DOCSLIB.ORG

EDRE Pixce HF01/PC09 Plus Postage

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
EDRE Pixce HF01/PC09 Plus Postage . DOCUMENT RESUME 130 209. 114 SE 035 923 TI'TL'E Applied Ecology SexiinawTrininq>Manual. INSTITUTION 'Office of Water Progiat.Operations (EPA) ,gCincinnati, Ohio. National Training and Operational Technology 1Center. [ TEPORT NO "EPA-430/1-79-014, PUB DATE Dec 79 NOTE 203p. ;..Contains occasional light and broken type.: . AVAILABLE. FROM EPA Instructional Resources Center 1200 Chambers Rd.,°,3rd Floor, Columbus, OH-43212 ($1.00'plus.,$0.03 per page). -EDRE PiXCE HF01/PC09 Plus Postage. DESCRIPTORS *Administration;- *Biological Sciences; *Data m Analyses; data Collection ; ,E6ological Factors; 0 , *Ecology; *Environmental Standards; Urine Hidlogy; *Rostsecon.dary Education; *Sctence Education; Water .Pollutioh IDENTIFIERS *Water Quality' .0 ABStRACT _ g . Presented is material on planning, administering, collecting, evaluating, interpreting, and reporting biological data. , relatbd.to water quality studies in both fresh and marine waters. Topics include -4uatic ecology, water pollution, taxonomy, 'bacteriology, bioissays, water quality"-sentlaacemet, and administration of water quality standard Each of the. 15 chapters .includes reading material and selected references. (CO).* I 111 1 4 , *******************41*****************************A***1**************** *. Reproductions supplied by EDRS ate' the best that can be made * * from the, origj.naldocument.. *********************************************************************** -, 4 United States National Training EPA-430/1-.79-014 Environmental Protection and Operational December 1979 Agency Technology Center I Cincinnati OH 45268 ., Water 16EPA Applied Ecology Seminar Training Manua U.S DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER lERICI \i/Thisdocument has been feprgiluceti qs received from the person or organization originating it Minor change% have beerrmade to Improve reproduction quality Points of view or opinions Stated in this docu ment do not necessarily represent official NIE position or policy 6 . A 1 1 4 2 EPA-430/1-79-'44 December 1979 , . Applied Ecology Seminar tt . o o to ct This1 seminar is for those concerned with planning, administering, collecting, evaluating, inteKpreting and reporting biological data .related to water quality Eitddies in both fresh and marine waters. After suscessfully completing the course,' the student will be able. to better utilize biologicariecludques which are fundamental in water pollution control. He/shviill better-understand the advantages and potential cohtributions of biological data and , investigations to ltdrainistrators, project leaders and 'others. Biologists will better understand the limitations and restrictions .placed on the administrator, aiid the nature of biological data which will be moat useful for the iinprdvemen of water quality. The training consists of formal presentations followed' by Informal,ig d ussions, a field trip and laboratory studies. L , % . .U, S. ENVIRONMENTAL PROTECTION AGENCY .Cffice of Water Program Operations . National Training and Operational Technology Center 4 I- it . DISCLAIMER 11 . t . Referenge to commercial products,:-trade names dr manufacturers is for purposes of example and , illustration. Such referencesdo not constitute endorsement by the Office of Water Program Operations, U. S. Environmental Protectidn Agency. I .1 S 0 CONTENTS ( . -Title or Description Outline Number .... Global DeteriorationJ. and Our Environmental Crisis 1. The Aquatic Environment The Laws of Ecology 3 Aquatic Organisms of Significance in Pollution Surveys 4 Biologic4l Aspects of Natural Self Purification 5 .. Significance of Eutimphication 6 Pollutiou'of the Marine Environment 7 f s Water Temperature and Water Quality 8 - Biotic Effects of Solids .4 10 ri 'Effects of Pollution on Fish* Critical Problems in Systematics 1I 17 The System of Biblogical Classification. 12 . The Cycling of Radionuclides in the Aquatic EnvirOnment 13 Procedures for Fish Kill Investigations I 14 Special Application's arkd Procedures foi- Bioassay 16 Using Benthi.c Biotd in Water Quality Evaluations2 16. - 17 The Interpretation of Biological Data with Reference to Water...