An Introduction to Ecology and the Biosphere

An Introduction to Ecology and the Biosphere
Chapter 18 An Introduction to Ecology and the Biosphere

Biology and Society: Penguins and Polar Bears in Peril
The great majority of scientists now agree that the global climate is changing. Average global temperatures have risen 0.8°C (about 1.4°F) over the past century, mostly over the last 30 years. Precipitation patterns have also changed, bringing Longer and more intense drought to some regions Flooding to other areas 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. © 2010 Pearson Education, Inc.

Figure 18.0 Polar bear on arctic ice

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 Recording its structure and processes Student Misconceptions and Concerns 1. Students may confuse the uses of the terms “ecology” and “environmentalism”. The science of ecology and the environmental concerns that often emerge are related but separate fields. Teaching Tips 1. In the first textbook chapter, the authors introduce levels of biological organization extending from an atom to the biosphere (see Figure 1.2). This might be good review for your students and help to place these ecology chapters in context. 2. We often grow tired and frustrated by the long list of problems caused by humans. Many feel helpless. You might consider referencing the following websites for basic ideas on what individuals can do to start to make a difference.

(a) Establishing a canopy research station (b) Studying the canopy
Figure 18.1 Discovery science in a rain forest canopy Figure 18.1

Ecology and Environmentalism
Technological innovations have enabled humans to colonize almost every environment on Earth. Earth’s resources: Affect our survival Have been greatly affected by our activities Student Misconceptions and Concerns 1. Students may confuse the uses of the terms “ecology” and “environmentalism”. The science of ecology and the environmental concerns that often emerge are related but separate fields. Teaching Tips 1. In the first textbook chapter, the authors introduce levels of biological organization extending from an atom to the biosphere (see Figure 1.2). This might be good review for your students and help to place these ecology chapters in context. 2. We often grow tired and frustrated by the long list of problems caused by humans. Many feel helpless. You might consider referencing the following websites for basic ideas on what individuals can do to start to make a difference.

Environmental problems
Can be understood by the science of ecology Require decisions based on values and ethics On a personal level, each of us makes daily choices that affect our ecological impact. Carbon footprint Student Misconceptions and Concerns 1. Students may confuse the uses of the terms “ecology” and “environmentalism”. The science of ecology and the environmental concerns that often emerge are related but separate fields. Teaching Tips 1. In the first textbook chapter, the authors introduce levels of biological organization extending from an atom to the biosphere (see Figure 1.2). This might be good review for your students and help to place these ecology chapters in context. 2. We often grow tired and frustrated by the long list of problems caused by humans. Many feel helpless. You might consider referencing the following websites for basic ideas on what individuals can do to start to make a difference.

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 The living component of the environment Abiotic factors Are the environment’s nonliving component Include chemical and physical factors An organism’s habitat Is the specific environment it lives in Includes the biotic and abiotic factors of its surroundings Student Misconceptions and Concerns 1. Students may confuse the uses of the terms “ecology” and “environmentalism”. The science of ecology and the environmental concerns that often emerge are related but separate fields. Teaching Tips 1. In the first textbook chapter, the authors introduce levels of biological organization extending from an atom to the biosphere (see Figure 1.2). This might be good review for your students and help to place these ecology chapters in context. 2. We often grow tired and frustrated by the long list of problems caused by humans. Many feel helpless. You might consider referencing the following websites for basic ideas on what individuals can do to start to make a difference.

Ecology can be divided into four increasingly comprehensive levels:
Organismal ecology is concerned with evolutionary adaptations that enable individual organisms to meet the challenges posed by their abiotic environments. Student Misconceptions and Concerns 1. Students may confuse the uses of the terms “ecology” and “environmentalism”. The science of ecology and the environmental concerns that often emerge are related but separate fields. Teaching Tips 1. In the first textbook chapter, the authors introduce levels of biological organization extending from an atom to the biosphere (see Figure 1.2). This might be good review for your students and help to place these ecology chapters in context. 2. We often grow tired and frustrated by the long list of problems caused by humans. Many feel helpless. You might consider referencing the following websites for basic ideas on what individuals can do to start to make a difference.

