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Ecology and the Biosphere https://www.youtube.com/watch?v=Sre8L8Yg-Qw Biology and Society: Penguins and Polar Bears in Peril • The scientific debate is over. • The great majority of scientists now agree that the global climate is changing. • Average global temperatures have risen 0.8C (about 1.4F) over the past century, mostly over the last 30 years. • Precipitation patterns have also changed, bringing – longer and more intense drought to some regions and – flooding to other areas. © 2013 Pearson Education, Inc. Figure 18.0 Biology and Society: Penguins and Polar Bears in Peril • Overwhelming evidence indicates that human enterprises are responsible for the changes that are occurring. • Our response to this crisis will determine whether circumstances improve or worsen. © 2013 Pearson Education, Inc. AN OVERVIEW OF ECOLOGY • Ecology is the scientific study of the interactions between organisms and their environments. • Humans have always had an interest in other organisms and their environments. • Extraordinary insight can be gained from a discovery-based approach of – watching nature and – recording its structure and processes. © 2013 Pearson Education, Inc. Figure 18.1 Ecology and Environmentalism • Technological innovations have enabled people to colonize almost every environment on Earth. • Earth’s resources – affect our survival and – have been greatly affected by our activities. • Environmental problems – can be understood by the science of ecology and – require decisions based on values and ethics. • On a personal level, each of us makes daily choices that affect our ecological impact. © 2013 Pearson Education, Inc. Figure 18.2 A Hierarchy of Interactions • Many different factors can potentially affect an organism’s interaction with the environment. – Biotic factors are – all of the organisms in the area and – the living component of the environment. – Abiotic factors – are the environment’s nonliving component and – include chemical and physical factors, such as temperature, light, water, minerals, and air. © 2013 Pearson Education, Inc. A Hierarchy of Interactions • An organism’s habitat – is the specific environment it lives in and – includes the biotic and abiotic factors of its surroundings. © 2013 Pearson Education, Inc. A Hierarchy of Interactions • Ecology can be divided into four increasingly comprehensive levels: 1. organismal ecology, 2. population ecology, 3. community ecology, and 4. ecosystem ecology. © 2013 Pearson Education, Inc. Figure 18.3 (a) Organismal ecology (b) Population ecology (c) Community ecology (d) Ecosystem ecology A Hierarchy of Interactions • An organism is an individual living thing. • Organismal ecology is concerned with evolutionary adaptations that enable individual organisms to meet the challenges posed by their abiotic environments. © 2013 Pearson Education, Inc. A Hierarchy of Interactions • Population ecology – addresses populations, groups of individuals of the same species living in a particular geographic area and – concentrates mainly on factors that affect – population density and – growth. © 2013 Pearson Education, Inc. A Hierarchy of Interactions • Community ecology – is concerned with communities, all the organisms that inhabit a particular area and – focuses on how interactions between species affect a community’s – structure and – organization. © 2013 Pearson Education, Inc. A Hierarchy of Interactions • Ecosystem ecology – is concerned with ecosystems, all the abiotic factors in addition to the community of species in a certain area and – focuses on energy flow and the cycling of chemicals among the various abiotic and biotic factors. © 2013 Pearson Education, Inc. A Hierarchy of Interactions • The biosphere is – the global ecosystem, – the sum of all the planet’s ecosystems, or – all of life and where it lives. © 2013 Pearson Education, Inc. LIVING IN EARTH’S DIVERSE ENVIRONMENTS • The distribution of life varies on a – global scale and – local scale. © 2013 Pearson Education, Inc. Figure 18.4 Abiotic Factors of the Biosphere • Patterns in the distribution of life mainly reflect differences in the abiotic factors of the environment. • In other words, the rocks and weather © 2013 Pearson Education, Inc. Energy Source • All organisms require a usable source of energy to live. • Solar energy from sunlight – is captured by chlorophyll during the process of photosynthesis and – powers most ecosystems. © 2013 Pearson Education, Inc. Figure 18.5 Energy Source • Hydrothermal vents – occur a mile or more below the ocean’s surface and – are ecosystems powered by chemoautotrophic bacteria that derive energy