Biology & Ecology
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Methane Cold Seeps As Biological Oases in the High‐
LIMNOLOGY and Limnol. Oceanogr. 00, 2017, 00–00 VC 2017 The Authors Limnology and Oceanography published by Wiley Periodicals, Inc. OCEANOGRAPHY on behalf of Association for the Sciences of Limnology and Oceanography doi: 10.1002/lno.10732 Methane cold seeps as biological oases in the high-Arctic deep sea Emmelie K. L. A˚ strom€ ,1* Michael L. Carroll,1,2 William G. Ambrose, Jr.,1,2,3,4 Arunima Sen,1 Anna Silyakova,1 JoLynn Carroll1,2 1CAGE - Centre for Arctic Gas Hydrate, Environment and Climate, Department of Geosciences, UiT The Arctic University of Norway, Tromsø, Norway 2Akvaplan-niva, FRAM – High North Research Centre for Climate and the Environment, Tromsø, Norway 3Division of Polar Programs, National Science Foundation, Arlington, Virginia 4Department of Biology, Bates College, Lewiston, Maine Abstract Cold seeps can support unique faunal communities via chemosynthetic interactions fueled by seabed emissions of hydrocarbons. Additionally, cold seeps can enhance habitat complexity at the deep seafloor through the accretion of methane derived authigenic carbonates (MDAC). We examined infaunal and mega- faunal community structure at high-Arctic cold seeps through analyses of benthic samples and seafloor pho- tographs from pockmarks exhibiting highly elevated methane concentrations in sediments and the water column at Vestnesa Ridge (VR), Svalbard (798 N). Infaunal biomass and abundance were five times higher, species richness was 2.5 times higher and diversity was 1.5 times higher at methane-rich Vestnesa compared to a nearby control region. Seabed photos reveal different faunal associations inside, at the edge, and outside Vestnesa pockmarks. Brittle stars were the most common megafauna occurring on the soft bottom plains out- side pockmarks. -
Coastal and Marine Ecological Classification Standard (2012)
FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard Marine and Coastal Spatial Data Subcommittee Federal Geographic Data Committee June, 2012 Federal Geographic Data Committee FGDC-STD-018-2012 Coastal and Marine Ecological Classification Standard, June 2012 ______________________________________________________________________________________ CONTENTS PAGE 1. Introduction ..................................................................................................................... 1 1.1 Objectives ................................................................................................................ 1 1.2 Need ......................................................................................................................... 2 1.3 Scope ........................................................................................................................ 2 1.4 Application ............................................................................................................... 3 1.5 Relationship to Previous FGDC Standards .............................................................. 4 1.6 Development Procedures ......................................................................................... 5 1.7 Guiding Principles ................................................................................................... 7 1.7.1 Build a Scientifically Sound Ecological Classification .................................... 7 1.7.2 Meet the Needs of a Wide Range of Users ...................................................... -
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. -
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 -
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). -
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. -
The C-Floor and Zones
The C-Floor and zones Table of Contents ` ❖ The ocean zones ❖ Sunlight zone and twilight zone ❖ Midnight and Abyssal zone ❖ The hadal zone ❖ The c-floor ❖ The c-floor definitions ❖ The c-floor definitions pt.2 ❖ Cites ❖ The end The ocean zones 200 meters deep 1,000 Meters deep 4,000 Meters deep 6,000 Meters deep 10,944 meters deep Sunlight zone Twilight zone ❖ The sunlight zone is 200 meters from the ocean's ❖ The twilight zone is about 1,000 meters surface deep from the ❖ Animals that live here ocean's surface sharks, sea turtles, ❖ Animals that live jellyfish and seals here are gray ❖ Photosynthesis normally whales, greenland occurs in this part of the Shark and clams ocean ❖ The twilight get only a faint amount of sunlight DID YOU KNOW Did you know That no plants live That the sunlight zone in the twilight zone could be called as the because of the euphotic and means