Biol 106 Ecology Modeling Lab Fender's Blue Butterflies. Introduction
|
|
- Bennett Snow
- 7 years ago
- Views:
Transcription
1 Biol 106 Ecology Modeling Lab Fender's Blue Butterflies Introduction Global biological diversity (the variety of organisms living in the biosphere, the global ecosystem) is vast, with over 1.8 million described species and estimates of more than 10 million species not yet discovered. Some ecosystems, like tropical rain forests, support large concentrations of species. Many of these species may go extinct before they are ever discovered, due to a variety of factors affecting the distribution of species within populations, communities and ecosystems. The study of the interactions between these organisms and their environment is called ecology. Ecology integrates multiple disciplines of biological research, where scientists study the interactions of organisms in the environment from a variety of hierarchical levels, including organismal ecology (study of individuals), population ecology (study of groups of individuals of the same species) and community ecology (study of groups of populations of different species in an area) to name a few. Identifying factors affecting species distributions allows biologists to work to preserve our current biological diversity. Conservation biology integrates ecology, physiology, molecular biology, genetics, and evolutionary biology to preserve biological diversity at all levels. Each species has an ecological niche, that is, the combination of biotic and abiotic factors required for the species to exist. Over evolutionary time ecological niches change and species either respond to change (e.g., via natural selection) or go extinct. This pattern is a natural phenomenon occurring since life first evolved; however, the current rate of species extinction has increased due to human activities. Species require specific habitats (areas that support a specific group of species) for survival and reproduction, but human activity has directly or indirectly altered or even eliminated the habitats of many species. For example, farms, cities and roads have reduced the size of species habitats, limiting populations to small isolated habitats called fragments. The fragmentation of existing habitat into smaller patches does more than simply reduce the available habitat area available for populations. Edges of habitat fragments are often of lower quality than the interiors of habitat fragments, because the edges of a habitat are influenced by its surrounding landscape. For example, pesticides and other agricultural products are more likely to drift into the edge of the habitat than into the interior, and weeds are more likely to immigrate to the edge of the habitat from surrounding fields or road cuts. Therefore, what factor should an ecologist minimize when conserving habitats? In an effort to preserve species severely affected by human activity, such as endangered species (a species in danger of extinction throughout all or a significant portion of its range), biologists have developed the field of restoration ecology. In this field, ecological principles are used to return disturbed ecosystems to conditions as similar as possible to their natural state. 1
2 In today s lab we will discuss the biology of an endangered butterfly species call the Fender s blue butterfly (Icaricia icarioides fenderi), a species native to the prairies of western Oregon and southwestern Washington. Specifically we will use a computer simulation to examine possible strategies to save the Fender s blue butterfly through restoration of its fragmented prairie habitat. Fender s blue butterfly In the last century, farms, cities, and roads have replaced most of the native prairie habitat in western Oregon and southwestern Washington. Today, less than 1% of the indigenous prairie remains, distributed in isolated patches that are often separated by several kilometers. Among the species that live in the prairie habitat is the Fender s blue butterfly. This is a small butterfly, with a wingspan of about two centimeters (about one inch). Females have rusty brown wings and males have iridescent blue wings, which gives the butterfly its name. The Fender's blue butterfly requires native prairie species for nectar and larval food sources. Because of the reduction in prairie habitat, the Fender s blue butterfly is in danger of extinction (and up until 1989 it was believed to be extinct). Less than 4000 of these butterflies are left in western Oregon and southwestern Washington. The government and other private agencies are willing to attempt to save the Fender's blue butterfly by restoring old farmlands and other abandoned areas to butterfly habitat. Habitat restoration is quite costly (estimated cost for restoring populations of Fender s blue butterfly by 2033 is around 16 million dollars) and requires hours of manual labor (removing unwanted non-native species and adding native species). Because the restoration process is time consuming and expensive, ecologists must first identify which areas of land would have the highest impact in restoring the population of Fender s blue butterflies. Ecological models allow ecologists to compare a variety of possible restoration plans to determine the best possible strategy for the time and money allotted to a project. Exercise: Funds are available to restore 200 acres of native prairie habitat necessary to allow populations of Fender s blue butterflies to recover to stable levels. Your job is to use a modeling program to determine the best way to distribute the 200 acres of restored prairie in order to maximize the number of populations of Fender s blue butterflies. Possible ways to distribute restored land:. Make existing patches of prairie larger.. Make corridors connecting existing patches of prairie.. Make a series of small patches (stepping-stones) between the larger ones.. Use combinations of the above or try something completely different! 2
