1. CAMPBELL BIOLOGY IN FOCUS © 2014 Pearson Education, Inc. Urry Cain Wasserman Minorsky Jackson Reece Lecture Presentations by Kathleen Fitzpatrick and Nicole Tunbridge 42 Ecosystems and Energy

2. © 2014 Pearson Education, Inc. Overview: Cool Ecosystem  An ecosystem consists of all the organisms living in a community, as well as the abiotic factors with which they interact  An example is the unusual community of organisms, including chemoautotrophic bacteria, living below a glacier in Antarctica  identify the abiotic and biotic factor in this example  what do you think chemoautorophic bacteria might mean?

3. © 2014 Pearson Education, Inc. Figure 42.1

4. © 2014 Pearson Education, Inc. Concept 42.1: Physical laws govern energy flow and chemical cycling in ecosystems  Ecologists study the transformations of energy and matter within ecosystems

5. © 2014 Pearson Education, Inc.  Regardless of an ecosystem’s size, its dynamics involve two main processes: energy flow and chemical cycling  Energy flows through ecosystems, whereas matter cycles within them

6. © 2014 Pearson Education, Inc. Conservation of Energy  Laws of physics and chemistry apply to ecosystems, particularly energy flow  The first law of thermodynamics states that energy cannot be created or destroyed, only transferred or transformed  Energy enters an ecosystem as solar radiation, is transformed into chemical energy by photosynthetic organisms, and is dissipated as heat

7. © 2014 Pearson Education, Inc.  The second law of thermodynamics states that every exchange of energy increases the entropy of the universe  what does entropy mean?  In an ecosystem, energy conversions are not completely efficient, and some energy is always lost as heat  what implications does this have?

8. © 2014 Pearson Education, Inc. Conservation of Mass  The law of conservation of mass states that matter cannot be created or destroyed  Chemical elements are continually recycled within ecosystems

9. © 2014 Pearson Education, Inc. Energy, Mass, and Trophic Levels  Autotrophs build molecules themselves using photosynthesis or chemosynthesis as an energy source  Heterotrophs depend on the biosynthetic output of other organisms

10. © 2014 Pearson Education, Inc.  Determine how energy and nutrients would pass with the following organisms present:  Tertiary consumers, primary producers, primary consumers, secondary consumers  Which ones are the autotrophs? Heterotrophs?  Which one is the herbivore? Carnivore?

11. © 2014 Pearson Education, Inc.  Detritivores, or decomposers, are consumers that derive their energy from detritus, nonliving organic matter  what are examples of decomposers?  Decomposition connects all trophic levels; detritivores are fed upon by secondary and tertiary consumers  what would happen if the decomposers in an ecosystem went extinct?

12. © 2014 Pearson Education, Inc. Figure 42.3

13. © 2014 Pearson Education, Inc. Figure 42.4 Sun Heat Primary producers Primary consumers Detritus Secondary and tertiary consumers Microorganisms and other detritivores Key Chemical cycling Energy flow

14. © 2014 Pearson Education, Inc. Concept 42.2: Energy and other limiting factors control primary production in ecosystems  In most ecosystems, primary production is the amount of light energy converted to chemical energy by autotrophs during a given time period  what process are we referring to?  In a few ecosystems, chemoautotrophs are the primary producers

15. © 2014 Pearson Education, Inc. Ecosystem Energy Budgets  The extent of photosynthetic production sets the spending limit for an ecosystem’s energy budget  what is the equation for photosynthesis?  what would be the limiting reactants in this process?

16. © 2014 Pearson Education, Inc. The Global Energy Budget  The amount of solar radiation reaching Earth’s surface limits the photosynthetic output of ecosystems  Only a small fraction of solar energy actually strikes photosynthetic organisms, and even less is of a usable wavelength  what part of the biosphere would receive the most amount of solar energy? The least?

17. © 2014 Pearson Education, Inc. Gross and Net Production  Total primary production is known as the ecosystem’s gross primary production (GPP)  GPP is measured as the conversion of chemical energy from photosynthesis per unit time  when might part of the GPP get lost?

18. © 2014 Pearson Education, Inc.  Net primary production (NPP) is GPP minus energy used by primary producers for “autotrophic respiration” (R a )  NPP is expressed as  Energy per unit area per unit time (J/m 2  yr), or  Biomass added per unit area per unit time (g/m 2  yr) NPP = GPP − R a

19. © 2014 Pearson Education, Inc.  NPP is the amount of new biomass added in a given time period  what is available to consumers, GPP or NPP? Explain.  Ecosystems vary greatly in NPP and contribution to the total NPP on Earth  which biomes do you think would produce the most amount of NPP? Why?

