R 4 Population Ecologymrsgowda.weebly.com/uploads/2/5/2/2/25223538/ecology_ppt_2.pdf · Levels of...
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4 Population Ecology C
HA
PT
ER
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Lesson 4.1 Studying Ecology
Ernst Haeckel defined ecology in 1866 as “the body of knowledge concerning the economy of nature—the total relations of the animal to both its inorganic and organic environment.”
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Levels of Ecological Organization
• The study of how organisms interact with each other and with their environments
• Scientists study ecology at various levels of organization.
Lesson 4.1 Studying Ecology
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Levels of Ecological Organization
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Biotic and Abiotic Factors
• Biotic factors: Parts of an
ecosystem that are living or
used to be living
• Abiotic factors: Parts of an
ecosystem that have never
been living
Lesson 4.1 Studying Ecology
Did You Know? Decaying organisms
are biotic factors as long as their
structure remains cellular.
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Lesson 4.2 Describing Populations
From 1900 to 2000, the white-tailed deer population of New York state grew from about 20,000 to more than 1 million. Densities of more than 100 deer per sq mi occur in some metropolitan areas.
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Population Size
Lesson 4.2 Describing Populations
• The number of individuals in a population at a given time
• Sudden and dramatic decreases in population size can
indicate an unhealthy population headed toward
extinction.
• Ecologists often use sampling
techniques to estimate
population size.
Did You Know? The passenger pigeon
was once North America’s most abundant
bird. Hunting drove them to extinction in
less than 100 years.
Counting Laysan Albatross Nests
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Population Density
Lesson 4.2 Describing Populations
• Measure of how crowded a population is
• Larger organisms
generally have lower
population densities.
• Low population density:
More space, resources;
finding mates can be difficult
• High population density:
Finding mates is easier; tends to be more
competition; more infectious disease; more
vulnerability to predators
Northern pintail ducks
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Population Distribution
Lesson 4.2 Describing Populations
• How organisms are arranged within an area:
• Random distribution:
Organisms arranged in
no particular pattern
• Uniform distribution:
Organisms evenly spaced
• Clumped distribution:
Organisms grouped near resources;
most common distribution in nature.
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Age Structure
Lesson 4.2 Describing Populations
• Relative number of organisms of each age group
within population
• Can be used to predict future population growth of a
population
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Sex Ratios
Lesson 4.2 Describing Populations
• Proportion of males to females
• Age structure diagrams give information about sex ratios.
• For a monogamous species, the ideal sex ratio is 50:50.
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Lesson 4.3 Population Growth
From 1800 to today, the human population has grown from about 1 billion to more than 6.8 billion—an exponential rate of increase.
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Calculating Population Growth
Lesson 4.3 Population Growth
• A population’s relative birth and death rates (mortality and
natality) affect how it grows.
• Determined by the following equation:
(birthrate + immigration rate) – (death rate + emigration rate)
• (13) - (16)= -3/1000
• Growing populations have a positive growth rate.
• Shrinking (declining) populations have a negative growth
rate.
• Usually expressed in terms of individuals per 1000
Did You Know? Immigration contributes more than 1 million people to the U.S. population per year.
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Birth and Death Rates
Lesson 4.3 Population Growth
• Survivorship curves show
how the likelihood of death
varies with age.
• Type I: Most young survive,
mortality rates are high in
old age.
• Type II: Equal mortality
rates at all ages.
• Type III: Many offspring are
produced with few surviving
to adulthood. Death is less
likely at an older age.
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Immigration and Emigration
Lesson 4.3 Population Growth
• In addition to births and deaths, population growth is
affected by immigration and emigration—individuals
moving into and out of a population.
• Migration, seasonal movement into and out of an area,
can temporarily affect
population size.
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Exponential Growth
Lesson 4.3 Population Growth
• Population increases by
a fixed percentage
every year.
• Normally occurs only
when small populations
are introduced to an
area with ideal
environmental conditions
• Rarely lasts long
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Logistic Growth and Limiting Factors
Lesson 4.3 Population Growth
• The growth curve shows an increase at first, but stabilizes to
the carrying capacity due to limiting factors.
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Logistic Growth and Limiting Factors
• Limiting factors: Environmental characteristics slow population growth and determine carrying capacity.
• Density-dependent: Influence changes with population density.
Ex: Food, Disease, predators
• Density-independent: Influence does not change with population density.
