DOCSLIB.ORG

Zoop Soup (And Poop!)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Zoop Soup (And Poop!) ZOOP SOUP (AND POOP!) THE ROLE OF PLANKTON AND THEIR FECAL PELLETS IN THE CARBON CYCLE Kristen Sharpe Virginia Institute of Marine Science Grade Level 7th Grade through High School Subject Area Life Science, Biology, Environmental, Oceanography, Physical Science, Mathematics The 2019/2020 VA SEA project was made possible through funding from the National Estuarine Research Reserve System Margaret Davidson Fellowship Program which supports graduate students in partnership with research reserves where fieldwork, research, and community engagement come together. VA SEA is currently supported by the Chesapeake Bay National Estuarine Research Reserve, Virginia Sea Grant, and the Virginia Institute of Marine Science Marine Advisory Program. Activity Title: Zoop Soup (and Poop!): The Role of Plankton and their Fecal Pellets in the Carbon Cycle Focus: Zooplankton Communities, Fecal Pellets, and Carbon Cycling Around the World Grade Levels/ Subject: 7th grade Life Science (focus), 7th grade Mathematics, 8th grade Physical Science; High School Biology, Environmental Science, Oceanography VA Science Standard(s) addressed: 7th Grade Life Science LS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which b. a classification system is developed based on multiple attributes; c. triple beam and electronic balances are used to gather data; d. models and simulations are constructed and used to illustrate and explain phenomena; h. data are organized, communicated through graphical representation, interpreted, and used to make predictions; i. patterns are identified in data and are interpreted and evaluated LS.5 The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life. Key concepts include c. photosynthesis as the foundation of virtually all food webs. LS.6 The student will investigate and understand that organisms within an ecosystem are dependent on one another and on nonliving components of the environment. Key concepts include a. the carbon cycle; b. interactions resulting in a flow of energy and matter throughout the system; c. complex relationships within marine and estuarine ecosystems; and d. energy flow in food webs. LS.10 The student will investigate and understand that ecosystems, communities, populations, and organisms are dynamic, change over time, and respond to daily, seasonal, and long-term changes in their environment. Key concepts include b. factors that increase or decrease population size; and c. eutrophication, climate changes, and catastrophic disturbances. LS.11 The student will investigate and understand the relationships between ecosystem dynamics and human activity. Key concepts include b. change in habitat size, quality, or structure; d. population disturbances and factors that threaten or enhance species survival; and e. environmental issues. LS.13 The student will investigate and understand that populations of organisms change over time. Key concepts include c. how environmental influences, as well as genetic variation, can lead to diversity of organisms. Virginia Scientists and Educators Alliance (VA SEA) 2020 Kristen Sharpe Page 1 of 23 7th Grade Mathematics 7.4 The student will a. describe and determine the volume and surface area of rectangular prisms and cylinders; and b. solve problems, including practical problems, involving the volume and surface area of rectangular prisms and cylinders. 7.5 The student will a. compare and contrast quadrilaterals based on their properties; and b. determine unknown side lengths or angle measures of quadrilaterals. 7.9 The student, given data in a practical situation, will a. represent data in a histogram; and b. make observations and inferences about data represented in a histogram 8th Grade Physical Science PS.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which b. length, mass, volume, density, temperature, weight, and force are accurately measured; c. conversions are made among metric units, applying appropriate prefixes; d. triple beam and electronic balances, thermometers, metric rulers, graduated cylinders, probeware, and spring scales are used to gather data; g. data tables showing the independent and dependent variables, derived quantities, and the number of trials are constructed and interpreted; i. scatterplots and histograms are constructed and interpreted; j. valid conclusions are made after analyzing data; k. research methods are used to investigate practical problems and questions; High School Science BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which b. hypotheses are formulated based on direct observations and information from scientific literature; d. graphing and arithmetic calculations are used as tools in data analysis; e. conclusions are formed based on recorded quantitative and qualitative data; f. sources of error inherent in experimental design are identified and discussed; m. current applications of biological concepts are used. BIO.2 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration. BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include b. nutrient cycling with energy flow through ecosystems; c. succession patterns in ecosystems; Virginia Scientists and Educators Alliance (VA SEA) 2020 Kristen Sharpe Page 2 of 23 d. the effects of natural events and human activities on ecosystems; and e. analysis of the flora, fauna, and microorganisms