1. CAMPBELL BIOLOGY IN FOCUS © 2014 Pearson Education, Inc. Urry Cain Wasserman Minorsky Jackson Reece Lecture Presentations by Kathleen Fitzpatrick and Nicole Tunbridge 43 Global Ecology and Conservation Biology

2. © 2014 Pearson Education, Inc. Overview: Psychedelic Treasure  Scientists have named and described 1.8 million species  Biologists estimate 10–100 million species exist on Earth

3. © 2014 Pearson Education, Inc. Define biodiversity. Where might we observe the greatest levels of biodiversity ? Why? What are some ways human activity might affect biodiversity?

4. © 2014 Pearson Education, Inc. Overview: Psychedelic Treasure  Scientists have named and described 1.8 million species  Biologists estimate 10–100 million species exist on Earth  Tropical forests contain some of the greatest concentrations of species and are being destroyed at an alarming rate  Humans are rapidly pushing many species, including the newly discovered psychedelic rock gecko, toward extinction

5. © 2014 Pearson Education, Inc. Figure 43.2

6. © 2014 Pearson Education, Inc. Define conservation biology.

7. © 2014 Pearson Education, Inc.  Conservation biology, which seeks to preserve life, integrates several fields  Ecology  Evolutionary biology  Molecular biology  Genetics  Physiology

8. © 2014 Pearson Education, Inc. Concept 43.1: Human activities threaten Earth’s biodiversity  Rates of species extinction are difficult to determine under natural conditions  Extinction is a natural process, but the high rate of extinction is responsible for today’s biodiversity crisis  Human activities are threatening Earth’s biodiversity

9. © 2014 Pearson Education, Inc. Three Levels of Biodiversity  Biodiversity has three main components  Genetic diversity  Species diversity  Ecosystem diversity

10. © 2014 Pearson Education, Inc. Figure 43.3-1 Genetic diversity in a vole population

11. © 2014 Pearson Education, Inc. Figure 43.3-2 Species diversity in a coastal redwood ecosystem Genetic diversity in a vole population

12. © 2014 Pearson Education, Inc. Figure 43.3-3 Species diversity in a coastal redwood ecosystem Genetic diversity in a vole population Community and ecosystem diversity across the landscape of an entire region

13. © 2014 Pearson Education, Inc. Genetic Diversity  Genetic diversity comprises genetic variation within a population and between populations  Population extinctions reduce genetic diversity, which in turn reduces the adaptive potential of a species

14. © 2014 Pearson Education, Inc. How do endangered species and threatened species compare?

15. © 2014 Pearson Education, Inc. Species Diversity  Species diversity is the variety of species in an ecosystem or throughout the biosphere  According to the U.S. Endangered Species Act  An endangered species is “in danger of becoming extinct throughout all or a significant portion of its range”  A threatened species is likely to become endangered in the near future

16. © 2014 Pearson Education, Inc.  Conservation biologists are concerned about species loss because of alarming statistics regarding extinction and biodiversity  Globally, 12% of birds and 21% of mammals are threatened with extinction  Extinction may be local or global

17. © 2014 Pearson Education, Inc. Figure 43.4 Philippine eagle Yangtze River dolphin

18. © 2014 Pearson Education, Inc. Ecosystem Diversity  Human activity is reducing ecosystem diversity, the variety of ecosystems in the biosphere  More than 50% of wetlands in the contiguous United States have been drained and converted to agricultural or other use

19. © 2014 Pearson Education, Inc. How might local extinction block affect other ecosystems?

20. © 2014 Pearson Education, Inc.  The local extinction of one species can have a negative impact on other species in an ecosystem  For example, flying foxes (bats) are important pollinators and seed dispersers in the Pacific Islands

21. © 2014 Pearson Education, Inc. Figure 43.5

22. © 2014 Pearson Education, Inc. Biodiversity and Human Welfare  Human biophilia allows us to recognize the value of biodiversity for its own sake  Species diversity brings humans practical benefits In what ways do we benefit from species diversity?

23. © 2014 Pearson Education, Inc. Benefits of Species and Genetic Diversity  Species related to agricultural crops can have important genetic qualities  For example, plant breeders bred virus-resistant commercial rice by crossing it with a wild population  In the United States, 25% of prescriptions contain substances originally derived from plants  For example, the rosy periwinkle contains alkaloids that inhibit cancer growth

24. © 2014 Pearson Education, Inc.  The loss of species also means loss of unique genes and genetic diversity  The enormous genetic diversity of organisms has potential for great human benefit

25. © 2014 Pearson Education, Inc. Describe some remediation protocols we can institute to stop the present and future loss of biodiversity.

