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12.1 Ecology is the study of organisms in their environments • Ecology is the study of how organisms interact with each other and with their environment. Ecologists make verifiable observations using the discovery approach. © 2015 Pearson Education, Inc. Hypothesis-driven ecology science may be conducted in the field or in the lab. 12.1 Ecology is not environmentalism • Environmentalism is a broad philosophy and social movement that seeks to maintain environmental quality. • The science of ecology provides the basis for understanding environmental problems. © 2015 Pearson Education, Inc. Rachel Carson and “Silent Spring” – Rachel Carson • Was one of the first ecologists to perceive the global dangers of pesticide abuse. • Helped initiate our current environmental awareness with her book Silent Spring. • • The modern environmental movement was catalyzed by Rachel Carson. She was concerned about the effects of pesticides on the environment – The pesticide DDT, which improved agricultural production, • Was developed in the 1950s. • Was determined to have harmful side effects. • For example the American bald eagle became endangered because of accumulation of DDT in eagles caused them to lay eggs with very thin shells © 2015 Pearson Education, Inc. 12.1 Ecology can be studied at many levels • Ecologists work at levels ranging from individual organisms to the planet. • It is convenient to divide ecology into five increasingly comprehensive levels. © 2015 Pearson Education, Inc. Organismal ecology Population ecology Community ecology Ecosystem ecology Global ecology 12.1 Organismal ecology 1. Organismal ecology focuses on the ways that organisms adapt to their environments through physiology and behavior. What type of questions might an organismal ecologist ask? © 2015 Pearson Education, Inc. An organism is an individual living being. 12.1 Population ecology 2. Population ecology is concerned with the factors that affect population size, growth, and density. What type of questions might a population ecologist ask? © 2015 Pearson Education, Inc. A population is a group of individuals of the same species living in the same place at the same time. 12.1 Community ecology 3. Questions in community ecology focus on interactions among species. What type of questions might a community ecologist ask? © 2015 Pearson Education, Inc. A community consists of all the populations (of multiple species) living in a particular place. 12.1 Ecosystem ecology 4. Ecosystem ecology is concerned with questions of energy flow and chemical cycling. What type of questions might an ecosystem ecologist ask? © 2015 Pearson Education, Inc. An ecosystem is all the life living in a particular area together with all the nonliving components. 12.1 Ecology of the biosphere 5. At a global scale, ecologists can study the influence of energy and matter on organisms across the biosphere. What type of questions might an ecologist ask about the biosphere? © 2015 Pearson Education, Inc. The biosphere is the global ecosystem. 12.2 The biosphere includes biotic and abiotic factors • The living organisms of an ecosystem constitute its biotic factors. • The abiotic factors of an ecosystem are its nonliving components. Abiotic factors can have a profound effect on the life within an ecosystem. © 2015 Pearson Education, Inc. 12.2 Examples of abiotic factors include the supply of energy and nutrients • The most important abiotic factor is energy. – Most ecosystems on Earth are powered by solar energy via sunlight. • The availability of inorganic nutrients can impact plant growth. – Examples are nitrogen and phosphorous. © 2015 Pearson Education, Inc. 12.2 Other important abiotic factors © 2015 Pearson Education, Inc. Wind Water availability Temperature Fire 12.3 Opening Questions: How do abiotic factors shape ecosystems? • How do rainforests differ from deserts in their abiotic factors? • How might those differences result in different biological communities? © 2015 Pearson Education, Inc. 12.3 Energy flows through ecosystems • Primary producers convert solar energy to chemical energy via photosynthesis. • Primary consumers are herbivores that eat primary producers. • Secondary consumers are carnivores that eat primary consumers. © 2015 Pearson Education, Inc. 12.3 Energy flows through ecosystems • Tertiary consumers are top-level predators. – As trophic levels increase, less energy is available at each transfer. • Decomposers are organisms that break down nonliving matter. – Death at any level sends energy to the decomposers. © 2015 Pearson Education, Inc. 12.3 The trophic structure of an ecosystem describes the feeding relationships Energy enters an ecosystem as sunlight. TROPHIC LEVEL 4 Tertiary consumers TROPHIC LEVEL 3 Secondary consumers TROPHIC LEVEL 2 Primary consumers TROPHIC LEVEL 1 Primary producers Decomposers break down nonliving matter. At each energy conversion heat is released. © 2015 Pearson Education, Inc. 12.3 Different ecosystems have different