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Ecology and the Biosphere
https://www.youtube.com/watch?v=Sre8L8Yg-Qw
Biology and Society: Penguins and Polar Bears in Peril
• The scientific debate is over.
• The great majority of scientists now agree that the global climate is changing.
• Average global temperatures have risen 0.8C (about 1.4F) over the past century, mostly over the last 30 years.
• Precipitation patterns have also changed, bringing
– longer and more intense drought to some regions and
– flooding to other areas.© 2013 Pearson Education, Inc.
Figure 18.0
• Overwhelming evidence indicates that human enterprises are responsible for the changes that are occurring.
• Our response to this crisis will determine whether circumstances improve or worsen.
Biology and Society: Penguins and Polar Bears in Peril
© 2013 Pearson Education, Inc.
AN OVERVIEW OF ECOLOGY
• Ecology is the scientific study of the interactions between organisms and their environments.
• Humans have always had an interest in other organisms and their environments.
• Extraordinary insight can be gained from a discovery-based approach of
–watching nature and
– recording its structure and processes.
© 2013 Pearson Education, Inc.
Figure 18.1
Ecology and Environmentalism
• Technological innovations have enabled people to colonize almost every environment on Earth.
• Earth’s resources
– affect our survival and
– have been greatly affected by our activities.
• Environmental problems
– can be understood by the science of ecology and
– require decisions based on values and ethics.
• On a personal level, each of us makes daily choices that affect our ecological impact. © 2013 Pearson Education, Inc.
Figure 18.2
A Hierarchy of Interactions
• Many different factors can potentially affect an organism’s interaction with the environment.
– Biotic factors are
– all of the organisms in the area and
– the living component of the environment.
– Abiotic factors
– are the environment’s nonliving component and
– include chemical and physical factors, such as temperature, light, water, minerals, and air.
© 2013 Pearson Education, Inc.
• An organism’s habitat
– is the specific environment it lives in and
– includes the biotic and abiotic factors of its surroundings.
A Hierarchy of Interactions
© 2013 Pearson Education, Inc.
• Ecology can be divided into four increasingly comprehensive levels:
1. organismal ecology,
2. population ecology,
3. community ecology, and
4. ecosystem ecology.
A Hierarchy of Interactions
© 2013 Pearson Education, Inc.
Figure 18.3
(a) Organismal ecology
(b) Population ecology (c) Community ecology
(d) Ecosystem ecology
• An organism is an individual living thing.
• Organismal ecology is concerned with evolutionary adaptations that enable individual organisms to meet the challenges posed by their abiotic environments.
A Hierarchy of Interactions
© 2013 Pearson Education, Inc.
• Population ecology
– addresses populations, groups of individuals of the same species living in a particular geographic area and
– concentrates mainly on factors that affect
– population density and
– growth.
A Hierarchy of Interactions
© 2013 Pearson Education, Inc.
• Community ecology
– is concerned with communities, all the organisms that inhabit a particular area and
– focuses on how interactions between species affect a community’s
– structure and
– organization.
A Hierarchy of Interactions
© 2013 Pearson Education, Inc.
• Ecosystem ecology
– is concerned with ecosystems, all the abiotic factors in addition to the community of species in a certain area and
– focuses on energy flow and the cycling of chemicals among the various abiotic and biotic factors.
A Hierarchy of Interactions
© 2013 Pearson Education, Inc.
• The biosphere is
– the global ecosystem,
– the sum of all the planet’s ecosystems, or
– all of life and where it lives.
A Hierarchy of Interactions
© 2013 Pearson Education, Inc.
LIVING IN EARTH’S DIVERSE ENVIRONMENTS
• The distribution of life varies on a
– global scale and
– local scale.
© 2013 Pearson Education, Inc.
Figure 18.4
Abiotic Factors of the Biosphere
• Patterns in the distribution of life mainly reflect differences in the abiotic factors of the environment.
• In other words, the rocks and weather
© 2013 Pearson Education, Inc.
Energy Source
• All organisms require a usable source of energy to live.
• Solar energy from sunlight
– is captured by chlorophyll during the process of photosynthesis and
– powers most ecosystems.