of Virginia ecosystems. Learning objectives/outcomes a. Students will classify and categorize simulated zooplankton “fecal pellets” by their shape and size b. Students will identify the zooplankton source species of “fecal pellets” using a dichotomous key c. Students will sort and weigh “fecal pellets” using a triple beam balance d. Students will hypothesize where their “sample” came from using a map of locations and data e. Students will calculate carbon flux using the data they collect f. Students will compare and contrast carbon cycling in different regions of the ocean g. Students will construct graphs showing weight of fecal pellets in each location h. Students will measure real zooplankton fecal pellets using a photograph and metric ruler i. Students will discuss the importance of carbon cycling in the marine environment Total length of time required for the lesson One 90-minute class block Key words, vocabulary * For a glossary of listed vocabulary terms, see Appendix 6*: Zooplankton; phytoplankton; meroplankton; holoplankton; diel vertical migration; photosynthesis; food web; fecal pellet; export; community; nutrients; carbon sequestration; passive sinking; active transport; remineralization; respiration; fossil fuels; carbon dioxide; gelatinous; marine snow; biological pump Background information Kristen Sharpe is a Masters graduate student at the Virginia Institute of Marine Science. She is studying zooplankton communities in the Chesapeake Bay and Sargasso Sea, with an emphasis on the role of surface zooplankton community composition on the production of fecal pellets. The root of the word plankton is the Greek “planktos,” meaning drifter or wanderer. Plankton are broadly described as all organisms that cannot actively swim against a current. Plankton are universally found in all water bodies, including fresh and marine, and can range in both taxonomy and size. There are two main types of plankton. Phytoplankton are microscopic protists which convert light energy from the sun into organic material, in a process known as photosynthesis. Through photosynthesis, carbon dioxide is sequestered from the air and oxygen is produced as a by-product. In fact, over 50% of the oxygen in the earth’s atmosphere is created by phytoplankton. The general equation for the photosynthetic process is included below: CO2 + H2O + photons CH2O + O2 (carbon dioxide) (water) (light energy) (carbohydrate) (oxygen) Virginia Scientists and Educators Alliance (VA SEA) 2020 Kristen Sharpe Page 3 of 23 Zooplankton are animal plankton, which can range in size from microscopic animals to macroscopic organisms such as jellyfishes and giant pyrosomes. Animals which spend their entire life as plankton are called holoplankton, while those animals that spend only part of their life as plankton are referred to as meroplankton. Meroplankton include the larval forms of almost every animal that lives in the ocean. Zooplankton are important for a variety of reasons. Perhaps most importantly, they form a critical intermediate link in the global marine food web. By grazing on phytoplankton and then, in turn, being consumed by a variety of larger animals, zooplankton link primary producers to upper trophic levels. Every organism in the ocean depends either directly or indirectly on plankton for their food source. Another important role that zooplankton play is in the global carbon cycle. By grazing on phytoplankton, the zooplankton take in most of the carbon that phytoplankton have fixed through photosynthesis. Then, just like every other animal that eats – zooplankton poop! Their
Load more

Recommended publications
  • Full Text in Pdf Format
    MARINE ECOLOGY PROGRESS SERIES Vol. 166: 301-306, 1998 Published May 28 Mar Ecol Prog Ser l NOTE Diel vertical movement by mesograzers on seaweeds Cary N. Rogers*, Jane E. Williamson, David G. Carson, Peter D. Steinberg School of Biological Science. University of New South Wales. Sydney 2052. Australia ABSTRACT- Diel vertical movement is well documented for nutrients across trophic levels in such systems (Kitting many zooplankton. The ecology of small benthic herbivores et al. 1984, Longhurst & Harrison 1989). which use seaweeds as food and habitat, known as 'meso- Arguably, the dominant model to explain die1 verti- grazers', is similar in some regards to zooplankton, and we hypothesised that mesograzers might also exhlbit diel pat- cal movement by zooplankton is avoidance of visually terns of movement on host algae. We studied 3 non-swim- feeding predators in surface waters during the day ming species of mesograzer, the sea hare Aplysia parvula, the (Zaret & Suffern 1976, Stich & Lampert 1981, Bollens & sea urchin Holopneustes purpurascens, and the prosobranch Frost 1989).This model is supported by studies of both mollusc Phasianotrochus eximius. All exhibited diel move- & ment on host algae. This behaviour occurred on different host demersal and pelagic zooplankton (Robertson algae, despite variation in algal morphology and other char- Howard 1978, Alldredge & King 1985, Ohman 1990, acters. Possible factors causing diel movement by mesograz- Osgood & Frost 1994), although the impact of preda- ers include predation, nutritional gain, avoidance of photo- tion on zooplankton vanes with nntogenetic stage, damage, micro-environmental vanation near host algae, and food availability, and predator evasion or defence reproductive strategies.
