Abiotic Component

artificial selection herbivore Ascomycota comparative embryology host Basidiomycota evolutionary fitness competition evolution interspecific interactions zygosporangium evolutionary adaptation mutualism bread mold evidence for evolution parasitism yeast fossil predation mushrooms biogeography prey continental drift introduce species or invasive species basidium gene flow primary consumer ascus gene pool primary succession sporangium genetic drift producers spore microevolution quarternary consumers macroevolution resource partitioning genetic variation competitive exclusion mutation tertiary consumer natural selection greenhouse effect population climate change species speciation transitional forms anther speciation fertilization extinction fruit cladogram or phylogenetic tree gametophyte macroevolution moss reproductive barriers gametangia post-zygotic barriers ovary pre-zygotic barriers ovule pollen grains abiotic factor pollination environmentalism seed biotic factor sporophyte carrying capacity sporangia carbon cycle alternation of generations nitrogen cycle ferns nitrogen fixation flower community gametophyte community ecology stamen ecology stigma ecosystem ecology style exponential growth curve spore logistic growth model sporangium population vascular tissue population ecology sporophyte secondary consumer vascular tissue symbiotic relationship Angiosperms ecological footprint Gymnosperm sustainable development Antheridium mimicry Archegonium biogeochemical cycling Fronds carnivore Sorus chemical cycling Seed cone competitive exclusion principle Pollen cone cryptic coloration Male gametophyte decomposition Female gametophyte detritivore Domain Eukarya ecological niche Kingdom Plantae ecosystem Kingdom Fungi energy flow Hyphae energy pyramid mycelium food chain Zygomycota food web .

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Grassland Ecosystems in British Columbia
Grassland Ecosystems in British Columbia © Grasslands Conservation Council of BC 1 The Grasslands Conservation Council of British Columbia’s mission is to: • Foster understanding and appreciation for the ecological, social, economic, and cultural importance of BC grasslands. • Promote stewardship and sustainable management practices to ensure the long-term health of BC grasslands. • Promote the conservation of representative grassland ecosystems, species at risk, and their habitats. &/OR Acknowledgements for original author and illustrator &/OR Another message that it makes sense to include. Maybe the mission in simple language. Grasslands Conservation Council of British Columbia. (Year). Grassland Ecosystems in British Columbia. Kamloops, BC: Author. © Grasslands Conservation Council of BC 2 Grassland Ecosystems Ecological systems (ecosystems) consist of all the living organisms in an area and their physical environment (soil, water, air). Ecosystems are influenced over time by the local climate, the parent material under the plants, variations in the local landscape, disturbances such as fire and floods, and by the organisms that live in them. Grassland ecosystems in British Columbia generally occur in areas where the climate is hot and dry in summer and cool to cold and dry in winter. The parent material is often composed of fine sediments, and grasslands are most often in valley or plateau landscapes. The organisms that live in them include plants and animals that have adapted to the dry climatic conditions in a variety of ways. Differences in elevation, climate, soils, aspect, and their position in relation to mountain ranges have resulted in many variations in the grassland ecosystems of British Columbia. The mosaics of ecosystems found in our grasslands, including wetlands, riparian areas, aspen stands and rocky cliffs, allow for a rich diversity of species.