rates of primary production • Biomass is the total amount of living material in an ecosystem. • Primary production is a measure of the rate at which solar energy is converted to biomass. © 2015 Pearson Education, Inc. 12.3 As energy is passed from one trophic level to the next, most of it is lost as heat • From one trophic level to the next, only around 10% of the energy transfers. • The cumulative loss of energy means that each level of trophic structure can support fewer organisms than the last. © 2015 Pearson Education, Inc. 12.3 Energy availability can be visualized in an ecological pyramid Secondary Consumers Primary Consumers Producers 20,000,000 calories of primary production can support 10 vegetarians or one meat-eater for one day. © 2015 Pearson Education, Inc. 12.4 Elements cycle through the biosphere • Energy flows through ecosystems. • Chemical elements, such as carbon and nitrogen, cycle through the biosphere. • Elements move from abiotic (nonliving) reservoirs such as the air, soil, and water, to biotic (living) components of ecosystems in a biogeochemical cycle. © 2015 Pearson Education, Inc. 12.4 Biogeochemical cycles occur both locally and globally Abiotic reservoirs Biotic components − Includes the atmosphere, rocks, and oceans − Includes producers, consumers, and decomposers Geological processes contribute to the abiotic reservoirs. © 2015 Pearson Education, Inc. 12.4 The carbon cycle is an example of a biogeochemical cycle The carbon cycle is affected by human activities (shown in red), primarily the burning of fossil fuels, which releases trapped carbon into the atmosphere as CO2. © 2015 Pearson Education, Inc. 12.4 The nitrogen cycle is an example of a biogeochemical cycle Nitrogen is only available to living things after soil bacteria convert N2 to compounds that plants can take up. Human effects on the nitrogen cycle are shown in red. © 2015 Pearson Education, Inc. 12.5 Opening Questions: Does energy flow or cycle? • Explain why in ecosystems energy flows rather than being recycled. © 2015 Pearson Education, Inc. 12.5 All water on Earth is interconnected in a global water cycle • A global water cycle connects ecosystems. • Precipitation transfers water from the atmosphere to the land. • Conversely, evaporation from bodies of water and transpiration from plants move water from terrestrial sources to the atmosphere. © 2015 Pearson Education, Inc. 12.5 The global water cycle Over the oceans, the overall net movement of water is from the sea into the atmosphere. Over land, the net movement is from the clouds down to the land. © 2015 Pearson Education, Inc. 12.6 Ecologists categorize the Earth’s surface into a series of biomes • A biome is a type of ecological community that occupies a particular zone. • Aquatic biomes cover much of the Earth’s surface and are defined primarily by salinity. • Terrestrial biomes are identified primarily by the types of vegetation found within them. © 2015 Pearson Education, Inc. 12.6 Freshwater biomes • Freshwater biomes generally have salt concentrations of less than 1%. • Freshwater biomes include: Lakes and ponds Rivers and streams Wetlands Freshwater biomes cover less than 1% of the Earth’s surface, but are home to nearly 6% of all species. © 2015 Pearson Education, Inc. 12.6 Marine biomes • Marine biomes generally have water that is about 3% salt by weight. • Marine biomes include: The pelagic realm, which has photic and aphotic zones Coral reefs © 2015 Pearson Education, Inc. Hydrothermal vents 12.6 Intermediate aquatic biomes • Where land and freshwater biomes meet the ocean, unique intermediate biomes are formed. • These include: Intertidal zones Estuaries © 2015 Pearson Education, Inc. 12.7 There are a variety of terrestrial biomes • The distribution of terrestrial biomes depends largely on two measures of climate: temperature and rainfall. • Each biome is characterized by differences in temperature, rainfall, and the prevalence of wildfires, and each has a dominant form of vegetation. © 2015 Pearson Education, Inc. 12.7 Some biomes are colder and drier Polar ice is found in the northernmost and southernmost parts of the Earth. Tundra is characterized by dryness, bitter cold temperatures, high winds, and permafrost. © 2015 Pearson Education, Inc. 12.7 Forest biomes vary by latitude Coniferous forests are dominated by cone-bearing evergreens. Temperate broadleaf forests occur in regions of hot summers, cold winters, and relatively frequent rain. Tropical forests occur in wet, warm climates near the equator. © 2015 Pearson Education, Inc. 12.7 Terrestrial biomes Temperate grasslands are found in regions with cold winters, low rainfall, and periodic drought. Chaparral is found in coastal areas where ocean currents produce mild, rainy winters and hot, dry summers © 2015 Pearson Education, Inc. 12.7 More terrestrial biomes Savannas are warm, fairly dry climates that primarily contain grasses with scattered trees. Deserts have very low rainfall. There are both hot and cold deserts. © 2015 Pearson