© 2013 Pearson Education, Inc.
Figure 18.5
• Hydrothermal vents
– occur a mile or more below the ocean’s surface and
– are ecosystems powered by chemoautotrophic bacteria that derive energy from the oxidation of inorganic chemicals such as hydrogen sulfide.
• Bacteria with similar metabolic talents support communities of cave-dwelling organisms.
Energy Source
© 2013 Pearson Education, Inc.
Figure 18.6
• Temperature affects metabolism.
– Few organisms can maintain a sufficiently active metabolism at temperatures close to 0ºC.
– Temperatures above 45ºC destroy the enzymes of most organisms.
• Most organisms function best within a specific range of environmental temperatures.
Temperature
© 2013 Pearson Education, Inc.
Figure 18.7
Water
• Water is essential to all life.
• For terrestrial organisms, the main water problem is drying out.
• Aquatic organisms
– are surrounded by water and
– face problems of water balance if their own solute concentration does not match that of their surroundings.
© 2013 Pearson Education, Inc.
Figure 18.8
(a) Scales on a basilisk lizard
(b) Beaded water droplets
Figure 5.14
Animal cell
Plant cell
Normal
Flaccid (wilts)
Lysing
Turgid (normal)
Shriveled
Shriveled
Plasmamembrane
H2OH2O H2O H2O
H2OH2OH2O H2O
(a) Isotonicsolution
(b) Hypotonicsolution
(c) Hypertonicsolution
Inorganic Nutrients
• The distribution and abundance of plants are often determined by the
– availability of inorganic nutrients such as nitrogen and phosphorus and
– the structure, pH, and nutrient content of the soil.
© 2013 Pearson Education, Inc.
• In many aquatic ecosystems, the growth of algae and photosynthetic bacteria is often limited by levels of
– nitrogen and
– phosphorus.
Inorganic Nutrients
© 2013 Pearson Education, Inc.
Other Aquatic Factors
• Aquatic but not terrestrial ecosystems are more limited by
– the levels of dissolved oxygen,
– salinity,
– currents, and
– tides.
© 2013 Pearson Education, Inc.
Other Terrestrial Factors
• Terrestrial but not aquatic ecosystems are more limited by
– wind,
– storms, or
– fire.
© 2013 Pearson Education, Inc.
The Evolutionary Adaptations of Organisms
• The ability of organisms to live in Earth’s diverse environments demonstrates the close relationship between the fields of
– ecology and
– evolutionary biology.
• Evolutionary adaptation via natural selection results from the interactions between
– organisms and
– their environments.
© 2013 Pearson Education, Inc.
Adjusting to Environmental Variability
• The abiotic factors in a habitat may vary
– from year to year,
– seasonally, or
– over the course of a day.
© 2013 Pearson Education, Inc.
• Birds may adjust to cold by
– migrating to warmer regions (a behavioral response),
– growing heavier feathers (an anatomical response), or
– fluffing up their feathers to trap more heat (a physiological response).
Adjusting to Environmental Variability
© 2013 Pearson Education, Inc.
Figure 18.9
• These responses, which occur during the lifetime of an individual, do not qualify as evolution, which is change in a population over time.
Adjusting to Environmental Variability
© 2013 Pearson Education, Inc.
• Acclimation is
– gradual,
– reversible, and
– a physiological adjustment to an environmental change.
Physiological Responses
© 2013 Pearson Education, Inc.
• The ability to acclimate is generally related to the range of environmental conditions a species naturally experiences.
• Among vertebrates,
– birds and mammals can tolerate the greatest temperature extremes because they are endotherms, while
– ectothermic reptiles can only tolerate a more limited range of temperatures.
Physiological Responses
© 2013 Pearson Education, Inc.
Figure 18.10
Number of lizard species
Key
1–5 0 6–10 11–15 16–20 20
Anatomical Responses
• Many organisms respond to environmental challenges with some type of change in
– body shape and
– structure.
• Reversible change, such as a heavier fur coat in response to cold, is an example of acclimation.
© 2013 Pearson Education, Inc.