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Assessing Predicted Isolation Effects from the General Dynamic Model of Island Biogeography with an Eco‐Evolutionary Model for Plants
Received: 4 January 2017 | Revised: 27 March 2019 | Accepted: 6 April 2019 DOI: 10.1111/jbi.13603 RESEARCH PAPER Assessing predicted isolation effects from the general dynamic model of island biogeography with an eco‐evolutionary model for plants Juliano Sarmento Cabral1,2,3 | Robert J. Whittaker4,5 | Kerstin Wiegand6 | Holger Kreft2 1Ecosystem Modeling, Center of Computation and Theoretical Abstract Biology, University of Würzburg, Würzburg, Aims: The general dynamic model (GDM) of oceanic island biogeography predicts Germany how biogeographical rates, species richness and endemism vary with island age, area 2Biodiversity, Macroecology & Biogeography, University of Göttingen, and isolation. Here, we used a simulation model to assess whether the isolation‐re‐ Göttingen, Germany lated predictions of the GDM may arise from low‐level process at the level of indi‐ 3Synthesis Centre of the German Centre for Integrative Biodiversity Research (iDiv), viduals and populations. Leipzig, Germany Location: Hypothetical volcanic oceanic islands. 4 Conservation Biogeography and Methods: Our model considers (a) an idealized island ontogeny, (b) metabolic con‐ Macroecology Group, School of Geography and the Environment, University of Oxford, straints and (c) stochastic, spatially explicit and niche‐based processes at the level Oxford, UK of individuals and populations (plant demography, dispersal, competition, mutation 5Center for Macroecology, Evolution and speciation). Isolation scenarios involved varying the distance to mainland and the and Climate, Natural History Museum of Denmark, University of Copenhagen, dispersal ability of the species pool. Copenhagen Ø, Denmark Results: For all isolation scenarios, we obtained humped temporal trends for species 6Ecosystem Modelling, Büsgen‐Institute, University of Göttingen, Göttingen, richness, endemic richness, proportion of endemic species derived from within‐is‐ Germany land radiation, number of radiating lineages, number of species per radiating lineage Correspondence and biogeographical rates.
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Ecosystems and Biodiversity
Unit 2: Ecosystem An organism is always in the state of perfect balance with the environment. The environment literally means the surroundings. The environment refers to the things and conditions around the organisms which directly or indirectly influence the life and development of the organisms and their populations. “Ecosystem is a complex in which habitat, plants and animals are considered as one interesting unit, the materials and energy of one passing in and out of the others” – Woodbury. Organisms and environment are two non-separable factors. Organisms interact with each other and also with the physical conditions that are present in their habitats. ―The organisms and the physical features of the habitat form an ecological complex or more briefly an ecosystem.‖ (Clarke, 1954). The concept of ecosystem was first put forth by A.G. Tansley (1935). Ecosystem is the major ecological unit. It has both structure and functions. The structure is related to species diversity. The more complex is the structure the greater is the diversity of the species in the ecosystem. The functions of ecosystem are related to the flow of energy and cycling of materials through structural components of the ecosystem. According to Woodbury (1954), ecosystem is a complex in which habitat, plants and animals are considered as one interesting unit, the materials and energy of one passing in and out of the others. According to E.P. Odum, the ecosystem is the basic functional unit of organisms and their environment interacting with each other and with their own components. An ecosystem may be conceived and studied in the habitats of various sizes, e.g., one square metre of grassland, a pool, a large lake, a large tract of forest, balanced aquarium, a certain area of river and ocean.
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Ecology Intro
www.logannature.org 2969 East Highway 89 P.O. Box 4204 Logan, UT 84323 Phone: 435.755.3239 Introduction to Ecology Objectives Students will understand the difference between an individual, a population, a community, and an ecosystem. Method Students will use shapes to depict individuals. They will start the activity as individuals and progress towards becoming an ecosystem. Materials At least 8-10 different shapes (multiple pieces of each shape should be cut out of paper or other material), paper and pencils for each student, a ball of yarn. Background Ecology is the study of ecosystems. But first, we have to understand what an ecosystem is. An ecosystem is a community of living organisms interacting with their abiotic environment. To best explain this to students, it is important that they understand the components you must have to make an ecosystem. The first is the individual. An individual is a single member of a species; a population is many members of the same species living in a specific habitat; a community is a group of interdependent organisms of different species growing or living together in a specified habitat. This brings us to the ecosystem where the community of living organisms interacts with the non-living components of the environment. Procedure 1. Each student will receive a single shape. This shape represents an individual of a species. 2. Each student must find at least 9 more individuals of the same species (They can find these shapes in buckets around the room). This creates a population. 3. Each student should find two more students with different species and combine their shapes to create a community of organisms.
