Ecology Lp
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The 5-day lesson plan aims to teach students field techniques for measuring small mammal population density. Students will create a grid, sample vegetation by counting trees, set small mammal traps along the grid, collect data by checking traps, and analyze how vegetation affects trap catches. The goal is for students to learn how to use field methods to study ecosystem interactions and populations.
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Chapter 15 & 16 notes
Populations grow until reaching the carrying capacity of their environment, limited by factors like food availability. Populations evolve over time through forces like mutation, gene flow, and natural selection. Ecosystems consist of communities of interacting species and their shared physical environment. Over time, ecosystems change through succession as new habitats are colonized by pioneer species and later species replace them. Energy and nutrients cycle through ecosystems via food chains, webs, and biogeochemical cycles, decreasing at each trophic level.
Santos et al 2012 JEB
This document discusses how founder effects can impact adaptation when populations are established in new environments. It presents a study that monitored the early evolutionary dynamics of six laboratory populations of Drosophila subobscura founded from the same natural population. Each of the six foundations was replicated three times, resulting in 18 total populations. During the first few generations, the populations showed increased genetic differentiation both within and between foundations. The populations also differed in their patterns of phenotypic adaptation depending on their ancestral founding sample. Differences in early genetic variability and effective population size predicted differences in the rates of adaptation over the first 21 generations of laboratory evolution. The study demonstrates that evolution in a novel environment is contingent on both the initial composition of the founding population and stochastic changes during early
Botany 2014 Boise, ID
1) The study examined how common maternal effects are in 30 plant species from a Mediterranean ecosystem and how maternal effects compare to regular seed number and size responses.
2) The results showed that maternal effects influencing seed size occurred with similar frequency to effects on seed number, exhibited a wider range of responses, and were only present in species that did not respond through seed number.
3) Maternal effects influencing seed size were also found to converge phylogenetically. The study suggests maternal effects are common and should be considered by ecologists studying plant population responses to the environment.
Balancing ecosystems-1
This document discusses balancing ecosystems and the dangers of invasive species. It defines an ecosystem balance as a state of equilibrium where species, genetics, and diversity remain unchanged over time. Invasive species can negatively impact this balance by rapidly replacing or reducing native species, changing ecosystem processes, and potentially causing native species extinction. Succession is also discussed, where invasive species may colonize new areas without an ecological community or native species may reclaim an area once an invasive species is removed, restoring natural selection.
UBC BLISS talk 2016
Rachel Germain presented research on how spatial structure can cascade across trophic levels. Studies of aspen understory plants, tallgrass prairie plants, and milkweed insect specialists found that spatial constraints like patch size and isolation affected species differently depending on traits like dispersal ability and sensitivity to predators. For example, animal-dispersed aspen plant species showed non-island biogeography patterns, while predation modified biogeographic constraints for sensitive milkweed insects. The results emphasize that spatial dynamics are complex and vary within and among trophic levels in ways not fully captured by island biogeography theory alone.
Genotype-By-Environment Interaction (VG X E) wth Examples
Introduction
Phenotypic variation can be caused by the combination of genotypes and environments in a population. Genotypes are all equally sensitive to their environments, meaning that a change of environment would impact the phenotype of all genotypes to the same extent. In fact, genotypes very often have different degrees of sensitivity to environmental conditions. This cause of phenotypic variance is called genotype by- environment interaction and is symbolized by VG x E. This adds another term to the expression for the independent causes of total phenotypic variation in a population
Ve = VG + VE + VG xE
Ecoystemunit2 for 5thgrade2015
An ecosystem has three main components: the biotope (non-living parts), biocenosis (living parts), and their relationships. It describes the different types of ecosystems as aquatic, land, or mixed, and the feeding relationships within as well as other relationships between members of the same species like families/societies or different species like mutualism, parasitism, and commensalism. Living beings adapt through anatomical and behavioral changes, and while humans can overexploit resources, pollute, and transform environments, we also distribute resources poorly within ecosystems.