(a) Organismal ecology
Figure 18.3a Organismal ecology (a) Organismal ecology Figure 18.3a

2. Population ecology Addresses populations, groups of individuals of the same species living in the same area Concentrates mainly on factors that affect Population density Growth Student Misconceptions and Concerns 1. Students may confuse the uses of the terms “ecology” and “environmentalism”. The science of ecology and the environmental concerns that often emerge are related but separate fields. Teaching Tips 1. In the first textbook chapter, the authors introduce levels of biological organization extending from an atom to the biosphere (see Figure 1.2). This might be good review for your students and help to place these ecology chapters in context. 2. We often grow tired and frustrated by the long list of problems caused by humans. Many feel helpless. You might consider referencing the following websites for basic ideas on what individuals can do to start to make a difference.

(b) Population ecology
Figure 18.3b Population ecology (b) Population ecology Figure 18.3b

3. Community ecology Is concerned with communities, all the organisms that inhabit a particular area Focuses on how interactions between species affect a community’s Structure Organization Student Misconceptions and Concerns 1. Students may confuse the uses of the terms “ecology” and “environmentalism”. The science of ecology and the environmental concerns that often emerge are related but separate fields. Teaching Tips 1. In the first textbook chapter, the authors introduce levels of biological organization extending from an atom to the biosphere (see Figure 1.2). This might be good review for your students and help to place these ecology chapters in context. 2. We often grow tired and frustrated by the long list of problems caused by humans. Many feel helpless. You might consider referencing the following websites for basic ideas on what individuals can do to start to make a difference.

Figure 18.3c Community ecology

4. Ecosystem ecology Is concerned with ecosystems, all the abiotic factors in addition to the community of species in a certain area Focuses on energy flow and the cycling of chemicals among the various abiotic and biotic factors Student Misconceptions and Concerns 1. Students may confuse the uses of the terms “ecology” and “environmentalism”. The science of ecology and the environmental concerns that often emerge are related but separate fields. Teaching Tips 1. In the first textbook chapter, the authors introduce levels of biological organization extending from an atom to the biosphere (see Figure 1.2). This might be good review for your students and help to place these ecology chapters in context. 2. We often grow tired and frustrated by the long list of problems caused by humans. Many feel helpless. You might consider referencing the following websites for basic ideas on what individuals can do to start to make a difference.

Figure 18.3d Ecosystem ecology

LIVING IN EARTH’S DIVERSE ENVIRONMENTS
The biosphere is the global ecosystem, the sum of all the planet’s ecosystems or all of life and where it lives. The distribution of life varies on a Global scale Regional scale Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Figure 18.4 Local variation of the environment in an Alaskan wilderness

Abiotic Factors of the Biosphere
Patterns in the distribution of life mainly reflect differences in abiotic factors of the environment. All organisms require a usable source of energy to live. Solar energy from sunlight Is captured by chlorophyll during the process of photosynthesis Powers most ecosystems Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Figure 18.5 Distribution of life in the biosphere

Hydrothermal vents Occur a mile or more below the ocean’s surface
Are ecosystems powered by chemoautotrophic bacteria that derive energy from the oxidation of inorganic chemicals such as hydrogen sulfide Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Figure 18.6 A deep-sea hydrothermal vent

Temperature 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. Extraordinary adaptations enable some species to live outside this temperature range. Communities consisting of bacteria, algae, and small invertebrates inhabit sea ice at both poles. Bacteria and archaea Can live in hot springs Have enzymes that function optimally at extremely high temperatures Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Figure 18.7 Home of hot prokaryotes

Water Water is essential to all life.
For terrestrial organisms, the main water problem is drying out. Aquatic organisms Are surrounded by water Face problems of water balance if their own solute concentration does not match that of their surroundings Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Animal cell H2O H2O H2O H2O Normal Lysing Shriveled Plant cell Plasma
membrane H2O H2O H2O H2O Figure 5.14 Isotonic solution Flaccid (wilts) Turgid Shriveled (a) Isotonic solution (b) Hypotonic solution (c) Hypertonic solution Figure 5.14

