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________ Ecology
Water has ________ properties

Heat ____________


Heat of ____________


Water changes temp very slowly because it can
store ______. This protects living organisms from
the _______ of abrupt temperature changes.
The temperature at which water turns to _______ is very
________.
Expansion when _________

Ice has a lower _________ than liquid water. Thus,
ice ______ on water.
Universal _______
 Water
can _______
a wide variety of
compounds. This
means it can easily
become _______ by
water______wastes.
_______ Water
 Examples
– streams, rivers, and lakes
 Source – ____________
 Watershed – Ex. small streams  larger
streams  rivers  sea
___________
_______–porous rock w/
water flowing through
 _____ Table – the level
of earth’s land crust to
which the aquifer is
_____
 __________ – the
circulation rate of
groundwater is slow (300
to _______ years).

_______

Water keeps us ______, moderates ________,
_______ the land, removes and dilutes wastes and
pollutants, and moves continually through the
__________ cycle:
Water covers _____% of Earth’s surface but only
about _____% of the earth’s water supply is
available to us as liquid ___________.
Water By The _________

Oceans: ______%

Glaciers / polar ices caps: _____%

Groundwater: _____%

Other land surface water (rivers,
lakes): ____%

____% of all surface freshwater is
in Lake Baikal, Russia.

The ______ Aquifer is the
largest groundwater reserve.

The Middle East has the _______
amount of naturally available
freshwater and uses _________
for their water supply.
Lake Bikal is the
most voluminous
freshwater lake in
the world.
The Ogallala Aquifer
is located in the
central plains of the
US because of
watershed properties
WATER’S IMPORTANCE,
AVAILABILITY, AND RENEWAL

Comparison of
___________
sizes and shares
of the world’s
____________
among the
continents.
WATER’S IMPORTANCE,
AVAILABILITY, AND RENEWAL
Some precipitation infiltrates the
__________ and is stored in _____ and
_______ (_____________).
 Water that does _____ sink into the ground
or evaporate into the air _____ off
(_______ _______) into bodies of water.


The land from which the surface water
_______ into a body of water is called its
__________ or _____________. (Largest
is _____________________________).
Unconfined Aquifer Recharge Area
Evaporation and transpiration Evaporation
Precipitation
Confined
Recharge
Area
Runoff
Flowing
artesian
well
Recharge
Unconfined
Aquifer
Infiltration Water
table
Stream Well
requiring a
pump
Lake
Infiltration
Fig. 14-3, p. 308
WATER’S IMPORTANCE,
AVAILABILITY, AND RENEWAL
We currently use more than _____ of the
world’s reliable ______ of surface water
and could be using ______ by 2025.
 About _____ of the water we withdraw
from rivers, lakes, and aquifers is ____
returned to these sources.
 ________ is the biggest user of water
(70%), followed by ____________ (20%)
and ______ and ____________ (10%).

_________ ______
_______ Affecting Aquatic Ecosystems
‣
_______ (physical) factors are the influences of the
non-living parts of the ecosystem.
Examples include pH, _________ (saltiness),
temperature, turbidity, nutrients, wind speed and
direction, humidity, _____________, water pressure, and
light intensity and water quality.
‣
________ factors are the influences of the living parts of
the ecosystem. Producers and consumers interact as
competitors, parasites, pathogens, symbionts, and
predators.
Most of the Earth Is Covered with
Water

Aquatic life zones

__________ life zones
Lakes
 Rivers and streams
 Inland wetlands


__________ life zones (_______ life
zones)
Oceans and estuaries
 Coastlands and shorelines
 Coral reefs
 Mangrove forests

FRESHWATER LIFE ZONES

Freshwater life
zones include:

_______
(_____) water
such as lakes,
ponds, and inland
wetlands.

_______
(_____) systems
such as streams
and rivers.
Figure 8-15
Freshwater Streams and Rivers:
From the _________ to the ______
Figure 8-18