Ex: Climate change, drought, flood
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Biotic Potential
Lesson 4.3 Population Growth
• An organism’s maximum ability
to produce offspring in ideal
conditions
• Many factors influence biotic
potential, including gestation
time and generation time.
• Organisms with high biotic
potential can recover more
quickly from population declines
than organisms with low biotic
potential.
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Lesson 5.3 Ecological Communities
The sun provides the energy for almost all of the ecological communities and species interactions on Earth.
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Primary Producers (Autotrophs) • Capture energy from the sun or
from chemicals and store it in the bonds of sugars, making it available to the rest of the community
• Energy from the sun is captured by plants, algae, or bacteria through photosynthesis.
• Energy from chemicals is captured by some bacteria through chemosynthesis.
Lesson 5.3 Ecological Communities
Did You Know? Deep-sea vents, far from sunlight, support entire communities of fish, clams, and other sea animals, which depend on energy converted through chemosynthesis.
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Consumers (Heterotrophs) •Rely on other organisms for energy and nutrients
• Herbivores: plant-eaters
• Carnivores: meat-eaters
• Omnivores: combination-eaters
• Detritivores and decomposers: recycle nutrients within the ecosystem by breaking down nonliving organic matter
•Use oxygen to break bonds in sugar and release its energy through cellular respiration (primary producers do this, too)
Lesson 5.3 Ecological Communities
California Condor
Did You Know? Scavengers, such as vultures and condors, are just large detritivores.
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Energy in Communities • An organism’s rank in a
feeding hierarchy is its trophic level.
• Primary producers always occupy the first trophic level of any community.
• In general, only about 10% of the energy available at any trophic level is passed to the next; most of the rest is lost to the environment as heat.
Lesson 5.3 Ecological Communities
Pyramid of Energy
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Numbers and Biomass in Communities
• A trophic level’s biomass is the mass of living tissue it contains.
• In general, there are more organisms and greater biomass at lower trophic levels than at higher ones.
Lesson 5.3 Ecological Communities
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Food Chains and Webs
• Food web: Shows the overlapping and interconnected food chains present in a community
Lesson 5.3 Ecological Communities
• Food chain: Linear series of feeding relationships
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• Species that have strong and/or wide-reaching effects on a community
• Removal of a keystone species can significantly alter the structure of a community.
Keystone Species
Lesson 5.3 Ecological Communities
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Invasive Species
Lesson 5.4 Community Stability
•Nonnative organisms that spread widely in a community
• A lack of limiting factors such as predators,
parasites, or competitors enables their
population to grow unchecked.
• Not all invasive species are harmful.
Did You Know? Although the European honeybee is
invasive to North America, it is beneficial because it
pollinates our agricultural crops.
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Lesson 5.2 Species Interactions
The zebra mussel has completely displaced 20 native mussel species in Lake St. Clair.
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The Niche
Lesson 5.2 Species Interactions
• Describes an organism’s use of resources and functional
role in a community
• Affected by an organism’s tolerance—its ability to survive
and reproduce under changing environmental conditions
• Often restricted by competition
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Habitat
• The specific environment in which an organism lives
•Habitats provide an organism with resources—anything an organism needs to survive and reproduce, including food, shelter, and mates.
Lesson 4.1 Studying Ecology
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Competition • Organisms compete when
they seek the same limited resource.
• In rare cases, one species can entirely exclude another from using resources.
• To reduce competition, species often partition resources, which can lead to character displacement.
Lesson 5.2 Species Interactions
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Resource Partitioning
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Predation (+/–)
• The process by which a predator hunts, kills, and consumes prey
• Causes cycles in predatory and prey population sizes
• Defensive traits such as camouflage, mimicry, and warning coloration have evolved in response to predator-prey interactions.
• Some predator-prey relationships are examples of coevolution, the process by which two species evolve in response to changes in each other.
Lesson 5.2 Species Interactions
Did You Know? A single rough-skinned newt contains enough poison to kill 100 people. Unfortunately for the newt, its predator, the common garter snake, has coevolved resistance to the toxin.
Rough-Skinned Newt
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Parasitism and Herbivory (+/–)
Lesson 5.2 Species Interactions
Did You Know? One study of Pacific estuaries suggests that parasites play an important role in keeping these ecosystems healthy by controlling host populations.
Hookworm (a parasite)
• Parasitism: One
organism (the parasite)
relies on another (the
host) for nourishment or
for some other benefit
• Herbivory: An animal
feeding on a plant
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Mutualism (+/+) and Commensalism (+/0)
Lesson 5.2 Species Interactions
Did You Know? Symbiosis describes a long-lasting and physically close relationship between species in which at least one species benefits.