3 Directions for running the program 1. Click on the Ecobeaker icon in the dock (beaker with tree coming out the top). 2. Go to the Labs pull down menu at the top, choose butterflies 3. Go to the Markers pull down menu. It lists different habitat scenarios. First choose 100 years ago. You will use the Marker pull down menu several times throughout this lab. Simulation 1: 100 yrs Ago To start the simulation click on the green arrow on the bottom left of the screen or select the Action pull down menu and choose Go. Let the simulation run for a total of 700 weeks. You can observe the number of weeks the simulation is running on the bottom of the screen. You can also adjust the speed of the simulation (Slider bar at the bottom of the screen) by clicking and sliding the speed bar. In order to stop the simulation at 700 weeks, slow the simulation down, once it gets close to 700, then stop by clicking on the stop icon or selecting the Action pull down menu and choose Stop. Note that this is an annual population so every year (52 weeks) it starts over. Run this simulation 1 time. After your simulation, RECORD the number of butterflies in the population after 700 weeks in Table 1 below (The number of remaining butterflies can be found in the Statistics box). Share your data with the other lab tables. Simulation 2: Today (Baseline Data) Today represents the remaining habitat currently available for the butterflies. Go to the Markers pull down menu. Choose Today. You will notice the farmland habitat is the most prevalent and the prairie remnants are quite small. Your total Area of Prairie is 800 acres (Located in the Statistics box). Run this simulation 6 times. After each simulation, RECORD the number of butterflies in the population after 700 weeks in Table 1 below (The number of remaining butterflies can be found in the Statistics box). Make sure to RESET for each simulation. To reset: select the Action pull down menu, choose reset or choose the reset icon at the bottom of the screen (icon to the right of the stop icon). 3
4 Simulations 3 8: Possible Methods of Habitat Restoration Simulation 3 = Patch Expansion (increase the size of the patches) Simulation 4 = Corridors (directly connect habitats) Simulation 5 = Stepping stones (connect patches by small patches rather than continuous corridors) Simulations 6, 7, 8 = Create your own models (A, B, & C). Try to create models that will generate the largest population of Fender s blue butterflies! For above simulations (3-8) you will be adding new prairie habitat. You may only add an additional 200 acres of prairie, making the total prairie habitat = 1000 acres. To make a new habitat, first reset the simulation using the reset icon to the right of the stop icon. Then go to the Action pull down menu, choose Paint, then choose Prairie in the Habitats box. This converts the mouse into a "paint" tool so you can "paint" prairie habitat. If you add more than 200 acres, you can remove the excess by choosing Farmland in the Habitats box and removing some prairie. After you finish painting each prairie habitat, save your newly painted habitat before you run a simulation, so you can run the same simulation 6 times. Saving new habitats: Go to the Marker pull down menu, choose Add Marker (name your marker something that corresponds to the simulation you are running, for example if you just created a Patch expansion name the new habitat Patch). After the new habitat is saved you can now run the simulation. Run the simulation 6 times, for 700 weeks each and record the data in Table 1 below Note: To run multiple simulations for new habitats, you will reset, go to the Marker pull down menu and select your newly saved habitat (i.e., Patch). For simulations 3-8 also provide a drawing (map) of each new habitat you create in the spaces provided at the end of this lab write-up. 4
5 Table 1. Fender s Blue Butterfly population sizes for various habitat models. Trial # Number of Surviving Butterflies in each Model Habitat 100 yrs ago Today (Baseline) Patch Expansion Corridors Stepping Stones Model A Model B Model C Average of all trials for each model Conclusions: On average, which of the above habitat models resulted in the most surviving butterflies? Explain why you think that model worked the best. In your answer, include other factors that should also be considered before implementing the best model. Be thorough, there s a lot of time and money associated with your habitat restoration decision! 5
6 Maps of Prairie Habitat Models Patch Expansion Corridors Stepping Stones Model A Model B Model C 6
Lesson Overview. Biodiversity. Lesson Overview. 6.3 Biodiversity
Lesson Overview 6.3 6.3 Objectives Define biodiversity and explain its value. Identify current threats to biodiversity. Describe how biodiversity can be preserved. THINK ABOUT IT From multicolored coral
More informationPrinciples of Ecology
2 Principles of Ecology section 1 Organisms and Their Relationships Before You Read On the lines below, list the organisms that you have encountered today. You share the same environment with these organisms.
More informationBiodiversity Concepts
Biodiversity Concepts WHAT IS BIODIVERSITY? Biodiversity is the variety of life on Earth. For any kind of animal or plant each individual is not exactly the same as any other; nor are species or ecosystems.