well lit amount of sunlight in greek Midnight zone Abyssal zone ❖ The midnight zone is ❖ The abyssal zone is 4,000 meters from 6,000 meters from the the ocean's surface ocean’s surface ❖ Animals that live in ❖ Animals that live in the the midnight zone Abyssal zone are fangtooth fish, pacific are, vampire squid, viperfish and giant snipe eel and spider crabs anglerfish ❖ Supports only ❖ Animals eat only the DID YOU KNOW invertebrates and DID YOU KNOW leftovers that come That only 1 percent of light fishes That most all the way from the travels through animals are sunlight zone to the the midnight zone either small or midnight zone bioluminescent The Hadal Zone (Trench ● The Hadal Zone is 10,944 meters under the ocean ● Snails, worms, and sea cucumbers live in the hadal zone ● It is pitch black in the Hadal Zone The C-Floor The C-Floor Definitions ❖ The Continental Shelf - The flat part where people can walk. -
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. -
Microbial Community and Geochemical Analyses of Trans-Trench Sediments for Understanding the Roles of Hadal Environments
The ISME Journal (2020) 14:740–756 https://doi.org/10.1038/s41396-019-0564-z ARTICLE Microbial community and geochemical analyses of trans-trench sediments for understanding the roles of hadal environments 1 2 3,4,9 2 2,10 2 Satoshi Hiraoka ● Miho Hirai ● Yohei Matsui ● Akiko Makabe ● Hiroaki Minegishi ● Miwako Tsuda ● 3 5 5,6 7 8 2 Juliarni ● Eugenio Rastelli ● Roberto Danovaro ● Cinzia Corinaldesi ● Tomo Kitahashi ● Eiji Tasumi ● 2 2 2 1 Manabu Nishizawa ● Ken Takai ● Hidetaka Nomaki ● Takuro Nunoura Received: 9 August 2019 / Revised: 20 November 2019 / Accepted: 28 November 2019 / Published online: 11 December 2019 © The Author(s) 2019. This article is published with open access Abstract Hadal trench bottom (>6000 m below sea level) sediments harbor higher microbial cell abundance compared with adjacent abyssal plain sediments. This is supported by the accumulation of sedimentary organic matter (OM), facilitated by trench topography. However, the distribution of benthic microbes in different trench systems has not been well explored yet. Here, we carried out small subunit ribosomal RNA gene tag sequencing for 92 sediment subsamples of seven abyssal and seven hadal sediment cores collected from three trench regions in the northwest Pacific Ocean: the Japan, Izu-Ogasawara, and fi 1234567890();,: 1234567890();,: Mariana Trenches. Tag-sequencing analyses showed speci c distribution patterns of several phyla associated with oxygen and nitrate. The community structure was distinct between abyssal and hadal sediments, following geographic locations and factors represented by sediment depth. Co-occurrence network revealed six potential prokaryotic consortia that covaried across regions. Our results further support that the OM cycle is driven by hadal currents and/or rapid burial shapes microbial community structures at trench bottom sites, in addition to vertical deposition from the surface ocean. -
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]. -
Environmental Science
LIVING THINGS AND THE ENVIRONMENT • Ecosystem: – All the living and nonliving things that ENVIRONMENTAL SCIENCE interact in a particular area – An organism obtains food, water, shelter, and other Populations and Communities things it needs to live, grow and reproduce from its surroundings – Ecosystems may contain many different habitats Science 7 Science 7 LIVING THINGS AND THE LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Habitat: • Biotic Factors: – The place and organism – The living parts of any lives and obtains all the ecosystem things it needs to survive – Example: Prairie Dogs – Example: • Hawks • Prairie Dog • Ferrets • Needs: • Badgers – Food • Eagles – Water • Grass – Shelter • Plants – Etc. Science 7 Science 7 LIVING THINGS AND THEIR LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Abiotic Factors: • Abiotic Factors con’t – Water: – Sunlight: • All living things • Necessary for require water for photosynthesis survival • Your body is 65% • Organisms which water use the sun form • A watermelon is the base of the 95% water food chain • Plants need water for photosynthesis for food and oxygen production Science 7 Science 7 1 LIVING THINGS AND THEIR LIVING THINGS AND THEIR ENVIRONMENT ENVIRONMENT • Abiotic Factors Con’t • Abiotic Factors con’t – Oxygen: – Temperature: • Necessary for most • The temperature of living things an area determines • Used by animals the type of for cellular organisms which respiration can live there • Ex: Polar Bears do not live in the tropics • Ex: piranha’s don’t live in the arctic Science 7 Science