Figure 18.11
• Environmental variation can irreversibly affect
– growth and
– development.
Anatomical Responses
© 2013 Pearson Education, Inc.
Figure 18.12
Behavioral Responses
• In contrast to plants, most animals can respond to an unfavorable change in the environment by moving to a new location.
– Ectotherms may shuttle between sun and shade.
– Migratory birds travel great distances in response to changing seasons.
– Humans have an especially rich range of behavioral responses.
© 2013 Pearson Education, Inc.
Figure 18.13
BIOMES
• A biome is
– a major terrestrial or aquatic life zone,
– characterized by
– vegetation type in terrestrial biomes or
– the physical environment in aquatic biomes.
© 2013 Pearson Education, Inc.
• Aquatic biomes
– occupy roughly 75% of Earth’s surface and
– are determined by their
– salinity and
– other physical factors.
BIOMES
© 2013 Pearson Education, Inc.
• Freshwater biomes
– have a salt concentration of less than 1% and
– include lakes, streams, rivers, and wetlands.
• Marine biomes
– typically have a salt concentration around 3% and
– include oceans, intertidal zones, coral reefs, and estuaries.
BIOMES
© 2013 Pearson Education, Inc.
• Freshwater biomes
– cover less than 1% of Earth,
– contain a mere 0.01% of its water,
– harbor about 6% of all described species, and
– are used for
– drinking water,
– crop irrigation,
– sanitation, and
– industry.
Freshwater Biomes
© 2013 Pearson Education, Inc.
• Freshwater biomes fall into two broad groups:
1. standing water, which includes lakes and ponds, and
2. flowing water, such as rivers and streams.
Freshwater Biomes
© 2013 Pearson Education, Inc.
Lakes and Ponds
• Standing bodies of water range from small ponds to large lakes, such as North America’s Great Lakes.
© 2013 Pearson Education, Inc.
Figure 18.14
• In lakes and large ponds, the communities of plants, algae, and animals are distributed according to the
– depth of water and
– distance from shore.
Lakes and Ponds
© 2013 Pearson Education, Inc.
Figure 18.15
Aphoticzone
Photiczone
Benthic realm
• The photic zone, named because light is available for photosynthesis, includes
– the shallow water near shore and
– the upper layer of water away from shore.
Lakes and Ponds
© 2013 Pearson Education, Inc.
• The aphotic zone
– is deeper and
– has light levels too low to support photosynthesis.
Lakes and Ponds
© 2013 Pearson Education, Inc.
• The benthic realm is
– at the bottom of all aquatic biomes,
– made up of sand and organic and inorganic sediments, and
– occupied by communities of organisms that are collectively called benthos.
Lakes and Ponds
© 2013 Pearson Education, Inc.
• The amount of phytoplankton growth in a lake or pond is typically regulated by the nutrients
– nitrogen and
– phosphorus.
Lakes and Ponds
© 2013 Pearson Education, Inc.
Rivers and Streams
• Rivers and streams
– are bodies of water flowing in one direction and
– generally support quite different communities of organisms than lakes and ponds.
© 2013 Pearson Education, Inc.
Figure 18.16
• Near the source of a stream, the water is usually
– clear,
– cold,
– swift, and
– low in nutrients.
Rivers and Streams
© 2013 Pearson Education, Inc.
• Downstream, the water is usually
– murkier,
– warmer,
– slower, and
– higher in nutrients.
Rivers and Streams
© 2013 Pearson Education, Inc.
• Many streams and rivers have been affected by pollution from human activities and dams to
– control floods,
– provide reservoirs for drinking water, or
– generate hydroelectric power.
Rivers and Streams
© 2013 Pearson Education, Inc.
Figure 18.17
Dam
Seattle
Portland
Canada U.S.
WA MT
ID OR
NV CA
N
Snake River
River
Riv
er
umbCol ia
Will
amet
te
FlatheadLake
Wetlands
• A wetland is a transitional biome between
– an aquatic ecosystem and
– a terrestrial one.
• Wetlands
– support the growth of aquatic plants and
– are rich in species diversity.
© 2013 Pearson Education, Inc.