Figure 5.15 Plant turgor Figure 5.15

Nutrients The distribution and abundance of plants is often determined by the Availability of nitrogen and phosphorus The structure, pH, and nutrient content of the soil In many aquatic ecosystems the growth of algae and photosynthetic bacteria is often limited by levels of Nitrogen & Phosphorus The levels of dissolved oxygen and salinity Currents & Tides Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Figure 18.8 Trout stream in Aspen, Colorado

Other Terrestrial Factors
Terrestrial but not aquatic ecosystems are more limited by Wind Storms Fire Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

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 Evolutionary biology Evolutionary adaptation via natural selection results from the interactions of Organisms Their environments The abiotic factors in a habitat may vary from year to year, seasonally, or over the course of a day. Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Birds may adjust to cold by
Migrating to warmer regions Growing heavier feathers Fluffing up their feathers to trap more heat These responses, that occur during the lifetime of an individual, do not qualify as evolution, which is change in a population over time. Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Figure 18.9 A gray-headed chickadee demonstrating its physiological response to cold weather.

Physiological Responses
Acclimation is a Gradual, reversible, physiological adjustment to an environmental change 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 Ectothermic reptiles can only tolerate more limited climates Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Number of lizard species
Figure The number of lizard species in different regions of the contiguous United States. Key Number of lizard species = 0 = 1–5 = 6–10 = 11–15 = 16–20 = 20+ Figure 18.10

Anatomical Responses Many organisms respond to environmental challenges with some type of change in Body shape Structure Reversible change, such as a heavier fur coat in response to cold, is an example of acclimation. Environmental variation can irreversibly affect Growth Development Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Figure 18.11 The arctic fox in winter and summer coats

Figure 18.12 Wind as an abiotic factor that shapes trees.

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. Student Misconceptions and Concerns 1. Many students confuse acclimations, changes that occur during an individual’s lifetime, with evolutionary change in a species. The similarity in the terms only adds to the confusion. You may wish to remind your students that individuals cannot evolve. 2. The authors describe the general ability of animals to engage in behavioral responses to their environment and the more limited ability of plants to do likewise. Students might not have considered the different mechanisms that plants and animals employ to redistribute themselves in ecosystems. Teaching Tips 1. As a focusing exercise, consider challenging your students to make lists of abiotic and biotic components. You might suggest a particular region to consider (a nearby park or other natural area of local interest). They may work in small groups in class for a few minutes or turn the lists in as a short class assignment (perhaps via ). 2. As you address the many types of abiotic factors, try to relate aspects of your local climate to the geography of your region. See if the local television weather forecasts reflect local features so your students can think about these factors when they watch the local weather forecast. 3. Consider a brief review of the reasons why we have days, seasons, years, and phases of the moon. Many students still have fundamental misunderstandings about these cycles. 4. The Internet has many resources that allow students to view recent satellite images of Earth. These are great ways to demonstrate the prevailing wind patterns, precipitation patterns, etc. For example, in the United States most storms move from west to east. Use this assignment over several days or weeks to follow patterns, trends, and not freak weather events. The following websites are helpful: and

Figure 18.13 Behavioral responses have expanded the geographic range of humans

BIOMES A biome is Aquatic biomes
A major terrestrial or aquatic life zone characterized by Vegetation type in terrestrial biomes The physical environment in aquatic biomes Aquatic biomes Occupy roughly 75% of Earth’s surface Are determined by their Salinity Other physical factors Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Freshwater biomes Marine biomes
Typically have a salt concentration of less than 1% Include lakes, streams, rivers, and wetlands Marine biomes Typically have a salt concentration around 3% Include oceans, intertidal zones, coral reefs, and estuaries Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Freshwater Biomes Freshwater biomes
Cover less than 1% of Earth Contain a mere 0.01% of its water Harbor about 6% of all described species Are used for drinking water, crop irrigation, sanitation, and industry Freshwater biomes fall into two broad groups: Standing water, which includes lakes and ponds Flowing water, such as rivers and streams Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.14 Satellite view of the Great Lakes