---- Quality The Physical and Biological Components of th.e Estuarine.Ecosystem 1. andTheir-Analysis '18 Case 1:reparan and CourtroomProcedure 19 r 1-7 O C GLOBA ENVIRONMENTAL QUALITY I FROM LOCAL TO REGIONAL TO GLOBAL or he must be thebusiness, doctor who PROBLEMS sees the marks of death in a community that believes Itself well and does not want to a be told otherwise, " Aldo Leopold _ A Environeental problenis do not stop at national frontiers, or ideological barriers. Pollution in the atmosphere and, oceans IICHANGES IN ECOSYSTEMS ARE taints all nations, even those benignly. OCCURRING CONTINUOUSLY favored by geography, climate, or n'atu'ral resources. A Myriad interactions take-place at every moment of the day. as plants and animals 1 The smokestacks cd one country often respond to variations in their surroundings ' pollute the air and water of another. and to each other.Evolution has'produceti for each species, including man, si genetic 2Toxic effluents poured into an inter- composition that limits how far that national river can kill fish in a Species can 'go in_adjusting to sudden -t neighbdring nation.and ultimately changes in its Surroundings. But within pollute international seas. these limits the several thousand species. in an ecosystem, or for that matted the B In Antarctica, thousands of miles 'fron1 millions in the biosphere, continuously pollution sources, penguins and fish adjust to outside stimuli,: Since inter- contain DnT in their fat.Recent layers actions are so numerous, they form long Of snow and ice onthe white continent chains of reactions. contain measurable amounts of lead. The increase can be correlated with the B Small changes in one part of an ecosystem earliest:days of lead smelting and com- are likely to be felt and compensated for btistion of leaded gesolines. PCB's are eventually throughout the system. univeAsally distributed. Dramatic examples Ofnhiange can be seen where man has altered the course of C International cooperation; therefore, is nature.It is vivid-1,y evident in his v;a1- necessary on many environmental fronts. intentionedbut poorly thoUght but tampering with river, lake, and other ecosystems. 1 Sudden accidenp that chaotically damage- the environment -.such as oil 1 The Aswan High' am Spills from a tanker at sea - require international cooperation 'both for 2 The St. Lawrence Seaway preventioh and for cleanup: 3, Lake -Kariba 2 Environmental effects cannot b e effectively treated by unilateral action. 4'The, Great, Liles'. be 3 The ocean can no longer. be considered 5Valley of Mexico a dump. ; 6California'earthquake (Scientific D "One of the penalties of'an ecological .American 3981, p. 333) education' is That one 'lives alone In a world of, wounde.: Much of the tlainagp. 7Everglades and-the_Miami, Florida .infli-bted on-land is quite: invisible to ,' JeVort laymen: An ecologist must:either .harden- his shell and make believe that the conse!-- 8C/Opperhill, Tennessee. (Copper Basin) % . nt.iencesof.sclence are none of his: . , .9(You may add others) 1 ..`. -r AT. gcoontioL-2fT7.19 global Deteriorarion and Our Environmental. Crisis .0 Ecosystem Stability 2 Invertebrates -1 The stability of a particuiar ecosystem a Asian Clams have a pelagic veliger depends' on its diversity. The more larvae, thus, a'variety of, hydro interdependencies in an ecosystein, the installations are Vulnerable to sub- greater the chances that it will be able sequent pipe clogging by the adult to compensate for changes imposed clams. upon it.. 1 bMelanian snails are intermediate 2 A cornfield or lawn has little naral hosts for various trematodes .stability.If they are not constan parasitic on-man. and careful.br cultivated, they will not remain cornfields or lawns but will 3Vertebrates . soon be overgrown with a wide variety of hardier planes constituting a more aAt least 25 exotic species of fish. stable 'ecosystem. have been established in North America. 3 The chemical elements that make up _- living systems also depend on cdmplex, b Birds, including starlings d diverse sources to prevent - cyclic cattle egrets. shortages or oversupply. c Mammals, including nutria. 4Similar diversity is essential for the / continued functioning of the cycle by 4 Aqutic plants / which atmospheric nitrogen is made available allow life to exist.This Over twenty common exotic species cycle depends on a wide variety of are growing wild in the United States. organisms, including soil bacteria and The problem of waterway clogging has fungi, which are often destroyed by been especially severe in parts of the 1 pesticides in the soil. Southeast. 5Pathogens and Pests 5 numerical -expression of diversity' 1 is often'used in defining stream water Introduction of insect pests anti tree quality. pathogens have had severe economic - effects. , D Biological Pollution Contamination of living native biotaa by III LAWS OF ECOLOGY introduction of exotic life forms has been o -r called biological pollution by Lacbner A Four prfncipleg have been enunciated by et tg. Some of these introductions are Dr..13th'y Commoner. compared to contamination as severe as 1 a dangerous chemical release. They 1 Everything is connected everything . also threaten to replace known wildlife else. resources with species of little or un- known Nalue. 6 2Everything must go somewhere. Tropidal areas:haveespecially,kbeen 3 Nature kakisest. ° vulnerable.