from the oxidation of inorganic chemicals such as hydrogen sulfide. • Bacteria with similar metabolic talents support communities of cave-dwelling organisms. © 2013 Pearson Education, Inc. Figure 18.6 Temperature • Temperature affects metabolism. – Few organisms can maintain a sufficiently active metabolism at temperatures close to 0ºC. – Temperatures above 45ºC destroy the enzymes of most organisms. • Most organisms function best within a specific range of environmental temperatures. © 2013 Pearson Education, Inc. Figure 18.7 Water • Water is essential to all life. • For terrestrial organisms, the main water problem is drying out. • Aquatic organisms – are surrounded by water and – face problems of water balance if their own solute concentration does not match that of their surroundings. © 2013 Pearson Education, Inc. Figure 18.8 (a) Scales on a basilisk lizard (b) Beaded water droplets Figure 5.14 Animal cell H2O H2O H2O Normal Lysing Plant cell H2O H2O Flaccid (wilts) (a) Isotonic solution H2O Turgid (normal) (b) Hypotonic solution H2O Shriveled Plasma membrane Shriveled (c) Hypertonic solution H2O Inorganic Nutrients • The distribution and abundance of plants are often determined by the – availability of inorganic nutrients such as nitrogen and phosphorus and – the structure, pH, and nutrient content of the soil. © 2013 Pearson Education, Inc. Inorganic Nutrients • In many aquatic ecosystems, the growth of algae and photosynthetic bacteria is often limited by levels of – nitrogen and – phosphorus. © 2013 Pearson Education, Inc. Other Aquatic Factors • Aquatic but not terrestrial ecosystems are more limited by – the levels of dissolved oxygen, – salinity, – currents, and – tides. © 2013 Pearson Education, Inc. Other Terrestrial Factors • Terrestrial but not aquatic ecosystems are more limited by – wind, – storms, or – fire. © 2013 Pearson Education, Inc. The Evolutionary Adaptations of Organisms • The ability of organisms to live in Earth’s diverse environments demonstrates the close relationship between the fields of – ecology and – evolutionary biology. • Evolutionary adaptation via natural selection results from the interactions between – organisms and – their environments. © 2013 Pearson Education, Inc. Adjusting to Environmental Variability • The abiotic factors in a habitat may vary – from year to year, – seasonally, or – over the course of a day. © 2013 Pearson Education, Inc. Adjusting to Environmental Variability • Birds may adjust to cold by – migrating to warmer regions (a behavioral response), – growing heavier feathers (an anatomical response), or – fluffing up their feathers to trap more heat (a physiological response). © 2013 Pearson Education, Inc. Figure 18.9 Adjusting to Environmental Variability • These responses, which occur during the lifetime of an individual, do not qualify as evolution, which is change in a population over time. © 2013 Pearson Education, Inc. Physiological Responses • Acclimation is – gradual, – reversible, and – a physiological adjustment to an environmental change. © 2013 Pearson Education, Inc. Physiological Responses • The ability to acclimate is generally related to the range of environmental conditions a species naturally experiences. • Among vertebrates, – birds and mammals can tolerate the greatest temperature extremes because they are endotherms, while – ectothermic reptiles can only tolerate a more limited range of temperatures. © 2013 Pearson Education, Inc. Figure 18.10 Key Number of lizard species 0 1–5 6–10 11–15 16–20 20 Anatomical Responses • Many organisms respond to environmental challenges with some type of change in – body shape and – structure. • Reversible change, such as a heavier fur coat in response to cold, is an example of acclimation. © 2013 Pearson Education, Inc. Figure 18.11 Anatomical Responses • Environmental variation can irreversibly affect – growth and – development. © 2013 Pearson Education, Inc. Figure 18.12 Behavioral Responses • In contrast to plants, most animals can respond to an unfavorable change in the environment by moving to a new location. – Ectotherms may shuttle between sun and shade. – Migratory birds travel great distances in response to changing seasons. – Humans have an especially rich range of behavioral responses. © 2013 Pearson Education, Inc. Figure 18.13 BIOMES • A biome is – a major terrestrial or aquatic life zone, – characterized by – vegetation type in terrestrial biomes or – the physical environment in aquatic biomes. © 2013 Pearson Education, Inc. BIOMES • Aquatic biomes – occupy roughly 75% of Earth’s surface and – are determined by their – salinity and – other physical factors. © 2013 Pearson