    [Show full text]
  • Zooplankton Community Response to Seasonal Hypoxia: a Test of Three Hypotheses
    diversity Article Zooplankton Community Response to Seasonal Hypoxia: A Test of Three Hypotheses Julie E. Keister *, Amanda K. Winans and BethElLee Herrmann School of Oceanography, University of Washington, Box 357940, Seattle, WA 98195, USA; awinans@uw.edu (A.K.W.); blh1975@uw.edu (B.H.) * Correspondence: jkeister@uw.edu Received: 7 November 2019; Accepted: 28 December 2019; Published: 1 January 2020 Abstract: Several hypotheses of how zooplankton communities respond to coastal hypoxia have been put forward in the literature over the past few decades. We explored three of those that are focused on how zooplankton composition or biomass is affected by seasonal hypoxia using data collected over two summers in Hood Canal, a seasonally-hypoxic sub-basin of Puget Sound, Washington. We conducted hydrographic profiles and zooplankton net tows at four stations, from a region in the south that annually experiences moderate hypoxia to a region in the north where oxygen remains above hypoxic levels. The specific hypotheses tested were that low oxygen leads to: (1) increased dominance of gelatinous relative to crustacean zooplankton, (2) increased dominance of cyclopoid copepods relative to calanoid copepods, and (3) overall decreased zooplankton abundance and biomass at hypoxic sites compared to where oxygen levels are high. Additionally, we examined whether the temporal stability of community structure was decreased by hypoxia. We found evidence of a shift toward more gelatinous zooplankton and lower total zooplankton abundance and biomass at hypoxic sites, but no clear increase in the dominance of cyclopoid relative to calanoid copepods. We also found the lowest variance in community structure at the most hypoxic site, in contrast to our prediction.
    [Show full text]
  • Bioprospecting Marine Plankton Heni Abida, Sandrine Ruchaud, Laurent Rios, Anne Humeau, Ian Probert, Colomban De Vargas, Stéphane Bach, Chris Bowler
    Bioprospecting Marine Plankton Heni Abida, Sandrine Ruchaud, Laurent Rios, Anne Humeau, Ian Probert, Colomban de Vargas, Stéphane Bach, Chris Bowler To cite this version: Heni Abida, Sandrine Ruchaud, Laurent Rios, Anne Humeau, Ian Probert, et al.. Bioprospecting Marine Plankton. Marine drugs, MDPI, 2013, 11 (11), pp.4594-4611. 10.3390/md11114594. hal- 01258229 HAL Id: hal-01258229 https://hal.archives-ouvertes.fr/hal-01258229 Submitted on 27 Jan 2016 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. Distributed under a Creative Commons Attribution| 4.0 International License Mar. Drugs 2013, 11, 4594-4611; doi:10.3390/md11114594 OPEN ACCESS marine drugs ISSN 1660-3397 www.mdpi.com/journal/marinedrugs Review Bioprospecting Marine Plankton Heni Abida 1, Sandrine Ruchaud 2, Laurent Rios 3, Anne Humeau 4, Ian Probert 5, Colomban De Vargas 6, Stéphane Bach 2,* and Chris Bowler 1,* 1 Environmental and Evolutionary Genomics Section, Institut de Biologie de l’Ecole Normale Supérieure (IBENS), Centre National de la Recherche Scientifique (CNRS) UMR8197 INSERM
    [Show full text]
  • Zooplankton Migration Patterns at Scotton Landing: Behavioral Adaptations Written by Lauren Zodl, University of Delaware
