Chapter 24 Applied Microbiology
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Backyard Food
Suggested Grades: 2nd - 5th BACKYARD FOOD WEB Wildlife Champions at Home Science Experiment 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats. What is a food web? All living things on earth are either producers, consumers or decomposers. Producers are organisms that create their own food through the process of photosynthesis. Photosynthesis is when a living thing uses sunlight, water and nutrients from the soil to create its food. Most plants are producers. Consumers get their energy by eating other living things. Consumers can be either herbivores (eat only plants – like deer), carnivores (eat only meat – like wolves) or omnivores (eat both plants and meat - like humans!) Decomposers are organisms that get their energy by eating dead plants or animals. After a living thing dies, decomposers will break down the body and turn it into nutritious soil for plants to use. Mushrooms, worms and bacteria are all examples of decomposers. A food web is a picture that shows how energy (food) passes through an ecosystem. The easiest way to build a food web is by starting with the producers. Every ecosystem has plants that make their own food through photosynthesis. These plants are eaten by herbivorous consumers. These herbivores are then hunted by carnivorous consumers. Eventually, these carnivores die of illness or old age and become food for decomposers. As decomposers break down the carnivore’s body, they create delicious nutrients in the soil which plants will use to live and grow! When drawing a food web, it is important to show the flow of energy (food) using arrows. -
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. -
The Soil Food Web
THE SOIL FOOD WEB HEALTHY SOIL HEALTHY ENVIRONMENT The Soil Food Web Alan Sundermeier Extension Educator and Program Leader, Wood County Extension, The Ohio State University. Vinayak Shedekar Postdoctural Researcher, The Ohio State University. A healthy soil depends on the interaction of many organisms that make up the soil food web. These organisms live all or part of their life cycle in the soil and are respon- sible for converting energy as one organism consumes another. Source: Soil Biology Primer The phospholipid fatty acid (PLFA) test can be used to measure the activity of the soil food web. The following chart shows that mi-crobial activity peaks in early summer when soil is warm and moisture is adequate. Soil sampling for detecting soil microbes should follow this timetable to better capture soil microbe activity. The soil food web begins with the ener- gy from the sun, which triggers photo- synthesis in plants. Photosynthesis re- sults in plants using the sun’s energy to fix carbon dioxide from the atmosphere. This process creates the carbon and organic compounds contained in plant material. This is the first trophic level. Then begins building of soil organic matter, which contains both long-last- ing humus, and active organic matter. Active organic matter contains readily available energy, which can be used by simple soil organisms in the second trophic level of the soil food web. Source: Soil Biology Primer SOILHEALTH.OSU.EDU THE SOIL FOOD WEB - PAGE 2 The second trophic level contains simple soil organisms, which Agriculture can enhance the soil food web to create more decompose plant material. -
Metagenomic Analysis Reveals Rapid Development of Soil Biota on Fresh Volcanic Ash Hokyung Song1, Dorsaf Kerfahi2, Koichi Takahashi3, Sophie L
www.nature.com/scientificreports OPEN Metagenomic analysis reveals rapid development of soil biota on fresh volcanic ash Hokyung Song1, Dorsaf Kerfahi2, Koichi Takahashi3, Sophie L. Nixon1, Binu M. Tripathi4, Hyoki Kim5, Ryunosuke Tateno6* & Jonathan Adams7* Little is known of the earliest stages of soil biota development of volcanic ash, and how rapidly it can proceed. We investigated the potential for soil biota development during the frst 3 years, using outdoor mesocosms of sterile, freshly fallen volcanic ash from the Sakurajima volcano, Japan. Mesocosms were positioned in a range of climates across Japan and compared over 3 years, against the developed soils of surrounding natural ecosystems. DNA was extracted from mesocosms and community composition assessed using 16S rRNA gene sequences. Metagenome sequences were obtained using shotgun metagenome sequencing. While at 12 months there was insufcient DNA for sequencing, by 24 months and 36 months, the ash-soil metagenomes already showed a similar diversity of functional genes to the developed soils, with a similar range of functions. In a surprising contrast with our hypotheses, we found that the developing ash-soil community already showed a similar gene function diversity, phylum diversity and overall relative abundances of kingdoms of life when compared to developed forest soils. The ash mesocosms also did not show any increased relative abundance of genes associated with autotrophy (rbc, coxL), nor increased relative abundance of genes that are associated with acquisition of nutrients from abiotic sources (nifH). Although gene identities and taxonomic afnities in the developing ash-soils are to some extent distinct from the natural vegetation soils, it is surprising that so many of the key components of a soil community develop already by the 24-month stage. -