Education, Inc. BIOMES • Freshwater biomes – have a salt concentration of less than 1% and – include lakes, streams, rivers, and wetlands. • Marine biomes – typically have a salt concentration around 3% and – include oceans, intertidal zones, coral reefs, and estuaries. © 2013 Pearson Education, Inc. Freshwater Biomes • Freshwater biomes – cover less than 1% of Earth, – contain a mere 0.01% of its water, – harbor about 6% of all described species, and – are used for – drinking water, – crop irrigation, – sanitation, and – industry. © 2013 Pearson Education, Inc. Freshwater Biomes • Freshwater biomes fall into two broad groups: 1. standing water, which includes lakes and ponds, and 2. flowing water, such as rivers and streams. © 2013 Pearson Education, Inc. Lakes and Ponds • Standing bodies of water range from small ponds to large lakes, such as North America’s Great Lakes. © 2013 Pearson Education, Inc. Figure 18.14 Lakes and Ponds • In lakes and large ponds, the communities of plants, algae, and animals are distributed according to the – depth of water and – distance from shore. © 2013 Pearson Education, Inc. Figure 18.15 Photic zone Benthic realm Aphotic zone Lakes and Ponds • The photic zone, named because light is available for photosynthesis, includes – the shallow water near shore and – the upper layer of water away from shore. © 2013 Pearson Education, Inc. Lakes and Ponds • The aphotic zone – is deeper and – has light levels too low to support photosynthesis. © 2013 Pearson Education, Inc. Lakes and Ponds • The benthic realm is – at the bottom of all aquatic biomes, – made up of sand and organic and inorganic sediments, and – occupied by communities of organisms that are collectively called benthos. © 2013 Pearson Education, Inc. Lakes and Ponds • The amount of phytoplankton growth in a lake or pond is typically regulated by the nutrients – nitrogen and – phosphorus. © 2013 Pearson Education, Inc. Rivers and Streams • Rivers and streams – are bodies of water flowing in one direction and – generally support quite different communities of organisms than lakes and ponds. © 2013 Pearson Education, Inc. Figure 18.16 Rivers and Streams • Near the source of a stream, the water is usually – clear, – cold, – swift, and – low in nutrients. © 2013 Pearson Education, Inc. Rivers and Streams • Downstream, the water is usually – murkier, – warmer, – slower, and – higher in nutrients. © 2013 Pearson Education, Inc. Rivers and Streams • Many streams and rivers have been affected by pollution from human activities and dams to – control floods, – provide reservoirs for drinking water, or – generate hydroelectric power. © 2013 Pearson Education, Inc. Figure 18.17 Dam Canada U.S. Flathead Lake N MT Seattle WA Portland ID OR CA NV Wetlands • A wetland is a transitional biome between – an aquatic ecosystem and – a terrestrial one. • Wetlands – support the growth of aquatic plants and – are rich in species diversity. © 2013 Pearson Education, Inc. Figure 18.18 Marine Biomes • Marine biomes are diverse, ranging from vivid coral reefs to perpetually dark realms in the deepest regions. • As in freshwater biomes, the seafloor is known as the benthic realm. • The pelagic realm includes all of the open water of the oceans. © 2013 Pearson Education, Inc. Figure 18.19 High tide Low tide Pelagic realm Sea star Oarweed Man-of-war Turtle Brain coral Phytoplankton Zooplankton Intertidal zone Continental shelf Blue shark 200 m Sponges Sperm whale Sea pen Hatchet fish Octopus Benthic realm Photic zone Sea spider Rat-tail fish Brittle star Gulper eel Anglerfish Glass sponge Sea cucumber Tripod fish “Twilight” Aphotic zone 1,000 m No light 6,000– 10,000 m Marine Biomes • In shallow areas such as the submerged parts of continents, called continental shelves, the photic zone includes pelagic and benthic regions. • In these sunlit areas, photosynthesis by phytoplankton and multicellular algae provides energy for a diverse community of animals. © 2013 Pearson Education, Inc. Marine Biomes • The pelagic photic zone includes – zooplankton (free-floating animals, including many microscopic ones), – fishes, and – marine mammals. © 2013 Pearson Education, Inc. Marine Biomes • The coral reef biome occurs – in the photic zone of warm tropical waters, – in scattered locations around the globe. © 2013 Pearson Education, Inc. Figure 18.20 Marine Biomes • The photic zone extends down a maximum of 200 m in the ocean. • The region between 200 and 1,000 m is – dimly lit, sometimes called the twilight zone, and – dominated by a fascinating variety of small fish and crustaceans. • Below 1,000 m, the ocean is completely dark. © 2013 Pearson Education, Inc. Marine