DOCSLIB.ORG

Engage: Biological Relationship Tic-Tac-Toe

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Engage: Biological Relationship Tic-Tac-Toe Lesson 9 Biology Engage: Biological Relationship Tic-Tac-Toe Host Mutualism Prey Competition Parasitism Predation Commensalism Predator Symbiosis ______________________________________________________________________ Symbiosis Commensalism Prey Parasitism Host Competition Predation Mutualism Predator © 2013 Region 4 Education Service Center STAAR™ Achievement Series for Science Lesson 9 Biology Engage: Biological Relationship Tic-Tac-Toe Predation Symbiosis Predator Parasitism Competition Host Prey Mutualism Commensalism Prey Commensalism Symbiosis Competition Mutualism Predation Parasitism Predator Host STAAR™ Achievement Series for Science © 2013 Region 4 Education Service Center Lesson 9 Biology Explore: Predator-Prey Simulation Organism Yarn Color Food Source cricket green grass (popcorn) frog yellow crickets hawk red frogs fox brown frogs Trial Time of Trial Animal with Animal with Greatest Survival Least Survival 1 Equal distribution 2 Population change: Increase the number of frogs 3 Population change: Decrease the number of frogs and increase the number of crickets 4 Population change: Increase the number of hawks and decrease the number of frogs Questions 1. What animal(s) did you play? Describe what you did as the animal(s) to increase your chance of survival. 2. What happened when the population changed and there were more frogs in the ecosystem? 3. What happened when the population changed and there were fewer frogs in the ecosystem? 4. What occurred when the population changed, the hawk population increased, and the number of frogs decreased? 5. What if you survived but were not able to get five pieces of popcorn? How does this translate to what actually happens within an ecosystem? © 2013 Region 4 Education Service Center STAAR™ Achievement Series for Science Lesson 9 Biology Explain Part 1: Predator-Prey Relationships Identify the role and the relationship between the organisms in the Explore activity using the appropriate vocabulary words from the Engage activity. Create a definition of each of the vocabulary words in your own words with your partner. In your science notebook, record your definitions and the answers to the questions below. Questions In the Explore activity: 1. What is the role of the frog in regards to the cricket? 2. What is the role of the frog in regards to the hawk? 3. What is occurring between the hawk and the fox? 4. What is the relationship between the grass (popcorn) and the cricket? STAAR™ Achievement Series for Science © 2013 Region 4 Education Service Center Lesson 9 Biology Explain Part 2: Symbiotic Relationships Many species in an ecosystem share close relationships with other species. When an organism shares a close relationship it is known as symbiosis. There are different types of symbiotic relationships. In some relationships, the interactions between organisms are beneficial to both species while in others, one species may gain but the other has no known effect or is harmed in the interaction. Mutualism When a relationship between two organisms is beneficial to both organisms, the relationship is defined as mutualism. For example, ants routinely milk the honeydew secretions from aphids (insect) for a food source and, in return, the ants protect the aphids from predators. Both organisms benefit from the interaction. Commensalism In other organism interactions, one species may benefit from the relationship but the other species neither benefits nor is harmed. This type of relationship is commensalism. An example of a communalistic relationship can be seen between the remora and larger animals, such as whales or sharks. Remora are equipped with a suction disk on the back of their heads and “catch a ride” on the larger animals. Whales and sharks tend to be messy eaters, so when food from the larger animal floats by, the remora collects the scraps. The remora gets food, but the larger animal has no benefit and is not harmed in the process. Parasitism A third type of relationship between organisms is parasitism. In a parasitic relationship, one organism benefits and the other is harmed. The parasite feeds off a host, an organism in which a parasite resides. The relationship may even cause death to the organism. Plasmodium malariae is a parasite that is transferred from animal to animal by mosquitoes. Once the parasite enters the host animal, it attacks and destroys the red blood cells for a food source. In return, the host animal develops malaria, suffering chills, fevers, sweats, and even death. © 2013 Region 4 Education Service Center STAAR™ Achievement Series for Science Lesson 9 Biology Explain Part 2: Symbiotic Relationships Activity Instructions: Read each passage below with your partner and interpret the relationship of the pair of organisms. If the organism benefits from the interaction, place a plus (+) sign in the box. If the organism is unaffected from the interaction, place a zero (0) in the box. If the organism is harmed by the interaction, place a minus (–) sign in the box. If the organism dies from the interaction, place an X in the box. Identify the relationship between the organisms in the space provided. 