In lakes and large ponds, the communities of plants, algae, and animals are distributed according to the Depth of water Distance from shore The photic zone, named because light is available for photosynthesis, includes The shallow water near shore The upper layer of water away from shore The aphotic zone Is deeper Has light levels too low to support photosynthesis Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Photic zone Benthic realm Aphotic zone Figure 18.15
Figure Zones in a lake Aphotic zone Figure 18.15

The benthic realm is At the bottom of all aquatic biomes
Made up of sand and organic and inorganic sediments Occupied by communities of organisms that are collectively called benthos Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Rivers and Streams Rivers and streams
Are bodies of water flowing in one direction Generally support quite different communities of organisms than lakes and ponds Near the source of a stream, the water is usually Clear, Cold , Swift, and Low in nutrients Downstream, the water is usually Murkier, Warmer, Slower, and Higher in nutrients Many streams and rivers have been affected by pollution from human activities and dams to control floods, to provide reservoirs for drinking water, or to generate hydroelectric power. Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.16 A stream in the Appalachian Mountains

Figure 18.17 Dam Canada U.S. Flathead Lake N MT Seattle WA Portland ID
River Flathead Lake umb Col ia N Seattle MT WA Portland River Figure Damming the Columbia River Basin ID OR Willamette River Snake CA NV Figure 18.17

Wetlands A wetland is a transitional biome between an aquatic ecosystem and a terrestrial one. Wetlands Support the growth of aquatic plants Are among the richest of biomes in terms of species diversity Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.18 A marsh in the Poconos Mountains, Pennsylvania

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. 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 (photosynthetic algae and bacteria) and multicellular algae provides energy for a diverse community of animals. Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

(seafloor from continental shelf to deep-sea bottom)
High tide Low tide Pelagic realm (open water) Man-of-war (to 50 m long) Oarweed (to 2 m) Turtle (60–180 cm) Sea star (to 33 cm) Brain coral (to 1.8 m) Photic zone Phyto- plankton Zoo- plankton Blue shark (to 2 m) 200 m Sponges (1 cm–1 m) Sperm whale (10–20 cm) Intertidal zone Continental shelf Hatchet fish (2–60 cm) “Twilight” Sea pen (to 45 cm) Octopus (to 10 m) Aphotic zone Gulper eel (to 180 cm) 1,000– 4,000 m Benthic realm (seafloor from continental shelf to deep-sea bottom) Sea spider (1–90 cm) Rat-tail fish (to 80 cm) Figure Ocean life Brittle star (to 60 cm) Anglerfish (45 cm–2 m) No light Glass sponge (to 1.8 m) Sea cucumber (to 40 cm) Tripod fish (to 30 cm) 6,000– 10,000 m Figure 18.19

The pelagic zone includes
Zooplankton (free-floating animals, including many microscopic ones) Fish Marine mammals The coral reef biome occurs in the photic zone of warm tropical waters, in scattered locations around the globe. Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.20 A coral reef in the Red Sea off the coast of Egypt

The photic zone extends down a maximum of 200m in the ocean.
The region between 200 and 1000 meters is Dimly lit, sometimes called the twilight zone Dominated by a fascinating variety of small fish and crustaceans The intertidal zone is where The ocean meets land The shore is pounded by waves during high tide The bottom is exposed to the sun and drying winds during low tide Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.21 An intertidal zone of Sitka Sound, in southeast Alaska

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 Are among the most productive areas on Earth Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.22 An estuary on the edge of Chesapeake Bay, Maryland

Estuaries are threatened by
Landfills Nutrient pollution Contamination by pathogens or toxic chemicals Alteration of freshwater inflow The introduction of non-native species Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

How Climate Affects Terrestrial Biome Distribution
Terrestrial biomes are primarily determined by Temperature Rainfall Vegetation type Earth’s global climate patterns are largely the result of The input of radiant energy from the sun The planet’s movement in space Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

