Part 1 – Freshwater Ecology
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Pond and Lake Ecosystems a Pond Or Lake Ecosystem Includes Biotic
Pond and Lake Ecosystems A pond or lake ecosystem includes biotic (living) plants, animals and micro-organisms, as well as abiotic (nonliving) physical and chemical interactions. Pond and lake ecosystems are a prime example of lentic ecosystems. Lentic refers to stationary or relatively still water, from the Latin lentus, which means sluggish. A typical lake has distinct zones of biological communities linked to the physical structure of the lake. (Figure below) The littoral zone is the near shore area where sunlight penetrates all the way to the sediment and allows aquatic plants (macrophytes) to grow. Light levels of about 1% or less of surface values usually define this depth. The 1% light level also defines the euphotic zone of the lake, which is the layer from the surface down to the depth where light levels become too low for photosynthesizers. In most lakes, the sunlit euphotic zone occurs within the epilimnion. However, in unusually transparent lakes, photosynthesis may occur well below the thermocline into the perennially cold hypolimnion. For example, in western Lake Superior near Duluth, MN, summertime algal photosynthesis and growth can persist to depths of at least 25 meters, while the mixed layer, or epilimnion, only extends down to about 10 meters. Ultra-oligotrophic Lake Tahoe, CA/NV, is so transparent that algal growth historically extended to over 100 meters, though its mixed layer only extends to about 10 meters in summer. Unfortunately, inadequate management of the Lake Tahoe basin since about 1960 has led to a significant loss of transparency due to increased algal growth and increased sediment inputs from stream and shoreline erosion. -
The Distributions Of, and Relationship Between, 3He and Nitrate in Eddies
ARTICLE IN PRESS Deep-Sea Research II 55 (2008) 1389– 1397 Contents lists available at ScienceDirect Deep-Sea Research II journal homepage: www.elsevier.com/locate/dsr2 The distributions of, and relationship between, 3He and nitrate in eddies W.J. Jenkins Ã, D.J. McGillicuddy Jr., D.E. Lott III Department of Marine Chemistry and Geochemistry, Woods Hole Oceanographic Institution, Woods Hole, MA 02543, USA article info abstract Article history: We present and discuss the distribution of 3He and its relationship to nutrients in two eddies (cyclone Accepted 4 February 2008 C1 and anticyclone A4) with a view towards examining eddy-related mechanisms whereby nutrients Available online 9 May 2008 are transported from the upper 200–300 m into the euphotic zone of the Sargasso Sea. The different Keywords: behavior of these tracers in the euphotic zone results in changes in their distributions and relationships Biogeochemical tracers that may provide important clues as to the nature of physical and biological processes involved. Tracer techniques The cyclonic eddy (C1) is characterized by substantial 3He excesses within the euphotic zone. The 3 He distribution of this excess 3He is strongly suggestive of both past and recent ongoing deep-water Eddies injection into the euphotic zone. Crude mass balance calculations suggest that an average of Atlantic Ocean approximately 1.470.7 mol mÀ2 of nitrate has been introduced into the euphotic zone of eddy C1, Sargasso Sea consistent with the integrated apparent oxygen utilization anomaly in the aphotic zone below. The 3 He–NO3 relationship within the eddy deviates substantially from the linear thermocline trend, suggestive of incomplete drawdown of nutrients and/or substantial mixing between euphotic and aphotic zone waters. -
Grade 3 Unit 2 Overview Open Ocean Habitats Introduction
G3 U2 OVR GRADE 3 UNIT 2 OVERVIEW Open Ocean Habitats Introduction The open ocean has always played a vital role in the culture, subsistence, and economic well-being of Hawai‘i’s inhabitants. The Hawaiian Islands lie in the Pacifi c Ocean, a body of water covering more than one-third of the Earth’s surface. In the following four lessons, students learn about open ocean habitats, from the ocean’s lighter surface to the darker bottom fl oor thousands of feet below the surface. Although organisms are scarce in the deep sea, there is a large diversity of organisms in addition to bottom fi sh such as polycheate worms, crustaceans, and bivalve mollusks. They come to realize that few things in the open ocean have adapted to cope with the increased pressure from the weight of the water column at that depth, in complete darkness and frigid temperatures. Students fi nd out, through instruction, presentations, and website research, that the vast open ocean is divided into zones. The pelagic zone consists of the open ocean habitat that begins at the edge of the continental shelf and extends from the surface to the ocean bottom. This zone is further sub-divided into the photic (sunlight) and disphotic (twilight) zones where most ocean organisms live. Below these two sub-zones is the aphotic (darkness) zone. In this unit, students learn about each of the ocean zones, and identify and note animals living in each zone. They also research and keep records of the evolutionary physical features and functions that animals they study have acquired to survive in harsh open ocean habitats. -
