Marine Science Marine

Total Page:16

File Type:pdf, Size:1020Kb

Marine Science Marine We are working with Cambridge International towards endorsement of this title. AS & A Level Marine Science COURSEBOOK Marine Science for Cambridge International AS & A Level COURSEBOOK Matthew Parkin, Melissa Lorenz, Claire Brown & Jules Robson Completely Cambridge Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge Teachers and encourage Cambridge Learners worldwide. To nd out more about Cambridge University Press visit cambridge.org/cambridge-international DRAFT Second edition Cambridge Elevate edition Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. We are working with Cambridge International towards endorsement of this title. Contents Contents How to use this series 00 Practical skills 1 Experimental planning including making How to use this book 00 estimates, predictions and hypotheses 00 Introduction 00 2 Presentation of data and observations 00 3 Evaluation of procedures and data 00 Introduction to command words 00 4 Analysis of data and conclusions 00 1 Water 6 Physiology of marine organisms 1.1 Particle theory and bonding 00 6.1 General cell structure 00 1.2 Solubility in water 00 6.2 Movement of substances 00 1.3 Density and pressure 00 6.3 Gas exchange 00 2 Earth processes 6.4 Osmoregulation 00 2.1 Tectonic processes 00 7 Energy 2.2 Weathering, erosion and sedimentation 00 7.1 Photosynthesis 00 2.3 Tides and ocean currents 00 7.2 Chemosynthesis 00 3 Interactions in marine ecosystems 7.3 Respiration 00 3.1 Interactions 00 8 Fisheries for the future 3.2 Feeding relationships 00 8.1 Life cycles 00 3.3 Nutrient cycles 00 8.2 Sustainable fisheries 00 4 Classification and biodiversity 8.3 Marine aquaculture 00 4.1 The classification of marine organisms 00 9 Human impacts on marine ecosystems 4.2 Key groups of marine organisms 00 9.1 Ecological impacts of human activities 00 4.3 Biodiversity 00 9.2 Global warming and its impact 00 4.4 Populations and sampling techniques 00 9.3 Ocean acidification 00 5 Examples of marine ecosystems 9.4 Conservation of marine ecosystems 00 5.1 The open ocean 00 Glossary 00 5.2 The tropical coral reef 00 Index 00 5.3 The rocky shoreDRAFT 00 5.4 The sandy shore 00 Acknowledgements 00 Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. We are working with Cambridge International towards endorsement of this title. Chapter 3 Interactions in marine ecosystems LEARNING OUTCOMES In this chapter you will learn how to: • describe the three main types of symbiotic relationship and describe examples of each one • represent feeding relationships as food chains or food webs and be able to describe the organisms in these relationships in terms of their trophic level • explain how photosynthesisDRAFT provides energy to the food chain and summarise the process as a word equation • give the word equation for respiration • define productivity and explain how high productivity can affect food chains • explain why energy is lost at each stage of the food chain Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. We are working with Cambridge International towards endorsement of this title. CAMBRIDGE INTERNATIONAL AS & A LEVEL MARINE SCIENCE: COURSEBOOK CONTINUED • draw pyramids of number, energy and biomass and be able to explain and interpret their shapes • explain what a nutrient is and be able to give the biological roles of nitrogen, carbon, magnesium, calcium and phosphorus • draw simple diagrams to show how carbohydrates, proteins and lipids are made up from smaller molecules • explain how nutrients in the ocean are depleted and replenished • describe the different stages in the carbon cycle including combustion, photosynthesis, decomposition, fossil fuels and the formation and weathering of rocks. BEFORE YOU START • In small groups, think of as many ways as you can in which organisms of different species can interact. Divide your list into positive and negative interactions. • In pairs, discuss what you already know about food chains. If you can, draw and label a simple food chain. • Write down any examples of nutrients you have heard of and the reasons you think they are needed by living organisms. THE IMPORTANCE OF PHYTOPLANKTON Around three billion people rely on marine the oxygen you breathe will have come from their ecosystems for their food. These people obtain the photosynthesis. majority of the protein in their diet from farmed or wild caught fish and other seafood. What they NASA, the United States’ civilian space programme, may not realise is that, ultimately, much of the monitors the levels of phytoplankton in the oceans energy in their food has come from tiny organisms using satellite imagery, comparing the colour called phytoplankton. This word comes from the of the water to the colour of chlorophyll and Greek meaning ‘drifting plants’ Phytoplankton other pigments. NASA has found that, overall, are tiny, microscopic organisms which float in the phytoplankton populations have declined over the upper sunlit layers of the water. Like land plants, last decade. This may be because the surface of they contain chlorophyll which enables them to the ocean is increasing in temperature. This in turn photosynthesise. They carry out more than half decreases the mixing between the nutrient-rich of all the photosynthesis on Earth, producing up to lower layers of water and the upper sunlit layers. 