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CAMPBELL BIOLOGY IN FOCUS
© 2014 Pearson Education, Inc.
Urry • Cain • Wasserman • Minorsky • Jackson • Reece
Lecture Presentations by
Kathleen Fitzpatrick and Nicole Tunbridge
40
Population Ecology
and the Distribution
of Organisms
© 2014 Pearson Education, Inc.
Overview: Discovering Ecology
 Ecology is the scientific study of the interactions
between organisms and the environment
 These interactions determine the distribution of
organisms and their abundance
 Modern ecology includes observation and
experimentation
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 The rediscovery of the nearly extinct harlequin toad
in Costa Rica raises many ecological questions
 What environmental factors limit their geographic
distribution?
 What factors (food, pathogens) affect population
size?
© 2014 Pearson Education, Inc.
Figure 40.1
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Figure 40.2
Global ecology
Landscape ecology
Ecosystem ecology
Community ecology
Population ecology
Organismal ecology
© 2014 Pearson Education, Inc.
 Global ecology is concerned with the biosphere,
or global ecosystem, which is the sum of all the
planet’s ecosystems
 Global ecology examines the influence of energy
and materials on organisms across the biosphere
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Figure 40.2a
Global ecology
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 Landscape ecology focuses on the exchanges of
energy, materials, and organisms across multiple
ecosystems
 A landscape (or seascape) is a mosaic of
connected ecosystems
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Figure 40.2b
Landscape ecology
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 Ecosystem ecology emphasizes energy flow and
chemical cycling among the various biotic and
abiotic components
 An ecosystem is the community of organisms in an
area and the physical factors with which they interact
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Figure 40.2c
Ecosystem ecology
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 Community ecology deals with the whole array of
interacting species in a community
 A community is a group of populations of different
species in an area
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Figure 40.2d
Community ecology
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 Population ecology focuses on factors affecting
population size over time
 A population is a group of individuals of the same
species living in an area
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Figure 40.2e
Population ecology
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 Organismal ecology studies how an organism’s
structure, physiology, and (for animals) behavior
meet environmental challenges
 Organismal ecology includes physiological,
evolutionary, and behavioral ecology
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Figure 40.2f
Organismal ecology
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Concept 40.1: Earth’s climate influences the
structure and distribution of terrestrial biomes
 The long-term prevailing weather conditions in an
area constitute its climate
 Four major abiotic components of climate are
temperature, precipitation, sunlight, and wind
© 2014 Pearson Education, Inc.
 Abiotic factors are the nonliving chemical and
physical attributes of the environment
 Biotic factors are the other organisms that make up
the living component of the environment
 Macroclimate consists of patterns on the global,
regional, and landscape level
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Global Climate Patterns
 Global climate patterns are determined largely by
solar energy and the planet’s movement in space
 The warming effect of the sun causes temperature
variations, which drive evaporation and the
circulation of air and water
 This causes latitudinal variations in climate
© 2014 Pearson Education, Inc.
 Latitudinal variation in sunlight intensity is
caused by the curved shape of Earth
 Sunlight strikes the tropics, regions between 23.5°
north and 23.5° south latitude, most directly
 At higher latitudes, where sunlight strikes Earth at
an oblique angle, light is more diffuse
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Figure 40.3a
Atmosphere
Low angle of incoming sunlight
Sun overhead at equinoxes
Low angle of incoming sunlight
Latitudinal variation in sunlight intensity
90°S (South Pole)
0° (Equator)
23.5°S (Tropic of
Capricorn)
90°N (North Pole)
23.5°N (Tropic of
Cancer)
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 Global air circulation and precipitation patterns
are initiated by intense solar radiation near the
equator
 Warm, wet air rising near the equator creates
precipitation in the tropics
 Dry air descending at 30° north and south latitudes
causes desert conditions
 This pattern of precipitation and drying is repeated at
the 60° north and south latitudes and the poles
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Figure 40.3b
Global air circulation and precipitation patterns
30°N
Northeast trades
66.5°N (Arctic Circle)
30°S
60°S
Southeast trades
Westerlies
0°
66.5°S (Antarctic Circle)
30°N
60°N
Westerlies
Ascending
moist air
releases
moisture.
0°
Descending
dry air
absorbs
moisture.
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 Variation in the speed of Earth’s rotation at different
latitudes results in the major wind patterns
 Trade winds blow east to west in the tropics
 Westerlies blow west to east in temperate zones
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Figure 40.3ba
Northeast trades
66.5°N (Arctic Circle)
30°S
60°S
Southeast trades
Westerlies
0°
66.5°S (Antarctic Circle)
30°N
60°N
Westerlies
Global air circulation and precipitation patterns
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Figure 40.3bb
Global air circulation and precipitation patterns
30°N
Ascending
moist air
releases
moisture.
0°
Descending
dry air
absorbs
moisture.
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Regional Effects on Climate
 Climate is affected by seasonality, large bodies of
water, and mountains
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Seasonality
 Seasonal variations of light and temperature
increase steadily toward the poles
 Seasonality at high latitudes is caused by the tilt of
Earth’s axis of rotation and its annual passage
around the sun
 Belts of wet and dry air straddling the equator shift
throughout the year with the changing angle of the
sun
 Changing wind patterns affect ocean currents
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Figure 40.4
Constant tilt
of 23.5°
June solstice
30°N
December solstice
September equinox
60°N
0° (equator)
30°S
March equinox
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Bodies of Water
 Oceans, their currents, and large lakes moderate the
climate of nearby terrestrial environments
 The California Current carries cold water southward
along western North America
 The Gulf Stream carries warm water from the
equator to the North Atlantic
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Figure 40.5
California
Current
PACIFIC
OCEAN
Gulf Stream
ATLANTIC
OCEAN
Labrador
Current
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 During the day, air rises over warm land and draws
a cool breeze from the water across the land
 As the land cools at night, air rises over the warmer
water and draws cooler air from land back over the
water, which is replaced by warmer air from
offshore
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Figure 40.6
Mountain
range
Air flow
Ocean
Leeward side
of mountains
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Mountains
 Rising air releases moisture on the windward side of
a peak and creates a “rain shadow” as it absorbs
moisture on the leeward side
 Many deserts are found in the “rain shadow” of
mountains
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 Mountains affect the amount of sunlight reaching an
area
 In the Northern Hemisphere, south-facing slopes
receive more sunlight than north-facing slopes
 Every 1,000-m increase in elevation produces a
temperature drop of approximately 6°C
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 Biomes are major life zones characterized by
vegetation type (terrestrial biomes) or physical
environment (aquatic biomes)
 Climate is very important in determining why
terrestrial biomes are found in certain areas
 Climate affects the latitudinal patterns of terrestrial
biomes
Climate and Terrestrial Biomes
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Figure 40.7
Temperate broadleaf forest
30°S
Equator
Tropic of Capricorn
30°N
Tropic of
Cancer
Northern coniferous forest
High mountains
Tundra
Polar ice
Tropical forest
Savanna
Chaparral
Desert
Temperate grassland
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 A climograph plots the temperature and
precipitation in a region
 Biomes are affected not just by average temperature
and precipitation, but also by the pattern of
temperature and precipitation through the year
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Figure 40.8
Temperate
broadleaf
forest
Northern
coniferous
forest
Annual mean precipitation (cm)
−15
Tropical forestDesert Temperate grassland
Arctic and
alpine
tundra
Annualmeantemperature(°C)
15
0
0
30
100 200 300 400
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 Natural and human-caused disturbances alter the
distribution of biomes
 A disturbance is an event that changes a
community by removing organisms and altering
resource availability
 For example, frequent fires kill woody plants
preventing woodlands from establishing
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General Features of Terrestrial Biomes
 Terrestrial biomes are often named for major
physical or climatic factors and for vegetation
 Terrestrial biomes usually grade into each other,
without sharp boundaries
 The area of intergradation, called an ecotone, may
be wide or narrow
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 Vertical layering is an important feature of terrestrial
biomes, and in a forest it might consist of an upper
canopy, low-tree layer, shrub understory, ground
layer of herbaceous plants, forest floor, and root
layer
 Layering of vegetation provides diverse habitats for
animals
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 Terrestrial biomes can be characterized by
distribution, precipitation, temperature, plants,
and animals
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 Tropical forest occurs in equatorial and
subequatorial regions
 Temperature is high year-round (25–29°C) with little
seasonal variation
 In tropical rain forests, rainfall is relatively
constant, while in tropical dry forests precipitation
is highly seasonal
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Figure 40.9a
A tropical rain forest in Costa Rica
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 Tropical forests are vertically layered, and
competition for light is intense
 Tropical forests are home to millions of animal
species, including an estimated 5–30 million still
undescribed species of insects, spiders, and other
arthropods
 Rapid human population growth is now destroying
many tropical forests
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 Savanna occurs in equatorial and subequatorial
regions
 Precipitation is seasonal
 Temperature averages 24–29°C but is more
seasonally variable than in the tropics
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Figure 40.9b
A savanna in Kenya
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 Grasses and forbs make up most of the ground
cover
 The dominant plant species are fire-adapted and
tolerant of seasonal drought
 Common inhabitants include insects and mammals
such as wildebeests, zebras, lions, and hyenas
 Fires set by humans may help maintain this biome
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 Deserts occur in bands near 30° north and south of
the equator and in the interior of continents
 Precipitation is low and highly variable, generally
less than 30 cm per year
 Deserts may be hot (>50°C) or cold (–30°C) with
seasonal and daily temperature variation
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Figure 40.9c
Organ Pipe Cactus National Monument, Arizona
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 Desert plants are adapted for heat and desiccation
tolerance, water storage, and reduced leaf surface
area
 Common desert animals include scorpions, ants,
beetles, snakes, lizards, migratory and resident
birds, and seed-eating rodents; many are nocturnal
 Urbanization and conversion to irrigated agriculture
have reduced the natural biodiversity of some
deserts
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 Chaparral occurs in midlatitude coastal regions on
several continents
 Precipitation is highly seasonal with rainy winters
and dry summers
 Summer is hot (30°C); fall, winter, and spring are
cool (10–12°C)
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Figure 40.9d
An area of chaparral in California
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 The chaparral is dominated by shrubs and small
trees; many plants are adapted to fire and drought
 Animals include browsing mammals, insects,
amphibians, small mammals, and birds
 Humans have reduced chaparral areas through
agriculture and urbanization
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 Temperate grasslands occur at midlatitudes, often
in the interior of continents
 Precipitation is highly seasonal
 Winters are cold (often below −10°C) and dry;
summers are hot (often near 30°C) and wet
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Figure 40.9e
A grassland in Mongolia