Biomes • The intertidal zone is where – the ocean meets land, – the shore is pounded by waves during high tide, and – the bottom is exposed to the sun and drying winds during low tide. © 2013 Pearson Education, Inc. Figure 18.21 Marine Biomes • Estuaries – are a transition area between a river and the ocean, – have a saltiness ranging from nearly that of fresh water to that of the ocean, and – are among the most productive areas on Earth. © 2013 Pearson Education, Inc. Figure 18.22 Marine Biomes • Estuaries are threatened by – landfills, – nutrient pollution, – contamination by pathogens or toxic chemicals, such as the massive Deepwater Horizon oil spill in the Gulf of Mexico in 2010, and – alteration of freshwater inflow. © 2013 Pearson Education, Inc. How Climate Affects Terrestrial Biome Distribution • Terrestrial biomes are primarily determined by climate, especially – temperature and – rainfall. • Earth’s global climate patterns are largely the result of – the input of radiant energy from the sun and – the planet’s movement in space. © 2013 Pearson Education, Inc. Figure 18.23 Arctic Circle Low angle of incoming sunlight 60º N 30º N Tropic of Cancer Sunlight strikes most directly 0º (equator) Tropic of Capricorn 30º S Low angle of incoming sunlight 60º S Atmosphere Antarctic Circle How Climate Affects Terrestrial Biome Distribution • Heated by the direct rays of the sun, air at the equator – rises, – then cools, forming clouds, and – drops rain. • This largely explains why rain forests are concentrated in the tropics, the region from the Tropic of Cancer to the Tropic of Capricorn. © 2013 Pearson Education, Inc. Figure 18.24 Descending dry air absorbs moisture Ascending moist air Trade winds releases Trade winds moisture Descending dry air absorbs moisture Doldrums 0º Temperate zone Tropics Temperate zone How Climate Affects Terrestrial Biome Distribution • Temperate zones generally have milder climates than the tropics or the polar regions. They occur in latitudes between – the tropics and the Arctic Circle in the north and – the tropics and the Antarctic Circle in the south. © 2013 Pearson Education, Inc. How Climate Affects Terrestrial Biome Distribution • Climate is also affected by – proximity to large bodies of water and – the presence of landforms such as mountain ranges. © 2013 Pearson Education, Inc. How Climate Affects Terrestrial Biome Distribution • Mountains affect climate in two major ways. – First, air temperature drops as elevation increases. – This results in several biomes moving up a tall mountain. © 2013 Pearson Education, Inc. Figure 18.25 Spruce-fir forest 10,000 Pine woodland 8,000 Oak woodland 7,000 6,000 Desert grassland 5,000 4,000 Desert 3,000 Elevation (ft) 9,000 How Climate Affects Terrestrial Biome Distribution – Second, mountains can – block the flow of cool, moist air from a coast and – cause radically different climates on opposite sides of a mountain range. © 2013 Pearson Education, Inc. Figure 18.26 Wind direction Pacific Ocean Coast Range East Sierra Nevada Rain shadow Desert Terrestrial Biomes • Terrestrial ecosystems are grouped into biomes primarily on the basis of their vegetation type. © 2013 Pearson Education, Inc. Figure 18.27 30º N Tropic of Cancer Equator Tropic of Capricorn 30º S Key Tropical forest Savanna Desert Chaparral Temperate grassland Temperate broadleaf forest Coniferous forest Arctic tundra High mountains (coniferous forest and alpine tundra) Polar ice Terrestrial Biomes • A climograph is a visual representation of the differences in – precipitation and – temperature ranges that characterize terrestrial biomes. © 2013 Pearson Education, Inc. Annual mean temperature (ºC) Figure 18.28 30 15 0 −15 100 0 200 300 400 Annual mean precipitation (cm) Key Tropical forest Temperate broadleaf forest Desert Coniferous forest Temperate grassland Tundra Tropical Forest • Tropical forests occur in equatorial areas, where – the temperature is warm, and – days are 11–12 hours long year-round. © 2013 Pearson Education, Inc. Tropical Rainforest Precipitation Temperature range Figure 18.29 Savanna • Savannas – are dominated by grasses and scattered trees, – are warm year-round, and – experience rainfall of 30–50 cm (roughly 12–20 inches per year) with dramatic seasonal variation. © 2013 Pearson Education, Inc. Savanna Fire Precipitation Temperature range Figure 18.30 Figure 18.30a Desert • Deserts – are the driest of all biomes, – are characterized by low and unpredictable rainfall of less than 30 cm (about 12 inches) a year, and – may be very hot or very cold. © 2013 Pearson Education, Inc. Desert Precipitation Temperature range Figure 18.31 Chaparral • Chaparral