Microscopic Plants and Animals of the Oceans Introduction to Marine Plankton
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Reproduction in Plants Which But, She Has Never Seen the Seeds We Shall Learn in This Chapter
Reproduction in 12 Plants o produce its kind is a reproduction, new plants are obtained characteristic of all living from seeds. Torganisms. You have already learnt this in Class VI. The production of new individuals from their parents is known as reproduction. But, how do Paheli thought that new plants reproduce? There are different plants always grow from seeds. modes of reproduction in plants which But, she has never seen the seeds we shall learn in this chapter. of sugarcane, potato and rose. She wants to know how these plants 12.1 MODES OF REPRODUCTION reproduce. In Class VI you learnt about different parts of a flowering plant. Try to list the various parts of a plant and write the Asexual reproduction functions of each. Most plants have In asexual reproduction new plants are roots, stems and leaves. These are called obtained without production of seeds. the vegetative parts of a plant. After a certain period of growth, most plants Vegetative propagation bear flowers. You may have seen the It is a type of asexual reproduction in mango trees flowering in spring. It is which new plants are produced from these flowers that give rise to juicy roots, stems, leaves and buds. Since mango fruit we enjoy in summer. We eat reproduction is through the vegetative the fruits and usually discard the seeds. parts of the plant, it is known as Seeds germinate and form new plants. vegetative propagation. So, what is the function of flowers in plants? Flowers perform the function of Activity 12.1 reproduction in plants. Flowers are the Cut a branch of rose or champa with a reproductive parts. -
Feeding-Dependent Tentacle Development in the Sea Anemone Nematostella Vectensis
bioRxiv preprint doi: https://doi.org/10.1101/2020.03.12.985168; this version posted March 12, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. Feeding-dependent tentacle development in the sea anemone Nematostella vectensis Aissam Ikmi1,2*, Petrus J. Steenbergen1, Marie Anzo1, Mason R. McMullen2,3, Anniek Stokkermans1, Lacey R. Ellington2, and Matthew C. Gibson2,4 Affiliations: 1Developmental Biology Unit, European Molecular Biology Laboratory, 69117 Heidelberg, Germany. 2Stowers Institute for Medical Research, Kansas City, Missouri 64110, USA. 3Department of Pharmacy, The University of Kansas Health System, Kansas City, Kansas 66160, USA. 4Department of Anatomy and Cell Biology, The University of Kansas School of Medicine, Kansas City, Kansas 66160, USA. *Corresponding author. Email: [email protected] 1 bioRxiv preprint doi: https://doi.org/10.1101/2020.03.12.985168; this version posted March 12, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. Summary In cnidarians, axial patterning is not restricted to embryonic development but continues throughout a prolonged life history filled with unpredictable environmental changes. How this developmental capacity copes with fluctuations of food availability and whether it recapitulates embryonic mechanisms remain poorly understood. To address these questions, we utilize the tentacles of the sea anemone Nematostella vectensis as a novel paradigm for developmental patterning across distinct life history stages. -
A New Type of Plankton Food Web Functioning in Coastal Waters Revealed by Coupling Monte Carlo Markov Chain Linear Inverse Metho
A new type of plankton food web functioning in coastal waters revealed by coupling Monte Carlo Markov Chain Linear Inverse method and Ecological Network Analysis Marouan Meddeb, Nathalie Niquil, Boutheina Grami, Kaouther Mejri, Matilda Haraldsson, Aurélie Chaalali, Olivier Pringault, Asma Sakka Hlaili To cite this version: Marouan Meddeb, Nathalie Niquil, Boutheina Grami, Kaouther Mejri, Matilda Haraldsson, et al.. A new type of plankton food web functioning in coastal waters revealed by coupling Monte Carlo Markov Chain Linear Inverse method and Ecological Network Analysis. Ecological Indicators, Elsevier, 2019, 104, pp.67-85. 10.1016/j.ecolind.2019.04.077. hal-02146355 HAL Id: hal-02146355 https://hal.archives-ouvertes.fr/hal-02146355 Submitted on 3 Jun 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. 1 A new type of plankton food web functioning in coastal waters revealed by coupling 2 Monte Carlo Markov Chain Linear Inverse method and Ecological Network Analysis 3 4 5 Marouan Meddeba,b*, Nathalie Niquilc, Boutheïna Gramia,d, Kaouther Mejria,b, Matilda 6 Haraldssonc, Aurélie Chaalalic,e,f, Olivier Pringaultg, Asma Sakka Hlailia,b 7 8 aUniversité de Carthage, Faculté des Sciences de Bizerte, Laboratoire de phytoplanctonologie 9 7021 Zarzouna, Bizerte, Tunisie. -
SSWIMS: Plankton