Education, Inc. 12.8 Changes in niches with increase in altitudes As you climb up a mountain, the vegetation changes with altitude. List some factors that may be causing this change. If you started at sea level near the equator, what vegetation types might you see as you hike to the top? List some factors that may be causing this vegetation change. © 2015 Pearson Education, Inc. 12.8 Interactions between species play important roles in communities • Within a community, species interact with members as they compete for food, water, sunlight, or living space. © 2015 Pearson Education, Inc. 12.8 Competition is mutually harmful • Competition may occur when two or more species in a community rely on similar limiting resources. • According to the competitive exclusion principle, if the resources required by two species are too similar, they cannot coexist. © 2015 Pearson Education, Inc. 12.8 Mutualism is beneficial to both species • Mutualism is a form of interspecies interaction in which both species benefit. – It often occurs among species that are symbiotic, living in close physical association with one another, but not all symbiotic relationships are mutual. © 2015 Pearson Education, Inc. 12.8 Some interactions are beneficial to one species and harmful to the other • Predation is an interaction in which a predator species kills and eats a prey species. • Herbivory is the eating of plant parts by an animal. © 2015 Pearson Education, Inc. 12.8 Some interactions are beneficial to one species and harmful to the other • A parasite lives on or in (but does not kill) a host, from which it obtains nutrients. • Pathogens are disease-causing microorganisms. © 2015 Pearson Education, Inc. 12.9 Opening Questions: What happens when species compete? • Imagine that two species of related birds live in the same habitat and eat similar food items. • Design a simple experiment to test the competitive exclusion hypothesis. © 2015 Pearson Education, Inc. 12.9 Food webs describe multiple trophic structures • Trophic structure describes the feeding relationships within a community. • Food chains and food webs describe the transfer of organic material from one trophic level to the next. © 2015 Pearson Education, Inc. 12.9 A food chain is a simplified description of one part of the trophic structure © 2015 Pearson Education, Inc. 12.9 A food web interconnects multiple food chains A food web of a hypothetical forest community Arrows indicate energy transfer or “who eats whom.” © 2015 Pearson Education, Inc. 12.9 Toxins can accumulate in higher levels • Biological magnification is the tendency of toxins to become concentrated as they pass through a food chain. © 2015 Pearson Education, Inc. 12.10 Opening Questions: Which forest is more diverse? Consider these two forests. Which forest has higher species diversity and why? © 2015 Pearson Education, Inc. 12.10 Species diversity includes both species richness and abundance • Both forests have the same number of species, or species richness. However, the fraction accounted for by each species, or relative abundance, differs between the two communities. © 2015 Pearson Education, Inc. 12.10 Keystone species can drive diversity • A keystone species is a species that has a disproportionately large effect on its environment relative to its abundance. • Ecologists studying the Alaskan coast discovered that decline in the sea otter populations allowed sea urchins to quickly multiply. © 2015 Pearson Education, Inc. 12.10 Communities are rarely static • Primary succession occurs when an area has been rendered virtually lifeless with no soil. Disturbance © 2015 Pearson Education, Inc. 12.10 Communities are rarely static • Secondary succession occurs after a disturbance that kills much of the life in an area but leaves the soil intact. • After a disturbance, an area will be reoccupied by a series of species. Ecological succession may take hundreds or thousands of years. © 2015 Pearson Education, Inc. 12.11 Opening Questions: No tuna fish sandwiches if you are pregnant? Pregnant women are advised to limit their consumption of large predatory fish, such as swordfish and tuna, to once per week. These fish may have high levels of mercury stored in their tissues and eating them may damage a developing fetus. For other smaller fish, such as sardines, there are no limitations. Why might different fish species have such variation in the mercury content of their tissues? Explain. © 2015 Pearson Education, Inc. 12.11 Invasive species disrupt ecosystems • When non-native organisms are introduced to a community, they can spread rapidly, becoming an invasive species. • Invasive species are now a leading cause of extinctions of local populations. Lionfish were introduced into the Caribbean and consumed other fish voraciously. © 2015 Pearson Education, Inc. 12.11 A rogue’s gallery of invasive species Burmese pythons were set loose in Florida. Kudzu is a climbing vine, introduced to the southern U.S. © 2015 Pearson Education, Inc. 12.11 Controlling invasive species • Ecologists may implement biological control, the intentional release of a natural enemy. • Biological control species must be closely studied. – Mongooses were introduced to Hawaii to eat rats, but are such good hunters that they also decimated native birds. © 2015 Pearson Education, Inc. 12.11 Modern agriculture presents unique challenges of biological control • Integrated pest management is a method that utilizes several strategies: – Biological control, pest-resistant crop varieties, judicious use of chemicals, release of sterile pests, and other biological and behavioral changes. Integrated pest management has been used effectively for cotton crops in India. © 2015 Pearson Education, Inc. 12.12 Opening Questions: Do you know any invasive species? • Every state now has at least a few notorious invasive species. • http://mdc.mo.gov/discover-nature/fieldguide/invasive-species/invasive-speciesfield-guide © 2015 Pearson Education, Inc. 12.12 Ecologists measure biodiversity on many levels • Biodiversity is a general term for the variety of living things on Earth. • Biodiversity includes: – Genetic diversity (within a population) – Species diversity – Ecological diversity © 2015 Pearson Education, Inc. 12.12 Genetic biodiversity refers to the collection of genes within a population • Severely reducing genetic variation makes the population less able to adapt to a changing environment. – Because virtually all the potatoes in the country were genetically identical, the Irish potato blight caused crop failure and famine. © 2015 Pearson Education, Inc. 12.12 Species biodiversity refers to the number of different species • Extinction is the irreversible loss of all populations of a species. • Ecologists estimate that at the current rate half of all living plant and animal species will be extinct by the end of this century. The last Carolina parakeet died in a zoo in 1918. © 2015 Pearson Education, Inc. 12.12 Ecosystem biodiversity refers to the variety of ecosystems found on Earth • The degradation of ecosystems threatens ecosystem services, benefits that ecosystems provide to people such as: – Waste decomposition – Water cycling – Nutrient cycling – Food production – Recreation A tropical reef damaged by a drag net © 2015 Pearson Education, Inc. 12.12 Causes of biodiversity loss • Habitat destruction is the single greatest threat to biodiversity. – This includes destruction of habitat due to development, agriculture, forestry, mining, and dam construction. Brazilian rainforest being cleared for agricultural use © 2015 Pearson Education, Inc. 12.12 Causes of biodiversity loss • Invasive species are an increasingly grave threat to biodiversity. – The invader may have no natural predators and can thus multiply unchecked, causing the extinction of competitors or prey species. Introduced to Guam, brown tree snakes have driven several bird species to extinction or near extinction. © 2015 Pearson Education, Inc. 12.12 Causes of biodiversity loss • Overharvesting species faster than they can naturally replenish leads to a loss of biodiversity. – This includes hunting, fishing, and logging. Overfishing has decimated the populations of many wild fish. © 2015 Pearson Education, Inc. 12.12 Causes of biodiversity loss • Pollution of the air and water contributes to biodiversity loss at the local, regional, and global levels. The Deepwater Horizon oil rig explosion in 2010 released oil into the Gulf of Mexico. © 2015 Pearson Education, Inc. 12.12 Causes of biodiversity loss • Global climate change impacts biodiversity at both local and global scales. – Ecologists predict declining biodiversity due to changes in rainfall patterns, disruption of seasonal patterns, rising temperatures, and ocean acidification. Coral bleaching is a phenomenon that has been linked with the increase in water temperatures. © 2015 Pearson Education, Inc. 12.13 Populations vary in density, dispersion, and survivorship curves • Ecologists study populations in terms of their density, dispersion patterns, survivorship curves, and life histories. • Collecting such data can provide insights into the dynamics of a population in its ecosystem. © 2015 Pearson Education, Inc. 12.13 Age structure is the number of individuals in different age groups • Comparing age structures of human populations can provide insights into social conditions. Which country will need more high schools in the future? Explain. © 2015 Pearson Education, Inc. 12.13 Survivorship curves graph the percentage of individuals alive over time • Survivorship is the chance that an individual member of a given population will live to a particular age. How do the curves vary among the three species? © 2015 Pearson Education, Inc. 12.13 Population density and dispersion are important measurements • Population density is the number of members of a species per unit area or volume of the habitat. • Dispersion patterns are the way individuals are spaced within a habitat. © 2015 Pearson Education, Inc. 12.14 Growth models can predict changes in population