Alanna and Ally poster 2013
This study examined maternal effects in 29 Mediterranean annual plant species from California and Spain under drought conditions. Plants were grown in either dry or wet environments, and their seeds were collected and analyzed. Maternal effects varied across species, with 12 species showing significant responses in seed mass or number to the maternal environment. Seed number generally increased in wet conditions while seed mass responses varied in direction. Phylogeny and geographical origin did not strongly influence species' responses, except for some seed mass effects in the Poales order. The study found that maternal effects are expressed across taxa and are not consistent in magnitude, suggesting they are not constrained by recent evolution. Ongoing work will further examine trade-offs between seed size and number under different environments.
Recommended
Chapter 15 & 16 notes
Populations grow until reaching the carrying capacity of their environment, limited by factors like food availability. Populations evolve over time through forces like mutation, gene flow, and natural selection. Ecosystems consist of communities of interacting species and their shared physical environment. Over time, ecosystems change through succession as new habitats are colonized by pioneer species and later species replace them. Energy and nutrients cycle through ecosystems via food chains, webs, and biogeochemical cycles, decreasing at each trophic level.
Santos et al 2012 JEB
This document discusses how founder effects can impact adaptation when populations are established in new environments. It presents a study that monitored the early evolutionary dynamics of six laboratory populations of Drosophila subobscura founded from the same natural population. Each of the six foundations was replicated three times, resulting in 18 total populations. During the first few generations, the populations showed increased genetic differentiation both within and between foundations. The populations also differed in their patterns of phenotypic adaptation depending on their ancestral founding sample. Differences in early genetic variability and effective population size predicted differences in the rates of adaptation over the first 21 generations of laboratory evolution. The study demonstrates that evolution in a novel environment is contingent on both the initial composition of the founding population and stochastic changes during early
Botany 2014 Boise, ID
1) The study examined how common maternal effects are in 30 plant species from a Mediterranean ecosystem and how maternal effects compare to regular seed number and size responses.
2) The results showed that maternal effects influencing seed size occurred with similar frequency to effects on seed number, exhibited a wider range of responses, and were only present in species that did not respond through seed number.
3) Maternal effects influencing seed size were also found to converge phylogenetically. The study suggests maternal effects are common and should be considered by ecologists studying plant population responses to the environment.
Balancing ecosystems-1
This document discusses balancing ecosystems and the dangers of invasive species. It defines an ecosystem balance as a state of equilibrium where species, genetics, and diversity remain unchanged over time. Invasive species can negatively impact this balance by rapidly replacing or reducing native species, changing ecosystem processes, and potentially causing native species extinction. Succession is also discussed, where invasive species may colonize new areas without an ecological community or native species may reclaim an area once an invasive species is removed, restoring natural selection.
UBC BLISS talk 2016
Rachel Germain presented research on how spatial structure can cascade across trophic levels. Studies of aspen understory plants, tallgrass prairie plants, and milkweed insect specialists found that spatial constraints like patch size and isolation affected species differently depending on traits like dispersal ability and sensitivity to predators. For example, animal-dispersed aspen plant species showed non-island biogeography patterns, while predation modified biogeographic constraints for sensitive milkweed insects. The results emphasize that spatial dynamics are complex and vary within and among trophic levels in ways not fully captured by island biogeography theory alone.
Genotype-By-Environment Interaction (VG X E) wth Examples
Introduction
Phenotypic variation can be caused by the combination of genotypes and environments in a population. Genotypes are all equally sensitive to their environments, meaning that a change of environment would impact the phenotype of all genotypes to the same extent. In fact, genotypes very often have different degrees of sensitivity to environmental conditions. This cause of phenotypic variance is called genotype by- environment interaction and is symbolized by VG x E. This adds another term to the expression for the independent causes of total phenotypic variation in a population
Ve = VG + VE + VG xE
Ecoystemunit2 for 5thgrade2015
An ecosystem has three main components: the biotope (non-living parts), biocenosis (living parts), and their relationships. It describes the different types of ecosystems as aquatic, land, or mixed, and the feeding relationships within as well as other relationships between members of the same species like families/societies or different species like mutualism, parasitism, and commensalism. Living beings adapt through anatomical and behavioral changes, and while humans can overexploit resources, pollute, and transform environments, we also distribute resources poorly within ecosystems.
