Chapter 43 Active Reading Guide Global Ecology and Conservation Biology

Biology in Focus - Chapter 43

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Biology in Focus - Chapter 43 - Global Ecology and Conservation Biology

Biology in Focus - Chapter 43 - Global Ecology and Conservation Biology

1. 1. CAMPBELL BIOLOGY IN FOCUS © 2014 Pearson Education, Inc. Urry • Cain • Wasserman • Minorsky • Jackson • Reece Lecture Presentations by Kathleen Fitzpatrick and Nicole Tunbridge 43 Global Environmental and Conservation Biological science
2. 2. © 2014 Pearson Education, Inc. Overview: Psychedelic Treasure  Scientists have named and described 1.8 million species  Biologists gauge 10–100 meg species exist on World  Tropical forests contain some of the greatest concentrations of species and are being destroyed at an alarming rate  Humans are rapidly pushing many species, including the newly discovered psychedelic rock gecko, toward extinction
3. 3. © 2014 Pearson Education, Inc. Effigy 43.ane
4. 4. © 2014 Pearson Educational activity, Inc. Figure 43.ii
5. 5. © 2014 Pearson Teaching, Inc.  Conservation biological science, which seeks to preserve life, integrates several fields  Ecology  Evolutionary biological science  Molecular biological science  Genetics  Physiology
6. 6. © 2014 Pearson Teaching, Inc. Concept 43.i: Human activities threaten Earth'southward biodiversity  Rates of species extinction are hard to determine nether natural weather  Extinction is a natural process, but the high rate of extinction is responsible for today's biodiversity crisis  Human activities are threatening Earth's biodiversity
7. 7. © 2014 Pearson Education, Inc. Three Levels of Biodiversity  Biodiversity has 3 principal components  Genetic diversity  Species diversity  Ecosystem diversity
8. eight. © 2014 Pearson Education, Inc. Figure 43.three-ane Genetic variety in a vole population
9. 9. © 2014 Pearson Education, Inc. Figure 43.iii-2 Species diversity in a coastal redwood ecosystem Genetic diversity in a vole population
10. 10. © 2014 Pearson Educational activity, Inc. Figure 43.3-3 Species diversity in a coastal redwood ecosystem Genetic diversity in a vole population Community and ecosystem diversity across the landscape of an entire region
11. eleven. © 2014 Pearson Instruction, Inc. Genetic Diversity  Genetic diversity comprises genetic variation inside a population and between populations  Population extinctions reduce genetic diverseness, which in turn reduces the adaptive potential of a species
12. 12. © 2014 Pearson Education, Inc. Species Variety  Species diverseness is the diverseness of species in an ecosystem or throughout the biosphere  According to the U.S. Endangered Species Act  An endangered species is "in danger of becoming extinct throughout all or a significant portion of its range"  A threatened species is likely to become endangered in the near future
13. 13. © 2014 Pearson Education, Inc.  Conservation biologists are concerned well-nigh species loss because of alarming statistics regarding extinction and biodiversity  Globally, 12% of birds and 21% of mammals are threatened with extinction  Extinction may exist local or global
14. 14. © 2014 Pearson Education, Inc. Figure 43.4 Philippine hawkeye Yangtze River dolphin
15. fifteen. © 2014 Pearson Educational activity, Inc. Figure 43.4a Philippine hawkeye
16. 16. © 2014 Pearson Education, Inc. Figure 43.4b Yangtze River dolphin
17. 17. © 2014 Pearson Education, Inc. Ecosystem Diversity  Human being activity is reducing ecosystem diversity, the variety of ecosystems in the biosphere  More than l% of wetlands in the contiguous United states take been drained and converted to agricultural or other apply
18. xviii. © 2014 Pearson Education, Inc.  The local extinction of 1 species can have a negative bear on on other species in an ecosystem  For example, flight foxes (bats) are important pollinators and seed dispersers in the Pacific Islands
19. 19. © 2014 Pearson Education, Inc. Figure 43.5
20. 20. © 2014 Pearson Instruction, Inc. Biodiversity and Human Welfare  Human biophilia allows united states to recognize the value of biodiversity for its ain sake  Species diversity brings humans practical benefits
21. 21. © 2014 Pearson Pedagogy, Inc. Benefits of Species and Genetic Diversity  Species related to agricultural crops tin can take important genetic qualities  For example, plant breeders bred virus-resistant commercial rice by crossing it with a wild population  In the United States, 25% of prescriptions contain substances originally derived from plants  For case, the rosy periwinkle contains alkaloids that inhibit cancer growth