Figure 18.18
Marine Biomes
• Marine biomes are diverse, ranging from vivid coral reefs to perpetually dark realms in the deepest regions.
• As in freshwater biomes, the seafloor is known as the benthic realm.
• The pelagic realm includes all of the open water of the oceans.
© 2013 Pearson Education, Inc.
Figure 18.19
Hightide
Benthic realm
Pelagic realm
Lowtide
OarweedSeastar
Intertidalzone
Continental shelf
Sea pen
Sea spider
Brittle star
Glass sponge
Sponges
Brain coral
Phytoplankton Zooplankton
Man-of-war
Blue shark
Sperm whale
Hatchet fish
Rat-tail fish
Octopus
Gulpereel
Turtle
Seacucumber
Tripodfish
Anglerfish
Photiczone
Aphoticzone
6,000–10,000 m
1,000 m
200 m
No light
“Twilight”
• In shallow areas such as the submerged parts of continents, called continental shelves, the photic zone includes pelagic and benthic regions.
• In these sunlit areas, photosynthesis by phytoplankton and multicellular algae provides energy for a diverse community of animals.
Marine Biomes
© 2013 Pearson Education, Inc.
• The pelagic photic zone includes
– zooplankton (free-floating animals, including many microscopic ones),
– fishes, and
– marine mammals.
Marine Biomes
© 2013 Pearson Education, Inc.
• The coral reef biome occurs
– in the photic zone of warm tropical waters,
– in scattered locations around the globe.
Marine Biomes
© 2013 Pearson Education, Inc.
Figure 18.20
• The photic zone extends down a maximum of 200 m in the ocean.
• The region between 200 and 1,000 m is
– dimly lit, sometimes called the twilight zone, and
– dominated by a fascinating variety of small fish and crustaceans.
• Below 1,000 m, the ocean is completely dark.
Marine Biomes
© 2013 Pearson Education, Inc.
• The intertidal zone is where
– the ocean meets land,
– the shore is pounded by waves during high tide, and
– the bottom is exposed to the sun and drying winds during low tide.
Marine Biomes
© 2013 Pearson Education, Inc.
Figure 18.21
• Estuaries
– are a transition area between a river and the ocean,
– have a saltiness ranging from nearly that of fresh water to that of the ocean, and
– are among the most productive areas on Earth.
Marine Biomes
© 2013 Pearson Education, Inc.
Figure 18.22
• Estuaries are threatened by
– landfills,
– nutrient pollution,
– contamination by pathogens or toxic chemicals, such as the massive Deepwater Horizon oil spill in the Gulf of Mexico in 2010, and
– alteration of freshwater inflow.
Marine Biomes
© 2013 Pearson Education, Inc.
How Climate Affects Terrestrial Biome Distribution
• Terrestrial biomes are primarily determined by climate, especially
– temperature and
– rainfall.
• Earth’s global climate patterns are largely the result of
– the input of radiant energy from the sun and
– the planet’s movement in space.
© 2013 Pearson Education, Inc.
Figure 18.23
Low angle ofincoming sunlight
Sunlight strikesmost directly
Low angle ofincoming sunlight
60º N
60º S
Tropic of Capricorn
30º S
30º N Tropic of Cancer
0º (equator)
Atmosphere Antarctic Circle
Arctic Circle
• Heated by the direct rays of the sun, air at the equator
– rises,
– then cools, forming clouds, and
– drops rain.
• This largely explains why rain forests are concentrated in the tropics, the region from the Tropic of Cancer to the Tropic of Capricorn.
How Climate Affects Terrestrial Biome Distribution
© 2013 Pearson Education, Inc.
Figure 18.24
Descendingdry airabsorbsmoisture
Descendingdry airabsorbsmoisture
Ascendingmoist airreleases
moisture
Temperatezone
Temperatezone
Tropics
Doldrums0º
30º30º23.5º23.5º
Trade winds Trade winds
• Temperate zones generally have milder climates than the tropics or the polar regions. They occur in latitudes between
– the tropics and the Arctic Circle in the north and
– the tropics and the Antarctic Circle in the south.
How Climate Affects Terrestrial Biome Distribution
© 2013 Pearson Education, Inc.
