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Ecosystem Structure and Function. Dr
TOPIC: - ECOSYSTEM STRUCTURE AND FUNCTION. DR. ABHAY KRISHNA SINGH PAPER NAME: - ENVIRONMENTAL GEOGRAPHY SUBJECT: - GEOGRAPHY SEMESTER: - M.A. –IV PAPER CODE: - (GEOG. 403) UNIVERSITY DEPARTMENT OF GEOGRAPHY, DR. SHYMA PRASAD MUKHERJEE UNIVERSITY, RANCHI. Environmental Sciences INTRODUCTION: - All organisms need energy to perform the essential functions such as maintenance, growth, repair, movement, locomotion and reproduction; all of these processes require energy expenditure. The ultimate source of energy for all ecological systems is Sun. The solar energy is captured by the green plants (primary producers or autotrophs) and transformed into chemical energy and bound in glucose as potential energy during the process of photosynthesis. In this stored form, other organisms take the energy and pass it on further to other organisms. During this process, a reasonable proportion of energy is lost out of the living system. The whole process is called flow of energy in the ecosystem. It is the amount of energy that is received and transferred from organism to organism in an ecosystem that modulates the ecosystem structure. Without autotrophs, there would be no energy available to all other organisms that lack the capability of fixing light energy. A fraction i.e. about 1/50 millionth of the total solar radiation reaches the earth’s atmosphere. About 34% of the sunlight reaching the earth’s atmosphere is reflected back into the atmosphere, 10% is held by ozone layer, water vapors and other atmospheric gases. The remaining 56% sunlight reaches the earth’s surface. Only a fraction of this energy reaching the earth’s surface (1 to 5%) is used by green plants for photosynthesis and the rest is absorbed as heat by ground vegetation or water. -
7.014 Handout PRODUCTIVITY: the “METABOLISM” of ECOSYSTEMS
7.014 Handout PRODUCTIVITY: THE “METABOLISM” OF ECOSYSTEMS Ecologists use the term “productivity” to refer to the process through which an assemblage of organisms (e.g. a trophic level or ecosystem assimilates carbon. Primary producers (autotrophs) do this through photosynthesis; Secondary producers (heterotrophs) do it through the assimilation of the organic carbon in their food. Remember that all organic carbon in the food web is ultimately derived from primary production. DEFINITIONS Primary Productivity: Rate of conversion of CO2 to organic carbon (photosynthesis) per unit surface area of the earth, expressed either in terns of weight of carbon, or the equivalent calories e.g., g C m-2 year-1 Kcal m-2 year-1 Primary Production: Same as primary productivity, but usually expressed for a whole ecosystem e.g., tons year-1 for a lake, cornfield, forest, etc. NET vs. GROSS: For plants: Some of the organic carbon generated in plants through photosynthesis (using solar energy) is oxidized back to CO2 (releasing energy) through the respiration of the plants – RA. Gross Primary Production: (GPP) = Total amount of CO2 reduced to organic carbon by the plants per unit time Autotrophic Respiration: (RA) = Total amount of organic carbon that is respired (oxidized to CO2) by plants per unit time Net Primary Production (NPP) = GPP – RA The amount of organic carbon produced by plants that is not consumed by their own respiration. It is the increase in the plant biomass in the absence of herbivores. For an entire ecosystem: Some of the NPP of the plants is consumed (and respired) by herbivores and decomposers and oxidized back to CO2 (RH). -
Effects of Interactions Between the Green and Brown Food Webs on Ecosystem Functioning Kejun Zou
Effects of interactions between the green and brown food webs on ecosystem functioning Kejun Zou To cite this version: Kejun Zou. Effects of interactions between the green and brown food webs on ecosystem functioning. Ecosystems. Université Pierre et Marie Curie - Paris VI, 2016. English. NNT : 2016PA066266. tel-01445570 HAL Id: tel-01445570 https://tel.archives-ouvertes.fr/tel-01445570 Submitted on 1 Jun 2017 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. Université Pierre et Marie Curie Ecole doctorale : 227 Science de la Nature et de l’Homme Laboratoire : Institut d’Ecologie et des Sciences de l’Environnement de Paris Effects of interactions between the green and brown food webs on ecosystem functioning Effets des interactions entre les réseaux vert et brun sur le fonctionnement des ecosystèmes Par Kejun ZOU Thèse de doctorat d’Ecologie Dirigée par Dr. Sébastien BAROT et Dr. Elisa THEBAULT Présentée et soutenue publiquement le 26 septembre 2016 Devant un jury composé de : M. Sebastian Diehl Rapporteur M. José Montoya Rapporteur Mme. Emmanuelle Porcher Examinatrice M. Eric Edeline Examinateur M. Simon Bousocq Examinateur M. Sébastien Barot Directeur de thèse Mme. Elisa Thébault Directrice de thèse 2 Acknowledgements At the end of my thesis I would like to thank all those people who made this thesis possible and an unforgettable experience for me. -