More informationUnderstanding by Design. Title: BIOLOGY/LAB. Established Goal(s) / Content Standard(s): Essential Question(s) Understanding(s):
Understanding by Design Title: BIOLOGY/LAB Standard: EVOLUTION and BIODIVERSITY Grade(s):9/10/11/12 Established Goal(s) / Content Standard(s): 5. Evolution and Biodiversity Central Concepts: Evolution
More informationRegents Biology LAB. STUDY OF POPULATION DENSITY ON A SUBURBAN LAWN
Period Date LAB. STUDY OF POPULATION DENSITY ON A SUBURBAN LAWN Ecological communities are built on the interactions between the creatures (both plants and animals) that live there and the physical environment
More informationActivity 3 Giant Panda Landscape Activity
Activity 3 Giant Panda Landscape Activity Objective & Overview: Students will juggle land-use planning issues relating to giant pandas and their interdependence with bamboo and other habitat characteristics,
More informationAP Biology Essential Knowledge Student Diagnostic
AP Biology Essential Knowledge Student Diagnostic Background The Essential Knowledge statements provided in the AP Biology Curriculum Framework are scientific claims describing phenomenon occurring in
More informationEcology 1 Star. 1. Missing from the diagram of this ecosystem are the
Name: ate: 1. Missing from the diagram of this ecosystem are the 5. ase your answer(s) to the following question(s) on the diagram below and on your knowledge of biology.. biotic factors and decomposers.
More informationRESTORATION & REVITALIZATION
RESTORATION & REVITALIZATION Legal preservation has not proved to be sufficient to preserve natural communities. Restoration activities are diverse and includes revitalization of natural communities which
More information3.1 Measuring Biodiversity
3.1 Measuring Biodiversity Every year, a news headline reads, New species discovered in. For example, in 2006, scientists discovered 36 new species of fish, corals, and shrimp in the warm ocean waters
More informationRain Forests. America's. Web of Life. Rain Forest Ecology. Prince William Network's OVERVIEW OBJECTIVES SUBJECTS
Rain Forest Ecology National Science Education Standards Standard C: Life Sciences Populations and ecosystems. Standard C: Life Sciences Diversity and adaptation of organisms. Standard F: Science in Personal
More informationCONNECTIVITY CONSERVATION AND ECOLOGICAL RESTORATION ADVENTURES IN A GLOBAL BIODIVERSITY HOTSPOT
CONNECTIVITY CONSERVATION AND ECOLOGICAL RESTORATION ADVENTURES IN A GLOBAL BIODIVERSITY HOTSPOT A presentation addressing Aichi Targets: 5 By 2020, the rate of loss of all natural habitats, including
More informationSLOW ONSET EVENTS. climate change impacts on BIODIVERSITY
Regional Gateway for Technology Transfer and Climate Change Action in Latin America and the Caribbean (ROLAC UNEP) Characterizing and addressing SLOW ONSET EVENTS climate change impacts on BIODIVERSITY
More informationEndemic and Introduced Species Lesson Plan
Grade Level: 6-8 Curriculum Focus: Ecosystems and Biomes Lesson Duration: Two class periods Student Objectives Materials Understand and apply the term endemic to animal and plant life, meaning native,
More informationPopulation Ecology. Life History Traits as Evolutionary Adaptations
Population Ecology An Overview of Population Ecology Population ecology is the study of factors that affect population: Density Growth A population is a group of individuals of a single species that occupy
More informationSustainable Landscape Practices
Reviewed by Jamie Csizmadia Summary Students will explore the benefits of utilizing sustainable landscape practices focusing on the use of native plants. After defining sustainable landscape practices
More informationExtinction; Lecture-8
I. introduction Definition Current extinction Genetic drift Extinction; Lecture-8 II. 3 types of extinction 1. background 2. mass 3. stochastic III. 5 periods of mass IV. human caused 1. on land and in
More informationECOSYSTEM RESPONSES. reflect
reflect There is a saying, No man is an island, which means that people need one another in order to survive. Everyone on Earth is interconnected in some way. This is not only true of human beings, but
More informationChapter 54: Community Ecology
Name Period Concept 54.1 Community interactions are classified by whether they help, harm, or have no effect on the species involved. 1. What is a community? List six organisms that would be found in your
More informationFAQs: Gene drives - - What is a gene drive?