160 billion tonnes of carbohydrates every year. Fewer nutrients means less growth and reproduction of phytoplankton. In contrast, marine dead zones The ability of the phytoplankton to capture the are formed where excess fertilisers enter the water. energy in sunlight and to fix it into carbohydrates In these areas productivity reaches such a peak is essential to life in theDRAFT oceans. Many of the that the ecosystem becomes unbalanced. The consumers must gain their energy from either phytoplankton population initially increases very eating the phytoplankton directly, or from eating rapidly in a phenomenon known as an algal bloom. other animals who have eaten the phytoplankton. As the cells die and are decomposed by bacteria the Even if you do not eat seafood you are benefitting levels of oxygen fall. Eventually the oxygen levels from these tiny organisms, as more than half of become so low that little life can remain. 2 Original material © Cambridge University Press 2019. This material is not final and is subject to further changes prior to publication. We are working with Cambridge International towards endorsement of this title. 3 Interactions in marine ecosystems CONTINUED Questions done about this problem and the impacts on 1 Marine dead zones are often formed when land and ocean ecosystems. agricultural fertilisers enter the water. This 2 Think about why an organisation such as NASA reduces the population of fish available to catch might need to monitor the phytoplankton in the and use as food. However, if we do not use the ocean. Discuss, in groups, the reasons that this fertilisers there will be a reduction in the yield might be important and whether you think it is a of food crops. Discuss, in pairs, what should be good use of resources. to each other. The word comes from a Greek term which 3.1 Interactions means ‘living together’. The smaller organism is the symbiont and the larger organism is the host. There are Ecological interactions describe how a pair of organisms several different types of symbiosis including: living together in a community can affect one another. Some of these interactions are mutualistic and have • parasitism – where the symbiont benefits but a positive effect on both organisms. Others such as the host is damaged; for example, copepods and predation and parasitism are harmful to one of the marine fish species involved. Competition is harmful to both • commensalism – where the symbiont benefits but organisms as they are both trying to use the same the host remains unaffected; for example, manta resources. However, all of these relationships are vital to rays and remora fish the ecosystem as they allow the transfer of energy from one organism to the next. • mutualism – where both organisms benefit from the relationship, for example, boxer crabs and Symbiosis is a relationship between two or more anemones. organisms of different species which live physically close KEY WORDS phytoplankton: microscopic photosynthetic mutualism (mutualistic): a relationship between organisms that live in the upper, sunlit layers of water two different organisms where both organisms benefit chlorophyll: a pigment found in plants and algae that is used to absorb sunlight for photosynthesis predation: a relationship between two organisms where a predator hunts, kills and eats a prey animal photosynthesis (photosynthetic, photosynthesise): the process of using light energy to synthesise parasitism: a relationship between two organisms glucose from carbon dioxide and water where the parasite obtains benefit at the expense of the host carbohydrate: organic compounds occurring in living tissues that contain carbon, hydrogen and competition: a relationship between two organisms oxygen, for example, starch, cellulose and sugars; where both species are negatively affected as they carbohydrates can be broken down in the process are trying to use the same resources of respiration to release energy symbiosis: a relationship between two or more consumer: an animal which feeds on other organisms of different species which live physically organisms to gain energyDRAFT from food close to each other algal bloom: a rapid increase in a population of commensalism: a relationship between two algae organisms where one organism benefits and the other is neither harmed nor benefitted community: all the different populations interacting in one habitat at the same time 3 Original material © Cambridge University Press 2019.
