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GE CLST M1A Lecture Notes - Lecture 6: Ecosystem Management, Tropical Rainforest, Tropical And Subtropical Dry Broadleaf Forests

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beigecrab95
20 Dec 2017
School
UCLA
Department
General Education Clusters
Course
GE CLST M1A
Professor
Jay, J.A.

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Document Summary

Preserve the life system on earth: understand how it works. Ecology: the study of interactions between organisms and their environment. Molecules---organisms (individual living thing)---populations(all organisms of eth same species that occupy a particular area)---community(all organisms in all species in a specific area)---ecosystem(all communities and nonphysical things in the area and their interactions)---biosphere. Ecosystem: community of organisms and its local non-living environment on which matter cycles and energy flows. The physical environment differs from place to place: Aquatic env (cid:28679)(cid:28667)(cid:28664) (cid:28670)(cid:28668)(cid:28673)(cid:28663)(cid:28678) (cid:28674)(cid:28665) (cid:28674)(cid:28677)(cid:28666)a(cid:28673)(cid:28668)(cid:28678)(cid:28672)(cid:28678) (cid:28679)(cid:28667)a(cid:28679) (cid:28674)(cid:28662)(cid:28662)(cid:28680)(cid:28675)y a (cid:28675)(cid:28671)a(cid:28662)(cid:28664) (cid:28663)(cid:28664)(cid:28675)(cid:28664)(cid:28673)(cid:28663) (cid:28674)(cid:28673) (cid:28675)(cid:28667)y(cid:28678)(cid:28668)(cid:28662)a(cid:28671) (cid:28664)(cid:28673)(cid:28681)(cid:28668)(cid:28677)(cid:28674)(cid:28673)(cid:28672)(cid:28664)(cid:28673)(cid:28679). T(cid:28667)(cid:28664)(cid:28677)(cid:28664)"(cid:28678) an interaction between organisms and the environment. Biomes: various ways to categorize, there are 19 worldwide: 11 terrestrial, 8 aquatic. There are at least 11 biomes in california. Within 50 miles of ucla, there are 8 biomes: chaparral: also called temperate shrub land (in ucla) Vulnerable to fires, and important for erosion control (roots hold soil in place).

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Related Questions

It's a quiz for my life science class.

QUESTION 1

Organisms that have descended from the same initial group and have the ability to interbreed belong to the same

A.

species.
B.

family.
C.

class.
D.

genus.
E.

order.

5 points

QUESTION 2

The simplest entity that exhibits all of the properties of life is called a(n)

A.

molecule.
B.

cell.
C.

organism.
D.

tissue.

5 points

QUESTION 3

In populations, adaptation usually arises through

A.

responsiveness.
B.

heredity.
C.

metabolism.
D.

natural selection.
E.

development.

5 points

QUESTION 4

Scientists have found that ancient fossils

A.

are less similar to present-day organisms than more recent fossils.
B.

are just as similar to present-day organisms as more recent fossils.
C.

are more similar to present-day organisms than more recent fossils.
D.

are very similar to present-day organisms.
E.

bear no resemblance to present-day organisms.

5 points

QUESTION 5

What is the term that describes the study of the relationship between living things and components of their environment?

A.

herpetology
B.

analogy
C.

zoology
D.

ecology
E.

ichnology

5 points

QUESTION 6

Characteristics usually associated with life include all of the following except:

A.

motility.
B.

a high degree of organization.
C.

lack of change from generation to generation.
D.

reproduction.
E.

responsiveness to stimuli.

5 points

QUESTION 7

The scientific name for the black-footed ferret is Mustela nigripes. The name Mustela indicates the _____________________ to which the organisms belongs.

A.

phylum
B.

class
C.

family
D.

species
E.

genus

5 points

QUESTION 8

Which of the following is considered to be the most basic living unit?

A.

organ system
B.

molecule
C.

organelle
D.

cell
E.

tissue

5 points

QUESTION 9

Which of the following concepts best describes the wide variety of dog species we observe, ranging from the domesticated golden retriever or the basset hound, to the wild dogs of Africa, to foxes?

A.

preadaptation
B.

special creation
C.

inheritance of acquired characteristics.
D.

taxonomy
E.

evolution

5 points

QUESTION 10

If an ecologist is studying the cycling of carbon through a particular environment (which involes the movement of carbon through living things as well as through rock, air, and water), the scientist is studying at what level of ecology?

A.

organismal
B.

community
C.

ecosystem
D.

population
E.

biosphere

5 points

QUESTION 11

Which list is organized from smallest to largest level of organization of life?

A.

organisms, organ systems, organs, tissues, cells, organelles
B.

organelles, cells, tissues, organs, organ systems, organisms
C.

organelles, tissues, cells, organ systems, organs, organisms
D.

tissues, cells, organelles, organs, organ systems, organisms
E.

cells, tissues, organ systems, organelles, organs, organisms

5 points

QUESTION 12

When examining the hierarchy of life, which of the following terms is most inclusive?