• Climate is also affected by
– proximity to large bodies of water and
– the presence of landforms such as mountain ranges.
How Climate Affects Terrestrial Biome Distribution
© 2013 Pearson Education, Inc.
• Mountains affect climate in two major ways.
– First, air temperature drops as elevation increases.
– This results in several biomes moving up a tall mountain.
How Climate Affects Terrestrial Biome Distribution
© 2013 Pearson Education, Inc.
Figure 18.25
Spruce-fir forest
Desert grassland
Oak woodland
Pine woodland
Desert 3,000
4,000
5,000
6,000
7,000
8,000
9,000
10,000
Ele
vati
on
(ft
)
– Second, mountains can
– block the flow of cool, moist air from a coast and
– cause radically different climates on opposite sides of a mountain range.
How Climate Affects Terrestrial Biome Distribution
© 2013 Pearson Education, Inc.
Figure 18.26
PacificOcean
Winddirection
CoastRange
SierraNevada
Rain shadow
East
Desert
Terrestrial Biomes
• Terrestrial ecosystems are grouped into biomes primarily on the basis of their vegetation type.
© 2013 Pearson Education, Inc.
Figure 18.27
Temperate broadleaf forest
Coniferous forestArctic tundraHigh mountains (coniferous forest andalpine tundra)Polar ice
Tropical forest
Temperate grassland
Chaparral
DesertSavanna
Key
Tropic of Capricorn
30º N
Equator
30º S
Tropic of Cancer
• A climograph is a visual representation of the differences in
– precipitation and
– temperature ranges that characterize terrestrial biomes.
Terrestrial Biomes
© 2013 Pearson Education, Inc.
Figure 18.28
Temperate broadleaf forest
Coniferous forest
Tundra Temperate grassland
Key
Annual mean precipitation (cm)
Tropical forest
Desert
An
nu
al m
ea
n t
em
pe
ratu
re (
ºC)
4003002001000
0
15
30
−15
• Tropical forests occur in equatorial areas, where
– the temperature is warm, and
– days are 11–12 hours long year-round.
Tropical Forest
© 2013 Pearson Education, Inc.
Figure 18.29
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Tropical Rainforest
• Savannas
– are dominated by grasses and scattered trees,
– are warm year-round, and
– experience rainfall of 30–50 cm (roughly 12–20 inches per year) with dramatic seasonal variation.
Savanna
© 2013 Pearson Education, Inc.
Figure 18.30
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Fir
e
Savanna
Figure 18.30a
• Deserts
– are the driest of all biomes,
– are characterized by low and unpredictable rainfall of less than 30 cm (about 12 inches) a year, and
– may be very hot or very cold.
Desert
© 2013 Pearson Education, Inc.
Figure 18.31
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Desert
• Chaparral has a climate that results from cool ocean currents circulating offshore and producing
– mild, rainy winters and
– hot, dry summers.
Chaparral
© 2013 Pearson Education, Inc.
Figure 18.32
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Chaparral
Fir
e
• Temperate grasslands
– are mostly treeless,
– have 25–75 cm (10–30 inches) of rain per year,
– experience frequent droughts and fires, and
– are characterized by grazers including bison and pronghorn in North America.
Temperate Grassland
© 2013 Pearson Education, Inc.
Figure 18.33
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Temperate grassland
Fir
e
• Temperate broadleaf forest
– occurs throughout midlatitudes where there is sufficient moisture to support the growth of large trees, ranging from 75 to 150 cm (30 to 60 inches), and
– includes dense stands of deciduous trees in the Northern Hemisphere.
Temperate Broadleaf Forest
© 2013 Pearson Education, Inc.
• Deciduous trees drop their leaves before winter, when
– temperatures are too low for effective photosynthesis and
– water lost by evaporation is not easily replaced from frozen soil.
Temperate Broadleaf Forest
© 2013 Pearson Education, Inc.
Figure 18.34
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Temperate broadleaf forest
• Coniferous forests
– are dominated by cone-bearing evergreen trees and
– include the northern coniferous forest, or taiga, the largest terrestrial biome on Earth.