1. The cattle egret is a bird that forages in the fields alongside livestock (cattle and horses). As livestock graze, their movement in the grass stirs up the insects that live in the grass. The cattle egrets eat the insects. The livestock are not affected by the interaction. Egret (bird) Livestock Relationship: 2. The cleaner fish cleans inside of the mouth of a Moray Eel. The fish eats the particles that are inside the eel’s mouth and obtains food. The eel does not eat the fish, but does get a clean mouth. The eel provides protection to the small fish from its natural predators. Fish Moray Eel Relationship: 3. Many species of birds fly close to the surface of the water in search of food. If the bird gets too close to the water, it leaves itself vulnerable to organisms living in the water, such as sharks. The sharks will come to the surface and attack the bird, dragging it beneath the water. Bird Shark Relationship: STAAR™ Achievement Series for Science © 2013 Region 4 Education Service Center Lesson 9 Biology 4. Flesh-eating bacteria known as Streptococcus pyogenes consume the flesh of humans as a food source. The bacteria are able to enter an open wound on the surface of the skin. If the immunity is weakened, the bacterium releases toxins that destroy the skin and soft tissue. Bacteria Human Relationship: 5. In order to move, a pseudoscorpion will catch a ride on insects such as a fly or beetle. The pseudoscorpion gets to where it is going and the fly or beetle is unaffected by the interaction. Pseudoscorpion Fly/Beetle Relationship: 6. Downy mildew is an oomycete, a protist that infects the vines forming plants and crucifers. The oomycete consumes the plant tissue as a food source. The plant forms brown spots on its leaves, which then wither and fall off. Mildew Plant Relationship: © 2013 Region 4 Education Service Center STAAR™ Achievement Series for Science Lesson 9 Biology Elaborate: Biological Relationship Scenarios Scenario 1 Aphids are small insects that feed on the sap of phloem vessels in plants and are often referred to as tree lice. They are most commonly found in temperate climates where they are among the most destructive insects to cultivated plants. In order to control the population of aphids without the use of pesticides, farmers and gardeners will introduce ladybugs to the area. A ladybug can consume up to 1,000 aphids in 1 day. The ladybugs get a food source and the plant is rid of the aphids. Identify the type of relationship shared by the organisms in the above passage. Scenario 2 The sloth is a tree-dwelling animal that lives in the jungles of Central and South America. It lives on a diet that mainly consists of leaves and insects. Sloths have a greenish shaggy coat that contains grooves where two types of blue-green algae make a nice, comfortable home. This provides the sloth with the greenish coat that camouflages it from its predators, and the photosynthetic algae are able to get closer to the Sun when attached to the sloth. Identify the type of relationship shared by the organisms in the above passage. Scenario 3 In sub-Saharan Africa, oxpeckers (a kind of bird) land on the backs of large animals, such as cattle, rhinos, and zebras, where it feeds on ticks, the botfly, dead skin, blood, sweat, mucus, insects, infected wounds, earwax, and other parasites. Oxpeckers provide the animals with grooming and remove unwanted pests. In the presence of danger, the oxpecker also flies upward and screams a warning that alerts the animal. Recent research may shed new light on the relationship between the oxpecker and large animals. It was previously thought that the animals’ wounds healed faster when the oxpecker cleaned the wounds, but this may not be the case. It has been observed that oxpeckers prolong the healing of wounds and also create new wounds when removing earwax. Since the primary food source is ticks and ticks are full of blood, the primary target of the oxpecker may be blood. If the oxpeckers share the relationship in the first paragraph with the livestock, what type of relationship is being exhibited? If the relationship is what is described in the second paragraph, what type of relationship do they share? © 2013 Region 4 Education Service Center STAAR™ Achievement Series for Science Lesson 9 Biology Scenario 4 Amphibians such as frogs and toads often feed on adult beetles. It was once believed that they also fed on the beetle larvae, but when more closely studied, a different behavior was observed. The beetle larvae use a unique movement of their antennae and formidable-looking mandibles to draw the attention of amphibians. The amphibian attacks and the larvae almost always avoid the protracted tongue.