Recommended publications
  • 7.014 Handout PRODUCTIVITY: the “METABOLISM” of ECOSYSTEMS
    7.014 Handout PRODUCTIVITY: THE “METABOLISM” OF ECOSYSTEMS Ecologists use the term “productivity” to refer to the process through which an assemblage of organisms (e.g. a trophic level or ecosystem assimilates carbon. Primary producers (autotrophs) do this through photosynthesis; Secondary producers (heterotrophs) do it through the assimilation of the organic carbon in their food. Remember that all organic carbon in the food web is ultimately derived from primary production. DEFINITIONS Primary Productivity: Rate of conversion of CO2 to organic carbon (photosynthesis) per unit surface area of the earth, expressed either in terns of weight of carbon, or the equivalent calories e.g., g C m-2 year-1 Kcal m-2 year-1 Primary Production: Same as primary productivity, but usually expressed for a whole ecosystem e.g., tons year-1 for a lake, cornfield, forest, etc. NET vs. GROSS: For plants: Some of the organic carbon generated in plants through photosynthesis (using solar energy) is oxidized back to CO2 (releasing energy) through the respiration of the plants – RA. Gross Primary Production: (GPP) = Total amount of CO2 reduced to organic carbon by the plants per unit time Autotrophic Respiration: (RA) = Total amount of organic carbon that is respired (oxidized to CO2) by plants per unit time Net Primary Production (NPP) = GPP – RA The amount of organic carbon produced by plants that is not consumed by their own respiration. It is the increase in the plant biomass in the absence of herbivores. For an entire ecosystem: Some of the NPP of the plants is consumed (and respired) by herbivores and decomposers and oxidized back to CO2 (RH).
    [Show full text]
  • Thermophilic Lithotrophy and Phototrophy in an Intertidal, Iron-Rich, Geothermal Spring 2 3 Lewis M
    bioRxiv preprint doi: https://doi.org/10.1101/428698; this version posted September 27, 2018. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY-NC-ND 4.0 International license. 1 Thermophilic Lithotrophy and Phototrophy in an Intertidal, Iron-rich, Geothermal Spring 2 3 Lewis M. Ward1,2,3*, Airi Idei4, Mayuko Nakagawa2,5, Yuichiro Ueno2,5,6, Woodward W. 4 Fischer3, Shawn E. McGlynn2* 5 6 1. Department of Earth and Planetary Sciences, Harvard University, Cambridge, MA 02138 USA 7 2. Earth-Life Science Institute, Tokyo Institute of Technology, Meguro, Tokyo, 152-8550, Japan 8 3. Division of Geological and Planetary Sciences, California Institute of Technology, Pasadena, CA 9 91125 USA 10 4. Department of Biological Sciences, Tokyo Metropolitan University, Hachioji, Tokyo 192-0397, 11 Japan 12 5. Department of Earth and Planetary Sciences, Tokyo Institute of Technology, Meguro, Tokyo, 13 152-8551, Japan 14 6. Department of Subsurface Geobiological Analysis and Research, Japan Agency for Marine-Earth 15 Science and Technology, Natsushima-cho, Yokosuka 237-0061, Japan 16 Correspondence: [email protected] or [email protected] 17 18 Abstract 19 Hydrothermal systems, including terrestrial hot springs, contain diverse and systematic 20 arrays of geochemical conditions that vary over short spatial scales due to progressive interaction 21 between the reducing hydrothermal fluids, the oxygenated atmosphere, and in some cases 22 seawater. At Jinata Onsen, on Shikinejima Island, Japan, an intertidal, anoxic, iron- and 23 hydrogen-rich hot spring mixes with the oxygenated atmosphere and sulfate-rich seawater over 24 short spatial scales, creating an enormous range of redox environments over a distance ~10 m.