    Zooplankton Migration Patterns at Scotton Landing: Behavioral Adaptations written by Lauren Zodl, University of Delaware Summary: Zooplankton have evolved specific migration patterns that increase their chances of survival. These migrations patterns are behavioral adaptations and they are unique to each species of zooplankton in the Delaware Bay. Students will determine how zooplankton from the St. Jones River migrate and how these adaptations increase their chances of survival. Students will also explore Simpson’s diversity index. Activity Use: This activity can be used as a part of any unit on biology, evolution, adaptations, ecology, diversity, and more. Target Grade Level: High School Standards Addressed: LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organism LS1.D: Information Processing LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS2.D: Interactions and Group Behavior Lesson Time: Two 45 minute periods Essential Question: How do the behavioral adaptations of zooplankton, specifically their migration patterns, increase their chances of survival? SMART Objectives: After completing this activity, students will be able to: 1. Name two zooplankton species in the Delaware Bay. 2. Describe two different migration patterns that zooplankton use. 3. Explain how behavioral adaptations of zooplankton increase their chances of survival. 4. Describe and interpret data from a diversity index. Vocabulary/Key Terms: Behavioral Adaptation, Diel Vertical Migration, Tidal Migration, Acartia tonsa, Rhithropanopeus harrisii, Estuary, Holoplankton, Meroplankton, Diversity This work is supported by a grant from the Delaware National Estuarine Research Reserve.
    [Show full text]
  • Baseline Survey of Zooplankton of Barnegat Bay
    BASELINE SURVEY OF ZOOPLANKTON OF BARNEGAT BAY NJSG Project # 4904-0005 NJDEP # SR12-013 Sponsored by NJDEP Office of Science Monmouth University Urban Coast Institute Final Report February 2012 – May 2013 Principal Investigators James Nickels and Ursula Howson Monmouth University Co-Principal Investigators Thomas Noji and Jennifer Samson NOAA Fisheries Prepared by Ursula Howson 1 2.0 ACKNOWLEDGMENTS Student participants in Monmouth University School of Science Summer Research Program and Monmouth University students during the academic school year assisted with field sampling, laboratory processing, data entry, and creation of graphs. G. McIlvain, Marine Academy of Science and Technology, Monmouth County, analyzed ichthyoplankton data to create CPUE and frequency distribution figures. NOAA research scientist J. Hare facilitated shipment of samples to Poland for sorting, as well as the QA/QC of the samples. The James J. Howard NOAA Fisheries Laboratory provided manpower and vessel assistance for intensive sampling events, and facilitated transport and shipment of samples to Poland. Monmouth University Urban Coast Institute and Department of Biology provided facilities for storage of equipment and processing and storage of samples. Additional funding was provided to some undergraduate assistants by the Monmouth University School of Science Summer Research Program and the Urban Coast Institute during the summer, and the Monmouth University Department of Biology during the academic year. 2 3.0 TABLE OF CONTENTS 1.0 TITLE PAGE .........................................................................................................................................
