Laney College Aquatic Ecosystem Report Please read the PDF and the PPT first, follow the requirements to write the essay, and you also have to complete the

Laney College Aquatic Ecosystem Report Please read the PDF and the PPT first, follow the requirements to write the essay, and you also have to complete the pdf question above. Ecosystems Assignment (30 pts)
DUE November 23, 2019
by Midnight
*Assignment can either be handed in in-person during the class
session or may be sent to me
Email: kwedaman@peralta.edu or karenwedaman@gmail.com
Assignment Overview:
Complete each component as outlined below.
1. Review our PowerPoint presentation on Ecosystems.
2. Research a specific ecosystem (terrestrial or aquatic) to include at least 10 interesting facts, an
example of a food chain with the labeling of producer, consumer, or decomposer, and the biotic and
abiotic factors in the ecosystem.
3. Informational piece of writing that includes every part as stated above.
Grading – complete the following for 30 points:
1. Examples of Abiotic Factors in your ecosystem (5 points)
2. Examples of Biotic Factors in your ecosystem (5 points)
3. Examples of a food chain in your ecosystem (5 points)
4. Informational piece of writing including at least 10 facts and the above requirements (15
points)
Assignment Procedure:
1. Fill out the Research Template (see below). This will help you to fulfill the first 3 grading
requirements.
2. Follow the directions for preparing your informational piece of writing (see below)
Pick one of these ecosystems to research:
1. Terrestrial ecosystems – biomes – Tundra
2. Terrestrial ecosystems – biomes – Taiga
3. Terrestrial ecosystems – biomes – Temperate deciduous forest
4. Terrestrial ecosystems – biomes – Temperate grassland
5. Terrestrial ecosystems – biomes – Desert
6. Terrestrial ecosystems – biomes – Tropical rain forest
7. Aquatic ecosystems – marine
8. Aquatic ecosystems – freshwater
9. Aquatic ecosystems – estuaries
10. Aquatic ecosystems – wetlands
Ecosystems Assignment
Research Template
Research Topic: _______________________________________________________
A few reminders when you are researching:
1. Make sure your sources are reliable. If you have any questions, please ASK before you use it.
2. Always cite your sources. Use the Works Cited Sheet below.
3. Yes you may include images. Be sure to cite the source of the image.
Citing Your Sources! (Where did you get your information from?)
–
Date
10 Interesting Facts about the ecosystem I have selected to research:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Abiotic Factors:
Biotic Factors:
Food Chain in Ecosystem:
***You must have at least 2 consumers. If you would like to add more you may.
_____________________________________ producer
_____________________________________ consumer
_____________________________________ consumer
_____________________________________ consumer
_____________________________________ decomposer
Ecosystems Assignment
Informational Writing
1. The ecosystem that you choose to do research on for your project is the ecosystem that you
will write about. I am not going to tell you how to write it exactly, however, I am including an
outline so that you won’t forget what to include.
2. You may type up your informational piece of writing and turn it in.
a. Type: size 12 or 14 font and absolutely no fonts that are difficult to read. You may
email it to me or you may turn in a hard copy. No longer than two pages please.
3. Use the outline below to help you begin writing your informational piece
a. 1st paragraph: introduce your topic
i. (DO NOT START OUT WITH “My Ecosystem was…” or “My Topic was…”)
***Include about 3 to 4 interesting facts
nd
b. 2 and 3rd paragraph:
ii. Abiotic & Biotic Factors and an example of the Food Chain in your
ecosystem.
c. Closing Sentences:
iii. Tell what you learned about your ecosystem. (at least 2-3
sentences/things you learned)
4. After you have finished writing about your ecosystem, you are going to complete a separate
“Works Cited” page.
Biology
A Guide to the Natural World
Chapter 36 • Lecture Outline
An Interactive Living World 3: Ecosystems and Biomes
Fifth Edition
David Krogh
© 2011 Pearson Education, Inc.
36.1 The Ecosystem
© 2011 Pearson Education, Inc.
The Ecosystem
• An ecosystem is a community of organisms
and the physical environment with which
these organisms interact.
