Autotrophic, Heterotrophic and Other Nutritional Patterns - Seppo Turunen
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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). -
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 The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity.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. -
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. -
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. -
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. -
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) -
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. -
Chemical Energy And
Unit 6: Energy! From Food to Forces Chemical Energy and LESSON 1 LESSON FOOD CHAIN Unit 6: Energy! From Food to Forces Chemical Energy and LESSON 1 LESSON FOOD CHAIN Food chains and webs show the flow of chemical energy through an ecosystem. From the sun to tertiary consumers. students learn about the transfer of chemical energy and how producers and consumers depend on each other. They also learn scientists classifiy living things based on what they eat. Table of Contents 4 Launch! Sun. Chemical energy passing through the food chain starts with the sun. 6 Chemical Collisions A1: Chemical Energy. Hydrogen and helium are the chemical elements in the sun. 12 Productive Primary Producers A2: Producers. Producers use energy from the sun during photosynthesis. 18 Primary Producer Eaters A3: Primary Consumers. Primary consumers get energy by eating producers. 26 Consuming Critters A4: Secondary Consumers. Secondary consumers get energy by eating primary consumers. 34 Web of Life A5: Food Chains and Webs. Food chains and webs show the transfer of chemical energy in an ecosystem. 50 Tropical Trophic Tiers A6: Energy Pyramid. Scientists show energy transfers from the sun to producers to consumers with trophic levels. Launch! (Sun) SUN! where does chemical energy begin in a food chain? Chemical energy passing through the food chain starts with the sun. Unit 6: Chemical Energy and Food Chain Ready? Materials Nothing to prepare. Sticky notes Pencil Set? • Unit 4-Lesson 1-All Activities: Sun • Unit 6-Lesson 1-Activity 1: Chemical Collisions (Chemical Energy) • Unit 6-Lesson 1-Activity 2: Productive Primary Producers (Producers) • Unit 6-Lesson 1-Activity 3: Primary Producer Eaters (Primary Consumers) • Unit 6-Lesson 1-Activity 4: Consuming Critters (Secondary Consumers) • Unit 6-Lesson 1-Activity 5: Web of Life (Food Chains and Webs) • Unit 6-Lesson 1-Activity 6: Tropical Trophic Tiers (Energy Pyramid) Hawaii Standards Go! SC.K.3.1 Develop Know-Wonder-Learn chart with students. -
Report on the First Quadrennial Technology Review (QTR)
REPORT ON THE FIRST QUADRENNIAL QTR TECHNOLOGY REVIEW September 2011 MESSAGE FROM THE SECRETARY OF ENERGY | I MESSAGE FROM THE SECRETARY OF ENERGY Today, our nation is at a cross road. While we have the world’s greatest innovation ma- chine, countries around the world are moving aggressively to lead in the clean energy economy. We can either lead in the development of the clean energy economy or we CANÏSTANDÏBACKÏANDÏWAITÏFORÏOTHERSÏTOÏMOVEÏlRSTÏTOWARDÏAÏSUSTAINABLEÏENERGYÏFUTUREÏ For the sake of our economic prosperity and our national security, we must lead. The Department of Energy (DOE) plays a central role in that effort by unleashing technologi- cal innovation, which can create new jobs and industries while building a cleaner, more EFlCIENT ÏANDÏMOREÏCOMPETITIVEÏECONOMY Steven Chu, Secretary of the United States $URINGÏTHISÏTIMEÏOFÏHARDÏBUDGETÏCHOICESÏANDÏlSCALÏCHALLENGE ÏWEÏMUSTÏENSUREÏTHATÏOURÏ Department of Energy WORKÏISÏIMPACTFULÏANDÏEFlCIENTÏ4HEÏQUESTIONÏWEÏFACEÏISÏh(OWÏSHOULDÏTHEÏ$EPARTMENTÏ CHOOSEÏAMONGÏTHEÏMANYÏTECHNICALLYÏVIABLEÏACTIVITIESÏITÏCOULDÏPURSUEvÏ4HISÏlRSTÏ1UA- drennial Technology Review (QTR), launched at the recommendation of the President’s Council of Advisors on Science and Technology, lays out the principles I believe must GUIDEÏTHESEÏDIFlCULTÏCHOICESÏÏÏ Traditionally, the Department’s energy strategy has been organized along individual program lines and based on annual budgets. With this QTR, we bind together multiple energy technologies, as well as multiple DOE energy technology programs, in the common purpose of solving our energy challenges. In addition, the QTR provides a multi-year framework for our planning. Energy invest- ments are multi-year, multi-decade investments. Given this time horizon, we need to take a longer view. We also recognize that the Department is not the sole agent of energy transformation. Our efforts must be well coordinated with other federal agencies, state and local governments, and with the private sector, who are the major owners, operators, and inves- tors of the energy system. -
Life: Past, Present and Future
