Cold Seeps in a Warming Arctic: Insights for Benthic Ecology
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Ecotone Properties and Influences on Fish Distributions Along Habitat Gradients of Complex Aquatic Systems
ECOTONE PROPERTIES AND INFLUENCES ON FISH DISTRIBUTIONS ALONG HABITAT GRADIENTS OF COMPLEX AQUATIC SYSTEMS A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Nuanchan Singkran May 2007 © 2007 Nuanchan Singkran ECOTONE PROPERTIES AND INFLUENCES ON FISH DISTRIBUTIONS ALONG HABITAT GRADIENTS OF COMPLEX AQUATIC SYSTEMS Nuanchan Singkran, Ph. D. Cornell University 2007 Ecotone properties (formation and function) were studied in complex aquatic systems in New York State. Ecotone formations were detected on two embayment- stream gradients associated with Lake Ontario during June–August 2002, using abrupt changes in habitat variables and fish species compositions. The study was repeated at a finer scale along the second gradient during June–August 2004. Abrupt changes in the habitat variables (water depth, current velocity, substrates, and covers) and peak species turnover rate showed strong congruence at the same location on one gradient. The repeated study on the second gradient in the summer of 2004 confirmed the same ecotone orientation as that detected in the summer of 2002 and revealed the ecotone width covering the lentic-lotic transitions. The ecotone on the second gradient acted as a hard barrier for most of the fish species. Ecotone properties were determined along the Hudson River estuary gradient during 1974–2001 using the same methods employed in the freshwater system. The Hudson ecotones showed both changes in location and structural formation over time. Influences of tide, freshwater flow, salinity, dissolved oxygen, and water temperature tended to govern ecotone properties. One ecotone detected in the lower-middle gradient portion appeared to be the optimal zone for fish assemblages, but the other ecotones acted as barriers for most fish species. -
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. -
Marine Nature Conservation in the Pelagic Environment: a Case for Pelagic Marine Protected Areas?
Marine nature conservation in the pelagic environment: a case for pelagic Marine Protected Areas? Susan Gubbay September 2006 Contents Contents......................................................................................................................................... 1 Executive summary....................................................................................................................... 2 1 Introduction........................................................................................................................... 4 2 The pelagic environment....................................................................................................... 4 2.1 An overview...................................................................................................................... 4 2.2 Characteristics of the pelagic environment ....................................................................... 5 2.3 Spatial and temporal structure in the pelagic environment ............................................... 6 2.4 Marine life....................................................................................................................... 10 3 Biodiversity conservation in the pelagic environment........................................................ 12 3.1 Environmental concerns.................................................................................................. 12 3.2 Legislation, policy and management tools...................................................................... 15 -
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. -
Deep-Sea Life Issue 8, November 2016 Cruise News Going Deep: Deepwater Exploration of the Marianas by the Okeanos Explorer
Deep-Sea Life Issue 8, November 2016 Welcome to the eighth edition of Deep-Sea Life: an informal publication about current affairs in the world of deep-sea biology. Once again we have a wealth of contributions from our fellow colleagues to enjoy concerning their current projects, news, meetings, cruises, new publications and so on. The cruise news section is particularly well-endowed this issue which is wonderful to see, with voyages of exploration from four of our five oceans from the Arctic, spanning north east, west, mid and south Atlantic, the north-west Pacific, and the Indian Ocean. Just imagine when all those data are in OBIS via the new deep-sea node…! (see page 24 for more information on this). The photo of the issue makes me smile. Angelika Brandt from the University of Hamburg, has been at sea once more with her happy-looking team! And no wonder they look so pleased with themselves; they have collected a wonderful array of life from one of the very deepest areas of our ocean in order to figure out more about the distribution of these abyssal organisms, and the factors that may limit their distribution within this region. Read more about the mission and their goals on page 5. I always appreciate feedback regarding any aspect of the publication, so that it may be improved as we go forward. Please circulate to your colleagues and students who may have an interest in life in the deep, and have them contact me if they wish to be placed on the mailing list for this publication. -
Effects of Beaver Dams on Benthic Macroinvertebrates