Unit Six SSWIMS/Plankton Unit VI Science Standards with Integrative Marine Science-SSWIMS On the cutting edge… This program is brought to you by SSWIMS, a thematic, interdisciplinary teacher training program based on the California State Science Content Standards. SSWIMS is provided by the University of California Los Angeles in collaboration with the Los Angeles County school districts, including the Los Angeles Unified School District. SSWIMS is funded by a major grant from the National Science Foundation. Plankton Lesson Objectives: Students will be able to do the following: • Determine a basis for plankton classification • Differentiate between various plankton groups • Compare and contrast plankton adaptations for buoyancy Key concepts: phytoplankton, zooplankton, density, diatoms, dinoflagellates, holoplankton, meroplankton Plankton Introduction “Plankton” is from a Greek word for food chains. They are autotrophs, “wanderer.” It is a making their own food, using the collective term for process of photosynthesis. The the various animal plankton or zooplankton eat organisms that drift or food for energy. These swim weakly in the heterotrophs feed on the open water of the sea or microscopic freshwater lakes and ponds. These world of the weak swimmers, carried about by sea and currents, range in size from the transfer tiniest microscopic organisms to energy up much larger animals such as the food jellyfish. pyramid to fishes, marine mammals, and humans. Plankton can be divided into two large groups: planktonic plants and Scientists are interested in studying planktonic animals. The plant plankton, because they are the basis plankton or phytoplankton are the for food webs in both marine and producers of ocean and freshwater freshwater ecosystems. -
Feeding-Dependent Tentacle Development in the Sea Anemone Nematostella Vectensis ✉ Aissam Ikmi 1,2 , Petrus J
ARTICLE https://doi.org/10.1038/s41467-020-18133-0 OPEN Feeding-dependent tentacle development in the sea anemone Nematostella vectensis ✉ Aissam Ikmi 1,2 , Petrus J. Steenbergen1, Marie Anzo 1, Mason R. McMullen2,3, Anniek Stokkermans1, Lacey R. Ellington2 & Matthew C. Gibson2,4 In cnidarians, axial patterning is not restricted to embryogenesis but continues throughout a prolonged life history filled with unpredictable environmental changes. How this develop- 1234567890():,; mental capacity copes with fluctuations of food availability and whether it recapitulates embryonic mechanisms remain poorly understood. Here we utilize the tentacles of the sea anemone Nematostella vectensis as an experimental paradigm for developmental patterning across distinct life history stages. By analyzing over 1000 growing polyps, we find that tentacle progression is stereotyped and occurs in a feeding-dependent manner. Using a combination of genetic, cellular and molecular approaches, we demonstrate that the crosstalk between Target of Rapamycin (TOR) and Fibroblast growth factor receptor b (Fgfrb) signaling in ring muscles defines tentacle primordia in fed polyps. Interestingly, Fgfrb-dependent polarized growth is observed in polyp but not embryonic tentacle primordia. These findings show an unexpected plasticity of tentacle development, and link post-embryonic body patterning with food availability. 1 Developmental Biology Unit, European Molecular Biology Laboratory, 69117 Heidelberg, Germany. 2 Stowers Institute for Medical Research, Kansas City, MO 64110, -
THE Fungus FILES 31 REPRODUCTION & DEVELOPMENT
Reproduction and Development SPORES AND SO MUCH MORE! At any given time, the air we breathe is filled with the spores of many different types of fungi. They form a large proportion of the “flecks” that are seen when direct sunlight shines into a room. They are also remarkably small; 1800 spores could fit lined up on a piece of thread 1 cm long. Fungi typically release extremely high numbers of spores at a time as most of them will not germinate due to landing on unfavourable habitats, being eaten by invertebrates, or simply crowded out by intense competition. A mid-sized gilled mushroom will release up to 20 billion spores over 4-6 days at a rate of 100 million spores per hour. One specimen of the common bracket fungus (Ganoderma applanatum) can produce 350 000 spores per second which means 30 billion spores a day and 4500 billion in one season. Giant puffballs can release a number of spores that number into the trillions. Spores are dispersed via wind, rain, water currents, insects, birds and animals and by people on clothing. Spores contain little or no food so it is essential they land on a viable food source. They can also remain dormant for up to 20 years waiting for an opportune moment to germinate. WHAT ABOUT LIGHT? Though fungi do not need light for food production, fruiting bodies generally grow toward a source of light. Light levels can affect the release of spores; some fungi release spores in the absence of light whereas others (such as the spore throwing Pilobolus) release during the presence of light. -
Plankton Biomass and Food Web Structure