26. © 2014 Pearson Education, Inc. Ecosystem Services  Ecosystem services encompass all the processes through which natural ecosystems help sustain human life  Some examples of ecosystem services  Purification of air and water  Detoxification and decomposition of wastes  Crop pollination, pest control, and soil preservation  Ecosystem services have an estimated value of $33 trillion per year, but are provided for free

27. © 2014 Pearson Education, Inc. Threats to Biodiversity  Most species loss can be traced to four major threats  Habitat loss  Introduced species  Overharvesting  Global change Define each and provide an example.

28. © 2014 Pearson Education, Inc. Habitat Loss  Human alteration of habitat is the greatest threat to biodiversity throughout the biosphere  In almost all cases, habitat fragmentation and destruction lead to loss of biodiversity  For example  In Wisconsin, prairie habitat has been reduced by over 99.9%, resulting in the loss of up to 60% of the original plant species

29. © 2014 Pearson Education, Inc. Figure 43.6

30. © 2014 Pearson Education, Inc. Introduced Species  Introduced species are those that humans move from native locations to new geographic regions  Without their native predators, parasites, and pathogens, introduced species may spread rapidly  Introduced species that gain a foothold in a new habitat usually disrupt their adopted community

31. © 2014 Pearson Education, Inc.  Humans have deliberately introduced some species with good intentions but disastrous effects  For example, kudzu was intentionally introduced to the southern United States

32. © 2014 Pearson Education, Inc. Figure 43.7

33. © 2014 Pearson Education, Inc. Overharvesting  Overharvesting is human harvesting of wild plants or animals at rates exceeding the ability of populations of those species to rebound  Species with restricted habitats or large body size with low reproductive rates are especially vulnerable to overharvesting  For example, elephant populations declined because of harvesting for ivory

34. © 2014 Pearson Education, Inc.  DNA analysis can help conservation biologists identify the source of illegally obtained animal products  For example, DNA from illegally harvested ivory can be used to trace the original population of elephants to within a few hundred kilometers

35. © 2014 Pearson Education, Inc. Figure 43.8

36. © 2014 Pearson Education, Inc.  Overfishing has decimated wild fish populations  For example, the North Atlantic bluefin tuna population decreased by 80% in ten years

37. © 2014 Pearson Education, Inc. Global changes have received public attention over the last decade. Acid rain Global Warming

38. © 2014 Pearson Education, Inc. Global Change  Global change includes alterations in climate, atmospheric chemistry, and broad ecological systems  Acid precipitation is rain, snow, sleet, or fog with a pH  5.2  Acid precipitation contains sulfuric acid and nitric acid from the burning of wood and fossil fuels

39. © 2014 Pearson Education, Inc.  Air pollution from one region can result in acid precipitation downwind  For example, industrial pollution in the midwestern United States caused acid precipitation in eastern Canada in the 1960s  Acid precipitation kills fish and other lake-dwelling organisms  Environmental regulations have helped to decrease acid precipitation  For example, sulfur dioxide emissions in the United States decreased  40% between 1993 and 2009

40. © 2014 Pearson Education, Inc. Figure 43.10 4.8 4.7 4.6 4.5 4.4 4.3 4.2 4.1 4.0 pH 1960 ’65’70’75’80’85 Year ’90 ’95 2000 ’05 ’10

41. © 2014 Pearson Education, Inc. If you had the title population conservationist, what would be in your job description?

42. © 2014 Pearson Education, Inc. Concept 43.2: Population conservation focuses on population size, genetic diversity, and critical habitat  Biologists focusing on conservation at the population and species levels follow two main approaches  The small-population approach  The declining-population approach

43. © 2014 Pearson Education, Inc. What are some evolutionary implications within small-populations?

44. © 2014 Pearson Education, Inc. Small-Population Approach  The small-population approach studies processes that can make small populations become extinct

45. © 2014 Pearson Education, Inc. The Extinction Vortex: Evolutionary Implications of Small Population Size  A small population is prone to inbreeding and genetic drift, which draw it down an extinction vortex  The key factor driving the extinction vortex is loss of the genetic variation necessary to enable evolutionary responses to environmental change  Small populations and low genetic diversity do not always lead to extinction

46. © 2014 Pearson Education, Inc. Figure 43.11 Small population Lower reproduction, higher mortality Inbreeding, genetic drift Loss of genetic variability Smaller population Lower individual fitness and population adaptability

47. © 2014 Pearson Education, Inc. Case Study: The Greater Prairie Chicken and the Extinction Vortex  Populations of the greater prairie chicken in North America were fragmented by agriculture and later found to exhibit decreased fertility  To test the extinction vortex hypothesis, scientists imported genetic variation by transplanting birds from larger populations Interpret the following figure.