© 2011 Pearson Education, Inc.
36.2 Nutrient and Water Cycling
in the Ecosystem
© 2011 Pearson Education, Inc.
The Cycling of Ecosystem Resources
• The approximately 30 chemical elements
that are vital to life are known as nutrients.
• Along with water, nutrients move back and
forth between abiotic (nonliving) and biotic
(living) domains on Earth in a process called
biogeochemical cycling.
© 2011 Pearson Education, Inc.
The Cycling of Ecosystem Resources
• Nutrients can be stored in living things,
transferred between them, or transferred
between them and the abiotic domain.
© 2011 Pearson Education, Inc.
The Carbon Cycle
• Carbon comes into the living world through
the plants, algae, and bacteria that take in
atmospheric carbon dioxide to perform
photosynthesis.
• Animals obtain their carbon from these
photosynthesizing organisms.
© 2011 Pearson Education, Inc.
The Carbon Cycle
• The carbon cycle is completed when carbon
moves back into the atmosphere in the form
of carbon dioxide, which is produced
naturally through two processes:
• the respiration of living things
• the decomposition of them following their death
© 2011 Pearson Education, Inc.
The Carbon Cycle
atmospheric CO2
The carbon cycle
1. Plants and other
photosynthesizing organisms
take in atmospheric carbon
dioxide (CO2) and convert or
“fix” it into molecules that
become part of the plant.
1 photosynthesis
2. The physical functioning or
respiration of organisms
converts the carbon in their
tissues back into CO2.
respiration
5 burning
of fossil
fuels
2 respiration
plants
animals
decomposition
by bacteria and
fungi
4
fossil fuels
3
dead organisms
© 2011 Pearson Education, Inc.
3. Plants and animals die and
are decomposed by fungi and
bacteria. Some CO2 results,
which moves back into the
atmosphere.
4. Some of the carbon in the
remains of dead organisms
becomes locked up in
carbon-based compounds
such as coal or oil.
5. The burning of these fossil
fuels puts this carbon into
the atmosphere in the form
of CO2.
Figure 36.1
The Carbon Cycle
• Carbon dioxide makes up a small but critical
proportion of the Earth’s atmosphere.
• It is vital to life and greatly affects global
temperature.
© 2011 Pearson Education, Inc.
The Nitrogen Cycle
• Prior to the twentieth century, nitrogen
entered the biotic domain mostly through the
action of certain bacteria that have the
ability to convert atmospheric nitrogen into
forms that can be taken up and used by
living things.
© 2011 Pearson Education, Inc.
The Nitrogen Cycle
• Other bacteria have the ability to convert
this organic nitrogen back into atmospheric
nitrogen, thus completing the nitrogen cycle.
© 2011 Pearson Education, Inc.
The Nitrogen Cycle
The nitrogen cycle
atmospheric N2
bacteria
in root
nodules
of plants
and in soil
1 nitrogen fixation
assimilation
into animals
2 assimilation
into plants
animal waste
dead organisms
5 denitrifying
bacteria
ammonia (NH3)
ammonium (NH4+)
3 decomposition
by bacteria and fungi
1. Nitrogen-fixing bacteria convert N2
into ammonia (NH3), which converts in
water into the ammonium ion (NH4+).
The latter is a compound that plants
can assimilate into tissues. In the
diagram, bacteria living symbiotically
in plant root nodules have produced
NH4+, which their plant partners have
taken up and used. Meanwhile,
free-standing bacteria living in the soil
have likewise produced NH4+.
2. Other plants take up NH4+ that has
been produced by soil-dwelling
bacteria and assimilate it. Animals
eat plants and assimilate the
nitrogen from the plants.
3. Animal waste and the tissues of dead
animals are decomposed by fungi
and by other bacteria, which turn
organic nitrogen back into NH4+.
4. Other “nitrifying” bacteria convert
NH4+ into nitrate (NO3–), which
likewise can be assimilated by plants.
4 nitrifying
bacteria
5. Some nitrate, however, is converted
by “denitrifying” bacteria back into
atmospheric nitrogen, completing
the cycle.
nitrate (NO3–)
© 2011 Pearson Education, Inc.
