 to 2 mm – Silt - 1/256 to 1/16 mm – Clay - <1/256 mm From Sediment to Sedimentary Rock • Transportation – Movement of sediment away from its source, typically by water, wind, or ice – Rounding of particles occurs due to abrasion during transport – Sorting occurs as sediment is separated according to grain size by transport agents, especially running water – Sediment size decreases with increased transport distance From Sediment to Sedimentary Rock • Deposition – Settling and coming to rest of transported material – Accumulation of chemical -
Distribution of Calcium Phosphate in the Exoskeleton of Larval Exeretonevra Angustifrons Hardy (Diptera: Xylophagidae)
Arthropod Structure & Development 34 (2005) 41–48 www.elsevier.com/locate/asd Distribution of calcium phosphate in the exoskeleton of larval Exeretonevra angustifrons Hardy (Diptera: Xylophagidae) Bronwen W. Cribba,b,*, Ron Rascha, John Barrya, Christopher M. Palmerb,1 aCentre for Microscopy and Microanalysis, The University of Queensland, Brisbane, Qd 4072, Australia bDepartment of Zoology and Entomology, The University of Queensland, Brisbane, Qd 4072, Australia Received 28 July 2004; accepted 26 August 2004 Abstract Distribution and organisation of the mineral, amorphous calcium phosphate (ACP), has been investigated in the exoskeleton of the xylophagid fly larva Exeretonevra angustifrons Hardy. While head capsule and anal plate are smooth with a thin epicuticle, the epicuticle of the body is thicker and shows unusual micro-architecture comprised of minute hemispherical (dome-shaped) protrusions. Electron microprobe analysis and energy dispersive spectroscopy revealed heterogeneity of mineral elements across body cuticle and a concentration of ACP in the epicuticle, especially associated with the hemispherical structures. Further imaging and analysis showed the bulk of the ACP to be present in nano-sized granules. It is hypothesised that the specific distribution of ACP may enhance cuticular hardness or durability without reducing flexibility. q 2004 Elsevier Ltd. All rights reserved. Keywords: Insect; Cuticle; Integument; Hardening; Analytical electron microscopy; Electron microprobe 1. Introduction was distributed heterogeneously. Further investigation of the distribution of the mineral phase at the micron and Strengthening of biological structures through cuticular nanometre level is needed to discover where deposition is calcification is well developed in decapod crustaceans but it occurring and how this might affect exoskeletal organis- rarely occurs in insects, where it is poorly understood ation. -
Effects of CO2-Induced Ph Reduction on the Exoskeleton Structure and Biophotonic Properties of the Shrimp Lysmata Californica
UC San Diego UC San Diego Previously Published Works Title Effects of CO2-induced pH reduction on the exoskeleton structure and biophotonic properties of the shrimp Lysmata californica. Permalink https://escholarship.org/uc/item/3mj6d2n4 Journal Scientific reports, 5(1) ISSN 2045-2322 Authors Taylor, Jennifer RA Gilleard, Jasmine M Allen, Michael C et al. Publication Date 2015-06-01 DOI 10.1038/srep10608 Peer reviewed eScholarship.org Powered by the California Digital Library University of California www.nature.com/scientificreports OPEN Effects of CO2-induced pH reduction on the exoskeleton structure and biophotonic Received: 10 November 2014 Accepted: 07 April 2015 properties of the shrimp Lysmata Published: 01 June 2015 californica Jennifer R. A. Taylor1, Jasmine M. Gilleard2, Michael C. Allen1 & Dimitri D. Deheyn1 The anticipated effects of CO2-induced ocean acidification on marine calcifiers are generally negative, and include dissolution of calcified elements and reduced calcification rates. Such negative effects are not typical of crustaceans for which comparatively little ocean acidification research has been conducted. Crustaceans, however, depend on their calcified exoskeleton for many critical functions. Here, we conducted a short-term study on a common caridean shrimp, Lysmata californica, to determine the effect of CO2-driven reduction in seawater pH on exoskeleton growth, structure, and mineralization and animal cryptic coloration. Shrimp exposed to ambient (7.99 ± 0.04) and reduced pH (7.53 ± 0.06) for 21 days showed no differences in exoskeleton growth (percent increase in carapace length), but the calcium weight percent of their cuticle increased significantly in reduced pH conditions, resulting in a greater Ca:Mg ratio. -
Glossary and Acronyms Glossary Glossary
Glossary andChapter Acronyms 1 ©Kevin Fleming ©Kevin Horseshoe crab eggs Glossary and Acronyms Glossary Glossary 40% Migratory Bird “If a refuge, or portion thereof, has been designated, acquired, reserved, or set Hunting Rule: apart as an inviolate sanctuary, we may only allow hunting of migratory game birds on no more than 40 percent of that refuge, or portion, at any one time unless we find that taking of any such species in more than 40 percent of such area would be beneficial to the species (16 U.S.C. 668dd(d)(1)(A), National Wildlife Refuge System Administration Act; 16 U.S.C. 703-712, Migratory Bird Treaty Act; and 16 U.S.C. 715a-715r, Migratory Bird Conservation Act). Abiotic: Not biotic; often referring to the nonliving components of the ecosystem such as water, rocks, and mineral soil. Access: Reasonable availability of and opportunity to participate in quality wildlife- dependent recreation. Accessibility: The state or quality of being easily approached or entered, particularly as it relates to complying with the Americans with Disabilities Act. Accessible facilities: Structures accessible for most people with disabilities without assistance; facilities that meet Uniform Federal Accessibility Standards; Americans with Disabilities Act-accessible. [E.g., parking lots, trails, pathways, ramps, picnic and camping areas, restrooms, boating facilities (docks, piers, gangways), fishing facilities, playgrounds, amphitheaters, exhibits, audiovisual programs, and wayside sites.] Acetylcholinesterase: An enzyme that breaks down the neurotransmitter acetycholine to choline and acetate. Acetylcholinesterase is secreted by nerve cells at synapses and by muscle cells at neuromuscular junctions. Organophosphorus insecticides act as anti- acetyl cholinesterases by inhibiting the action of cholinesterase thereby causing neurological damage in organisms. -
Mechanism of Ecological Succession
Environmental Biology Prof.(Dr.) Punam Jeswal Head M.Sc semester IV Botany Department MECHANISM OF ECOLOGICAL SUCCESSION ECOLOGICAL SUCCESSION Ecological succession is the gradual and continuous change in the species composition and community structure over time in the same area. Environment is always kept on changing over a period of time due to - i) Variations in climatic and physiographic factors and ii) The activities of the species of the communities themselves. These influences bring changes in the existing community which is sooner or later replaced by another community developed one after another. This process continues and successive communities develop one after another over the same area, until the terminal final community again becomes more or less stable for a period of time. The occurrence of definite sequence of communities over a period of time in the same area is known as Ecological Succession. Succession is a unidirectional progressive series of changes which leads to the established of a relatively stable community. Hult (1885), while studying communities of Southern Sweden used for the first time the term succession for the orderly changes in the communities. Clements (1907, 1916) put forth various principles that governed the process of succession, and while studying plant communities, defined succession as ' the natural process by which the same locality becomes successively colonized by different groups or communities of plants. According to E.P. Odum (1971), the ecological succession is an orderly process of community change in a unity area. It is the process of changes in species composition in an ecosystem over time. In simple terms, it is the process of ecosystem development in nature.