FAQs: Gene drives - - What is a gene drive? During normal sexual reproduction, each of the two versions of a given gene has a 50 percent chance of being inherited by a particular offspring (Fig 1A). Gene
More informationNatural Resources and Landscape Survey
Landscape Info Property Name Address Information Contact Person Relationship to Landscape Email address Phone / Fax Website Address Landscape Type (private/muni/resort, etc.) Former Land Use (if known)
More informationPractice Questions 1: Evolution
Practice Questions 1: Evolution 1. Which concept is best illustrated in the flowchart below? A. natural selection B. genetic manipulation C. dynamic equilibrium D. material cycles 2. The diagram below
More informationEcology - scientific study of how individuals interact with their environment 34.1
Biology 1407 Exam 4 Notes - Ecology Ch.35-36 Ecology - scientific study of how individuals interact with their environment 34.1 - organisms have adapted to - evolved in - a particular set of conditions;
More informationI m Randy Swaty, ecologist on The Nature Conservancy s LANDFIRE team. In the next half hour, I ll introduce LANDFIRE to you, talk about how we
Welcome to the LANDFIRE and the California Fire Science Consortium webinar Got Veggies. I m Jeannie Patton, Communications Lead for The Nature Conservancy s LANDFIRE Program. We re co-hosting this webinar
More informationImportance of Wildlife
Importance of Wildlife The wildlife comprises all living organism (plants, animals, microorganisms) in their natural habitats which are neither cultivated or domesticated nor tamed. But in its strictest
More information864 653-7224 SFI INC. LAUNCHES NEW STANDARD LEADS FOREST CERTIFICATION FORWARD
FOR IMMEDIATE RELEASE Contact: Rick Cantrell January 12, 2010 SFI Vice President and COO 864 653-7224 SFI INC. LAUNCHES NEW STANDARD LEADS FOREST CERTIFICATION FORWARD WASHINGTON Sustainable Forestry Initiative
More informationGrade 8 English Language Arts 59B Reading and Responding Lesson 23
GRADE 8 English Language Arts Reading and Responding: Lesson 23 Read aloud to the students the material that is printed in boldface type inside the boxes. Information in regular type inside the boxes and
More informationWildlife Habitat Conservation and Management Program
Wildlife Habitat Conservation and Management Program Manual for Counties and Cities Oregon Department of Fish and Wildlife 2015 Table of Contents 1. Introduction Purpose of the habitat program Objective
More informationRainforest Concern Module 2 Why do we need rainforests?
Rainforest Concern Module 2 Why do we need rainforests? Rainforest Concern Module 2: Why do we need Rainforest? Before we go any further, there are some words you may not understand, and these words and
More informationA STUDY OF BIOMES. In this module the students will research and illustrate the different biomes of the world.
A STUDY OF BIOMES http://bellnetweb.brc.tamus.edu/res_grid/biomes.htm A HIGH SCHOOL BIOLOGY / ECOLOGY MODULE Summary: In this module the students will research and illustrate the different biomes of the
More information(Seattle, WA, More than 500,001, Green Seattle Partnership)
(Seattle, WA, More than 500,001, Green Seattle Partnership) Project Summary The Green Seattle Partnership is a collaboration between the City of Seattle, Cascade Land Conservancy and our residents to restore
More informationEcology Module B, Anchor 4
Ecology Module B, Anchor 4 Key Concepts: - The biological influences on organisms are called biotic factors. The physical components of an ecosystem are called abiotic factors. - Primary producers are
More informationNatural Gas Pipelines
Natural Gas Pipelines Excerpt from Report 2 of the Pennsylvania Energy Impacts Assessment December 16, 2011 Authors: Nels Johnson, Tamara Gagnolet, Rachel Ralls, and Jessica Stevens The Nature Conservancy
More informationEcological Footprint Calculator
Ecological Footprint Calculator Table of Contents: (1.) Ecological Footprint (2.) Activity: Determining Your Ecological Footprint Ecological Footprint Estimating your overall impact on the environment
More informationA cool CAP post-2013: What measures could help adapt Cyprus farming and biodiversity to the consequences of climate change?
