Modern farming practices like pesticide use are contributing to colony collapse disorder in honey bees. This is problematic as approximately one third of global food crops rely on bee pollination. The continued survival of both humans and other organisms depends on sustainable ecological communities within agricultural areas and natural environments. Species survival hinges on complex interactions between populations that form biological communities, which are further influenced by interactions with the surrounding physical environment.
Protists are eukaryotic, primarily unicellular organisms that are not classified as plants, animals, fungi, or bacteria. They contain membrane-bound organelles and can be photoautotrophs like plants, saprotrophs like fungi, or heterotrophs like animals. Protists are classified based on their method of obtaining nutrition, and include protozoans, algae, and fungus-like protists. While some protists are harmful parasites or can cause harmful algal blooms, many are beneficial as they recycle nutrients, are a food source for other organisms, produce oxygen, and make contributions such as agar and food products.
1) The document discusses different types of nutrition including autotrophic nutrition, heterotrophic nutrition, and holozoic nutrition. It provides examples of amoeba to illustrate holozoic nutrition.
2) Modes of symbiosis are discussed including parasitism, commensalism, and mutualism. Examples of symbiotic relationships in aquatic organisms and plants are provided.
3) The different types of holozoic nutrition are defined including carnivores, omnivores, and herbivores. Examples of organisms that use each type are given along with diagrams of stomach structures.
4.1 species, communities and ecosystems Bob Smullen
Species are groups of organisms that can interbreed and produce fertile offspring. A community consists of interacting populations of different species living together. An ecosystem includes the biotic community and abiotic environmental factors. Autotrophs obtain inorganic nutrients from the environment, while heterotrophs consume other organisms. Nutrient cycling maintains the supply of inorganic nutrients and allows ecosystems to be sustainable over long periods.
1) Most ecosystems rely on energy from sunlight which is converted to chemical energy through photosynthesis by autotrophs.
2) This chemical energy is passed between organisms through food chains and webs, but around 90% is lost as heat at each trophic level.
3) Heat builds up at lower trophic levels from cellular respiration and is lost from the ecosystem, restricting food chain length and biomass at higher trophic levels.
The document provides an overview of ecology, including what ecology is, different levels of ecological organization, and ecological methods. It discusses key topics in ecology such as energy flow, including producers, consumers, trophic levels, and ecological pyramids. It also summarizes important biogeochemical cycles in ecology, specifically the water, carbon, and nutrient cycles. The document is from an honors biology textbook and covers foundational concepts in the field of ecology.
Guided notes covering material from Topics 4.1 and 4.2 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Ecology is the scientific study of interactions between organisms and their environment. The biosphere consists of all life on Earth and the areas where life exists. Ecology studies different levels of organization from populations and communities to ecosystems and biomes. Energy flows through ecosystems in food chains from primary producers like plants through various consumer levels. Nutrients are recycled through decomposition and enter the ecosystem again.
Protists are eukaryotic, primarily unicellular organisms that are not classified as plants, animals, fungi, or bacteria. They contain membrane-bound organelles and can be photoautotrophs like plants, saprotrophs like fungi, or heterotrophs like animals. Protists are classified based on their method of obtaining nutrition, and include protozoans, algae, and fungus-like protists. While some protists are harmful parasites or can cause harmful algal blooms, many are beneficial as they recycle nutrients, are a food source for other organisms, produce oxygen, and make contributions such as agar and food products.
1) The document discusses different types of nutrition including autotrophic nutrition, heterotrophic nutrition, and holozoic nutrition. It provides examples of amoeba to illustrate holozoic nutrition.
2) Modes of symbiosis are discussed including parasitism, commensalism, and mutualism. Examples of symbiotic relationships in aquatic organisms and plants are provided.
3) The different types of holozoic nutrition are defined including carnivores, omnivores, and herbivores. Examples of organisms that use each type are given along with diagrams of stomach structures.
4.1 species, communities and ecosystems Bob Smullen
Species are groups of organisms that can interbreed and produce fertile offspring. A community consists of interacting populations of different species living together. An ecosystem includes the biotic community and abiotic environmental factors. Autotrophs obtain inorganic nutrients from the environment, while heterotrophs consume other organisms. Nutrient cycling maintains the supply of inorganic nutrients and allows ecosystems to be sustainable over long periods.
1) Most ecosystems rely on energy from sunlight which is converted to chemical energy through photosynthesis by autotrophs.
2) This chemical energy is passed between organisms through food chains and webs, but around 90% is lost as heat at each trophic level.
3) Heat builds up at lower trophic levels from cellular respiration and is lost from the ecosystem, restricting food chain length and biomass at higher trophic levels.
The document provides an overview of ecology, including what ecology is, different levels of ecological organization, and ecological methods. It discusses key topics in ecology such as energy flow, including producers, consumers, trophic levels, and ecological pyramids. It also summarizes important biogeochemical cycles in ecology, specifically the water, carbon, and nutrient cycles. The document is from an honors biology textbook and covers foundational concepts in the field of ecology.
Guided notes covering material from Topics 4.1 and 4.2 of the updated IB Biology syllabus for 2016 exams. Notes sequence and prompts are based on the Oxford IB Biology textbook by Allott and Mindorff.