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Abiotic Components of a Freshwater System
Abiotic Components of a Freshwater System Grade Level: Elementary, Middle School, High School Ecological Concepts: Abiotic, Physical factors Arizona Science Standards: Science as Inquiry; Life Science Materials: 1) Pond, stream, or aquarium 2) Loupe or magnifying lenses * 3) Chemical tests * a) pH b) Dissolved oxygen (DO) c) Phosphate d) Nitrogen 4) Rulers 5) Air and water thermometers in °C * 6) Record keeping materials 7) Sampling cups * 8) Wear boots, aqua shoes or old sneakers * May be borrowed from SCENE. BACKGROUND Water is a necessity for all life on this planet. Aquatic ecosystems can be ponds, streams, lakes or oceans. Freshwater ecosystems are usually divided into still water (ponds) and flowing water (streams). Some systems encompass both still and flowing water, such as a stream with deep pools. A variety of organisms live in freshwater, some throughout their lives, others only for certain stages, usually as immatures, or juveniles. Even in the Sonoran Desert there is naturally occurring freshwater. There are rivers and streams that flow all year long, and others, called "ephemeral," flow only during wet seasons. Ponds and pools exist as well, usually ephemerally. In functioning aquatic systems there is a variety of plant and animal life, the biotic part of the system. The abiotic component of freshwater systems is as important as the biotic. Water temperature, pH, phosphate and nitrogen levels, dissolved oxygen, and substrate composition are some of the abiotic factors to consider and measure. These must be within certain ranges for the system to be habitable for living organisms. GUIDED INQUIRY Observation/Exploration Period: Have students observe the water habitat using their eyes, magnifying lenses, dip nets, etc.
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Ecology Review Questions 2
The 1, Which title would be most appropriate for a textbook on general ecology? (1.) Interactions Between Organisms and Their Environment (2.) The Cell and its Organelles (3.) The Hereditary Mechanism of Drosophila (4.) The Physical and Chemical Properties of Water 2. The following chart lists four groups of factors relating to an ecosystem. Which group contains only abiotic Group A Group D Group C Group D Swthght Sunlbght SwillghI Sun1Qbt Gr€enØants Oflma Goenpants Rainfall Ral Raiafl QonwnQr Minotats Poduuera CxyQer. Gases Carbon lio Water factors? (1.) group A (2.) group B (3.) group C (4.) group D 3. The most likely result of a group of squirrels relying on limited resources would be (1.) competition between the squirrels (2.) an increase in the number of squirrels (3.) increased habitats for the squirrels (4.) a greater diversity of food for the squirrels 4. An ecosystem is represented in the illustration below. This ecosystem will be self-sustaining if (1.) the organisms labeled A outnumber the organisms labeled B (2.) the type of organisms represented by B are eliminated (3.) the organisms labeled A are equal in number to the organisms labeled B (4.) materials cycle between the organisms labeled A and the organisms labeled B in 5. A certain plant requires moisture, oxygen, carbon dioxide, light, and minerals order to survive. This statement shows that a living organism depends on (1.) abiotic factors (2.) biotic factors (3.) carnivore-herbivore relationships (4.) symbiotic relationships 6. Although three different bird species all inhabit the same type of tree in an area, competition between the birds rarely occurs, The most likely explanation for this lack of competition is that these birds (1.) are unable to interbreed (2.) have a limited supply of food (3.) share food with each other (4.) have different ecological niches 7.
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Assessment Pollution
Assign Print Assessment Print with Answers Assessment Pollution INSTRUCTIONS Check your understanding with this practice assessment. 1) Which of the following activities would be least harmful to an ocean environment? o A) A fisherman catching food for his family. o B) Oil is spilled into the water from a tanker ship. o C) Coral reef is removed and sold as souvenirs. o D) Trash is washed from beaches into the water. o Explanation:The answer is A. As long as enough fish are left to reproduce this resource is renewable and removing some would not affect the ocean environment. 2) What does it mean to reuse? o A) use something again o B) use less of something o C) save electricity o D) conserve water o Explanation:The correct answer is A. It is correct because by reusing items it cuts down on excess waste. 3) Which of the following might be a biotic factor in a stream ecosystem? o A) rocks o B) water o C) sunlight o D) pollution o Explanation:The correct answer is D. It is correct because human waste, which is a biotic factor, can cause pollution. 4) Humans have changed the Earth in ways that hurt themselves and other organisms by ________. o A) hunting o B) recycling o C) gardening o D) polluting the air, water, and land o Explanation:The correct answer is D. Human industrialization has polluted air, water, and land. 5) Energy conservation will result in ______. o A) more air pollution. o B) fewer available sources of energy. o C) more acid rain.