22. 22. © 2014 Pearson Didactics, Inc. Figure 43.UN01 Rosy periwinkle
23. 23. © 2014 Pearson Instruction, Inc.  The loss of species likewise ways loss of unique genes and genetic diversity  The enormous genetic diversity of organisms has potential for great man benefit
24. 24. © 2014 Pearson Education, Inc. Ecosystem Services  Ecosystem services encompass all the processes through which natural ecosystems aid sustain human life  Some examples of ecosystem services  Purification of air and h2o  Detoxification and decomposition of wastes  Crop pollination, pest control, and soil preservation  Ecosystem services have an estimated value of $33 trillion per year, merely are provided for complimentary
25. 25. © 2014 Pearson Didactics, Inc. Threats to Biodiversity  Well-nigh species loss can be traced to four major threats  Habitat loss  Introduced species  Overharvesting  Global change
26. 26. © 2014 Pearson Educational activity, Inc. Habitat Loss  Human amending of habitat is the greatest threat to biodiversity throughout the biosphere  In almost all cases, habitat fragmentation and destruction atomic number 82 to loss of biodiversity  For example  In Wisconsin, prairie habitat has been reduced by over 99.9%, resulting in the loss of up to 60% of the original establish species
27. 27. © 2014 Pearson Didactics, Inc. Effigy 43.6
28. 28. © 2014 Pearson Education, Inc. Introduced Species  Introduced species are those that humans move from native locations to new geographic regions  Without their native predators, parasites, and pathogens, introduced species may spread speedily  Introduced species that gain a foothold in a new habitat normally disrupt their adopted community
29. 29. © 2014 Pearson Instruction, Inc.  Humans take deliberately introduced some species with skillful intentions but disastrous furnishings  For example, kudzu was intentionally introduced to the southern United States
30. thirty. © 2014 Pearson Instruction, Inc. Effigy 43.seven
31. 31. © 2014 Pearson Education, Inc. Overharvesting  Overharvesting is human harvesting of wild plants or animals at rates exceeding the ability of populations of those species to rebound  Species with restricted habitats or large torso size with low reproductive rates are specially vulnerable to overharvesting  For example, elephant populations declined because of harvesting for ivory
32. 32. © 2014 Pearson Education, Inc.  Dna analysis can aid conservation biologists identify the source of illegally obtained animal products  For example, DNA from illegally harvested ivory can exist used to trace the original population of elephants to within a few hundred kilometers
33. 33. © 2014 Pearson Instruction, Inc. Effigy 43.8
34. 34. © 2014 Pearson Education, Inc.  Overfishing has decimated wild fish populations  For example, the Due north Atlantic bluefin tuna population decreased by 80% in x years
35. 35. © 2014 Pearson Instruction, Inc. Figure 43.ix
36. 36. © 2014 Pearson Education, Inc. Global Change  Global change includes alterations in climate, atmospheric chemistry, and broad ecological systems  Acid precipitation is rain, snow, sleet, or fog with a pH <5.2  Acid precipitation contains sulfuric acid and nitric acid from the burning of wood and fossil fuels
37. 37. © 2014 Pearson Education, Inc.  Air pollution from i region can result in acid precipitation downwind  For example, industrial pollution in the midwestern United States caused acid atmospheric precipitation in eastern Canada in the 1960s  Acrid precipitation kills fish and other lake-dwelling organisms  Ecology regulations have helped to decrease acid precipitation  For example, sulfur dioxide emissions in the United States decreased >forty% betwixt 1993 and 2009
38. 38. © 2014 Pearson Education, Inc. Effigy 43.x 4.eight four.7 iv.vi 4.five 4.4 4.3 iv.two 4.ane four.0 pH 1960 '65 '70 '75 'fourscore '85 Twelvemonth '90 '95 2000 '05 '10
39. 39. © 2014 Pearson Education, Inc. Concept 43.two: Population conservation focuses on population size, genetic diversity, and critical habitat  Biologists focusing on conservation at the population and species levels follow two primary approaches  The pocket-size-population arroyo  The declining-population approach