Ecology is the scientific study of interactions between organisms and their environment. The biosphere consists of all life on Earth and the areas where life exists. Ecology studies different levels of organization from populations and communities to ecosystems and biomes. Energy flows through ecosystems in food chains from primary producers like plants through various consumer levels. Nutrients are recycled through decomposition and enter the ecosystem again.
1) The document discusses key concepts in ecology including producers, consumers, food chains, and symbiotic relationships.
2) Producers such as plants use photosynthesis to obtain energy from the sun, while some use chemosynthesis, and consumers obtain energy by eating producers or other consumers.
3) Symbiotic relationships include mutualism, commensalism, and parasitism, and an organism's niche describes how it finds resources and avoids threats in its environment.
Protists are eukaryotic organisms that are not classified as plants, animals, fungi or bacteria. They can be unicellular or multicellular. Protists are primarily classified based on their method of nutrition - animal-like protists are heterotrophs, plant-like protists contain chloroplasts and can perform photosynthesis, and fungus-like protists decompose dead organic material. Common protists include paramecium, amoebas, euglena and various types of algae. Protists play important roles in ecosystems by recycling nutrients, being a food source, and in some cases causing harmful algal blooms.
Protists are eukaryotic organisms that are not classified as plants, animals, fungi, or bacteria. They can be unicellular or multicellular. Protists are primarily classified based on their method of nutrition - animal-like protists are heterotrophs, plant-like protists contain chloroplasts and perform photosynthesis, and fungus-like protists decompose dead organic material. Common protists include paramecium, amoebas, euglena and various types of algae. Protists play important roles in ecosystems by recycling nutrients, being a food source, and in some cases causing harmful algal blooms.
This document discusses the classification of different types of living organisms. It covers the six kingdoms of life - Archaea, Bacteria, Protista, Fungi, Plantae, and Animalia. It describes key characteristics of bacteria, archaea, protists, fungi, plants, animals, and viruses. The classification systems are meant to group organisms based on similarities to better understand and study life forms.
This document discusses key concepts relating to ecosystems and energy flow. It defines key terms like species, populations, communities, autotrophs and heterotrophs. It explains that most ecosystems rely on energy from sunlight, which is converted to chemical energy through photosynthesis by autotrophs. This chemical energy then flows through food chains via feeding by consumers. Energy is lost at each trophic level, restricting food chain length and higher trophic level biomass. Producers, consumers and decomposers all play important roles in energy movement through ecosystems.
This is a very old school report that I did back when I was in the 8th grade . It's basically information concerning the Six Kingdoms. I hope you can make use of it. So buckle up!
The document summarizes key information about the protist kingdom. It defines protists as eukaryotic organisms that are neither plants, animals, nor fungi. Protists exhibit diverse characteristics including unicellular or multicellular forms, modes of nutrition, and mechanisms of locomotion. The document categorizes major protist groups such as protozoans, algae, and slime molds. It provides examples and descriptions of important protist taxa to illustrate the diversity within the kingdom.
Edexcell Biology;
Most year 10 & 11 syllabus points by ppt.
Used in lessons to scaffold class teaching and as a revision resource for students
These resources are from many sources
This document discusses key concepts in ecology including communities, ecosystems, and trophic levels. It defines species, populations, communities, ecosystems, habitats, biotic and abiotic factors. It describes producers (autotrophs) that use photosynthesis and consumers (heterotrophs) that obtain energy from other organisms. Food chains and webs are explained as well as trophic levels. Energy flow and nutrient recycling in ecosystems is also summarized.
The document discusses species, communities, and ecosystems. It begins by defining what constitutes a species and discusses how the Galapagos tortoises from different islands display reproductive isolation and physical differences, indicating they are separate species. It then discusses the different methods of nutrition in organisms, including autotrophs and various types of heterotrophs. The document also discusses the components of communities and ecosystems, and presents an example of setting up a sealed mesocosm project to study sustainability over time.
Ecosystem, Components of ecosystem, Classification of ecosystem, Structure of ecosystem, Function of ecosystem, Food chain and Food web, Factors affecting the ecosystem, ways to maintain ecological balance.
This document discusses producers, consumers, and decomposers in an ecosystem. It begins by defining producers as organisms like plants that use photosynthesis to produce their own food from sunlight. There are four types of consumers: herbivores that eat producers, carnivores that eat other animals, omnivores that eat both, and decomposers like bacteria that break down dead organisms. The document provides examples of each and explains how energy flows from producers through consumers in a food chain and food web.
Microbiology is the study of a variety of living things, such as bacteria, fungus, and other tiny creatures, that are not visible to the naked eye. However, these little creatures are the foundation of all life on earth.. all types of living things that are invisible to the unaided eye.
Important categories have been divided based on certain traits in the study of bacteria in food. These classifications have no taxonomic relevance.
Food technology, food safety and hygiene, food poisoning, food genomics, and, more generally,
The document discusses the key levels of biological organization, from atoms to the biosphere. It explains that all life can be classified into three domains: Bacteria, Archaea, and Eukarya. Within the domain Eukarya are five kingdoms: Protists, Plants, Fungi, Animals, and Monera. The text also provides an example of taxonomic classification from the domain Eukarya down to the species level for the clown anemonefish.