20. © 2014 Pearson Education, Inc. Figure 42.5 Technique Snow Clouds Vegetation Soil Liquid water Percent reflectance Wavelength (nm) VisibleNear-infrared 4006008001,0001,200 0 20 40 60 80

21. © 2014 Pearson Education, Inc. Figure 42.6 Net primary production (kg carbon/m 2 yr) 3 2 1 0

22. © 2014 Pearson Education, Inc.  Tropical rain forests, estuaries, and coral reefs are among the most productive ecosystems per unit area  However, Marine biomes actually contribute the majority of NPP.  how is this possible? Video: Oscillatoria

23. © 2014 Pearson Education, Inc.  Net ecosystem production (NEP) is a measure of the total biomass accumulation during a given period  NEP is gross primary production minus the total respiration of all organisms (producers and consumers) in an ecosystem (R T ) NEP = GPP − R T

24. © 2014 Pearson Education, Inc. Primary Production in Aquatic Ecosystems  In marine and freshwater ecosystems, both light and nutrients control primary production

25. © 2014 Pearson Education, Inc. Light Limitation  Depth of light penetration affects primary production of an ocean or lake  would production be greater in the photic or aphotic region? Explain.  About half the solar radiation is absorbed in the first 15 m of water, and only 5–10% reaches a depth of 75 m  based on this information, in what region would most photosynthetic organism be found?  where would GPP be greatest?

26. © 2014 Pearson Education, Inc. Nutrient Limitation  nutrients limit primary production in geographic regions of the ocean and in lakes  A limiting nutrient is the element that must be added for production to increase in an area  what are important nutrients needed for plants?

27. © 2014 Pearson Education, Inc. Figure 42.7 Results Ammonium enriched Phosphate enriched Unenriched control Collection site ABCDEFG 0 6 12 18 24 30 Phytoplankton density (millions of cells per mL)

28. © 2014 Pearson Education, Inc. Table 42.1

29. © 2014 Pearson Education, Inc.  Upwelling of nutrient-rich waters in parts of the oceans contributes to regions of high primary production  The addition of large amounts of nutrients to lakes has a wide range of ecological impacts  what happens to lakes that have undergone eutrophication?

30. © 2014 Pearson Education, Inc. Primary Production in Terrestrial Ecosystems  In terrestrial ecosystems, temperature and moisture affect primary production on a large scale  what do you think happens to primary production as moisture increases? Explain your reasoning.

31. © 2014 Pearson Education, Inc. Figure 42.8 1,400 1,200 1,000 800 600 400 200 020200406080100120140160180 Mean annual precipitation (cm) Net annual primary production (above ground, dry g/m 2 yr)

32. © 2014 Pearson Education, Inc.  Actual evapotranspiration is the water transpired by plants and evaporated from a landscape  It is affected by precipitation, temperature, and solar energy  Actual evapotranspiration can be used as a predictor of net primary production

33. © 2014 Pearson Education, Inc.  On a more local scale, a soil nutrient is often the limiting factor in primary production  In terrestrial ecosystems, nitrogen is the most common limiting nutrient  Phosphorus can also be a limiting nutrient, especially in older soils Nutrient Limitations and Adaptations That Reduce Them

34. © 2014 Pearson Education, Inc.  Various adaptations help plants access limiting nutrients from soil  Mutualism:  Nitrogen fixing bacteria  Fungi to absorb phosphorous  Roots have root hairs that increase surface area  Many plants release enzymes that increase the availability of limiting nutrients

35. © 2014 Pearson Education, Inc. Concept 42.3: Energy transfer between trophic levels is typically only 10% efficient  Secondary production of an ecosystem is the amount of chemical energy in food converted to new biomass during a given period of time

36. © 2014 Pearson Education, Inc. Figure 42.9 Plant material eaten by caterpillar Cellular respiration Growth (new biomass; secondary production) Not assimilated Feces 100 J 200 J 33 J 67 J Assimilated

37. © 2014 Pearson Education, Inc. Figure 42.9a

38. © 2014 Pearson Education, Inc.  Birds and mammals have efficiencies in the range of 1  3% because of the high cost of endothermy  what is endothermy?  Insects and microorganisms have efficiencies of 40% or more

39. © 2014 Pearson Education, Inc. Trophic Efficiency and Ecological Pyramids  Trophic efficiency is the percentage of production transferred from one trophic level to the next  approximately, how much energy gets transferred?  where does the energy get lost?  in a food chain, which organisms get the least energy- tertiary consumers or primary consumers? Explain.