40. 40. © 2014 Pearson Education, Inc. Small-Population Approach  The small-population approach studies processes that tin can brand minor populations get extinct
41. 41. © 2014 Pearson Education, Inc. The Extinction Vortex: Evolutionary Implications of Pocket-size Population Size  A pocket-size population is decumbent to inbreeding and genetic drift, which draw it down an extinction vortex  The cardinal factor driving the extinction vortex is loss of the genetic variation necessary to enable evolutionary responses to environmental change  Small populations and low genetic diversity do non e'er lead to extinction
42. 42. © 2014 Pearson Education, Inc. Figure 43.11 Small population Lower reproduction, higher mortality Inbreeding, genetic migrate Loss of genetic variability Smaller population Lower individual fitness and population adaptability
43. 43. © 2014 Pearson Educational activity, Inc. Case Report: The Greater Prairie Chicken and the Extinction Vortex  Populations of the greater prairie chicken in North America were fragmented by agronomics and later found to exhibit decreased fertility  To exam the extinction vortex hypothesis, scientists imported genetic variation by transplanting birds from larger populations  The declining population rebounded, confirming that low genetic variation had been causing an extinction vortex
44. 44. © 2014 Pearson Education, Inc. Effigy 43.12 Results 200 150 100 50 0 1970 1975 1980 1985 1990 1995 Translocation Year (a) Population dynamics NumberofmalebirdsEggshatched(%) 100 xc 80 seventy threescore 50 40 thirty Years (b) Hatching rate 1970–'74 '75–'79 '80–'84 '85–'89 '90 '93–'97
45. 45. © 2014 Pearson Education, Inc. Effigy 43.12a Results 200 150 100 50 0 1970 1975 1980 1985 1990 1995 Translocation Year (a) Population dynamics Numberofmalebirds
46. 46. © 2014 Pearson Education, Inc. Figure 43.12b Eggshatched(%) 100 90 80 70 60 50 40 30 Years (b) Hatching rate 1970–'74 '75–'79 '80–'84 '85–'89 '90 '93–'97 Results
47. 47. © 2014 Pearson Education, Inc. Figure 43.12c
48. 48. © 2014 Pearson Teaching, Inc. Minimum Feasible Population Size  Minimum viable population (MVP) is the minimum population size at which a species can survive  The MVP depends on factors that affect a population's chances for survival over a item fourth dimension
49. 49. © 2014 Pearson Education, Inc. Effective Population Size  A meaningful judge of MVP requires determining the effective population size, which is based on the population's breeding potential
50. 50. © 2014 Pearson Education, Inc.  Effective population size (Ne) is estimated by where Nf and Nm are the number of females and the number of males, respectively, that breed successfully  Conservation programs try to sustain population sizes including a minimum number of reproductively active individuals to retain genetic diverseness 4Nf Nm Nf + Nm Ne =
51. 51. © 2014 Pearson Teaching, Inc. Example Report: Analysis of Grizzly Acquit Populations  Ane of the first population viability analyses was conducted as function of a long-term study of grizzly bears in Yellowstone National Park  Information technology is estimated that a population of 100 bears would have a 95% chance of surviving nearly 200 years  The Yellowstone grizzly population is estimated to include about 500 individuals, but the Ne is nigh 125
52. 52. © 2014 Pearson Instruction, Inc. Figure 43.13
53. 53. © 2014 Pearson Pedagogy, Inc.  The Yellowstone grizzly population has low genetic variability compared with other grizzly populations  Introducing individuals from other populations would increment the numbers and genetic variation  Promoting dispersal between fragmented populations is an urgent conservation demand
54. 54. © 2014 Pearson Education, Inc. Declining-Population Approach  The declining-population approach  Focuses on threatened and endangered populations that prove a downwardly trend, regardless of population size  Emphasizes the environmental factors that caused a population to refuse
55. 55. © 2014 Pearson Teaching, Inc. Example Study: Pass up of the Red-Cockaded Woodpecker  Red-cockaded woodpeckers require living trees in mature pine forests  These woodpeckers require forests with little undergrowth  Logging, agronomics, and fire suppression accept reduced suitable habitat
56. 56. © 2014 Pearson Education, Inc. Figure 43.14 Ruby-red-cockaded woodpecker (a) Forests with low undergrowth (b) Forests with high, dense undergrowth