has a climate that results from cool ocean currents circulating offshore and producing – mild, rainy winters and – hot, dry summers. © 2013 Pearson Education, Inc. Chaparral Fire Precipitation Temperature range Figure 18.32 Temperate Grassland • Temperate grasslands – are mostly treeless, – have 25–75 cm (10–30 inches) of rain per year, – experience frequent droughts and fires, and – are characterized by grazers including bison and pronghorn in North America. © 2013 Pearson Education, Inc. Temperate grassland Fire Precipitation Temperature range Figure 18.33 Temperate Broadleaf Forest • Temperate broadleaf forest – occurs throughout midlatitudes where there is sufficient moisture to support the growth of large trees, ranging from 75 to 150 cm (30 to 60 inches), and – includes dense stands of deciduous trees in the Northern Hemisphere. © 2013 Pearson Education, Inc. Temperate Broadleaf Forest • Deciduous trees drop their leaves before winter, when – temperatures are too low for effective photosynthesis and – water lost by evaporation is not easily replaced from frozen soil. © 2013 Pearson Education, Inc. Temperate broadleaf forest Precipitation Temperature range Figure 18.34 Coniferous Forest • Coniferous forests – are dominated by cone-bearing evergreen trees and – include the northern coniferous forest, or taiga, the largest terrestrial biome on Earth. © 2013 Pearson Education, Inc. Coniferous forest Precipitation Temperature range Figure 18.35 Coniferous Forest • Temperate rain forests – are found along coastal North America from Alaska to Oregon and – are also coniferous forests. © 2013 Pearson Education, Inc. Tundra • Tundra – covers expansive areas of the Arctic between the taiga and polar ice and – is characterized by – permafrost (permanently frozen subsoil), – bitterly cold temperatures, and – high winds. © 2013 Pearson Education, Inc. Tundra Precipitation Temperature range Figure 18.36 Polar Ice • Polar ice covers the land – at high latitudes north of the arctic tundra in the Northern Hemisphere and – in Antarctica in the Southern Hemisphere. • Only a small portion of these landmasses is free of ice or snow, even during the summer. © 2013 Pearson Education, Inc. Polar Ice Precipitation Temperature range Figure 18.37 The Water Cycle • All parts of the biosphere are linked by the global water cycle. • Human activities that affect the global water cycle include – destruction of forests and – pumping large amounts of groundwater to the surface for irrigation. © 2013 Pearson Education, Inc. Figure 18.38 Solar heat Water vapor Net movement of water vapor Water vapor Precipitation Precipitation Evaporation Evaporation and transpiration Oceans Flow of water from land to sea Surface water and groundwater Human Impact on Biomes • Sustainability is the goal of developing, managing, and conserving Earth’s resources in ways that meet the needs of people today without compromising the ability of future generations to meet their needs. © 2013 Pearson Education, Inc. Forests • Satellite photos of a small area in Brazil show how thoroughly a landscape can be altered in a short amount of time. © 2013 Pearson Education, Inc. Figure 18.39 In 1975, the forest in this remote region was virtually intact. Same area in 2001, after a paved highway through the region. Forests • Every year, more and more forested land is cleared for agriculture. © 2013 Pearson Education, Inc. Figure 18.40 Fresh Water • The impact of human activities on freshwater ecosystems may pose an even greater threat to life on Earth, including ourselves, than the damage to terrestrial ecosystems. © 2013 Pearson Education, Inc. Fresh Water • Las Vegas, the population center of Clark County, Nevada, is one example of a city whose water resources are increasingly stressed by drought and overuse. • The water level in Lake Mead has – dropped drastically and – parched cities and farms farther downstream, which are pleading for more water. © 2013 Pearson Education, Inc. Figure 18.41 (a) May 1973 (b) May 2000 Figure 18.42 GLOBAL CLIMATE CHANGE • Global climate patterns are changing because of rising concentration in the atmosphere of – carbon dioxide (CO2) and – certain other gases. © 2013 Pearson Education, Inc. The Greenhouse Effect and Global Warming • Greenhouse gases – include CO2, water vapor, and methane, – are transparent to solar radiation, – absorb or reflect heat, and – contribute to increases in global temperatures in what is often called the greenhouse effect. Blast Animation: The Greenhouse Effect © 2013 Pearson Education, Inc. Figure 18.43a Some heat energy escapes into space Sunlight Atmosphere Radiant heat trapped by greenhouse gases Figure 