Alanna and Ally poster 2013
This study examined maternal effects in 29 Mediterranean annual plant species from California and Spain under drought conditions. Plants were grown in either dry or wet environments, and their seeds were collected and analyzed. Maternal effects varied across species, with 12 species showing significant responses in seed mass or number to the maternal environment. Seed number generally increased in wet conditions while seed mass responses varied in direction. Phylogeny and geographical origin did not strongly influence species' responses, except for some seed mass effects in the Poales order. The study found that maternal effects are expressed across taxa and are not consistent in magnitude, suggesting they are not constrained by recent evolution. Ongoing work will further examine trade-offs between seed size and number under different environments.
Community structure and dynamics
The document discusses several key concepts in community ecology. It defines trophic structure as the feeding relationships between organisms. It also describes primary producers, primary consumers, secondary consumers, tertiary consumers, and quaternary consumers. Bottom-up and top-down regulation models are explained as interacting food chains depicting mineral nutrients, vegetation, herbivores, and predators. Ecological succession is defined as the sequence of community changes after a disturbance, with primary succession occurring on new substrates and secondary succession on previously vegetated areas.
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1) This study examined the effects of a 2007 wildfire on ant assemblages in Abies forests in Mt. Parnitha, Greece.
2) Three habitat types were identified - unburned forest, burned forest, and an unburned patch surrounded by burned forest.
3) The results showed differences in ant species and genera composition between the habitat types. The unburned patch resembled the burned habitat more than the unburned forest.
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This document discusses various methods for measuring biotic factors and biodiversity in ecosystems. It describes how species richness is simply the number of different species counted, while biodiversity combines both the number of species and their relative abundances. It provides Simpson's Biodiversity Index formula for calculating biodiversity. Population size can be estimated by throwing quadrats and scaling up based on total area. The Lincoln Index uses mark-recapture data to estimate animal population sizes. Other methods like measuring abundance, density, frequency, cover, and biomass are also discussed. The document considers potential issues with methods and ethical considerations.
Rop poster 2013 final
1) The study examined maternal effects in 29 annual plant species native to California or Spain that commonly face drought. Plants were grown in wet or dry conditions and their seeds were analyzed.
2) Maternal effects on seed mass or number were found in 5 and 7 species respectively, but the direction of effects varied. Seed number generally increased in wet conditions while seed mass responses were mixed.
3) Neither phylogeny nor geographical origin appeared to influence drought responses significantly, except some seed mass effects were grouped in the Poales order. Many species favored one environment for either seed mass or number, with unclear trade-offs between the two.
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The Strawberry Canyon Research Plot (SCRP) is a 0.16 hectare permanent plot established to study invasive and native plant populations in Strawberry Canyon, Berkeley, California. A census of the plot found 17,225 individual woody stems representing 16 genera and 17 species, of which 5,736 were identified as invasive non-native plants. The understory is dominated by invasive Rubus discolor and native Toxicodendron diversilobum, while the canopy is dominated by native Quercus agrifolia and Umbellularia californica. The plot aims to further understanding of factors promoting invasive species establishment such as light availability, distance from water, and basal area dominance. It will also serve
ESS Topic 2.1 - Structures
The document discusses various ecological concepts related to ecosystem structure. It defines biotic and abiotic components, trophic levels, and explains how energy transfers between trophic levels can be represented by different types of pyramids. Food chains and webs are used to illustrate trophic levels and population interactions like competition, parasitism, mutualism and predation are discussed using local species examples.
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1. The document discusses abiotic factors like temperature, precipitation, sunlight, and their daily, seasonal and yearly variation in Kamloops, BC. It notes the temperature range an organism must tolerate to survive there.
2. Mountain pine beetles have increased in BC forests due to milder winters. Their populations are classified as severely infested around Kamloops.
3. A habitat is defined by abiotic characteristics which determine the community of species living there. Burrowing owls inhabit the dry interior of BC including Kamloops.
