biology in focus - chapter 41

119
CAMPBELL BIOLOGY IN FOCUS © 2014 Pearson Education, Inc. Urry Cain Wasserman Minorsky Jackson Reece Lecture Presentations by Kathleen Fitzpatrick and Nicole Tunbridge 41 Species Interactions

Upload: mpattani

Post on 23-Jan-2018

2.579 views

Category:

Science


14 download

TRANSCRIPT

Page 1: Biology in Focus - Chapter 41

CAMPBELL BIOLOGY IN FOCUS

© 2014 Pearson Education, Inc.

Urry • Cain • Wasserman • Minorsky • Jackson • Reece

Lecture Presentations by Kathleen Fitzpatrick and Nicole Tunbridge

41Species Interactions

Page 2: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Overview: Communities in Motion

A biological community is an assemblage of populations of various species living close enough for potential interaction

For example, the “carrier crab” carries a sea urchin on its back for protection against predators

Page 3: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.1

Page 4: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Concept 41.1: Interactions within a community may help, harm, or have no effect on the species involved

Ecologists call relationships between species in a community interspecific interactions

Examples are competition, predation, herbivory, symbiosis (parasitism, mutualism, and commensalism), and facilitation

Interspecific interactions can affect the survival and reproduction of each species, and the effects can be summarized as positive (+), negative (−), or no effect (0)

Page 5: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Competition

Interspecific competition (−/− interaction) occurs when species compete for a resource that limits their growth or survival

Page 6: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Competitive Exclusion

Strong competition can lead to competitive exclusion, local elimination of a competing species

The competitive exclusion principle states that two species competing for the same limiting resources cannot coexist in the same place

Page 7: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Ecological Niches and Natural Selection

Evolution is evident in the concept of the ecological niche, the specific set of biotic and abiotic resources used by an organism

An ecological niche can also be thought of as an organism’s ecological role

Ecologically similar species can coexist in a community if there are one or more significant differences in their niches

Page 8: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Resource partitioning is differentiation of ecological niches, enabling similar species to coexist in a community

Page 9: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.2

A. ricordii

A. distichus perches onfence posts and othersunny surfaces.

A. insolitus usuallyperches on shadybranches.

A. insolitus

A. alinigerA. distichus

A. cybotes

A. etheridgei

A. christophei

Page 10: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.2a

A. distichus

Page 11: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.2b

A. insolitus

Page 12: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

A species’ fundamental niche is the niche potentially occupied by that species

A species’ realized niche is the niche actually occupied by that species

As a result of competition, a species’ fundamental niche may differ from its realized niche

For example, the presence of one barnacle species limits the realized niche of another species

Page 13: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.3

Ocean

Chthamalus

Low tide

Experiment

Low tide

High tide

High tide

Ocean

Balanus

Balanusrealized niche

Chthamalusrealized niche

Chthamalusfundamental niche

Results

Page 14: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Character Displacement

Character displacement is a tendency for characteristics to be more divergent in sympatric populations of two species than in allopatric populations of the same two species

An example is variation in beak size between populations of two species of Galápagos finches

Page 15: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.4

Beak depth (mm)

Beakdepth

G. fuliginosa

G. fuliginosa,allopatric

G. fortis,allopatric

G. fortis

Los Hermanos

Daphne

Santa María, San Cristóbal Sympatricpopulations

Pe

rce

nta

ge

s o

f in

div

idu

als

in e

ac

h s

ize

cla

ss

6040

20

0

6040

20

0

6040

20

08 10 12 14 16

Page 16: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Predation

Predation (+/− interaction) refers to an interaction in which one species, the predator, kills and eats the other, the prey

Some feeding adaptations of predators are claws, teeth, stingers, and poison

Page 17: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Prey display various defensive adaptations

Behavioral defenses include hiding, fleeing, forming herds or schools, and active self-defense

Animals also have morphological and physiological defense adaptations

Cryptic coloration, or camouflage, makes prey difficult to spot

Video: Sea Horses

Page 18: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5

(a) Crypticcoloration

Canyontree frog

(b) Aposematiccoloration

(c) Batesian mimicry: A harmless species mimicsa harmful one.

