Ecological Succession and Biogeochemical Cycles Lesson
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The Water Cycle
Natural Resource Management Basic concepts and strategies 1 This publication was co-financed by the Catholic Relief Services (CRS) and the generous support of the American people through the United States Agency of International Development (USAID) Office of Acquisition and Assistance under the terms of Leader with Associates Cooperative Agreement No. AID-OAA-L-10-00003 with the University of Illinois at Urbana Champaign for the Modernizing Extension and Advisory Services (MEAS) Project. MEAS aims at promoting and assisting in the modernization of rural extension and advisory services worldwide through various outputs and services. The services benefit a wide audience of users, including developing country policymakers and technical specialists, development practitioners from NGOs, other donors, and consultants, and USAID staff and projects. Catholic Relief Services (CRS) serves the poor and disadvantaged overseas. CRS provides emergency relief in the wake of natural and man-made disasters and promotes the subsequent recovery of communities through integrated development interventions, without regard to race, creed or nationality. CRS’ programs and resources respond to the U.S. Bishops’ call to live in solidarity – as one human family – across borders, over oceans, and through differences in language, culture and economic condition. CRS provided co-financing for this publication. Catholic Relief Services 228 West Lexington Street Baltimore, MD 21201-3413 USA Illustrations: Jorge Enrique Gutiérrez Printed in the United States of America. ISBN x-xxxxxx-xx-x Download this publication and related material at http://crsprogramquality.org/ or at http://www.meas-extension.org/meas-offers/training © 20[nn] Catholic Relief Services – United States Conference of Catholic Bishops and MEAS project This work is licensed under a Creative Commons Attribution 3.0 Unported License. -
Bedrock Geology Glossary from the Roadside Geology of Minnesota, Richard W
Minnesota Bedrock Geology Glossary From the Roadside Geology of Minnesota, Richard W. Ojakangas Sedimentary Rock Types in Minnesota Rocks that formed from the consolidation of loose sediment Conglomerate: A coarse-grained sedimentary rock composed of pebbles, cobbles, or boul- ders set in a fine-grained matrix of silt and sand. Dolostone: A sedimentary rock composed of the mineral dolomite, a calcium magnesium car- bonate. Graywacke: A sedimentary rock made primarily of mud and sand, often deposited by turbidi- ty currents. Iron-formation: A thinly bedded sedimentary rock containing more than 15 percent iron. Limestone: A sedimentary rock composed of calcium carbonate. Mudstone: A sedimentary rock composed of mud. Sandstone: A sedimentary rock made primarily of sand. Shale: A deposit of clay, silt, or mud solidified into more or less a solid rock. Siltstone: A sedimentary rock made primarily of sand. Igneous and Volcanic Rock Types in Minnesota Rocks that solidified from cooling of molten magma Basalt: A black or dark grey volcanic rock that consists mainly of microscopic crystals of pla- gioclase feldspar, pyroxene, and perhaps olivine. Diorite: A plutonic igneous rock intermediate in composition between granite and gabbro. Gabbro: A dark igneous rock consisting mainly of plagioclase and pyroxene in crystals large enough to see with a simple magnifier. Gabbro has the same composition as basalt but contains much larger mineral grains because it cooled at depth over a longer period of time. Granite: An igneous rock composed mostly of orthoclase feldspar and quartz in grains large enough to see without using a magnifier. Most granites also contain mica and amphibole Rhyolite: A felsic (light-colored) volcanic rock, the extrusive equivalent of granite. -
Variety of Organisms in an Ecosystem Or Biome Climax Community
Lessons for 5th Six Weeks (Weeks 4-6) 1) Copy the following vocabulary words onto a blank sheet of paper. Biodiversity – variety of organisms in an ecosystem or biome Climax community – dominant community of plants and animals that come to live in an area Ecological succession – the changing sequence of communities that live in an ecosystem during a given time period Limiting factor – a condition or resource that keeps a population at a certain size Microhabitat – a small or specialized habitat within a larger habitat Niche – the unique role or job of an organism in an ecosystem Pioneer species – first organisms to live in an area Primary succession – a process that develops a biotic community in a previously uninhabited and barren habitat with little or no soil Secondary succession – a process started by an event that reduces an already established ecosystem to a smaller population of species Sustainability – ability to maintain ecological processes over long periods of time; ability of an ecosystem to maintain its structure and function over time 2) Copy the following notes onto a blank sheet of paper. TEK 7.10A - Observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms. Observe, Describe HOW DIFFERENT ENVIRONMENTS SUPPORT DIFFERENT VARIETIES OF ORGANISMS Including, but not limited to: • Different environments o Microhabitats in schoolyards o Biomes • Support different varieties of organisms through o Providing for basic needs . Possible examples may include: 7th Grade Science - Watson . Climate . Vegetation . Location . Water TEK 7.10B - Describe how biodiversity contributes to the sustainability of an ecosystem. -