A.

biosphere
B.

population
C.

species
D.

ecosystem

5 points

QUESTION 13

The units of inheritance are

A.

evolutions.
B.

heredities.
C.

genes
D.

twins.
E.

metabolic activities.

5 points

QUESTION 14

Organisms that undergo asexual reproduction

A.

require another organism to reproduce.
B.

are usually very complex.
C.

produce offspring that are different from each other.
D.

do not require energy to reproduce.
E.

produce offspring that are identical to each other and to the parent.

5 points

QUESTION 15

All the living organisms in a particular area at a particular time make up a

A.

biosphere.
B.

community.
C.

biosystem.
D.

population.
E.

ecosystem.

5 points

QUESTION 16

The first step in the scientific method is to

A.

identify a problem.
B.

predict the results of an experiment.
C.

propose a solution.
D.

draw a conclusion.
E.

perform an experiment.

5 points

QUESTION 17

Young multicelled organisms usually start out small, then grow in size, and increase in complexity. This process is called:

A.

heredity.
B.

metabolism.
C.

development.
D.

evolution.
E.

heredity.

5 points

QUESTION 18

To maintain order within their cells and organs, all living things must

A.

carry on metabolism.
B.

reproduce.
C.

constantly change.
D.

be able to move.
E.

extract energy from sunlight.

5 points

QUESTION 19

Which of the following includes Highest levels of hierarchy?

A.

family
B.

phylum
C.

domain
D.

kingdom
E.

order

5 points

QUESTION 20

Fungi are classified into which domain?

A.

Archaea
B.

Eukarya
C.

Bacteria
D.

Fungi

Food web studies have come a long way since the early 1900s when ecologists began developing these tools to understand species interactions and ecosystem level processes (2-5). From that point forward, food web ecology grew rapidly developing into its own sophisticated, technical sub-discipline of ecology (2-5). Tools involved in tracking species interactions, as well as the quantitative tools to analyze food webs, improved and diversified (6-11). These technological innovations were accompanied by the construction of several high quality food webs from diverse biomes (7). The wide diversity of food webs provided the opportunity to explore some of the fundamental properties pertaining to the structure and function of ecosystems (7). However, there is still much about food webs that remains unexplored, particularly investigations of understudied taxonomic groups like the parasites that are typically not included or aggregated in food webs (12-17). Here you have the opportunity to investigate a food web of your choice and explore some of the implications related to food web construction and analysis.

Conduct a literature search and find a peer-reviewed scientific article describing an original, empirical food web and answer the following questions.

Questions

What biome and scale does the food web represent? For example, was it a lake, a pond, a desert? How was the extent of the food web determined? Was it based on the physical characteristics, biological community or arbitrarily by the researchers based on their specific question?

What taxonomic groups were included in the food web? What level of taxonomic identification (species, family, order, etc.) was used for those groups? Was it the same for all or did it vary?

What groups were excluded or aggregated in the food web? What are some of the characteristics of these groups? How might the characteristics of these organisms contribute to this issue?

How did the researchers determine the types of interactions taking place in their food web? What general approaches were used and how did this differ among taxonomic groups?

Overall, how might excluding or aggregating different groups have influenced the results of the study? How might the researchers address these issues?

Food web studies have come a long way since the early 1900s when ecologists began developing these tools to understand species interactions and ecosystem level processes (2-5). From that point forward, food web ecology grew rapidly developing into its own sophisticated, technical sub-discipline of ecology (2-5). Tools involved in tracking species interactions, as well as the quantitative tools to analyze food webs, improved and diversified (6-11). These technological innovations were accompanied by the construction of several high quality food webs from diverse biomes (7). The wide diversity of food webs provided the opportunity to explore some of the fundamental properties pertaining to the structure and function of ecosystems (7). However, there is still much about food webs that remains unexplored, particularly investigations of understudied taxonomic groups like the parasites that are typically not included or aggregated in food webs (12-17). Here you have the opportunity to investigate a food web of your choice and explore some of the implications related to food web construction and analysis.

Conduct a literature search and find a peer-reviewed scientific article describing an original, empirical food web and answer the following questions.

Questions

1.What biome and scale does the food web represent? For example, was it a lake, a pond, a desert? How was the extent of the food web determined? Was it based on the physical characteristics, biological community or arbitrarily by the researchers based on their specific question?

2.What taxonomic groups were included in the food web? What level of taxonomic identification (species, family, order, etc.) was used for those groups? Was it the same for all or did it vary?

3.What groups were excluded or aggregated in the food web? What are some of the characteristics of these groups? How might the characteristics of these organisms contribute to this issue?

4.How did the researchers determine the types of interactions taking place in their food web? What general approaches were used and how did this differ among taxonomic groups?

5.Overall, how might excluding or aggregating different groups have influenced the results of the study? How might the researchers address these issues?