Load more

Recommended publications
  • MARINE ENVIRONMENTS Teaching Module for Grades 6-12
    MARINE ENVIRONMENTS Teaching Module for Grades 6-12 Dear Educator, We are pleased to present you with the first in a series of teaching and learning modules developed by the DEEPEND (Deep-Pelagic Nekton Dynamics) consortium and their consultants. DEEPEND is a research network focusing primarily on the pelagic zone of the Gulf of Mexico, therefore the majority of the lessons will be based around this topic. Whenever possible, the lessons will focus specifically on events of the Gulf of Mexico or work from the DEEPEND scientists. All modules in this series aim to engage students in grades 6 through 12 in STEM disciplines, while promoting student learning of the marine environment. We hope these lessons enable teachers to address student misconceptions and apprehensions regarding the unique organisms and properties of marine ecosystems. We intend for these modules to be a guide for teaching. Teachers are welcome to use the lessons in any order they wish, use just portions of lessons, and may modify the lessons as they wish. Furthermore, educators may share these lessons with other school districts and teachers; however, please do not receive monetary gain for lessons in any of the modules. Moreover, please provide credit to photographers and authors whenever possible. This first module focuses on the marine environment in general including biological, chemical, and physical properties of the water column. We have provided a variety of activities and extensions within this module such that lessons can easily be adapted for various grade and proficiency levels. Given that education reform strives to incorporate authentic science experiences, many of these lessons encourage exploration and experimentation to encourage students to think and act like a scientist.
    [Show full text]
  • Lake Ecology
    Fundamentals of Limnology Oxygen, Temperature and Lake Stratification Prereqs: Students should have reviewed the importance of Oxygen and Carbon Dioxide in Aquatic Systems Students should have reviewed the video tape on the calibration and use of a YSI oxygen meter. Students should have a basic knowledge of pH and how to use a pH meter. Safety: This module includes field work in boats on Raystown Lake. On average, there is a death due to drowning on Raystown Lake every two years due to careless boating activities. You will very strongly decrease the risk of accident when you obey the following rules: 1. All participants in this field exercise will wear Coast Guard certified PFDs. (No exceptions for teachers or staff). 2. There is no "horseplay" allowed on boats. This includes throwing objects, splashing others, rocking boats, erratic operation of boats or unnecessary navigational detours. 3. Obey all boating regulations, especially, no wake zone markers 4. No swimming from boats 5. Keep all hands and sampling equipment inside of boats while the boats are moving. 6. Whenever possible, hold sampling equipment inside of the boats rather than over the water. We have no desire to donate sampling gear to the bottom of the lake. 7. The program director has final say as to what is and is not appropriate safety behavior. Failure to comply with the safety guidelines and the program director's requests will result in expulsion from the program and loss of Field Station privileges. I. Introduction to Aquatic Environments Water covers 75% of the Earth's surface. We divide that water into three types based on the salinity, the concentration of dissolved salts in the water.