Figure 36.2
Nitrogen as Fertilizer
• Early in the twentieth century, an industrial
process was invented for producing a
biologically useful form of nitrogen—one
that can be applied to agricultural crops as
fertilizer.
© 2011 Pearson Education, Inc.
Nitrogen as Fertilizer
• With this step, human beings became
important participants in the Earth’s nitrogen
cycle.
• Nitrogen runoff from agriculture can be a
form of nutrient pollution that can harm both
small and large aquatic ecosystems.
© 2011 Pearson Education, Inc.
Gulf of Mexico “Dead Zone”
(a) Runoff from the Atchafalaya and Mississippi Rivers…
Des Moines
Chicago
IA
MO
IL
St. Louis
KS
Nitrogen runoff from the
enormous Mississippi
watershed runs down the
river to the Gulf of Mexico.
TN
OK
(b) … is given a wide distribution westward in the Gulf of Mexico.
Memphis
AR
AL
New Orleans
MS
TX
mouth of
Atchafalaya
River
LA
dead zone
Mississippi
River delta
New Orleans
dead zone
direction of prevailing wind
sediment
Gulf of
Mexico
sediment and/or algae
© 2011 Pearson Education, Inc.
Figure 36.3
The Cycling of Water
• As with carbon or nitrogen, all of Earth’s
water either is being cycled or is being
stored—in such forms as glaciers or polar
ice.
© 2011 Pearson Education, Inc.
The Cycling of Water
• As little as 0.5 percent of Earth’s water is
available as fresh, liquid water.
• About 25 percent of this is groundwater,
which generally is stored in geological
formations called aquifers.
© 2011 Pearson Education, Inc.
The Hydrologic Cycle
water
vapor
90%
precipitation
over ocean
10%
precipitation
over land
evaporation
transpiration,
evaporation
surface
runoff
groundwater
ocean
groundwater
runoff
© 2011 Pearson Education, Inc.
Figure 36.4
The Cycling of Water
• Fresh, sanitary water is a scarce commodity
even for human beings, despite the fact that
civilization now uses more than half the
world’s accessible water.
© 2011 Pearson Education, Inc.
source of
water for
confined
aquifer
source of water for
unconfined aquifer
wells
unconfined aquifer
impermeable
rock layers
confined aquifer
© 2011 Pearson Education, Inc.
Figure 36.6
Enormous Stores of Underground Water
© 2011 Pearson Education, Inc.
Figure 36.7
The Cycling of Water
• The scarcity of water can be traced in
significant part to the inefficient ways in
which humans use it.
• Human diversion of water from natural
environments is having harmful impacts on
species such as fish.
© 2011 Pearson Education, Inc.
36.3 How Energy Flows
through Ecosystems
© 2011 Pearson Education, Inc.
Trophic Levels
• Plants and other photosynthesizers are an
ecosystem’s producers, while the organisms
that eat plants are its consumers.
• Every ecosystem has a number of feeding or
trophic levels, with producers forming the
first trophic level and consumers forming
several additional levels.
© 2011 Pearson Education, Inc.
Trophic Levels
4
3
Trophic levels:
1
2
tertiary consumers
(carnivore predators)
secondary consumers
(herbivore predators)
primary consumers
(plant predators)
producers
(photosynthesizers)
© 2011 Pearson Education, Inc.
Figure 36.10
Detritivores
• A detritivore is a class of consumer that
feeds on the remains of dead organisms or
cast-off material from living organisms.
© 2011 Pearson Education, Inc.
Detritivores
Chain of Detritivores
long-horned
beetle
bark
beetle
carpenter
ant
termite
dry rot
fungus
intact
fallen
tree
tree
reduced
to powder
decomposer
nutrients returned to soil
© 2011 Pearson Education, Inc.
Figure 36.12
Detritivores
• A decomposer is a special kind of detritivore
that breaks down dead or cast-off organic
material into its inorganic components,
which can then be recycled through an
ecosystem.
© 2011 Pearson Education, Inc.
