Predation on Mutualists Can Reduce the Strength of Trophic Cascades
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Backyard Food
Suggested Grades: 2nd - 5th BACKYARD FOOD WEB Wildlife Champions at Home Science Experiment 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats. What is a food web? All living things on earth are either producers, consumers or decomposers. Producers are organisms that create their own food through the process of photosynthesis. Photosynthesis is when a living thing uses sunlight, water and nutrients from the soil to create its food. Most plants are producers. Consumers get their energy by eating other living things. Consumers can be either herbivores (eat only plants – like deer), carnivores (eat only meat – like wolves) or omnivores (eat both plants and meat - like humans!) Decomposers are organisms that get their energy by eating dead plants or animals. After a living thing dies, decomposers will break down the body and turn it into nutritious soil for plants to use. Mushrooms, worms and bacteria are all examples of decomposers. A food web is a picture that shows how energy (food) passes through an ecosystem. The easiest way to build a food web is by starting with the producers. Every ecosystem has plants that make their own food through photosynthesis. These plants are eaten by herbivorous consumers. These herbivores are then hunted by carnivorous consumers. Eventually, these carnivores die of illness or old age and become food for decomposers. As decomposers break down the carnivore’s body, they create delicious nutrients in the soil which plants will use to live and grow! When drawing a food web, it is important to show the flow of energy (food) using arrows. -
Seventh Grade
Name: _____________________ Maui Ocean Center Learning Worksheet Seventh Grade Our mission is to foster understanding, wonder and respect for Hawai‘i’s Marine Life. Based on benchmarks SC.6.3.1, SC. 7.3.1, SC. 7.3.2, SC. 7.5.4 Maui Ocean Center SEVENTH GRADE 1 Interdependent Relationships Relationships A food web (or chain) shows how each living thing gets its food. Some animals eat plants and some animals eat other animals. For example, a simple food chain links plants, cows (that eat plants), and humans (that eat cows). Each link in this chain is food for the next link. A food chain always starts with plant life and ends with an animal. Plants are called producers (they are also autotrophs) because they are able to use light energy from the sun to produce food (sugar) from carbon dioxide and water. Animals cannot make their own food so they must eat plants and/or other animals. They are called consumers (they are also heterotrophs). There are three groups of consumers. Animals that eat only plants are called herbivores. Animals that eat other animals are called carnivores. Animals and people who eat both animals and plants are called omnivores. Decomposers (bacteria and fungi) feed on decaying matter. These decomposers speed up the decaying process that releases minerals back into the food chain for absorption by plants as nutrients. Do you know why there are more herbivores than carnivores? In a food chain, energy is passed from one link to another. When a herbivore eats, only a fraction of the energy (that it gets from the plant food) becomes new body mass; the rest of the energy is lost as waste or used up (by the herbivore as it moves). -
Plants Are Producers! Draw the Different Producers Below
Name: ______________________________ The Unique Producer Every food chain begins with a producer. Plants are producers. They make their own food, which creates energy for them to grow, reproduce and survive. Being able to make their own food makes them unique; they are the only living things on Earth that can make their own source of food energy. Of course, they require sun, water and air to thrive. Given these three essential ingredients, you will have a healthy plant to begin the food chain. All plants are producers! Draw the different producers below. Apple Tree Rose Bushes Watermelon Grasses Plant Blueberry Flower Fern Daisy Bush List the three essential needs that every producer must have in order to live. © 2009 by Heather Motley Name: ______________________________ Producers can make their own food and energy, but consumers are different. Living things that have to hunt, gather and eat their food are called consumers. Consumers have to eat to gain energy or they will die. There are four types of consumers: omnivores, carnivores, herbivores and decomposers. Herbivores are living things that only eat plants to get the food and energy they need. Animals like whales, elephants, cows, pigs, rabbits, and horses are herbivores. Carnivores are living things that only eat meat. Animals like owls, tigers, sharks and cougars are carnivores. You would not catch a plant in these animals’ mouths. Then, we have the omnivores. Omnivores will eat both plants and animals to get energy. Whichever food source is abundant or available is what they will eat. Animals like the brown bear, dogs, turtles, raccoons and even some people are omnivores. -
What Happened When Wolves Were Reintroduced to Yellowstone Park?