Intermediate Disturbance Hypothesis
TIEE Teaching Issues and Experiments in Ecology - Volume 1, January 2004 ISSUES – FIGURE SET Ecology of Disturbance Charlene D'Avanzo, School of Natural Sciences Hampshire College, Amherst, MA, 01002 [email protected] Controlled fire, © Konza Prairie LTER, Manhattan, KS {www.konza.ksu.edu/ gallery/hulbert.jpg} Figure Set 1: Intermediate Disturbance Hypothesis Purpose: To illustrate the intermediate disturbance hypothesis with 2 field experiments. Teaching Approach: "Pairs Share" Cognitive Skills: (see Bloom's Taxonomy) — comprehension, interpretation, application, analysis Student Assessment: Take home or in class essay quiz © 2004 – Charlene D’Avanzo and the Ecological Society of America. Teaching Issues and Experiments in Ecology, TIEE Volume 1 © 2004 - Ecological Society of America (www.tiee.ecoed.net). page 2 Charlene D’Avanzo TIEE Volume 1, January 2004 BACKGROUND W. Sousa (1979) In this study, Wayne Sousa tested the intermediate disturbance hypothesis proposed by Connell (1978). In the 70's and 80's ecologists hotly debated factors explaining high diversity in tropical regions and bottom of the deep sea. Popular ideas included: the time hypothesis (older communities are more diverse), the competition hypothesis (in agreeable climates where biological and not physical factors prevail, interspecific competition and niche partitioning results in high diversity), and the environmental stability hypothesis (relatively unchanging physical variables allow more species to exist). Connell questioned all of these and reasoned instead that highest species diversity exists under conditions of intermediate disturbance. He proposed that in recently disturbed communities a few early colonizing species prevail; similarly after a long time diversity is also low, but these few are long-living and competitively dominant organisms. -
Modeling Biogeochemical Cycles
4 Modeling Biogeochemical Cycles Henning Rodhe 4.1 Introductory Remarks spatial average (i.e., the physical size of the reservoir itself) often has a horizontal size To formulate a model is to put together pieces of approaching that of a continent, or larger, i.e., knowledge about a particular system into a > 1000 km. The time scales corresponding to this consistent pattern that can form the basis for (1) spatial average are months, or longer. This interpretation of the past history of the system means that day-to-day variations in weather and (2) prediction of the future of the system. To and ocean currents are not generally considered be credible and useful, any model of a physical, explicitly when modeling biogeochemical cycles. chemical or biological system must rely on both The advent of fast computers and the avail- scientific fundamentals and observations of the ability of detailed data on the occurrence of world around us. High-quality observational certain chemical species have made it possible data are the basis upon which our understand- to construct meaningful cycle models with a ing of the environment rests. However, observa- much smaller and faster spatial and temporal tions themselves are not very useful unless the resolution. These spatial and time scales corre- results can be interpreted in some kind of model. spond to those in weather forecast models, i.e. Thus observations and modeling go hand in down to 100 km and 1 h. Transport processes hand. (e.g., for CO2 and sulfur compounds) in the This chapter focuses on types of models used oceans and atmosphere can be explicitly to describe the functioning of biogeochemical described in such models. -
Human Alteration of the Global Nitrogen Cycle
What is Nitrogen? Human Alteration of the Nitrogen is the most abundant element in Global Nitrogen Cycle the Earth’s atmosphere. Nitrogen makes up 78% of the troposphere. Nitrogen cannot be absorbed directly by the plants and animals until it is converted into compounds they can use. This process is called the Nitrogen Cycle. Heather McGraw, Mandy Williams, Suzanne Heinzel, and Cristen Whorl, Give SIUE Permission to Put Our Presentation on E-reserve at Lovejoy Library. The Nitrogen Cycle How does the nitrogen cycle work? Step 1- Nitrogen Fixation- Special bacteria convert the nitrogen gas (N2 ) to ammonia (NH3) which the plants can use. Step 2- Nitrification- Nitrification is the process which converts the ammonia into nitrite ions which the plants can take in as nutrients. Step 3- Ammonification- After all of the living organisms have used the nitrogen, decomposer bacteria convert the nitrogen-rich waste compounds into simpler ones. Step 4- Denitrification- Denitrification is the final step in which other bacteria convert the simple nitrogen compounds back into nitrogen gas (N2 ), which is then released back into the atmosphere to begin the cycle again. How does human intervention affect the nitrogen cycle? Nitric Oxide (NO) is released into the atmosphere when any type of fuel is burned. This includes byproducts of internal combustion engines. Production and Use of Nitrous Oxide (N2O) is released into the atmosphere through Nitrogen Fertilizers bacteria in livestock waste and commercial fertilizers applied to the soil. Removing nitrogen from the Earth’s crust and soil when we mine nitrogen-rich mineral deposits. Discharge of municipal sewage adds nitrogen compounds to aquatic ecosystems which disrupts the ecosystem and kills fish. -