Energy-Flow Model
• The energy-flow model of ecosystems
provides ecologists with a powerful
analytical tool; it measures energy as it is
used by and transferred among different
members of an ecosystem.
© 2011 Pearson Education, Inc.
Absorption and Use of Solar Energy
by Plants
heat
2% of available solar
energy is assimilated
in photosynthesis
gross
primary production
15-70%
(total material
produced through 30-85%
photosynthesis)
cellular
respiration
(“overhead”)
net primary
production
(amount of
material plant
accumulates)
© 2011 Pearson Education, Inc.
Figure 36.13
Energy Loss
• Very little of the energy that a given trophic
level receives is passed along to the next
trophic level.
• A rule of thumb in ecology is that for each
jump up in trophic level, the amount of
available energy drops by 90 percent.
© 2011 Pearson Education, Inc.
Energy Loss
• This explains why large, predatory animals
are rare.
• The makeup of given ecosystems can
also be affected by the consumption of
second-level herbivores by third-level
carnivores.
© 2011 Pearson Education, Inc.
Energy Pyramid
tertiary consumer
secondary consumer
primary consumer
primary producer
© 2011 Pearson Education, Inc.
Figure 36.14
36.4 Earth’s Physical Environment
© 2011 Pearson Education, Inc.
Earth’s Atmosphere
• The atmosphere is the layer of gases
surrounding the Earth.
• The lowest layer of the atmosphere, the
troposphere, contains the bulk of the
atmosphere’s gases.
© 2011 Pearson Education, Inc.
50
40
30
Stratosphere
(contains ozone layer)
25
30
ozone layer (O3)
15
20
10
transitional zone
10
Troposphere
contains most of
atmospheric gases
Mount
Everest
Mount
Everest
sea level
0
sea level
© 2011 Pearson Education, Inc.
Altitude (miles)
Altitude (kilometers)
20
5
0
Figure 36.16
Earth’s Atmosphere
• Nitrogen and oxygen make up 99 percent of
the troposphere, with carbon dioxide and
small amounts of such gases as argon and
methane making up the rest.
© 2011 Pearson Education, Inc.
Earth’s Atmosphere
• The gas called ozone exists primarily in a
layer of the atmosphere called the
stratosphere.
• It screens out 99 percent of the sun’s
potentially harmful ultraviolet radiation.
© 2011 Pearson Education, Inc.
The Greenhouse Effect
greenhouse gases
heat trapped
reflection of
low-energy
radiation (heat)
high-energy
sun rays
© 2011 Pearson Education, Inc.
Figure 36.19
36.6 Earth’s Climate
© 2011 Pearson Education, Inc.
Earth’s Tilt and the Seasons
• Earth is tilted at an angle of 23.5° relative to
the plane of its orbit around the sun, a fact
that dictates much about climate on Earth,
which in turn dictates much about life on
Earth.
• Sunlight strikes the equatorial region of the
Earth more directly than the polar regions.
© 2011 Pearson Education, Inc.
Earth’s Tilt and the Seasons
23.5°
Northern
Hemisphere
vernal equinox
(March 21–22)
sun
Southern
Hemisphere
winter solstice
(December 21–22)
summer solstice
(June 21–22)
autumnal equinox
(September 22–23)
© 2011 Pearson Education, Inc.
Figure 36.21
Circulation Cells
• The differential warming that results
produces a set of enormous interrelated
circulation cells of moving air, each existing
all the way around the globe at its latitude.
© 2011 Pearson Education, Inc.
cold desert
wet rising air
(drops rain as it rises)
60° N
forest
falling air (dry)
hot desert
30° N
forest
equator
hot desert
30° S
wet rising
air (drops
rain as it
rises)
forest
60° S
cold desert
© 2011 Pearson Education, Inc.
Figure 36.22
Circulation Cells
• Each of these circulation cells drops rain on
the Earth where the moving air rises but
dries the Earth where it descends.
• This is why some regions of the Earth get so
much more rainfall than others.
© 2011 Pearson Education, Inc.