    [Show full text]
  • Holoplankton, Meroplankton, and Meiofauna Associated with Marine Snow
    MARINE ECOLOGY PROGRESS SERIES Vol. 156: 75-86, 1997 Published September 25 Mar Ecol Prog Ser Holoplankton, meroplankton, and meiofauna associated with marine snow Alan L. Shanks1#*,Keith Walters2 'Oregon Institute of Marine Biology, University of Oregon, PO Box 5389, Charleston, Oregon 97420, USA '~epartmentof Biology, PO Box 60, Middle Tennessee State University, Murfreesboro, Tennessee 37132, USA ;\BSTRACT. The associations of holoplankton, meroplankton and me~ofaunawith marine snow, as well CIS thelr behavior upon encountering marine snow, were investigated using SCUBA in the field and a vertical flume in the laboratory. Field san~pleswere collected in the Atlantic Ocean off Charleston, South Carolina, USA. (3 dates) and in the Pacific Ocean at 2 locations in the San Juan Islands, Wash- ington, USA (7 dates). Aggregates were present and abundant on all days (range 1 to 63 aggregates I-') but constituted a small percentage of the water column by volume (avg 0.078%). Holoplanktonic adult caldnoid and cyclopoid copepods, larvaceans, and copepod nauplii were found on aggregates. On average cl "/o of the calanoid and cyclopoid copepods sampled were on aggregates, indicating a weak dasociation with marine snow. In contrast, on average 2.6'%) of the larvaceans and 4.8% of the copepod nauplii sampled resided on aggregates, where they were, respectively, 33 to 62 times more concen- trated on marine snow compared to the surrounding water. Percentages of harpacticoid copepods, nematodes, and foraminiferans on aggregates were 12.4, 69.9 and 47.2% respectively, and all were significantly concentrated on aggregates. Cyprids, bryozoan cyphonautes, and Iarval echinoderms were either weakly assoc~atedwith or not found on aggregates.
    [Show full text]
  • A Guide to Marine Plankton
    "Knowledge of the oceans is more than a matter of curiosity. Our very survival may hinge upon it.“ - John F. Kennedy - Quick Plankton Guide Conscinodiscus Chaetoceros Chaetoceros Ditylum Navicula Cylindrotheca Stephanopyxis Thalassionema dinoflagellate dinoflagellate dinoflagellate Licmorpha Protoperidinium Ceratium Ceratium ciliates radiolarian foramniferan jelly medusa jelly medusa ctenophore ctenophore Oweniidae larva Quick Plankton Guide polychaete larvae arrow worm snail veliger pteropod bivalve veliger cladoceran copepod nauplius copepod cumacean krill barnacle nauplius barnacle cyprid shrimp crab zoea crab megalop urchin larva sea star larva tunicate larva fish egg fish larva Diatoms Taxonomy Size Kingdom: Protista 5-60 µm Phylum: Bacillariophyta chains can be longer Diatoms are single-celled algae, usually golden-brown or yellow-green. Diatoms typically dominate the phytoplankton community in temperate regions. They are important producers, forming the base of ocean food chains. Diatoms are probably the single most important food source in the ocean. Energy source Sun - Diatoms are photosynthesizers. Predators Zooplankton. Life span A few days to a few weeks. Viewing tips To see phytoplankton well, you typically need 100X magnification or greater. It is easy to flood plankton with too much light, so reduce light and illuminate the slide from below. Interesting facts Diatoms produce oxygen through the process of photosynthesis and, along with the other phytoplankton, are responsible for 50-85% of the Earth’s oxygen. Diatoms use oil and many spines to help stay afloat in the ocean. Some also form chains to increase their ability to float. Floating near the surface is important because diatoms need the sun to produce energy, and the sunlight only penetrates to approx.
    [Show full text]
  • Tidal Migration and Retention of Estuarine Zooplankton Investigated Using a Particle-Tracking Model
    Limnol. Oceanogr., 59(3), 2014, 901–916 E 2014, by the Association for the Sciences of Limnology and Oceanography, Inc. doi:10.4319/lo.2014.59.3.0901 Tidal migration and retention of estuarine zooplankton investigated using a particle-tracking model Wim J. Kimmerer,1,* Edward S. Gross,2 and Michael L. MacWilliams 3 1 Romberg Tiburon Center, San Francisco State University, Tiburon, California 2 Resource Management Associates, Berkeley, California 3 Delta Modeling Associates, San Francisco, California Abstract We used hydrodynamic and particle-tracking models to investigate vertical movement of plankton and resulting retention in the San Francisco Estuary. The hydrodynamic model was UnTRIM, a three-dimensional, unstructured grid model, which had been calibrated to historical conditions in this estuary for 1994–1997, a period of widely varying hydrology. Intensive field studies of hydrodynamics and vertical movements of organisms during 1994–1996 provided input data for the models. The particle-tracking model was run with 14 alternative behaviors for three 45 d periods of contrasting hydrology. The behaviors included passive behavior, several simple tidal migration patterns, and several sinking speeds. Vertical positions of migrating and sinking particles resembled those seen in the field studies for copepods and epibenthos, respectively. Passive particles were advected from the estuary at rates that depended on freshwater flow. All of the non-passive behaviors caused retention of the particles in the low-salinity region of the estuary under some flow conditions. Tidal migration was very effective at maintaining position, but model results and a re-examination of the field data suggested that migration speed should increase with increasing freshwater flow.