18.43b The Greenhouse Effect and Global Warming • The largest increases are in – the northernmost regions of the Northern Hemisphere and – parts of Antarctica. © 2013 Pearson Education, Inc. Figure 18.44 Antarctic Peninsula −4.1 −4 −2 −1 −0.5 −0.2 0.2 0.5 1 2 4 4.1 The Accumulation of Greenhouse Gases • The vast majority of scientists are confident that human activities have caused the rising concentrations of greenhouse gases. © 2013 Pearson Education, Inc. Figure 18.45 Carbon dioxide (CO2) (ppm) 400 350 300 250 0 500 1000 Year 1500 2000 The Accumulation of Greenhouse Gases • Overall, the uptake of CO2 by photosynthesis roughly equals the release of CO2 by cellular respiration. • However, – extensive deforestation has significantly decreased the incorporation of CO2 into organic material and – CO2 is flooding into the atmosphere from the burning of fossil fuels and wood. © 2013 Pearson Education, Inc. Figure 18.46 Atmosphere Photosynthesis Respiration Combustion of fossil fuels Ocean The Process of Science: How Does Climate Change Affect Species Distribution? • Observations: – The average temperature in Europe has risen 0.8ºC. – Butterflies are sensitive to temperature change. • Question: Have the ranges of butterflies changed in response to the temperature changes? © 2013 Pearson Education, Inc. The Process of Science: How Does Climate Change Affect Species Distribution? • Hypothesis: Butterfly range boundaries are shifting in line with the warming trend. • Prediction: – Butterfly species will establish new populations to the north of their former ranges. – Butterfly populations at the southern edges of their ranges will become extinct. © 2013 Pearson Education, Inc. The Process of Science: How Does Climate Change Affect Species Distribution? • Experiment: Historical data on the ranges of 35 species of butterflies in Europe were analyzed. • Results: – More than 60% of the species have pushed their northern range boundaries poleward over the last century, some by as much as 150 miles. – The southern boundaries have simultaneously contracted for some species, but not for others. © 2013 Pearson Education, Inc. Figure 18.47 Finland Sweden Norway Estonia Russia Latvia Denmark Lithuania Europe Africa Argynnis paphia (silver-washed fritillary butterfly) Figure 18.47a Europe Africa Figure 18.47b Finland Sweden Norway Estonia Denmark Latvia Lithuania Russia Figure 18.47c Argynnis paphia (silver-washed fritillary butterfly) Effects of Climate Change on Ecosystems • In many plants and animals, life cycle events are triggered by – warming temperatures or – day length. © 2013 Pearson Education, Inc. Effects of Climate Change on Ecosystems • As global temperatures warm, and day length remains steady, natural interactions may become out of sync. – The winter white fur of snowshoe hares may be conspicuous against a greening landscape. – Plants may bloom before pollinators have emerged. © 2013 Pearson Education, Inc. Effects of Climate Change on Ecosystems • The combined effects of climate change on forest ecosystems in western North America have spawned catastrophic wildfire seasons. © 2013 Pearson Education, Inc. Figure 18.48 Effects of Climate Change on Ecosystems • Warmer weather helps bark beetles – bore into drought-stressed conifers and – reproduce twice a year instead of just once. © 2013 Pearson Education, Inc. Figure 18.49 Looking to Our Future • Emissions of greenhouse gases continue to rise. • In the United States, for example, total emissions increased more than 13% from 1990 to 2008. • At this rate, further climate change is inevitable. © 2013 Pearson Education, Inc. Looking to Our Future • The amount of greenhouse gas emitted as the result of the actions of a single individual is that person’s carbon footprint. • We can reduce our carbon footprints by – reducing our use of electricity, – driving less, and – recycling. © 2013 Pearson Education, Inc. Figure 18.50 Looking to Our Future • In addition, eating locally grown fresh foods may lower the greenhouse gas emissions that result from food processing and transportation. © 2013 Pearson Education, Inc. Figure 18.51 Evolution Connection: Climate Change as an Agent of Natural Selection • Can evolutionary adaptations counteract the negative effects of climate change on organisms? • The species most likely to adapt have – high genetic variability and – short life spans. © 2013 Pearson Education, Inc. Figure 18.52 (a) Pitcher plant mosquito (b) Adélie penguin Figure 18.UN01 Organismal ecology Population ecology Community ecology Ecosystem ecology Mean annual temperature (ºC) Figure 18.UN02 30 a. b. c. d. 15 e. 0 f. 15 100 200 300 Mean annual precipitation (cm) 400