Water flowing from mountains to sea creates
_________ aquatic ________ and habitats. A
river is a system of different __________.
__________ Stream Characteristics
A
narrow zone of _____, ______clear
water that rushes over waterfalls and
rapids.
 Large amounts of ________ are present.
 Fish/organisms present. Ex. trout.
 Deposits _________ and ______.
__________ Characteristics
 _______-moving
water, less ______,
warmer temperatures, and lots of
algae and cyanobacteria.
 Provide different habitats and help
_______ water.
Natural Capital
Ecological Services of Rivers
• Deliver nutrients to sea to help sustain
coastal fisheries
• Deposit silt that maintains deltas
• Purify water
• Renew and renourish wetlands
• Provide habitats for wildlife
Fig. 12-11, p. 267
_______ Systems (lakes and
ponds)
______in most aquatic systems is found
in surface, middle, and bottom layers.
 Temperature, access to sunlight for
photosynthesis, dissolved oxygen
content, nutrient availability changes
with ________.


_________ zone (upper layer in deep
water habitats): sunlight can penetrate.
Lakes: _____________________

Lakes are large natural bodies of standing
__________ formed from precipitation, runoff,
and groundwater seepage consisting of:

________zone (near shore, shallow, with rooted
plants).
________ zone (open, offshore area, sunlit).
 ________ zone (deep, open water, too dark for

photosynthesis).

_______ zone (bottom of lake, nourished by
dead matter).
Figure 8-16
_________ _____________

During ________ and _______ in deep
temperate zone lakes the become
______into temperature layers and will
overturn.
This ___________ the temperature at all
depths.
 _________ is brought from the surface to
the lake bottom and _________ from the
bottom are brought to the top.

______
 During
the summer, lakes
become stratified into
different _________ layers
that resist ______
because summer sunlight
warms surface waters,
making them less ______.
 The ______ layer acts as
a ______ to the transfer
of nutrients and dissolved
oxygen.
________ ________
___ Turnover

As __________ begin
to drop, the surface
layer becomes more
______, and it sinks to
bottom. This mixing
brings _______ from
bottom up to surface
and sends _______ to
the bottom.
_____ Turnover

As top water ______
and ice ______, it
_____ through and
below the cooler, less
dense water,
_______ oxygen
______ and nutrients
____.
______ of Plant Nutrients on Lakes:
Too Much of a Good Thing

Plant _________ from a lake’s
environment affect the______and
numbers of _________ it can
support.
 _____________(poorly
nourished) lake: Usually newly
formed lake with small supply of
plant nutrient input.
 ________ (well nourished)
lake: Over time, sediment,
organic material, and inorganic
nutrients wash into lakes causing
excessive plant growth.
Too Much of a Good Thing

Most lakes fall somewhere between the two
types of lakes and are called ____________
______.

______ __________

Human inputs of nutrients from the
atmosphere and urban and agricultural
areas can _________ the eutrophication
process.
Core Case Study: A Biological
Roller Coaster Ride in Lake ______

Lake Victoria has lost their _______ fish
species to large introduced ________
fish.
Figure 14-1
Core Case Study: A Biological Roller
Coaster Ride in Lake Victoria

___________ for Lake Victoria’s loss of
biodiversity:
Introduction of _____ _______.
 Lake experienced _______ blooms from
nutrient _______.
 Invasion of water _______ has blocked
sunlight and deprived oxygen.
 Nile perch is in ________ because it has eaten
its own food supply.

_________
_________
Freshwater ______ Wetlands:
Vital _________

Inland wetlands
act like natural
________ that
absorb and store
_______water
from storms and
provide a variety
of wildlife
_______.
________

An area of
________ flooded,
often silty land
______ a river or
lake.
________

A lowland region
________covered
with water.
_______ _________
_______ _______
_______

An area down by a
______ or _______
where lots of
_________, like
oaks, grow.

These are ________ that
hold water out on the
______, especially up
north in Canada. It is a
very good _____ habitat.
_____ _____ ____
A
_____ area that over time fills in (the
last stage of _________ is peat moss). It
can be very deep. In Ireland, they burn
this for _____.
Freshwater Inland Wetlands:
Vital Sponges
Filter and degrade _________.(______ water)
 _________for many animals and plants.
 Reduce ________ and ________ by absorbing
slowly releasing overflows.
 Help ________ stream flows during dry
periods.
 Help ________ ground _________.
 Provide economic ________ and ________.