Load more

Recommended publications
  • Plant-Microbe Symbioses: a Continuum from Commensalism to Parasitism
    UCLA UCLA Previously Published Works Title Plant-microbe symbioses: A continuum from commensalism to parasitism Permalink https://escholarship.org/uc/item/6kx779h1 Journal Symbiosis, 37(1-3) ISSN 0334-5114 Author Hirsch, Ann M. Publication Date 2004 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Symbiosis, 37 (2004) xx–xx 1 Balaban, Philadelphia/Rehovot Review article. Plant-Microbe Symbioses: A Continuum from Commensalism to Parasitism ANN M. HIRSCH Department of Molecular, Cell, and Developmental Biology and Molecular Biology Institute, University of California, Los Angeles, Los Angeles, CA 90095-1606, USA, Tel. +1-310-206-8673, Fax. +1-310-206-5413, Email. [email protected] Received October 28, 2003; Accepted January 27, 2004 Abstract Photosynthetic organisms establish symbioses with a wide range of microorganisms. This review examines the diversity of symbiotic interactions, and proposes that there is a continuum from commensalism to mutualism to pathogenesis/parasitism in plant-microbe associations. The advantage of considering commensalism, mutualism, and pathogenesis/parasitism as a continuum rather than as discrete relationships between hosts and microbes, as they have been considered in the past, is that it will motivate us to focus more on common molecular mechanisms. Keywords: ?? 1. Introduction Plants establish mutualistic, often described as symbiotic, interactions with myriad organisms, both prokaryotic and eukaryotic. Some of the most prominent photosynthetic mutualisms are illustrated in Fig. 1. Although technically not a plant symbiosis, lichens are photosynthetic and represent an excellent example of a beneficial interaction (Fig. 1A). Presented at the 4th International Symbiosis Congress, August 17–23, 2003, Halifax, Canada 0334-5114/2004/$05.50 ©2004 Balaban 2 A.M.
    [Show full text]
  • Symbiotic Relationship in Which One Organism Benefits and the Other Is Unaffected
    Ecology Quiz Review – ANSWERS! 1. Commensalism – symbiotic relationship in which one organism benefits and the other is unaffected. Mutualism – symbiotic relationship in which both organisms benefit. Parasitism – symbiotic relationship in which one organism benefits and the other is harmed or killed. Predation – a biological interaction where a predator feeds on a prey. 2A. Commensalism B. Mutualism C. Parasitism D. Predation 3. Autotrophic organisms produce their own food by way of photosynthesis. They are also at the base of a food chain or trophic pyramid. 4. Answer will vary – You will need two plants, two herbivores, and two carnivores 5. Decreases. Only 10% of the energy available at one level is passed to the next level. 6. If 10,000 units of energy are available to the grass at the bottom of the food chain, only 1000 units of energy will be available to the primary consumer, and only 100 units will be available to the secondary consumer. 7. Population is the number of a specific species living in an area. 8. B – All members of the Turdis migratorius species. 9. The number of secondary consumers would increase. 10. The energy decreases as you move up the pyramid which is indicated by the pyramid becoming smaller near the top. 11. Second highest-level consumer would increase. 12. Primary consumer would decrease due to higher numbers of secondary consumer. 13. The number of organisms would decrease due to the lack of food for primary consumers. Other consumers would decrease as the numbers of their food source declined. 14. Number of highest-level consumers would decrease due to lack of food.