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This document appears to be a practice exam for a biology course (BIO-101) containing 10 multiple choice questions covering various biology topics including imprinting in birds, plant succession models, population age structure diagrams, population growth rates, carrying capacity, sexual selection, characteristics of tundra biomes, recycling in the biosphere, communication between animals, and circadian rhythms. The questions are followed by feedback upon selecting an answer.
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The structure of ecological communities is influenced by various factors, including the fundamental and realized niches of species, species interactions, and environmental conditions. Species interactions within communities can be direct, such as competition, or indirect, mediated through other species in a food web. Both bottom-up and top-down controls influence population abundances across trophic levels. Environmental gradients and heterogeneity impact species distributions and community diversity through variations in stress tolerance and competition for resources.
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The document summarizes key concepts from chapters 8-11 of an ecology textbook. It discusses 3 distribution patterns of individuals within populations and factors that give rise to each. It also covers population estimation techniques, approaches to establishing age structure, different migration and reproductive strategies in animals and plants, population growth models, life history strategies, intraspecific regulation and factors influencing carrying capacity. Specific topics include mark-recapture methods, survivorship curves, life tables, r/K selection, Grime's model of plant strategies, density-dependent and independent regulation, and scramble vs contest competition.
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This document defines key terms related to ecology and evolution, including species, population, community, ecosystem, food chains, and trophic levels. It explains that autotrophs produce their own food while heterotrophs consume other organisms. Food webs are more complex than chains and support ecosystems even if one species is removed. Energy enters ecosystems through sunlight but nutrients must be recycled. The document also outlines the greenhouse effect and enhanced greenhouse effect due to human activities like burning fossil fuels. Finally, it discusses population growth and limiting factors, and defines evolution as cumulative heritable changes in populations over time.
Daniel Inserillo CV
Daniel R. Inserillo has extensive experience in ornithological research, including fieldwork studying birds in locations such as Ecuador, Peru, Connecticut, Maine, New Jersey, Vermont, and New York. He has conducted research on species such as Swainson's Thrush, grassland birds, and various seabirds. Mr. Inserillo has also held roles including teaching laboratory courses, banding and tracking birds using geolocators, and managing field crews. He has strong skills in bird identification, handling, and field research techniques.
Biodiversity quantification ppt @ rp sir.
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The direct and indirect mechanisms of facilitation by shrubs play a central role in maintaining leopard lizard populations. The document discusses how desert shrubs provide direct benefits like shelter and indirect benefits like increased prey availability to small animals. It presents the hypothesis that shrubs facilitate leopard lizards through these direct and indirect interactions. The progress report then outlines planned studies to survey leopard lizard activity patterns in relation to shrub size and removal experiments to further examine the impacts of shrub shelter and resources on lizard foraging behavior.
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This document outlines educational programs and activities at a wildlife park and conservation center. It describes the park's acreage and facilities for walking tours and animal enclosures. The conservation center covers 108 acres used for field trips, community projects, and natural areas like a pond and wetland. The center offers multi-topic educational sets and field lessons on subjects like mapping, plants, and soil science. Lessons are hands-on and aim to foster understanding of ecology, systems thinking, and sustainability. Sample lessons are provided on leaf litter monitoring and plant diseases. Educational standards are referenced to ensure appropriate skills and knowledge are built up progressively from kindergarten through high school.
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The document describes the food chain and how energy from the sun is transferred through producers, consumers, and decomposers. It provides definitions of key terms like food chain, food energy, producer, consumer, and decomposer. An activity is described where students will create two food chains using cutouts of the sun, producers, consumers, and decomposers to label and explain each step. An extension has students creating their own longer food chain and describing how it would be affected if a plant or animal became extinct.
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The document outlines a 5-day animal lesson plan that covers key concepts about ecosystems, producers, consumers, decomposers, and food chains/webs according to Tennessee state science standards for 3rd grade. It defines important words and concepts and provides an overview of the topics to be covered each day, including ecosystems and producers like photosynthesis on day 1, consumers like herbivores and carnivores on day 2, decomposers on day 3, and food chains and webs on day 4, culminating in a field trip on day 5.