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Abiotic Components of Ecosystem Examples
Abiotic Components Of Ecosystem Examples Godfree remains experiential: she dithers her hawksbills picture too negligently? Ritualistic Royal apologizes unpredictably and sloppily, she dindles her coaxer born waitingly. Panoramic and uninvolved Turner reaps so sleeplessly that Tye reinters his unaccountability. Animal that may come to other allied information about. Both harmful gases are abiotic examples of an. The examples and forest biomes have a positive and! Have looked at scales, which you think of chicago journals: most of a simple organic material that if they leave worms and ecological explanation. Students will pick one. WUI; and to adapt conservation and natural resource management to define unique setting that the WUI presents. Biotic factors for physiological adaptations in hibernation or chemical elements that they have learned about this is dominated by other hydrophytes of abiotic! See yourself you can identify the food web that is applicable in your marked off ecosystem. Population would have a category are examples of! Plant and cruel life evidence be injured or die. Robert may experience on abiotic components of response to control pollution that influence, human settlements may find in south africa. This ultimately lead to keep it is right hand biotic community of two elements, who does this includes both living is made when water inside. Explain howa rainforest is a particular placeor region of various component! The examples of abiotic components ecosystem are examples. Not just select at least two elements in roe deer, for each student will evolve the curriculum and convert this could be unsuitable for watching the of abiotic! At me same history, the abiotic factors regulate the presence or survival of body particular scope in that even environment though biotic factors dependency on abiotic factors is outside food, protection, shelter, or reproduction.
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Environment Is Constituted by the Interacting Systems of Physical
Elements of Environment: Environment is constituted by the interacting systems of physical, biological and cultural elements inter- related in various ways, individually as well as collectively. These elements may be explained as under: (1) Physical elements Physical elements are as space, landforms, water bodies, climate soils, rocks and minerals. They determine the variable character of the human habitat, its opportunities as well as limitations. (2) Biological elements Biological elements such as plants, animals, microorganisms and men constitute the biosphere. (3) Cultural elements Cultural elements such as economic, social and political elements are essentially manmade features, which make cultural milieu. According to Kurt Lewin, environment is of three types which influence the personality of an individual as under: (a) Physical Environment, (b) Social and Cultural Environment, and (c) Psychological Environment. These may be explained as under: 1. Physical Environment: Physical environment refers to geographical climate and weather or physical conditions wherein and individual lives. The human races are greatly influenced by the climate. Some examples are as under: (a) In the cold countries i.e. European countries the people are of white colour. Likewise, in Asian and African countries, that is, in hot countries people are of dark complexion. (b) The physique of an individual depends on climate conditions as the individual tries to adjust in his physical environment. (c) The human working efficiency also depends on the climatic conditions. 2. Social Environment: Social Environment includes an individual’s social, economic and political condition wherein he lives. The moral, cultural and emotional forces influence the life and nature of individual behaviour.