Coniferous Forest
© 2013 Pearson Education, Inc.
Figure 18.35
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Coniferous forest
• Temperate rain forests
– are found along coastal North America from Alaska to Oregon and
– are also coniferous forests.
Coniferous Forest
© 2013 Pearson Education, Inc.
• Tundra
– covers expansive areas of the Arctic between the taiga and polar ice and
– is characterized by
– permafrost (permanently frozen subsoil),
– bitterly cold temperatures, and
– high winds.
Tundra
© 2013 Pearson Education, Inc.
Figure 18.36
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Tundra
• Polar ice covers the land
– at high latitudes north of the arctic tundra in the Northern Hemisphere and
– in Antarctica in the Southern Hemisphere.
• Only a small portion of these landmasses is free of ice or snow, even during the summer.
Polar Ice
© 2013 Pearson Education, Inc.
Figure 18.37
Tem
per
atu
rera
ng
e
Pre
cip
itat
ion
Polar Ice
• All parts of the biosphere are linked by the global water cycle.
• Human activities that affect the global water cycle include
– destruction of forests and
– pumping large amounts of groundwater to the surface for irrigation.
The Water Cycle
© 2013 Pearson Education, Inc.
Figure 18.38
Oceans
Precipitation Evaporation
Water vapor
Precipitation
Water vapor
Solarheat
Flow ofwater fromland to sea
Surfacewater and
groundwater
Evaporationand
transpiration
Netmovement ofwater vapor
• Sustainability is the goal of developing, managing, and conserving Earth’s resources in ways that meet the needs of people today without compromising the ability of future generations to meet their needs.
Human Impact on Biomes
© 2013 Pearson Education, Inc.
• Satellite photos of a small area in Brazil show how thoroughly a landscape can be altered in a short amount of time.
Forests
© 2013 Pearson Education, Inc.
Figure 18.39
In 1975, the forest in this remoteregion was virtually intact.
Same area in 2001, after a pavedhighway through the region.
• Every year, more and more forested land is cleared for agriculture.
Forests
© 2013 Pearson Education, Inc.
Figure 18.40
• The impact of human activities on freshwater ecosystems may pose an even greater threat to life on Earth, including ourselves, than the damage to terrestrial ecosystems.
Fresh Water
© 2013 Pearson Education, Inc.
• Las Vegas, the population center of Clark County, Nevada, is one example of a city whose water resources are increasingly stressed by drought and overuse.
• The water level in Lake Mead has
–dropped drastically and
–parched cities and farms farther downstream, which are pleading for more water.
Fresh Water
© 2013 Pearson Education, Inc.
Figure 18.41
(a) May 1973 (b) May 2000
Figure 18.42
• Global climate patterns are changing because of rising concentration in the atmosphere of
– carbon dioxide (CO2) and
– certain other gases.
GLOBAL CLIMATE CHANGE
© 2013 Pearson Education, Inc.
• Greenhouse gases
– include CO2, water vapor, and methane,
– are transparent to solar radiation,
– absorb or reflect heat, and
– contribute to increases in global temperatures in what is often called the greenhouse effect.
The Greenhouse Effect and Global Warming
Blast Animation: The Greenhouse Effect
© 2013 Pearson Education, Inc.
Figure 18.43a
Radiant heattrapped bygreenhouse
gases
Some heatenergy escapes
into space
Atmosphere
Sunlight
Figure 18.43b
• The largest increases are in
– the northernmost regions of the Northern Hemisphere and
– parts of Antarctica.
The Greenhouse Effect and Global Warming
© 2013 Pearson Education, Inc.
Figure 18.44
4.1
AntarcticPeninsula
4210.50.2−4 −2 −1 −0.5 −0.2−4.1
• The vast majority of scientists are confident that human activities have caused the rising concentrations of greenhouse gases.
The Accumulation of Greenhouse Gases
© 2013 Pearson Education, Inc.
Figure 18.45
Year200015001000500
400
300
350
2500
Ca
rbo
n d
ioxi
de
(C
O2)
(pp
m)
• Overall, the uptake of CO2 by photosynthesis roughly equals the release of CO2 by cellular respiration.