Respiration in the Mesopelagic and Bathypelagic Zones of the Oceans
CHAPTER 10 Respiration in the mesopelagic and bathypelagic zones of the oceans Javier Arístegui1, Susana Agustí2, Jack J. Middelburg3, and Carlos M. Duarte2 1 Facultad de Ciencias del Mar, Universidad de las Palmas de Gran Canaria, Spain 2 IMEDEA (CSIC–UIB), Spain 3 Netherlands Institute of Ecology, The Netherlands Outline In this chapter the mechanisms of transport and remineralization of organic matter in the dark water-column and sediments of the oceans are reviewed. We compare the different approaches to estimate respiration rates, and discuss the discrepancies obtained by the different methodologies. Finally, a respiratory carbon budget is produced for the dark ocean, which includes vertical and lateral fluxes of organic matter. In spite of the uncertainties inherent in the different approaches to estimate carbon fluxes and oxygen consumption in the dark ocean, estimates vary only by a factor of 1.5. Overall, direct measurements of respiration, as well as − indirect approaches, converge to suggest a total dark ocean respiration of 1.5–1.7 Pmol C a 1. Carbon mass − balances in the dark ocean suggest that the dark ocean receives 1.5–1.6 Pmol C a 1, similar to the estimated respiration, of which >70% is in the form of sinking particles. Almost all the organic matter (∼92%) is remineralized in the water column, the burial in sediments accounts for <1%. Mesopelagic (150–1000 m) − − respiration accounts for ∼70% of dark ocean respiration, with average integrated rates of 3–4 mol C m 2 a 1, − − 6–8 times greater than in the bathypelagic zone (∼0.5 mol C m 2 a 1). -
Landforms & Bodies of Water
Name Date Landforms & Bodies of Water - Vocab Cards hill noun a raised area of land smaller than a mountain. We rode our bikes up and down the grassy hill. Use this word in a sentence or give an example Draw this vocab word or an example of it: to show you understand its meaning: island noun a piece of land surrounded by water on all sides. Marissa's family took a vacation on an island in the middle of the Pacific Ocean. Use this word in a sentence or give an example Draw this vocab word or an example of it: to show you understand its meaning: 1 lake noun a large body of fresh or salt water that has land all around it. The lake freezes in the wintertime and we go ice skating on it. Use this word in a sentence or give an example Draw this vocab word or an example of it: to show you understand its meaning: landform noun any of the earth's physical features, such as a hill or valley, that have been formed by natural forces of movement or erosion. I love canyons and plains, but glaciers are my favorite landform. Use this word in a sentence or give an example Draw this vocab word or an example of it: to show you understand its meaning: 2 mountain noun a land mass with great height and steep sides. It is much higher than a hill. Someday I'm going to hike and climb that tall, steep mountain. Synonyms: peak Use this word in a sentence or give an example Draw this vocab word or an example of it: to show you understand its meaning: ocean noun a part of the large body of salt water that covers most of the earth's surface. -
MARINE ENVIRONMENTS Teaching Module for Grades 6-12
MARINE ENVIRONMENTS Teaching Module for Grades 6-12 Dear Educator, We are pleased to present you with the first in a series of teaching and learning modules developed by the DEEPEND (Deep-Pelagic Nekton Dynamics) consortium and their consultants. DEEPEND is a research network focusing primarily on the pelagic zone of the Gulf of Mexico, therefore the majority of the lessons will be based around this topic. Whenever possible, the lessons will focus specifically on events of the Gulf of Mexico or work from the DEEPEND scientists. All modules in this series aim to engage students in grades 6 through 12 in STEM disciplines, while promoting student learning of the marine environment. We hope these lessons enable teachers to address student misconceptions and apprehensions regarding the unique organisms and properties of marine ecosystems. We intend for these modules to be a guide for teaching. Teachers are welcome to use the lessons in any order they wish, use just portions of lessons, and may modify the lessons as they wish. Furthermore, educators may share these lessons with other school districts and teachers; however, please do not receive monetary gain for lessons in any of the modules. Moreover, please provide credit to photographers and authors whenever possible. This first module focuses on the marine environment in general including biological, chemical, and physical properties of the water column. We have provided a variety of activities and extensions within this module such that lessons can easily be adapted for various grade and proficiency levels. Given that education reform strives to incorporate authentic science experiences, many of these lessons encourage exploration and experimentation to encourage students to think and act like a scientist. -