Trophic Cascades: What Happened When Wolves Were Reintroduced to Yellowstone Park? Lesson Question How did the reintroduction of wolves into Yellowstone Park affect the other animals and plants in the ecosystem? Lesson Tasks Students analyze data to determine the effect of wolves on Yellowstone’s elk population, on the plants that elk graze on, and on the animals that compete with elk for food. They write a report describing how the reintroduction of wolves has created a trophic cascade—not just a few direct changes in one food chain, but a series of indirect changes throughout the food web. Standards • HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics NGSS Science and Engineering Practices • Constructing Explanations and Designing Solutions • Engaging in Argument from Evidence • Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. NGSS Disciplinary Core Ideas • LS2.C: Ecosystem Dynamics, Functioning and Resilience • ETS1.B: Developing Possible Solutions Crosscutting Concepts • Stability and Change, Patterns Connections to Nature of Science • Scientific Knowledge is open to revision in light of new evidence. • Most scientific Knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. Trophic Cascades: What Happened When Wolves Were Reintroduced to Yellowstone Park? TABLE OF CONTENTS OVERVIEW ........................................................... 3 INVESTIGATION ............................................... -
Evidence for Ecosystem-Level Trophic Cascade Effects Involving Gulf Menhaden (Brevoortia Patronus) Triggered by the Deepwater Horizon Blowout
Journal of Marine Science and Engineering Article Evidence for Ecosystem-Level Trophic Cascade Effects Involving Gulf Menhaden (Brevoortia patronus) Triggered by the Deepwater Horizon Blowout Jeffrey W. Short 1,*, Christine M. Voss 2, Maria L. Vozzo 2,3 , Vincent Guillory 4, Harold J. Geiger 5, James C. Haney 6 and Charles H. Peterson 2 1 JWS Consulting LLC, 19315 Glacier Highway, Juneau, AK 99801, USA 2 Institute of Marine Sciences, University of North Carolina at Chapel Hill, 3431 Arendell Street, Morehead City, NC 28557, USA; [email protected] (C.M.V.); [email protected] (M.L.V.); [email protected] (C.H.P.) 3 Sydney Institute of Marine Science, Mosman, NSW 2088, Australia 4 Independent Researcher, 296 Levillage Drive, Larose, LA 70373, USA; [email protected] 5 St. Hubert Research Group, 222 Seward, Suite 205, Juneau, AK 99801, USA; [email protected] 6 Terra Mar Applied Sciences LLC, 123 W. Nye Lane, Suite 129, Carson City, NV 89706, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-907-209-3321 Abstract: Unprecedented recruitment of Gulf menhaden (Brevoortia patronus) followed the 2010 Deepwater Horizon blowout (DWH). The foregone consumption of Gulf menhaden, after their many predator species were killed by oiling, increased competition among menhaden for food, resulting in poor physiological conditions and low lipid content during 2011 and 2012. Menhaden sampled Citation: Short, J.W.; Voss, C.M.; for length and weight measurements, beginning in 2011, exhibited the poorest condition around Vozzo, M.L.; Guillory, V.; Geiger, H.J.; Barataria Bay, west of the Mississippi River, where recruitment of the 2010 year class was highest. -
Herbivore Physiological Response to Predation Risk and Implications for Ecosystem Nutrient Dynamics
Herbivore physiological response to predation risk and implications for ecosystem nutrient dynamics Dror Hawlena and Oswald J. Schmitz1 School of Forestry and Environmental Studies, Yale University, New Haven, CT 06511 Communicated by Thomas W. Schoener, University of California, Davis, CA, June 29, 2010 (received for review January 4, 2010) The process of nutrient transfer throughan ecosystem is an important lower the quantity of energy that can be allocated to production determinant of production, food-chain length, and species diversity. (20–23). Consequently, stress-induced constraints on herbivore The general view is that the rate and efficiency of nutrient transfer up production should lower the demand for N-rich proteins (24). the food chain is constrained by herbivore-specific capacity to secure Herbivores also have low capacity to store excess nutrients (24), N-rich compounds for survival and production. Using feeding trials and hence should seek plants with high digestible carbohydrate with artificial food, we show, however, that physiological stress- content to minimize the costs of ingesting and excreting excess N. response of grasshopper herbivores to spider predation risk alters the Such stress-induced shift in nutrient demand may be especially nature of the nutrient constraint. Grasshoppers facing predation risk important in terrestrial systems in which digestible carbohydrate had higher metabolic rates than control grasshoppers. Elevated represents a small fraction of total plant carbohydrate-C, and may metabolism accordingly increased requirements for dietary digestible be limiting even under risk-free conditions (25). Moreover, stress carbohydrate-C to fuel-heightened energy demands. Moreover, di- responses include break down of body proteins to produce glucose gestible carbohydrate-C comprises a small fraction of total plant (i.e., gluconeogenesis) (14), which requires excretion of N-rich tissue-C content, so nutrient transfer between plants and herbivores waste compounds (ammonia or primary amines) (26). -