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 The dominant plants, grasses and forbs, are
adapted to droughts and fire
 Native mammals include large grazers such as bison
and wild horses and small burrowers such as prairie
dogs
 Most grasslands have been converted to farmland
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 Northern coniferous forest, or taiga, spans
northern North America and Eurasia and is the
largest terrestrial biome on Earth
 Precipitation ranges from 30–70 cm
 Winters are cold; summers may be hot (e.g., Siberia
ranges from −50°C to 20°C)
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Figure 40.9f
A coniferous forest in Norway
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 Conifers such as pine, spruce, fir, and hemlock
dominate
 The conical shape of conifers prevents too much
snow from accumulating and breaking their branches
 Animals include migratory and resident birds and
large mammals such as moose, brown bears, and
Siberian tigers
 Periodic insect outbreaks kill vast tracts of trees
 Some forests are being logged at an alarming rate
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 Temperate broadleaf forest is found at midlatitudes
in the Northern Hemisphere, with smaller areas in
Chile, South Africa, Australia, and New Zealand
 Significant amounts of precipitation fall during all
seasons as rain or snow
 Winters average 0°C; summers are hot and humid
(near 35°C)
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Figure 40.9g
A temperate broadleaf forest in New Jersey
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 Dominant plants include deciduous trees in the
Northern Hemisphere and evergreen eucalyptus
in Australia
 In the Northern Hemisphere, many mammals
hibernate in the winter; birds migrate to warmer areas
 These forests have been heavily settled on all
continents but are recovering in places
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 Tundra covers expansive areas of the Arctic; alpine
tundra exists on high mountaintops at all latitudes
 Precipitation is low in arctic tundra and higher in
alpine tundra
 Winters are cold (below −30°C); summers are
relatively cool (less than 10°C)
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Figure 40.9h
Dovrefjell National Park, Norway
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 Vegetation is herbaceous (mosses, grasses, forbs,
dwarf shrubs, trees, and lichen)
 Permafrost, a permanently frozen layer of soil,
restricts growth of plant roots
 Mammals include musk oxen, caribou, reindeer,
bears, wolves, and foxes; many migratory bird
species nest in the summer
 Settlement is sparse, but tundra has become the
focus of oil and mineral extraction
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Concept 40.2: Aquatic biomes are diverse and
dynamic systems that cover most of Earth
 Aquatic biomes account for the largest part of the
biosphere in terms of area
 They show less latitudinal variation than terrestrial
biomes
 Marine biomes have salt concentrations of about 3%
 The largest marine biome is made of oceans, which
cover about 75% of Earth’s surface and have an
enormous impact on the biosphere
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 Freshwater biomes have salt concentrations of less
than 0.1%
 Freshwater biomes are closely linked to soils and
the biotic components of the surrounding terrestrial
biome
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Video: Clownfish Anemone
Video: Coral Reef
Video: Hydrothermal Vent
Video: Shark Eating a Seal
Video: Swans Taking Flight
Video: Tubeworms
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 Aquatic biomes can be characterized by their
physical and chemical environment, geological
features, photosynthetic organisms, and
heterotrophs
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 Wetlands and estuaries are among the most
productive habitats on Earth
 Wetlands are inundated by water at least sometimes
and support plants adapted to water-saturated soil
 An estuary is a transition area between river and
sea; salinity varies with the rise and fall of the tides
 High organic production and decomposition in these
biomes result in low levels of dissolved oxygen
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Figure 40.10a
A basin wetland in the United Kingdom
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 Wetlands can develop in shallow basins, along
flooded river banks, or on the coasts of large lakes
 Estuaries include a complex network of tidal
channels, islands, and mudflats
 Plants are adapted to growing in periodically
anaerobic, water-saturated soils
 Wetland plants include cattails and sedges; estuaries
are characterized by saltmarsh grasses
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 Wetlands are home to diverse invertebrates and
birds, as well as frogs and alligators
 Estuaries support an abundance of marine
invertebrates, fish, waterfowl, and marine mammals
 Humans activities have destroyed up to 90% of
wetlands and disrupted estuaries worldwide
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 Lakes vary in size from small ponds to very large
lakes
 Temperate lakes may have a seasonal thermocline;
tropical lowland lakes have a year-round thermocline
 Oligotrophic lakes are nutrient-poor and generally
oxygen-rich
 Eutrophic lakes are nutrient-rich and often depleted
of oxygen if ice covered in winter
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Figure 40.10b
An oligotrophic lake in Alberta, Canada
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 Eutrophic lakes have more surface area relative to
depth than oligotrophic lakes
 Rooted and floating aquatic plants live in the shallow
and well-lighted littoral zone close to shore
 Water is too deep in the limnetic zone to support
rooted aquatic plants; the primary producers are
phytoplankton
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 Zooplankton are drifting heterotrophs that graze on
the phytoplankton
 Invertebrates live in the benthic zone
 Fishes live in all zones with sufficient oxygen
 Human-induced nutrient enrichment can lead to
algal blooms, oxygen depletion, and fish kills
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 Streams and rivers have varying environmental
conditions from headwater to mouth
 Headwater streams are generally cold, clear,
turbulent, swift, and oxygen-rich; they are often
narrow and rocky
 Downstream waters form rivers and are generally
warmer and more turbid; they are often wide and
meandering and have silty bottoms
 Salt and nutrients increase from headwaters to
mouth; oxygen content decreases from headwaters
to mouth
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Figure 40.10c
A headwater stream in Washington
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 Headwater streams may be rich in phytoplankton or
rooted aquatic plants
 A diversity of fishes and invertebrates inhabit
unpolluted rivers and streams
 Pollution degrades water quality and kills aquatic
organisms
 Dams impair natural flow of stream and river
ecosystems
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 Intertidal zones are periodically submerged and
exposed by the tides
 Intertidal organisms are challenged by variations in
temperature and salinity and by the mechanical
forces of wave action
 Oxygen and nutrient levels are high
 Substrate varies from rocky to sandy
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Figure 40.10d
A rocky intertidal zone on the Oregon
coast
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 Protected sandy zones support sea grass and algae;
rocky zones support attached marine algae
 In rocky zones, many animals have structural
adaptations for attaching to rock
 In sandy zones, worms, clams, and crustaceans bury
themselves in sand
 Other animals include sponges, sea anemones, and
small fishes
 Oil pollution has disrupted many intertidal areas
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 Coral reefs are formed from the calcium carbonate
skeletons of corals (cnidarians)
 Shallow reef-building corals live in the photic zone in
warm (about 20–30°C), clear water; deep-sea corals
live at depths of 200–1,500 m
 Corals require high oxygen concentrations and a
solid substrate for attachment
 A coral reef progresses from a fringing reef to a
barrier reef to a coral atoll
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Figure 40.10e
A coral reef in the Red Sea
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 Corals are the predominant animals on the reef
 They form mutualisms with symbiotic algae that
provide them organic molecules
 A high diversity of fish and invertebrates inhabit coral
reefs
 Coral collection, overfishing, global warming, and
pollution all contribute to reduction in coral
populations
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 The oceanic pelagic zone is constantly mixed by
wind-driven oceanic currents
 Oxygen levels are high
 Turnover in temperate oceans renews nutrients in
the photic zones
 This biome covers approximately 70% of Earth’s
surface
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Figure 40.10f
Open ocean near Iceland
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 Phytoplankton and zooplankton are the dominant
organisms in this biome; also found are free-
swimming animals
 Zooplankton includes protists, worms, krill, jellies,
and invertebrate larvae
 Other animals include squids, fishes, sea turtles, and
marine mammals
 Overfishing has depleted fish stocks
 Humans have polluted oceans with dumping of waste
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 The marine benthic zone consists of the seafloor
 Organisms in the very deep benthic (abyssal) zone
are adapted to continuous cold and high water
pressure
 Substrate is mainly soft sediments; some areas are
rocky
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 Shallow areas contain seaweeds and filamentous
algae
 In dark, hot environments near deep-sea
hydrothermal vents of volcanic origin, the food
producers are chemoautotrophic prokaryotes
 Giant tube worms, arthropods, and echinoderms are
abundant heterotrophs near hydrothermal vents
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Figure 40.10g
A deep-sea hydrothermal vent community
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 Coastal benthic communities include invertebrates
and fishes
 Overfishing and dumping of organic waste have
depleted fish populations
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Zonation in Aquatic Biomes
 Many aquatic biomes are stratified into zones or
layers defined by light penetration, temperature,
and depth
 The upper photic zone has sufficient light for
photosynthesis, while the lower aphotic zone
receives little light
 The photic and aphotic zones make up the
pelagic zone
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 The organic and inorganic sediment at the bottom
of all aquatic zones is called the benthic zone
 The communities of organisms in the benthic zone
are collectively called the benthos
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Figure 40.11
Zonation in a lake
Littoral
zone Limnetic
zone
Pelagic
zone
Photic
zone
Aphotic
zone
Benthic
zone
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 In oceans and most lakes, a temperature boundary
called the thermocline separates the warm upper
layer from the cold deeper water
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 Communities in aquatic biomes vary with depth,
light penetration, distance from shore, and position
in the pelagic or benthic zone
 Most organisms occur in the relatively shallow
photic zone
 The aphotic zone in oceans is extensive but harbors
little life
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Concept 40.3: Interactions between organisms and
the environment limit the distribution of species
 Species distributions are the result of ecological and
evolutionary interactions through time
 Ecological time is the minute-to-minute time frame of
interactions between organisms and the environment
 Evolutionary time spans many generations and
captures adaptation through natural selection
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 Events in ecological time can lead to evolution
 For example, Galápagos finches with larger beaks
were more likely to survive a drought, as they could
eat the available larger seeds
 As a result, the average beak size was larger in the
next generation
 This resulted in an evolutionary change
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 Ecologists ask questions about where species
occur and why species occur where they do
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Figure 40.12-1
Why is species
X absent from
an area?
Does dispersal
limit its
distribution?
Area inaccessible
or insufficient time
Do biotic factors
(other species)
limit its
distribution?
Yes
No
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Figure 40.12-2
Why is species
X absent from
an area?
Does dispersal
limit its
distribution?
Area inaccessible
or insufficient time
Predation, parasitism,
competition, disease
Do biotic factors
(other species)
limit its
distribution?
Do abiotic factors
limit its
distribution?
Yes
No
Yes
No
© 2014 Pearson Education, Inc.
Figure 40.12-3
Chemical
factors
Why is species
X absent from
an area?
Does dispersal
limit its
distribution?
Area inaccessible
or insufficient time
Predation, parasitism,
competition, disease
Water, oxygen, salinity,
pH, soil nutrients, etc.
Do biotic factors
(other species)
limit its
distribution?
Temperature, light,
soil structure, fire,
moisture, etc.
Do abiotic factors
limit its
distribution?
Physical
factors
Yes
No
Yes
No
© 2014 Pearson Education, Inc.