• Mutualism: a
relationship in which two
or more species benefit
• Commensalism: a
relationship in which one
species benefits while
the other is unaffected Lichen: a symbiotic relationship between a
fungus and a photosynthetic partner, such as
an alga
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Lesson 5.4 Community Stability
A 2010 report on invasive species suggests that they cost the U.S. $120 billion a year in environmental losses and damages.
Invasive kudzu
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Ecological Disturbances
Lesson 5.4 Community Stability
• A community in equilibrium is generally stable and balanced, with most populations at or around carrying capacity.
• Disturbances or changes in the environment can throw a community into disequilibrium.
• Severe disturbances can cause permanent changes to a community and initiate a predictable series of changes called succession.
Forest fire
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Primary Succession
Lesson 5.4 Community Stability
• Occurs when there are no traces of the original community remaining, including vegetation and soil
• Pioneer species, such as lichens, are the first to colonize.
• The environment changes as new species move in, adding nutrients and generating habitat.
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Secondary Succession
Lesson 5.4 Community Stability
• Occurs when a disturbance dramatically alters a community but does not completely destroy it
• Common after disturbances such as fire, logging, or farming
• Occurs significantly faster than primary succession
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Succession in Water
Lesson 5.4 Community Stability
• Primary aquatic succession occurs when an area fills with water for the first time.
• Disturbances such as floods or excess nutrient runoff can lead to secondary aquatic succession.
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Climax Communities
Lesson 5.4 Community Stability
• Ecologists once thought succession leads to stable “climax” communities.
• Today, ecologists see communities as temporary, ever-changing associations of species.
• Communities are influenced by many factors and constant disturbances.
Beech-maple forest, a classic “climax community”
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Lesson 5.1 Evolution
Scientists have identified and described over 1.5 million species. Millions more have yet to be discovered.
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Evolution and Natural Selection
• Gene: A sequence of DNA that codes for a particular trait
• Gene pool: All the genes present in a population
• Biological evolution: The change in a population’s gene pool over time
Lesson 5.1 Evolution
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Mechanisms of Biological Evolution: Mutation and Migration
Mutation
Lesson 5.1 Evolution
Accidental change in DNA
that can give rise to
variation among individuals
Migration (gene flow)
Movement of individuals into
(immigration) or out of (emigration)
a population
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Mechanisms of Biological Evolution: Genetic Drift and
Natural Selection
Lesson 5.1 Evolution
Genetic Drift Natural Selection
Evolution that occurs by chance Process by which traits useful for survival and reproduction are passed on more frequently than those that are not
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Conditions of Natural Selection
Lesson 5.1 Evolution
(1) Organisms
produce more
offspring than can
survive.
(2) Individuals vary in
characteristics, some
of which are heritable.
(3) Individuals vary in
fitness, or reproductive
success.
Did You Know? Darwin privately researched natural selection for two decades before publishing On the Origin of Species.
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Artificial Selection
Lesson 5.1 Evolution
• Selection under human direction
• Throughout history, humans have chosen and bred
animals and plants with beneficial traits.
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Speciation
Lesson 5.1 Evolution
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• Process by which
new species are
generated
• Can occur in a
number of different
ways; the most
important way is
called allopatric
speciation
• Has resulted in every
form of life on Earth—
today and in the past
Allopatric Speciation
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Extinction
Lesson 5.1 Evolution
• The disappearance of
species from Earth
• Generally occurs gradually,
one species at a time,
when environmental
conditions change more
rapidly than the species
can adapt
• There are five known mass
extinction events, each of
which wiped out a large
proportion of Earth’s
species.
Did You Know? During the Permo-Triassic
extinction 250 million years ago, 70% of all
land species and 90% of all marine species
went extinct.
Trilobites
Marine arthropods that went extinct at the
end of the Permian period.
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Lesson 6.1 Defining Biomes
Fossil evidence suggests that the frozen continent of Antarctica was once covered in temperate forest.
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Earth’s Major Biomes
• Groups of terrestrial
ecosystems that
share biotic and
abiotic conditions
• 10 primary biomes:
• tropical rain forest
• dry forest savanna
• desert
• temperate rain forest
• temperate forest
• temperate grassland
• chaparral
• boreal forest
• tundra Did You Know? Taiga is another
name for boreal forest.