    [Show full text]
  • Life on Earth
    Earth as a “system” = group of components interacting with each other = all living organisms How does the biota interact with the different compartments of the earth system to regulate climate on different timescales and keep the conditions at the surface of this planet suitable for life? Life on Earth • Classification systems (lecture notes) • Ecosystems (Kump et al.; Chap 9, 175- 182 1 Life on Earth – Broad characteristics E n e r g y C, N, H, O... Liquid water Maintenance Reproduction Recycling WASTE Evolution Life on Earth organismsSpecies potentially = group capable of related of Versatile & Diverse reproducing 2 Life on Earth 13 - 14 millions species Mostly small organisms 99% have gone extinct Species = group of related organisms potentially capable of reproducing grouped in taxonomic categories according to Karl von Linné 1741 – 1783 the greater or lesser (Metaphyta) extent of their (Metazoa) similarities http://anthro.palomar.edu/animal/ 3 Karl von Linné 1741 – 1783 (Metaphyta) (Metazoa) Kingdom Kingdom Kingdom Kingdom Kingdom …. Phylum Phylum Phylum Class Order Family Genus Species 4 Eukaryote, multicellular, heterotrophic Kingdom Animalia Supporting rod along body = Notochord (spinal cord) Phylum Chordata Mammary glands, hair, warm-blooded, bear live Class Mammalia young Collar bone, grasping Order Primates hands, incisors/molars Upright posture, large brain, Family Hominidae hand & feet, flat face… S-curved spine Genus Homo Species Homo sapiens Principal marine organisms Kingdom Phylum Class Organism Monera Cyanophyta blue-green
    [Show full text]
  • Productivity & Plankton
    Productivity & Plankton – Tutorial Script What autotrophs support the largest food web in the world? Single-celled planktonic marine autotrophs, such as diatoms, dinoflagellates, coccolithophores, and bacteria. These organisms provide 90-96% of the ocean’s photosynthetic sugar production. And the ocean food web is the largest food web in the world. That means these organisms support the majority of the world’s ecosystems. Let’s review what all photosynthesizing autotrophs on our planet have in common: chlorophyll. Chlorophyll is a green pigment – which means it absorbs all light colors except green, which it reflects. There are a number of different types of chlorophyll pigment, but all photosynthesizing autotrophs have at least one of them. This is a problem for organisms that live in the deeper coastal ocean environment where only green light is available. Since chlorophyll will not capture this green light, another pigment is needed to do so. We call these extra pigments, accessory pigments, and we use the color of these pigments, as well as other differences, to classify the multicelled seaweeds that live in the coastal environment. Brown algae includes kelp, such as in this picture, and they contain brown accessory pigments. Red algae contain red accessory pigments, and green algae contain only chlorophyll, but a number of different types. Net result? Green algae cannot survive in the deeper coastal ecosystems, because they require light other than green. They are typically found in the highest levels of the intertidal environment. Red algae dominate the middle intertidal zone, and brown algae, the lower zone. Plants also have only chlorophyll, but because they have the added challenge of roots and need to get their nutrients and water through these roots, they are relegated to the upper intertidal zone and consist only of grasses and mangrove trees.