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1) This study examined the effects of a 2007 wildfire on ant assemblages in Abies forests in Mt. Parnitha, Greece.
2) Three habitat types were identified - unburned forest, burned forest, and an unburned patch surrounded by burned forest.
3) The results showed differences in ant species and genera composition between the habitat types. The unburned patch resembled the burned habitat more than the unburned forest.
Summary of topic 2.3
This document discusses various methods for measuring biotic factors and biodiversity in ecosystems. It describes how species richness is simply the number of different species counted, while biodiversity combines both the number of species and their relative abundances. It provides Simpson's Biodiversity Index formula for calculating biodiversity. Population size can be estimated by throwing quadrats and scaling up based on total area. The Lincoln Index uses mark-recapture data to estimate animal population sizes. Other methods like measuring abundance, density, frequency, cover, and biomass are also discussed. The document considers potential issues with methods and ethical considerations.
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1) The study examined maternal effects in 29 annual plant species native to California or Spain that commonly face drought. Plants were grown in wet or dry conditions and their seeds were analyzed.
2) Maternal effects on seed mass or number were found in 5 and 7 species respectively, but the direction of effects varied. Seed number generally increased in wet conditions while seed mass responses were mixed.
3) Neither phylogeny nor geographical origin appeared to influence drought responses significantly, except some seed mass effects were grouped in the Poales order. Many species favored one environment for either seed mass or number, with unclear trade-offs between the two.
RPauloo_edits_1_2_2015 (1)
The Strawberry Canyon Research Plot (SCRP) is a 0.16 hectare permanent plot established to study invasive and native plant populations in Strawberry Canyon, Berkeley, California. A census of the plot found 17,225 individual woody stems representing 16 genera and 17 species, of which 5,736 were identified as invasive non-native plants. The understory is dominated by invasive Rubus discolor and native Toxicodendron diversilobum, while the canopy is dominated by native Quercus agrifolia and Umbellularia californica. The plot aims to further understanding of factors promoting invasive species establishment such as light availability, distance from water, and basal area dominance. It will also serve
ESS Topic 2.1 - Structures
The document discusses various ecological concepts related to ecosystem structure. It defines biotic and abiotic components, trophic levels, and explains how energy transfers between trophic levels can be represented by different types of pyramids. Food chains and webs are used to illustrate trophic levels and population interactions like competition, parasitism, mutualism and predation are discussed using local species examples.
3.1 Organisms And Their Physical Environment
1. The document discusses abiotic factors like temperature, precipitation, sunlight, and their daily, seasonal and yearly variation in Kamloops, BC. It notes the temperature range an organism must tolerate to survive there.
2. Mountain pine beetles have increased in BC forests due to milder winters. Their populations are classified as severely infested around Kamloops.
3. A habitat is defined by abiotic characteristics which determine the community of species living there. Burrowing owls inhabit the dry interior of BC including Kamloops.
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This document appears to be a practice exam for a biology course (BIO-101) containing 10 multiple choice questions covering various biology topics including imprinting in birds, plant succession models, population age structure diagrams, population growth rates, carrying capacity, sexual selection, characteristics of tundra biomes, recycling in the biosphere, communication between animals, and circadian rhythms. The questions are followed by feedback upon selecting an answer.
factors influencing the structure of communities
The structure of ecological communities is influenced by various factors, including the fundamental and realized niches of species, species interactions, and environmental conditions. Species interactions within communities can be direct, such as competition, or indirect, mediated through other species in a food web. Both bottom-up and top-down controls influence population abundances across trophic levels. Environmental gradients and heterogeneity impact species distributions and community diversity through variations in stress tolerance and competition for resources.
Is homo sapiens a key species in an ecological system?
About the role of the species Homo Sapiens in environment. The postulate of human ecology can help us to better understand the connections between Homo Sapiens as a key species and its natural environment in order to ensure the sustainability of ecological systems.