A cool CAP post-2013: What measures could help adapt Cyprus farming and biodiversity to the consequences of climate change? 26 September 2012: IFOAM EU Conference Future farming in times of climate change
More informationSALEM COMMUNITY COLLEGE Course Syllabus. Course Title: Environmental Science I. Course Code: BIO103. Lecture Hours: 2 Laboratory Hours: 4 Credits: 4
SALEM COMMUNITY COLLEGE Course Syllabus Course Title: Environmental Science I Course Code: BIO103 Lecture Hours: 2 Laboratory Hours: 4 Credits: 4 Course Description: Environmental Science I is the first
More informationNATURAL RESOURCES DEGREES AND CERTIFICATES. Environmental Conservation A.S. Degree (formerly Natural Resources)
Area: Science and Engineering Dean: Dr. Rina Roy Phone: (916) 484-8107 Counseling: (916) 484-8572 DEGREES AND CERTIFICATES Environmental Conservation A.S. Degree (formerly Natural Resources) Environmental
More informationPolicies and programmes to achieve food security and sustainable agriculture
HUNGARY Agriculture (Government focal point(s): Ministry of Agriculture and Rural Development Mr. Zoltán Kárpáti: tel: +361-301-3533, fax: +361-301-5949, e-mail: karpatiz@fvm.hu and Ms. Rita Francia: tel:
More informationJennifer Carmack Cannon s Point Unit
Jennifer Carmack Cannon s Point Unit Unit Organizer: (Approximate Time: 5 days) OVERVIEW: Organisms are dependent upon other organisms for survival. The absence of one organism can disrupt all other organisms
More informationMonitoring for Conservation Planning and Management. Environmental Evaluators Forum EPA Headquarters, USA June 14 15, 2007
Monitoring for Conservation Planning and Management Environmental Evaluators Forum EPA Headquarters, USA June 14 15, 2007 Key Types of Decisions Prioritization (where Status to allocate scarce conservation
More informationSection 5: Conserve to Enhance Program Goals What is Conserve to Enhance All About?
Section 5: Conserve to Enhance Program Goals What is Conserve to Enhance All About? Conserve to Enhance (C2E) was originally conceptualized as an approach to giving the environment a seat at the table
More informationUndergraduate Degree Turfgrass Management
Undergraduate Degree Turfgrass Management 2 What Is The Rutgers Advantage? 4 Nationally recognized turfgrass program 4 World-class faculty 4 Focused turfgrass curriculum 4 Low student/teacher ratios 4
More informationNon-consumptive use of wildlife. Non-consumptive Use. Non-consumptive Use
Non-consumptive use of wildlife Non-consumptive Use Any non-hunting or non-extractive use Examples: wildlife feeding & photography, bird watching, whale watching Non-consumptive Use Sources of information
More informationEnhancing Biodiversity. Proactive management of biodiversity in intensive agriculture
Enhancing Biodiversity Proactive management of biodiversity in intensive agriculture Contents Introduction Increasing food security in a sustainable way 3 The importance of biodiversity The vitality and
More informationGrade Level Expectations for the Sunshine State Standards
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION http://www.myfloridaeducation.com/ The seventh grade student: The Nature of Matter uses a variety of measurements to describe the physical
More informationExploring Our World with GIS Lesson Plans Engage
Exploring Our World with GIS Lesson Plans Engage Title: Exploring Our Nation 20 minutes *Have students complete group work prior to going to the computer lab. 2.List of themes 3. Computer lab 4. Student
More informationEnvironmental Science Merit Badge Workbook
Merit Badge Workbook This workbook can help you but you still need to read the merit badge pamphlet. This Workbook can help you organize your thoughts as you prepare to meet with your merit badge counselor.
More informationSANTA BARBARA COUNTY COMPREHENSIVE PLAN LOMPOC AREA
SANTA BARBARA COUNTY COMPREHENSIVE PLAN LOMPOC AREA A. LAND USE ELEMENT INTERPRETIVE GUIDELINES B. COMMUNITY BENEFITS C. COUNTY ACTION ITEMS Adopted by the Board of Supervisors November 9, 1999 A. Santa
More informationMacroevolution: Change above the species level NABT 2006 Evolution Symposium
Introduction Macroevolution: Change above the species level NABT 2006 Evolution Symposium The basic concept of evolution change over time can be examined in two different time frames. The first, which
More informationSpatio-Temporal Modeling Issues: a Case of Soybean Aphid
Spatio-Temporal Modeling Issues: a Case of Soybean Aphid 9. 7. 2012 Seong Do Yun Project Advisor: Dr. Gramig, Benjamin SHaPE Space, Health and Population Economics Research Group Project: Enhancing Ecosystem
More informationEnergy Flow Through an Ecosystem. Food Chains, Food Webs, and Ecological Pyramids
Energy Flow Through an Ecosystem Food Chains, Food Webs, and Ecological Pyramids What is Ecology? ECOLOGY is a branch of biology that studies ecosystems. Ecological Terminology Environment Ecology Biotic
More informationMatter and Energy in Ecosystems
Matter and Energy in Ecosystems The interactions that take place among biotic and abiotic factors lead to transfers of energy and matter. Every species has a particular role, or niche, in an ecosystem.