Lesson 6.1 Defining Biomes
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Climate and Climatographs
• Climate: Average conditions,
including temperature and
precipitation, over long periods
of time in a given area
• Weather: Day-to-day conditions
in Earth’s atmosphere
• Climatographs: Diagrams that
summarize an area’s average monthly
temperature and precipitation
• Each biome has a set of characteristic
organisms adapted to its particular
climate conditions.
Lesson 6.1 Defining Biomes
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Biomes and Net Primary Production •Gross primary production: The rate at which primary
producers undergo photosynthesis
•Net primary production: The amount of organic matter (biomass) that remains after primary producers use some to carry out cellular respiration
• Ecosystems vary in their net primary productivity, the rate at which primary producers convert energy to biomass.
•Warm, wet biomes generally have higher net primary productivity than cold, dry biomes.
Lesson 6.1 Defining Biomes
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Lesson 6.2 Biomes
Tundra, found at very high latitudes, is nearly as dry as a desert.
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Savanna
Lesson 6.2 Biomes
• Receives less precipitation than tropical
dry forests, but more than deserts; usually
has a distinct rainy season
• Grasses interspersed with groups of trees
• Tree growth limited by frequent fires and
strong winds
• Plants are adapted to dry conditions; tend
to be deciduous with deep roots, thick
bark, and waxy coatings on leaves.
• Many animals migrate to find water, or
burrow when water is scarce.
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Desert
Lesson 6.2 Biomes
• Receives less than 25 cm (9.8 in.)
of precipitation per year
• Temperatures vary widely from
day to night.
• Plants tend to have thick, leathery
leaves, store water in their tissues,
and have shallow roots.
• Animals get most of their water
from the food they eat, and they
tend to be nocturnal. Mammals
have exaggerated appendages to
help regulate body temperature.
Did You Know? Cactus spines are modified leaves that protect the plant from thirsty animals. Photosynthesis occurs within the green stems and trunks.
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Temperate Forest
Lesson 6.2 Biomes
• Precipitation evenly spread
throughout the year
• Varied temperatures (hot
summers, cold winters)
• Plants tend to be broad-leafed and
deciduous.
• Soil is enriched with nutrients from
annual leaf drop.
• Animals may migrate, hibernate,
or store food to survive cold
conditions.
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Temperate Grassland (Prairie)
Lesson 2.2 Biomes
• Moderate seasonal precipitation and fairly
extreme seasonal temperatures; droughts and
fires common
• Not enough precipitation to support large trees;
grasses, which grow from their base, thrive
despite droughts, fires, animals grazing
• Animals are adapted to deal with lack of cover.
• Soil tends to be rich in nutrients; most of world’s
grasslands have been converted to farmland.
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Chaparral
Lesson 6.2 Biomes
• Highly seasonal conditions with mild,
wet winters and warm, dry summers
• Prolonged hot, dry periods; droughts and fires common
• Plants are drought-resistant; many have thick, waxy
leaves or leaves with hairs that trap moisture;
succulents are common.
• Plants may have thick bark and
deep roots to resist fire; some plants
require fire to germinate.
• Many animals burrow or are nocturnal
to avoid heat.
Did You Know? Some
chaparral plants contain
oily compounds that
facilitate the spread of fire.
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Lesson 6.3 Aquatic Ecosystems
75% of Earth’s surface is covered by water.
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Describing Aquatic Ecosystems
Lesson 6.3 Aquatic Ecosystems
• Salinity: the amount of dissolved
salt present in water. Ecosystems
are classified as salt water, fresh
water, or brackish depending on
salinity.
• Photosynthesis tends to be limited
by light availability, which is a
function of depth and water clarity.
• Aquatic ecosystems are either
flowing or standing.
• Aquatic ecosystem zones: photic,
aphotic, benthic
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Freshwater Ecosystems: Ponds, Lakes, Inland Seas
Lesson 6.3 Aquatic Ecosystems
• Salinity is less than 0.5 ppt (parts per thousand)
• Ponds and lakes are
similar, except in size,
but inland seas contain
organisms adapted for
open water.
• Ponds and lakes are
divided horizontally
into zones: littoral
and limnetic
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Freshwater Ecosystems: Wetlands
Lesson 6.3 Aquatic Ecosystems
• Areas of land flooded with water at least part of the year
• Include freshwater marshes, swamps, bogs, and fens
• Wetlands prevent flooding, recharge aquifers, filter pollutants,
and provide habitats.