Trophic Levels
Trophic Levels Douglas Wilkin, Ph.D. Jean Brainard, Ph.D. Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) AUTHORS Douglas Wilkin, Ph.D. To access a customizable version of this book, as well as other Jean Brainard, Ph.D. interactive content, visit www.ck12.org CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the FlexBook®, CK-12 intends to pioneer the generation and distribution of high-quality educational content that will serve both as core text as well as provide an adaptive environment for learning, powered through the FlexBook Platform®. Copyright © 2015 CK-12 Foundation, www.ck12.org The names “CK-12” and “CK12” and associated logos and the terms “FlexBook®” and “FlexBook Platform®” (collectively “CK-12 Marks”) are trademarks and service marks of CK-12 Foundation and are protected by federal, state, and international laws. Any form of reproduction of this book in any format or medium, in whole or in sections must include the referral attribution link http://www.ck12.org/saythanks (placed in a visible location) in addition to the following terms. Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License (http://creativecommons.org/ licenses/by-nc/3.0/), as amended and updated by Creative Com- mons from time to time (the “CC License”), which is incorporated herein by this reference. -
Model-Based Analysis of the Energy Fluxes and Trophic Structure of a Portunus Trituberculatus Polyculture Ecosystem
Vol. 9: 479–490, 2017 AQUACULTURE ENVIRONMENT INTERACTIONS Published December 5 https://doi.org/10.3354/aei00247 Aquacult Environ Interact OPENPEN ACCESSCCESS Model-based analysis of the energy fluxes and trophic structure of a Portunus trituberculatus polyculture ecosystem Jie Feng1, Xiang-Li Tian1,*, Shuang-Lin Dong1, Rui-Peng He1, Kai Zhang1, Dong-Xu Zhang1, Qing-Qi Zhang2 1The Key Laboratory of Mariculture, Ministry of Education, Fisheries College, Ocean University of China, Qingdao 266003, PR China 2Marine Fishery Technology Guiding Office of Ganyu, Lianyungang 222100, PR China ABSTRACT: We constructed a quantitative Ecopath model of a trophic network to evaluate the energy flow and properties in a polyculture ecosystem containing 4 species (swimming crab Por- tunus trituberculatus, white shrimp Litopenaeus vannamei, short-necked clam Ruditapes philip- pinarum, and redlip mullet Liza haematochila) over a 90 d experimental period. The model con- tained 10 consumers, 4 detritus groups, and 4 primary producers. Ecotrophic efficiency values indicated that the system had high energy utilization efficiency. However, benthic bacteria con- verted the largest amount of energy back to the detritus groups, which had the lowest ecotrophic efficiency (0.01). When aggregating the network to discrete trophic levels (TLs), most of the throughput and biomass of the system were distributed on the first 2 TLs; consequently, there was high energy transfer efficiency between TL I and II (81.98%). The trophic flow of this ecosystem was dominated by energy that originated from the detritus groups (73.77%). Imported artificial food was particularly important for the trophic flow of the total ecosystem, contributing 31.02% to total system consumption. -
A Study of Differences in Vertical Phosphorus Profiles Within the Sediments of Selected Florida Lakes As Related to Trophic Dynamics