___________ Aspects

_______ and _______ want Congress to
revise the ______ of wetlands. This would
make ______ of all wetlands ________ for
_________. The Audubon Society
estimates that wetlands provide water
quality protection worth ________per year,
and they say if that wetlands are destroyed,
the U.S. would spend ____ billion to
___billion per year in additional _____control costs.
________ Systems
Oceans Provide Vital _________l
and _________ Resources
Estimated $____ trillion per year in ______
and _________
 Reservoirs of diversity in three major life
zones

1.
__________ zone



2.
3.
Warm, nutrient rich, shallow
Shore to edge of continental shelf
Usually high NPP from ample sunlight and nutrients
Open ______
Ocean ________
Where species live

Key ________in the distribution of
organisms
____________
 Dissolved __________ content
 Availability of ______
 Availability of ______ and _________ needed
for photosynthesis in the euphotic (photic) zone


__________degree of cloudiness in water

Inhibits photosynthesis
_____ and _____ Shores Host
Different Types of Organisms

_________ zone (Beach Zone)
Rocky shores
 Sandy shores: barrier beaches

______ Zone - ______ part of ocean
above the drop-off of the continental shelf,
approximately 200m in depth.
 Organism adaptations necessary to deal
with daily _______ and ________ changes

__________

_______ beach – _______ environment that
threatens to engulf organisms & no protection
against wave action. Most animals ______ into
sand. They move with the tides, so they’re
always __________& don’t _____ out.

________ shore – ______ wave action at high
tide; _______ out & temperature changes during
low. Animals have a way of _______ in moisture
like a ______ & find way to cling to ______ so
they don’t get washed away with waves.
The Open Sea and Ocean Floor
Host a Variety of Species

Three vertical zones of the open sea
(_______ Zone)
1.
_________ zone (0-200 meters)



2.
Phytoplankton
Nutrient levels ____
__________ oxygen levels high
_________ zone (200-1500 meters)


Dimly lit
____________ and smaller fishes
The Open Sea and Ocean Floor Host
a Variety of Species
3.
_________ zone (Extends to a depth of 4000 to
6000 meters or 2.5 to 3.7 miles).




_____and _______
High levels of ________
Little dissolved _______
Deposit and Filter feeders
________brings nutrients to euphotic zone
 Primary productivity

_________ Zone (ocean floor)
The ocean floor consists of _________
(mostly sand and mud)
 Many marine animals, like _____ and
_______ burrow
 _______ are common & can go down 500
meters below ocean floor. The Benthic
environment extends from the shore to
the deep.

Open Sea
Depth in
meters
0
Sea level
50
Euphotic
Zone
Estuarine
Zone
Photosynthesis
High tide
Coastal
Low tide
Zone
100
Continental
shelf
500
Bathyal Zone
1,000
Twilight
200
1,500
2,000
Abyssal
Zone
3,000
4,000
Darkness
Water temperature drops
rapidly between the euphotic
zone and the abyssal zone in
an area called the thermocline
.
5,000
10,000
0
5
10
15
Water temperature (°C)
20
25
30
Fig. 8-6, p. 173
Major Ecological and Economic Services Provided by
Marine Systems
Fig. 8-5, p. 172
_________ in Aquatic Zones

Aquatic systems contain organisms that float, drift,
swim, bottom-dwell, and decompose. These
organisms are called: _________, _______,
_______, & ___________
_____________ & _____________



___________ are an
autotrophic group of weakly
swimming, free-_______biota.
Are ________ that support
most aquatic food chains.
Provide much of the _______
in Earth’s atmosphere and
include:
Phytoplankton (plant-like
organisms) and cyanobacteria
Different types of phytoplankton
‣ ___________ are
__________ that feed
on plankton and are,
in turn, the food stock
for larger consumers
like whales. These
organisms include:
Krill are one of the most important organisms in aquatic
food chains especially for whales.
_______ and small
____________
________ and ________

_______ are larger, actively
__________ consumers
usually the ____ consumers
in the aquatic ecosystems
and include:
Fish, whales and turtles

Sharks and Turtles are nektonic species
_______ are bottomdwelling creatures that may
be _________ consumers or
__________. These highly
diverse organisms may live
in tide pools, shelves or the
abyss and include:
Barnacles, oysters, lobsters
and sea anemones
Benthos or “depths of the sea” are
organisms that live on the ocean floor
_____ ______ and ______