40. © 2014 Pearson Education, Inc. Figure 42.10 Tertiary consumers Secondary consumers Primary consumers Primary producers 10 J 100 J 1,000 J 10,000 J 1,000,000 J of sunlight

41. © 2014 Pearson Education, Inc.  Approximately 0.1% of chemical energy fixed by photosynthesis reaches a tertiary consumer  A pyramid of net production represents the loss of energy with each transfer in a food chain

42. © 2014 Pearson Education, Inc. Figure 42.11 Trophic level Tertiary consumers Secondary consumers Primary consumers Primary producers (a) Most ecosystems (data from a Florida bog) (b) Some aquatic ecosystems (data from the English Channel) Trophic level Dry mass (g/m 2 ) Dry mass (g/m 2 ) 1.5 11 37 809 4 21Primary consumers (zooplankton) Primary producers (phytoplankton)

43. © 2014 Pearson Education, Inc.  Certain aquatic ecosystems have inverted biomass pyramids: producers (phytoplankton) are consumed so quickly that they are outweighed by primary consumers

44. © 2014 Pearson Education, Inc.  Dynamics of energy flow in ecosystems have important implications for the human population  Based on this information- which is more efficient in capturing photosynthetic energy- eating plants or animals?

45. © 2014 Pearson Education, Inc. Concept 42.4: Biological and geochemical processes cycle nutrients and water in ecosystems  Life depends on recycling chemical elements  Decomposers (detritivores) play a key role in the general pattern of chemical cycling

46. © 2014 Pearson Education, Inc. Decomposition and Nutrient Cycling Rates  Rates at which nutrients cycle in different ecosystems vary greatly, mostly as a result of differing rates of decomposition  The rate of decomposition is controlled by temperature, moisture, and nutrient availability

47. © 2014 Pearson Education, Inc. Figure 42.12 Experiment Ecosystem type Arctic Subarctic Boreal Temperate Grassland Mountain A Results G M T S U N H,I L B,C E,F K D P O J R Q P U T R Q S O K J N M L I H G E B A C D F 80 70 60 50 40 30 20 10 0 −15−10−5−5051015 Mean annual temperature (°C) Percent of mass lost

48. © 2014 Pearson Education, Inc. Figure 42.12a Experiment Arctic Subarctic Boreal Temperate Grassland Mountain A G Ecosystem type M T U S N L H,I B,C E,F K D Q J R O P

49. © 2014 Pearson Education, Inc. Figure 42.12b Results A 80 Mean annual temperature (°C) Percent of mass lost 70 60 50 40 30 20 10 0 −15−10−5−5 0 51015 C D F J K O R U Q T S P N M L I H G E B

50. © 2014 Pearson Education, Inc.  Rapid decomposition results in relatively low levels of nutrients in the soil  For example, in a tropical rain forest, material decomposes rapidly, and most nutrients are tied up in trees and other living organisms  Cold and wet ecosystems store large amounts of undecomposed organic matter, as decomposition rates are low  Decomposition is slow in anaerobic muds

51. © 2014 Pearson Education, Inc. Biogeochemical Cycles  Nutrient cycles in ecosystems involve biotic and abiotic components and are often called biogeochemical cycles  Gaseous carbon, oxygen, sulfur, and nitrogen occur in the atmosphere and cycle globally  Less mobile elements include phosphorus, potassium, and calcium  These elements cycle locally in terrestrial systems but more broadly when dissolved in aquatic systems

52. © 2014 Pearson Education, Inc.  Each step in a chemical cycle can be driven by biological or purely physical processes

53. © 2014 Pearson Education, Inc. The Water Cycle  Water is essential to all organisms  Liquid water is the primary physical phase  The oceans contain 97% of the biosphere’s water; 2% is in glaciers and polar ice caps, and 1% is in lakes, rivers, and groundwater  Water moves by the processes of evaporation, transpiration, condensation, precipitation, and movement through surface and groundwater Animation: Carbon Cycle

54. © 2014 Pearson Education, Inc. Figure 42.13a Movement over land by wind Precipitation over land Percolation through soil Evaporation from ocean Evapotranspiration from land Precipitation over ocean Runoff and groundwater The water cycle