57. 57. © 2014 Pearson Education, Inc. Figure 43.14a (a) Forests with low undergrowth
58. 58. © 2014 Pearson Pedagogy, Inc. Figure 43.14b (b) Forests with high, dense undergrowth
59. 59. © 2014 Pearson Education, Inc. Effigy 43.14c Red-cockaded woodpecker
60. 60. © 2014 Pearson Instruction, Inc.  Cherry-red-cockaded woodpeckers take months to excavate nesting cavities  In a study where breeding cavities were constructed in restored sites, new breeding groups formed only in sites with constructed cavities  Based on this experiment, a combination of habitat maintenance and excavation of breeding cavities enabled this endangered species to rebound
61. 61. © 2014 Pearson Education, Inc. Weighing Conflicting Demands  Conserving species oft requires resolving conflicts betwixt habitat needs of endangered species and homo demands  For example, in the western United States, habitat preservation for many species is at odds with grazing and resource extraction industries  The ecological function of the target species is an of import consideration in conservation
62. 62. © 2014 Pearson Education, Inc. Concept 43.3: Landscape and regional conservation help sustain biodiversity  Conservation biological science has attempted to sustain the biodiversity of entire communities, ecosystems, and landscapes  Ecosystem direction is role of mural ecology, which seeks to make biodiversity conservation office of land-utilise planning
63. 63. © 2014 Pearson Educational activity, Inc. Landscape Structure and Biodiversity  The structure of a landscape can strongly influence biodiversity
64. 64. © 2014 Pearson Education, Inc. Fragmentation and Edges  The boundaries, or edges, between ecosystems are defining features of landscapes  Some species have advantage of border communities to access resources from both adjacent areas
65. 65. © 2014 Pearson Education, Inc. Figure 43.15
66. 66. © 2014 Pearson Education, Inc.  The Biological Dynamics of Forest Fragments Project in the Amazon examines the furnishings of fragmentation on biodiversity  Landscapes dominated past fragmented habitats support fewer species due to a loss of species adapted to habitat interiors
67. 67. © 2014 Pearson Education, Inc. Figure 43.16
68. 68. © 2014 Pearson Instruction, Inc. Corridors That Connect Habitat Fragments  A movement corridor is a narrow strip of habitat connecting otherwise isolated patches  Motility corridors promote dispersal and reduce inbreeding  Corridors tin also have harmful effects, for instance, promoting the spread of affliction  In areas of heavy human employ, artificial corridors are sometimes constructed
69. 69. © 2014 Pearson Education, Inc. Figure 43.17
70. lxx. © 2014 Pearson Education, Inc. Establishing Protected Areas  Conservation biologists apply understanding of landscape dynamics in establishing protected areas to slow the loss of biodiversity
71. 71. © 2014 Pearson Education, Inc. Preserving Biodiversity Hot Spots  A biodiversity hot spot is a relatively small expanse with a great concentration of endemic species and many endangered and threatened species  Biodiversity hot spots are good choices for nature reserves, merely identifying them is not always easy
72. 72. © 2014 Pearson Education, Inc.  Designation of hot spots is often biased toward saving vertebrates and plants  Hot spots can alter with climate change
73. 73. © 2014 Pearson Education, Inc. Figure 43.18 Equator Earth's terrestrial ( ) and marine ( ) biodiversity hot spots
74. 74. © 2014 Pearson Education, Inc. Philosophy of Nature Reserves  Nature reserves are biodiversity islands in a sea of habitat degraded past human activity  Nature reserves must consider disturbances as a functional component of all ecosystems
75. 75. © 2014 Pearson Educational activity, Inc.  An of import question is whether to create numerous small reserves or fewer large reserves  Smaller reserves may be more realistic and may slow the spread of disease betwixt populations  One argument for large reserves is that large, far- ranging animals with low-density populations require extensive habitats  Large reserves also have proportionally smaller perimeters, reducing border effects
76. 76. © 2014 Pearson Educational activity, Inc. Figure 43.19 Kilometers Biotic boundary for short-term survival; MVP is 50 individuals. Biotic boundary for long-term survival; MVP is 500 individuals. MONTANA WYOMING WYOMING IDAHOMONTANA IDAHO 0 50 100 Yellowstone National Park Chiliad Teton National Park Serpent R.