    [Show full text]
  • Adaptations for Survival: Symbioses, Camouflage
    Adaptations for Survival: Symbioses, Camouflage & Mimicry OCN 201 Biology Lecture 11 http://www.oceanfootage.com/stockfootage/Cleaning_Station_Fish/ http://www.berkeley.edu/news/media/releases/2005/03/24_octopus.shtml Symbiosis • Parasitism - negative effect on host • Commensalism - no effect on host • Mutualism - both parties benefit Often involves food but benefits may also include protection from predators, dispersal, or habitat Parasites Leeches (Segmented Worms) Tongue Louse (Crustacean) Nematodes (Roundworms) Whale Barnacles & Lice Commensalism or Parasitism? Commensalism or Mutualism? http://magma.nationalgeographic.com/ http://www.scuba-equipment-usa.com/marine/APR04/ Mutualism Cleaner Shrimp http://magma.nationalgeographic.com/ Anemone Hermit Crab http://www.scuba-equipment-usa.com/marine/APR04/ Camouflage Countershading Sharks Birds Countershading coloration of the Caribbean reef shark © George Ryschkewitsch Fish JONATHAN CHESTER Mammals shiftingbaselines.org/blog/big_tuna.jpg http://www.nmfs.noaa.gov/pr/images/cetaceans/orca_spyhopping-noaa.jpg Adaptive Camouflage Camouflage http://www.cspangler.com/images/photos/aquarium/weedy-sea-dragon2.jpg Camouflage by Mimicry Mimicry • Batesian: an edible species evolves to look similar to an inedible species to avoid predation • Mullerian: two or more inedible species all evolve to look similar maximizing efficiency with which predators learn to avoid them Batesian Mimicry An edible species evolves to resemble an inedible species to avoid predators Pufferfish (poisonous) Filefish (non-poisonous)
    [Show full text]
  • Bio112 Home Work Community Structure
    Name: Date: Bio112 Home Work Community Structure Multiple Choice Identify the choice that best completes the statement or answers the question. ____ 1. All of the populations of different species that occupy and are adapted to a given habitat are referred to by which term? a. biosphere b. community c. ecosystem d. niche e. ecotone ____ 2. Niche refers to the a. home range of an animal. b. preferred habitat for an organism. c. functional role of a species in a community. d. territory occupied by a species. e. locale in which a species lives. ____ 3. A relationship in which benefits flow both ways between the interacting species is a. a neutral relationship. b. commensalism. c. competitive exclusion. d. mutualism. e. parasitism. ____ 4. A one-way relationship in which one species benefits and directly hurts the other is called a. commensalism. b. competitive exclusion. c. parasitism. d. obligate mutualism. e. neutral relationship. ____ 5. The interaction in which one species benefits and the second species is neither harmed nor benefited is a. mutualism. b. parasitism. c. commensalism. d. competition. e. predation. ____ 6. The interaction between two species in which one species benefits and the other species is harmed is a. mutualism. b. commensalism. c. competition. d. predation. e. none of these ____ 7. The relationship between the yucca plant and the yucca moth that pollinates it is best described as a. camouflage. b. commensalism. c. competitive exclusion. d. mutualism. e. all of these Name: Date: ____ 8. Competitive exclusion is the result of a. mutualism. b. commensalism.
    [Show full text]
  • Commensalism, Parasitism, & Mutualism
    69 Symbiosis in the Glades (Commensalism, Parasitism, Mutualism) OVERVIEW: Mutualism, parasitism, and commensalism all describe relationships in various ways that benefits an organism, harms an organism or neither harms nor helps an organism. In the cedar glade, we’ll look at a few examples. GRADE LEVEL: 6 – 12 TIME: One or two 50-minute class periods depending on student input and/or extension SETTING: Classroom OBJECTIVES: Student will describe the difference between mutualism, commensalism, and parasitism. These terms will be illustrated by using some examples that may be found in cedar glades of Middle Tennessee. LEARNING STANDARDS CORRELATED: Science GLE 0607.2.1; CLE 3210.2.1; 3255.3.6 QUESTION: What biological relationships exist among unlike organisms in the cedar glade? MATERIALS: 1 Cedar Glade Species List per student of student research team Additional field guides of resource books BACKGROUND: The cedar glade is no different from any other habitat in regard to complex biological relationships. One example of mutualism in the glade includes lichens. Lichens in this area often appear as the greenish-gray flaky crust you may see on tree bark or on rocks or as clumps of greenish-gray mass we often erroneously refer to as “reindeer moss.” This “reindeer moss” is very soft after rain or heavy dew has fallen. The lichen becomes dry and brittle during dry weather. The reason why lichens are considered to have a mutualistic relationship is because the mass that we see is a combination of an algae and a fungus. The fungus obtains food from photosynthesis from the algae and the algae in turn, has a place to live because of the fungus.