Nature's Garbage Collectors
R3 Nature’s Garbage Collectors You’ve already learned about producers, herbivores, carnivores and omnivores. Take a moment to think or share with a partner: what’s the difference between those types of organisms? You know about carnivores, which are animals that eat other animals. An example is the sea otter. You’ve also learned about herbivores, which only eat plants. Green sea turtles are herbivores. And you’re very familiar with omnivores, animals that eat both animals and plants. You are probably an omnivore! You might already know about producers, too, which make their food from the sun. Plants and algae are examples of producers. Have you ever wondered what happens to all the waste that everything creates? As humans, when we eat, we create waste, like chicken bones and banana peels. Garbage collectors take this waste to landfills. And after our bodies have taken all the energy and vitamins we need from food, we defecate (poop) the leftovers that we can’t use. Our sewerage systems take care of this waste. But what happens in nature? Sea otters and sea turtles don’t have landfills or toilets. Where does their waste go? There are actually organisms in nature that take care of these leftovers and poop. How? Instead of eating fresh animals or plants, these organisms consume waste to get their nutrients. There are three types of these natural garbage collectors -- scavengers, detritivores, and decomposers. You’ve probably already met (and maybe even eaten) a few of them. Scavengers Scavengers are animals that eat dead, decaying animals and plants. -
Urban Food Webs: Predators, Prey, and the People Who Feed Them
Urban Food Webs: Predators, Prey, and the People Who Feed Them A prevailing image of the city is of the steel and ships and energy flows through natural habitats, they concrete downtown skyline. The more common ex‑ have not been applied to urban ecosystems until re‑ perience of urban residents, however, is a place of cently (Faeth et al. 2005). irrigated and fertilized green spaces, such as yards, gardens, and parks, surrounding homes and business‑ At a symposium presented at the 2006 Ecological es where people commonly feed birds, squirrels, and Society of America meeting, 10 speakers assembled other wildlife. Within these highly human-modified to present and discuss “The Urban Food Web: How environments, researchers are becoming increasingly Humans Alter the State and Interactions of Trophic curious about how fundamental ecological phenom‑ Dynamics,” in a symposium organized by Paige War‑ ena play out, such as the feeding relationships among ren, Chris Tripler, Chris Lepczyk, and Jason Walker. species. While food webs have long provided a tool A key feature of urban environments, as described in for organizing information about feeding relation‑ the symposium, is that human influence may be en‑ Fig. 1. A generalized model of trophic dynamics in urban vs. non-urban terrestrial systems (modified from Faeth et al. 2005). Humans alter both systems, but in urban environments, human influences are more profound and include (a) enhancement of basal resources like water and fertilizer, and (b) direct control of plant species diversity and primary productivity, leading to strong bottom-up controls. Humans also (c) directly subsidize resources for herbivores and predators either through intentional feeding or unintended consequences of other activities (e.g., garbage, landscape plantings), leading to enhanced top-down control for some taxa and reduced top-down controls on others (see Fig. -
Soil Food Web: Implications to Soil Health
Soil Food Web: Implications to Soil Health Dr. Sajeemas “Mint” Pasakdee, Soil Scientist/Agronomist Advisor, Student Operated Organic Farm CIT-Jordan College of Agri. Sci. & Tech., Fresno State 1 Outline • Soil organisms and their interactions • What do soil organisms do? • Where do soil organisms live? • Food web structure • When are soil organisms active? • How is the food web measured? • Living soils—Bacteria; Fungi; Earthworms • Soil Environment 2 Organisms & Their Interaction 3 4 What do soil organisms do? Soil organisms support plant health as • decompose organic matter, • cycle nutrients, • enhance soil structure, • control the populations of soil organisms including crop pests. 