48. © 2014 Pearson Education, Inc. Figure 43.12 Results 200 150 100 50 0 197019751980198519901995 Translocation Year (a) Population dynamics Number of male birds Eggs hatched (%) 100 90 80 70 60 50 40 30 Years (b) Hatching rate 1970–’74 ’75–’79’80–’84’85–’89’90’93–’97

49. © 2014 Pearson Education, Inc. Minimum Viable Population Size  Minimum viable population (MVP) is the minimum population size at which a species can survive  The MVP depends on factors that affect a population’s chances for survival over a particular time

50. © 2014 Pearson Education, Inc. Effective Population Size  A meaningful estimate of MVP requires determining the effective population size, which is based on the population’s breeding potential

51. © 2014 Pearson Education, Inc.  Effective population size (N e ) is estimated by where N f and N m are the number of females and the number of males, respectively, that breed successfully  Conservation programs attempt to sustain population sizes including a minimum number of reproductively active individuals to retain genetic diversity 4N f N m N f + N m N e =

52. © 2014 Pearson Education, Inc. Case Study: Analysis of Grizzly Bear Populations  One of the first population viability analyses was conducted as part of a long-term study of grizzly bears in Yellowstone National Park  It is estimated that a population of 100 bears would have a 95% chance of surviving about 200 years  The Yellowstone grizzly population is estimated to include about 500 individuals, but the N e is about 125

53. © 2014 Pearson Education, Inc. Figure 43.13

54. © 2014 Pearson Education, Inc.  The Yellowstone grizzly population has low genetic variability compared with other grizzly populations  Introducing individuals from other populations would increase the numbers and genetic variation  Promoting dispersal between fragmented populations is an urgent conservation need

55. © 2014 Pearson Education, Inc. Declining-Population Approach  The declining-population approach  Focuses on threatened and endangered populations that show a downward trend, regardless of population size  Emphasizes the environmental factors that caused a population to decline What would be some environmental factors that cause populations to decline?

56. © 2014 Pearson Education, Inc. Case Study: Decline of the Red-Cockaded Woodpecker  Red-cockaded woodpeckers require living trees in mature pine forests  These woodpeckers require forests with little undergrowth  Logging, agriculture, and fire suppression have reduced suitable habitat

57. © 2014 Pearson Education, Inc. Figure 43.14 Red-cockaded woodpecker (a) Forests with low undergrowth(b) Forests with high, dense undergrowth

58. © 2014 Pearson Education, Inc. Corridors That Connect Habitat Fragments  A movement corridor is a narrow strip of habitat connecting otherwise isolated patches  Movement corridors promote dispersal and reduce inbreeding  Corridors can also have harmful effects, for example, promoting the spread of disease  In areas of heavy human use, artificial corridors are sometimes constructed

59. © 2014 Pearson Education, Inc. Figure 43.17

60. © 2014 Pearson Education, Inc. Establishing Protected Areas  Conservation biologists apply understanding of landscape dynamics in establishing protected areas to slow the loss of biodiversity

61. © 2014 Pearson Education, Inc. Define: Biodiversity hot spot.

62. © 2014 Pearson Education, Inc. Preserving Biodiversity Hot Spots  A biodiversity hot spot is a relatively small area with a great concentration of endemic species and many endangered and threatened species  Biodiversity hot spots are good choices for nature reserves, but identifying them is not always easy

63. © 2014 Pearson Education, Inc.  Designation of hot spots is often biased toward saving vertebrates and plants  Hot spots can change with climate change

64. © 2014 Pearson Education, Inc. Figure 43.18 Equator Earth’s terrestrial ( ) and marine ( ) biodiversity hot spots

65. © 2014 Pearson Education, Inc. Philosophy of Nature Reserves  Nature reserves are biodiversity islands in a sea of habitat degraded by human activity  Nature reserves must consider disturbances as a functional component of all ecosystems

66. © 2014 Pearson Education, Inc. Debate the pros and cons to large reserves (few) or small reserves (more).

67. © 2014 Pearson Education, Inc.  An important question is whether to create numerous small reserves or fewer large reserves  Smaller reserves may be more realistic and may slow the spread of disease between populations  One argument for large reserves is that large, far- ranging animals with low-density populations require extensive habitats  Large reserves also have proportionally smaller perimeters, reducing edge effects

68. © 2014 Pearson Education, Inc. Figure 43.19 Kilometers Biotic boundary for short-term survival; MVP is 50 individuals. Biotic boundary for long-term survival; MVP is 500 individuals. MONTANA WYOMING IDAHO MONTANA IDAHO 0 50100 Yellowstone National Park Grand Teton National Park Snake R.

