Monday, September 30, 2013

Coral Reefs

Background Readings

Coral reefs- http://www.eoearth.org/article/Coral_reef

Threats to Coral Reefs-
http://www.eoearth.org/article/Threats_to_coral_reefs

Cnidaria- http://www.eoearth.org/article/Cnidaria

Zooxanthellae- http://www.eoearth.org/article/Zooxanthellae

Global warming takes a toll on coral reefs
http://www.eoearth.org/article/Global_warming_takes_a_toll_on_coral_reefs

Patterns of Caribbean coral loss
http://www.eoearth.org/article/Patterns_of_Caribbean_coral_loss

Coral disease-
http://www.reef.crc.org.au/discover/coralreefs/Coraldisease.htm

Coral stress and disease
http://www.reefrelief.org/Image_archive/diseases/index.shtml

Powerpoint Presentation

http://www.slideshare.net/secret/MXAjnaF502X8PL

Great Online Resource


Expected Learning Outcomes

By the end of this course a fully engaged student will be able to

- discuss the characteristics or the cnidarian polyps and zooxanthellae that make up a corals

- discuss the "dilema of the inverteed trophic pyramid" and the role that the discovery of zooxanthellae played in solving that mystery

- discuss the mutualism between cnidarian polyps and zooxanthellae

- discuss some of the threats facing coral reefs

- discuss coral bleaching and some of the proposed mechanisms of bleaching

- discuss the characteristics of some of the important coral diseases

Additional Powerpoint Presentations


Intro to Oceans
http://www.slideshare.net/secret/3UkF9S2ALRGNMz

Intro to Coral Reefs
http://www.slideshare.net/MarkMcGinley/coral-reefs-1616280

Coral Reef Zonation
http://www.slideshare.net/MarkMcGinley/coral-reef-zonation

Coral Reef Interactions
http://www.slideshare.net/MarkMcGinley/coral-reef-interactions

Saturday, September 28, 2013

Grammar Quiz


Hey, some of my weird Facebook friends posted this Grammar Quiz.  The quiz contains questions that relate to some common errors so it might be worth a try.

http://m.staples.ca/skmobwidget/sbdca/en_CA/cre/programs/grammarquiz/index.html#.UkeIsz_ZG2d.facebook

BTW- I scored 97%... can you top that?

Friday, September 27, 2013

Mangroves


Mangroves form an important, yet poorly understood and greatly unappreciated tropical ecosystem. Mangroves include a number of tropical trees and shrubs that are able to live in the intertidal zone along tropical coastlines. Mangrove plants all have adaptations to allow them to live in periodically flooded regions with high salt content. Thus, mangrove plants are defined by their ecological niche rather than their taxonomy and the approximately 70 species of mangrove plants come from 20 different plant families. The mangrove ecosystem (sometimes referred to as the mangal) occurs along protected coastlines in the tropics where mangrove plants grow.

Mangroves are common in the protected coasts in Central America and the Caribbean(they are also found in Florida and other regions of the Gulf Coast in the US). However, mangrove ecosystems in the Caribbean contain many fewer species than mangrove ecosystems in the tropics. For example, there are three main species of mangroves found in the Caribbean region whereas there can be as many as 58 species of mangroves found in the Indo-Pacific region.

Problems Facing Plants Licving in Intertidal Areas

Plants living in intertidal environments face a number of problems. First, because the soil is very fine and water logged, it is difficult for the root system to support the plant. Second, because the roots zone is waterlogged, plant roots are unable to pick up the oxygen they need through the woil. Finally, because they are living in the intertidal zone mangrove plants have to be able to live in water with high salt concentrations.

Mangrove Roots

Because mangroves live in waterlogged, unconsolidated soil, they have to have specialized root systems to support themselves.

Trees that live on land usually have a number of roots below ground that join into a single trunk that extends above ground. As you can see from these photos, the growth form of mangrove plants is very different. A large number of roots branch off from the trunk and then grown down into the soil. These roots, known as prop roots, help to stabilize the trees.


Some mangrove trees produce "aerial roots" that drop down from branches until they reach the soil. One they reach the soil they help to support the tree.





Adaptations For Picking Up Oxygen

Remember that, unlike us, plants don't breathe. Plant leaves produce the oxygen they need as a byproduct of photosynthesis. However, because they are underground and not exposed to light, plant roots are unable to conduct photosynthesis so they have to rely on picking up oxygen from the surrounding soil by diffusion. On land the air spaces between soil particles provides the oxygen that the plant needs. However, in waterlogged soils, water replaces the air in the spaces between the soil particles so there is no oxygen available to the plant roots. Because plants don't have a circulatory system, there is no way for them to quickly move oxygen from the leaves to the roots. Thus, mangroves have evolved interesting adaptations to provide oxygen to their roots.