size • In its simplest terms, population size is calculated from the number of births minus the number of deaths. • Ecologists have developed idealized models to help us better understand changes in population size. © 2015 Pearson Education, Inc. 12.14 Exponential population growth • Imagine a population where there are no predators, no disease, and plenty of food. • Over time, what do you expect will happen to population size? Exponential growth occurs when the population size of each new generation is a multiple of the previous generation. © 2015 Pearson Education, Inc. 12.14 The exponential growth model Exponential growth requires unlimited resources. © 2015 Pearson Education, Inc. 12.14 Most populations cannot sustain exponential growth indefinitely • In real-world populations, there are limiting factors, environmental constraints that put a cap on the size of a population. • The carrying capacity is the maximum population size that can survive in an environment. © 2015 Pearson Education, Inc. 12.14 The logistic growth model • What happens if there are limiting factors? – Predators, disease, food shortages • Over time, what do you expect will happen to population size? Logistic growth is where the size of a population grows rapidly until it nears its carrying capacity for that environment. © 2015 Pearson Education, Inc. 12.14 The logistic growth model Logistic growth includes limiting factors. © 2015 Pearson Education, Inc. 12.14 Limiting factors include two broad categories • Density-dependent factors are limiting factors whose influence is affected by population density. – Competition, disease • Density-independent factors are unrelated to population density. – Weather, environmental disturbance © 2015 Pearson Education, Inc. 12.15 Human population growth is exponential • Unlike nearly every natural population, humans have demonstrated exponential growth, especially over the last 250 years. © 2015 Pearson Education, Inc. 12.15 The human population growth curve © 2015 Pearson Education, Inc. 12.15 Population age structure can inform future population size • Current population growth is affected by the birth rate 15 to 30 years ago, since that is when today’s child-bearers were born. Age structure can be used to project future population size. © 2015 Pearson Education, Inc. 12.16 Opening Questions: What impact does our population have on other species? The global human population is now over 7 billion and still growing. How might the increasing human population impact other species populations? Explain using ecological concepts. © 2015 Pearson Education, Inc. 12.16 Humans affect many ecosystems • Humans depend on the continued health of Earth’s ecosystems for our own survival, but we threaten the health of ecosystems in several ways. • No part of the biosphere remains unchanged by the collective influence of over 7 billion humans. © 2015 Pearson Education, Inc. 12.16 Ecological footprints reflect our resource usage • An ecological footprint is an estimate of the amount of land and water required to sustain one person. Is it possible for everyone to have the same footprint as a U.S. average? © 2015 Pearson Education, Inc. 12.16 Human impact: Forest destruction • The primary cause of forest destruction is clearing for agriculture. Satellite images for one region of a South American rainforest © 2015 Pearson Education, Inc. 12.16 Human impact: Freshwater shortages • Some regions of the world are already experiencing dire freshwater shortages, and the problem will probably get worse in the near future. Polluted creek in Orange County, California © 2015 Pearson Education, Inc. Depleted water levels at Arrowrock Dam, Idaho 12.16 Human impact: Declining species • Endangered species are those with rapidly declining populations. An endangered hawksbill turtle with researcher © 2015 Pearson Education, Inc. The Canada lynx is considered a threatened species. 12.17 Humans can work together to solve ecological problems • Conservation biology is a branch of ecology that seeks to investigate and reverse the loss of biodiversity. • The field of restoration ecology uses ecological principles to help repair degraded areas. Conservation and restoration ecology are both expanding fields and are making significant progress. © 2015 Pearson Education, Inc. 12.17 Identifying biodiversity hot spots • Biodiversity hot spots are relatively small areas with unusually high concentrations of endemic species and endangered species. Endemic species are only found in a relatively small geographic area. The ring-tailed lemur is endemic to the island of Madagascar. © 2015 Pearson Education, Inc. 12.17 Conservation biologists recommend preserving habitat in biodiversity hot spots © 2015 Pearson Education, Inc. 12.17 When people are motivated to act, species recovery can be dramatic • Bald eagles declined dramatically in the lower 48 U.S. states due to habitat loss and environmental toxins, primarily DDT. • Today, bald eagles have recovered to over 10,000 breeding pairs. © 2015 Pearson