55. © 2014 Pearson Education, Inc. The Carbon Cycle  Carbon-based organic molecules are essential to all organisms  Photosynthetic organisms convert CO 2 to organic molecules that are used by heterotrophs  Carbon reservoirs include fossil fuels, soils and sediments, solutes in oceans, plant and animal biomass, the atmosphere, and sedimentary rocks

56. © 2014 Pearson Education, Inc.  CO 2 is taken up by the process of photosynthesis and released into the atmosphere through cellular respiration  Volcanic activity and the burning of fossil fuels also contribute CO 2 to the atmosphere

57. © 2014 Pearson Education, Inc. Figure 42.13b Consumers Decomposition Photosynthesis Cellular respiration Photo- synthesis Phyto- plankton CO 2 in atmosphere Burning of fossil fuels and wood The carbon cycle

58. © 2014 Pearson Education, Inc. The Nitrogen Cycle  Nitrogen is a component of amino acids, proteins, and nucleic acids  The main reservoir of nitrogen is the atmosphere (N 2 ), though this nitrogen must be converted to NH 4 + or NO 3 − for uptake by plants, via nitrogen fixation by bacteria

59. © 2014 Pearson Education, Inc.  Organic nitrogen is decomposed to NH 4 + by ammonification, and NH 4 + is decomposed to NO 3 − by nitrification  Denitrification converts NO 3 − back to N 2

60. © 2014 Pearson Education, Inc. Figure 42.13c The nitrogen cycle Fixation Denitrification Runoff N fertilizers Reactive N gases Industrial fixation N 2 in atmosphere NO 3 − NH 4  Dissolved organic N NO 3 − Aquatic cycling Decomposition and sedimentation Terrestrial cycling Fixation in root nodules Decom- position N2N2 NO 3 − NH 4  Ammoni- fication Assimilation Denitri- fication Uptake of amino acids Nitrification

61. © 2014 Pearson Education, Inc. Figure 42.13ca Fixation Denitrification Runoff N fertilizers Reactive N gases Industrial fixation N 2 in atmosphere NO 3 − NH 4  Dissolved organic N NO 3 − Aquatic cycling Decomposition and sedimentation The nitrogen cycle

62. © 2014 Pearson Education, Inc. Figure 42.13cb Terrestrial cycling Fixation in root nodules Decom- position N2N2 NO 3 − NH 4  Ammoni- fication Assimilation Denitri- fication Uptake of amino acids Nitrification The nitrogen cycle

63. © 2014 Pearson Education, Inc. The Phosphorus Cycle  Phosphorus is a major constituent of nucleic acids, phospholipids, and ATP  Phosphate (PO 4 3− ) is the most important inorganic form of phosphorus  The largest reservoirs are sedimentary rocks of marine origin, the soil, oceans, and organisms  Phosphate binds with soil particles, and movement is often localized

64. © 2014 Pearson Education, Inc. Figure 42.13d Wind-blown dust Geologic uplift Weathering of rocks Decomposition PlanktonDissolved Uptake Leaching Decomposition Consumption Runoff PO 4 3− Plant uptake of PO 4 3− Sedimentation The phosphorus cycle

65. © 2014 Pearson Education, Inc. Case Study: Nutrient Cycling in the Hubbard Brook Experimental Forest  The Hubbard Brook Experimental Forest has been used to study nutrient cycling in a forest ecosystem since 1963  The research team constructed a dam on the site to monitor loss of water and minerals  They found that 60% of the precipitation exits through streams and 40% is lost by evapotranspiration  Most mineral nutrients were conserved in the system

66. © 2014 Pearson Education, Inc. Figure 42.14 Concrete dam and weir (b) Clear-cut watershed (a) (c) Nitrate in runoff from watersheds Deforested Control Completion of tree cutting 1968196719661965 0 1 2 3 4 20 40 60 80 Nitrate concentration in runoff (mg/L)

67. © 2014 Pearson Education, Inc. Figure 42.14a (a) Concrete dam and weir

68. © 2014 Pearson Education, Inc. Figure 42.14b (b) Clear-cut watershed

69. © 2014 Pearson Education, Inc. Figure 42.14c (c) Nitrate in runoff from watersheds Deforested Control Completion of tree cutting 1965 80 Nitrate concentration in runoff (mg/L) 60 40 20 4 3 2 1 0 196619681967

70. © 2014 Pearson Education, Inc.  In one experiment, the trees in one valley were cut down, and the valley was sprayed with herbicides