(d) Müllerian mimicry: Two unpalatablespecies mimic each other.

Poisondart frog

Nonvenomoushawkmoth larva

Venomous greenparrot snake

Cuckoo bee

Yellow jacket

Page 19: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5a

(a) Crypticcoloration

Canyontree frog

Page 20: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Animals with effective chemical defenses often exhibit bright warning coloration, called aposematic coloration

Predators are particularly cautious in dealing with prey that display such coloration

Page 21: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5b

(b) Aposematiccoloration

Poisondart frog

Page 22: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

In some cases, a prey species may gain significant protection by mimicking the appearance of another species

In Batesian mimicry, a palatable or harmless species mimics an unpalatable or harmful model

Page 23: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5c

(c) Batesian mimicry: A harmless species mimicsa harmful one.

Nonvenomoushawkmoth larva

Venomous greenparrot snake

Page 24: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5ca

Nonvenomous hawkmoth larva

Page 25: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5cb

Venomous green parrot snake

Page 26: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

In Müllerian mimicry, two or more unpalatable species resemble each other

Page 27: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5d

(d) Müllerian mimicry: Two unpalatablespecies mimic each other.

Cuckoo bee

Yellow jacket

Page 28: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5da

Cuckoo bee

Page 29: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.5db

Yellow jacket

Page 30: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Herbivory

Herbivory (+/− interaction) refers to an interaction in which an herbivore eats parts of a plant or alga

In addition to behavioral adaptations, some herbivores may have chemical sensors or specialized teeth or digestive systems

Plant defenses include chemical toxins and protective structures

Page 31: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.6

Page 32: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Symbiosis

Symbiosis is a relationship where two or more species live in direct and intimate contact with one another

Page 33: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Parasitism

In parasitism (+/− interaction), one organism, the parasite, derives nourishment from another organism, its host, which is harmed in the process

Parasites that live within the body of their host are called endoparasites

Parasites that live on the external surface of a host are ectoparasites

Page 34: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Many parasites have a complex life cycle involving multiple hosts

Some parasites change the behavior of the host in a way that increases the parasites’ fitness

Parasites can significantly affect survival, reproduction, and density of host populations

Page 35: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Mutualism

Mutualistic symbiosis, or mutualism (+/+ interaction), is an interspecific interaction that benefits both species

In some mutualisms, one species cannot survive without the other

In other mutualisms, both species can survive alone

Mutualisms sometimes involve coevolution of related adaptations in both species

Video: Clownfish and Anemone

Page 36: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.7

(a) Ants (genus Pseudomyrmex) inacacia tree

(b) Area cleared by ants around anacacia tree

Page 37: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.7a

(a) Ants (genus Pseudomyrmex) in acacia tree

Page 38: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.7b

(b) Area cleared by ants around an acacia tree

Page 39: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Commensalism

In commensalism (+/0 interaction), one species benefits and the other is neither harmed nor helped

Commensal interactions are hard to document in nature because any close association likely affects both species

Page 40: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.8

Page 41: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Facilitation

Facilitation (+/+ or 0/+) is an interaction in which one species has positive effects on another species without direct and intimate contact

For example, the black rush makes the soil more hospitable for other plant species

Page 42: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.9

(a) Salt marsh with Juncus(foreground)

(b)WithJuncus

WithoutJuncus

Nu

mb

er o

f p

lan

t sp

ecie

s

6

4

2

0

8

Page 43: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.9a

(a) Salt marsh with Juncus(foreground)

Page 44: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Concept 41.2: Diversity and trophic structure characterize biological communities

Two fundamental features of community structure are species diversity and feeding relationships

Sometimes a few species in a community exert strong control on that community’s structure