    [Show full text]
  • Answers --Chapter 6 Preparing for the Ap Exam Multiple Choice Questions 1
    ANSWERS --CHAPTER 6 PREPARING FOR THE AP EXAM MULTIPLE CHOICE QUESTIONS 1. Which of the following is not an example of a density-independent factor? (a) Drought (b) Competition (c) Forest fire (d) Hurricane (e) Flood 2. As the size of a white-tailed deer population increases, (a) the carrying capacity of the environment for white-tailed deer will be reduced. (b) a volcanic eruption will have a greater proportional effect than it would on a smaller population. (c) the effect of limiting resources will decrease. (d) the number of gray wolves, a natural predator of white-tailed deer, will increase. (e) white-tailed deer are more likely to become extinct. 3. The graph on page 174 of the population growth of Canada geese in Ohio between 1955 and 2002 can best be described as (a) an exponential growth curve. (b) a logistic growth curve. (c) a stochastic growth curve. (d) oscillation between overshoot and die-off. (e) approaching the carrying capacity. 4. Which of the following is not a statement of the logistic growth model? (a) Population growth is limited by density-dependent factors. (b) A population will initially increase exponentially and then level off as it approaches the carrying capacity of the environment. (c) Future population growth cannot be predicted mathematically. (d) Population growth slows as the number of individuals approaches the carrying capacity. (c) A graph of population growth produces an S-shaped growth curve over time. 5. Which of the following characteristics are typical of r-selected species? I They produce many offspring in a short period of time.
    [Show full text]
  • Unit Three Single-Celled Organisms Michelle Wood Associate Professor
    Unit Three Single-celled Organisms Michelle Wood Associate Professor Department of Biology University of Oregon Ph.D. in Zoology University of Georgia Michelle attended the University of Corpus Christi where she earned B.A. degrees in Biology and Speech. After graduating from the University of Georgia with a Ph.D., she continued her work as a postdoctoral student at the University of Chicago. She studied genetics and the evolutionary ecology of recently discovered photosynthetic organisms. After her postdoc, she continued as part of the research faculty in Ecology and Evolution Department until 1990. She then moved to the University of Oregon where she is now an Associate Professor. Dr. Wood’s research interests include studying picocyanobacteria from an evolutionary viewpoint. She is looking at how these microorganisms can survive in a wide range of marine environments. For instance, in the Arabian Sea, she and her student, Nelson Sherry, found that these organisms could reproduce several times a day and reach population sizes of more than a million cells per milliliter. These were free-living picocyanobacteria that bloomed during the summer Monsoon season. In the winter she found many examples of picocyanobacteria living symbiotically with dinoflagellates. She would like the students to know that people who study the ocean are a community of creative, curious, and wonderful people. She says, “If you are a student interested in ocean science, rest assured that there are many wonderful people out here who want to help you follow your dreams.” ©Project Oceanography 75 Spring 2002 Unit Three Single-celled Organisms Unit III Single-celled Organisms On the cutting edge… Dr.