______ (Seaweed):
_______ algae provide habitats and food for
many organisms. ___________ leads to
degradation of kelp forests as herbivores are
released from the potential predators. (Sea otter
and the urchin.)
Kelp is considered as a _________ resource
because it is fast growing and yields large
amounts of methane. The fast growing algae has
been the topic of renewable energy talks
because of the lack of an ________ requirement.
 _________:
Seagrass is highly adaptable and serves as a
_________ for many marine ecosystems.
Seagrass can reduce _______and increase
sedimentation through roots that stabilize the
seabed.
Provide s_________ for organisms, wave protections, oxygen
production and _________storage.
______ ______
Characteristics
 Built
from layers of ________ _______, coral
reefs are found in ______, ________ sea
water. The living portions must grow in
shallow waters where light hits. Grow
_______, as one dies another grows on it.
Coral Reefs: Centers of _________
Marine equivalent of ________ rain forests
 Reefs are the ______ source for marine life,
________ grounds for fish and bird species, and
shelter and hiding place for many species.
 Loss of reefs removes habitats as they are
habitats for _____ of all marine species.
This _______ biodiversity or richness and
could cause the ________ or decrease in
populations of marine organisms.

Coral Reefs
______ and protection ________ areas from
waves and storms. Prevents destruction of
coastal habitats or erosion of shoreline
habitats.
 Waters where reefs are found are often _____
in nutrients but have other _________ factors
such as temperature, sunlight year round, and
______________.
 Reefs are a major _______ sink in the ocean
and this carbon storage would be lost.

Types of Coral Reefs
____________ Reef
 The
most ________ type of
coral reef. It is directly
attached to the shore of a
________ island or ________.
______
A
_______ reef that surrounds a
central ________ of quiet water.
 An atoll forms on top of the cone of
a _________ volcanic island.
 More than 300 atolls are found in the
Pacific and Indian Oceans.
________ Reef
A
______ of open water ______
the land from the barrier reef.
 The largest barrier reef is the
______ Barrier Reef off the coast
of ________.
 The second largest is off the coast
of _______.
Coral Reef _______
 Of
the 109 countries with large
reefs, ____are damaging them,
and ____% of the coral reefs
are at ______risk, especially off
the coast of Southeastern Asia.
 In the western Atlantic,
_______% of all coral species
are either ______ or
__________.
Coral Reef Risks Con’t
_______ washing from downstream has
___________ the reefs
 High _______ from fresh water
diversion, over-fishing, boat
groundings, fishing with dynamite or
cyanide, hurricane damage, disease,
coral _________, land reclamation,
tourism, and the ________ of coral for
building materials.

__________ of
 Provides
_________with seafood,
pharmaceuticals, and recreational/tourism
dollars
 ______ coral reefs in ____ countries are
protected as reserves or parks, and
another _____ have been recommended
for protection.
 The good news is coral reefs ______
often recover from damage.
Gray reef shark
Sea nettle
Green sea
turtle
Blue
tang
Fairy basslet
Parrot fish
Hard corals
Algae
Brittle
star
Sergeant
major
Banded coral
shrimp
Phytoplankton
Coney
Symbiotic
algae
Zooplankton
Blackcap basslet
Sponges
Moray
eel
Bacteria
Producer
to primary
consumer
Primary to secondary
Secondary to
consumer
higher-level
consumer
All producers
and consumers
to decomposers
Fig. 8-12, p. 177
Human ________ Are Disrupting
and Degrading Marine Systems

Major _______ to marine systems
Coastal development
 _____________
 Use of fishing __________
 Runoff of nonpoint source pollution
 Point source pollution
 Habitat _____________
 Introduction of___________species
 Climate ________ from human activities
 _________of coastal wetlands and estuaries

Ocean _________

The ocean acts as a ____ sink, absorbing much of the
_____ produced by the burning of fossil _______.