Lake Ecology
Fundamentals of Limnology Oxygen, Temperature and Lake Stratification Prereqs: Students should have reviewed the importance of Oxygen and Carbon Dioxide in Aquatic Systems Students should have reviewed the video tape on the calibration and use of a YSI oxygen meter. Students should have a basic knowledge of pH and how to use a pH meter. Safety: This module includes field work in boats on Raystown Lake. On average, there is a death due to drowning on Raystown Lake every two years due to careless boating activities. You will very strongly decrease the risk of accident when you obey the following rules: 1. All participants in this field exercise will wear Coast Guard certified PFDs. (No exceptions for teachers or staff). 2. There is no "horseplay" allowed on boats. This includes throwing objects, splashing others, rocking boats, erratic operation of boats or unnecessary navigational detours. 3. Obey all boating regulations, especially, no wake zone markers 4. No swimming from boats 5. Keep all hands and sampling equipment inside of boats while the boats are moving. 6. Whenever possible, hold sampling equipment inside of the boats rather than over the water. We have no desire to donate sampling gear to the bottom of the lake. 7. The program director has final say as to what is and is not appropriate safety behavior. Failure to comply with the safety guidelines and the program director's requests will result in expulsion from the program and loss of Field Station privileges. I. Introduction to Aquatic Environments Water covers 75% of the Earth's surface. We divide that water into three types based on the salinity, the concentration of dissolved salts in the water. -
Ocean Depths: the Mesopelagic and Implications for Global Warming
Current Biology Dispatches Ocean Depths: The Mesopelagic and Implications for Global Warming Mark J. Costello1,* and Sean Breyer2 1Institute of Marine Science, University of Auckland, Auckland, 1142, New Zealand 2ESRI, Redlands, CA 92373, USA *Correspondence: [email protected] http://dx.doi.org/10.1016/j.cub.2016.11.042 The mesopelagic or ‘twilight zone’ of the oceans occurs too deep for photosynthesis, but is a major part of the world’s carbon cycle. Depth boundaries for the mesopelagic have now been shown on a global scale using the distribution of pelagic animals detected by compiling echo-soundings from ships around the world, and been used to predict the effect of global warming on regional fish production. Depth Zonation Analyses were at 5 m depth intervals to However, it remains to be clearly shown The classical concepts for depth zonation 1,000 m deep, and a spatial resolution of whether the abyssal zone is ecologically [1] in the ocean begin at the seashore 300 km2. distinct from the bathyal. (Table 1). Distinct communities are visible The environment changes less as we The data shown in Figure 1 are global on the rocky seashore, and reflect the go deeper (Figure 1), so we expect the averages, and local exceptions will occur, adaptations of their animals and plants vertical extent of ecological zones to particularly in more enclosed waters such to exposure to air and wave action, increase with depth. While the rocky as the Mediterranean and Black Seas [6]. as well as the effects of grazing and seashore may have distinct habitats only The seabed-resident fauna (benthos) will predation [2]. -
Freshwater Ecosystem: Part 2
Paper : 12 Principles of Ecology Module : 22 Types of Ecosystems: Aquatic Ecosystem-Fresh Water Ecosystem: Part 2 Development Team Principal Investigator : Prof. Neeta Sehgal Department of Zoology, University of Delhi Co-Principal Investigator : Prof. D.K. Singh Department of Zoology, University of Delhi Paper Coordinator : Prof. D.K. Singh Department of Zoology, University of Delhi Content Writer : Dr. Sushma Bhardwaj , Deshbandhu College, DU Ms. Harshita Mishra, Research Scholar, DU Content Reviewer : Prof. K.S. Rao Department of Botany, University of Delhi 1 Principles of Ecology ZOOLOGY Aquatic Ecosystem: Freshwater Ecosystem: Part 2 Description of Module Subject Name ZOOLOGY Paper Name Zool 12 Principles of Ecology Module Name/Title Types of Ecosystems: Aquatic Ecosystem Module Id M22: Aquatic Ecosystem: Freshwater Ecosystem: Part 2 Keywords Lentic, lotic, community, lake, temperate lake, zone, eutrophy, Langmuir circulation Contents 1. Learning Objectives 2. Introduction 3. The Lentic Aquatic System 3.1. Zonation in Lentic Systems 3.2. Characteristics of Lentic Ecosystem 3.3. Lentic Community 3.3.1. Communities of the littoral zone 3.3.2. Communities of Limnetic Zone 3.3.3. Communities of Profundal Zone 4. Lake Ecosystem 4.1. Thermal Properties of Lake 4.2. Seasonal Cycle in Temperate Lakes 4.3. Biological Oxygen Demand 4.4. Eutrophy and Oligotrophy 4.5. Langmuir Circulation and the Descent of the Thermocline 4.6. Types of Lakes 5. State of Freshwater Ecosystems in Present Scenario 5.1. Causes of Change in the properties of freshwater bodies 5.1.1. Climate Change 5.1.2. Change in Water Flow 5.1.3. Land-Use Change 5.1.4. -