Effects ofbeaver dams onbenthic macroinvertebrates Andreas Johansson Degree project inbiology, Master ofscience (2years), 2014 Examensarbete ibiologi 45 hp tillmasterexamen, 2014 Biology Education Centre, Uppsala University, and Department ofAquatic Sciences and Assessment, SLU Supervisor: Frauke Ecke External opponent: Peter Halvarsson ABSTRACT In the 1870's the beaver (Castor fiber), population in Sweden had been exterminated. The beaver was reintroduced to Sweden from the Norwegian population between 1922 and 1939. Today the population has recovered and it is estimated that the population of C. fiber in all of Europe today ranges around 639,000 individuals. The main aim with this study was to investigate if there was any difference in species diversity between sites located upstream and downstream of beaver ponds. I found no significant difference in species diversity between these sites and the geographical location of the streams did not affect the species diversity. This means that in future studies it is possible to consider all streams to be replicates despite of geographical location. The pond age and size did on the other hand affect the species diversity. Young ponds had a significantly higher diversity compared to medium-aged ponds. Small ponds had a significantly higher diversity compared to medium-sized and large ponds. The upstream and downstream reaches did not differ in terms of CPOM amount but some water chemistry variables did differ between them. For the functional feeding groups I only found a difference between the sites for predators, which were more abundant downstream of the ponds. SAMMANFATTNING Under 1870-talet utrotades den svenska populationen av bäver (Castor fiber). -
Resolving Geographic Expansion in the Marine Trophic Index
Vol. 512: 185–199, 2014 MARINE ECOLOGY PROGRESS SERIES Published October 9 doi: 10.3354/meps10949 Mar Ecol Prog Ser Contribution to the Theme Section ‘Trophodynamics in marine ecology’ FREEREE ACCESSCCESS Region-based MTI: resolving geographic expansion in the Marine Trophic Index K. Kleisner1,3,*, H. Mansour2,3, D. Pauly1 1Sea Around Us Project, Fisheries Centre, University of British Columbia, 2202 Main Mall, Vancouver, BC V6T 1Z4, Canada 2Earth and Ocean Sciences, University of British Columbia, 2207 Main Mall, Vancouver, BC V6T 1Z4, Canada 3Present address: NOAA, Northeast Fisheries Science Center, 166 Water St., Woods Hole, MA 02543, USA ABSTRACT: The Marine Trophic Index (MTI), which tracks the mean trophic level of fishery catches from an ecosystem, generally, but not always, tracks changes in mean trophic level of an ensemble of exploited species in response to fishing pressure. However, one of the disadvantages of this indicator is that declines in trophic level can be masked by geographic expansion and/or the development of offshore fisheries, where higher trophic levels of newly accessed resources can overwhelm fishing-down effects closer inshore. Here, we show that the MTI should not be used without accounting for changes in the spatial and bathymetric reach of the fishing fleet, and we develop a new index that accounts for the potential geographic expansion of fisheries, called the region-based MTI (RMTI). To calculate the RMTI, the potential catch that can be obtained given the observed trophic structure of the actual catch is used to assess the fisheries in an initial (usu- ally coastal) region. When the actual catch exceeds the potential catch, this is indicative of a new fishing region being exploited. -
MARINE ECOLOGY – Marine Ecology - Carlos M
MARINE ECOLOGY – Marine Ecology - Carlos M. Duarte MARINE ECOLOGY Carlos M. Duarte IMEDEA (CSIC-UIB), Instituto Mediterráneo de Estudios Avanzados, Esporles, Majorca, Spain Keywords: marine ecology, sea as an ecosystem, marine biodiversity, habitats, formation of organic matters, primary producers and respiration, organic matter transformations, marine food webs,marine ecosystem profiles, services provided, human alteration of marine ecosystems. Contents 1. Introduction: The Sea as an Ecosystem 2. Marine Biodiversity and Marine Habitats 3. Marine Ecology: Definition and Goals 4. The Formation and Destruction of Organic Matter in the Sea: Primary Producers and Respiration 5. Transformations of Organic Matter: The Structure and Dynamics of Marine Food Webs 6. External Drivers of the Function and Structure of Marine Food Webs 7. Profiles of Marine Ecosystems 7.1. Benthic Ecosystems 7.2. Pelagic Ecosystems 8. Services Provided by Marine Ecosystems to Society 9. Human Alteration of Marine Ecosystems Acknowledgments Glossary Bibliography Biographical Sketch Summary: The Ocean Ecosystem The ocean is the largest biome on the biosphere, and the place where life first evolved. Life in a viscous fluid, such as seawater, imposed particular constraints on the structure and functioning of ecosystems, impinging on all relevant aspects of ecology, including the spatialUNESCO and time scales of variabilit – y,EOLSS the dispersal of organisms, and the connectivity between populations and ecosystems. The ocean ecosystem contains a greater diversitySAMPLE of life forms than the terrestrial CHAPTERS ecosystem, even though the number of marine species is almost 100-fold less than that on land, and the discovery of new life forms in the ocean is an on-going process. -
Impacts of Biodiversity Loss on Ocean Ecosystem Services, Science