Dispersal and Distribution
 Dispersal is the movement of individuals away from
centers of high population density or from their area
of origin
 Dispersal contributes to the global distribution of
organisms
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 Transplants indicate if dispersal is a key factor
limiting species distributions
 Transplants include organisms that are intentionally
or accidentally relocated from their original
distribution
 If a transplant is successful, it indicates that the
species’ potential range is larger than its actual
range
 Species transplants can disrupt the communities or
ecosystems to which they have been introduced
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Biotic Factors
 Biotic factors that affect the distribution of
organisms may include
 Predation
 Herbivory
 For example, sea urchins can limit the distribution of
seaweeds
 Mutualism
 Parasitism
 Competition
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Figure 40.13
Control (both urchins
and limpets present)
100 Both limpets and urchins
removed
Only urchins
removed
Only limpets removed
Limpet
Sea urchin
August
1982
August
1983
February
1983
February
1984
80
60
40
20
0
Seaweedcover(%)
Results
© 2014 Pearson Education, Inc.
Abiotic Factors
 Abiotic factors affecting the distribution of
organisms include
 Temperature
 Water and oxygen
 Salinity
 Sunlight
 Rocks and soil
© 2014 Pearson Education, Inc.
 Temperature is an important environmental factor in
the distribution of organisms because of its effects on
biological processes
 Cells may freeze and rupture below 0°C, while most
proteins denature above 45°C
 Most organisms function best within a specific
temperature range
© 2014 Pearson Education, Inc.
 Availability of water and oxygen is an important
factor in species distribution
 Desert organisms exhibit adaptations for water
conservation
 Water affects oxygen availability, as oxygen diffuses
slowly in water
 Oxygen concentrations can be low in deep oceans
and deep lakes
© 2014 Pearson Education, Inc.
 Salinity, salt concentration, affects the water
balance of organisms through osmosis
 Most aquatic organisms are restricted to either
freshwater or saltwater habitats
 Few terrestrial organisms are adapted to high-
salinity habitats
© 2014 Pearson Education, Inc.
 Sunlight is the energy source for photosynthetic
organisms and, as such, can limit their distribution
 In aquatic environments most photosynthesis
occurs near the surface where sunlight is available
 Shading by the canopy drives intense competition
for light in forests
© 2014 Pearson Education, Inc.
 Rocks and soil have many characteristics that limit
the distribution of plants and thus the animals that
feed on them
 Physical structure
 pH
 Mineral composition
© 2014 Pearson Education, Inc.
Concept 40.4: Dynamic biological processes
influence population density, dispersion, and
demographics
 Population ecology explores how biotic and abiotic
factors influence density, distribution, and size of
populations
 A population is a group of individuals of a single
species living in the same general area
 Populations are described by their boundaries
and size
© 2014 Pearson Education, Inc.
Density and Dispersion
 Density is the number of individuals per unit area
or volume
 Dispersion is the pattern of spacing among
individuals within the boundaries of the population
© 2014 Pearson Education, Inc.
Density: A Dynamic Perspective
 In most cases, it is impractical or impossible to count
all individuals in a population
 Sampling techniques can be used to estimate
densities and total population sizes
 Population density can be estimated by
extrapolation from small samples or an index of
population size (e.g., number of nests)
© 2014 Pearson Education, Inc.
 Density is the result of an interplay between
processes that add individuals to a population
and those that remove individuals
 Additions occur through birth and immigration,
the influx of new individuals from other areas
 Removal of individuals occurs through death and
emigration, the movement of individuals out of a
population
© 2014 Pearson Education, Inc.
Figure 40.14
Births and
immigration
add individuals to
a population.
Deaths and
emigration
remove individuals
from a population.
Births
Immigration
Deaths
Emigration
© 2014 Pearson Education, Inc.
Patterns of Dispersion
 Environmental and social factors influence the
spacing of individuals in a population
 The most common pattern of dispersion is clumped,
in which individuals aggregate in patches
 A clumped dispersion may be influenced by
resource availability and behavior
© 2014 Pearson Education, Inc.
Figure 40.15
(a) Clumped
(c) Random(b) Uniform
© 2014 Pearson Education, Inc.
Figure 40.15a
(a) Clumped
© 2014 Pearson Education, Inc.
Figure 40.15b
(b) Uniform
© 2014 Pearson Education, Inc.
Figure 40.15c
(c) Random
© 2014 Pearson Education, Inc.
Figure 40.15d
(a) Clumped (c) Random(b) Uniform
© 2014 Pearson Education, Inc.
 A uniform dispersion is one in which individuals are
evenly distributed
 It may be influenced by social interactions such as
territoriality, the defense of a bounded space
against other individuals
© 2014 Pearson Education, Inc.
 In a random dispersion, the position of each
individual is independent of other individuals
 It occurs in the absence of strong attractions or
repulsions
© 2014 Pearson Education, Inc.
Demographics
 Demography is the study of the vital statistics of a
population and how they change over time
 Death rates and birth rates are of particular interest
to demographers
© 2014 Pearson Education, Inc.
Life Tables
 A life table is an age-specific summary of the
survival pattern of a population
 It is best made by following the fate of a cohort, a
group of individuals of the same age, from birth to
death
© 2014 Pearson Education, Inc.
Survivorship Curves
 A survivorship curve is a graphic way of
representing the data in a life table
 Survivorship curves plot the proportion or numbers
of a cohort still alive at each age
© 2014 Pearson Education, Inc.
 Survivorship curves can be classified into three
general types
 Type I: low death rates during early and middle life
and an increase in death rates among older age
groups
 Type II: a constant death rate over the organism’s
life span
 Type III: high death rates for the young and a lower
death rate for survivors
 Many species are intermediate to these curves
© 2014 Pearson Education, Inc.
Figure 40.16
1,000
Percentage of maximum life span
III
Numberofsurvivors(logscale)
100
10
0
1
10050
II
I
© 2014 Pearson Education, Inc.
Reproductive Rates
 For species with sexual reproduction, demographers
often concentrate on females in a population
 A reproductive table, or fertility schedule, is an
age-specific summary of the reproductive rates in
a population
 It describes the reproductive patterns of a population
© 2014 Pearson Education, Inc.
Table 40.1
© 2014 Pearson Education, Inc.
Concept 40.5: The exponential and logistic models
describe the growth of populations
 Unlimited growth occurs under ideal conditions; in
nature, growth is limited by various factors
 Ecologists study growth in both idealized and
realistic conditions
© 2014 Pearson Education, Inc.
Per Capita Rate of Increase
 Change in population size can be defined by the
equation
 If immigration and emigration are ignored, a
population’s growth rate (per capita increase)
equals birth rate minus death rate
− −
Change in
population
size
Births
Immigrants
entering
population
Deaths
Emigrants
leaving
population
= +
© 2014 Pearson Education, Inc.
 The population growth rate can be expressed
mathematically as
where ∆N is the change in population size, ∆t is the
time interval, B is the number of births, and D is the
number of deaths
ΔN
Δt
= B −D
© 2014 Pearson Education, Inc.
 Births and deaths can be expressed as the average
number of births and deaths per individual during the
specified time interval
where b is the annual per capita birth rate, m (for
mortality) is the per capita death rate, and N is
population size
B = bN
D = mN
© 2014 Pearson Education, Inc.
 The population growth equation can be revised
ΔN
Δt
= bN −mN
© 2014 Pearson Education, Inc.
 The per capita rate of increase (r) is given by
r = b − m
 Zero population growth (ZPG) occurs when the
birth rate equals the death rate (r = 0)
© 2014 Pearson Education, Inc.
 Change in population size can now be written as
ΔN
Δt
= rN
© 2014 Pearson Education, Inc.
 Instantaneous growth rate can be expressed as
where rinst is the instantaneous per capita rate
of increase
dN
dt
= rinstN
© 2014 Pearson Education, Inc.
Exponential Growth
 Exponential population growth is population
increase under idealized conditions
 Under these conditions, the rate of increase is at its
maximum, denoted as rmax
 The equation of exponential population growth is
dN
dt
= rmaxN
© 2014 Pearson Education, Inc.
 Exponential population growth results in a
J-shaped curve
© 2014 Pearson Education, Inc.
Figure 40.17
1,000
Number of generations
Populationsize(N)
= 1.0N
10
0
0 155
2,000
1,500
500
= 0.5N
dt
dN
dt
dN
© 2014 Pearson Education, Inc.
 The J-shaped curve of exponential growth
characterizes populations in new environments or
rebounding populations
 For example, the elephant population in Kruger
National Park, South Africa, grew exponentially after
hunting was banned
© 2014 Pearson Education, Inc.
Figure 40.18
6,000
Year
Elephantpopulation
0
2,000
8,000
4,000
1900 1930 1940 1950 1960 19701910 1920
© 2014 Pearson Education, Inc.
Figure 40.18a
© 2014 Pearson Education, Inc.
Carrying Capacity
 Exponential growth cannot be sustained for long in
any population
 A more realistic population model limits growth by
incorporating carrying capacity
 Carrying capacity (K) is the maximum population
size the environment can support
 Carrying capacity varies with the abundance of
limiting resources
© 2014 Pearson Education, Inc.
The Logistic Growth Model
 In the logistic population growth model, the per
capita rate of increase declines as carrying capacity
is reached
 The logistic model starts with the exponential model
and adds an expression that reduces per capita rate
of increase as N approaches K
dN
dt
= rmaxN
(K −N)
K
© 2014 Pearson Education, Inc.
Table 40.2
© 2014 Pearson Education, Inc.
 The logistic model of population growth produces a
sigmoid (S-shaped) curve
© 2014 Pearson Education, Inc.
Figure 40.19
1,000
Number of generations
Populationsize(N)
= 1.0N
10
0
0 155
2,000
1,500
500
= 1.0N
dt
dN
Exponential
growth
Population growth
begins slowing here.
K = 1,500
dt
dN (1,500 − N)
1,500
Logistic growth
© 2014 Pearson Education, Inc.
The Logistic Model and Real Populations
 The growth of many laboratory populations,
including paramecia, fits an S-shaped curve when
resources are limited
 These organisms are grown in a constant
environment lacking predators and competitors
Animation: Population Ecology
© 2014 Pearson Education, Inc.
Figure 40.20
1,000
Time (days)
NumberofParamecium/mL
10
0
0 155
(a) A Paramecium population
in the lab
800
200
400
600
Time (days)
140
0
0 160
30
(b) A Daphnia (water flea) population in the lab
40 6020 100 12080NumberofDaphnia/50mL
180
60
150
120
90
© 2014 Pearson Education, Inc.
Figure 40.20a
1,000
Time (days)
Numberof
Paramecium/mL
10
0
0 155
(a) A Paramecium population
in the lab
800
200
400
600
© 2014 Pearson Education, Inc.