Microorganisms are divided into seven main types - bacteria, archaea, protozoa, algae, fungi, viruses, and helminths. Each type has distinct cellular structures, means of locomotion, reproduction methods, and roles in ecosystems. Microorganisms can be beneficial by producing oxygen, decomposing organic matter, and providing nutrients for plants, but some types can also cause diseases.
This document discusses the classification of living organisms into a hierarchy of taxonomic groups. It explains that classifying organisms based on their similarities makes studying them more manageable. The key characteristics used for classification include whether cells are prokaryotic or eukaryotic, whether organisms produce their own food, and whether they have cell walls. The five kingdom system of Monera, Protista, Fungi, Plantae, and Animalia is described, along with characteristics of organisms in each kingdom.
Nutrition is the process by which organisms take in food and convert it to energy and vital nutrients. There are two main types of nutrition - autotrophic and heterotrophic. Autotrophs like plants produce their own food through photosynthesis, using carbon dioxide, water and sunlight. Heterotrophs cannot produce their own food and depend on other organisms, either directly by eating plants or animals, or indirectly through food chains. Examples of heterotrophs include fungi, animals and humans.
Single-celled eukaryotes, or protists, are a diverse group of unicellular organisms. They include protozoa, algae, slime molds, and yeasts. Protists can be photosynthetic, heterotrophic, or mixotrophic. They live in water and soil and play an important role in ecosystems by decomposing nutrients. Protists move using flagella, cilia, pseudopods, or they may be non-motile. They reproduce asexually through mitosis or sexually through conjugation. Some protists are pathogens that can cause diseases in humans and other organisms.
Here are the key characteristics of gymnosperms:
- Gymnosperms are seed plants that bear "naked seeds" not enclosed in an ovary. Their seeds develop on the surface of scales or leaves.
- They typically reproduce via spores and have alternation of generations between haploid gametophyte and diploid sporophyte generations.
- Gymnosperms were the dominant land plants before the rise of angiosperms. Today there are around 1,000 living gymnosperm species.
- Common examples include conifers (pines, firs, cedars), cycads, ginkgo, and gnetophytes. Conifers make up the largest group.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
1) The document discusses key concepts in ecology including producers, consumers, food chains, and symbiotic relationships.
2) Producers such as plants use photosynthesis to obtain energy from the sun, while some use chemosynthesis, and consumers obtain energy by eating producers or other consumers.
3) Symbiotic relationships include mutualism, commensalism, and parasitism, and an organism's niche describes how it finds resources and avoids threats in its environment.
Protists are eukaryotic organisms that are not classified as plants, animals, fungi or bacteria. They can be unicellular or multicellular. Protists are primarily classified based on their method of nutrition - animal-like protists are heterotrophs, plant-like protists contain chloroplasts and can perform photosynthesis, and fungus-like protists decompose dead organic material. Common protists include paramecium, amoebas, euglena and various types of algae. Protists play important roles in ecosystems by recycling nutrients, being a food source, and in some cases causing harmful algal blooms.
Protists are eukaryotic organisms that are not classified as plants, animals, fungi, or bacteria. They can be unicellular or multicellular. Protists are primarily classified based on their method of nutrition - animal-like protists are heterotrophs, plant-like protists contain chloroplasts and perform photosynthesis, and fungus-like protists decompose dead organic material. Common protists include paramecium, amoebas, euglena and various types of algae. Protists play important roles in ecosystems by recycling nutrients, being a food source, and in some cases causing harmful algal blooms.
This document discusses the classification of different types of living organisms. It covers the six kingdoms of life - Archaea, Bacteria, Protista, Fungi, Plantae, and Animalia. It describes key characteristics of bacteria, archaea, protists, fungi, plants, animals, and viruses. The classification systems are meant to group organisms based on similarities to better understand and study life forms.
This document discusses key concepts relating to ecosystems and energy flow. It defines key terms like species, populations, communities, autotrophs and heterotrophs. It explains that most ecosystems rely on energy from sunlight, which is converted to chemical energy through photosynthesis by autotrophs. This chemical energy then flows through food chains via feeding by consumers. Energy is lost at each trophic level, restricting food chain length and higher trophic level biomass. Producers, consumers and decomposers all play important roles in energy movement through ecosystems.
This is a very old school report that I did back when I was in the 8th grade . It's basically information concerning the Six Kingdoms. I hope you can make use of it. So buckle up!
The document summarizes key information about the protist kingdom. It defines protists as eukaryotic organisms that are neither plants, animals, nor fungi. Protists exhibit diverse characteristics including unicellular or multicellular forms, modes of nutrition, and mechanisms of locomotion. The document categorizes major protist groups such as protozoans, algae, and slime molds. It provides examples and descriptions of important protist taxa to illustrate the diversity within the kingdom.
Edexcell Biology;
Most year 10 & 11 syllabus points by ppt.
Used in lessons to scaffold class teaching and as a revision resource for students
These resources are from many sources
This document discusses key concepts in ecology including communities, ecosystems, and trophic levels. It defines species, populations, communities, ecosystems, habitats, biotic and abiotic factors. It describes producers (autotrophs) that use photosynthesis and consumers (heterotrophs) that obtain energy from other organisms. Food chains and webs are explained as well as trophic levels. Energy flow and nutrient recycling in ecosystems is also summarized.