North Pole 60º N Low angle of incoming sunlight 30º N Tropic of Cancer
Sunlight strikes most directly 0º (equator) Tropic of Capricorn 30º S Figure Uneven heating of Earth Low angle of incoming sunlight 60º S South Pole Atmosphere Figure 18.23

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. Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Ascending moist air releases moisture Temperate zone Temperate zone
Descending dry air absorbs moisture Descending dry air absorbs moisture Ascending moist air releases moisture Trade winds Trade winds Figure How uneven heating of Earth produces various climates Doldrums 23.5º 0º 23.5º 30º 30º Temperate zone Tropics Temperate zone Figure 18.24

Climate is also affected by
Temperate zones Occur in latitudes between the tropics and the Arctic Circle in the north and the Antarctic Circle Generally have milder climates than the tropics or the polar regions Climate is also affected by Proximity to large bodies of water The presence of landforms such as mountain ranges Mountains affect climate in two major ways. First, air temperature drops as elevation increases. 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 Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Spruce-fir forest 10,000 Pine woodland 9,000 8,000 Oak woodland
7,000 Elevation (feet) 6,000 5,000 Desert grassland Figure Effect of altitude on vegetation 4,000 Desert 3,000 Figure 18.25

Wind direction East Pacific Ocean Rain shadow Cascade Range Coast
Figure How mountains affect rainfall Cascade Range Coast Range Figure 18.26

Temperate broadleaf forest Savanna Coniferous forest Desert
Tropic of Cancer Equator Tropic of Capricorn 30º S Figure Map of the major terrestrial biomes Key Tropical forest Temperate broadleaf forest Savanna Coniferous forest Desert Arctic tundra Chaparral High mountains (coniferous forest and alpine tundra) Temperate grassland Polar ice Figure 18.27

A climograph is a visual representation of the differences in
Precipitation Temperature ranges that characterize terrestrial biomes Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Key Tropical forest Desert Temperate grassland Temperate broadleaf
30 Tropical forest Desert 15 Annual mean temperature (ºC) Temperate grassland Temperate broadleaf forest Coniferous forest Figure A climograph for some major biomes in North America 15 100 200 300 400 Tundra Annual mean precipitation (cm) Figure 18.28

Tropical Forest Tropical forests occur in equatorial areas, where the temperature is warm, and where days are 11–12 hours long year-round. Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.29 Temperature Precipitation
Figure Tropical rain forest in Borneo Figure 18.29

Savanna Savannas Are dominated by grasses and scattered trees
Are warm year-round Experience rainfall (roughly 12–20 inches per year) with dramatic seasonal variation Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.30 Temperature Precipitation Fire
Figure Savanna in Kenya Figure 18.30

Desert Deserts Are the driest of all biomes
May be very hot or very cold Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Temperature Precipitation Figure Sonoran desert Figure 18.31

Chaparral Chaparral has a climate that results from cool ocean currents circulating offshore and producing mild, rainy winters and hot, dry summers. Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure Chaparral in California Figure 18.32

Temperate Grassland Temperate grasslands Are mostly treeless
Have 10–30 inches of rain per year Experience frequent droughts and fires Are characterized by grazers including bison and pronghorn in North America Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure Temperate grassland in South Dakota Figure 18.33

Temperate Broadleaf Forest
Occurs throughout midlatitudes where there is sufficient moisture to support the growth of large trees Includes dense stands of deciduous trees in the Northern Hemisphere Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure Temperate broadleaf forest in Great Smokies National Park, North Carolina Figure 18.34

Coniferous Forest Coniferous forests
Are dominated by cone-bearing evergreen trees Include the northern coniferous forest, or taiga, the largest terrestrial biome on Earth Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure Northern coniferous forest in Finland, with the sky lit by the northern lights. Figure 18.35