    [Show full text]
  • Comparative Morphology of the Male Genitalia in Lepidoptera
    COMPARATIVE MORPHOLOGY OF THE MALE GENITALIA IN LEPIDOPTERA. By DEV RAJ MEHTA, M. Sc.~ Ph. D. (Canta.b.), 'Univefsity Scholar of the Government of the Punjab, India (Department of Zoology, University of Oambridge). CONTENTS. PAGE. Introduction 197 Historical Review 199 Technique. 201 N ontenclature 201 Function • 205 Comparative Morphology 206 Conclusions in Phylogeny 257 Summary 261 Literature 1 262 INTRODUCTION. In the domains of both Morphology and Taxonomy the study' of Insect genitalia has evoked considerable interest during the past half century. Zander (1900, 1901, 1903) suggested a common structural plan for the genitalia in various orders of insects. This work stimulated further research and his conclusions were amplified by Crampton (1920) who homologized the different parts in the genitalia of Hymenoptera, Mecoptera, Neuroptera, Diptera, Trichoptera Lepidoptera, Hemiptera and Strepsiptera with those of more generalized insects like the Ephe­ meroptera and Thysanura. During this time the use of genitalic charac­ ters for taxonomic purposes was also realized particularly in cases where the other imaginal characters had failed to serve. In this con­ nection may be mentioned the work of Buchanan White (1876), Gosse (1883), Bethune Baker (1914), Pierce (1909, 1914, 1922) and others. Also, a comparative account of the genitalia, as a basis for the phylo­ genetic study of different insect orders, was employed by Walker (1919), Sharp and Muir (1912), Singh-Pruthi (1925) and Cole (1927), in Orthop­ tera, Coleoptera, Hemiptera and the Diptera respectively. It is sur­ prising, work of this nature having been found so useful in these groups, that an important order like the Lepidoptera should have escaped careful analysis at the hands of the morphologists.
    [Show full text]
  • Wave Equations Matt Am Rtin Royal Holloway, University of London
    The Goose Volume 15 | No. 1 Article 38 9-1-2016 Wave Equations Matt aM rtin Royal Holloway, University of London Part of the Critical and Cultural Studies Commons, Literature in English, North America Commons, Nature and Society Relations Commons, Place and Environment Commons, and the Poetry Commons Follow this and additional works at / Suivez-nous ainsi que d’autres travaux et œuvres: https://scholars.wlu.ca/thegoose Recommended Citation / Citation recommandée Martin, Matt. "Wave Equations." The Goose, vol. 15 , no. 1 , article 38, 2016, https://scholars.wlu.ca/thegoose/vol15/iss1/38. This article is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in The Goose by an authorized editor of Scholars Commons @ Laurier. For more information, please contact [email protected]. Cet article vous est accessible gratuitement et en libre accès grâce à Scholars Commons @ Laurier. Le texte a été approuvé pour faire partie intégrante de la revue The Goose par un rédacteur autorisé de Scholars Commons @ Laurier. Pour de plus amples informations, contactez [email protected]. Martin: Wave Equations skerry bride = beach breacher = strand strider = whale wake = trilobite’s headstone = acrobattleship = baker of laver bread = moray eel yawn = blade in fjord-scabbard = captain cook’s skillet = fiddler crab tremolo = cliff licker = dying undine = cove carver = dolphin’s counterpane = estuary’s peristalsis = grammar lesson at the school of fish = halibuttress = icebreak-dancer = ghost porpoise
    [Show full text]
  • The Entomologist's Record and Journal of Variation
    . JVASV^iX ^ N^ {/) lSNrNVIN0SHilWS*^S3ldVaan^LIBRARIES SMITHSONIAN INSTITUTION Ni <n - M ^^ <n 5 CO Z ^ ^ 2 ^—^ _j 2 -I RIES SMITHSONIAN INSTITUTION NOIinillSNI NVINOSHilWS S3iyVdan U r- ^ ^ 2 CD 4 A'^iitfwN r: > — w ? _ ISNI NVINOSHilWS SBiyVdan LIBRARIES'SMITHSONIAN INSTITUTION f^ <rt .... CO 2 2 2 s;- W to 2 C/J • 2 CO *^ 2 RIES SMITHSONIAN_INSTITUTlON NOIiniliSNI_NVINOSHilWS S3liiVyan_L; iiSNi"^NViNOSHiiNS S3iyvaan libraries smithsonian'^institution i^ 33 . z I/' ^ ^ (^ RIES SMITHSONIAN INSTITUTION NOIiniliSNI NVINOSHilWS S3lbVHan Li CO — -- — "> — IISNI NVINOSHimS S3IMVHan LIBRARIES SMITHSONIAN INSTITUTION N' 2 -J 2 _j 2 RIES SMITHSONIAN INSTITUTION NOIifllliSNI NVINOSHIIWS SSIMVyail L! MOTITI IT I f\t _NviN0SHiiws'^S3iMvaan libraries'^smithsonian^institution NOlin z \ '^ ^—s^ 5 <^ ^ ^ ^ '^ - /^w\ ^ /^^\ - ^^ ^ /^rf^\ - /^ o ^^^ — x.ii:i2Ji^ o ??'