69. © 2014 Pearson Education, Inc. Zoned Reserves  A zoned reserve includes relatively undisturbed areas surrounded by human-modified areas of economic value  The zoned reserve approach creates buffer zones by regulating human activities in areas surrounding the protected core  Zoned reserves are often established as “conservation areas”  Costa Rica has become a world leader in establishing zoned reserves

70. © 2014 Pearson Education, Inc. Figure 43.20 Costa Rica Nicaragua CARIBBEAN SEA PACIFIC OCEAN National park land Buffer zone

71. © 2014 Pearson Education, Inc.  Many fish populations have collapsed due to modern fishing practices  Some areas in the Fiji islands are closed to fishing, which improves fishing success in nearby areas  The United States has adopted a similar zoned reserve system with the Florida Keys National Marine Sanctuary Video: Coral Reef

72. © 2014 Pearson Education, Inc. Figure 43.21 GULF OF MEXICO FLORIDA Florida Keys National Marine Sanctuary 50 km

73. © 2014 Pearson Education, Inc. Figure 43.21a

74. © 2014 Pearson Education, Inc. What are some other examples of humans’ negative impact on the environment? Review on your own: Define and provide examples.

75. © 2014 Pearson Education, Inc. Concept 43.4: Earth is changing rapidly as a result of human actions  The locations of reserves today may be unsuitable for their species in the future  Human-caused changes in the environment include  Nutrient enrichment  Accumulation of toxins  Climate change

76. © 2014 Pearson Education, Inc. Nutrient Enrichment  Humans transport nutrients from one part of the biosphere to another  Harvest of agricultural crops exports nutrients from the agricultural ecosystem  Agriculture leads to the depletion of nutrients in the soil  Fertilizers add nitrogen and other nutrients to the agricultural ecosystem

77. © 2014 Pearson Education, Inc.  Critical load is the amount of added nutrient that can be absorbed by plants without damaging ecosystem integrity  Nutrients that exceed the critical load leach into groundwater or run off into aquatic ecosystems  Agricultural runoff and sewage lead to phytoplankton blooms in the Atlantic Ocean  Decomposition of phytoplankton blooms causes “dead zones” due to low oxygen levels

78. © 2014 Pearson Education, Inc. Figure 43.22

79. © 2014 Pearson Education, Inc. Toxins in the Environment  Humans release many toxic chemicals, including synthetics previously unknown to nature  In some cases, harmful substances persist for long periods in an ecosystem  One reason toxins are harmful is that they become more concentrated in successive trophic levels  Biological magnification concentrates toxins at higher trophic levels, where biomass is lower

80. © 2014 Pearson Education, Inc.  PCBs and many pesticides such as DDT are subject to biological magnification in ecosystems  Herring gulls of the Great Lakes lay eggs with PCB levels 5,000 times greater than in phytoplankton

81. © 2014 Pearson Education, Inc. Figure 43.23 Herring gull eggs 124 ppm Smelt 1.04 ppm Concentration of PCBs Lake trout 4.83 ppm Phytoplankton 0.025 ppm Zooplankton 0.123 ppm

82. © 2014 Pearson Education, Inc.  In the 1960s Rachel Carson brought attention to the biomagnification of DDT in birds in her book Silent Spring  DDT was banned in the United States in 1971  Countries with malaria face a trade-off between killing mosquitoes (malarial vectors) and protecting other species

83. © 2014 Pearson Education, Inc. Figure 43.24

84. © 2014 Pearson Education, Inc.  Pharmaceutical drugs enter freshwater ecosystems through human and animal waste  Estrogen used in birth control pills can cause feminization of males in some species of fish

85. © 2014 Pearson Education, Inc. Figure 43.25 Pharmaceuticals Farm animals Sludge Manure Farms Agricultural runoff Treated effluent Lakes and rivers Sewage treatment plant Toilet Humans

86. © 2014 Pearson Education, Inc. Greenhouse Gases and Climate Change  One pressing problem caused by human activities is the rising concentration of atmospheric CO 2 due to the burning of fossil fuels and deforestation

87. © 2014 Pearson Education, Inc. Figure 43.26 Year Temperature Average global temperature (  C) CO 2 concentration (ppm) CO 2 19601965197019751980198519901995200020052010 13.6 13.7 13.8 13.9 14.0 14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.8 14.9 390 380 370 360 350 340 320 310 300 330