More informationActivity 3 Interview Activity
Activity 3 Interview Activity Objective & Overview: Students will experience a broad array of viewpoints by collecting other people s views on panda conservation issues. Teacher Background Information:
More informationFire, Forest History, and Ecological Restoration of Ponderosa Pine Forests at Mount Rushmore, South Dakota
Fire, Forest History, and Ecological Restoration of Ponderosa Pine Forests at Mount Rushmore, South Dakota Restoration uses the past not as a goal but as a reference point for the future...it is not to
More informationHow to Create a Resume Using Microsoft Word
Microsoft Word Welcome to the resume-building process! A lot of job postings that you find online today are asking for an electronic resume. There are lots of different ways that you can go about creating
More informationClimate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011
Climate Change: A Local Focus on a Global Issue Newfoundland and Labrador Curriculum Links 2010-2011 HEALTH Kindergarten: Grade 1: Grade 2: Know that litter can spoil the environment. Grade 3: Grade 4:
More informationMacintosh System OSX #1
Recipes4Success Macintosh System OSX #1 2007. All Rights Reserved. This Material is copyrighted under United States copyright laws. Tech4Learning, Inc. is the exclusive owner of the copyright. Distribution
More informationGlobal Ecology and Wildlife Conservation
Vaughan Centre for Lifelong Learning Part-Time Certificate of Higher Education in Global Ecology and Wildlife Conservation Delivered via Distance Learning FAQs What are the aims of the course? This course
More informationfirst trial Agriculture From June 25 (Mon.) to June 29 (Fri.)2012
1. Number of students to be accepted in 2013 Graduate Schools Department Number of students Master Doctor 14 5 Animal 12 4 Human and Animal-Plant Relationship 10 3 Bio- 30 6 Chemi 25 5 Fermentation and
More informationTHE SECRETARY OF THE INTERIOR WASHINGTON
THE SECRETARY OF THE INTERIOR WASHINGTON ORDER NO. 3336 Subject: Rangeland Fire Prevention, Management and Restoration Sec. 1 Purpose. This Order sets forth enhanced policies and strategies for preventing
More informationProtected Area Categories and Management Objectives
Protected Area Categories and Management Objectives A protected area is defined as: An area of land and/or sea especially dedicated to the protection and maintenance of biological diversity, and of natural
More informationFighting Fire with Fire: Can Fire Positively Impact an Ecosystem?
Fighting Fire with Fire: Can Fire Positively Impact an Ecosystem? Science Topic: Fire Ecology Grades: 6 th 8 th Essential Questions: What role does fire play in maintaining healthy ecosystems? How does
More informationEcology and Simpson s Diversity Index
ACTIVITY BRIEF Ecology and Simpson s Diversity Index The science at work Ecologists, such as those working for the Environmental Agency, are interested in species diversity. This is because diversity is
More informationA Method of Population Estimation: Mark & Recapture
Biology 103 A Method of Population Estimation: Mark & Recapture Objectives: 1. Learn one method used by wildlife biologists to estimate population size of wild animals. 2. Learn how sampling size effects
More informationREVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS
Period Date REVIEW UNIT 10: ECOLOGY SAMPLE QUESTIONS A. Sample Multiple Choice Questions Complete the multiple choice questions to review this unit. 1. All of the following are density-dependent factors
More informationIntroduction to Landscape Ecology
Instructor: K. McGarigal Introduction to Landscape Ecology Assigned Reading: Turner et al. 2001 (Chapter 1) Objective: Describe the focus of the science of landscape ecology, including its historical context
More informationExperience Summary. KINA MURPHY, M.S. Ecologist / Community Planner 9 Stone Ridge Road, Santa Fe, NM 87505 Cell: 505-603- 7188. Education / Training
Ecologist / Community Planner 9 Stone Ridge Road, Santa Fe, NM 87505 Cell: 505-603- 7188 Education / Training Universities/Colleges Ph.D Candidate, Biology/ Ecology, University of New Mexico, Collins Lab,
More informationDepartment of the Interior. Departmental Manual
Page 1 of 10 Department of the Interior Departmental Manual Effective Date: 10/23/2015 Series: Public Lands Part 600: Public Land Policy Chapter 6: Implementing Mitigation at the Landscape-scale Originating
More informationAnalyzing A DNA Sequence Chromatogram
LESSON 9 HANDOUT Analyzing A DNA Sequence Chromatogram Student Researcher Background: DNA Analysis and FinchTV DNA sequence data can be used to answer many types of questions. Because DNA sequences differ
More informationECOLOGICAL RESTORATION A MEANS OF CONSERVING BIODIVERSITY AND SUSTAINING LIVELIHOODS
ECOLOGICAL A MEANS OF CONSERVING BIODIVERSITY AND SUSTAINING LIVELIHOODS RESTORATION The Society for Ecological Restoration International (SER) is a non-profit organization infused with the energy of involved
More informationHUMANPOPULATIONGROWTHANDNATURAL RESOURCES Study Guide. As the human population grows, the demand for Earth s resources increases.