    [Show full text]
  • Interactions Between Photosynthesis and Respiration in an Aquatic Ecosystem
    Interactions between Photosynthesis and Respiration in an Aquatic Ecosystem Jane E. Caldwell and Kristi Teagarden 53 Campus Drive, P.O. Box 6057 Dept. of Biology West Virginia University Morgantown, WV 26506 [email protected] (304)293-5201 extension 31459 [email protected] (304)293-5201 extension 31542 Abstract: Students measure the results of respiration and photosynthesis separately, combined, and in comparison to a non-living control “ecosystem”. The living ecosystem uses only snails and water plants. Oxygen, carbon dioxide, and ammonia nitrogen concentrations are measured with simple colorimetric and titration water tests using commercially available kits. The exercise is designed for large enrollment non-majors labs, but modifications for large and small classrooms are described. Introduction This lab exercise was developed for a freshman course for non-science majors at West Virginia University. The exercise asks students to apply their knowledge of basic metabolic processes to a series of simple aquatic ecosystems, which students monitor through water testing. These ecosystems consist of aquaria containing plants and/or snails with or without light exposure, and are compared against a non-living control system (an aquarium with water, light, and gravel). As they analyze their results, students observe the interplay of respiration, photosynthesis, protein digestion (or waste excretion), and decomposition through their effects on dissolved oxygen, carbon dioxide, and ammonia. Students synthesize these observations into written explanations of their results. During the course of the lab, students: • predict the relative levels of oxygen, carbon dioxide, and ammonia for various aquaria compared to a control aquarium. • observe and conduct titrimetric and colorimetric tests for dissolved compounds in water.
    [Show full text]
  • Discovery of Chemosynthesis-Based Association on the Cretaceous Basal Leatherback Sea Turtle from Japan
    Editors' choice Discovery of chemosynthesis-based association on the Cretaceous basal leatherback sea turtle from Japan ROBERT G. JENKINS, ANDRZEJ KAIM, KEI SATO, KAZUHIRO MORIYA, YOSHINORI HIKIDA, and REN HIRAYAMA Jenkins, R.G., Kaim, A., Sato, K., Moriya, K., Hikida, Y., and Hirayama, R. 2017. Discovery of chemosynthesis-based association on the Cretaceous basal leatherback sea turtle from Japan. Acta Palaeontologica Polonica 62 (4): 683–690. We report a Late Cretaceous chemosynthetic community fueled by decomposing basal leatherback sea turtle on the ocean floor in the western Pacific. The fossil association representing this community has been recovered from the matrix of a concretion containing a single carapace of Mesodermochelys sp. from Late Cretaceous outer shelf to upper slope deposit of northern Hokkaido, Japan. The carapace displays boreholes most likely performed by boring bivalves, and is associated with molluscan shells, mainly Provanna cf. nakagawensis and Thyasira tanabei. Since this association is similar to fauna already known from Late Cretaceous hydrocarbon seeps, sunken wood, and plesiosaur-falls in Hokkaido, it is suggested that all types of chemosynthesis-based communities in the Late Cretaceous of western Pacific may have belonged to the same regional pool of animals and were not yet fully differentiated into three independent types of com- munities as it is known today. This finding also indicates that the sulfophilic stage of the vertebrate-fall communities was supported not only by plesiosaur carcasses, which were previously reported, but also by sea turtle carcasses. It highlights the possibility of surviving vertebrate-fall communities through the end-Cretaceous mass extinction event on carcasses of sea turtles which are the only large marine vertebrates surviving this event.
    [Show full text]
  • Photosynthesis and Respiration
    HIGH SCHOOL LIFE SCIENCE: PHOTOSYNTHESIS AND RESPIRATION Standards Bundle Standards are listed within the bundle. Bundles are created with potential instructional use in mind, based upon potential for related phenomena that can be used throughout a unit. HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (SEP: 2; DCI: LS1.C; CCC: Systems, Energy/Matter) [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] HS-LS1-7 Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new compounds are formed, and a net transfer of energy results. (SEP: 2; DCI: LS1.C; CCC: Energy/Matter)[Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (SEP: 2; DCI: LS2.B, PS3.D; CCC: Systems) [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.] Content Overview This section provides a generic overview of the content or disciplinary core ideas as an entry point to the standards.