5 Organic Matter • Food sources for soil organisms • Agricultural top soil ~1-6% (In CA, ~1-3% SOM) 6 Where do soil organisms live? • Around roots(rhizosphere) • Plant litter (C sources) • Humus (stabilized organic matter) • Surface of soil aggregates 7 Typical Food Web Structure • bacterial-dominated food webs o Grassland & Agri Soils o Ratio of fungi to bacteria, ~1:1 for productive agri. soils • fungal-dominated food webs o Ratio of fungal to bacterial, ~5:1 to 10:1 in a deciduous forest and 100:1 to 1000:1 in a coniferous forest 8 9 When are soil organisms active? 10 How is the food web measured? • Counting. Organism groups (bacteria, protozoa, arthropods, etc.); or subgroups (bacterial-feeding, fungal-feeding, and predatory nematodes), are counted and through calculations, can be converted to biomass. • Measuring activity levels. The amount of by-products, i.e., respiration (CO2); nitrification and decomposition rates • Measuring cellular constituents. Biomass carbon, nitrogen, or phosphorus; Enzymes; Phospholipids and other lipids; DNA and RNA 11 12 Soil Bacteria • One-celled organisms – generally 4/100,000 of an inch wide (1 µm) • A teaspoon of productive soil generally contains between 100 million and 1 billion bacteria (~two cows per acre). -
C:\RZ\LIS Food Webs\LIS FOOD WEBS FINAL REPORT\Zajac Et Al
Food Webs in Long Island Sound: Review, Synthesis and Potential Applications Final Report - EPA Grant No. LI-97101401 Submitted to the United States Environmental Protection Agency Long Island Sound Study Roman N. Zajac1*, Kelly Seals1, & David Simpson2 1) Dept. Biology and Environmental Science University of New Haven 300 Boston Post Road West Haven, CT 06516 2) Connecticut Department of Environmental Protection, Marine Fisheries Division 333 Ferry Road, P.O. Box 719 Old Lyme, CT 06371 * Principal Investigator: Phone: 203-932-7114; [email protected] Suggested citation for this report: Zajac, R.N., Seals. K., Simpson, D. 2008. Food Webs in Long Island Sound: Review, Synthesis and Potential Applications. Final Report - EPA Grant No. LI-97101401, United States Environmental Protection Agency, Long Island Sound Study August 31, 2008 Project Summary Understanding food web structure and dynamics of ecological systems is a key element in the development of more effective environmental assessment and management procedures. Although various components of the Long Island Sound (LIS) ecosystem have been studied in some detail, a framework for food web based research has been lacking. The objectives of this study were to: a) collect and review all pertinent data available in the scientific literature and technical reports on food web components and interactions in different sections of Long Island Sound; b) based on this review, refine initial conceptual food web models and extract pertinent data as available for input into the trophic modeling -
Decomposers and Composting
NEIGHBORHOOD DISCOVERY: Decomposers and Composting To help prepare for this investigation, watch the video Composting. https://www.cbf.org/news-media/multimedia/video/cbf-education-videos/composting.html Introduction Have you ever wondered what happens to the leaves, grass, and twigs that fall on the ground in your backyard? Or what happens to your food scraps when you throw them out? Decomposition Decomposition is the natural breakdown of organic materials. People have been able to harness this natural process of decomposition for their own benefits, for centuries, and this practice has been known as composting. Composting is practiced by individuals, schools, communities, and counties—do you know anyone that composts? Composting can’t happen without decomposers! Decomposers are organisms that break down dead organic matter. These organisms are commonly known as the “FBIs:” Fungi, Bacteria, Insects. Insects that you’ll find in your backyard investigation are also known as terrestrial macroinvertebrates. Macroinvertebrates Macroinvertebrates are small organisms that we can see with our “naked” eye and that do not have a backbone, unlike vertebrates, which do. Examples of terrestrial macroinvertebrates that you might find include snails, worms, ants, and spiders. These organisms play a very important role in ecosystems: they break down organic material that then provide nutrients for the entire food web. A food web is a complex interaction of food chains in a biological community. A food chain is the sequence, or order, in which energy as food is transferred from one group of organisms to another. 1. Can you think of any decomposers off the top of your head? List them here. -
Activity 1: Producers, Consumers, Decomposers