88. © 2014 Pearson Education, Inc.  CO 2, water vapor, and other greenhouse gases reflect infrared radiation back toward Earth; this is the greenhouse effect  This effect is important for keeping Earth’s surface at a habitable temperature  Increasing concentration of atmospheric CO 2 is linked to increasing global temperature

89. © 2014 Pearson Education, Inc.  Climatologists can make inferences about prehistoric climates  CO 2 levels are inferred from bubbles trapped in glacial ice  Chemical isotope analysis is used to infer past temperature

90. © 2014 Pearson Education, Inc.  Northern coniferous forests and tundra show the strongest effects of global warming  For example, in 2007 the extent of Arctic sea ice was the smallest on record

91. © 2014 Pearson Education, Inc. What effects would rapid climate change have on plant populations?

92. © 2014 Pearson Education, Inc.  Many organisms, especially plants, may not be able to disperse rapidly enough to survive rapid climate change  Researchers can track changes in tree distributions since the last period of glaciation to help infer future changes due to climatic warming Range Shifts and Climate Change

93. © 2014 Pearson Education, Inc. Figure 43.27: Current range of American beech under two climate-change scenarios (a) Current range (b) 4.5  C warming over next century (c) 6.5  C warming over next century

94. © 2014 Pearson Education, Inc. How can we slow the effects of global warming?

95. © 2014 Pearson Education, Inc.  Global warming can be slowed by reducing energy needs and converting to renewable sources of energy  Stabilizing CO 2 emissions will require an international effort and changes in personal lifestyles and industrial processes  Reduced deforestation would also decrease greenhouse gas emissions Climate Change Solutions

96. © 2014 Pearson Education, Inc. The human population reached 7 billion in 2011, and is predicted to reach 8 billion by 2030 and 9 billion by 2050. How would you describe the population curve for the human population?

97. © 2014 Pearson Education, Inc. Concept 43.5: The human population is no longer growing exponentially but is still increasing rapidly  Global environmental problems arise from growing consumption and the increasing human population  No population can grow indefinitely, and humans are no exception

98. © 2014 Pearson Education, Inc. Figure 43.28 40003000200010000 BCE CE 1000 2000 0 1 2 3 4 5 6 7 Human population (billions) 8000

99. © 2014 Pearson Education, Inc. Figure 43.29 Year 19501975200020252050 Projected data 2011 0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 Annual percent increase 1.8 2.0 2.2

100. © 2014 Pearson Education, Inc. In what countries would we find the greatest percentage of human population? How do we control human population growth?

101. © 2014 Pearson Education, Inc.  The growth rates of individual nations vary with their degree of industrialization  Most of the current global population growth is concentrated in developing countries  Human population growth rates can be controlled through family planning, voluntary contraception, and increased access to education for females

102. © 2014 Pearson Education, Inc. How many humans can the biosphere support?

103. © 2014 Pearson Education, Inc. Estimates of Carrying Capacity  The carrying capacity of Earth for humans is uncertain  The average estimate is 10–15 billion

104. © 2014 Pearson Education, Inc. Limits on Human Population Size  The ecological footprint concept summarizes the aggregate land and water area needed to sustain the people of a nation  It is one measure of how close we are to the carrying capacity of Earth  Countries vary greatly in footprint size and available ecological capacity

105. © 2014 Pearson Education, Inc. Figure 43.30  300 150–300 50–150 10–50  10 Energy use (GJ):

106. © 2014 Pearson Education, Inc. What are the limiting factors that will affect carrying capacity? Can we outsmart biology by altering these factors?

107. © 2014 Pearson Education, Inc.  Our carrying capacity could potentially be limited by food, space, nonrenewable resources, or buildup of wastes  Unlike other organisms, we can regulate our population growth through social changes

108. © 2014 Pearson Education, Inc. What is sustainability and how is it addressed in conservation biology?

109. © 2014 Pearson Education, Inc. Concept 43.6: Sustainable development can improve human lives while conserving biodiversity  The concept of sustainability helps ecologists establish long-term conservation priorities

110. © 2014 Pearson Education, Inc. Sustainable Development  Sustainable development is development that meets the needs of people today without limiting the ability of future generations to meet their needs  To sustain ecosystem processes and slow the loss of biodiversity, connections between life sciences, social sciences, economics, and humanities must be made

111. © 2014 Pearson Education, Inc. Case Study: Sustainable Development in Costa Rica  Costa Rica’s conservation of tropical biodiversity involves partnerships between the government, nongovernmental organizations (NGOs), and private citizens  Human living conditions (infant mortality, life expectancy, literacy rate) in Costa Rica have improved along with ecological conservation