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Tropical Rain Forest
Lesson 6.2 Biomes
• Year-round warm temperatures
and at least 2 m (6.6 ft)
precipitation a year
• Soil generally nutrient-poor
• Forest canopy, emergent layer,
and understory support enormous
variety of plants.
• Plants tend to have large, flat
leaves and shallow roots.
• Supports more animal species
than any other biome; animals
tend to be highly specialized.
Did You Know? Some tropical plants (epiphytes) grow high on other plants to access sunlight and do not touch the soil.
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Tropical Dry Forest
Lesson 6.2 Biomes
• Warm year-round, but rainfall
highly seasonal
• Most trees are deciduous—they
lose their leaves and cease
photosynthesis part of the year.
• Plants and animals exhibit
adaptations (e.g. waxy leaf
coating, deep roots, estivation,
migration) that enable them to
survive the dry season.
Tiger (Panthera tigris)
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Temperate Rain Forest
Lesson 6.2 Biomes
• Year-round moderate temperatures and heavy rainfall
• Largest extent found in Pacific Northwest of United States
• Characterized by tall evergreen trees, such as cedars and
hemlocks, that don’t lose leaves annually; many are conifers
(produce seed-bearing cones)
• Forest floor is shaded,
damp, covered in moss.
• Animals that require
moisture, such as
amphibians, thrive here.
Olympic Peninsula, Hoh River rain forest
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Boreal Forest (Taiga)
Lesson 6.2 Biomes
• Long, cold winters; short,
cool summers
• Nutrient-poor, slightly
acidic soils
• Low species diversity
• Coniferous trees with
waxy needles and conical
shape, adapted to harsh, snowy conditions are common.
• Animals feed, breed, and care for young mostly during
short warm season; year-round residents tend to have thick
insulation and small extremities that maintain heat.
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Tundra
Lesson 6.2 Biomes
• Extremely cold, dark winters; relatively sunny and cool
summers
• Found at very high latitudes in the Northern Hemisphere
• Harsh winds, nutrient-poor soil, and freezing temperatures
limit plant growth; no tall trees; mosses and lichens common
• Characterized by permafrost (underground soil that is frozen
year-round)
• Birds and caribou migrate to the
tundra during the mild summer to
feed on insects and lichens; only a
few species live here year-round.
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Polar Ice and Mountains
Lesson 6.2 Biomes
• Not classified as biomes
• No land under polar ice in
Northern Hemisphere; ice sits
atop Antarctica in Southern
Hemisphere
• Very few plants; most life
is in surrounding ocean
• Mountain communities
change with elevation,
similar to how biome
communities change
with latitude.
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Freshwater Ecosystems: Rivers and Streams
Lesson 6.3 Aquatic Ecosystems
• Bodies of surface water that flow
downhill, eventually reaching an
ocean or inland sea
• Watershed: The area of land
drained by a river and its tributaries
• Characteristics, such as dissolved
oxygen, temperature, water speed,
organisms, and others, change
from source to mouth.
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Estuaries
Lesson 6.3 Aquatic Ecosystems
• Occur where a river flows into the
ocean or an inland sea
• Coastal estuaries are brackish
ecosystems; organisms must tolerate
wide salinity and temperature ranges.
• Coastal estuaries are home to salt
marshes and mangrove forests.
• Like wetlands, estuaries help prevent
flooding and soil erosion as well as
provide habitats.
Did You Know? Salt marshes and mangrove forests are
two of the most productive ecosystems on Earth.
Everglades, Florida, wetlands
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Oceans
Lesson 6.3 Aquatic Ecosystems
• Currents are driven by water temperature and density
differences, wind, and gravity.
• Surface winds and heating generate vertical currents that
transport nutrients and oxygen.
Did You Know? If the water in the
oceans evaporated, a 60 m (200 ft) deep
layer of salt would be left behind.
• Horizontal ocean zones:
intertidal, neritic, open
ocean
• Vertical ocean zones:
photic, aphotic, benthic
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Ocean Ecosystems
Lesson 6.3 Aquatic Ecosystems
• Intertidal: Highly diverse; extreme range of temperature, moisture, and salinity
• Neritic: Productive kelp forests and coral reefs provide habitats and help protect shorelines from erosion.
Did You Know? Over 90% of ocean water
on Earth is in the open ocean zone.
• Open ocean: Low productivity due to low light penetration; phytoplankton base of food chain; deep sea organisms and hydrothermal vent communities