Food Webs: Interconnectedness of Organisms in Ecosystems Activity 1: Producers, Consumers, Decomposers Overview Students become “experts” and make a creative presentation about the different ecological roles of producers, consumers, and decomposers at local and global scales Key Question How do different organisms obtain energy they need to survive, grow, and reproduce? Objectives Students will investigate how different organisms obtain energy. Students will identify producers, consumers, and decomposers. Grade: 6-8 Time 45 minutes Location Classroom Materials Internet Access Science textbook, encyclopedias, and other print resources. Worksheet: “Food Web Roles: Expert Groups Worksheet” (attached) Culminating Activity Students will work in groups to create presentations about different ecological roles: producers, consumers, decomposers. Directions 1. Engage prior knowledge of ecological roles. ● Quickwrite: Ask students to answer the question: What did I eat for lunch today? ● Then, project, hold up images, or draw three organisms: one plant, one animal, and one fungus that can be found in their community. ● Students should then answer the same question for these three organisms. Ask a few students to share their responses. Each of these organisms obtains energy in a different way, which we will explore next. 2. Divide students in groups and assign terms to each group. Break students into small groups of 3-4 individuals and assign each one of the following groups to research: primary producer, consumer, decomposer, herbivore, omnivore, carnivore. Explain that they will do an “Each-one-teach-one” with each of these terms. 1 3. Have each research one ecological role. Have the groups spend 15 minutes using online and print resources to gather information about the ecological role. -
7.014 Lectures 16 &17: the Biosphere & Carbon and Energy Metabolism
MIT Department of Biology 7.014 Introductory Biology, Spring 2005 7.014 Lectures 16 &17: The Biosphere & Carbon and Energy Metabolism Simplified Summary of Microbial Metabolism The metabolism of different types of organisms drives the biogeochemical cycles of the biosphere. Balanced oxidation and reduction reactions keep the system from “running down”. All living organisms can be ordered into two groups1, autotrophs and heterotrophs, according to what they use as their carbon source. Within these groups the metabolism of organisms can be further classified according to their source of energy and electrons. Autotrophs: Those organisms get their energy from light (photoautotrophs) or reduced inorganic compounds (chemoautotrophs), and their carbon from CO2 through one of the following processes: Photosynthesis (aerobic) — Light energy used to reduce CO2 to organic carbon using H2O as a source of electrons. O2 evolved from splitting H2O. (Plants, algae, cyanobacteria) Bacterial Photosynthesis (anaerobic) — Light energy used to reduce CO2 to organic carbon (same as photosynthesis). H2S is used as the electron donor instead of H2O. (e.g. purple sulfur bacteria) Chemosynthesis (aerobic) — Energy from the oxidation of inorganic molecules is used to reduce CO2 to organic carbon (bacteria only). -2 e.g. sulfur oxidizing bacteria H2S → S → SO4 + - • nitrifying bacteria NH4 → NO2 → NO3 iron oxidizing bacteria Fe+2 → Fe+3 methane oxidizing bacteria (methanotrophs) CH4 → CO2 Heterotrophs: These organisms get their energy and carbon from organic compounds (supplied by autotrophs through the food web) through one or more of the following processes: Aerobic Respiration (aerobic) ⎯ Oxidation of organic compounds to CO2 and H2O, yielding energy for biological work. -
Overview Directions
R E S O U R C E L I B R A R Y A C T I V I T Y : 1 H R Marine Food Webs Students investigate marine food webs and trophic levels, research one marine organism, and fit their organisms together in a class-created food web showing a balanced marine ecosystem. G R A D E S 9 - 12+ S U B J E C T S Biology, Ecology, Earth Science, Oceanography, Geography, Physical Geography C O N T E N T S 9 Images, 3 PDFs, 6 Links OVERVIEW Students investigate marine food webs and trophic levels, research one marine organism, and fit their organisms together in a class-created food web showing a balanced marine ecosystem. For the complete activity with media resources, visit: http://www.nationalgeographic.org/activity/marine-food-webs/ DIRECTIONS 1. Build background about marine trophic pyramids and food webs. Review with students that food chains show only one path of food and energy through an ecosystem. In most ecosystems, organisms can get food and energy from more than one source, and may have more than one predator. Healthy, well-balanced ecosystems are made up of multiple, interacting food chains, called food webs. Ask volunteers to come to the front of the room and draw a pyramid and a web. Explain that the shapes of a pyramid and a web are two different ways of representing predator-prey relationships and the energy flow in an ecosystem. Food chains are often represented as food pyramids so that the different trophic levels and the amount of energy and biomass they contain can be compared.