Some mangrove plants produce interesting structures known as pneumatophores. Pneumatophores are structure that grow up out of the soil high. These pneumatophores allow the plants to pick up oxygen from the air that can be used by the roots.


The shapes of pneumatophores differs between species.


The white blotches on the prop roots are structures known as lenticels. The lenticels are connected to the underwater roots by a spongy tissues that allow oxygent that diffuses into the prop roots through the lenticels to diffuse easily to the roots where it is needed.


Importance of Mangroves

Mangroves are being destroyed around the world at a rapid rate. Mangroves are destroyed to allow for coastal development or aquaculture. Mangroves are very important ecosystems for two reasons. First, they serve as nurseries for a number of marine fish and invertebrates. The juveniles of many species hide out among the mangrove roots until they are large enough to move out to the reef. Second, the mangrove roots protects the shore from the effects of storms and tsunamis. It was well documented that regions that were protected by mangroves were much less negatively affected by the big tsunami than those regions where the mangroves have been removed.

Readings

http://www.eoearth.org/article/Mangrove_ecology?topic=49514

http://www.eoearth.org/article/Mangrove_swamp?topic=58071

Expected Learning Outcomes

By the end of this  class a fully engaged student should be able to

- define "mangrove"
- discuss the problems facing plants living in the estuarine environment
- discuss adaptations of mangove plants to deal with the abiotic environment


Coastal Habitats


Readings

General
http://en.wikipedia.org/wiki/Marine_habitats
http://en.wikipedia.org/wiki/Intertidal_zone

Rocky Shore
http://www.marinebio.net/marinescience/03ecology/tptales.htm
http://ceres.ca.gov/ceres/calweb/coastal/rocky.html
http://en.wikipedia.org/wiki/Rocky_shore

Sandy Shore
http://ecology.hku.hk/jupas/sandy%20shore/Sandy%20shores%20main.htm
http://www.botany.uwc.ac.za/envfacts/facts/sandy_shores.htm
http://www.bbc.co.uk/nature/blueplanet/infobursts/sandy_shore_bg.shtml

Mudflats
http://en.wikipedia.org/wiki/Mudflat
http://www.marinebio.net/marinescience/03ecology/mfindex.htm

Salt Marsh
http://www.eoearth.org/article/Salt_marsh

Mangroves
http://www.eoearth.org/article/Mangrove_swamp?topic=58071
http://www.eoearth.org/article/Mangrove_ecology?topic=49514

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/coastal-ecosystems

Expected Learning Outcomes

By the end of this class a fully engaged student should be able to

- discuss the relationship between wave force and particle size
- discuss important abiotic gradients that occur in intertidal habitats
- briefly discuss rocky shores, sandy shores, mudflats, salt marshes, and mangroves
- compare and contrast ecological communities in the various intertidal habitats
- discuss how ecologists have used manipulative experiments to be study the factors that influence the    distribution of organisms
- design manipulative experiments to study the factors limiting the distribution of an organism


Wednesday, September 25, 2013

Writing Assignment #2


Now that you are experts on natural selection it is time for you to show off.

Assignment: choose a phenotype (morphology, phyiological, behavior, reproductive) for any organism in any location.  In two pages, discuss this adaptation.  Be sure to discuss how this trait came to be and how this trait influences the survival and reproduction of these individuals in their environment.

Two pages max.  Rough draft due. Wednesday October 2nd, workshop papers Friday October 4th, Final draft due Monday October 7th,

Friday, September 20, 2013

Cool Stuff: Dolphins Force Fish on Land to Feed


http://news.yahoo.com/video/dolphins-force-fish-land-eat-033707518.html

Natural Selection


An understanding of the process of natural selection helps us to understand the amazing diversity of life on the earth.

Expected Learning Outcomes

By the end of the course a fully engaged students should be able to

1) define the process of natural selection

2) distinguish between the patterns of stabilizing, disruptive, and directional selection and provide examples of each pattern

3) describe how the process of natural selection has produced a trait that is an adaptation to a particular environmental condition.