Nitrogen Metabolism in Phytoplankton - Y
MARINE ECOLOGY – Nitrogen Metabolism in Phytoplankton - Y. Collos, J. A. Berges NITROGEN METABOLISM IN PHYTOPLANKTON Y. Collos Laboratoire d'Hydrobiologie CNRS, Université Montpellier II, France J. A. Berges School of Biology and Biochemistry, Queen's University of Belfast, UK Keywords: uptake, reduction, excretion, proteases, chlorophyllases, cell death. Contents 1. Introduction 2. Availability and use of different forms of nitrogen 2.1 Nitrate 2.2. Nitrite 2.3. Ammonium 2.4. Molecular N2 2.5. Dissolved organic N (DON) 2.6. Particulate nitrogen (PN) 3. Assimilation pathways 4. Accumulation and storage 4.1. Inorganic compounds 4.2. Organic compounds 5. Nutrient classification and preferences 6. Plasticity in cell composition 7. Overflow mechanisms: excretion and release processes 8. Recycling of N within the cell 9. Degradation pathways 9.1. Requirements for and roles of degradation 9.2. How is degradation accomplished? 9.3. Variation in degradation 9.4. Pathogenesis and Cell Death 10. From uptake to growth: time-lag phenomena 11. Relationships with carbon metabolism 12. Future directions AcknowledgementsUNESCO – EOLSS Glossary Bibliography SAMPLE CHAPTERS Biographical Sketches Summary Phytoplankton use a large variety of nitrogen compounds and are extremely well adapted to fluctuating environmental conditions by a high capacity to change their chemical composition.Degradation and turnover of nitrogen within phytoplankton is essential for many processes including normal cell maintenance, acclimations to changes in light, salinity, and nutrients, and cell defence against pathogens. The ©Encyclopedia of Life Support Systems (EOLSS) MARINE ECOLOGY – Nitrogen Metabolism in Phytoplankton - Y. Collos, J. A. Berges pathways by which N degradation is accomplished are very poorly understood, but based on work in higher plant species, protein degradation is likely to be of central importance. -
ZOOLOGY Principles of Ecology Community
Paper : 12 Principles of Ecology Module : 20 Community: Community characteristics, types of biodiversity, diversity index, abundance, species richness, vertical and horizontal stratification: Part IV 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. Haren Ram Chiary and Dr. Kapinder Kirori Mal College, University of Delhi Content Reviewer: Prof. K.S. Rao Department of Botany, University of Delhi 1 Principles of Ecology ZOOLOGY Community: Community characteristics, types of biodiversity, diversity index, abundance, species richness, vertical and horizontal stratification: Part IV Description of Module Subject Name ZOOLOGY Paper Name Zool 12, Principles of Ecology Module Name/Title Community Module Id M20, Community characteristics, types of biodiversity, diversity index, abundance, species richness, vertical and horizontal stratification : Part-IV Keywords Succession, Primary succession, secondary succession, Sera, Climax community, Hydrosere, Lithosere, theories of climax community Contents 1. Learning Objective 2. Introduction 3. History of study of succession 4. Ecological succession and types: Primary and secondary succession 5. Stages of Primary and secondary succession 6. Process of succession in Hydrosere 7. Process of succession in Lithosere 8. Theories of climax community 9. Summary 2 Principles -
7. Shrubland and Young Forest Habitat Management
7. SHRUBLAND AND YOUNG FOREST HABITAT MANAGEMENT hrublands” and “Young Forest” are terms that apply to areas Shrubland habitat and that are transitioning to mature forest and are dominated by young forest differ in “Sseedlings, saplings, and shrubs with interspersed grasses and forbs (herbaceous plants). While some sites such as wetlands, sandy sites vegetation types and and ledge areas can support a relatively stable shrub cover, most shrub communities in the northeast are successional and change rapidly to food and cover they mature forest if left unmanaged. Shrub and young forest habitats in Vermont provide important habitat provide, as well as functions for a variety of wildlife including shrubland birds, butterflies and bees, black bear, deer, moose, snowshoe hare, bobcat, as well as a where and how they variety of reptiles and amphibians. Many shrubland species are in decline due to loss of habitat. Shrubland bird species in Vermont include common are maintained on the species such as chestnut-sided warbler, white-throated sparrow, ruffed grouse, Eastern towhee, American woodcock, brown thrasher, Nashville landscape. warbler, and rarer species such as prairie warbler and golden-winged warbler. These habitat types are used by 29 Vermont Species of Greatest Conservation Need. While small areas of shrub and young forest habitat can be important to some wildlife, managing large patches of 5 acres or more provides much greater benefit to the wildlife that rely on the associated habitat conditions to meet their life requirements. Birds such as the chestnut- sided warbler will use smaller areas of young forest, but less common species such as golden-winged warbler require areas of 25 acres or more. -