Downloaded from rstb.royalsocietypublishing.org on February 10, 2011 Life: past, present and future Kenneth H. Nealson and Pamela G. Conrad Phil. Trans. R. Soc. Lond. B 1999 354, 1923-1939 doi: 10.1098/rstb.1999.0532 References Article cited in: http://rstb.royalsocietypublishing.org/content/354/1392/1923#related-urls Rapid response Respond to this article http://rstb.royalsocietypublishing.org/letters/submit/royptb;354/1392/1923 Receive free email alerts when new articles cite this article - sign up in the box at the top Email alerting service right-hand corner of the article or click here To subscribe to Phil. Trans. R. Soc. Lond. B go to: http://rstb.royalsocietypublishing.org/subscriptions This journal is © 1999 The Royal Society Downloaded from rstb.royalsocietypublishing.org on February 10, 2011 Life: past, present and future Kenneth H. Nealson and Pamela G. Conrad Jet Propulsion Laboratory, California Institute of Technology, 183^301, 4800 OakGrove Drive, Pasadena, CA 91109, USA ([email protected]) Molecular methods of taxonomy and phylogeny have changed the way in which life on earth is viewed; they have allowed us to transition from a eukaryote-centric (¢ve-kingdoms) view of the planet to one that is peculiarly prokarote-centric, containing three kingdoms, two of which are prokaryotic unicells. These prokaryotes are distinguished from their eukaryotic counterparts by their toughness, tenacity and metabolic diversity. Realization of these features has, in many ways, changed the way we feel about life on earth, about the nature of life past and about the possibility of ¢nding life elsewhere. In essence, the limits of life on this planet have expanded to such a degree that our thoughts of both past and future life have been altered. -
Grade 4 Science
Introduction This Pennsylvania Learns iTunes U course is a collection of resources to support teaching and learning in the Grade 4 classroom. The content of this course is organized around the Grade 4 Pennsylvania Academic Standards for Science and Technology and Engineering. We believe that Pennsylvania teachers know what is needed to support their instructional design and delivery, as well as what engages students in their own learning. For these reasons, the materials and resources provided in this course were curated by teachers. This course is not a curriculum; rather, it is a collection of assets aligned to Pennsylvania Academic Standards to support teaching and learning. The topics found in this course do not need to be taught in order. !1 Info about the URL Assignment / Call to (published on the "i" Module Title Message Action (200 Character Content Directions Resource / URL Notes button of a resource/ Max) url) In this module, you will learn Earth's place in space, 3.3. Earth and Space as well as properties that comprise the earth's Sciences surface and how our globe has changed over the years. Earth Structure, In this lesson, you will learn about landforms and the LEARN about the https:// VIDEO Processes and processes, including weathering, that change these different kinds of www.youtube.com/ Cycles: Earth landforms over time. 3.3.4.A1. elements that can change watch?v=H2h6uXlL8gI Features and the the Earth's surface. Processes that Change It LEARN about the layers https:// VIDEO of the earth. www.youtube.com/ watch?v=NAHY6965o08 EXPLORE the attributes https://itunes.apple.com/ APP: of earth's landforms. -
Physical Ecology: the Search for Life Law
Send Orders of Reprints at [email protected] The Open Ecology Journal, 2013, 6, 7-9 7 Open Access Physical Ecology: the Search for Life Law Josep Penuelas1,2,* and Jaume Terradas1,3 1CREAF, Edifici C, Universitat Autònoma de Barcelona Cerdanyola del Vallès, Barcelona 08193, Catalonia, Spain 2CSIC, Global Ecology Unit CREAF-CEAB-CSIC-UAB, Cerdanyola del Vallès, Barcelona 08193, Catalonia, Spain 3Department of Plant and Animal Biology and Ecology of the Universitat Autònoma de Barcelona, Cerdanyola del Vallès, Barcelona 08193, Catalonia, Spain Abstract: Life on Earth is the result of a continuous accumulation of information by combination and innovation riding on endo and exosomatic energy gradients and discontinuous destructions. Keywords: Physical ecology, information, combination, innovation, endosomatic energy, exosomatic energy, discontinuous destructions, energy flow, culture, social systems. Earth life is complex and diverse. It is made of diversity, both in life and culture, result from combination discontinuous individuals belonging to millions of different and innovation. Enormous complexity and diversity can be species that overlap materially or in their influences in the attained by assembling in different ways a relatively small available space, with the events in that milieu in turn number of elements, as it occurs in language or chemistry: contributing back to life. This complexity and diversity of around 25 letters or around 100 chemical elements can life deployment is ruled by few processes and physical laws. combine to form ensembles that, ordered or interacting in In fact, three of these processes, combination, innovation and different ways, produce unimaginable numbers of death, modulate life in Earth while it is riding on a possibilities.