    [Show full text]
  • Life Histories of Microalgal Species Causing Harmful Blooms - Esther Garcés, Marta Estrada, Rosa Isabel Figueroa
    OCEANOGRAPHY – Life Histories of Microalgal Species Causing Harmful Blooms - Esther Garcés, Marta Estrada, Rosa Isabel Figueroa LIFE HISTORIES OF MICROALGAL SPECIES CAUSING HARMFUL BLOOMS Esther Garcés, Marta Estrada Departament de Biologia Marina i Oceanografia, Institut de Ciències del Mar, Consejo Superior de Investigaciones Científicas (CSIC), Pg. Marítim de la Barceloneta 37-49, 08003 Barcelona, Spain Rosa Isabel Figueroa Instituto Español de Oceanografıa (IEO), C.O. Vigo, 36280 Vigo, Spain Aquatic Ecology Division, Department of Biology, Lund University, S-22362 Lund, Sweden Keywords: Harmful algal species, life history, harmful algal blooms, environmental and physiological factors, resting stages, management, models Contents 1. Harmful algal blooms as recurring events world wide 2. Life strategies in microalgal species and latest advances 3. Life cycle stages: field observations 4. What controls benthic and planktonic shifts? 5. Mapping the sediments 6. Integration of the life cycle stages in models of population dynamics 7. Conclusion Glossary Bibliography Biographical Sketches Summary In coastal and offshore waters, harmful algal blooms (HABs) are recurrent events affecting localized or widespread areas. In either case, they threaten human health, marine ecosystems, and economic resources, such as tourism, fisheries, and aquaculture, and as such are one of the major problems currently faced by coastal countries. However, the challenge posed by HABs is complicated by the fact that they are the product of diverse phenomena and are caused by organisms from multiple algal classes, each with its own unique characteristics. HAB dynamics also vary from one site to another, depending on hydrographic and ecological conditions and on biological features of the causative organisms, including the characteristics of their life histories.
    [Show full text]
  • Vertical Distribution and Diel Patterns of Zooplankton Abundance and Biomass at Conch Reef, Florida Keys (USA)
    JOURNAL OF PLANKTON RESEARCH j VOLUME 32 j NUMBER 1 j PAGES 75–91 j 2010 Vertical distribution and diel patterns of zooplankton abundance and biomass at Conch Reef, Florida Keys (USA) KARLA B. HEIDELBERG1*, KERI L. O’NEIL2, JOHN C. BYTHELL3 AND KENNETH P. SEBENS4 1 DEPARTMENT OF BIOLOGICAL SCIENCES AND WRIGLEY INSTITUTE OF MARINE SCIENCE, UNIVERSITY OF SOUTHERN CALIFORNIA, LOS ANGELES, CA 90089, 2 3 USA, NATIONAL AQUARIUM IN BALTIMORE, 501 E. PRATT STREET, BALTIMORE, MD 21202, USA, SCHOOL OF BIOLOGY, NEWCASTLE UNIVERSITY, NEWCASTLE 4 UPON TYNE NE17RU, UK AND UNIVERSITY OF WASHINGTON, FRIDAY HARBOR LABORATORIES, 620 UNIVERSITY ROAD, FRIDAY HARBOR, WA 98250, USA *CORRESPONDING AUTHOR: kheidelb@usc.edu Received June 24, 2009; accepted in principle September 28, 2009; accepted for publication September 30, 2009 Corresponding editor: Mark J. Gibbons Zooplankton play an important role in the trophic dynamics of coral reef ecosys- tems. Detailed vertical and temporal distribution and biomass of zooplankton were evaluated at four heights off the bottom and at six times throughout the diel cycle over a coral reef in the Florida Keys (USA). Zooplankton abundance aver- aged 4396 + 1949 SD individuals m23, but temporal and spatial distributions varied for individual zooplankton taxa by time of day and by height off the bottom. Copepods comprised 93–96% of the abundance in the samples. Taxon- based zooplankton CHN values paired with abundance data were used to estimate biomass. Average daily biomass ranged from 3.1 to 21.4 mg C m23 and differed by both height off the bottom and by time of day. While copepods were the numerically dominant organisms, their contribution to biomass was only 35% of the total zooplankton biomass.
    [Show full text]