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• Unit-2 Ecosystems Amit K. Singh Dr.Deepak Singh
STUDY MATERIAL FOR COMPULSORY COURSE ON ENVIRONMENTAL STUDIES Compulsory Course (AECC-I) Environmental Studies at Undergraduate Level Teaching material - Environmental studies Types of Material - Online / E- Resource For session- 2019-20 (I Year, Semester- II) Subject: Environmental science (Theory) Paper Code: 72182801 For Undergraduate Courses / Batch: 1. B.A.(H) Pol. SC. I Year Semester-II 2. B.A.(H) Economics I Year Semester-II 3. B.A.(H) English I Year Semester-II 4. B.A. Program I Year Semester-II Topic covered: • Unit-2 Ecosystems Amit K. Singh Dr.Deepak Singh Department of Environmental Studies Deshbandhu College, University of Delhi New Delhi 110067, India 1 Unit 2 Ecosystems Definition and concept of Ecosystem • Structure of ecosystem (biotic and abiotic components); Functions of Ecosystem: Physical (energy flow), Biological (food chains, food web, ecological succession), and Biogeochemical (nutrient cycling) processes. Concepts of productivity, ecological pyramids and homeostasis • Types of Ecosystems: Tundra, Forest, Grassland, Desert, Aquatic (ponds, streams, lakes, rivers, oceans, estuaries); importance and threats with relevant examples from India • Ecosystem services (Provisioning, Regulating, Cultural, and Supporting); Ecosystem preservation and conservation strategies; Basics of Ecosystem restoration Reference books were considered for preparing the study materials: 1. Odum, E.P., Odum, H.T., and Andrews, J. (1971). Fundamentals of Ecology. Saunders, Philadelphia, USA. 2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015). Environment, 9th Edition. Wiley Publishing, USA 3. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and Conservation. S. Chand Publishing, New Delhi. 4. Kaushik, Anubha and Kaushik, C.P.
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Concept of an Ecosystem
CONCEPT OF AN ECO SYSTEM Dr.R.Priscilla, HoD of Physics, ADM. College for Women, Nagapattinam. Eco System The various communities of living organisms interact among themselves As well as with their physical environment like soil, air and water. This functional unit or ‘system’ made up of living and non-living components is called an ‘ecosystem’. This term ‘ecosystem’ was coined by Tansley in 1935. The interaction is through energy flow and cycling of materials. *This makes the ecosystem to sustain life continuously. *An eco system may be of any size. i.e, the whole world may be considered as an ecosystem called biosphere. *They are natural but some man made and none of the eco system is independent but all of them are interdependent. Structure and function of an ecosystem Two major components 1. The abiotic component which includes the physical environment. 2. The biotic component comprising of all the living organisms. ABIOTIC COMPONENTS BIOTIC COMPONENTS Sunlight Primary producers Temperature Herbivores Precipitation Carnivores Water or moisture Omnivores Soil or water chemistry (e.g., P, NH4+) Detritivores etc. etc. Abiotic component consists of 1. the solid mineral matter of the earth(lithosphere) 2. the water in the oceans, lakes, rivers and ice caps etc.(hydrosphere). 3.the gaseous mixture in the air(atmosphere) and 4. the radiant solar energy. The environment created and maintained by the interactions of the common environmental factors, function as a whole unit. Any of these factors cannot be removed or altered without affecting the other factors. Therefore, the environment is called HOLISTIC. Producers, consumers and decomposers Biotic Component – the organisms of ecosystems are divided into two classes.
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Q.1 Explain Biotic and Abiotic Components of Ecosystem Along with Its Main Principles
Government Women Polytechnic College, Bikaner Model Answers Subject-EVS (II year) CD/TD-202 Q.1 Explain biotic and abiotic components of ecosystem along with its main principles. Answer: The biotic and abiotic components of ecosystem are as follows: The abiotic components of ecosystem refer to the physical environment and its several interacting variables which can be divided into four folds: (i) Lithosphere which means the solid mineral matter on the earth and the land form. (ii) Hydrosphere, i.e. the water in oceans, lakes, river, ice-caps, etc. (iii) Atmosphere, the gaseous mixture in the air. (iv) The radiant solar energy. The energy interacts with rocks, water and gases to produce a complex environment with a large number of identifiable variables such as heat, light, rain, wind, snow, fog, dust, storm, fire. The biotic factors are divided into two categories, (i) Autotrophs (ii) Heterotrophs. The autotrophs can produce their own food. They are the green plants with chlorophyll and certain types of bacteria—chemosynthetic and photosynthetic. The heterotrophs depend directly or indirectly on the autotrophs for their food. The main principles of ecology are 1. Liebig’s law of minimum: This concept was originally applied to plant or crop growth, where it was found that increasing the amount of plentiful nutrients did not increase plant growth. Only by increasing the amount of the limiting nutrient was the growth of a plant or crop improved. 2. Shelford’s law of tolerance: It states that an organism's success is based on a complex set of conditions and that each organism has a certain minimum, maximum, and optimum environmental factor or combination of factors that determine success.
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