Temperate rain forests
Are found along coastal North America from Alaska to Oregon Are also coniferous forest Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Tundra Tundra Covers expansive areas of the Arctic between the taiga and polar ice Is characterized by Permafrost (permanently frozen subsoil) Bitterly cold temperatures High winds Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure Arctic tundra in central Alaska Figure 18.36

Polar Ice Polar ice covers the land at high latitudes north of the arctic tundra in the northern hemisphere and Antarctica in the southern hemisphere. Only a small portion of these land masses is free of ice or snow, even during the summer. Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure Polar ice in Antarctica Figure 18.37

The Water Cycle All parts of the biosphere are linked by the global water cycle. Human activities that affect the global water cycle include Destruction of forests Pumping large amounts of groundwater to the surface for irrigation Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.38 Solar heat Net movement of water vapor by wind
over the sea Water vapor over the land Precipitation over the land Precipitation over the sea Evaporation from the sea Evaporation and transpiration Figure The global water cycle Oceans Surface water and groundwater Flow of water from land to sea Figure 18.38

Human Impact on Biomes 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. Every year, more and more forested land is cleared for agriculture. Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Satellite photos of a small area in Brazil show how thoroughly a landscape can be altered in a short amount of time. Figure Satellite photos of the Rondonia area of the Brazilian rain forest 1975 2001 Figure 18.39

Figure 18.40 Deforestation by cutting and burning trees in the Amazon Basin, Brazil

Fresh Water 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. 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 Parched cities and farms farther downstream, which are pleading for more water Student Misconceptions and Concerns 1. Before addressing specific biomes, consider discussing some specific details about global weather patterns with references to the major factors that influence your local weather. Depending upon where you live, students may not understand the influences of mountains, large bodies of water, and latitude on weather. 2. Students may expect that similar biomes have similar species, a common misperception. As the text notes, the similarities in organisms between widely separated but similar biomes is much more likely due to convergent evolution. Teaching Tips 1. Before lecturing about rivers and streams, ask students to speculate how the qualities of a stream change from its source to the point where it joins a larger body of water many kilometers downstream. In particular, how does water temperature, water clarity, water speed, and the types of fish compare as the water flows away from its source? 2. The removal and deposition of sediment in a river or stream reveals the importance of the speed of water. Near the out edge of a curve, a river or stream will erode the bank. However, when the river slows or along the slower inside of curves, sediment tends to deposit. The result is the winding nature of mature rivers. A satellite image of the Mississippi river reveals the extensive curvature of this old system. 3. Throughout the text, the sun has been generally considered as the primary energy input to ecosystems. Hydrothermal vent communities are a clear exception. Some students might enjoy additional details about the nature of these ecosystems and the roles they might have played in the early evolution of life on Earth. One source of good Internet information about hydrothermal vent communities is found at: 4. The turnover of lakes and ponds in the fall often results in noticeable changes that students may have observed. Fish kills and distinct changes in the colors and smells of the water may have been noticed by students in your course (depending upon your particular location). If you are addressing this subject in the fall or early winter, you might have students watch for this phenomenon. 5. Many web sites introduce the diversity of biomes with varying degrees of detail and imagery. Many related sites are targeted towards pre-college students. The following site lists links related to biomes ( 6. Consider preparing a chart that will help your students compare the characteristics of the major terrestrial biomes. Helping students learn how to organize information may still be needed at the beginning levels of college. 7. Challenge your students to identify unpredictable natural disturbances in the terrestrial biomes examined. How is each biome adapted to recover? What components of each biome are dependent upon these natural disturbances? Exploring the role of disturbances in ecosystems may provide hope to students who may be saddened by human impacts on biomes. 8. In the 1960s and early 1970s, movies about the American west were produced in portions of Europe. Relying upon similar biomes in Europe and North America, these “spaghetti westerns” were made to look as if they were filmed in the American west. A Google search of “spaghetti westerns” will produce links to websites devoted to this genre of film. 9. A discussion of the movements of water through your local community might help students relate to the concept of global water cycling at a local level. Students could be asked to consider all of the possible inputs of water into your community and the possible routes of exit. Students may not realize that it is possible that the outflow of water from one community leads to the inflow of water in a community downstream.

