1. Conservation of Biodiversity
Chapter 40

2. Conservation biology Biodiversity!! Emerged in response to a crisis
At least 10–20% of all species now living most likely will become extinct in the next 20–50 years
Bioinformatics

3. Conservation biology Supports following ethical principles:
Biodiversity is desirable for the biosphere and, therefore, for humans
Extinctions, due to human actions, are undesirable
Complex interactions in ecosystems support biodiversity and are desirable
Biodiversity from evolutionary standpoint has value in and of itself, regardless of practical benefit

4. Biodiversity Extinction Endangered species Threatened species
Variety of life on Earth
Between 10 and 50 million species may exist
Extinction
Of the described species, nearly 1,200 in the United States and 40,000 worldwide are in danger of extinction
Endangered species
Threatened species

5. Understanding Biodiversity
Genetic diversity
variations among the members of a population
Ecosystem diversity
dependent on interactions of species at a locale
Conserve species that play a critical role in an ecosystem
Saving an entire ecosystem can save many species
Landscape diversity
interacting ecosystems within one landscape
Fragmentation reduces can disrupt seasonal behaviors
Distribution of Biodiversity
Biodiversity not evenly distributed throughout the biosphere
biodiversity hotspots
contain unusually large concentrations of species

6. Disrupted ecosystem in Flat-head Lake, Montana

7. Direct Value of Biodiversity
Wildlife Has Medicinal Value
Most prescription drugs in the United States originally derived from living organisms

8. Direct Value of Biodiversity
Wildlife Has Agricultural Value
Crops are derived from wild plants that have been modified
Biological pest controls are often preferable to chemical pesticides

9. Direct Value of Biodiversity
Wildlife Has Consumptive Use Value
freshwater and marine harvests depend on the catching of wild animals
Provides a variety of other products that are sold in the marketplace worldwide

10. Indirect Value of Biodiversity
Biogeochemical Cycles Dispose of Waste
Biodiversity contributes to workings of water, carbon, phosphorus, and nitrogen cycles
Natural Areas Provide Fresh Water, Prevent Soil Erosion, and Regulate Climate
Water-holding capacity of forests and wetlands reduces the possibility of flooding
Intact ecosystems naturally retain soil and prevent erosion
Ecotourism Is Enjoyed by Many
In U.S., people spend $4 billion each year on ecotourism

11. Wildlife Extinctions Habitat loss Introduction of alien species
Pollution
Overexploitation
Disease

12. 1. Habitat loss 1,880 threatened and endangered species in U.S.
85% of cases
Focus on tropical rain forests and coral reefs
Loss of habitat also affects freshwater and marine biodiversity
Coastal degradation mainly due to the large concentration of people living on or near the coast
60% of coral reefs have been or are on verge of destruction

13. 2. Alien Species Colonization Horticulture and agriculture
Nonnative members brought into new ecosystems through
Colonization
Europeans brought various familiar species with them when they colonized new places
Horticulture and agriculture
Aliens have escaped from cultivated areas
Accidental transport
Global trade and travel
Aliens on Islands
Islands are particularly susceptible to environmental discord caused by the introduction of alien species

14. 2. Alien Species Everglades National Park, Florida Pythons Caiman
Wooly rat
Monitor lizards

15. 3. Pollution Acid deposition
Environmental change that damages lives and health of organisms
Acid deposition
sulfur dioxide from power plants
nitrogen oxides in automobile exhaust
converted to acids when they combine with water vapor in the atmosphere
Eutrophication
Overenrichment
algae blooms occur and upon death, the decomposers break down the algae
in so doing, they use up oxygen

16. 3. Pollution Ozone depletion Organic chemicals Global warming ****
Ozone shield absorbs most of the wavelengths of harmful ultraviolet (UV) radiation so they do not strike the Earth
Organic chemicals
used in products ranging from pesticides to dishwashing detergents, cosmetics, plastics, etc
Global warming ****
A 1 meter rise in sea level could inundate 25–50% of U.S. coastal wetlands
Bleaching coral reefs

17. 4. Overexploitation
Number of individuals taken from a wild population so great that the population becomes severely reduced in number
Positive feedback cycle
Smaller population
Greater incentive to capture few remaining organisms
Poachers
Overexploited 11 of 15 major oceanic fishing areas
Fish are a renewable resource
More efficient fishing fleets to decimate fishing stocks

18. 5. Diseases
Due to encroachment of humans on habitat and other general interventions
Pollution can weaken organisms
more susceptible to disease
May be due to alien species
Chytrid fungus

19. Conservation Techniques
Habitat Preservation
Habitat Restoration

20. Habitat Preservation Keystone species
influence the viability of a community
Extinction of a keystone species can lead to other extinctions and a loss of biodiversity
Metapopulation
population subdivided into several small, isolated populations
Habitat fragmentation by humans
Landscape Preservation
Landscape protection for one species is often beneficial for other wildlife that share the same space

21. Habitat Restoration Restoration ecology
Subdiscipline of conservation biology
Seeks scientific ways to return ecosystems to former state
Three principles have so far emerged:
It is best to begin as soon as possible before remaining fragments of the original habitat are lost
Once the natural history is understood, it is best to use biological techniques that mimic natural processes to bring about restoration
Goal is sustainable development, ability of an ecosystem to maintain itself while providing services to human beings

22. Habitat Restoration The Everglades Located in southern Florida
Beginning of 20th century, settlers began to drain land to grow crops
A restoration plan has been developed that will sustain the Everglades ecosystem, while maintaining the services society requires
The Everglades is to receive a more natural flow of water from Lake Okeechobee

23. Global Climate Change Emissions of greenhouse gases are accelerating
From 2000–2005 global CO2 emissions increased four times faster than in the preceding 10-year span

24. Climate Change
In many plants and animals, life cycle events are triggered by
Warming temperatures
Day length
As global temperatures warm, and day length remains steady, natural interactions may become out of sync
Plants may bloom before pollinators have emerged
Eggs may hatch before dependable food sources are available

26. Human Impact on Biomes Sustainability
goal of developing, managing, and conserving Earth’s resources
meet the needs of people today without compromising the ability of future generations to meet their needs
Student Misconceptions and Concerns
1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather.
2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution.
Teaching Tips
1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source?
2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system.
3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at:
4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon.
5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes (
6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college.
7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes.
8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film.
9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

27. Figure 18.39 Satellite photos of the Rondonia area of the Brazilian rain forest
1975
2001
Figure 18.39

28. The Greenhouse Effect and Global Warming
Greenhouse gases
Include CO2, water vapor, and methane
Are transparent to solar radiation
Absorb or reflect heat
Contribute to increases in global temperatures
Student Misconceptions and Concerns
1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem.
2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint.
Teaching Tips
1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change?
2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy.

29. Some heat energy escapes into space Sunlight Atmosphere Radiant heat
trapped by
greenhouse
gases
Figure 18.43a The greenhouse effect

30. Carbon dioxide (CO2) (ppm)
400
350
Carbon dioxide (CO2) (ppm)
300
Figure Atmospheric concentration of CO2
250
500
1000
1500
2000
Year

31. Looking to Our Future Emissions of greenhouse gases are accelerating.
From 2000–2005 global CO2 emissions increased four times faster than in the preceding 10-year span.
In addition, eating locally grown fresh foods may lower the greenhouse gas emissions that result from food processing and transportation.
Student Misconceptions and Concerns
1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem.
2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint.
Teaching Tips
1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change?
2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy.

32. Our future? carbon (ecological) footprint
amount of greenhouse gas emitted as the result of the actions of a single individual
reduce our carbon footprints by:
Reducing our use of energy
Driving less
Recycling