Figure 40.20b
Time (days)
140
0
0 160
30
(b) A Daphnia (water flea) population in the lab
40 6020 100 12080
Numberof
Daphnia/50mL
180
60
150
120
90
© 2014 Pearson Education, Inc.
 Some populations overshoot K before settling down
to a relatively stable density
 Some populations fluctuate greatly and make it
difficult to define K
© 2014 Pearson Education, Inc.
 The logistic model fits few real populations but is
useful for estimating possible growth
 Conservation biologists can use the model to
estimate the critical size below which populations
may become extinct
© 2014 Pearson Education, Inc.
Concept 40.6: Population dynamics are influenced
strongly by life history traits and population
density
 An organism’s life history comprises the traits that
affect its schedule of reproduction and survival
 The age at which reproduction begins
 How often the organism reproduces
 How many offspring are produced during each
reproductive cycle
© 2014 Pearson Education, Inc.
“Trade-offs” and Life Histories
 Organisms have finite resources, which may lead to
trade-offs between survival and reproduction
 Selective pressures influence the trade-off between
the number and size of offspring
 Some plants produce a large number of small
seeds, ensuring that at least some of them will grow
and eventually reproduce
© 2014 Pearson Education, Inc.
Figure 40.21
Dandelions grow
quickly and release
a large number of
tiny fruits.
The Brazil nut tree
(above), produces a
moderate number of
large seeds in pods (left).
© 2014 Pearson Education, Inc.
Figure 40.21a
Dandelions grow quickly and release a large number
of tiny fruits.
© 2014 Pearson Education, Inc.
Figure 40.21ba
The Brazil nut tree produces
a moderate number of
large seeds in pods.
© 2014 Pearson Education, Inc.
Figure 40.21bb
The Brazil nut tree
produces a moderate
number of large seeds
in pods.
© 2014 Pearson Education, Inc.
 Other types of plants produce a moderate number of
large seeds that provide a large store of energy that
will help seedlings become established
© 2014 Pearson Education, Inc.
 K-selection, or density-dependent selection, selects
for life history traits that are sensitive to population
density
 r-selection, or density-independent selection,
selects for life history traits that maximize
reproduction
© 2014 Pearson Education, Inc.
Population Change and Population Density
 In density-independent populations, birth rate and
death rate do not change with population density
 In density-dependent populations, birth rates fall
and death rates rise with population density
© 2014 Pearson Education, Inc.
Figure 40.22
When population
density is low, b > m. As
a result, the population
grows until the density
reaches Q.
When population
density is high, m > b,
and the population
shrinks until the
density reaches Q.
Equilibrium density (Q)
Density-dependent
birth rate (b)
Density-independent
death rate (m)
Birthordeathrate
percapita
Population density
© 2014 Pearson Education, Inc.
Mechanisms of Density-Dependent Population
Regulation
 Density-dependent birth and death rates are an
example of negative feedback that regulates
population growth
 Density-dependent birth and death rates are
affected by many factors, such as competition for
resources, territoriality, disease, predation, toxic
wastes, and intrinsic factors
© 2014 Pearson Education, Inc.
 Competition for resources occurs in crowded
populations; increasing population density intensifies
competition for resources and results in a lower
birth rate
© 2014 Pearson Education, Inc.
Figure 40.23a
Competition for resources
© 2014 Pearson Education, Inc.
 Toxic wastes produced by a population can
accumulate in the environment, contributing to
density-dependent regulation of population size
© 2014 Pearson Education, Inc.
Figure 40.23d
Toxic wastes 5 µm
© 2014 Pearson Education, Inc.
 Predation may increase with increasing population
size due to predator preference for abundant prey
species
© 2014 Pearson Education, Inc.
Figure 40.23b
Predation
© 2014 Pearson Education, Inc.
 Territoriality can limit population density
when space becomes a limited resource
© 2014 Pearson Education, Inc.
Figure 40.23e
Territoriality
© 2014 Pearson Education, Inc.
 Disease transmission rates may increase
with increasing population density
© 2014 Pearson Education, Inc.
Figure 40.23c
Disease
© 2014 Pearson Education, Inc.
 Intrinsic factors (for example, physiological
factors like hormonal changes) appear to regulate
population size
© 2014 Pearson Education, Inc.
Figure 40.23f
Intrinsic factors
© 2014 Pearson Education, Inc.
Population Dynamics
 The study of population dynamics focuses on the
complex interactions between biotic and abiotic
factors that cause variation in population size
© 2014 Pearson Education, Inc.
Stability and Fluctuation
 Long-term population studies have challenged the
hypothesis that populations of large mammals are
relatively stable over time
 Both weather and predator population can affect
population size over time
 For example, the moose population on Isle Royale
collapsed during a harsh winter and when wolf
numbers peaked
© 2014 Pearson Education, Inc.
Figure 40.24
Numberofwolves
Numberofmoose
Year
Wolves Moose
0
10
20
30
1,000
0
2,500
1,500
500
1955 1985 1995 20051965 1975
2,000
50
40
© 2014 Pearson Education, Inc.
Immigration, Emigration, and Metapopulations
 Metapopulations are groups of populations linked
by immigration and emigration
 Local populations within a metapopulation occupy
patches of suitable habitat surrounded by unsuitable
habitat
 Populations can be replaced in patches after
extinction or established in new unoccupied habitats
through migration
© 2014 Pearson Education, Inc.
Figure 40.25
Unoccupied patch
EUROPE
Aland
Islands
°
Occupied patch
5 km
© 2014 Pearson Education, Inc.
Figure 40.25a
© 2014 Pearson Education, Inc.
Figure 40.UN01a
Number of generations
Populationsize(N)
= rmax N
dt
dN
© 2014 Pearson Education, Inc.
Figure 40.UN01b
= rmax N
dt
dN (K − N)
K
K = carrying capacity
Number of generations
Populationsize(N)
© 2014 Pearson Education, Inc.
Figure 40.UN02
© 2014 Pearson Education, Inc.
Figure 40.UN03
Meanheight(cm)
Seed collection sites
1,000
0
3,000
100
50
2,000
Altitude(m)
0
Sierra Nevada
Great Basin
Plateau

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Population Ecology in Campbell Biology Focus

  • 1. CAMPBELL BIOLOGY IN FOCUS © 2014 Pearson Education, Inc. Urry • Cain • Wasserman • Minorsky • Jackson • Reece Lecture Presentations by Kathleen Fitzpatrick and Nicole Tunbridge 40 Population Ecology and the Distribution of Organisms
  • 2. © 2014 Pearson Education, Inc. Overview: Discovering Ecology  Ecology is the scientific study of the interactions between organisms and the environment  These interactions determine the distribution of organisms and their abundance  Modern ecology includes observation and experimentation
  • 3. © 2014 Pearson Education, Inc.  The rediscovery of the nearly extinct harlequin toad in Costa Rica raises many ecological questions  What environmental factors limit their geographic distribution?  What factors (food, pathogens) affect population size?
  • 4. © 2014 Pearson Education, Inc. Figure 40.1
  • 5. © 2014 Pearson Education, Inc. Figure 40.2 Global ecology Landscape ecology Ecosystem ecology Community ecology Population ecology Organismal ecology
  • 6. © 2014 Pearson Education, Inc.  Global ecology is concerned with the biosphere, or global ecosystem, which is the sum of all the planet’s ecosystems  Global ecology examines the influence of energy and materials on organisms across the biosphere
  • 7. © 2014 Pearson Education, Inc. Figure 40.2a Global ecology
  • 8. © 2014 Pearson Education, Inc.  Landscape ecology focuses on the exchanges of energy, materials, and organisms across multiple ecosystems  A landscape (or seascape) is a mosaic of connected ecosystems
  • 9. © 2014 Pearson Education, Inc. Figure 40.2b Landscape ecology
  • 10. © 2014 Pearson Education, Inc.  Ecosystem ecology emphasizes energy flow and chemical cycling among the various biotic and abiotic components  An ecosystem is the community of organisms in an area and the physical factors with which they interact
  • 11. © 2014 Pearson Education, Inc. Figure 40.2c Ecosystem ecology
  • 12. © 2014 Pearson Education, Inc.  Community ecology deals with the whole array of interacting species in a community  A community is a group of populations of different species in an area
  • 13. © 2014 Pearson Education, Inc. Figure 40.2d Community ecology
  • 14. © 2014 Pearson Education, Inc.  Population ecology focuses on factors affecting population size over time  A population is a group of individuals of the same species living in an area
  • 15. © 2014 Pearson Education, Inc. Figure 40.2e Population ecology
  • 16. © 2014 Pearson Education, Inc.  Organismal ecology studies how an organism’s structure, physiology, and (for animals) behavior meet environmental challenges  Organismal ecology includes physiological, evolutionary, and behavioral ecology
  • 17. © 2014 Pearson Education, Inc. Figure 40.2f Organismal ecology
  • 18. © 2014 Pearson Education, Inc. Concept 40.1: Earth’s climate influences the structure and distribution of terrestrial biomes  The long-term prevailing weather conditions in an area constitute its climate  Four major abiotic components of climate are temperature, precipitation, sunlight, and wind
  • 19. © 2014 Pearson Education, Inc.  Abiotic factors are the nonliving chemical and physical attributes of the environment  Biotic factors are the other organisms that make up the living component of the environment  Macroclimate consists of patterns on the global, regional, and landscape level
  • 20. © 2014 Pearson Education, Inc. Global Climate Patterns  Global climate patterns are determined largely by solar energy and the planet’s movement in space  The warming effect of the sun causes temperature variations, which drive evaporation and the circulation of air and water  This causes latitudinal variations in climate
  • 21. © 2014 Pearson Education, Inc.  Latitudinal variation in sunlight intensity is caused by the curved shape of Earth  Sunlight strikes the tropics, regions between 23.5° north and 23.5° south latitude, most directly  At higher latitudes, where sunlight strikes Earth at an oblique angle, light is more diffuse
  • 22. © 2014 Pearson Education, Inc. Figure 40.3a Atmosphere Low angle of incoming sunlight Sun overhead at equinoxes Low angle of incoming sunlight Latitudinal variation in sunlight intensity 90°S (South Pole) 0° (Equator) 23.5°S (Tropic of Capricorn) 90°N (North Pole) 23.5°N (Tropic of Cancer)
  • 23. © 2014 Pearson Education, Inc.  Global air circulation and precipitation patterns are initiated by intense solar radiation near the equator  Warm, wet air rising near the equator creates precipitation in the tropics  Dry air descending at 30° north and south latitudes causes desert conditions  This pattern of precipitation and drying is repeated at the 60° north and south latitudes and the poles
  • 24. © 2014 Pearson Education, Inc. Figure 40.3b Global air circulation and precipitation patterns 30°N Northeast trades 66.5°N (Arctic Circle) 30°S 60°S Southeast trades Westerlies 0° 66.5°S (Antarctic Circle) 30°N 60°N Westerlies Ascending moist air releases moisture. 0° Descending dry air absorbs moisture.