University of Central Florida STARS Retrospective Theses and Dissertations 1976 A Study of Differences in Vertical Phosphorus Profiles Within the Sediments of Selected Florida Lakes as Related to Trophic Dynamics Edgar Allen Stewart III University of Central Florida, [email protected] Part of the Engineering Commons Find similar works at: https://stars.library.ucf.edu/rtd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Stewart, Edgar Allen III, "A Study of Differences in Vertical Phosphorus Profiles Within the Sediments of Selected Florida Lakes as Related to Trophic Dynamics" (1976). Retrospective Theses and Dissertations. 258. https://stars.library.ucf.edu/rtd/258 • A STUDY OF DIFFEREilCES IN VERTICAL PHOSPHORUS PRO FILES WliHIN THE SEDIMENTS OF SELECTED FLORIUA LAKES AS [{ELATED TO °fROPfiiC DYNArHCS BY EDGAR ALLE N STEHART III B.S., University of Florida, 1971 THESIS SubmHted o'n partial fulfiliment of the requirements for the degree of Mdster of Science °in the Graduate Studies Program of the Co 11 eye of Engi neer i ng of Florida Technological University , Or l ando, Florida 1976 • A STUDY OF DIFFERENCES IN VERTICAL PHOSPHOROUS PROFILES WITHIN THE SEDIMENTS OF SELECTED FLORIDA LAKES AS RELATED TO TROPHIC DYNAMICS BY E. ALLEIJ STEWART I II \ ABSTRACT Seve"a 1 Flori da 1akes with different docu'llcnted traphi c sta te indi ces were se lected for sediment analysis . -
Food Chains in Woodland Habitats. All Animals Need to Eat Food to Survive
Science Lesson Living Things and their Habitats- Food chains in woodland habitats. Key Learning • A food chain shows the links between different living things and where they get their energy from. • Living things can be classified as producers or consumers according to their place in the food chain. • A predator is an animal that feeds on other animals (its prey). • Animals can be described as carnivores, herbivores or omnivores. All animals need to eat food to survive. • Talk about what you already know about the kind of food different animals eat. • What is the name of an animal that only eats plants? • What is the name of an animal that only eats other animals? • What is the name of an animal that eats both plants and other animals? Watch this clip about birds. What kind of food do they eat? https://www.bbc.co.uk/bitesize/clips/z9nhfg8 Animals can be described as herbivores, carnivores or omnivores. Birds like robins, blue tits and house sparrows have a very varied diet! worms spiders slugs flies mealworms berries Robins, blue tits and house sparrows are omnivores because they eat plants and other animals. Describing a food chain. Watch this clip describing a food chain. https://www.bbc.co.uk/bitesize/clips/zjshfg8 Caterpillar cat magpie Think about these questions as you watch • Where does a food chain start? • Which animals are herbivores? • Which animals are carnivores? A food chain starts with energy from the Sun because plants need the Sun’s light energy to make their own food in their leaves. Plants are eaten by animals. -
Ecology (Pyramids, Biomagnification, & Succession
ENERGY PYRAMIDS & Freshmen Biology FOOD CHAINS/FOOD WEBS May 4 – May 8 Lecture ENERGY FLOW •Energy → powers life’s processes •Energy = ATP! •Flow of energy determines the system’s ability to sustain life FEEDING RELATIONSHIPS • Energy flows through an ecosystem in one direction • Sun → autotrophs (producers) → heterotrophs (consumers) FOOD CHAIN VS. FOOD WEB FOOD CHAINS • Energy stored by producers → passed through an ecosystem by a food chain • Food chain = series of steps in which organisms transfer energy by eating and being eaten FOOD WEBS •Feeding relationships are more complex than can be shown in a food chain •Food Web = network of complex interactions •Food webs link all the food chains in an ecosystem together ECOLOGICAL PYRAMIDS • Used to show the relationships in Ecosystems • There are different types: • Energy Pyramid • Biomass Pyramid • Pyramid of numbers ENERGY PYRAMID • Only part of the energy that is stored in one trophic level can be passed on to the next level • Much of the energy that is consumed is used for the basic functions of life (breathing, moving, reproducing) • Only 10% is used to produce more biomass (10 % moves on) • This is what can be obtained from the next trophic level • All of the other energy is lost 10% RULE • Only 10% of energy (from organisms) at one trophic level → the next level • EX: only 10% of energy/calories from grasses is available to cows • WHY? • Energy used for bodily processes (growth/development and repair) • Energy given off as heat • Energy used for daily functioning/movement • Only 10% of energy you take in should be going to your actual biomass/weight which another organism could eat BIOMASS PYRAMID • Total amount of living tissue within a given trophic level = biomass • Represents the amount of potential food available for each trophic level in an ecosystem PYRAMID OF NUMBERS •Based on the number of individuals at each trophic level. -
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. -
Can More K-Selected Species Be Better Invaders?