The document discusses species, communities, and ecosystems. It begins by defining what constitutes a species and discusses how the Galapagos tortoises from different islands display reproductive isolation and physical differences, indicating they are separate species. It then discusses the different methods of nutrition in organisms, including autotrophs and various types of heterotrophs. The document also discusses the components of communities and ecosystems, and presents an example of setting up a sealed mesocosm project to study sustainability over time.
Ecosystem, Components of ecosystem, Classification of ecosystem, Structure of ecosystem, Function of ecosystem, Food chain and Food web, Factors affecting the ecosystem, ways to maintain ecological balance.
This document discusses producers, consumers, and decomposers in an ecosystem. It begins by defining producers as organisms like plants that use photosynthesis to produce their own food from sunlight. There are four types of consumers: herbivores that eat producers, carnivores that eat other animals, omnivores that eat both, and decomposers like bacteria that break down dead organisms. The document provides examples of each and explains how energy flows from producers through consumers in a food chain and food web.
Microbiology is the study of a variety of living things, such as bacteria, fungus, and other tiny creatures, that are not visible to the naked eye. However, these little creatures are the foundation of all life on earth.. all types of living things that are invisible to the unaided eye.
Important categories have been divided based on certain traits in the study of bacteria in food. These classifications have no taxonomic relevance.
Food technology, food safety and hygiene, food poisoning, food genomics, and, more generally,
The document discusses the key levels of biological organization, from atoms to the biosphere. It explains that all life can be classified into three domains: Bacteria, Archaea, and Eukarya. Within the domain Eukarya are five kingdoms: Protists, Plants, Fungi, Animals, and Monera. The text also provides an example of taxonomic classification from the domain Eukarya down to the species level for the clown anemonefish.
Microorganisms are divided into seven main types - bacteria, archaea, protozoa, algae, fungi, viruses, and helminths. Each type has distinct cellular structures, means of locomotion, reproduction methods, and roles in ecosystems. Microorganisms can be beneficial by producing oxygen, decomposing organic matter, and providing nutrients for plants, but some types can also cause diseases.
This document discusses the classification of living organisms into a hierarchy of taxonomic groups. It explains that classifying organisms based on their similarities makes studying them more manageable. The key characteristics used for classification include whether cells are prokaryotic or eukaryotic, whether organisms produce their own food, and whether they have cell walls. The five kingdom system of Monera, Protista, Fungi, Plantae, and Animalia is described, along with characteristics of organisms in each kingdom.
Nutrition is the process by which organisms take in food and convert it to energy and vital nutrients. There are two main types of nutrition - autotrophic and heterotrophic. Autotrophs like plants produce their own food through photosynthesis, using carbon dioxide, water and sunlight. Heterotrophs cannot produce their own food and depend on other organisms, either directly by eating plants or animals, or indirectly through food chains. Examples of heterotrophs include fungi, animals and humans.
Single-celled eukaryotes, or protists, are a diverse group of unicellular organisms. They include protozoa, algae, slime molds, and yeasts. Protists can be photosynthetic, heterotrophic, or mixotrophic. They live in water and soil and play an important role in ecosystems by decomposing nutrients. Protists move using flagella, cilia, pseudopods, or they may be non-motile. They reproduce asexually through mitosis or sexually through conjugation. Some protists are pathogens that can cause diseases in humans and other organisms.
Here are the key characteristics of gymnosperms:
- Gymnosperms are seed plants that bear "naked seeds" not enclosed in an ovary. Their seeds develop on the surface of scales or leaves.
- They typically reproduce via spores and have alternation of generations between haploid gametophyte and diploid sporophyte generations.
- Gymnosperms were the dominant land plants before the rise of angiosperms. Today there are around 1,000 living gymnosperm species.
- Common examples include conifers (pines, firs, cedars), cycads, ginkgo, and gnetophytes. Conifers make up the largest group.
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...Travis Hills MN
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skills
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
Exposé invité Journées Nationales du GDR GPL 2024
1. Essential idea: The continued survival of living organisms
including humans depends on sustainable communities.
By Chris Paine
https://bioknowledgy.weebly.com/
Honey bees are in decline in many parts of the world,
the phenomena is known as Colony Collapse Disorder
(CCD). Though many factors, including parasites are
involved it is likely that a major factor is in CCD is
modern farming practices, particularly pesticide use.
This is ironic given that approximately a third of all
crops rely on bees for pollination. Food production is
reliant on healthy, sustainable communities of animals
surrounding the agricultural land.
4.1 Species, communities and ecosystems
http://www.gaiahealthblog.com/wordpress1/wp-
content/uploads/2013/11/bee-and-daisy.jpg
2. Understandings
Statement Guidance
4.1.U1 Species are groups of organisms that can potentially
interbreed to produce fertile offspring.
4.1.U2 Members of a species may be reproductively isolated in
separate populations.
4.1.U3 Species have either an autotrophic or heterotrophic method
of nutrition (a few species have both methods).
4.1.U4 Consumers are heterotrophs that feed on living organisms by
ingestion.
4.1.U5 Detritivores are heterotrophs that obtain organic nutrients
from detritus by internal digestion.