  • 25. © 2014 Pearson Education, Inc.  Variation in the speed of Earth’s rotation at different latitudes results in the major wind patterns  Trade winds blow east to west in the tropics  Westerlies blow west to east in temperate zones
  • 26. © 2014 Pearson Education, Inc. Figure 40.3ba Northeast trades 66.5°N (Arctic Circle) 30°S 60°S Southeast trades Westerlies 0° 66.5°S (Antarctic Circle) 30°N 60°N Westerlies Global air circulation and precipitation patterns
  • 27. © 2014 Pearson Education, Inc. Figure 40.3bb Global air circulation and precipitation patterns 30°N Ascending moist air releases moisture. 0° Descending dry air absorbs moisture.
  • 28. © 2014 Pearson Education, Inc. Regional Effects on Climate  Climate is affected by seasonality, large bodies of water, and mountains
  • 29. © 2014 Pearson Education, Inc. Seasonality  Seasonal variations of light and temperature increase steadily toward the poles  Seasonality at high latitudes is caused by the tilt of Earth’s axis of rotation and its annual passage around the sun  Belts of wet and dry air straddling the equator shift throughout the year with the changing angle of the sun  Changing wind patterns affect ocean currents
  • 30. © 2014 Pearson Education, Inc. Figure 40.4 Constant tilt of 23.5° June solstice 30°N December solstice September equinox 60°N 0° (equator) 30°S March equinox
  • 31. © 2014 Pearson Education, Inc. Bodies of Water  Oceans, their currents, and large lakes moderate the climate of nearby terrestrial environments  The California Current carries cold water southward along western North America  The Gulf Stream carries warm water from the equator to the North Atlantic
  • 32. © 2014 Pearson Education, Inc. Figure 40.5 California Current PACIFIC OCEAN Gulf Stream ATLANTIC OCEAN Labrador Current
  • 33. © 2014 Pearson Education, Inc.  During the day, air rises over warm land and draws a cool breeze from the water across the land  As the land cools at night, air rises over the warmer water and draws cooler air from land back over the water, which is replaced by warmer air from offshore
  • 34. © 2014 Pearson Education, Inc. Figure 40.6 Mountain range Air flow Ocean Leeward side of mountains
  • 35. © 2014 Pearson Education, Inc. Mountains  Rising air releases moisture on the windward side of a peak and creates a “rain shadow” as it absorbs moisture on the leeward side  Many deserts are found in the “rain shadow” of mountains
  • 36. © 2014 Pearson Education, Inc.  Mountains affect the amount of sunlight reaching an area  In the Northern Hemisphere, south-facing slopes receive more sunlight than north-facing slopes  Every 1,000-m increase in elevation produces a temperature drop of approximately 6°C
  • 37. © 2014 Pearson Education, Inc.  Biomes are major life zones characterized by vegetation type (terrestrial biomes) or physical environment (aquatic biomes)  Climate is very important in determining why terrestrial biomes are found in certain areas  Climate affects the latitudinal patterns of terrestrial biomes Climate and Terrestrial Biomes
  • 38. © 2014 Pearson Education, Inc. Figure 40.7 Temperate broadleaf forest 30°S Equator Tropic of Capricorn 30°N Tropic of Cancer Northern coniferous forest High mountains Tundra Polar ice Tropical forest Savanna Chaparral Desert Temperate grassland
  • 39. © 2014 Pearson Education, Inc.  A climograph plots the temperature and precipitation in a region  Biomes are affected not just by average temperature and precipitation, but also by the pattern of temperature and precipitation through the year
  • 40. © 2014 Pearson Education, Inc. Figure 40.8 Temperate broadleaf forest Northern coniferous forest Annual mean precipitation (cm) −15 Tropical forestDesert Temperate grassland Arctic and alpine tundra Annualmeantemperature(°C) 15 0 0 30 100 200 300 400
  • 41. © 2014 Pearson Education, Inc.  Natural and human-caused disturbances alter the distribution of biomes  A disturbance is an event that changes a community by removing organisms and altering resource availability  For example, frequent fires kill woody plants preventing woodlands from establishing
  • 42. © 2014 Pearson Education, Inc. General Features of Terrestrial Biomes  Terrestrial biomes are often named for major physical or climatic factors and for vegetation  Terrestrial biomes usually grade into each other, without sharp boundaries  The area of intergradation, called an ecotone, may be wide or narrow
  • 43. © 2014 Pearson Education, Inc.  Vertical layering is an important feature of terrestrial biomes, and in a forest it might consist of an upper canopy, low-tree layer, shrub understory, ground layer of herbaceous plants, forest floor, and root layer  Layering of vegetation provides diverse habitats for animals
  • 44. © 2014 Pearson Education, Inc.  Terrestrial biomes can be characterized by distribution, precipitation, temperature, plants, and animals
  • 45. © 2014 Pearson Education, Inc.  Tropical forest occurs in equatorial and subequatorial regions  Temperature is high year-round (25–29°C) with little seasonal variation  In tropical rain forests, rainfall is relatively constant, while in tropical dry forests precipitation is highly seasonal
  • 46. © 2014 Pearson Education, Inc. Figure 40.9a A tropical rain forest in Costa Rica
  • 47. © 2014 Pearson Education, Inc.  Tropical forests are vertically layered, and competition for light is intense  Tropical forests are home to millions of animal species, including an estimated 5–30 million still undescribed species of insects, spiders, and other arthropods  Rapid human population growth is now destroying many tropical forests
  • 48. © 2014 Pearson Education, Inc.  Savanna occurs in equatorial and subequatorial regions  Precipitation is seasonal  Temperature averages 24–29°C but is more seasonally variable than in the tropics
  • 49. © 2014 Pearson Education, Inc. Figure 40.9b A savanna in Kenya
  • 50. © 2014 Pearson Education, Inc.  Grasses and forbs make up most of the ground cover  The dominant plant species are fire-adapted and tolerant of seasonal drought  Common inhabitants include insects and mammals such as wildebeests, zebras, lions, and hyenas  Fires set by humans may help maintain this biome
  • 51. © 2014 Pearson Education, Inc.  Deserts occur in bands near 30° north and south of the equator and in the interior of continents  Precipitation is low and highly variable, generally less than 30 cm per year  Deserts may be hot (>50°C) or cold (–30°C) with seasonal and daily temperature variation
  • 52. © 2014 Pearson Education, Inc. Figure 40.9c Organ Pipe Cactus National Monument, Arizona
  • 53. © 2014 Pearson Education, Inc.  Desert plants are adapted for heat and desiccation tolerance, water storage, and reduced leaf surface area  Common desert animals include scorpions, ants, beetles, snakes, lizards, migratory and resident birds, and seed-eating rodents; many are nocturnal  Urbanization and conversion to irrigated agriculture have reduced the natural biodiversity of some deserts
  • 54. © 2014 Pearson Education, Inc.  Chaparral occurs in midlatitude coastal regions on several continents  Precipitation is highly seasonal with rainy winters and dry summers  Summer is hot (30°C); fall, winter, and spring are cool (10–12°C)
  • 55. © 2014 Pearson Education, Inc. Figure 40.9d An area of chaparral in California
  • 56. © 2014 Pearson Education, Inc.  The chaparral is dominated by shrubs and small trees; many plants are adapted to fire and drought  Animals include browsing mammals, insects, amphibians, small mammals, and birds  Humans have reduced chaparral areas through agriculture and urbanization
  • 57. © 2014 Pearson Education, Inc.  Temperate grasslands occur at midlatitudes, often in the interior of continents  Precipitation is highly seasonal  Winters are cold (often below −10°C) and dry; summers are hot (often near 30°C) and wet
  • 58. © 2014 Pearson Education, Inc. Figure 40.9e A grassland in Mongolia
  • 59. © 2014 Pearson Education, Inc.  The dominant plants, grasses and forbs, are adapted to droughts and fire  Native mammals include large grazers such as bison and wild horses and small burrowers such as prairie dogs  Most grasslands have been converted to farmland
  • 60. © 2014 Pearson Education, Inc.  Northern coniferous forest, or taiga, spans northern North America and Eurasia and is the largest terrestrial biome on Earth  Precipitation ranges from 30–70 cm  Winters are cold; summers may be hot (e.g., Siberia ranges from −50°C to 20°C)
  • 61. © 2014 Pearson Education, Inc. Figure 40.9f A coniferous forest in Norway
  • 62. © 2014 Pearson Education, Inc.  Conifers such as pine, spruce, fir, and hemlock dominate  The conical shape of conifers prevents too much snow from accumulating and breaking their branches  Animals include migratory and resident birds and large mammals such as moose, brown bears, and Siberian tigers  Periodic insect outbreaks kill vast tracts of trees  Some forests are being logged at an alarming rate
  • 63. © 2014 Pearson Education, Inc.  Temperate broadleaf forest is found at midlatitudes in the Northern Hemisphere, with smaller areas in Chile, South Africa, Australia, and New Zealand  Significant amounts of precipitation fall during all seasons as rain or snow  Winters average 0°C; summers are hot and humid (near 35°C)
  • 64. © 2014 Pearson Education, Inc. Figure 40.9g A temperate broadleaf forest in New Jersey
  • 65. © 2014 Pearson Education, Inc.  Dominant plants include deciduous trees in the Northern Hemisphere and evergreen eucalyptus in Australia  In the Northern Hemisphere, many mammals hibernate in the winter; birds migrate to warmer areas  These forests have been heavily settled on all continents but are recovering in places
  • 66. © 2014 Pearson Education, Inc.  Tundra covers expansive areas of the Arctic; alpine tundra exists on high mountaintops at all latitudes  Precipitation is low in arctic tundra and higher in alpine tundra  Winters are cold (below −30°C); summers are relatively cool (less than 10°C)
  • 67. © 2014 Pearson Education, Inc. Figure 40.9h Dovrefjell National Park, Norway
  • 68. © 2014 Pearson Education, Inc.  Vegetation is herbaceous (mosses, grasses, forbs, dwarf shrubs, trees, and lichen)  Permafrost, a permanently frozen layer of soil, restricts growth of plant roots  Mammals include musk oxen, caribou, reindeer, bears, wolves, and foxes; many migratory bird species nest in the summer  Settlement is sparse, but tundra has become the focus of oil and mineral extraction
  • 69. © 2014 Pearson Education, Inc. Concept 40.2: Aquatic biomes are diverse and dynamic systems that cover most of Earth  Aquatic biomes account for the largest part of the biosphere in terms of area  They show less latitudinal variation than terrestrial biomes  Marine biomes have salt concentrations of about 3%  The largest marine biome is made of oceans, which cover about 75% of Earth’s surface and have an enormous impact on the biosphere
  • 70. © 2014 Pearson Education, Inc.  Freshwater biomes have salt concentrations of less than 0.1%  Freshwater biomes are closely linked to soils and the biotic components of the surrounding terrestrial biome
  • 71. © 2014 Pearson Education, Inc. Video: Clownfish Anemone Video: Coral Reef Video: Hydrothermal Vent Video: Shark Eating a Seal Video: Swans Taking Flight Video: Tubeworms