71. © 2014 Pearson Education, Inc.  Net losses of water were 30  40% greater in the deforested site than in the undisturbed (control) site  Nutrient loss was also much greater in the deforested site compared with the undisturbed site  For example, nitrate levels increased 60 times in the outflow of the deforested site  These results showed that the amount of nutrients leaving a forest ecosystem is controlled mainly by plants

72. © 2014 Pearson Education, Inc. Concept 42.5: Restoration ecologists help return degraded ecosystems to a more natural state  Given enough time, biological communities can recover from many types of disturbances  Restoration ecology seeks to initiate or speed up the recovery of degraded ecosystems  Two key strategies are bioremediation and augmentation of ecosystem processes

73. © 2014 Pearson Education, Inc. Figure 42.15 (a) In 1991, before restoration In 2000, near the completion of restoration (b)

74. © 2014 Pearson Education, Inc. Figure 42.15a (a) In 1991, before restoration

75. © 2014 Pearson Education, Inc. Figure 42.15b (b) In 2000, near the completion of restoration

76. © 2014 Pearson Education, Inc. Bioremediation  Bioremediation is the use of organisms to detoxify ecosystems  The organisms most often used are prokaryotes, fungi, or plants  These organisms can take up, and sometimes metabolize, toxic molecules  For example, the bacterium Shewanella oneidensis can metabolize uranium and other elements to insoluble forms that are less likely to leach into streams and groundwater

77. © 2014 Pearson Education, Inc. Figure 42.16 Decrease in concentration of soluble uranium in groundwater (b)Wastes containing uranium, Oak Ridge National Laboratory (a) 6 5 4 3 2 1 0 050100150200250300350400 Days after adding ethanol Concentration of soluble uranium (  M)

78. © 2014 Pearson Education, Inc. Figure 42.16a Wastes containing uranium, Oak Ridge National Laboratory (a)

79. © 2014 Pearson Education, Inc. Figure 42.16b Decrease in concentration of soluble uranium in groundwater (b) 6 Days after adding ethanol Concentration of soluble uranium (  M) 5 4 3 2 1 0 010050400150200250300350

80. © 2014 Pearson Education, Inc. Biological Augmentation  Biological augmentation uses organisms to add essential materials to a degraded ecosystem  For example, nitrogen-fixing plants can increase the available nitrogen in soil  For example, adding mycorrhizal fungi can help plants to access nutrients from soil

81. © 2014 Pearson Education, Inc. Restoration Projects Worldwide  The newness and complexity of restoration ecology require that ecologists consider alternative solutions and adjust approaches based on experience

82. © 2014 Pearson Education, Inc. Figure 42.17 Kissimmee River, Florida Maungatautari, New Zealand Succulent Karoo, South Africa Coastal Japan

83. © 2014 Pearson Education, Inc. Kissimmee River, Florida  Conversion of the Kissimmee River to a 90-km canal threatened many fish and wetland bird populations  Filling 12 km of the canal has restored natural flow patterns to 24 km of the river, helping to foster a healthy wetland ecosystem

84. © 2014 Pearson Education, Inc. Figure 42.17a Kissimmee River, Florida

85. © 2014 Pearson Education, Inc. Succulent Karoo, South Africa  Overgrazing by livestock has damaged vast areas of land in this region  Restoration efforts have included revegetating the land and employing sustainable resource management

86. © 2014 Pearson Education, Inc. Figure 42.17b Succulent Karoo, South Africa

87. © 2014 Pearson Education, Inc. Maungatautari, New Zealand  Introduction of exotic mammals including weasels, rats, and pigs has threatened many native plant and animal species  Restoration efforts include building fences around reserves to exclude introduced species

88. © 2014 Pearson Education, Inc. Figure 42.17c Maungatautari, New Zealand

89. © 2014 Pearson Education, Inc. Coastal Japan  Destruction of coastal seaweed and seagrass beds through development has threatened a variety of fishes and shellfish  Restoration efforts include constructing suitable habitat, transplantation, and hand seeding

90. © 2014 Pearson Education, Inc. Figure 42.17d Coastal Japan

91. © 2014 Pearson Education, Inc. Figure 42.UN01

92. © 2014 Pearson Education, Inc. Figure 42.UN02 Sun Heat Primary producers Primary consumers Detritus Secondary and tertiary consumers Microorganisms and other detritivores Key Chemical cycling Energy flow

93. © 2014 Pearson Education, Inc. Figure 42.UN03 Tertiary consumers Secondary consumers Primary consumers Primary producers 10 J 100 J 1,000 J 10,000 J 1,000,000 J of sunlight