Ecosystem Diversity Report George Washington National Forest Draft EIS April 2011
Appendix E Ecosystem Diversity Report George Washington National Forest Draft EIS April 2011 U.S. Department of Agriculture Forest Service Southern Region Ecosystem Diversity Report George Washington National Forest April 2011 Appendix E Ecosystem Diversity Report George Washington National Forest Draft EIS April 2011 Table of Contents TABLE OF CONTENTS .............................................................................................................. I 1.0 INTRODUCTION.................................................................................................................. 1 2.0 ECOLOGICAL SUSTAINABILITY EVALUATION PROCESS ................................... 3 3.0 ECOLOGICAL SYSTEMS .................................................................................................. 7 3.1 Background and Distribution of Ecosystems ..................................................................................................... 7 North-Central Appalachian Acidic Swamp ............................................................................................................ 10 3.2 Descriptions of the Ecological Systems ............................................................................................................ 10 3.2.1 Spruce Forest: Central and Southern Appalachian Spruce-Fir Forest .......................................................... 10 3.2.2 Northern Hardwood Forest : Appalachian (Hemlock)- Northern Hardwood Forest ..................................... 11 3.2.3 Cove Forest: Southern and Central -
CHAPTER 5 Ecopath with Ecosim: Linking Fisheries and Ecology
CHAPTER 5 Ecopath with Ecosim: linking fi sheries and ecology V. Christensen Fisheries Centre, University of British Columbia, Canada. 1 Why ecosystem modeling in fi sheries? Fifty years ago, fi sheries science emerged as a quantitative discipline with the publication of Ray Beverton and Sidney Holt’s [1] seminal volume On the Dynamics of Exploited Fish Populations. This book provided the foundation for how to manage fi sheries and was based on detailed, mathe- matical analyses of the dynamics of individual fi sh populations, of how they grow and how they are affected by fi shing. Fisheries science has developed and matured since then, and remarkably much of what has been achieved are modifi cations and further developments of what Beverton and Holt introduced. Given then that fi sheries science has developed to become one of the most data-rich, quantita- tive fi elds in ecology [2], how well has it fared? We often see fi sheries issues in the headlines and usually in a negative context and there are indeed many threats to the sustainability of ocean resources [3]. Many, judging not the least from newspaper headlines, consider fi sheries manage- ment a usual suspect in connection with fi sheries collapses. This may lead one to suspect that there is a problem with the science, but I hold this to be an erroneous conclusion. It should be stressed that the main problem is not to be found in the computational aspects of the science, but rather in how management advice actually is implemented in praxis [4]. The major force in fi sh- eries throughout the world is excessive fi shing capacity; the days with unexploited resources and untapped oceans are over [5], and the fi shing industry is now relying heavily on subsidies to keep the machinery going [6]. -
5Th Grade Life Science: Ecosystems Unit
5th Grade Life Science: Ecosystems Unit Developed for Chapel Hill Carrboro City Schools Northside Elementary School Outdoor Wonder & Learning (OWL) Initiative Unless otherwise noted, activities written by: Lauren Greene, Sarah Yelton, Dana Haine, & Toni Stadelman Center for Public Engagement with Science UNC Institute for the Environment In collaboration with 5th grade teachers at Northside Elementary School: Michelle Gay, Daila Patrick, & Elizabeth Symons ACKNOWLEDGEMENTS Many thanks to Dan Schnitzer, Coretta Sharpless, Kirtisha Jones and the many wonderful teachers and support staff at Northside Elementary for their participation in and support of the Northside OWL Initiative. Thanks also to Shelby Brown for her invaluable assistance compiling, editing, and proofreading the curriculum. Instructional materials and supplies to promote STEM-based outdoor learning were instrumental to the successful implementation of this curriculum. The purchase of these materials was made possible with funding provided by the Duke Energy Foundation to Chapel Hill-Carrboro City Schools. Curriculum developed June 2018 – July 2019 For more information, contact: Sarah Yelton, Environmental Education & Citizen Science Program Manager UNC Institute for the Environment Center for Public Engagement with Science [email protected] 5th Grade Ecosystems Unit Northside Outdoor Wonder & Learning Initiative Overarching Unit Question How and why do organisms (including humans) interact with their environment, and what are the effects of these interactions? Essential Questions Arc 1: How can I describe and compare different ecosystems? Arc 2: How is energy transferred through an ecosystem? How can I explain the interconnected relationships between organisms and their environments? Transfer Goals o Use scientific thinking to understand the relationships and complexities of the world around them. -