SECTION 16.1 HUMANPOPULATIONGROWTHANDNATURAL RESOURCES Study Guide KEY CONCEPT As the human population grows, the demand for Earth s resources increases. VOCABULARY nonrenewable resource renewable resource
More informationEvolution (18%) 11 Items Sample Test Prep Questions
Evolution (18%) 11 Items Sample Test Prep Questions Grade 7 (Evolution) 3.a Students know both genetic variation and environmental factors are causes of evolution and diversity of organisms. (pg. 109 Science
More informationEditing Emergency Forestry Conservation Reserve Program (EFCRP) Contracts Approved by: Deputy Administrator, Farm Programs
UNITED STATES DEPARTMENT OF AGRICULTURE Farm Service Agency Washington, DC 20250 Notice CRP-583 For: AL, FL, LA, MS, and TX State and County Offices Editing Emergency Forestry Conservation Reserve Program
More informationIntroduction to Ecology
Introduction to Ecology Ecology is the scientific study of the interactions between living organisms and their environment. Scientists who study ecology are called ecologists. Because our planet has many
More informationRanger Report About Deforestation of the Rainforest
Ranger Report About Deforestation of the Rainforest About deforestation Forests are cut down for many reasons, but most of them are related to money or to people s need to provide for their families. The
More informationUsing Aerial Photography to Measure Habitat Changes. Method
Then and Now Using Aerial Photography to Measure Habitat Changes Method Subject Areas: environmental education, science, social studies Conceptual Framework Topic References: HIIIB, HIIIB1, HIIIB2, HIIIB3,
More information2015 Monarch Butterfly Conservation Fund Grant Slate
2015 Monarch Butterfly Conservation Fund Grant Slate NFWF CONTACT Teal Edelen, Manager Central Regional Office teal.edelen@nfwf.org or 202-857-0166 Monarch caterpillar on milkweed ABOUT NFWF The National
More informationENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X
ENVIRONMENTAL SCIENCE CURRICULUM for CLASS IX to X The Royal Society for Protection of Nature (RSPN) in collaboration with Department of Curriculum Research & Development (DCRD) of Ministry of Education
More informationChapter 14. Forest Fragmentation In The Rocky Mountains
Chapter 14 Forest Fragmentation In The Rocky Mountains Rebecca Reed 1*, Jane Beiswenger 2, and Julia Johnson-Barnard 3* 1 Department of Botany, 2 Department of Zoology and Physiology, and 3 Department
More informationBiology Keystone (PA Core) Quiz Ecology - (BIO.B.4.1.1 ) Ecological Organization, (BIO.B.4.1.2 ) Ecosystem Characteristics, (BIO.B.4.2.
Biology Keystone (PA Core) Quiz Ecology - (BIO.B.4.1.1 ) Ecological Organization, (BIO.B.4.1.2 ) Ecosystem Characteristics, (BIO.B.4.2.1 ) Energy Flow 1) Student Name: Teacher Name: Jared George Date:
More information3. Which relationship can correctly be inferred from the data presented in the graphs below?