4.1.U6 Saprotrophs are heterotrophs that obtain organic nutrients
from dead organisms by external digestion.
4.1.U7 A community is formed by populations of different species
living together and interacting with each other.
4.1.U8 A community forms an ecosystem by its interactions with the
abiotic environment.
4.1.U9 Autotrophs obtain inorganic nutrients from the abiotic
environment.
4.1.U10 The supply of inorganic nutrients is maintained by nutrient
cycling.
4.1.U11 Ecosystems have the potential to be sustainable over long
periods of time.
3. Applications and Skills
Statement Guidance
4.1.S1 Classifying species as autotrophs, consumers,
detritivores or saprotrophs from a knowledge of their
mode of nutrition.
4.1.S2 Setting up sealed mesocosms to try to establish
sustainability. (Practical 5)
Mesocosms can be set up in open tanks, but
sealed glass vessels are preferable because entry
and exit of matter can be prevented but light can
enter and heat can leave. Aquatic systems are
likely to be more successful than terrestrial ones.
4.1.S3 Testing for association between two species using
the chi-squared test with data obtained by quadrat
sampling.
To obtain data for the chi-squared test, an
ecosystem should be chosen in which one or
more factors affecting the distribution of the
chosen species varies. Sampling should be based
on random numbers. In each quadrat the
presence or absence of the chosen species
should be recorded.
4.1.S4 Recognizing and interpreting statistical significance.
5. 4.1.U1 Species are groups of organisms that can potentially interbreed to produce fertile offspring.
Species is a group of organisms that can interbreed to produce fertile offspring
If species are not closely related it is often impossible
for individuals of the different species to breed.
If members of two closely related species do interbreed and
produce offspring the hybrids will be sterile e.g. mules.
https://i.ytimg.com/vi/8P01Y6LDwi0/maxresdefault.jpg
6. 4.1.U2 Members of a species may be reproductively isolated in separate populations. AND 4.1.U7 A community is formed
by populations of different species living together and interacting with each other.
Population is a group of organisms of the same species that are living in the same area
at the same time.
Organisms of the same species separated geographically or temporally are
unlikely to breed, though the ability to do so remains. The separated
organisms are regarded as being members of different populations.
All organisms are dependent on interactions
with members of other species for survival, e.g.
a Lion depends on the availability prey species,
such as Zebra and Antelope.
Community is a group of populations that are living and interacting
together in the same area.
http://www.adventurewomen.com/wp-content/uploads/2015/04/WPanimals-at-watering-hole-at-Etosha.jpg
Communities also include plants and microbes
and hence often involve thousands of species.
7. Review: 4.3.U1 Autotrophs convert carbon dioxide into carbohydrates and other carbon compounds. AND 4.1.U9
Autotrophs obtain inorganic nutrients from the abiotic environment.
http://commons.wikimedia.org/wiki/File:Plagiomnium_affine_laminazellen.jpeg
http://www.earthtimes.org/newsimage/photosynthesis-dream-renewable-energy_1_02842012.jpg
n.b. Although most autotrophs fix
carbon by photosynthesis. A few are
Chemoautotrophs and fix carbon by
utilising the energy in the bonds of
inorganic compounds such as hydrogen
sulfide.
All autotrophs convert carbon dioxide (from the atmosphere or dissolved in
water) into organic compounds.
Plant initially synthesis sugars (e.g.
glucose) which are then converted
into other organic compounds such
as:
• complex carbohydrates e.g.
starch, cellulose
• lipids
• amino acids
The inorganic nutrient compounds, e.g. water,
carbon dioxide, nitrates, phosphorous and oxygen are
obtained from the abiotic environment, whether it
be the soil, air or water.
8. 4.1.U3 Species have either an autotrophic or heterotrophic method of nutrition (a few species have both methods).
Autotrophs synthesise their own organic
molecules and are therefore known as
producers
All organisms require organic molecules, such as amino acids, to carry out
the functions of life, for example metabolism, growth, and reproduction.
https://commons.wikimedia.org/wiki/File:Colpfl27a.jpg
Heterotrophs however obtain their
organic molecules from other
organisms
https://commons.wikimedia.org/wiki/File:Zebra_Grazing_
%289659709105%29.jpg
9. Nature of Science: Looking for patterns, trends and discrepancies - plants and algae are mostly autotrophic but some are
not. (3.1)
https://commons.wikimedia.org/wiki/File:Venus_Flytrap_showing_trigger_hairs.jpg
https://commons.wikimedia.org/wiki/File:Euglena_sp.jpg
Euglena sp. is a genus of Algae that will
photosynthesise (autotroph) in sufficient light,
feeding as an autotroph, but can also ingest
particles of food by phagocytosis, which it then
digests (heterotroph)
Venus flytrap (Dionaea muscipula) is
found in subtropical wetlands and like most
plants photosynthesise (autotroph), but
also traps and digests both insects and
spiders (heterotroph), to compensate for
the nutrient poor soil of the wetlands.
A few plants and algae use a combination of different modes of nutrition and are
hence known as mixotrophs
10. https://commons.wikimedia.org/
wiki/File:Zebra_Grazing_%289659
709105%29.jpg
4.1.U4 Consumers are heterotrophs that feed on living organisms by ingestion.