Education, Inc. 12.17 Conservation biologists also aim to maintain ecosystem biodiversity • Fragmentation is the splitting of habitats that causes populations to become isolated from each other. • One remedy involves maintaining corridors to connect habitat patches. A bridge in Banff, Canada, allows animals to access areas otherwise separated by a road. © 2015 Pearson Education, Inc. 12.17 Restoration ecologists work to repair degraded habitats • This includes returning native species and bioremediation, the use of living organisms to detoxify polluted ecosystems. Workers plant sunflowers to naturally remove toxins from topsoil. © 2015 Pearson Education, Inc. 12.17 Promoting sustainable development • The goal of sustainable development is to maintain the productivity of Earth’s ecosystems indefinitely. – Sensible, science-driven policies can help us take corrective action now, while much hope remains. Education plays an important role in conserving our biosphere. © 2015 Pearson Education, Inc. 12.18 Opening Questions: What are some solutions? Sustainable development aims to maintain ecological process and ecosystems, while also providing for human needs. Imagine your state in 50 years. What steps could we take today to both make your state ecologically healthy and provide for human needs (social, cultural, and economic)? © 2015 Pearson Education, Inc. 12.18 The accumulation of greenhouse gases is causing global climate change • Greenhouse gases are airborne chemicals that capture and hold heat within Earth’s atmosphere. • They include: – Carbon dioxide (CO2) Methane (CH4), Nitrous oxide (N2O), Water (H2O) vapor © 2015 Pearson Education, Inc. 12.18 Global climate change: The data • Since 1880, global surface temperatures have increased. • Atmospheric greenhouse gas levels are higher now than at any time in the past 800,000 years. © 2015 Pearson Education, Inc. 12.18 Carbon dioxide is an important player • The human activities that contribute the most CO2 to the atmosphere are power generation and industry. CO2 contribution from various human activities © 2015 Pearson Education, Inc. 12.18 Greenhouse gases act as an atmospheric blanket, trapping heat • The greenhouse effect is vital to life on Earth; without it, most of Earth’s surface would be too cold to support life. • The more greenhouse gases there are the more heat is trapped. The consensus among scientists is that the atmospheric accumulation of human-made greenhouse gases is gradually warming the Earth, causing global climate change. © 2015 Pearson Education, Inc. 12.18 The greenhouse effect Solar energy enters Earth’s atmosphere as sunlight. Much of this solar energy is reflected back into the atmosphere as heat energy. © 2015 Pearson Education, Inc. Some of the heat energy escapes into space. Some heat is reflected back downward by greenhouse gases in the atmosphere. 12.18 Global climate change has many far-reaching effects on ecosystems Ecosystem effects include: – With rising temperatures, the ranges of many species are shifting toward the poles or to higher elevations. – Polar habitats are melting away. © 2015 Pearson Education, Inc. 12.18 Ecosystems effects impact human life Ecosystem effects include: – Warming oceans cause coral to lose their symbiotic algae. Coral death can mean the loss of entire reef ecosystems. – Earlier snow melt results in dry conditions and an increase in devastating wildfires. © 2015 Pearson Education, Inc. 12.19 Opening Questions: Where is all that CO2 coming from? One of the most common anthropogenic (made by humans) greenhouse gases is CO2. Why does burning fossil fuels generate CO2 emissions? How is burning fossil fuels like cellular respiration? How were fossil fuels made? © 2015 Pearson Education, Inc. 12.19 Organisms adapt to their environments • The fields of ecology and evolutionary biology are intertwined. • Populations evolve in response to both living (biotic) factors, such as predators, as well as nonliving (abiotic) factors, such as temperature and rainfall. © 2015 Pearson Education, Inc. 12.19 Possible adaptations fall into three broad categories • Organisms adapt to environmental conditions in a variety of ways: – Physiological responses – Anatomical responses – Behavioral responses © 2015 Pearson Education, Inc. 12.19 Physiological responses • Many organisms respond to changing conditions by changing their physiology, the functioning of body components. Goose bumps in response to cold © 2015 Pearson Education, Inc. Increasing red blood cells through high-elevation acclimation 12.19 Anatomical responses • In response to changing environments, organisms may change their anatomy, adjusting body shape or structure. Plants orient themselves toward a source of light. © 2015 Pearson Education, Inc. Many mammals grow seasonal heavy coats. 12.19 Behavioral responses • Many animals respond to changes in the environment by altering their behavior. As humans, we change our clothing. © 2015 Pearson Education, Inc. Migration is a response changing environmental conditions.