Chapters 8 11 ecology
The document summarizes key concepts from chapters 8-11 of an ecology textbook. It discusses 3 distribution patterns of individuals within populations and factors that give rise to each. It also covers population estimation techniques, approaches to establishing age structure, different migration and reproductive strategies in animals and plants, population growth models, life history strategies, intraspecific regulation and factors influencing carrying capacity. Specific topics include mark-recapture methods, survivorship curves, life tables, r/K selection, Grime's model of plant strategies, density-dependent and independent regulation, and scramble vs contest competition.
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This document defines key terms related to ecology and evolution, including species, population, community, ecosystem, food chains, and trophic levels. It explains that autotrophs produce their own food while heterotrophs consume other organisms. Food webs are more complex than chains and support ecosystems even if one species is removed. Energy enters ecosystems through sunlight but nutrients must be recycled. The document also outlines the greenhouse effect and enhanced greenhouse effect due to human activities like burning fossil fuels. Finally, it discusses population growth and limiting factors, and defines evolution as cumulative heritable changes in populations over time.
Daniel Inserillo CV
Daniel R. Inserillo has extensive experience in ornithological research, including fieldwork studying birds in locations such as Ecuador, Peru, Connecticut, Maine, New Jersey, Vermont, and New York. He has conducted research on species such as Swainson's Thrush, grassland birds, and various seabirds. Mr. Inserillo has also held roles including teaching laboratory courses, banding and tracking birds using geolocators, and managing field crews. He has strong skills in bird identification, handling, and field research techniques.
Biodiversity quantification ppt @ rp sir.
REVIEW PPT ON BIODIVERSITY QUANTIFICATION.....
SUBMITTED TO DR. RAVINDRA PRASAD, ASST. PROFESSOR, BANARAS HINDU UNIVERSITY, MIRZAPUR
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The document discusses several ways that plants and animals have adapted to their environments. It describes how aquatic plants are less rigid than terrestrial plants and how they absorb nutrients. It also discusses the reproduction strategies of aquatic and terrestrial plants. The document then explains how terrestrial plants are more rigid and have more extensive root systems than aquatic plants to help them stand upright and find water and nutrients. It provides examples of how different types of plants reproduce. The document also discusses adaptations of leaf size and shape in response to environmental conditions like sunlight, temperature, and water availability. Overall, the document compares the key adaptations of aquatic versus terrestrial plants.
Noble progress report 2014 2015
The direct and indirect mechanisms of facilitation by shrubs play a central role in maintaining leopard lizard populations. The document discusses how desert shrubs provide direct benefits like shelter and indirect benefits like increased prey availability to small animals. It presents the hypothesis that shrubs facilitate leopard lizards through these direct and indirect interactions. The progress report then outlines planned studies to survey leopard lizard activity patterns in relation to shrub size and removal experiments to further examine the impacts of shrub shelter and resources on lizard foraging behavior.
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Presentation nw trek
This document outlines educational programs and activities at a wildlife park and conservation center. It describes the park's acreage and facilities for walking tours and animal enclosures. The conservation center covers 108 acres used for field trips, community projects, and natural areas like a pond and wetland. The center offers multi-topic educational sets and field lessons on subjects like mapping, plants, and soil science. Lessons are hands-on and aim to foster understanding of ecology, systems thinking, and sustainability. Sample lessons are provided on leaf litter monitoring and plant diseases. Educational standards are referenced to ensure appropriate skills and knowledge are built up progressively from kindergarten through high school.
Diversity
This document discusses biodiversity and methods for measuring it. It defines biodiversity as the variety of life, including all species, their genetic diversity, and their habitats. The Simpson's Index is presented as a method that combines both species richness and evenness into one number. An example calculation of the Simpson's Index is shown using data from a study in Honduras, which found the site with the highest diversity and another with both high diversity and species richness. The importance of biodiversity for ecosystem functioning and conservation is discussed.