^ — \ii Z ^^^^^""-^ o ^^^^^ -» 2 _J Z -J , ; SMITHSONIAN INSTITUTION NOIXniliSNI NVINOSHillMS $3 I M VH 8 !!_ LI BR = C/> ± O) ^. ? CO I NVINOSHimS S3iaVHan libraries SMITHSONIAN INSTITUTION NOIlf CO ..-. CO 2 Z z . o .3 :/.^ C/)o Z u. ^^^ i to Z CO • z to * z > SMITHS0NIAN_1NSTITUTI0N NOIiniliSNI_NVINOSHimS S3 I d ViJ 8 n_LI B R UJ i"'NViNOSHiiws S3ibvyan libraries smithsonian"^institution Noiir r~ > z r- Z r- 2: . CO . ^ ^ ^ ^ ; SMITHSONIAN INSTITUTION NOIiniliSNI NVINOSHillNS SSiyVMail LI BR CO . •» Z r, <^ 2 z 5 ^^4ii?^^ ^' X^W o ^"^- x life ^<ji; o ^'f;0: i >^ _NVIN0SHiIlMs'^S3iyVdan^LIBRARIEs'^SMITHS0NlAN INSTITUTION NOlif Z \ ^'^ ^-rr-^ 5 CO n CO CO o z > SMITHSONIAN INSTITUTION NOIiniliSNI NVINOSHimS S3 I ^Vd 8 11 LI BR >" _ . z 3 ENTOMOLOGIST'S RECORD AND Journal of Variation Edited by P.A. SOKOLOFF fre s Assistant Editors J.A.
    [Show full text]
  • By J. Bequaert
    1V.-ANTS IN THEIR DIVERSE RELATIOSS TO THE PLANT WORLD BY J. BEQUAERT The following contribution is an attempt to summarize what is known at present of the widely varied and often intricate relations which exist in nature between ants and vegetation. It has primarily grown out of an examination of certain so-called ‘‘ myrmecophytes,” or ant-plants, which I frequently came across during my travels in the Belgian Congo in quest of zoological and botanical specimens. Prof. Wheeler’s study of the feeding habits of the larva of certain plant-inhabiting ants col- lected by Messrs. H. Lang and J. P. Chapin and myself in the Congo, and Prof. I. W. Bailey’s investigation of the anatomy of myrmecophytes show that the whole subject of the mutual adaptations of plants and ants is in need of a thorough revision. It thus seemed appropriate that the present opportunity be used to bring together the many isolated and scattered observations which have been made on the interrelations of these organisms. Indeed, the problem of myrmecophytism is dominated by the feeding habits of the ants and their young and, until these are perfectly understood, we can scarcely hope to grasp the true ecological meaning and the probable origin of the extreme cases of apparent or true symbiosis between certain ants and certain species of plants. It is, therefore, of the utmost importance to inquire carefully into the various ways in which ants are wont to benefit by the vegetation. Although much time has been spent in consulting botanical and entomological papers for information bearing on the subject, undoubted- ly a number of interesting observations have escaped my notice.
    [Show full text]
  • The Ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots Simone Borg
    Conservation of the Marine Environment and the Exploitation of the seabed - The ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots Simone Borg To cite this version: Simone Borg. Conservation of the Marine Environment and the Exploitation of the seabed - The ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots. Patrick Chaumette. Transforming the Ocean Law by Requirement of the Marine Environment Conservation - Le Droit de l’Océan transformé par l’exigence de conservation de l’environnement marin., Marcial Pons, 2019, 978-84-9123-635-1. halshs-02396008 HAL Id: halshs-02396008 https://halshs.archives-ouvertes.fr/halshs-02396008 Submitted on 11 Dec 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. CHAPTER 3 CONSERVatION OF THE MARINE ENVIRONMENT AND THE EXPLOItatION OF THE SEABED «The Ocean, Climate Change and Marine Biodiversity of the Benthic Zone: Joining the Dots» Simone Borg Resident Professor and Head, Department of Environmental Law and Resources Law, Resident Professor Department of International Law, Faculty of Laws, University of Malta, Malta Visiting Professor IMO International Maritime Law Institute, Malta RÉSUMÉ: L’application d’une approche intégrée est largement reconnue comme un aspect essentiel de toute politique et de tout régime juridique pour la conserva- tion des ressources naturelles.