    [Show full text]
  • Ecological Relationships
    Ecological Relationships http://www.univie.ac.at/zoologie/ecophys/crabsp-300dpi.jpg How do biotic factors influence each other? http://www.cs.umbc.edu/courses/undergraduate/201/fall06/projects/p1/fox-rabbit.jpg Ecological Relationships Biodiversity = the number of species in an ecosystem Territory = space claimed by an individual organism Ecological Equilibrium = state of “balance” in an ecosystem http://www2.warwick.ac.uk/about/environment/faqs/biodiversity.jpg Ecological Relationships • NICHE - Role of organism A niche is the in the ecosystem (job) sum of all activities and • NICHE DIVERSITY – relationships a species has Number of niches in an while obtaining and ecosystem; often using determined by abiotic resources needed to factors survive and Abiotic = non-living reproduce The “fight” may be indirect Competition: … individuals may never • When species or directly contact each other. individuals “fight” for the same resources. – E.g., Food, shelter…. Losing a keystone species usually • KEYSTONE disrupts many PREDATOR/SPECIES - ecological A predator that relationships. http://www.butler.edu/herbarium/prairie/prairie42004.jpg causes a large TwoTwo speciesspecies withwith increase in diversity similarsimilar needsneeds forfor of its habitat. samesame limitedlimited resourcesresources cannotcannot coexist.coexist. Herbivory: • A primary consumer feeds on a producer. http://www.smilinglizard.com/1a291aa0.jpg nmagine.com/168nwm/creata A fruit bat eating s/cr15169/cr15169065.jpg a papaya http://images.i A woodchuck eating wild clover Predation: • A consumer feeds on another consumer. ooGoer/2006/3/IMAGES/lion_zebra.jpg A lion eating zebra. http://nationalzoo.si.edu/Publications/Z http://www.citypaper.net/blogs/clog/wp- content/uploads/2007/06/close-up-bald-eagle-eating.jpg An eagle eating halibut.
    [Show full text]
  • Predation, Mutualism, Commensalism, Or Parasitism
    You decide Pathogen or Saprophyte Endophytes Most, if not all, plants studied in natural ecosystems are infested by fungi that cause no disease symptoms. Mutualism Both species benefit from the interaction. Mutualism – two species provide resources or services to each other enhances fitness of both species Algae and Fungi > Lichen - Alga gets water and nutrients from the fungus and the fungus gets food from the algae. Mycorrhizae – predominant forms Zygomycete affinities Asco/basidiomycte affinities Direct penetration of Root cells are tissues and cells surrounded but not invaded Commensalism Commensalism is a relationship between two living organisms where one benefits and the other is neither harmed nor helped. Commensalism – one species receives a benefit from another species enhances fitness of one species; no effect on fitness of the other species Parasitism One organism, usually physically smaller of the two (the parasite) benefits and the other (the host) is harmed Insects such as mosquitoes feeding on a host are parasites. Some fungi are pathogens About 30% of the 100,000 known species of fungi are parasites, mostly on or in plants. – American elms: –American chestnut: Dutch Elm Disease chestnut blight Was once one of America's most dominant trees Predation one eats another (Herbivores eat plants. Carnivores eats animals.) Mode of nutrition Pathogen or Saprophyte MODE OF NUTRITION Mode of nutrition means method of procuring food or obtaining food by an organism. Autotrophic (green plants) Heterotrophic (fungi, bacteria) Heterotrophic nutrition is of three types which are as follows : Saprophytic Nutrition Parasitic Nutrition Holozoic Nutrition HOLOZOIC NUTRITION Holozoic nutrition means feeding on solid food.
    [Show full text]
  • All About Butterflies Middle School
    All About Butterflies Middle School Life Science TEKS Sixth Grade: 6.12E, 6.12F Seventh Grade: 7.10A, 7.10B, 7.11A, 7.11B, 7.12A, 7.12B, 7.13A Eighth Grade: 8.11A, 8.11B, 8.11C Life Science Vocabulary abiotic, alpine tundra, arctic tundra, bioamplification, biomes, biotic, carnivore, climate, coastal desert, commensalism, DDT, dichotomous key, ecosystem, food chain, grassland, herbivore, mutualism, omnivore, organisms, parasitic, pesticides, savannah, semiarid desert, steppes, sustainability, symbiotic, taiga, temperate forest, terrestrial, tropical forest, vegetation Pre-Show Activity Pre-Show Lesson: Butterflies and Biomes Materials: butterfly cutouts with biome names on them (4 butterflies for each biome), biome resource materials, copies of biome chart Background Information: Biomes are defined as the world's major communities. They are classified according to the predominant vegetation and characterized by adaptations of organisms to that particular environment. The terrestrial biomes are: Deserts: Semiarid, coastal, hot and dry Forest: tropical, temperate (deciduous), taiga Grassland: savannah, temperate grassland, steppes Tundra: arctic, alpine HMNS All About Butterflies Middle School page 1 Procedure: Students will be given a butterfly cutout with a biome name on it. They will form groups based on the biome name on their butterfly. There should be an equal number of students in each group, with a maximum of four students. Students will be playing the role of a Lepidoptera (scientist who studies butterflies and moths). Their job is to learn about the sustainability of the butterfly in their assigned biome. They will be studying the biotic and abiotic features and the impact of human interaction on their biome.