AR-024 species provide critical services to society (6), the role of biodiversity per se remains untested at the ecosystem level (1 4). We analyzed the Impacts of Biodiversity Loss on effects of changes in marine biodiversity on fundamental ecosystem services by combining available data from sources ranging from small Ocean Ecosystem Services scale experiments to global fisheries. 1 2 3 4 Experiments. We first used meta-analysis Boris Worm, * Edward B. Barbier, Nicola Beaumont, ). Emmett Duffy, 5 6 8 9 of published data to examine the effects of Carl Folke, • Benjamin S. Halpern/ jeremy B. C. ]ackson, • Heike K. Lotze/ Fiorenza Micheli/0 Stephen R. Palumbi/0 Enric Sala,8 Kimberley A. Selkoe/ variation in marine diversity (genetic or species John). Stachowicz,11 Reg Watson12 richness) on primary and secondary produc tivity, resource use, nutrient cycling, and eco system stability in 32 controlled experiments. Human-dominated marine ecosystems are experiencing accelerating loss of populations and species, with largely unknown consequences. We analyzed local experiments, long-term regional Such effects have been contentiously debated, time series, and global fisheries data to test how biodiversity loss affects marine ecosystem services particularly in the marine realm, where high across temporal and spatial scales. Overall, rates of resource collapse increased and recovery diversity and connectivity may blur any deter potential, stability, and water quality decreased exponentially with declining diversity. Restoration ministic effect of local biodiversity on eco of biodiversity, in contrast, increased productivity fourfold and decreased variability by 21%, on system functioning (1). Yet when the available average. We conclude that marine biodiversity loss is increasingly impairing the ocean's capacity to experimental data are combined (I 5), they reveal a strikingly general picture (Fig. -
IPLS Pages 0110 Phes09 GRSW Ch15.QXD 5/9/07 3:37 PM Page 113
0110_phes09_GRSW_Ch15.QXD 5/9/07 3:37 PM Page 112 Name ___________________________ Class ___________________ Date _____________ Chapter 15 Ocean Water and Ocean Life Section 15.2 The Diversity of Ocean Life This section describes the diversity of organisms found in the ocean. Reading Strategy Building Vocabulary As you read, add definitions and examples to complete the table below. For more information on this Reading Strategy, see the Reading and Study Skills in the Skills and Reference Handbook at the end of your textbook. Definitions Examples Plankton: organisms that drift with bacteria ocean currents Phytoplankton: a. b. Zooplankton: c. d. Nekton: e. f. Benthos: g. h. 1. What organism directly or indirectly provides food for the majority © Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. of organisms? Classification of Marine Organisms 2. How are marine organisms classified? Match each classification to its example. Classification Example 3. plankton a. adult sea star 4. nekton b. diatom 5. benthos c. salmon Marine Life Zones 6. What are the three factors used to divide the ocean into distinct marine life zones? Earth Science Guided Reading and Study Workbook ■ 112 IPLS Pages 0110_phes09_GRSW_Ch15.QXD 5/9/07 3:37 PM Page 113 Name ___________________________ Class ___________________ Date _____________ Chapter 15 Ocean Water and Ocean Life 7. Circle the letter of each sentence that is true about life in the ocean. a. In the euphotic zone, phytoplankton use sunlight to produce food. b. Phytoplankton is the basis of most oceanic food webs. c. Photosynthesis occurs from the surface to deep into the abyssal zone of the ocean. -
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. -
Ecological Features and Processes of Lakes and Wetlands
Ecological features and processes of lakes and wetlands Lakes are complex ecosystems defined by all system components affecting surface and ground water gains and losses. This includes the atmosphere, precipitation, geomorphology, soils, plants, and animals within the entire watershed, including the uplands, tributaries, wetlands, and other lakes. Management from a whole watershed perspective is necessary to protect and maintain healthy lake systems. This concept is important for managing the Great Lakes as well as small inland lakes, even those without tributary streams. A good example of the need to manage from a whole watershed perspective is the significant ecological changes that have occurred in the Great Lakes. The Great Lakes are vast in size, and it is hard to imagine that building a small farm or home, digging a channel for shipping, fishing, or building a small dam could affect the entire system. However, the accumulation of numerous human development activities throughout the entire Great Lakes watershed resulted in significant changes to one of the largest freshwater lake systems in the world. The historic organic contamination problems, nutrient problems, and dramatic fisheries changes in our Great Lakes are examples of how cumulative factors within a watershed affect a lake. Habitat refers to an area that provides the necessary resources and conditions for an organism to survive. Because organisms often require different habitat components during various life stages (reproduction, maturation, migration), habitat for a particular species may encompass several cover types, plant communities, or water-depth zones during the organism's life cycle. Moreover, most species of fish and wildlife are part of a complex web of interactions that result in successful feeding, reproduction, and predator avoidance.