Sediment and Sedimentary Rocks
Sediment and sedimentary rocks • Sediment • From sediments to sedimentary rocks (transportation, deposition, preservation and lithification) • Types of sedimentary rocks (clastic, chemical and organic) • Sedimentary structures (bedding, cross-bedding, graded bedding, mud cracks, ripple marks) • Interpretation of sedimentary rocks Sediment • Sediment - loose, solid particles originating from: – Weathering and erosion of pre- existing rocks – Chemical precipitation from solution, including secretion by organisms in water Relationship to Earth’s Systems • Atmosphere – Most sediments produced by weathering in air – Sand and dust transported by wind • Hydrosphere – Water is a primary agent in sediment production, transportation, deposition, cementation, and formation of sedimentary rocks • Biosphere – Oil , the product of partial decay of organic materials , is found in sedimentary rocks Sediment • Classified by particle size – Boulder - >256 mm – Cobble - 64 to 256 mm – Pebble - 2 to 64 mm – Sand - 1/16 to 2 mm – Silt - 1/256 to 1/16 mm – Clay - <1/256 mm From Sediment to Sedimentary Rock • Transportation – Movement of sediment away from its source, typically by water, wind, or ice – Rounding of particles occurs due to abrasion during transport – Sorting occurs as sediment is separated according to grain size by transport agents, especially running water – Sediment size decreases with increased transport distance From Sediment to Sedimentary Rock • Deposition – Settling and coming to rest of transported material – Accumulation of chemical -
Unit 6 - Evolution Living Environment Answer Key to Practice Exam- Parts a and B-1
Unit 6 - Evolution Living Environment Answer Key to Practice Exam- Parts A and B-1 Base your answers to questions 1 through 3 on the diagram below and on your knowledge of biology. The diagram represents a food web in an ecosystem. 1. If the population of hawks in this area increases, their prey populations might decrease. Later, with fewer prey, the hawk population might decrease. The prey populations might then increase. This is an example of A) an ecosystem that is completely out of balance B) how ecosystems maintain stability over time C) interaction between biotic and abiotic factors within an ecosystem D) ecological succession in an ecosystem 2. Missing from the diagram of this ecosystem are the A) biotic factors and decomposers B) abiotic factors and decomposers C) autotrophs, only D) heterotrophs, only 3. Which row in the chart below best identifies the relationships between the mice and the wheat? A) 1 B) 2 C) 3 D) 4 4. All of Earth's water, land, and atmosphere within 5. The study of the interactions between organisms and which life exists is known as their interrelationships with the physical environment is known as A) a population B) a community C) a biome D) the biosphere A) ecology B) cytology C) embryology D) physiology Page 1 Unit 6 - Evolution 6. The science of ecology is best defined as the study of 8. The graph below represents some changes in the number of individuals in a particular population in a A) the classification of plants and animals stable ecosystem over a period of time. -
Chapter 5 Species Interactions, Ecological Succession, and Population Control How Do Species Interact?
Chapter 5 Species interactions, Ecological Succession, and Population Control How do species interact? Give some limited resources that organisms need in order to survive. Food, shelter, space, mate to reproduce, water, light air How might species interact to get these limited resources? Competition Have you ever competed with another organism to get what you wanted/needed? Interspecific competition is between different species. Intraspecific competition is between a single species. Competition Species need to compete because their niches overlap and they end up sharing the limited resources. When the word “share” is used here, it doesn’t mean equal sharing. Species like to reduce or avoid competition, so they resource partition. Competition Resource partitioning is a way for organisms to share a resource by using the resource at different times or using different parts of the resource. Predator/Prey interactions Predator is the hunter and feeds on the prey (the hunted) This interaction has a strong effect on population sizes. Predator/Prey interactions pg 134- 135 Give a way predators capture their prey. What are some ways prey avoid predators? Birds of prey (predators) and prey Google search ‘Birds of Prey’ – the Nature Conservancy has a great site Google search ‘bluebird, robin, sparrow’ Answer: 1. What differences do you notice regarding placement of the eyes in each group? 2. How might the difference in eye placement benefit each group of birds? What is mimicry? • Mimicry is the similarity of one species to another species which protects one or both organisms. Can be in appearance, behavior, sound, scent and even location. Who are the players? Mimics can be good tasting (easy targets) so they need to gain protection by looking like something bad tasting or dangerous.