Page 45: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Species Diversity

Species diversity of a community is the variety of organisms that make up the community

It has two components: species richness and relative abundance

Species richness is the number of different species in the community

Relative abundance is the proportion each species represents of all individuals in the community

Page 46: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.10

Community 2B: 5%A: 80% C: 5% D: 10%

Community 1B: 25%A: 25% C: 25% D: 25%

DCBA

Page 47: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Two communities can have the same species richness but a different relative abundance

Diversity can be compared using a diversity index

Widely used is the Shannon diversity index (H)

H = −(pA ln pA + pB ln pB + pC ln pC + …)

where A, B, C . . . are the species, p is the relative abundance of each species, and ln is the natural logarithm

Page 48: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Determining the number and relative abundance of species in a community is challenging, especially for small organisms

Molecular tools can be used to help determine microbial diversity

Page 49: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.11

3.2

Results

Soil pH

Sh

ann

on

div

ersi

ty (H

)3.4

3.6

3.0

2.8

2.6

2.4

2.23 4 5 6 7 8 9

Page 50: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Ecologists manipulate diversity in experimental communities to study the potential benefits of diversity

For example, plant diversity has been manipulated at Cedar Creek Natural History Area in Minnesota for two decades

Diversity and Community Stability

Page 51: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.12

Page 52: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Communities with higher diversity are

More productive and more stable in their productivity

Able to produce biomass (the total mass of all individuals in a population) more consistently than single species plots

Better able to withstand and recover from environmental stresses

More resistant to invasive species, organisms that become established outside their native range

Page 53: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Trophic Structure

Trophic structure is the feeding relationships between organisms in a community

It is a key factor in community dynamics

Food chains link trophic levels from producers to top carnivores

Page 54: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.13

Quaternary consumers:carnivores

Tertiary consumers:carnivores

Secondary consumers:carnivores

Primary consumers:herbivores and zooplankton

Primary producers:plants and phytoplankton

Page 55: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

A food web is a branching food chain with complex trophic interactions

Species may play a role at more than one trophic level

Video: Shark Eating a Seal

Page 56: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.14

Smallertoothedwhales

Spermwhales

Baleenwhales

Crab-eaterseals

Elephant seals Leopard

seals

Birds

Carnivorousplankton

Humans

Fishes Squids

Krill

Phyto-plankton

Copepods

Page 57: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Species with a Large Impact

Certain species have a very large impact on community structure

Such species are highly abundant or play a pivotal role in community dynamics

Page 58: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Dominant species are those that are most abundant or have the highest biomass

One hypothesis suggests that dominant species are most competitive in exploiting resources

Another hypothesis is that they are most successful at avoiding predators and disease

Page 59: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Keystone species exert strong control on a community by their ecological roles, or niches

In contrast to dominant species, they are not necessarily abundant in a community

Field studies of sea stars illustrate their role as a keystone species in intertidal communities

Page 60: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.15

Experiment

Results

Year

Nu

mb

er o

f sp

ecie

sp

rese

nt

20

15

10

01963’64

Without Pisaster (experimental)

With Pisaster (control)

5

’66’65 ’67 ’69’68 ’70 ’72’71 ’73

Page 61: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.15a

Experiment

Page 62: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.15b

Results

Year

Nu

mb

er o

f sp

ecie

sp

rese

nt

20

15

10

01963’64

Without Pisaster (experimental)

With Pisaster (control)

5

’66’65 ’67 ’69’68 ’70 ’72’71 ’73

Page 63: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Ecosystem engineers (or “foundation species”) cause physical changes in the environment that affect community structure

For example, beaver dams can transform landscapes on a very large scale

Page 64: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.16

Page 65: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Bottom-Up and Top-Down Controls

The bottom-up model of community organization proposes a unidirectional influence from lower to higher trophic levels

In this case, the presence or absence of mineral nutrients determines community structure, including the abundance of primary producers