    [Show full text]
  • The Open Ocean
    THE OPEN OCEAN Grade 5 Unit 6 THE OPEN OCEAN How much of the Earth is covered by the ocean? What do we mean by the “open ocean”? How do we describe the open oceans of Hawai’i? The World’s Oceans The ocean is the world’s largest habitat. It covers about 70% of the Earth’s surface. Scientists divide the ocean into two main zones: Pelagic Zone: The open ocean that is not near the coast. pelagic zone Benthic Zone: The ocean bottom. benthic zone Ocean Zones pelagic zone Additional Pelagic Zones Photic zone Aphotic zone Pelagic Zones The Hawaiian Islands do not have a continental shelf Inshore: anything within 100 meters of shore Offshore : anything over 500 meters from shore Inshore Ecosystems Offshore Ecosystems Questions 1.) How much of the Earth is covered by the ocean? Questions 1.) How much of the Earth is covered by the ocean? Answer: 70% of the Earth is covered by ocean water. Questions 2.) What are the two MAIN zones of the ocean? Questions 2.) What are the two MAIN zones of the ocean? Answer: Pelagic Zone-the open ocean not near the coast. Benthic Zone-ocean bottom. Questions 3.) What are some other zones within the Pelagic Zone or Open Ocean? Questions 3.) What are some other zones within the Pelagic Zone or Open Ocean? Answer: Photic zone- where sunlight penetrates Aphotic zone- where sunlight cannot penetrate Neritic zone- over the continental shelf Oceanic zone- beyond the continental shelf Questions 4.) What is inshore? What is offshore? Questions 4.) What is inshore? What is offshore? Answer: Inshore: anything within 100 meters of shore Offshore: anything over 500 meters from shore .
    [Show full text]
  • COURSE OUTLINE Marine Biology
    COURSE OUTLINE Marine Biology Rutherford High School Rutherford, New Jersey 1 I. BASIC PHILOSOPHY Recognizing that a student's attitudes or feelings about marine biology are just as important in the long run as his or her acquisition of specific concepts, it is our goal to instill in our students the belief that marine biology is an exciting, relevant, human activity that can be enjoyable to study. To this end, the extensive use of laboratory experimentation, demonstrations and other hands-on activities are an integral part of the course. II. METHODS EMPLOYED direct teacher instruction demonstrations laboratory experiments mini-activities (e.g. simulations) and laboratories computer-assisted instruction cooperative learning - problem solving filmstrips and videos library research problem and question & answer sessions homework III. TEXT An Introduction to the Biology of Marine Life James L. Sumich Wm. C. Brown Company, 1988. IV. OBJECTIVES 1. GENERAL OBJECTIVES A. To introduce students to the marine environment and its indigenous organisms. B. To develop an understanding of man’s effect on the marine environment. C. To develop an awareness of the career possibilities available to students in this area. 2. SPECIFIC OBJECTIVES A. To study the principles, concepts and facts through which the student can better understand and appreciate the nature of the sea and its inhabitants. 2 B. To acquaint the student with the interrelationships of plants and animals and the environment within the sea. C. To develop an understanding of man’s effect on the balance of nature in the marine environment. D. To explore the wise and effective use of the natural resources of the sea as a food source.