• However,
– extensive deforestation has significantly decreased the incorporation of CO2 into organic material and
– CO2 is flooding into the atmosphere from the burning of fossil fuels and wood.
The Accumulation of Greenhouse Gases
© 2013 Pearson Education, Inc.
Figure 18.46
Ocean
Atmosphere
Respiration
Combustion offossil fuels
Photo-synthesis
The Process of Science: How Does Climate Change Affect Species Distribution?
• Observations:
– The average temperature in Europe has risen 0.8ºC.
– Butterflies are sensitive to temperature change.
• Question: Have the ranges of butterflies changed in response to the temperature changes?
© 2013 Pearson Education, Inc.
• Hypothesis: Butterfly range boundaries are shifting in line with the warming trend.
• Prediction:
– Butterfly species will establish new populations to the north of their former ranges.
– Butterfly populations at the southern edges of their ranges will become extinct.
The Process of Science: How Does Climate Change Affect Species Distribution?
© 2013 Pearson Education, Inc.
• Experiment: Historical data on the ranges of 35 species of butterflies in Europe were analyzed.
• Results:
– More than 60% of the species have pushed their northern range boundaries poleward over the last century, some by as much as 150 miles.
– The southern boundaries have simultaneously contracted for some species, but not for others.
The Process of Science: How Does Climate Change Affect Species Distribution?
© 2013 Pearson Education, Inc.
Figure 18.47
Norway
Denmark
SwedenFinland
RussiaEstonia
Latvia
Lithuania
Africa
Europe
Argynnis paphia (silver-washed fritillary butterfly)
Figure 18.47a
Europe
Africa
Figure 18.47b
Norway
Denmark
SwedenFinland
RussiaEstonia
Latvia
Lithuania
Figure 18.47c
Argynnis paphia (silver-washed fritillary butterfly)
Effects of Climate Change on Ecosystems
• In many plants and animals, life cycle events are triggered by
– warming temperatures or
– day length.
© 2013 Pearson Education, Inc.
• As global temperatures warm, and day length remains steady, natural interactions may become out of sync.
– The winter white fur of snowshoe hares may be conspicuous against a greening landscape.
– Plants may bloom before pollinators have emerged.
Effects of Climate Change on Ecosystems
© 2013 Pearson Education, Inc.
• The combined effects of climate change on forest ecosystems in western North America have spawned catastrophic wildfire seasons.
Effects of Climate Change on Ecosystems
© 2013 Pearson Education, Inc.
Figure 18.48
• Warmer weather helps bark beetles
– bore into drought-stressed conifers and
– reproduce twice a year instead of just once.
Effects of Climate Change on Ecosystems
© 2013 Pearson Education, Inc.
Figure 18.49
Looking to Our Future
• Emissions of greenhouse gases continue to rise.
• In the United States, for example, total emissions increased more than 13% from 1990 to 2008.
• At this rate, further climate change is inevitable.
© 2013 Pearson Education, Inc.
• The amount of greenhouse gas emitted as the result of the actions of a single individual is that person’s carbon footprint.
• We can reduce our carbon footprints by
– reducing our use of electricity,
– driving less, and
– recycling.
Looking to Our Future
© 2013 Pearson Education, Inc.
Figure 18.50
• In addition, eating locally grown fresh foods may lower the greenhouse gas emissions that result from food processing and transportation.
Looking to Our Future
© 2013 Pearson Education, Inc.
Figure 18.51
Evolution Connection: Climate Change as an Agent of Natural Selection
• Can evolutionary adaptations counteract the negative effects of climate change on organisms?
• The species most likely to adapt have
– high genetic variability and
– short life spans.
© 2013 Pearson Education, Inc.
Figure 18.52
(a) Pitcher plant mosquito
(b) Adélie penguin
Figure 18.UN01
Ecosystem ecology
Organismalecology
Population ecology Community
ecology
Figure 18.UN02
Mean annual precipitation (cm)
400300200100
0
15
30M
ea
n a
nn
ua
l te
mp
era
ture
(ºC
) a. b. c.
d.
e.
f.
15