  • 72. © 2014 Pearson Education, Inc.  Aquatic biomes can be characterized by their physical and chemical environment, geological features, photosynthetic organisms, and heterotrophs
  • 73. © 2014 Pearson Education, Inc.  Wetlands and estuaries are among the most productive habitats on Earth  Wetlands are inundated by water at least sometimes and support plants adapted to water-saturated soil  An estuary is a transition area between river and sea; salinity varies with the rise and fall of the tides  High organic production and decomposition in these biomes result in low levels of dissolved oxygen
  • 74. © 2014 Pearson Education, Inc. Figure 40.10a A basin wetland in the United Kingdom
  • 75. © 2014 Pearson Education, Inc.  Wetlands can develop in shallow basins, along flooded river banks, or on the coasts of large lakes  Estuaries include a complex network of tidal channels, islands, and mudflats  Plants are adapted to growing in periodically anaerobic, water-saturated soils  Wetland plants include cattails and sedges; estuaries are characterized by saltmarsh grasses
  • 76. © 2014 Pearson Education, Inc.  Wetlands are home to diverse invertebrates and birds, as well as frogs and alligators  Estuaries support an abundance of marine invertebrates, fish, waterfowl, and marine mammals  Humans activities have destroyed up to 90% of wetlands and disrupted estuaries worldwide
  • 77. © 2014 Pearson Education, Inc.  Lakes vary in size from small ponds to very large lakes  Temperate lakes may have a seasonal thermocline; tropical lowland lakes have a year-round thermocline  Oligotrophic lakes are nutrient-poor and generally oxygen-rich  Eutrophic lakes are nutrient-rich and often depleted of oxygen if ice covered in winter
  • 78. © 2014 Pearson Education, Inc. Figure 40.10b An oligotrophic lake in Alberta, Canada
  • 79. © 2014 Pearson Education, Inc.  Eutrophic lakes have more surface area relative to depth than oligotrophic lakes  Rooted and floating aquatic plants live in the shallow and well-lighted littoral zone close to shore  Water is too deep in the limnetic zone to support rooted aquatic plants; the primary producers are phytoplankton
  • 80. © 2014 Pearson Education, Inc.  Zooplankton are drifting heterotrophs that graze on the phytoplankton  Invertebrates live in the benthic zone  Fishes live in all zones with sufficient oxygen  Human-induced nutrient enrichment can lead to algal blooms, oxygen depletion, and fish kills
  • 81. © 2014 Pearson Education, Inc.  Streams and rivers have varying environmental conditions from headwater to mouth  Headwater streams are generally cold, clear, turbulent, swift, and oxygen-rich; they are often narrow and rocky  Downstream waters form rivers and are generally warmer and more turbid; they are often wide and meandering and have silty bottoms  Salt and nutrients increase from headwaters to mouth; oxygen content decreases from headwaters to mouth
  • 82. © 2014 Pearson Education, Inc. Figure 40.10c A headwater stream in Washington
  • 83. © 2014 Pearson Education, Inc.  Headwater streams may be rich in phytoplankton or rooted aquatic plants  A diversity of fishes and invertebrates inhabit unpolluted rivers and streams  Pollution degrades water quality and kills aquatic organisms  Dams impair natural flow of stream and river ecosystems
  • 84. © 2014 Pearson Education, Inc.  Intertidal zones are periodically submerged and exposed by the tides  Intertidal organisms are challenged by variations in temperature and salinity and by the mechanical forces of wave action  Oxygen and nutrient levels are high  Substrate varies from rocky to sandy
  • 85. © 2014 Pearson Education, Inc. Figure 40.10d A rocky intertidal zone on the Oregon coast
  • 86. © 2014 Pearson Education, Inc.  Protected sandy zones support sea grass and algae; rocky zones support attached marine algae  In rocky zones, many animals have structural adaptations for attaching to rock  In sandy zones, worms, clams, and crustaceans bury themselves in sand  Other animals include sponges, sea anemones, and small fishes  Oil pollution has disrupted many intertidal areas
  • 87. © 2014 Pearson Education, Inc.  Coral reefs are formed from the calcium carbonate skeletons of corals (cnidarians)  Shallow reef-building corals live in the photic zone in warm (about 20–30°C), clear water; deep-sea corals live at depths of 200–1,500 m  Corals require high oxygen concentrations and a solid substrate for attachment  A coral reef progresses from a fringing reef to a barrier reef to a coral atoll
  • 88. © 2014 Pearson Education, Inc. Figure 40.10e A coral reef in the Red Sea
  • 89. © 2014 Pearson Education, Inc.  Corals are the predominant animals on the reef  They form mutualisms with symbiotic algae that provide them organic molecules  A high diversity of fish and invertebrates inhabit coral reefs  Coral collection, overfishing, global warming, and pollution all contribute to reduction in coral populations
  • 90. © 2014 Pearson Education, Inc.  The oceanic pelagic zone is constantly mixed by wind-driven oceanic currents  Oxygen levels are high  Turnover in temperate oceans renews nutrients in the photic zones  This biome covers approximately 70% of Earth’s surface
  • 91. © 2014 Pearson Education, Inc. Figure 40.10f Open ocean near Iceland
  • 92. © 2014 Pearson Education, Inc.  Phytoplankton and zooplankton are the dominant organisms in this biome; also found are free- swimming animals  Zooplankton includes protists, worms, krill, jellies, and invertebrate larvae  Other animals include squids, fishes, sea turtles, and marine mammals  Overfishing has depleted fish stocks  Humans have polluted oceans with dumping of waste
  • 93. © 2014 Pearson Education, Inc.  The marine benthic zone consists of the seafloor  Organisms in the very deep benthic (abyssal) zone are adapted to continuous cold and high water pressure  Substrate is mainly soft sediments; some areas are rocky
  • 94. © 2014 Pearson Education, Inc.  Shallow areas contain seaweeds and filamentous algae  In dark, hot environments near deep-sea hydrothermal vents of volcanic origin, the food producers are chemoautotrophic prokaryotes  Giant tube worms, arthropods, and echinoderms are abundant heterotrophs near hydrothermal vents
  • 95. © 2014 Pearson Education, Inc. Figure 40.10g A deep-sea hydrothermal vent community
  • 96. © 2014 Pearson Education, Inc.  Coastal benthic communities include invertebrates and fishes  Overfishing and dumping of organic waste have depleted fish populations
  • 97. © 2014 Pearson Education, Inc. Zonation in Aquatic Biomes  Many aquatic biomes are stratified into zones or layers defined by light penetration, temperature, and depth  The upper photic zone has sufficient light for photosynthesis, while the lower aphotic zone receives little light  The photic and aphotic zones make up the pelagic zone
  • 98. © 2014 Pearson Education, Inc.  The organic and inorganic sediment at the bottom of all aquatic zones is called the benthic zone  The communities of organisms in the benthic zone are collectively called the benthos
  • 99. © 2014 Pearson Education, Inc. Figure 40.11 Zonation in a lake Littoral zone Limnetic zone Pelagic zone Photic zone Aphotic zone Benthic zone
  • 100. © 2014 Pearson Education, Inc.  In oceans and most lakes, a temperature boundary called the thermocline separates the warm upper layer from the cold deeper water
  • 101. © 2014 Pearson Education, Inc.  Communities in aquatic biomes vary with depth, light penetration, distance from shore, and position in the pelagic or benthic zone  Most organisms occur in the relatively shallow photic zone  The aphotic zone in oceans is extensive but harbors little life
  • 102. © 2014 Pearson Education, Inc. Concept 40.3: Interactions between organisms and the environment limit the distribution of species  Species distributions are the result of ecological and evolutionary interactions through time  Ecological time is the minute-to-minute time frame of interactions between organisms and the environment  Evolutionary time spans many generations and captures adaptation through natural selection
  • 103. © 2014 Pearson Education, Inc.  Events in ecological time can lead to evolution  For example, Galápagos finches with larger beaks were more likely to survive a drought, as they could eat the available larger seeds  As a result, the average beak size was larger in the next generation  This resulted in an evolutionary change
  • 104. © 2014 Pearson Education, Inc.  Ecologists ask questions about where species occur and why species occur where they do
  • 105. © 2014 Pearson Education, Inc. Figure 40.12-1 Why is species X absent from an area? Does dispersal limit its distribution? Area inaccessible or insufficient time Do biotic factors (other species) limit its distribution? Yes No
  • 106. © 2014 Pearson Education, Inc. Figure 40.12-2 Why is species X absent from an area? Does dispersal limit its distribution? Area inaccessible or insufficient time Predation, parasitism, competition, disease Do biotic factors (other species) limit its distribution? Do abiotic factors limit its distribution? Yes No Yes No
  • 107. © 2014 Pearson Education, Inc. Figure 40.12-3 Chemical factors Why is species X absent from an area? Does dispersal limit its distribution? Area inaccessible or insufficient time Predation, parasitism, competition, disease Water, oxygen, salinity, pH, soil nutrients, etc. Do biotic factors (other species) limit its distribution? Temperature, light, soil structure, fire, moisture, etc. Do abiotic factors limit its distribution? Physical factors Yes No Yes No
  • 108. © 2014 Pearson Education, Inc. Dispersal and Distribution  Dispersal is the movement of individuals away from centers of high population density or from their area of origin  Dispersal contributes to the global distribution of organisms
  • 109. © 2014 Pearson Education, Inc.  Transplants indicate if dispersal is a key factor limiting species distributions  Transplants include organisms that are intentionally or accidentally relocated from their original distribution  If a transplant is successful, it indicates that the species’ potential range is larger than its actual range  Species transplants can disrupt the communities or ecosystems to which they have been introduced
  • 110. © 2014 Pearson Education, Inc. Biotic Factors  Biotic factors that affect the distribution of organisms may include  Predation  Herbivory  For example, sea urchins can limit the distribution of seaweeds  Mutualism  Parasitism  Competition
  • 111. © 2014 Pearson Education, Inc. Figure 40.13 Control (both urchins and limpets present) 100 Both limpets and urchins removed Only urchins removed Only limpets removed Limpet Sea urchin August 1982 August 1983 February 1983 February 1984 80 60 40 20 0 Seaweedcover(%) Results
  • 112. © 2014 Pearson Education, Inc. Abiotic Factors  Abiotic factors affecting the distribution of organisms include  Temperature  Water and oxygen  Salinity  Sunlight  Rocks and soil
  • 113. © 2014 Pearson Education, Inc.  Temperature is an important environmental factor in the distribution of organisms because of its effects on biological processes  Cells may freeze and rupture below 0°C, while most proteins denature above 45°C  Most organisms function best within a specific temperature range
  • 114. © 2014 Pearson Education, Inc.  Availability of water and oxygen is an important factor in species distribution  Desert organisms exhibit adaptations for water conservation  Water affects oxygen availability, as oxygen diffuses slowly in water  Oxygen concentrations can be low in deep oceans and deep lakes