Plankton Biomass and Food Web Structure Matthew Church OCN 621 Spring 2009 Food Web Structure is Central to Elemental Cycling “Microsystems” In every liter of seawater there are all the organisms for a complete, functional ecosystem. These organisms form the fabric of life in the sea - the other organisms are embroidery on this fabric. Important things to know about ocean ecosystems • Population size and biomass (biogenic carbon): provides information on energy available to support the food web • Growth, production, metabolism: turnover of material through the food web and insight into physiology. • Controls on growth and population size In a “typical” liter of seawater… •Fish None • Zooplankton 10 • Diatoms 1,000 • Dinoflagellates 10,000 • Nanoflagellates 1,000,000 • Cyanobacteria 100,000,000 • Prokaryotes 1,000,000,000 • Viruses 10,000,000,000 High abundance does not necessarily equate to high biomass. Size is important. 1011 1010 Viruses 109 Bacteria 108 Cyanobacteria 107 106 Protists 105 104 103 102 101 Phytoplankton 100 Abudance (number per liter)Abudance 10-1 Zooplankton 10-2 0.01 0.1 1 10 100 1000 Size (µm) Why are pelagic organisms so small? Consider a spherical cell: SA = 3.1 µm2 SA= 4πr2 r = 0.50 µm V = 0.52 µm3 SA : V = 15.7 V= 4/3 πr3 SA = 12.6 µm2 r = 1.0 V = 4.2 µm3 SA : V = 3.0 The smaller the cell, the larger the SA:V Greater SA:V increases their ability to absorb nutrients from a dilute solution. This may allow smaller cells to out compete larger cells for limiting nutrients. -
Great Plankton Sink Off Distance Learning Activity
Great Plankton Sink Off Distance Learning Activity Introduction: Explore the wonderful and diverse world of plankton and get creative by making your very own plankton. Learn about how these (mostly) microscopic organisms survive in the big blue ocean and the vital role they play in the ocean’s food web. This activity is great for all ages. Make sure to check out the guided activity video! Materials: • Large container of water (something with depth like a bucket, storage bin, etc.) • Stopwatch/ timer • Modeling clay or play dough broken up into quarter sized balls • Materials to build plankton (pipe cleaners, popsicle sticks, paper clips, beads, misc. craft supplies) • Paper/ white board for recording times Background: Plankton are a group of marine and freshwater organisms that drift through the water. Many of these plankton can swim but they are too small to move against a current. The word plankton comes from the Greek word “planktos” which means wandering. There are two types of plankton, phytoplankton and zooplankton. Phytoplankton are the plant like plankton. Like plants they photosynthesize to create food and oxygen. About 50% of the oxygen in our atmosphere is produced by phytoplankton. Phytoplankton is eaten zooplankton. Zooplankton are animal plankton and most ocean animals, including fish, crustaceans and mollusks, begin their lives with a planktonic stage. These tiny plants and animals are the base of the food web in the ocean. Plankton are eaten by many animals including crustaceans, fish, and even baleen whales. Phytoplankton Zooplankton • Plant like • Animal like • Photosynthesize to create food • Eat other organisms • Single celled organism • Single celled or multi-celled Don’t forget to share your plankton creation with us on Twitter or Instagram! Phytoplankton lives near the top of the ocean in an area called the photic zone to photosynthesize. -
Plankton Guide 2010.Pmd
GUIDE TO THE COMMON INSHORE of Southern California - 4th Edition Late megalopa larva of a crab. Robert Perry Malibu High School, and UCLA OceanGLOBE Condensed for public educational purposes from the textbook, Ocean Images: the Plankton, available online at www.Blurb.com name_______________________________________________________ rev. 2010-01 page 1 table of contents: PHYTOPLANKTON: PROTISTA: Diatoms . .. 3 PROTISTA: Dinoflagellates. 7 ZOOPLANKTON: PROTISTA: Protozoa . 10 ANIMALIA: Cnidaria . 11 Platyhelminthes . 12 Bryozoa . 13 Rotifera . 13 Polychaeta . 14 Mollusca . 15 Crustaceans Copepods . 16 Crustacean larvae . 17 Other holoplanktonic crustaceans . 18 Echinodermata . 19 Chordata . 20 CALCULATING THE ABUNDANCE OF PLANKTON PER CUBIC METER OF SEAWATER. 21 All photography © Robert Perry www.MarineBioPhotography.com All Rights Reserved. This booklet has been made available for non-profit, direct, face-to-face, educational purposes only. With special thanks to the crew of the R/V Sea World UCLA, 1995-2008. and the crew of the Condor Express, and the crew of the dive boat Peace. And a special thanks to the students who paddled for plankton at Zuma Beach as part of their research project at Malibu High School. Go Sharks ! page 2 PHYTOPLANKTON 1- Introduction to the Diatoms. Members of the Division Chrysophyta (or Bacillariophyta) are known as diatoms. The word “Diatom” comes from the Greek Dia, = across, and tom, = to cut. This refers to the fact that diatoms are enclosed within two glass (SiO2) shells which split across the middle and separate from each other during reproduction. One shell is older (the epitheca) and is slightly larger than the other, younger shell (the hypotheca). The smaller fits inside the larger like a “pill box” or Altoid® mint container. -
Ocean Primary Production