Heterotrophs that ingest other organisms obtain their organic molecules are
known as Consumers
Herbivores feed on
producers (e.g. deer,
zebra and aphids)
Consumers use a range of different food sources and
feeding mechanisms. The combination of food source and
feeding mechanism can be used to classify consumers.
Carnivores feed on other consumers
(e.g. lions, snake and ladybirds)
Omnivores feed on a
combination of both
producers and consumers
(e.g. chimpanzee, mouse)
https://commons.wikimedia.org/wiki/File:Lion_feedi
ng_-_melbourne_zoo.jpg
Scavengers are specialised carnivores
that feed mostly on dead and decaying
animals (e.g. hyenas, vultures crows)
https://commons.wikimedia.org/wiki/File:Vulture_-
_Sky_burial.jpg
https://commons.wikimedia.org/wiki/
File:Gombe_Stream_NP_Jungtier_fres
send.jpg
11. 4.1.U5 Detritivores are heterotrophs that obtain organic nutrients from detritus by internal digestion.
Humus is decaying leaf litter mixed with the soil
Detritivores are a type of heterotroph that obtain nutrients by consuming
non-living organic sources, such as detritus and humus
Detritus is dead, particulate organic matter. This includes
decaying organic material and fecal matter
Examples of detritivores include dung
beetles, earthworms, woodlice and crabs
https://commons.wikimedia.org/wiki/File:Earthworm.jpg
12. 4.1.U6 Saprotrophs are heterotrophs that obtain organic nutrients from dead organisms by external digestion.
unlike most heterotrophs, saprotrophs are not consumers, as they do
not ingest food: digestion is external as enzymes are secreted.
https://commons.wikimedia.org/wiki/File:Gelbstieliger_Nitrathelmling_Mycena_renati.jpg
Saprotrophs live on, or in, non-living organic matter. They secrete digestive
enzymes on to the organic matter and absorb the products of digestion.
Examples of saprotrophs include bacteria and fungi
Because saprotrophs facilitate the
breakdown of organic material, they
are referred to as decomposers
13. 4.1.S1 Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge of their mode
of nutrition.
Which group of organisms in the carbon cycle converts carbon into a form
that is available to primary consumers?
A. Decomposers
B. Saprotrophs
C. Detritus feeders
D. Producers
Classifying organisms based on their nutrition
14. 4.1.S1 Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge of their mode
of nutrition.
Which group of organisms in the carbon cycle converts carbon into a form
that is available to primary consumers?
A. Decomposers
B. Saprotrophs
C. Detritus feeders
D. Producers
Classifying organisms based on their nutrition
15. 4.1.S1 Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge of their mode
of nutrition.
Slime moulds (Acrasiomycota) are protoctists. They feed on decaying organic
matter, bacteria and protozoa. Which of the terms describes their nutrition?
I. Detritivore
II. Autotroph
III. Heterotroph
A. I only
B. I and II only
C. I and III only
D. I, II and III
Classifying organisms based on their nutrition
16. 4.1.S1 Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge of their mode
of nutrition.
Slime moulds (Acrasiomycota) are protoctists. They feed on decaying organic
matter, bacteria and protozoa. Which of the terms describes their nutrition?
I. Detritivore
II. Autotroph
III. Heterotroph
A. I only
B. I and II only
C. I and III only
D. I, II and III
Classifying organisms based on their nutrition
17. 4.1.S1 Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge of their mode
of nutrition.
The scarlet cup fungus (Sarcoscypha coccinea) obtains its nutrition from
decaying wood by releasing digestive enzymes into the wood and absorbing
the digested products. Which of the following terms describe(s) the fungus?
I. Autotroph
II. Heterotroph
III. Saprotroph
A. III only
B. II and III only
C. I and III only
D. I, II and III
Classifying organisms based on their nutrition
18. 4.1.S1 Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge of their mode
of nutrition.
The scarlet cup fungus (Sarcoscypha coccinea) obtains its nutrition from
decaying wood by releasing digestive enzymes into the wood and absorbing
the digested products. Which of the following terms describe(s) the fungus?
I. Autotroph
II. Heterotroph
III. Saprotroph
A. III only
B. II and III only
C. I and III only
D. I, II and III
Classifying organisms based on their nutrition
19. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Testing for associations between species
species may be associated in different ways
Positive association Negative association No association
Species found in the same
habitat.
e.g. predator - prey,
herbivore & plant,
symbiosis
Species occur separately
in differing habitats.
e.g. competitive exclusion,
require different nutrients
Species occur as
frequently apart as
together.
20. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Testing for associations between species
Quadrat sampling can be used in a number of ways including:
• Estimation of population density/size
• Measuring the distribution of species
Quadrats are placed repeatedly in a sample area to provide a reliable
estimate. Quadrats can be placed systematically, e.g. in a ‘belt
transect’, typically to measure changing distribution, or randomly, e.g.
to estimate population density. Depending on what is being measured
either presence/absence, frequency or % coverage of a given species
can be recorded. Both systematic and random sampling methods are
used to avoid bias in the selection of samples.
The major limitation of quadrat sampling is that large and mobile animals cannot be
effectively sampled. It is most suitable for plants and small, slow moving animals.
21. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
https://c1.staticflickr.com/9/8678/15983466342_62a12ba53d_b.jpg
https://en.wikipedia.org/wiki/Galium_elongatum#/media/File:Galium_elongatum_eF.jpg
Two continuous belt transects were taken from the edge of a lake to 25m inland.
1m2 quadrats were used making a total sample of 100 quadrats. The presence or
absence of two species was recorded for each quadrat:
Within the 100 quadrats
sampled, 12 contained
both bottle sedge and
marsh bedstraw, 3
contained only marsh
bedstraw, 29 contained
only bottle sedge, and 56
contained neither species.
Testing for the association between two species using the Chi-
squared test
Bottle sedge (Carex
rostrata) is a swamp
plant
Marsh bedstraw (Galium
elongatum) is found in ditches
and wet meadows.
Is there an association
between the two species?
22. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
Complete the contingency table of
observed frequencies using the
data provided:
Testing for an association between two species using the Chi-
squared test
Observed
values
Marsh bedstraw
present absent total
Bottle
sedge
present 41
absent 59
total 15 85 100
Null hypothesis (H0): There is no significant difference between the
distribution of two species (i.e. distribution is random)
Alternative hypothesis (H1): There is a significant difference between the
distribution of species (i.e. species are associated)
First step in statistics is
ALWAYS to define the
hypotheses
1
2
23. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
Complete the contingency table of
observed frequencies using the
data provided:
Testing for an association between two species using the Chi-
squared test
Observed
values
Marsh bedstraw
present absent total
Bottle
sedge
present 12 29 41
absent 3 56 59
total 15 85 100
Null hypothesis (H0): There is no significant difference between the
distribution of two species (i.e. distribution is random)
Alternative hypothesis (H1): There is a significant difference between the
distribution of species (i.e. species are associated)
First step in statistics is
ALWAYS to define the
hypotheses
1
2
24. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
Testing for an association between two species using the Chi-
squared test
Observed
values
Marsh bedstraw
present absent total
Bottle
sedge
present 12 29 41
absent 3 56 59
total 15 85 100
Expected values Marsh bedstraw
present absent total
Bottle
sedge
present 41
absent 59
total 15 85 100
Calculate expected values using the
formula:
= row total x column total
grand total
3
Null hypothesis (H0): There is no significant difference between the
distribution of two species (i.e. distribution is random)
Alternative hypothesis (H1): There is a significant difference between the
distribution of species (i.e. species are associated)
n.b. Expected values are what you would
expect to be find if there is no association
between the species.
25. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
Testing for an association between two species using the Chi-
squared test
Observed
values
Marsh bedstraw
present absent total
Bottle
sedge
present 12 29 41
absent 3 56 59
total 15 85 100
Expected values Marsh bedstraw
present absent total
Bottle
sedge
present 6.15 34.85 41
absent 8.85 50.15 59
total 15 85 100
Calculate expected values using the
formula:
= row total x column total
grand total
3
Null hypothesis (H0): There is no significant difference between the
distribution of two species (i.e. distribution is random)
Alternative hypothesis (H1): There is a significant difference between the
distribution of species (i.e. species are associated)
n.b. Expected values are what you would
expect to be find if there is no association
between the species.
26. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
Testing for the association between two species using the Chi-
squared test
Observed
values
Marsh bedstraw
present absent total
Bottle
sedge
present 12 29 41
absent 3 56 59
total 15 85 100
Expected values Marsh bedstraw
present absent total
Bottle
sedge
present 6.15 34.85 41
absent 8.85 50.15 59
total 15 85 100
Null hypothesis (H0): There is no significant difference between the
distribution of two species (i.e. distribution is random)
Alternative hypothesis (H1): There is a significant difference between the
distribution of species (i.e. species are associated)
4
χ2 =
= (12 – 6.15)2 + … + (56 –
50.15)2
6.15 50.15
= 5.56 + 3.86 + 0.98 + 0.68
= 11.10
Calculate the Chi-squared value:
27. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
Testing for the association between two species using the Chi-
squared test
Observed
values
Marsh bedstraw
present absent total
Bottle
sedge
present 12 29 41
absent 3 56 59
total 15 85 100
Expected values Marsh bedstraw
present absent total
Bottle
sedge
present 6.15 34.85 41
absent 8.85 50.15 59
total 15 85 100
Null hypothesis (H0): There is no significant difference between the
distribution of two species (i.e. distribution is random)
Alternative hypothesis (H1): There is a significant difference between the
distribution of species (i.e. species are associated)
4
χ2 =
= (12 – 6.15)2 + … + (56 –
50.15)2
6.15 50.15
= 5.56 + 3.86 + 0.98 + 0.68
= 11.10
Calculate the Chi-squared value:
28. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
Testing for the association between two species using the Chi-
squared test
Observed
values
Marsh bedstraw
present absent total
Bottle
sedge
present 12 29 41
absent 3 56 59
total 15 85 100
Expected values Marsh bedstraw
present absent total
Bottle
sedge
present 6.15 34.85 41
absent 8.85 50.15 59
total 15 85 100
Null hypothesis (H0): There is no significant difference between the
distribution of two species (i.e. distribution is random)
Alternative hypothesis (H1): There is a significant difference between the
distribution of species (i.e. species are associated)
5 Determine the degrees of freedom:
Degrees of freedom (df)
= (rows* – 1) x (columns* – 1)
= (2 - 1) x (2 - 1)
= 1
n.b. for an association between two
species df ALWAYS = 1
*not including totals
29. 4.1.S3 Testing for association between two species using the chi-squared test with data obtained by quadrat sampling.