Biological Oceanography - Legendre, Louis and Rassoulzadegan, Fereidoun
OCEANOGRAPHY – Vol.II - Biological Oceanography - Legendre, Louis and Rassoulzadegan, Fereidoun BIOLOGICAL OCEANOGRAPHY Legendre, Louis and Rassoulzadegan, Fereidoun Laboratoire d'Océanographie de Villefranche, France. Keywords: Algae, allochthonous nutrient, aphotic zone, autochthonous nutrient, Auxotrophs, bacteria, bacterioplankton, benthos, carbon dioxide, carnivory, chelator, chemoautotrophs, ciliates, coastal eutrophication, coccolithophores, convection, crustaceans, cyanobacteria, detritus, diatoms, dinoflagellates, disphotic zone, dissolved organic carbon (DOC), dissolved organic matter (DOM), ecosystem, eukaryotes, euphotic zone, eutrophic, excretion, exoenzymes, exudation, fecal pellet, femtoplankton, fish, fish lavae, flagellates, food web, foraminifers, fungi, harmful algal blooms (HABs), herbivorous food web, herbivory, heterotrophs, holoplankton, ichthyoplankton, irradiance, labile, large planktonic microphages, lysis, macroplankton, marine snow, megaplankton, meroplankton, mesoplankton, metazoan, metazooplankton, microbial food web, microbial loop, microheterotrophs, microplankton, mixotrophs, mollusks, multivorous food web, mutualism, mycoplankton, nanoplankton, nekton, net community production (NCP), neuston, new production, nutrient limitation, nutrient (macro-, micro-, inorganic, organic), oligotrophic, omnivory, osmotrophs, particulate organic carbon (POC), particulate organic matter (POM), pelagic, phagocytosis, phagotrophs, photoautotorphs, photosynthesis, phytoplankton, phytoplankton bloom, picoplankton, plankton, -
Classifying Rivers - Three Stages of River Development
Classifying Rivers - Three Stages of River Development River Characteristics - Sediment Transport - River Velocity - Terminology The illustrations below represent the 3 general classifications into which rivers are placed according to specific characteristics. These categories are: Youthful, Mature and Old Age. A Rejuvenated River, one with a gradient that is raised by the earth's movement, can be an old age river that returns to a Youthful State, and which repeats the cycle of stages once again. A brief overview of each stage of river development begins after the images. A list of pertinent vocabulary appears at the bottom of this document. You may wish to consult it so that you will be aware of terminology used in the descriptive text that follows. Characteristics found in the 3 Stages of River Development: L. Immoor 2006 Geoteach.com 1 Youthful River: Perhaps the most dynamic of all rivers is a Youthful River. Rafters seeking an exciting ride will surely gravitate towards a young river for their recreational thrills. Characteristically youthful rivers are found at higher elevations, in mountainous areas, where the slope of the land is steeper. Water that flows over such a landscape will flow very fast. Youthful rivers can be a tributary of a larger and older river, hundreds of miles away and, in fact, they may be close to the headwaters (the beginning) of that larger river. Upon observation of a Youthful River, here is what one might see: 1. The river flowing down a steep gradient (slope). 2. The channel is deeper than it is wide and V-shaped due to downcutting rather than lateral (side-to-side) erosion. -
Moving Water Shapes Land
KEY CONCEPT Moving water shapes land. BEFORE, you learned NOW, you will learn •Erosion is the movement of • How moving water shapes rock and soil Earth’s surface • Gravity causes mass movements • How water moving under- of rock and soil ground forms caves and other features VOCABULARY EXPLORE Divides drainage basin p. 579 How do divides work? divide p. 579 floodplain p. 580 PROCEDURE MATERIALS alluvial fan p. 581 •sheet of paper 1 Fold the sheet of paper in thirds and tape delta p. 581 • tape it as shown to make a “ridge.” sinkhole p. 583 •paper clips 2 Drop the paper clips one at a time directly on top of the ridge from a height of about 30 cm. Observe what happens and record your observations. WHAT DO YOU THINK? How might the paper clips be similar to water falling on a ridge? Streams shape Earth’s surface. If you look at a river or stream, you may be able to notice something about the land around it. The land is higher than the river. If a river is running through a steep valley, you can easily see that the river is the low point. But even in very flat places, the land is sloping down to the river, which is itself running downhill in a low path through the land. NOTE-TAKING STRATEGY Running water is the major force shaping the landscape over most A main idea and detail of Earth. From the broad, flat land around the lower Mississippi River notes chart would be a good strategy to use for to the steep mountain valleys of the Himalayas, water running downhill taking notes about streams changes the land.