Learning Ocean Science through Ocean Exploration Section 6 Ocean Primary Production Photosynthesis very ecosystem requires an input of energy. The Esource varies with the system. In the majority of ocean ecosystems the source of energy is sunlight that drives photosynthesis done by micro- (phytoplankton) or macro- (seaweeds) algae, green plants, or photosynthetic blue-green or purple bacteria. These organisms produce ecosystem food that supports the food chain, hence they are referred to as primary producers. The balanced equation for photosynthesis that is correct, but seldom used, is 6CO2 + 12H2O = C6H12O6 + 6H2O + 6O2. Water appears on both sides of the equation because the water molecule is split, and new water molecules are made in the process. When the correct equation for photosynthe- sis is used, it is easier to see the similarities with chemo- synthesis in which water is also a product. Systems Lacking There are some ecosystems that depend on primary Primary Producers production from other ecosystems. Many streams have few primary producers and are dependent on the leaves from surrounding forests as a source of food that supports the stream food chain. Snow fields in the high mountains and sand dunes in the desert depend on food blown in from areas that support primary production. The oceans below the photic zone are a vast space, largely dependent on food from photosynthetic primary producers living in the sunlit waters above. Food sinks to the bottom in the form of dead organisms and bacteria. It is as small as marine snow—tiny clumps of bacteria and decomposing microalgae—and as large as an occasional bonanza—a dead whale. -
Marine Biologist Magazine, in Which We Implementation
Issue 14 April 2020 ISSN 2052-5273 Special edition: The UN Decade on Ecosystem Restoration The Marine The magazine of the Biologistmarine biological community Coral restoration in a warming world Mangroves: the roots of the sea A sea turtle haven in central Oceania | Climate emergency: are we heading for a disastrous future? Tropical laboratories in the Atlantic Ocean | Environmental change and evolution of organisms Editorial Welcome to the latest edition of The mechanisms must be put in place for Marine Biologist magazine, in which we implementation. As the decade celebrate the UN Decade on Ecosys- unfolds, we will bring you updates on tem Restoration (2021–2030). This ecosystem restoration efforts. year promises much for nature as the The vision for the UN Decade on UN's Gabriel Grimsditch explains in Ecosystem Restoration includes the The Marine Biological Association The Laboratory, Citadel Hill, his introduction to this special edition phrase: ‘the relationship between Plymouth, PL1 2PB, UK on page 15. The first set of targets humans and nature is restored’. Here, I Editor Guy Baker under Sustainable Development Goal think our own imagination has a major [email protected] 14 (the ocean SDG) will be due, and role. We imagine our world into reality, +44 (0)1752 426239 2020 also marks the announcement of but, as Rob Hopkins argues in his book Executive Editor Matt Frost the UN Decade on Ocean Science for From What Is to What If, many aspects [email protected] Sustainable Development. of our developed, industrialized society +44 (0)1752 426343 Marine ecosystems are by their actively erode our imagination, leaving Editorial Board Guy Baker, Gerald Boalch, Kelvin Boot, Matt Frost, Paul Rose. -
Planet Plankton
A C T I V I T Y 5 Planet Plankton Estuary Principle Estuaries support an abundance of life, and a diversity of habitat types. This curriculum was developed and produced for: The National Oceanic and Atmospheric Administration (NOAA) Research Question and The National Estuarine Research Reserve System What are plankton and why are they important in the estuary? (NERRS) 1305 East West Highway NORM/5, 10th Floor Introduction Silver Spring, MD 20910 www.estuaries.noaa.gov Plankton are found in almost any of Earth's many bodies of water. They exist in Financial support for the Estuaries vast, unimaginably large numbers and form the biological base of aquatic food 101 Middle School Curriculum was webs. Not only that, but the plant-like phytoplankton are responsible for most of provided by the National Oceanic and Atmospheric Administration via the transfer of carbon dioxide from the atmosphere to the ocean, a process known grant NA06NOS4690196, as the carbon cycle, and produce more than 60% of the oxygen in the air we administered through the Alabama breathe. In this activity, students will learn about different types of plankton and Department of Conservation and Natural Resources, State Lands their importance to life in estuaries. Division, Coastal Section and Weeks Bay National Estuarine Research Reserve. Support was Table of Contents also provided by the Baldwin County Board of Education. Teacher Guide.......................................................................................................2 Exercise 1: What Are Plankton?............................................................................4