    [Show full text]
  • Microbes in Ecology Introduction
    MICROBES IN ECOLOGY INTRODUCTION - Microbes usually live in communities and rarely as individuals They are • Present in every known ecosystem • Over 99% of microbes contribute to the quality of human life • In terms of numbers, microbes represent most of the diversity of life on Earth and are found in every environment • Play a vital part of the ecosystem • Major producers in aquatic environments • Decomposers – bacteria and fungi – in many ecosystems • Key role in Biogeochemical cycles to recycle carbon, nitrogen, carbon, water • Natural pest killers in gardens and on crops • Serving as natural water treatment • Causing some ecological problems as red tide and algal blooms • Involved in many symbiotic relations as lichens, human digestion, rumens of cows MICROBES IN ECOSYSTEMS - Microbes interact with other microorganisms, higher organisms and the inorganic world (abiotic world) • Microorganisms can form biofilms called microbial mats and thereby create their own microenvironment and niche • The roles of microorganisms in the larger ecosystem include o Primary producers – fix carbon dioxide o Decomposition of organic matter o Nutrient cycling o disease • Movement of microorganisms o Soil can blow around o Rivers move microorganisms o Animals move microorganisms around o Human activities • Extremophiles are microbes that live in places where they are the only organisms capable of surviving 1 Aquatic and Marine Ecosystems • There is a wide variety of microorganisms in aquatic systems: o Viruses o Bacteria o Diatoms o Algae o Protozoa o Some limited fungi - more in freshwater • Cyanobacteria, diatoms and algae serve as major producers and sources of oxygen • Protozoa serve as consumers at the lower ends of the food web • Bacteria and fungi serve as decomposers • Viruses are parasites that can infect other cells Soil Ecosystems - There are millions and millions of microbes naturally present in soil.
    [Show full text]
  • Prescott's Microbiology 5E
    Prescott−Harley−Klein: VIII. Ecology and 28. Microorganism © The McGraw−Hill Microbiology, Fifth Edition Symbiosis Interactions and Microbial Companies, 2002 Ecology 28.2 Microbial Interactions 601 Gill Gill plume plume O O 2 2 HSHbO2 CO2 CO2 H2S H2S Circulatory Vestimentum system Bacteria Sulfide Sulfide O2 Trophosome oxidation ATP Coelom Trophosome cell NAD(P)H Bacteria Calvin CO2 Capillary cycle Reduced Tube carbon compounds Capillary Nutrients Translocation Endosymbiotic products bacteria Opisthosome O2 CO 2 Animal tissues H2S (a) (b) (c) (d) Figure 28.6 The Tube Worm—Bacterial Relationship. (a) A community of tube worms (Riftia pachyptila) at the Galápagos Rift hydrothermal vent site (depth 2,550 m). Each worm is more than a meter in length and has a 20 cm gill plume. (b, c) Schematic illustration of the anatomical and physiological organization of the tube worm. The animal is anchored inside its protective tube by the vestimentum. At its anterior end is a respiratory gill plume. Inside the trunk of the worm is a trophosome consisting primarily of endosymbiotic bacteria, associated cells, and blood vessels. At the posterior end of the animal is the opisthosome, which anchors the worm in its tube. (d) Oxygen, carbon dioxide, and hydrogen sulfide are absorbed through the gill plume and transported to the blood cells of the trophosome. Hydrogen sulfide is bound to the worm’s hemoglobin (HSHbO2) and carried to the endosymbiont bacteria. The bacteria oxidize the hydrogen sulfide and use some of the released energy to fix CO2 in the Calvin cycle. Some fraction of the reduced carbon compounds synthesized by the endosymbiont is translocated to the animal’s tissues.
    [Show full text]