    [Show full text]
  • Chapter 5 Hmdscience.Com EN Online Vir Onmental Science Work Ecosystems How
    DO NOT EDIT--Changes must be made through “File info” printcode=a Chapter 5 Section 1 Energy Flow in Ecosystems How Section 2 The Cycling of Matter Section 3 How Ecosystems Change Why It Matters Ecosystems This frog gets the energy it needs to survive by eating other organisms, such as damselflies. Frogs and damselflies are both consumers in an aquatic food chain. Work How does energy continue to be transferred in this food chain? CASESTUDY Learn how pollutants, like the pesticide DDT, are transferred through a food chain in the case study DDT in an Aquatic Food Chain on page 120. Online enVirOnmental Science HMDScience.com Go online to access additional resources, including labs, worksheets, multimedia, and resources in Spanish. Inc. Cosmos Blank/Photo Researchers, ©A. 116 DO NOT EDIT--Changes must be made through “File info” printcode=a Section 1 Energy Flow in Objectives Describe how energy is transferred from the sun Ecosystems to producers and then to consumers. organisms need energy to survive, grow, and reproduce. Different organisms Describe one way in which get energy from different sources, but the ultimate source of energy for almost all consumers depend on producers. organisms on earth is the sun. Identify two types of consumers. Explain how energy transfer in a Life Depends on the Sun food web is more complex than Energy from the sun enters an ecosystem when organisms use sunlight energy transfer in a food chain. to make sugar in a process called photosynthesis. During photosynthesis, plants, algae, and some bacteria capture light energy from the sun and Explain why an energy pyramid use it to convert carbon dioxide and water into sugar and oxygen, as is a representation of trophic shown in Figure 1.1.
    [Show full text]
  • Forest Production Ecology • Objectives – Overview of Forest Production Ecology • C Cycling – Primary Productivity of Trees and Forest Ecosystems
    Forest Production Ecology • Objectives – Overview of forest production ecology • C cycling – Primary productivity of trees and forest ecosystems … ecologists and ecosystem managers are unlikely to achieve desired management objectives unless they are familiar with the distribution and movements of energy that are responsible for the character and productivity of ecosystems under their management. (Kimmins 2004) – First: questions, take-home points, things you learned, etc. from reading assignment 1 Forest Production Ecology • Why should you care about C cycling? – C is the energy currency of all ecosystems • Plant (autotrophic) production is the base of almost all food/energy pyramids • Underlies all ecosystem goods & services – Plant C cycling, to a large extent, controls atmospheric CO2 concentrations (i.e., climate) • 3-4x as much C in terrestrial ecosystems as the atmosphere • Forests account for ~80% of global plant biomass and ~50% of global terrestrial productivity – C is fundamental to soil processes (i.e., SOM) • Belowground resources are a primary control over all ecosystem processes 2 Forest Production Ecology •Global Carbon Cycle ≈ “Breathing” of Earth 3 Forest Production Ecology • C enters via photosynthesis The C Bank Account 1. Gross Primary Production (GPP) •Total C input via photosynthesis 2. Accumulates in ecosystems (C pools/storage) as: (a) plant biomass; (b) SOM & microbial biomass; or (c) animal biomass 3. Returned to the atmosphere via: (a) respiration (R; auto- or hetero-trophic); (b) VOC emissions; or (c) disturbance Chapin et al. (2011) 4. Leached from or transferred laterally to another ecosystem Forest Production Ecology • Keys to understanding biological C cycling 1. Pools (storage) vs. fluxes (flows) of C • Live and dead (detrital) biomass • Above- and belowground 2.