  • 115. © 2014 Pearson Education, Inc.  Salinity, salt concentration, affects the water balance of organisms through osmosis  Most aquatic organisms are restricted to either freshwater or saltwater habitats  Few terrestrial organisms are adapted to high- salinity habitats
  • 116. © 2014 Pearson Education, Inc.  Sunlight is the energy source for photosynthetic organisms and, as such, can limit their distribution  In aquatic environments most photosynthesis occurs near the surface where sunlight is available  Shading by the canopy drives intense competition for light in forests
  • 117. © 2014 Pearson Education, Inc.  Rocks and soil have many characteristics that limit the distribution of plants and thus the animals that feed on them  Physical structure  pH  Mineral composition
  • 118. © 2014 Pearson Education, Inc. Concept 40.4: Dynamic biological processes influence population density, dispersion, and demographics  Population ecology explores how biotic and abiotic factors influence density, distribution, and size of populations  A population is a group of individuals of a single species living in the same general area  Populations are described by their boundaries and size
  • 119. © 2014 Pearson Education, Inc. Density and Dispersion  Density is the number of individuals per unit area or volume  Dispersion is the pattern of spacing among individuals within the boundaries of the population
  • 120. © 2014 Pearson Education, Inc. Density: A Dynamic Perspective  In most cases, it is impractical or impossible to count all individuals in a population  Sampling techniques can be used to estimate densities and total population sizes  Population density can be estimated by extrapolation from small samples or an index of population size (e.g., number of nests)
  • 121. © 2014 Pearson Education, Inc.  Density is the result of an interplay between processes that add individuals to a population and those that remove individuals  Additions occur through birth and immigration, the influx of new individuals from other areas  Removal of individuals occurs through death and emigration, the movement of individuals out of a population
  • 122. © 2014 Pearson Education, Inc. Figure 40.14 Births and immigration add individuals to a population. Deaths and emigration remove individuals from a population. Births Immigration Deaths Emigration
  • 123. © 2014 Pearson Education, Inc. Patterns of Dispersion  Environmental and social factors influence the spacing of individuals in a population  The most common pattern of dispersion is clumped, in which individuals aggregate in patches  A clumped dispersion may be influenced by resource availability and behavior
  • 124. © 2014 Pearson Education, Inc. Figure 40.15 (a) Clumped (c) Random(b) Uniform
  • 125. © 2014 Pearson Education, Inc. Figure 40.15a (a) Clumped
  • 126. © 2014 Pearson Education, Inc. Figure 40.15b (b) Uniform
  • 127. © 2014 Pearson Education, Inc. Figure 40.15c (c) Random
  • 128. © 2014 Pearson Education, Inc. Figure 40.15d (a) Clumped (c) Random(b) Uniform
  • 129. © 2014 Pearson Education, Inc.  A uniform dispersion is one in which individuals are evenly distributed  It may be influenced by social interactions such as territoriality, the defense of a bounded space against other individuals
  • 130. © 2014 Pearson Education, Inc.  In a random dispersion, the position of each individual is independent of other individuals  It occurs in the absence of strong attractions or repulsions
  • 131. © 2014 Pearson Education, Inc. Demographics  Demography is the study of the vital statistics of a population and how they change over time  Death rates and birth rates are of particular interest to demographers
  • 132. © 2014 Pearson Education, Inc. Life Tables  A life table is an age-specific summary of the survival pattern of a population  It is best made by following the fate of a cohort, a group of individuals of the same age, from birth to death
  • 133. © 2014 Pearson Education, Inc. Survivorship Curves  A survivorship curve is a graphic way of representing the data in a life table  Survivorship curves plot the proportion or numbers of a cohort still alive at each age
  • 134. © 2014 Pearson Education, Inc.  Survivorship curves can be classified into three general types  Type I: low death rates during early and middle life and an increase in death rates among older age groups  Type II: a constant death rate over the organism’s life span  Type III: high death rates for the young and a lower death rate for survivors  Many species are intermediate to these curves
  • 135. © 2014 Pearson Education, Inc. Figure 40.16 1,000 Percentage of maximum life span III Numberofsurvivors(logscale) 100 10 0 1 10050 II I
  • 136. © 2014 Pearson Education, Inc. Reproductive Rates  For species with sexual reproduction, demographers often concentrate on females in a population  A reproductive table, or fertility schedule, is an age-specific summary of the reproductive rates in a population  It describes the reproductive patterns of a population
  • 137. © 2014 Pearson Education, Inc. Table 40.1
  • 138. © 2014 Pearson Education, Inc. Concept 40.5: The exponential and logistic models describe the growth of populations  Unlimited growth occurs under ideal conditions; in nature, growth is limited by various factors  Ecologists study growth in both idealized and realistic conditions
  • 139. © 2014 Pearson Education, Inc. Per Capita Rate of Increase  Change in population size can be defined by the equation  If immigration and emigration are ignored, a population’s growth rate (per capita increase) equals birth rate minus death rate − − Change in population size Births Immigrants entering population Deaths Emigrants leaving population = +
  • 140. © 2014 Pearson Education, Inc.  The population growth rate can be expressed mathematically as where ∆N is the change in population size, ∆t is the time interval, B is the number of births, and D is the number of deaths ΔN Δt = B −D
  • 141. © 2014 Pearson Education, Inc.  Births and deaths can be expressed as the average number of births and deaths per individual during the specified time interval where b is the annual per capita birth rate, m (for mortality) is the per capita death rate, and N is population size B = bN D = mN
  • 142. © 2014 Pearson Education, Inc.  The population growth equation can be revised ΔN Δt = bN −mN
  • 143. © 2014 Pearson Education, Inc.  The per capita rate of increase (r) is given by r = b − m  Zero population growth (ZPG) occurs when the birth rate equals the death rate (r = 0)
  • 144. © 2014 Pearson Education, Inc.  Change in population size can now be written as ΔN Δt = rN
  • 145. © 2014 Pearson Education, Inc.  Instantaneous growth rate can be expressed as where rinst is the instantaneous per capita rate of increase dN dt = rinstN
  • 146. © 2014 Pearson Education, Inc. Exponential Growth  Exponential population growth is population increase under idealized conditions  Under these conditions, the rate of increase is at its maximum, denoted as rmax  The equation of exponential population growth is dN dt = rmaxN
  • 147. © 2014 Pearson Education, Inc.  Exponential population growth results in a J-shaped curve
  • 148. © 2014 Pearson Education, Inc. Figure 40.17 1,000 Number of generations Populationsize(N) = 1.0N 10 0 0 155 2,000 1,500 500 = 0.5N dt dN dt dN
  • 149. © 2014 Pearson Education, Inc.  The J-shaped curve of exponential growth characterizes populations in new environments or rebounding populations  For example, the elephant population in Kruger National Park, South Africa, grew exponentially after hunting was banned
  • 150. © 2014 Pearson Education, Inc. Figure 40.18 6,000 Year Elephantpopulation 0 2,000 8,000 4,000 1900 1930 1940 1950 1960 19701910 1920
  • 151. © 2014 Pearson Education, Inc. Figure 40.18a
  • 152. © 2014 Pearson Education, Inc. Carrying Capacity  Exponential growth cannot be sustained for long in any population  A more realistic population model limits growth by incorporating carrying capacity  Carrying capacity (K) is the maximum population size the environment can support  Carrying capacity varies with the abundance of limiting resources
  • 153. © 2014 Pearson Education, Inc. The Logistic Growth Model  In the logistic population growth model, the per capita rate of increase declines as carrying capacity is reached  The logistic model starts with the exponential model and adds an expression that reduces per capita rate of increase as N approaches K dN dt = rmaxN (K −N) K
  • 154. © 2014 Pearson Education, Inc. Table 40.2
  • 155. © 2014 Pearson Education, Inc.  The logistic model of population growth produces a sigmoid (S-shaped) curve
  • 156. © 2014 Pearson Education, Inc. Figure 40.19 1,000 Number of generations Populationsize(N) = 1.0N 10 0 0 155 2,000 1,500 500 = 1.0N dt dN Exponential growth Population growth begins slowing here. K = 1,500 dt dN (1,500 − N) 1,500 Logistic growth
  • 157. © 2014 Pearson Education, Inc. The Logistic Model and Real Populations  The growth of many laboratory populations, including paramecia, fits an S-shaped curve when resources are limited  These organisms are grown in a constant environment lacking predators and competitors Animation: Population Ecology
  • 158. © 2014 Pearson Education, Inc. Figure 40.20 1,000 Time (days) NumberofParamecium/mL 10 0 0 155 (a) A Paramecium population in the lab 800 200 400 600 Time (days) 140 0 0 160 30 (b) A Daphnia (water flea) population in the lab 40 6020 100 12080NumberofDaphnia/50mL 180 60 150 120 90
  • 159. © 2014 Pearson Education, Inc. Figure 40.20a 1,000 Time (days) Numberof Paramecium/mL 10 0 0 155 (a) A Paramecium population in the lab 800 200 400 600
  • 160. © 2014 Pearson Education, Inc. Figure 40.20b Time (days) 140 0 0 160 30 (b) A Daphnia (water flea) population in the lab 40 6020 100 12080 Numberof Daphnia/50mL 180 60 150 120 90
  • 161. © 2014 Pearson Education, Inc.  Some populations overshoot K before settling down to a relatively stable density  Some populations fluctuate greatly and make it difficult to define K
  • 162. © 2014 Pearson Education, Inc.  The logistic model fits few real populations but is useful for estimating possible growth  Conservation biologists can use the model to estimate the critical size below which populations may become extinct
  • 163. © 2014 Pearson Education, Inc. Concept 40.6: Population dynamics are influenced strongly by life history traits and population density  An organism’s life history comprises the traits that affect its schedule of reproduction and survival  The age at which reproduction begins  How often the organism reproduces  How many offspring are produced during each reproductive cycle
  • 164. © 2014 Pearson Education, Inc. “Trade-offs” and Life Histories  Organisms have finite resources, which may lead to trade-offs between survival and reproduction  Selective pressures influence the trade-off between the number and size of offspring  Some plants produce a large number of small seeds, ensuring that at least some of them will grow and eventually reproduce
  • 165. © 2014 Pearson Education, Inc. Figure 40.21 Dandelions grow quickly and release a large number of tiny fruits. The Brazil nut tree (above), produces a moderate number of large seeds in pods (left).