    [Show full text]
  • Benthic Ecology and Demersal Resources
    Benthic Ecology and Demersal Resources Dr. Dattesh V Desai CSIR-NIO, Dona Paula, Goa [email protected] Divisions of the Marine Environment Benthos Community of organisms - live on, in, or near the seabed, also known as the benthic zone Live in or near marine sedimentary environments, from tidal pools along the foreshore, out to the continental shelf, and down to the abyssal depths Most organisms in the benthic zone are scavengers or detritivores Ecology • Factors regulating the distribution and abundance of organisms in the ocean • Influence of physical and chemical parameters on organisms in the various ecosystems • Ecosystem - includes the living (biotic) and non-living (abiotic) portions of the environment. – e.g., coral reefs, estuary, rocky intertidal habitats, Mangroves, etc. Benthic Ecology Environmental factors Benthic Lifestyle influencing benthos include -temperature • Benthos -salinity • Epibenthic -pressure • Burrowers -nutrients • Borers -dissolved gases -currents • Infaunal, Semi- -light infaunal -suspended sediments • Benthic swimmers -substrate (bottom • Interstitial material) -river inflow -tides and waves. Classification – Based on size Macrobenthos - The larger, more visible benthic organisms – greater than or equal to 0.5mm (shortest dimension) e.g. Polychaete worms, bivalves, echinoderms, sea anemones, corals, sponges, sea squirts, turbellarians, larger crustaceans (crabs, lobsters, etc) Meiobenthos - Tiny benthic organisms that are less than 0.5mm but greater than 0.1 mm in size. e.g. nematodes, foraminiferans, water bears, gastrotriches and smaller crustaceans such as copepods and ostracodes, amphipods. Microbenthos - Microscopic benthic organisms that are less than 0.1 mm in size. e.g. Some examples are bacteria, diatoms, ciliates, amoeba, flagellates. Classification – Based on feeding mode • Suspension feeders • Deposit feeders • Herbivores (macroalgae or microalgae) • Carnivores • Scavengers Classification – Based on feeding guild Herbivores – Eat non-microscopic plants (seaweeds, sea grass) e.g.
    [Show full text]
  • A Resource Guide for Oceanography and Coastal Processes. INSTITUTION Southern Mississippi Univ., Ocean Springs
    DOCUMENT RESUME ED 448 052 SE 064 349 AUTHOR Walker, Sharon H., Ed.; Damon-Randall, Kimberly, Ed.; Walters, Howard D., Ed. TITLE A Resource Guide for Oceanography and Coastal Processes. INSTITUTION Southern Mississippi Univ., Ocean Springs. Inst. of Marine Sciences/J.L. Scott Marine Education Center and Aquarium. PUB DATE 1998-00-00 NOTE 282p.; This publication has been funded by the National Sea Grant College Program, the Office of Naval Research/Naval Research Laboratory, the National Ocean Partnership Program, the Consortium for Oceanographic Research and Education, the Institute of Marine Sciences--The University of Southern Mississippi, and Mississippi's Department of Marine Resources (Tidelands Trust Funds). AVAILABLE FROM J.L. Scott Marine Education Center and Aquarium, P.O. Box 7000, Ocean Springs, MS 93566-7000; phone: 228-374-5550; FAX: 228-974-5559; e-mail: [email protected]. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Earth Science; Elementary Secondary Education; Lesson Plans; Marine Education; *Oceanography; *Science Activities; Science Instruction; *Teaching Methods IDENTIFIERS *Coastal Management; *Coastal Zones; National Oceanic and Atmospheric Administration; Naval Research Laboratory; Sea Grant Program ABSTRACT This resource guide was developed for elementary, middle, and high school teachers to teach about oceanography and coastal processes. This guide contains information on the program's history and names and contact information for all Operation Pathfinder participants since 1993. The body is divided into 6 topics. Topic 1 is on Physical Parameters, topic 2 is on Plate Tectonics, topic 3 is on Marine and Aquatic Habitats, topic 4 is on Marine and aquatic Pollution, topic 5 is on Marine and Aquatic Resources, and topic 6 is on Deep Sea Technology.
    [Show full text]
  • Benthic Structures in the Namibian Upwelling Region and the Pelago-Benthic Coupling
    University of Hamburg Institute for Hydrobiology and Fisheries Science Benthic structures in the Namibian Upwelling Region and the Pelago-benthic coupling. Master Thesis by Matthias Mertzen MN: 6367570 born 17th February 1987 November 2013 1st Supervisor: Prof. Dr. Christian Möllmann 2nd Supervisor: Dr. Rolf Koppelmann Table of Contents Table of Contents List of Figures ........................................................................................................................ V List of Tables ....................................................................................................................... VII Abstract .............................................................................................................................. VIII Zusammenfassung ................................................................................................................ IX 1 Introduction ......................................................................................................................... 1 2 Materials and Methods ........................................................................................................ 6 2.1 Research area ................................................................................................................ 6 2.2 Satellite Data ................................................................................................................. 8 2.3 Field Sampling .............................................................................................................
    [Show full text]