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|=> In this activity, students will make a worm bin and keep it in their classroom. They will feed the worms food scraps and then when the compost is finished, add it to the school garden
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Ecology lecture 1-2 (1-2-2023).pptx
This 3-credit course on fundamentals of ecology covers key topics including definitions of ecology, historical background, classifications of ecology based on nature of study and type of environment, levels of ecological organization, feeding interactions like energy flow and trophic levels, and ecological interactions between organisms such as competition, niche, predation, and symbiosis. The course is taught in the 4th semester of the BS in Environmental Science program at NFC Institute of Engineering & Technology in Multan, Pakistan.
M.Ed EVS Topic- biodiversity
This document defines biodiversity as the variety of plants, animals and other living things in a particular region. It notes that biodiversity is important for ecosystem productivity and human benefits like medicine and recreation. Loss of biodiversity is caused by habitat loss, invasive species, climate change, overexploitation and pollution. The document provides examples of conservation actions like using bird feeders and composting, as well as educational activities for students to identify biodiversity and ways to protect it.
2.00 vocabulary
This document defines key terms related to ecology and food webs. It explains that producers make their own food through photosynthesis, while consumers eat other organisms for food and can be herbivores, carnivores, or omnivores. Food chains show how each organism obtains energy by eating producers or other consumers. Food webs show complex feeding relationships in an ecosystem. Energy pyramids illustrate how energy is lost at each trophic level.
Principles of Ecology
This document provides learning targets and key concepts for a unit on principles of ecology. It begins by listing several learning targets related to evaluating evidence about how ecosystems maintain organisms, designing solutions to reduce human impacts, and analyzing data about climate change and human activity. The next section defines key terms in ecology like organism, population, community, ecosystem, and biome. It also discusses food chains, food webs, producers and consumers, and matter and energy cycling in ecosystems. The document aims to teach students key principles of ecology through defining important concepts and having them apply their understanding to analyze scenarios.
Corrected Nematode Poster 40x32
This document discusses a study on the effect of lawn treatment on nematode diversity around Lewis & Clark College. The researchers hypothesized that nematode diversity would be higher in untreated forest areas than treated lawn areas, as chemical treatments and homogeneous plant diversity in lawns may negatively impact soil nematodes. They collected nematodes from forest and lawn sites using old fruit and soil samples to examine diversity. Preliminary results identified some nematode genera from each site. Future work could improve nematode collection methods and further analyze diversity between sites.
Ecology and ecosystems notes
The Ecology and Ecosystems unit notes blend in Evolutionary adaptations and Evidence for Evolution along with standard E&E topics. The notes has examples of key content areas. Originally designed for Junior High and High School students, we use these for 7-8th grade students and warm ups for High School students. Includes basic concepts, food chain, webs, energy pyramids, matter cyclers, predator-prey, trophic levels; along with Ecosystem types, carrying capacity as well as Rules of the Environment.
y.pdf
(a) Ecosystems contain complex networks of interactions between organisms and their environment. (b) Organisms fall into different ecological roles including producers, consumers, and decomposers. Producers like plants make their own food through photosynthesis, consumers eat other organisms, and decomposers break down waste and dead material. (c) These roles are interconnected as one organism's waste becomes a resource for others, fueling nutrient cycling within the ecosystem.
Ecosystem ecology
The document discusses key concepts in ecology including ecosystems, community ecology, population ecology, and seed dispersal. It defines ecology as the scientific study of interactions between organisms and their environment. An ecosystem is described as a biological community of interacting organisms and their physical environment. The document outlines different types of seed dispersal vectors including gravity, wind, water, animals, humans, and explosion. It provides examples to illustrate concepts like food chains, food webs, predator-prey relationships, and symbiotic relationships between species.
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The document describes plans for a conservation education center and field trip programs at Northwest Trek Wildlife Park. It will offer 108 acres for field trips, lessons on topics like mapping, plants, animals, and soil science aligned with state standards. Schools will sign up for trips taught by the coordinator, with progressive multi-year programs and single-topic lessons of different lengths. Lessons are hands-on, foster responsibility and connection to nature, and meet state learning standards. Sample lessons include decomposing plant matter, plant life cycles, and a leaf litter study.