    [Show full text]
  • Chemosynthesis: What It We Can Learn from Hydrothermal Vents
    Chemosynthesis:Chemosynthesis: WhatWhat itit wewe cancan learnlearn fromfrom hydrothermalhydrothermal ventsvents Ryan Perry Geol 062 II.. IInnttrroo ttoo MMeettaabboolliissmm 1. CCaarrbboonn fifixxaattiioonn aanndd PPhhoottoossyynntthheessiiss 2. FFaammiilliiaarr ooxxiiddaattiivvee mmeettaabboolliissmm 3. OOxxyyggeenniicc PPhhoottoossyynntthh.. 4. GGeeoollooggiicc ccoonnsseeqquueenncceess IIII.. CChheemmoossyynntthheessiiss 1. HHyyddrrootthheerrmmaall VVeennttss 2. AArrcchheeaann 3. CChheemmoossyynntthheettiicc mmeettaabboolliissmm:: MMiiccrroobbeess RRuullee!!!!!! 4. CChheemmoossyynntthheettiicc eeccoossyysstteemmss IIIIII.. WWhhyy aarree eexxttrreemmoopphhiilleess ssoo ccooooll?? 1. BBiioommeeddiiccaall 2. IInndduussttrriiaall 3. WWhhaatt eexxttrreemmoopphhiilleess tteeaacchh uuss aabboouutt eeaarrllyy lliiffee 4. EExxoobbiioollooggyy IIVV.. EExxoobbiioollooggyy PPrreebbiioottiicc CChheemmiissttrryy oonn EEaarrtthh PPoossssiibbllee ((pprroobbaabbllee??)) oorriiggiinnss ooff lliiffee.. PPoossssiibbiillee lliiffee eellsseewwhheerree iinn tthhee ssoollaarr ssyysstteemm.. MMeettaabboolliissmm • The complete set of chemical reactions that take place within a cell. • Basis of all life processes. • Catabolic and Anabolic MMeettaabboolliissmm • CCaattaabbllooiicc mmeettaabboolliissmm---- hhiigghh eenneerrggyy mmoolleeccuulleess ((eelleeccttrroonn--ddoonnoorrss,, ffoooodd)) aarree ooxxiiddiizzeedd,, hhaavviinngg tthheeiirr eelleeccttrroonnss ttrraannssffeerrrreedd ttoo aann eelleeccttrroonn--aacccceeppttoorr.. • EElleeccttrroonn ppaasssseess ddoowwnn
    [Show full text]
  • The Chemosynthetic Cafe
    ocean INSPIRE: Chile Margin 2010 The Chemosynthetic Cafe www.oceanexplorer.noaa.gov Focus Chemosynthesis in hydrothermal vent ecosystems Grade Level 9-12 (Biology/Chemistry) Focus Question How is energy obtained and transferred in photosynthesis and chemosynthesis, and how are these processes similar and different? Learning Objectives n Students will compare and contrast photosynthesis and chemosynthesis. n Students will define oxidation and reduction as these terms apply to electron transfer. n Students will explain the overall process by which energy is captured and transferred during photosynthesis and chemosynthesis. Materials q None Audio-Visual Materials q (Optional) video or computer projection equipment to show images from the INSPIRE: Chile Margin 2010 Web page (http:// oceanexplorer.noaa.gov/explorations/10chile/welcome.html) Teaching Time Two 45-minute class periods, plus time for student assignments Seating Arrangement Groups of 3-4 students Maximum Number of Students 32 Image captions/credits on Page 2. Key Words Hydrothermal vent Autotroph Photosynthesis 1 www.oceanexplorer.noaa.gov INSPIRE: Chile Margin 2010: The Chemosynthetic Cafe Grades 9-12 (Biology/Chemistry) Chemosynthesis Electron transport Chile Triple Junction Background Information NOTE: Explanations and procedures in this lesson are written at a level appropriate to professional educators. In presenting and discussing this material with students, educators may need to adapt the language and instructional approach to styles that are best suited to specific student groups. Earthquakes and volcanoes are among Earth’s most spectacular and terrifying geological events. The Mount St. Helens eruption of 1980 Images from Page 1 top to bottom: Map of the Southeast Pacific Ocean and South and the Haiti (7.0 magnitude) and Chile (8.8 magnitude) earthquakes American continent showing the Chile Rise spreading center, the Peru-Chile Margin, and of 2010 are recent and memorable examples of the extreme power the location of the Chile Triple Junction.