  • 166. © 2014 Pearson Education, Inc. Figure 40.21a Dandelions grow quickly and release a large number of tiny fruits.
  • 167. © 2014 Pearson Education, Inc. Figure 40.21ba The Brazil nut tree produces a moderate number of large seeds in pods.
  • 168. © 2014 Pearson Education, Inc. Figure 40.21bb The Brazil nut tree produces a moderate number of large seeds in pods.
  • 169. © 2014 Pearson Education, Inc.  Other types of plants produce a moderate number of large seeds that provide a large store of energy that will help seedlings become established
  • 170. © 2014 Pearson Education, Inc.  K-selection, or density-dependent selection, selects for life history traits that are sensitive to population density  r-selection, or density-independent selection, selects for life history traits that maximize reproduction
  • 171. © 2014 Pearson Education, Inc. Population Change and Population Density  In density-independent populations, birth rate and death rate do not change with population density  In density-dependent populations, birth rates fall and death rates rise with population density
  • 172. © 2014 Pearson Education, Inc. Figure 40.22 When population density is low, b > m. As a result, the population grows until the density reaches Q. When population density is high, m > b, and the population shrinks until the density reaches Q. Equilibrium density (Q) Density-dependent birth rate (b) Density-independent death rate (m) Birthordeathrate percapita Population density
  • 173. © 2014 Pearson Education, Inc. Mechanisms of Density-Dependent Population Regulation  Density-dependent birth and death rates are an example of negative feedback that regulates population growth  Density-dependent birth and death rates are affected by many factors, such as competition for resources, territoriality, disease, predation, toxic wastes, and intrinsic factors
  • 174. © 2014 Pearson Education, Inc.  Competition for resources occurs in crowded populations; increasing population density intensifies competition for resources and results in a lower birth rate
  • 175. © 2014 Pearson Education, Inc. Figure 40.23a Competition for resources
  • 176. © 2014 Pearson Education, Inc.  Toxic wastes produced by a population can accumulate in the environment, contributing to density-dependent regulation of population size
  • 177. © 2014 Pearson Education, Inc. Figure 40.23d Toxic wastes 5 µm
  • 178. © 2014 Pearson Education, Inc.  Predation may increase with increasing population size due to predator preference for abundant prey species
  • 179. © 2014 Pearson Education, Inc. Figure 40.23b Predation
  • 180. © 2014 Pearson Education, Inc.  Territoriality can limit population density when space becomes a limited resource
  • 181. © 2014 Pearson Education, Inc. Figure 40.23e Territoriality
  • 182. © 2014 Pearson Education, Inc.  Disease transmission rates may increase with increasing population density
  • 183. © 2014 Pearson Education, Inc. Figure 40.23c Disease
  • 184. © 2014 Pearson Education, Inc.  Intrinsic factors (for example, physiological factors like hormonal changes) appear to regulate population size
  • 185. © 2014 Pearson Education, Inc. Figure 40.23f Intrinsic factors
  • 186. © 2014 Pearson Education, Inc. Population Dynamics  The study of population dynamics focuses on the complex interactions between biotic and abiotic factors that cause variation in population size
  • 187. © 2014 Pearson Education, Inc. Stability and Fluctuation  Long-term population studies have challenged the hypothesis that populations of large mammals are relatively stable over time  Both weather and predator population can affect population size over time  For example, the moose population on Isle Royale collapsed during a harsh winter and when wolf numbers peaked
  • 188. © 2014 Pearson Education, Inc. Figure 40.24 Numberofwolves Numberofmoose Year Wolves Moose 0 10 20 30 1,000 0 2,500 1,500 500 1955 1985 1995 20051965 1975 2,000 50 40
  • 189. © 2014 Pearson Education, Inc. Immigration, Emigration, and Metapopulations  Metapopulations are groups of populations linked by immigration and emigration  Local populations within a metapopulation occupy patches of suitable habitat surrounded by unsuitable habitat  Populations can be replaced in patches after extinction or established in new unoccupied habitats through migration
  • 190. © 2014 Pearson Education, Inc. Figure 40.25 Unoccupied patch EUROPE Aland Islands ° Occupied patch 5 km
  • 191. © 2014 Pearson Education, Inc. Figure 40.25a
  • 192. © 2014 Pearson Education, Inc. Figure 40.UN01a Number of generations Populationsize(N) = rmax N dt dN
  • 193. © 2014 Pearson Education, Inc. Figure 40.UN01b = rmax N dt dN (K − N) K K = carrying capacity Number of generations Populationsize(N)
  • 194. © 2014 Pearson Education, Inc. Figure 40.UN02
  • 195. © 2014 Pearson Education, Inc. Figure 40.UN03 Meanheight(cm) Seed collection sites 1,000 0 3,000 100 50 2,000 Altitude(m) 0 Sierra Nevada Great Basin Plateau

Editor's Notes

  1. Figure 40.1 What threatens this amphibian’s survival?
  2. Figure 40.2 Exploring the scope of ecological research
  3. Figure 40.2a Exploring the scope of ecological research (part 1: global)
  4. Figure 40.2b Exploring the scope of ecological research (part 2: landscape)
  5. Figure 40.2c Exploring the scope of ecological research (part 3: ecosystem)
  6. Figure 40.2d Exploring the scope of ecological research (part 4: community)
  7. Figure 40.2e Exploring the scope of ecological research (part 5: population)
  8. Figure 40.2f Exploring the scope of ecological research (part 6: organism)
  9. Figure 40.3a Exploring global climate patterns (part 1: sunlight intensity)
  10. Figure 40.3b Exploring global climate patterns (part 2: air circulation and precipitation)
  11. Figure 40.3ba Exploring global climate patterns (part 2a: air circulation and precipitation)
  12. Figure 40.3bb Exploring global climate patterns (part 2b: air circulation and precipitation)
  13. Figure 40.4 Seasonal variation in sunlight intensity
  14. Figure 40.5 Circulation of surface water in the oceans around North America
  15. Figure 40.6 How large bodies of water and mountains affect climate
  16. Figure 40.7 The distribution of major terrestrial biomes
  17. Figure 40.8 A climograph for some major types of biomes in North America
  18. Figure 40.9a Exploring terrestrial biomes (part 1: tropical forest)
  19. Figure 40.9b Exploring terrestrial biomes (part 2: savanna)
  20. Figure 40.9c Exploring terrestrial biomes (part 3: desert)
  21. Figure 40.9d Exploring terrestrial biomes (part 4: chaparral)
  22. Figure 40.9e Exploring terrestrial biomes (part 5: temperate grassland)
  23. Figure 40.9f Exploring terrestrial biomes (part 6: coniferous forest)
  24. Figure 40.9g Exploring terrestrial biomes (part 7: broadleaf forest)
  25. Figure 40.9h Exploring terrestrial biomes (part 8: tundra)
  26. Figure 40.10a Exploring aquatic biomes (part 1: wetlands)
  27. Figure 40.10b Exploring aquatic biomes (part 2: lakes)
  28. Figure 40.10c Exploring aquatic biomes (part 3: streams and rivers)
  29. Figure 40.10d Exploring aquatic biomes (part 4: intertidal zones)
  30. Figure 40.10e Exploring aquatic biomes (part 5: coral reefs)
  31. Figure 40.10f Exploring aquatic biomes (part 6: oceanic pelagic zone)
  32. Figure 40.10g Exploring aquatic biomes (part 7: marine benthic zone)
  33. Figure 40.11 Zonation in a lake
  34. Figure 40.12-1 Flowchart of factors limiting geographic distribution (step 1)
  35. Figure 40.12-2 Flowchart of factors limiting geographic distribution (step 2)
  36. Figure 40.12-3 Flowchart of factors limiting geographic distribution (step 3)
  37. Figure 40.13 Inquiry: Does feeding by sea urchins limit seaweed distribution?
  38. Figure 40.14 Population dynamics
  39. Figure 40.15 Patterns of dispersion within a population’s geographic range
  40. Figure 40.15a Patterns of dispersion within a population’s geographic range (part 1: clumped)
  41. Figure 40.15b Patterns of dispersion within a population’s geographic range (part 2: uniform)
  42. Figure 40.15c Patterns of dispersion within a population’s geographic range (part 3: random)
  43. Figure 40.15d Patterns of dispersion within a population’s geographic range (part 4: diagrams)
  44. Figure 40.16 Idealized survivorship curves: types I, II, and III
  45. Table 40.1 Reproductive table for Belding’s ground squirrels
  46. Figure 40.17 Population growth predicted by the exponential model
  47. Figure 40.18 Exponential growth in the African elephant population of Kruger National Park, South Africa
  48. Figure 40.18a Exponential growth in the African elephant population of Kruger National Park, South Africa (photo)
  49. Table 40.2 Logistic growth of a hypothetical population (K = 1,500)
  50. Figure 40.19 Population growth predicted by the logistic model
  51. Figure 40.20 How well do these populations fit the logistic growth model?
  52. Figure 40.20a How well do these populations fit the logistic growth model? (part 1: Paramecium)
  53. Figure 40.20b How well do these populations fit the logistic growth model? (part 2: Daphnia)
  54. Figure 40.21 Variation in the size of seed crops in plants
  55. Figure 40.21a Variation in the size of seed crops in plants (part 1: dandelion seeds)
  56. Figure 40.21ba Variation in the size of seed crops in plants (part 2a: Brazil nuts)
  57. Figure 40.21bb Variation in the size of seed crops in plants (part 2b: Brazil nut tree)
  58. Figure 40.22 Determining equilibrium for population density
  59. Figure 40.23a Exploring mechanisms of density-dependent regulation (part 1: competition for resources)
  60. Figure 40.23d Exploring mechanisms of density-dependent regulation (part 4: toxic wastes)
  61. Figure 40.23b Exploring mechanisms of density-dependent regulation (part 2: predation)
  62. Figure 40.23e Exploring mechanisms of density-dependent regulation (part 5: territoriality)
  63. Figure 40.23c Exploring mechanisms of density-dependent regulation (part 3: disease)
  64. Figure 40.23f Exploring mechanisms of density-dependent regulation (part 6: intrinsic factors)
  65. Figure 40.24 Fluctuations in moose and wolf populations on Isle Royale, 1959–2011
  66. Figure 40.25 The Glanville fritillary: a metapopulation
  67. Figure 40.25a The Glanville fritillary: a metapopulation (photo)
  68. Figure 40.UN01a Summary of key concepts: exponential and logistic models (part 1)
  69. Figure 40.UN01b Summary of key concepts: exponential and logistic models (part 2)
  70. Figure 40.UN02 Test your understanding, question 5 (kelp abundance)
  71. Figure 40.UN03 Test your understanding, question 7 (plant height and elevation)