Page 66: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

The bottom-up model can be represented by the equation

where

N = mineral nutrients

V = plants

H = herbivores

P = predators

N V H P

Page 67: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

The top-down model, also called the trophic cascade model, proposes that control comes from the trophic level above

In this case, predators control herbivores, which in turn control primary producers

N V H P

Page 68: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Biomanipulation is used to improve water quality in polluted lakes

In a Finnish lake, blooms of cyanobacteria (primary producers) occurred when zooplankton (primary consumers) were eaten by large populations of roach fish (secondary consumers)

Removal of roach fish and addition of pike perch (tertiary consumers) controlled roach populations, allowing zooplankton populations to increase and ending cyanobacterial blooms

Page 69: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.UN02

Algae

Fish

Rare

Abundant

Restored State

Rare

Abundant

RareAbundant

Polluted State

Zooplankton

Page 70: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Concept 41.3: Disturbance influences species diversity and composition

Decades ago, most ecologists favored the view that communities are in a state of equilibrium

This view was supported by F. E. Clements, who suggested that species in a climax community function as an integrated unit

Page 71: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Other ecologists, including A. G. Tansley and H. A. Gleason, challenged whether communities were at equilibrium

Recent evidence of change has led to a nonequilibrium model, which describes communities as constantly changing after being buffeted by disturbances

A disturbance is an event that changes a community, removes organisms from it, and alters resource availability

Page 72: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Characterizing Disturbance

Fire is a significant disturbance in most terrestrial ecosystems

A high level of disturbance is the result of a high intensity and high frequency of disturbance

Low disturbance levels result from either low intensity or low frequency of disturbance

Page 73: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

The intermediate disturbance hypothesis suggests that moderate levels of disturbance can foster greater diversity than either high or low levels of disturbance

High levels of disturbance exclude many slow-growing species

Low levels of disturbance allow dominant species to exclude less competitive species

Page 74: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

In a New Zealand study, the richness of invertebrate taxa was highest in streams with an intermediate intensity of flooding

Page 75: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.17

Nu

mb

er

of

taxa

20

15

10

30

0.9

Index of disturbance intensity (log scale)

25

1.11.0 1.2 1.41.3 1.5 1.71.6 1.8

35

1.9 2.0

Page 76: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

The large-scale fire in Yellowstone National Park in 1988 demonstrated that communities can often respond very rapidly to a massive disturbance

The Yellowstone forest is an example of a nonequilibrium community

Page 77: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.18

(a) Soon after fire (b) One year after fire

Page 78: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.18a

(a) Soon after fire

Page 79: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.18b

(b) One year after fire

Page 80: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Ecological Succession

Ecological succession is the sequence of community and ecosystem changes after a disturbance

Primary succession occurs where no soil exists when succession begins

Secondary succession begins in an area where soil remains after a disturbance

Page 81: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Early-arriving species and later-arriving species may be linked in one of three processes

Early arrivals may facilitate the appearance of later species by making the environment favorable

Early species may inhibit the establishment of later species

Later species may tolerate conditions created by early species, but are neither helped nor hindered by them

Page 82: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Retreating glaciers provide a valuable field research opportunity for observing succession

Succession on the moraines in Glacier Bay, Alaska, follows a predictable pattern of change in vegetation and soil characteristics