CO2 reacting with water forms _______ acid through the
chemical reaction:
CO2 + H2O
H2CO3

An _________ in carbonic acid levels is causing the _____
of the oceans to fall. This has major implications for marine
life.
8.4
pH of ocean surface
8.3
8.2
8.1
8.0
8.3
7.9
8.2
7.8
8.1
7.7
7.6
25
Possible
pH range
8.0
20
15
10
5
Time (millions of years before present)
0 7.9
5
7.8
1850 1900 1950 2000 2050 2100
Atmospheric
carbon dioxide
CO2
Dissolved
carbon
dioxide
CO
+2
Water
H2O
Effect of Ocean
Acidification
Hydrogen ions+ Carbonate ions
from the sea
H+
CO32Carbonic acid
H2CO3
‣
Because the oceans are naturally __________,
acidification will not produce _____ waters.
‣
Shells will not dissolve but organisms
will find it more difficult to gain the ______ ions
needed to _______ shells.
‣
Shell making organisms are able to use
______ but cannot use ______.
‣
___________ lowers the amount of CO32- available.
Bicarbonate
ions
HCO3-
Deformed shells
Ocean pH

_____ is a logarithmic scale, so even a small pH change
represents a large change in ____.Thus a pH of 5 is
____x more acidic than a pH of ___.

Some areas are affected by pH change more than
others. Changes may be due to:
higher human activity, e.g. sea ______ in the North Sea
natural _________ that affect CO2 uptake, e.g. underwater
__________
Change of -0.07
pH units
Amount of
change in ocean
surface pH since
1900
Image: Plumbago using GLODAP data
-0.12
- 0.1
- 0.08
- 0.06
- 0.04
- 0.02
0 (or no data)
Healthy Vs. Unhealthy
Coral ____________
__________ and __________:
Gone Fishing, Fish Gone
Since ______, major decline in fishing.
 About _____% of the world’s commercially
valuable marine fish species are over fished or
fished near their sustainable limits.

____ fish are becoming scarce.
 Smaller fish are next.
 We throw away ___% of the fish we catch.
 We needlessly kill sea _______ and _____.


_________- fish or animals that were not meant to be
caught
Fish farming
in cage
Trawl flap
Trawler
fishing
Spotter airplane
Sonar
Purse-seine fishing
Trawl
lines
Trawl bag
Long line
fishing
Fish
school
Drift-net fishing
Float Buoy
Lines with
hooks
Deep sea
aquaculture cage
Fish caught
by gills
Fig. 11-18, p. 259
_______ of ______



______________- large ________-like net is put into the ocean and is then
closed like a drawstring purse to trap the fish.
 Tuna is a fish typically caught in purse seines
 Dolphins are a by-catch of purse seines
______________- _______ are put out that can be up to ____miles long w/
thousands of baited hooks on them. These are left out free-floating for days
and then the boat comes back and picks them up.
 Pilot whales, dolphins, sea turtles, and birds are by-catch of this
technique.
_______________- ______ that hangs as much as _____ feet below the
surface and up to _____ miles long.
 Anything that comes into contact w/ these nearly invisible nets are
entangled.
 Many unwanted fish and marine mammals, turtles and seabirds are
caught.
Types of nets cont.

Area of ocean ______ and _____ a
trawler net

_______ net scrapes bottom of ocean
acting like a giant plow.
Figure 11-2
Population Growth and Pollution

Each year
_______
items
dumped
from ______
and left as
litter on
_________
threaten
marine life.
______ Pacific ______ Patch

_______ trash vortex, is an area of
high relative concentrations
of pelagic _______, chemical sludge and
other ______ that have been trapped by
the currents of the North Pacific Gyre
Case Study: Protecting ______: A
Success Story… So Far
___ of ____ species hunted to
commercial extinction by 1975
 _____: U.S. stopped commercial
whaling and ______ imports of
whale products.
 _____: Moratorium on
commercial whaling

42,480 whales killed in 1970
 1500 killed in 2009
 _______, _______, and _______
ignore moratorium

Case Study: Holding Out Hope for
_________ Turtles

________to the leatherback turtle
________ and drowning in fishing nets
 _________
 Eggs used as ______
 ________
 ________ change

Fishing boats using turtle _______ devices
 ___________ protecting the turtles

Sea Turtle Species
Fig. 11-9, p. 262
_________
Estuaries

Estuaries are partially _______ area
of coastal water where sea water
______ with freshwater and are
constantly changing.