AND 4.1.S4 Recognizing and interpreting statistical significance.
Data from: https://www.geography-fieldwork.org/ecology/hydrosere/4-data-analysis.aspx
Testing for the association between two species using the Chi-
squared test
df p (% certainty)
0.5
(50%)
0.1
(90%)
0.05
(95%)
0.01
(99%)
0.001
(99.9%)
1 0.455 2.706 3.841 6.635 10.827
2 1.386 4.605 5.991 9.21 13.815
3 2.366 6.251 7.815 11.345 16.268
4 3.357 7.779 9.488 13.277 18.465
5 4.351 9.236 11.07 15.086 20.517
Null hypothesis (H0): There is no significant difference between the
distribution of two species (i.e. distribution is random)
Alternative hypothesis (H1): There is a significant difference between the
distribution of species (i.e. species are associated)
6 Compare the χ2 value with the critical values
and validate the hypotheses:
Critical values for the χ2 distribution
• It is usual to consider a result
statistically significant at the 95%
certainty (p <0.05) level.
• As df = 1 that means the H0 is
rejected if X2 > 3.841
• Since 11.10 > 3.84 H0 is rejected and
H1 is accepted: there is an
association between Marsh
bedstraw and Bottle Sedge.
n.b. In this case 11.10 > 10.827 we can go
further and say that we are 99.9% certain
there is an association between the two
species.
30. 4.1.U8 A community forms an ecosystem by its interactions with the abiotic environment.
http://www.slideshare.net/gurustip/communities-and-ecosystems
31. 4.1.U10 The supply of inorganic nutrients is maintained by nutrient cycling.
Nutrient cycling
The supply of nutrients is limited
and therefore ecosystems
constantly recycle the nutrients
between organisms.
Elements required by an organism for growth and metabolism are
regarded as nutrients, e.g. carbon, nitrogen and phosphorous.
• Autotrophs convert nutrients
from inorganic form into
organic molecules, e.g. carbon
dioxide becomes glucose
• Heterotrophs ingest other
organisms to gain organic forms
of nutrients
• Saprotrophs breakdown organic
nutrients to gain energy and in
the process release nutrients
back into inorganic molecules,
e.g. fungi release nitrogen as
ammonia into the soil. This
ensures the continuing
availability of nutrients to
autotrophs.
http://www.ib.bioninja.com.au/_Media/nutrient-cycling_med.jpeg
32. 4.1.U11 Ecosystems have the potential to be sustainable over long periods of time.
Ecosystems are sustainable
To remain sustainable an ecosystem requires:
• Continuous energy availability, e.g. light from the sun
• Nutrient cycling - saprotophs are crucial for continuous provision of nutrients to
producers
• Recycling of waste – certain by products of metabolism, e.g. ammonia from excretion,
are toxic. Decomposing bacteria often fulfill this role by deriving energy as toxic
molecules are broken down to, simpler, less toxic molecules.
Most flows of energy and nutrients in
an ecosystem are between members of
the biotic community. Relatively few
flows of energy and nutrients enter or
leave from surrounding ecosystems.
Therefore ecosystems are to a
large extent self-contained and
hence self-sustaining.
http://i.dailymail.co.uk/i/pix/2013/01/24/article-2267504-17212EB3000005DC-781_634x663.jpg
33. 4.1.S2 Setting up sealed mesocosms to try to establish sustainability. (Practical 5)
Mesocosms are biological systems that contains the abiotic and biotic features of
an ecosystem but are restricted in size and/or under controlled conditions.
http://i.dailymail.co.uk/i/pix/2013/01/24/article-2267504-17212EB3000005DC-781_634x663.jpg
The restriction placed on mesocosms make them useful
for scientific investigations where the uncontrolled
nature of a natural ecosystems makes it difficult to collect
meaningful data.
The mesocosm in the image has survived for 53 years since being sealed in the bottle:
http://www.dailymail.co.uk/sciencetech/article-2267504/The-sealed-bottle-garden-thriving-40-years-fresh-air-water.html
34. 4.1.S2 Setting up sealed mesocosms to try to establish sustainability. (Practical 5)
Mesocosms are biological systems that contains the abiotic and biotic features of
an ecosystem but are restricted in size and/or under controlled conditions.
http://i.dailymail.co.uk/i/pix/2013/01/24/article-2267504-17212EB3000005DC-781_634x663.jpg
Build your own mesocosm and blog the
changes you observe:
http://scribbit.blogspot.com/2010/05/kids-
summer-crafts-build-ecosystem.html
Learn more about mesocosms developed for
research:
• The biosphere -
http://archive.bio.ed.ac.uk/jdeacon/biosph
ere/biosph.htm
• Ecotron -
http://www3.imperial.ac.uk/cpb/history/th
eecotron