Figure 18.41Satellite photos of Las Vegas, Nevada
(a) May 1973 (b) May 2000 Figure 18.41

Figure 18.42 Low water level in Lake Mead

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

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

Warming is: Greater over land than sea Greatest in the northernmost regions of the Northern Hemisphere and the Antarctic Peninsula The vast majority of scientists are confident that human activities have caused the rising concentrations of greenhouse gases. Overall, the uptake of CO2 by photosynthesis roughly equals the release of CO2 by cellular respiration. Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy.

Antarctic Peninsula 2 1.6 1.2 0.8 0.4 0.2 0.2 0.4 0.8 1.2 1.6
Figure Temperature differences between the periods and (in˚C) 2 1.6 1.2 0.8 0.4 0.2 0.2 0.4 0.8 1.2 1.6 2.1 Figure 18.44

Carbon dioxide (CO2) (ppm)
400 350 Carbon dioxide (CO2) (ppm) 300 Figure Atmospheric concentration of CO2 250 500 1000 1500 2000 Year Figure 18.45

Atmosphere Photo- synthesis Respiration Combustion of fossil fuel
Ocean Figure How CO2 enters and leaves the atmosphere Figure 18.46

The Process of Science: How Does Climate Change Affect Species Distribution?
Observations: Average temperatures in Europe have risen 0.8ºC. Butterflies are sensitive to temperature change. Question: Have the ranges of butterflies changed in response to the temperature changes? Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy. © 2010 Pearson Education, Inc.

Prediction: Butterfly
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 Populations at the southern edges of their ranges will become extinct Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy.

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. The southern boundaries have simultaneously contracted for some species, but not for others. Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy.

Argynnis paphia (silver-washed fritillary butterfly)
Finland Sweden Norway Estonia Russia Lativia Denmark Lithuania Figure Northward shift of Argynnis paphia Europe Africa Argynnis paphia (silver-washed fritillary butterfly) Figure 18.47

Effects of Climate Change on Ecosystems
In many plants and animals, life cycle events are triggered by Warming temperatures Day length As global temperatures warm, and day length remains steady, natural interactions may become out of sync. Plants may bloom before pollinators have emerged. Eggs may hatch before dependable food sources are available. The combined effects of climate change on forest ecosystems in western North America have spawned catastrophic wildfire seasons. Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy.

Figure 18.48 Forest fire near South Lake Tahoe, California, June 2007

Warmer weather helps bark beetles
Bore into drought-stressed conifers Reproduce twice a year instead of just once Emissions of greenhouse gases are accelerating. From 2000–2005 global CO2 emissions increased four times faster than in the preceding 10-year span. Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy.

Figure 18.49 Pines in Southern California infested by bark beetles

We can reduce our carbon footprints by
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 energy Driving less Recycling In addition, eating locally grown fresh foods may lower the greenhouse gas emissions that result from food processing and transportation. Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy.

Figure 18.50 Figure 18.50 Turning trash into treasure
Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy. Figure 18.50

Figure 18.51 Eating locally-grown food may reduce your carbon footprint--and they taste good, too!

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 Short life spans Student Misconceptions and Concerns 1. The thinning of the ozone layer is a related but separate issue from global warming. Students often confuse these issues and think of them as somehow the same problem. 2. The general tendency to discounts one’s impact on global issues and concerns can be difficult. How can one person matter? Consider addressing this perspective and involving your class in a related discussion to consider including the concept of a person’s carbon footprint. Teaching Tips 1. Identify local issues that are related to the topics addressed in this chapter. What can be done in and around your campus to make meaningful change? 2. One of many carbon footprint calculators can be found at the website for the Nature Conservancy. © 2010 Pearson Education, Inc.

(a) Pitcher plant mosquito
Figure Which species will survive climate change ? (a) Pitcher plant mosquito (b) Adélie penguin Figure 18.52

An Introduction to Ecology and the Biosphere

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An Introduction to Ecology and the Biosphere

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