________, temperature, suspended
solids, storms (precipitation), and
tidal cycles fluctuate with the time of
year.


Organisms that live in this unique habitat
must be able to __________ these conditions.
__________ that are transported
from rivers brings a high amount of
nutrients.

This allows a place of ________ for many
ocean species and thus makes estuaries
highly _________ and very ________
supporting complex food webs.
______ Marshes

The ground here is ________ with water and
there is _______ oxygen, so _____ takes place
______. It has a surface _____ and _____,
and contains many _________. It is also the
_______ ground for many ______ animals. Ex.
crabs and shellfish.
__________ Forests
Located along ______,
________ coasts where there
is too much _____ for coral
reefs to grow. Dominated by
__________ trees called
_________ (55 different
species exist).
 Helps _______ the coastline
from _______ and provides a
_______ nursery for some
______ species of fish,
invertebrates, and plants.

________ Ecosystem _________
Estuaries serve as a _______ sink by absorbing large amounts of
CO2 (sink) and they also serve as ________for _________ by
trapping sediments and pollutants.
 They act as ___________ as they absorb water recharging
______________ stores and controlling ___________ by slowing
flow of water.
 Economically wetlands are important as well:

Provide ______________ and recreational income through
fishing, recreation, and photography.
Allow for protected waterway passage between rivers and
oceans.
Protect property by __________ shores form flow of water and
erosion.
_______ sewage and storm water that would otherwise be paid
for by the local community.

Coastal ecosystems can easily be affected by _______ sea levels,
storms, temperature change, and rate of water cycling.
__________ of Estuaries
Just one acre of estuary provides $________
worth of free _______ treatment, and has a
value of about $________ when recreation
and fish for food are included.
 Prime Kansas _________ has a top value of
$1,200 and an annual production value of
$600.

Case Study: The __________
Bay—an Estuary in Trouble
__________estuary in the US; polluted since
1960
 Human ___________increased
 _______and ______point sources raised
pollution
 __________and _______levels too high
 Excess sediments from ________ and
decreased vegetation
 Increased _______Zone – areas of no or little
________ where nothing can live

Case Study: The Chesapeake
Bay—an Estuary in Trouble
________a keystone species, greatly reduced
 ________: Chesapeake Bay Program



Integrated coastal ________with local, state,
federal governments and citizens’ groups
______ update:
25 years and $6 billion
 Program met only ______% of goals
 Water quality “_____ _____”

Chesapeake Bay
Fig. 8-14, p. 180
The __________
Southern Florida to the
Keys
Case Study:
_________ the Florida Everglades

The world’s ________ ecological restoration
project involves trying to ______ some of the
_______ inflicted on the Everglades by ______
activities.
____% of park’s wading birds have vanished.
 Other vertebrate populations down _______%.
 Large volumes of ______ that once flowed through
the park have been ________ for _____ and _____.
 ________ has caused noxious _______ blooms.

__________

As Miami develops, it ________ on everglades.
Plus, it prompts ________ vs. ________. It is
__________ and local areas are ________ it.
Restoring the
Florida
Everglades

The project has
been
attempting to
______ the
________ and
Florida
_____supplies.
Figure 11-13
_______________
 Build
huge ________, or find other
sources of ______ water an protect it
______ under _______ species act,
etc.
_______ Effects on
Aquatic Systems
Most water used by humans comes
from rivers, lakes, & aquifers.
 ________rivers for electricity affects
water flow downstream as seen in
the James Bay project in Quebec
with over 600 dams blocking 19
rivers.


_______ and ________ for drinking
water displace vast amounts of the
water for these resource stores.

________ from fertilizers, waste, an
sewage can have paralyzing effects
on rivers, lakes, and oceans.

These actions can have dramatic
effects on the _________ and can
cause loss of biodiversity.
Irrigation can move move millions of liters of water from
rivers and aquifers, affecting land down stream.
Damming and diverting rivers lowers the availability
of water downstream and stops annual floods that
replace soil nutrients.
Dams, locks and other obstacles make it very difficult for
migratory fish to find their way to breeding grounds.
________ Species Are Degrading
Aquatic Biodiversity

Invasive species
_______ native species
 Disrupt and degrade whole
ecosystems


Two examples
_____________:
waterways of south Florida
 _______ in the Atlantic
 _______________