1. Recent evidence indicates that lakes in large areas of New York State are being affected by acid rain. The major effect of acid rain in the lakes is (1) an increase in game fish population levels (3)
More informationBasics of Working with TurningPoint in Office 2003
Basics of Working with TurningPoint in Office 2003 This document explains the basics of creating a TurningPoint slide and the pre-show steps to follow when using TurningPoint. It will cover: 1. Creating
More informationCourse Description, BOT*3050, Plant Functional Ecology, Fall 2013 Department of Integrative Biology
Lecture: Laboratory: Instructor: Office hours: Laboratory Coordinator: Teaching Assistant : Course Description: Prerequisites: Required Textbooks: 10:30-11:20 MWF MW classes will be in MACK 117 unless
More informationAssessment by Land Use Change using SI models in Khon Kaen, Thailand
Assessment by Land Use Change using SI models in Khon Kaen, Thailand Hideyuki ITO Keiji WATANABE Ministry of Economy, Trade and Industry, Japan Kiichiro HAYASHIT Institute of Materials and Systems for
More informationGCSE BITESIZE Examinations
GCSE BITESIZE Examinations General Certificate of Secondary Education AQA SCIENCE A BLY1B Unit Biology B1b (Evolution and Environment) AQA BIOLOGY Unit Biology B1b (Evolution and Environment) FOUNDATION
More informationMichigan Wetlands. Department of Environmental Quality
Department of Environmental Quality Wetlands are a significant component of Michigan s landscape, covering roughly 5.5 million acres, or 15 percent of the land area of the state. This represents about
More informationCommunities and Biomes
Name Date Class Communities and Biomes Section 3.1 Communities n your textbook, read about living in a community. Determine if the statement is true. f it is not, rewrite the italicized part to make it
More informationAmerican Forest Foundation (AFF) 2010-2015 Standards of Sustainability for Forest Certification
American Forest Foundation (AFF) 2010-2015 Standards of Sustainability for Forest Certification Standards Prologue The American Forest Foundation s (AFF) 2010-2015 Standards of Sustainability for Forest
More informationProducers, Consumers, and Food Webs
reflect Think about the last meal you ate. Where did the food come from? Maybe it came from the grocery store or a restaurant. Maybe it even came from your backyard. Now think of a lion living on the plains
More informationAgriculture, Food & Natural Resources Career Cluster Wildlife Management
Agriculture, Food & Natural Resources Career Cluster Wildlife Management Course Number 03.45300 Course Description This course introduces students to the principles of wildlife management and conservation
More informationBSc in Environmental and Conservation Sciences Wildlife and Rangeland Resources Management Major
Faculty of Agricultural, Life & Environmental Sciences Undergraduate Student Services 2-31 General Services Building www.ales.ualberta.ca Tel: 780.492.4933 Edmonton, Alberta, Canada T6G 2H1 new2ales@ualberta.ca
More informationBiological Diversity and Tourism: Development of Guidelines for Sustainable Tourism in Vulnerable Ecosystems
Biological Diversity and Tourism: Development of Guidelines for Sustainable Tourism in Vulnerable Ecosystems Secretariat of the Convention on Biological Diversity Foreword The rapid and often uncontrolled
More information1.018/7.30J Lecture 1- Introduction to Ecology 2009
1.018/7.30J Lecture 1- Introduction to Ecology 2009 Readings Smith and Smith Chapter 1. Vernadskii The Biosphere Carruthers Locusts in the Red Sea Remmert Ecology: The Basic Concept Rowe Biological Fallacy:
More informationBiology 1406 - Notes for exam 5 - Population genetics Ch 13, 14, 15
Biology 1406 - Notes for exam 5 - Population genetics Ch 13, 14, 15 Species - group of individuals that are capable of interbreeding and producing fertile offspring; genetically similar 13.7, 14.2 Population
More informationSOKOINE UNIVERSITY OF AGRICULTURE
SOKOINE UNIVERSITY OF AGRICULTURE FACULTY OF FORESTRY AND NATURE CONSERVATION CURRICULUM FOR MSc. (MNRSA) DEGREE PROGRAMME May 2009 MASTER OF SCIENCE IN MANAGEMENT OF NATURAL RESOURCES AND SUSTAINABLE
More informationEnvironmental Science
Environmental Science UNIT I: Introduction to Environmental Science The student will demonstrate the ability to use scientific skills necessary to identify and analyze environmental issues. a. Define environmental
More informationUse: Cooperative farming as a habitat management tool to enhance and restore refuge grasslands
Compatibility Determination Use: Cooperative farming as a habitat management tool to enhance and restore refuge grasslands District Name: Minnesota Valley Wetland Management District Establishing and Acquisition
More informationNatural Resource Damage Assessment. Emphasis on Groundwater May 4, 2004
Natural Resource Damage Assessment Emphasis on Groundwater May 4, 2004 MPCA Mission To help Minnesotans protect their environment. 2 Objectives Introduction to NRDA Introduction to NRDA Process Introduction
More informationLiving Things and the Environment
Living Things and the Environment (pages 6 11) Habitats (page 7) Key Concept: An organism obtains food, water, shelter, and other things it needs to live, grow, and reproduce from its environment. An organism
More informationSTUDY GUIDE ECOLOGY. CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment.
STUDY GUIDE ECOLOGY CHAPTER 21: Populations 1. An overview of ecology. Ecology is the study of interactions between organisms and their environment. 2. A Hierarchy of interactions: cells tissues organs
More information