Circulation Cells and Precipitation
60° N
30° N
equator
30° S
60° S
under 25 cm annual rainfall
over 150 cm annual rainfall
© 2011 Pearson Education, Inc.
Figure 36.23
Importance of Climate to Life
• A climate is an average weather condition in
a given area.
• Large vegetative formations essentially are
defined by climate regions.
© 2011 Pearson Education, Inc.
Line of Transition
© 2011 Pearson Education, Inc.
Figure 36.25
36.7 Earth’s Biomes
© 2011 Pearson Education, Inc.
Earth’s Biomes
• Biomes are large terrestrial regions of the
Earth that have similar climates and hence
similar vegetative formations.
© 2011 Pearson Education, Inc.
Types of Biomes
• Six types of biomes are recognized at a
minimum:
•
•
•
•
•
•
tundra
taiga
temperate deciduous forest
temperate grassland
desert
tropical rain forest
© 2011 Pearson Education, Inc.
Distribution of Biomes
ice
tundra
taiga
temperate forest
chaparral
grassland
desert
tropical savanna
tropical rainforest
mountains
© 2011 Pearson Education, Inc.
Figure 36.26
Types of Biomes
• Polar ice and mountains often are
recognized as separate biomes, as are the
tropical grasslands called tropical savannas
and the dry, shrub-dominated formations
called chaparral.
© 2011 Pearson Education, Inc.
Tundra
• Tundra is the biome of the far north, frozen
much of the year but with a seasonal
vegetation formation of low shrubs, mosses,
lichens, grasses, and the grass-like sedges.
© 2011 Pearson Education, Inc.
Tundra
© 2011 Pearson Education, Inc.
Figure 36.27
Taiga
• Taiga is another biome of the north.
• It includes the enormous expanse of
coniferous trees that lies south of the tundra
at northern latitudes.
© 2011 Pearson Education, Inc.
Taiga
© 2011 Pearson Education, Inc.
Figure 36.28
Taiga
• The taiga exhibits a great deal of species
uniformity, with only a few types of trees—
spruce, fir, and pine—serving as ecological
dominants.
• The region supports large populations of furbearing animals.
© 2011 Pearson Education, Inc.
Temperate Deciduous Forests
• Temperate deciduous forests grow in regions
of greater warmth and rainfall than is the
case with tundra or taiga.
© 2011 Pearson Education, Inc.
Temperate Deciduous Forests
• These forests exist over much of the eastern
United States.
• They are composed of an abundance of trees
such as maple and oak, complemented by a
robust understory of woody and herbaceous
plants.
© 2011 Pearson Education, Inc.
Temperate Deciduous Forests
© 2011 Pearson Education, Inc.
Figure 36.29
Temperate Grassland
• Temperate grassland goes by several names
around the world, including prairie and
steppes.
© 2011 Pearson Education, Inc.
Temperate Grassland
• This biome is characterized by less rainfall
than that of temperate forest and by grasses
as the dominant vegetation formation.
• Such regions can be very fertile agricultural
land.
© 2011 Pearson Education, Inc.
Temperate Grassland
• Chaparral is a biome dominated by
evergreen shrub vegetation.
• It is found in a few, relatively small regions
of the world that have a Mediterranean
climate, among them parts of coastal
California.
• These regions have mild, rainy winters and
very dry summers.
© 2011 Pearson Education, Inc.
Temperate Grassland
© 2011 Pearson Education, Inc.
Figure 36.30
Desert
• Deserts are characterized by both low
rainfall and water evaporation rates that are
high relative to rainfall.
• Deserts may be hot, cold, or temperate, but
all desert life is shaped by the need to collect
and conserve water.
© 2011 Pearson Education, Inc.
Desert
© 2011 Pearson Education, Inc.
Figure 36.31
Tropical Rain Forest
• The tropical rain forest biome is
characterized by warm, stable temperatures,
abundant moisture, great biological
productivity, and great species diversity.
© 2011 Pearson Education, Inc.
Tropical Rain Forest
© 2011 Pearson Education, Inc.
Figure 36.32
Tropical Rain Forest
• Rain forest productivity is concentrate…
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