OCN 201 Spring 2011 Exam 3 (75 Pts) True Or False (1 Pt Each)
Name:________________________ Exam: ____A____ ID: ______________________________ OCN 201 Spring 2011 Exam 3 (75 pts) True or False (1 pt each). A = TRUE; B = FALSE 1. According to the “serial endosymbiosis theory”, prokaryotes developed when eukaryotes lost their organelles. 2. The aphotic zone of the ocean is in the epipelagic. 3. Amino acids (one of the building blocks of life) have been found in meteorites. 4. Bioluminescence occurs only in the deep sea. 5. Phytoplankton are photoautotrophs. 6. Marine snow is a source of organic carbon to the deep sea. 7. Tropical oceans have very low productivity for most of the year because they frequently mix below the critical depth year-round. 8. Larger organisms are more abundant than smaller ones in the ocean. 9. Ctenophores (comb jellies) propel themselves by pulsing their bell, just like jellyfish. 10. Corals have only one opening to their digestive cavity. 11. Many animals in the very deep sea are red or black. 12. The “deep scattering layer” moves toward the sea surface during the day. 13. In fisheries, the maximum sustainable yield is the amount of fish that must be caught to keep up with the current rate of inflation. 14. Geological evidence indicates that life on earth began at least 3.5 billion years ago. 15. Light and nutrients are the two main things limiting primary productivity in the ocean. 16. Areas of the ocean with upwelling tend to have high productivity. 17. Some bacteria are photoautotrophs. p. 1 of 6 18. Nudibranchs are a type of flatworm 19. Whales are nekton. 20. -
Chapter 36D. South Pacific Ocean
Chapter 36D. South Pacific Ocean Contributors: Karen Evans (lead author), Nic Bax (convener), Patricio Bernal (Lead member), Marilú Bouchon Corrales, Martin Cryer, Günter Försterra, Carlos F. Gaymer, Vreni Häussermann, and Jake Rice (Co-Lead member and Editor Part VI Biodiversity) 1. Introduction The Pacific Ocean is the Earth’s largest ocean, covering one-third of the world’s surface. This huge expanse of ocean supports the most extensive and diverse coral reefs in the world (Burke et al., 2011), the largest commercial fishery (FAO, 2014), the most and deepest oceanic trenches (General Bathymetric Chart of the Oceans, available at www.gebco.net), the largest upwelling system (Spalding et al., 2012), the healthiest and, in some cases, largest remaining populations of many globally rare and threatened species, including marine mammals, seabirds and marine reptiles (Tittensor et al., 2010). The South Pacific Ocean surrounds and is bordered by 23 countries and territories (for the purpose of this chapter, countries west of Papua New Guinea are not considered to be part of the South Pacific), which range in size from small atolls (e.g., Nauru) to continents (South America, Australia). Associated populations of each of the countries and territories range from less than 10,000 (Tokelau, Nauru, Tuvalu) to nearly 30.5 million (Peru; Population Estimates and Projections, World Bank Group, accessed at http://data.worldbank.org/data-catalog/population-projection-tables, August 2014). Most of the tropical and sub-tropical western and central South Pacific Ocean is contained within exclusive economic zones (EEZs), whereas vast expanses of temperate waters are associated with high seas areas (Figure 1). -
Ecosystem Ecology Living Organisms and Their Non Living (Abiotic) Environment Are Interrelated and Interact with Each Other
1 | P a g e Ecosystem Ecology Living organisms and their non living (abiotic) environment are interrelated and interact with each other. The term ‘ecosystem’ was proposed by A. G. Tansley and it was defined as the system resulting from the integration of all living and non living factors of the environment. Some parallel terms such as biocoenosis, microcosm, geobiocoenosis, holecoen, biosystem, bioenert body and ecosom were used for each ecological systems. However, the term ‘ecosystem’ is most preferred, where ‘eco’ stands for the environment, and ‘system’ stands for an interacting, interdependent complex. Any unit that includes all the organisms, i.e. communities, in a given area, interacts with the physical environment so that a flow of energy leads to a clearly defined trophic structure, biotic diversity and material cycle within the system, is known as an ecological system or ecosystem. It is usually an open system with regular but variable influx and loss of materials and energy. It is a basic functional unit with unlimited boundaries. Types of ecosystems The ecosystems can be broadly divided into the following two types; 1. Natural ecosystems 2. Artificial (man cultured ecosystems Natural ecosystems The ecosystems which are self-operating under natural conditions with any interference by man, are known as natural ecosystems. These ecosystems may be classified as follows: 1. Terrestrial ecosystems, e.g. Forests, grasslands and deserts 2. Aquatic ecosystems, which may be further classified as i) Freshwater: ecosystem, which in turn is divided into lentic (running water like streams, springs, rivers, etc.) and lentic (standing water like lakes, bonds, pools, swamps, ditches, etc.) ii) Marine ecosystem, e.g.