    [Show full text]
  • Microbial Lithification in Marine Stromatolites and Hypersaline Mats
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by RERO DOC Digital Library Published in Trends in Microbiology 13,9 : 429-438, 2005, 1 which should be used for any reference to this work Microbial lithification in marine stromatolites and hypersaline mats Christophe Dupraz1 and Pieter T. Visscher2 1Institut de Ge´ ologie, Universite´ de Neuchaˆ tel, Rue Emile-Argand 11, CP 2, CH-2007 Neuchaˆ tel, Switzerland 2Center for Integrative Geosciences, Department of Marine Sciences, University of Connecticut, 1080 Shennecossett Road, Groton, Connecticut, 06340, USA Lithification in microbial ecosystems occurs when pre- crucial role in regulating sedimentation and global bio- cipitation of minerals outweighs dissolution. Although geochemical cycles. the formation of various minerals can result from After the decline of stromatolites in the late Proterozoic microbial metabolism, carbonate precipitation is pos- (ca. 543 million years before present), microbially induced sibly the most important process that impacts global and/or controlled precipitation continued throughout the carbon cycling. Recent investigations have produced geological record as an active and essential player in most models for stromatolite formation in open marine aquatic ecosystems [9,10]. Although less abundant than in environments and lithification in shallow hypersaline the Precambrian, microbial precipitation is observed in a lakes, which could be highly relevant for interpreting the multitude of semi-confined (physically or chemically)
    [Show full text]
  • Chemosynthesis for the Classroom (Adapted from the Expedition to the Deep Slope 2006)
    o c e a n Expl ration & Research Lessons from the Deep: Exploring the Gulf of Mexico’s Deep-Sea Ecosystems Education Materials Collection Chemosynthesis for the Classroom (adapted from the Expedition to the Deep Slope 2006) Focus Chemosynthetic bacteria Grade Level 9-12 (Chemistry/Biology) Focus Question What changes affect succession in the development of chemosynthetic bacterial communities? Learning Objectives m Students will observe the development of chemosynthetic bacterial communities. m Students will recognize that organisms modify their environment in ways that create opportunities for other organisms to thrive. m Students will be able to explain the process of chemosynthesis. m Students will be able to explain the relevance of chemosynthesis to biological communities in the vicinity of cold seeps. Materials m Directions for Setting Up Winogradsky Columns, one copy for each student group Materials for Winogradsky columns for each student group: m 2 1-liter plastic soda bottles m 1 Liter black mud from a local river, lake, or estuary m 1 Liter water from each mud/sand location used Image captions/credits on Page 2. m 1 Small bucket m 1 500 ml plastic beaker m 1 Paint stirrer or large spoon m 1 Sheet of newspaper 1 www.oceanexplorer.noaa.gov Lessons from the Deep: Exploring the Gulf of Mexico’s Deep-Sea Ecosystems Chemosysthesis for the Classroom - Grades 9-12 (Chemistry/Biology) m 1 Tablespoon powdered chalk (see Learning Procedure, Step 1d) m 1 Crushed multivitamin pill m Calcium sulfate (Plaster of Paris), approximately 80 g
    [Show full text]
  • Chloroplasts Are the Food Producers of the Cell. the Organelles Are Only Found in Plant Cells and Some Protists Such As Algae
    Name: ___________________________ Cell #2 H.W. due September 22nd, 2016 Period: _________ Chloroplasts are the food producers of the cell. The organelles are only found in plant cells and some protists such as algae. Animal cells do not have chloroplasts. Chloroplasts work to convert light energy of the Sun into sugars that can be used by cells. It is like a solar panel that changes sunlight energy into electric energy. The entire process is called photosynthesis and it all depends on the little green chlorophyll molecules in each chloroplast. In the process of photosynthesis, plants create sugars and release oxygen (O2). The oxygen released by the chloroplasts is the same oxygen you breathe every day. Chloroplasts are found in plant cells, but not in animal cells. The purpose of the chloroplast is to make sugars that feed the cell’s machinery. Photosynthesis is the process of a plant taking energy from the Sun and creating sugars. When the energy from the Sun hits a chloroplast and the chlorophyll molecules, light energy is converted into the chemical energy. Plants use water, carbon dioxide, and sunlight to make sugar and oxygen. During photosynthesis radiant energy or solar energy or light energy is transferred into chemical energy in the form of sugar (glucose). You already know that during photosynthesis plants make their own food. The food that the plant makes is in the form of sugar that is used to provide energy for the plant. The extra sugar that the plant does not use is stored as starch for later use. Mitochondria are known as the powerhouses of the cell.
    [Show full text]