Diversity and Distributions, (Diversity Distrib.) (2007) 13, 535–543 Blackwell Publishing Ltd BIODIVERSITY Can more K-selected species be better RESEARCH invaders? A case study of fruit flies in La Réunion Pierre-François Duyck1*, Patrice David2 and Serge Quilici1 1UMR 53 Ӷ Peuplements Végétaux et ABSTRACT Bio-agresseurs en Milieu Tropical ӷ CIRAD Invasive species are often said to be r-selected. However, invaders must sometimes Pôle de Protection des Plantes (3P), 7 chemin de l’IRAT, 97410 St Pierre, La Réunion, France, compete with related resident species. In this case invaders should present combina- 2UMR 5175, CNRS Centre d’Ecologie tions of life-history traits that give them higher competitive ability than residents, Fonctionnelle et Evolutive (CEFE), 1919 route de even at the expense of lower colonization ability. We test this prediction by compar- Mende, 34293 Montpellier Cedex, France ing life-history traits among four fruit fly species, one endemic and three successive invaders, in La Réunion Island. Recent invaders tend to produce fewer, but larger, juveniles, delay the onset but increase the duration of reproduction, survive longer, and senesce more slowly than earlier ones. These traits are associated with higher ranks in a competitive hierarchy established in a previous study. However, the endemic species, now nearly extinct in the island, is inferior to the other three with respect to both competition and colonization traits, violating the trade-off assumption. Our results overall suggest that the key traits for invasion in this system were those that *Correspondence: Pierre-François Duyck, favoured competition rather than colonization. CIRAD 3P, 7, chemin de l’IRAT, 97410, Keywords St Pierre, La Réunion Island, France. -
To What Degree Are Philosophy and the Ecological Niche Concept Necessary in the Ecological Theory and Conservation?
EUROPEAN JOURNAL OF ECOLOGY EJE 2017, 3(1): 42-54, doi: 10.1515/eje-2017-0005 To what degree are philosophy and the ecological niche concept necessary in the ecological theory and conservation? Universidade Federal Rogério Parentoni Martins* do Ceará, Programa de Pós-Graduação em Ecologia e Recursos Naturais, Departamento ABSTRACT de Biologia, Centro de Ecology as a field produces philosophical anxiety, largely because it differs in scientific structure from classical Ciências, Brazil physics. The hypothetical deductive models of classical physics are simple and predictive; general ecological *Corresponding author, models are predictably limited, as they refer to complex, multi-causal processes. Inattention to the conceptual E-mail: rpmartins917@ structure of ecology usually imposes difficulties for the application of ecological models. Imprecise descrip- gmail.com tions of ecological niche have obstructed the development of collective definitions, causing confusion in the literature and complicating communication between theoretical ecologists, conservationists and decision and policy-makers. Intense, unprecedented erosion of biodiversity is typical of the Anthropocene, and knowledge of ecology may provide solutions to lessen the intensification of species losses. Concerned philosophers and ecolo- gists have characterised ecological niche theory as less useful in practice; however, some theorists maintain that is has relevant applications for conservation. Species niche modelling, for instance, has gained traction in the literature; however, there are few examples of its successful application. Philosophical analysis of the structure, precision and constraints upon the definition of a ‘niche’ may minimise the anxiety surrounding ecology, poten- tially facilitating communication between policy-makers and scientists within the various ecological subcultures. The results may enhance the success of conservation applications at both small and large scales. -
SCI Grade 7 Invasive Species
Invasive Species: A Study of the Disruption of an Ecosystem’s Dynamics Life Science: Ecosystems, Interactions, Energy, and Dynamics, Grade 7 This unit engages students in an exploration of ecosystem dynamics as seen through the study of invasive species. The unit focuses on the effects of resource availability in an ecosystem and changes in biological or physical components of an ecosystem on organism populations. Students explore how invasive species are introduced and what impact they have on local food webs; and how ecosystems react to the introduction of invasive species. This unit is designed for students in grade 7, using research, models, data analysis, and writing about invasive species to understand changes in an ecosystem. This Model Curriculum Unit is designed to illustrate effective curriculum that lead to expectations outlined in the Draft Revised Science and Technology/Engineering Standards (www.doe.mass.edu/STEM/review.html) as well as the MA Curriculum Frameworks for English Language Arts/Literacy and Mathematics. This unit includes lesson plans, a Curriculum Embedded Performance Assessment, and related resources. In using this unit it is important to consider the variability of learners in your class and make adaptations as necessary. This work is licensed by the MA Department of Elementary & Secondary Education under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License (CC BY-NC-SA 3.0). Educators may use, adapt, and/or share. Not for commercial use. To view a copy of the license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ July 2015 Page 1 of 77 This document was prepared by the Massachusetts Department of Elementary and Secondary Education Mitchell D.