1. The exposed moraine is colonized by pioneering plants, including liverworts, mosses, fireweed, Dryas, and willows

Page 83: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19-1

Alaska

GlacierBay

Kilometers0 5 10 15

Page 84: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19-2

Pioneer stage

Alaska

GlacierBay

Kilometers

1941

0 5 10 15

1

Page 85: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19-3

Pioneer stage Dryas stage

Alaska

GlacierBay

Kilometers

19411907

0 5 10 15

1 2

Page 86: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19-4

Alder stage

Pioneer stage Dryas stage

Alaska

GlacierBay

Kilometers

19411907

1860

0 5 10 15

1 2

3

Page 87: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19-5

Spruce stage Alder stage

Pioneer stage Dryas stage

Alaska

GlacierBay

Kilometers

19411907

1860

1760

0 5 10 15

1 2

34

Page 88: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19a

Pioneer stage1

Page 89: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

2. After about three decades, Dryas dominates the plant community

Page 90: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19b

Dryas stage2

Page 91: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

3. A few decades later, alder invades and forms dense thickets

Page 92: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19c

Alder stage3

Page 93: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

4. In the next two centuries, alder are overgrown by Sitka spruce, western hemlock, and mountain hemlock

Page 94: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.19d

Spruce stage4

Page 95: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Succession is the result of changes induced by the vegetation itself

On the glacial moraines, vegetation increases soil nitrogen content, facilitating colonization by later plant species

Page 96: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Human Disturbance

Humans have the greatest impact on biological communities worldwide

Human disturbance to communities usually reduces species diversity

Trawling is a major human disturbance in marine ecosystems

Page 97: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.20

Page 98: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.20a

Page 99: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.20b

Page 100: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Concept 41.4: Biogeographic factors affect community diversity

Latitude and area are two key factors that affect a community’s species diversity

Page 101: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Latitudinal Gradients

Species richness is especially great in the tropics and generally declines along an equatorial-polar gradient

Two key factors in equatorial-polar gradients of species richness are probably evolutionary history and climate

Page 102: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Temperate and polar communities have started over repeatedly following glaciations

The greater age of tropical environments may account for their greater species richness

In the tropics, the growing season is longer, so biological time runs faster

Page 103: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Climate is likely the primary cause of the latitudinal gradient in biodiversity

Two main climatic factors correlated with biodiversity are sunlight and precipitation

They can be considered together by measuring a community’s rate of evapotranspiration

Evapotranspiration is evaporation of water from soil plus transpiration of water from plants

Page 104: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.21

Ver

teb

rate

sp

ecie

s ri

chn

ess

(lo

g s

cale

)

100

50

10

0Potential evapotranspiration (mm/yr)

200

1,000500 1,500 2,000

Page 105: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Area Effects

The species-area curve quantifies the idea that, all other factors being equal, a larger geographic area has more species

Page 106: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Species richness on islands depends on island size, distance from the mainland, immigration, and extinction

The equilibrium model of island biogeography maintains that species richness on an ecological island levels off at a dynamic equilibrium point

Page 107: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Studies of species richness on the Galápagos Islands support the prediction that species richness increases with island size

Page 108: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.22

Nu

mb

er o

f p

lan

t sp

ecie

s (l

og

sca

le)

100

50

10

5

Area of island (hectares) (log scale)

200

103100 104 106105

400

25

10

Results

Page 109: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Concept 41.5: Pathogens alter community structure locally and globally

Ecological communities are universally affected by pathogens, disease-causing organisms and viruses

Page 110: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Effects on Community Structure

Pathogens can have dramatic effects on community structure when they are introduced into new habitats

For example, coral reef communities are being decimated by white-band disease

Sudden oak death has killed millions of oaks that support many bird species

Page 111: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Community Ecology and Zoonotic Diseases

Zoonotic pathogens have been transferred from other animals to humans

The transfer of pathogens can be direct or through an intermediate species called a vector

Many of today’s emerging human diseases are zoonotic

Page 112: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Identifying the community of hosts and vectors for a pathogen can help prevent disease

For example, recent studies identified two species of shrew as the primary hosts of the pathogen for Lyme disease

Page 113: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.23

Page 114: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Avian flu is a highly contagious virus of birds

Ecologists are studying the potential spread of the virus from Asia to North America through migrating birds

Page 115: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.24

Page 116: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Human activities are transporting pathogens around the world at unprecedented rates

Community ecology is needed to help study and combat pathogens

Page 117: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.UN01a

Page 118: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.UN01b

Page 119: Biology in Focus - Chapter 41

© 2014 Pearson Education, Inc.

Figure 41.UN03