4) explain why organisms are not expected to be perfectly adapted to their environments

5) discuss the conditions that would cause natural selection to stop

6) explain why natural selection is expected to produce selfish traits

Readings

Natural selection http://www.eoearth.org/article/Natural_selection

Here is a link to a website from UC Berkeley that might be useful to take a look at-

http://evolution.berkeley.edu/evolibrary/article/evo_25

Wednesday, September 11, 2013

Tides




Readings

http://oceanservice.noaa.gov/education/tutorial_tides/welcome.html

http://oceanmotion.org/html/background/tides-forces.htm

http://www.eoearth.org/article/Tide

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/tides-14203963

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss the effect the size and distance on gravitational pull
- describe role that the sun and the moon play in causing tides
- explain the cause of the daily, monthly, and annual patterns of tides

Waves





Readings

http://www.seafriends.org.nz/oceano/waves.htm

http://hyperphysics.phy-astr.gsu.edu/hbase/waves/watwav2.html

http://geography.about.com/od/physicalgeography/a/waves.htm

http://www.ehow.com/info_8785171_difference-between-currents-waves-tides.html

http://oceana.org/en/explore/marine-science/ocean-waves


Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/waves-14235223

Videos

http://www.youtube.com/watch?v=MXWpmY86lHk

http://www.youtube.com/watch?v=bQrj0DNXjMY

http://www.youtube.com/watch?v=8y1MkFZSwIs&feature=related


Expected Learning Outcomes

By the end of this class a fully engaged student should be able to

- define characteristics of an ocean waves
- discuss the causes of ocean waves
- describe the movement of energy, surface water, and subsurface water in an open ocean wave
- describe what happens in a breaking wave
- discuss possible uses of waves as a source of renewable energy.

Cool Stuff: Lizards Walking on Water

 
 
When we were discussing the unique properties of water, I mentioned that the hydrogen bonds that occur within between water molecules makes water "sticky".  I showed you a picture of some insects (water striders) who were able to "walk" on water due to the surface tension. 

It turns out that some lizards are able to walk on water as well.

The basilik lizard from Central America is sometimes known as the "Jesus Lizard" for its ability to run on the water.  The pygmy gecko is so small that it is able to "float" on the water.

Interesting article
http://news.bbc.co.uk/earth/hi/earth_news/newsid_8304000/8304139.stm

Video of basilik lizard from National Geographic.
http://www.youtube.com/watch?v=45yabrnryXk

Video of pygmy gecko from the BBC.
http://www.bbc.co.uk/nature/life/Gecko#p004rqsj

Tuesday, September 10, 2013

The Physical Environment: Global Patterns


Introduction

The physical environment can have a profound influence on ecology at a variety of levels. For example, the physical environment can act as a strong selective presssure to produce adaptations or can influence the rates of nutrient cycling through an ecosystem. For our simple purposes here, the two most important components of the physical environment are temperature and precipitation. I suggest that we can predict a lot about what is going on ecologically in an environment if we know something about temperature and precipitation patterns.

From watching the nightly news we all know how difficult it is for the local weatherperson to accurately predict what the weather is going to be like tomorrow. Fortunately, it is much easier to understand broad patterns of variation in temperature and precipitation.

Temperature



The dominant global temperature pattern is that it tends to get cooler as you move away from the poles. The cause of this is relatively simple. Because the earth is so far from the sun, the light rays hitting the earth are basically paralell to each other. Because of the curvature of the earth, sunlight hitting the earth near the equator falls over a smaller area than sunlight hitting near the poles. Because the same amount of light energy is hitting a smaller area near the equator, the concentration of energy/area is greater near the equator than the pole thus resulting in higher temperatures.

Elevation is another factor that influences global temperatures. Because there is less insulating atmosphere above areas of high elevation temperatures tend to decrease as you go up in elevation.

Large bodies of water can mediate temperature variations. For example, seasonal and daily variation in temperatures are much lower in areas near the ocean (maritime climates) than they are in areas far from the ocean (continental climates).

Global temperature patterns can also be affected by patterns of ocean circulation. For example, the west coast of continents are often cooled by cool water flowing from the poles to the tropics while the east coasts of continents can be warmed by warmer water from the tropics to the poles (e.g., the Gulf Stream). If you have ever been to the beach in southern California you surely noticed how cold the water was; east coast beaches at similar latitudes have much warmer water.

Precipitation

In order to understand global precipitation patterns you need to understand global patterns of atmospheric circulation. Hopefully, after studying the article on atmospheric circulation you will be able to explain-

1. why there tends to be high precipitation in tropical regions and

2. why precipitation tends to be low at 30 degrees North and South of the equator.

Patterns of precipitation can also be influenced by the presence of mountains. As air masses containing moisture hit a mountain they are forced upward. Because rising air cools and cool air







holds less moisture, precipitation occurs on the windward side of mountains. Once the air mass has passed over the mountain in falls to lower elevations and gets warmer. Because most of the moisture has been lost as precipitation on the windward side of the mountain and the warmer air holds more moisture there is very little precipitation on the leward side of the mountain resulting in a "rainshadow desert".

Let's think about Lubbock!