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This document discusses key concepts about ecosystems, biodiversity, populations, and limiting factors. It defines organisms, populations, biodiversity, ecosystems, and evolution. It explains that an ecosystem can support a limited number of organisms and that biodiversity increases the probability of adaptation. The document also discusses population growth models and how populations are limited by carrying capacity due to factors like competition, disease, and resource availability.
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Respiration System
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Ecology Lp
- 1. Kristen Smith Ecology Lesson Plan Studying Field Ecology in the High School Biology Classroom Time: One Week Lesson Objective: Students learn field techniques in order to measure small mammal population density in a given area. NYS Standards: PERFORMANCE INDICATOR 1.1 1.1a Populations can be categorized by the function they serve. Food webs identify the Relationships among producers, consumers, and decomposers carrying out either autotrophic or heterotrophic nutrition. 1.1b An ecosystem is shaped by the nonliving environment as well as its interacting species. The world contains a wide diversity of physical conditions, which creates a variety of environments. 1.1c In all environments, organisms compete for vital resources. The linked and changing interactions of populations and the environment compose the total ecosystem. 1.1d The interdependence of organisms in an established ecosystem often results in approximate stability over hundreds and thousands of years. For example, as one population increases, it is held in check by one or more environmental factors or another species. 1.1e Ecosystems, like many other complex systems, tend to show cyclic changes around a state of approximate equilibrium. 1.1f Every population is linked, directly or indirectly, with many others in an ecosystem. Disruptions in the numbers and types of species and environmental changes can upset ecosystem stability. PERFORMANCE INDICATOR 6.2 6.2a As a result of evolutionary processes, there is a diversity of organisms and roles in ecosystems. This diversity of species increases the chance that at least some will survive in the face of large environmental changes. Biodiversity increases the stability of the ecosystem. 6.2b Biodiversity also ensures the availability of a rich variety of genetic material that may lead to future agricultural or medical discoveries with significant value to humankind. As diversity is lost, potential sources of these materials may be lost with it PERFORMANCE INDICATOR 7.2 7.2a Human activities that degrade ecosystems result in a loss of diversity of the living and nonliving environment. For example, the influence of humans on other organisms occurs through land use and pollution. Land use decreases the space and resources available to other species, and pollution changes the chemical composition of air, soil, and water. 7.2b When humans alter ecosystems either by adding or removing specific organisms, serious consequences may result. For example, planting large expanses of one crop reduces the biodiversity of the area.
- 2. Materials: Graph Paper Stakes Hammer Measuring Device Compass Small Mammal Traps Bait for Small Mammals Paper/Pencil Procedure: Day One: Creating a Grid Students will learn how to create a grid. The class will make a 10,000 yard perimeter that consists of 10 posts placed 10 yards apart from each other. Students will get into groups of 2 and will be responsible for measuring and staking a single line in the perimeter. Day Two: Vegetation Sampling In order to study small mammal density, it is important understand the environment we are sampling. Students will receive instruction on how to measure vegetation growth in a given area. While GPS technology is not accessible in the high school curriculum, students will be given graph paper that can represent the area they are sampling. The students will count the trees in each individual square and plot the trees using rough estimation on their graph paper.
- 3. *Trees are illustrated by the green points Day Three: Setting Small Mammal Traps Students will receive previous instruction on how to set up small mammal traps. They will get into pairs and be in charge of a one line consisting of 10 stakes. They will set up a small mammal trap at each stake and collect data the following day. After setting up the traps, students can receive instruction on the different species of small mammals in the general area. They can compare skeletal and physical characteristics, and well as preferred habitats. Day Four: Collecting Small Mammals The traps will be checked to see if any small mammals were captured. The stakes where the traps are located are numbered, so students will record the stake number where the animal was captured. The animals captured in each line will be brought to the front and instruction will be given on how to correctly release the small mammals and how weigh them. Information can also be given on marking animals and how the frequency of the same animal being captured leads to information involving population density. Because trapping will occur for one day, animals will not be marked. Day Five: Analysis of Trees and Mammal Catches
- 4. Using a colored pencil or marker, students will plot on their graph at which posts the small mammals were caught. They can then make inferences regarding how vegetation in a given area affects small mammal activity.