Let's see if we can use our newfound understanding of some of the factors influencing temperature and precipitation to make predictions about what the climate should be like in Lubbock. What information do we need about the geographic location of Lubbock to help us understand the climate? First, we need to know the latitude; Lubbock is located approximately 33 degrees north. Second we need to know something about the proximity to the ocean. As an old beach boy, I can guarantee you that we are a long, long way from the ocean in Lubbock. Third, where is Lubbock in relation to mountains? Lubbock is located to the east of the southern extension of the Rockies.

Why is all of this important?

1. What can we learn from the latitude of 33 degrees North? This latitude is still close enough to the equator to be warm so we expect relatively high temperatures. Because Lubbock lies near the 30 degree zone of low precipitation we would predict relatively low precipitation. At 30 degrees North we would predict that Lubbock would receive predominately winds from the west.

2. From the continental location of Lubbock we would predict fairly extreme daily and seasonal fluctuations of temperatures.

3. Because Lubbock lies in the Westerlies most of the precipitation that is arriving in Lubbock comes from the Pacific Ocean. Because these winds have passed over the Rockies we would predict that Lubbock would lie in a rainshadow, again causing low precipitation.

How did we do. If anyone has ever been in Lubbock (especially in the spring time) you would know that the wind almost always blows in from the west. Temperatures are relatively warm but there is fairly large seasonal and daily variations in temperature. Lubbock has a semi-arid climate and receives on average about 18 inches of precipitation per year. Thus, with just a little bit of knowlege about the factors that influence global patterns of temperature and precipitation we were able to fairly accurately the climate in Lubbock. Thus, I would expect that organisms native to Lubbock should be well adapted to the low precipitation, continental climate of the region (the short grass prairie was the dominant vegetation type presettlement).

See use these patterns to understand climate in your town (note climate patterns in Texas are complicated in central and eastern Texas becasue of the influence of air masses coming up from the Gulf). Compare the temperature and precipitation of your town with that if very divergent locations around the globe.


Further Reading

If you would like some more detailed information about factors affecting climate and the atmosphere you can check out the Atmosphere Chapter in Michael Pidwirny's online Physical Geography textbook http://www.physicalgeography.net/fundamentals/contents.html.

Powerpoint Presentation

Click here to see the powerpoint presentation "Factors Influencing the Physical Environment".
http://www.slideshare.net/secret/EaVq4nm5KuSsBI

Cool Video

Why Does the Earth Have Deserts?

http://www.youtube.com/watch?v=T6Us1sPXBfA
Expected Learning Outcomes
At the end of this course a fully engaged student should be able to

- describe global patterns of variation in temperature and precipitation and be able to explain the causes of these patterns

- for any location in the world, use your knowledge of the factors that affect global patterns to preict the local climate

Cool Stuff: Bobbit Worms

 
 
 
 

http://www.wired.com/wiredscience/2013/09/absurd-creature-of-the-week-bobbit-worm/

Enjoy

Friday, September 6, 2013

Writing Assignment #1



Topic.  The state of Texas requires all students enrolled in state-funded universities to take two courses in the physical/life sciences.  Should students at Texas Tech University be required to take courses in physical/life sciences?

Please choose a specific audience for your essay.

2 pages max double spaced.  If you have references then you can add a 3rd page for your references.

Draft Due- Friday September 13th.  We will workshop these papers on Monday September 16th

Final Draft Due- Friday September 20th.

Cool Stuff: Science Confirms that Politics Wrecks Your Ability to Do Math


Here is a link to an interesting article, that was posted on Facebook by Dr. Jeff Lee a professor ijn the Geography Department that used to teach Honors Integrated Science with me.   The article reports on the results of a study showing how a political beliefs can cloud a person's ability to think clearly about numbers.

http://www.motherjones.com/politics/2013/09/new-study-politics-makes-you-innumerate

Please read this article carefully over the weekend so that we can discuss it on Monday.

Here is an interesting follow up article in case you are interested.

The Science of Why We Don't Believe Science.
http://www.motherjones.com/politics/2011/03/denial-science-chris-mooney

Wednesday, September 4, 2013

Cool Stuff: Whales, whalesharks, and sea lions


Photo: Chard Nelson


Here is a video shot by my friend Josh Jensen on his recent trip to Tonga where they snorkeled with humpback whales.  Josh is an amazing videographer so there are some great scenes here.  I was invited to go along on this trip but I lacked both the time and the cash... maybe someday!!

http://www.youtube.com/watch?v=aV7-iu8Wm1g&feature=youtu.be

For extra fun here is a photo of Josh filming a whale shark in the Galapagos Island (I was along for this trip.. what an amazing experience to see such a magnificent creature).

Photo: Liz Harlin


Here is a link to an interesting video, sent to me by a student in one of my other classes, showing a cool interaction between a National Geographic photographer and a leopard seal.  Can you try to explain why the sea lion might be behaving in this way?

http://www.youtube.com/watch?v=Zxa6P73Awcg