77. 77. © 2014 Pearson Education, Inc. Zoned Reserves  A zoned reserve includes relatively undisturbed areas surrounded past human-modified areas of economic value  The zoned reserve approach creates buffer zones by regulating human activities in areas surrounding the protected core  Zoned reserves are often established equally "conservation areas"  Costa Rica has become a world leader in establishing zoned reserves
78. 78. © 2014 Pearson Education, Inc. Effigy 43.twenty Republic of costa rica Nicaragua CARIBBEAN SEA PACIFIC OCEAN National park land Buffer zone
79. 79. © 2014 Pearson Education, Inc.  Many fish populations have collapsed due to mod fishing practices  Some areas in the Fiji islands are closed to fishing, which improves fishing success in nearby areas  The United states of america has adopted a similar zoned reserve organisation with the Florida Keys National Marine Sanctuary Video: Coral Reef
80. eighty. © 2014 Pearson Pedagogy, Inc. Figure 43.21 GULF OF Mexico FLORIDA Florida Keys National Marine Sanctuary 50 km
81. 81. © 2014 Pearson Education, Inc. Figure 43.21a
82. 82. © 2014 Pearson Teaching, Inc. Concept 43.4: Earth is changing rapidly equally a result of human being deportment  The locations of reserves today may be unsuitable for their species in the hereafter  Human-caused changes in the environment include  Nutrient enrichment  Accumulation of toxins  Climate change
83. 83. © 2014 Pearson Education, Inc. Nutrient Enrichment  Humans transport nutrients from one part of the biosphere to another  Harvest of agricultural crops exports nutrients from the agricultural ecosystem  Agriculture leads to the depletion of nutrients in the soil  Fertilizers add together nitrogen and other nutrients to the agronomical ecosystem
84. 84. © 2014 Pearson Education, Inc.  Disquisitional load is the corporeality of added nutrient that tin be absorbed by plants without damaging ecosystem integrity  Nutrients that exceed the critical load leach into groundwater or run off into aquatic ecosystems  Agricultural runoff and sewage lead to phytoplankton blooms in the Atlantic Ocean  Decomposition of phytoplankton blooms causes "dead zones" due to low oxygen levels
85. 85. © 2014 Pearson Teaching, Inc. Effigy 43.22
86. 86. © 2014 Pearson Education, Inc. Toxins in the Surroundings  Humans release many toxic chemicals, including synthetics previously unknown to nature  In some cases, harmful substances persist for long periods in an ecosystem  One reason toxins are harmful is that they get more than concentrated in successive trophic levels  Biological magnification concentrates toxins at higher trophic levels, where biomass is lower
87. 87. © 2014 Pearson Instruction, Inc.  PCBs and many pesticides such as Dichloro-diphenyl-trichloroethane are subject to biological magnification in ecosystems  Herring gulls of the Great Lakes lay eggs with PCB levels 5,000 times greater than in phytoplankton
88. 88. © 2014 Pearson Teaching, Inc. Figure 43.23 Herring dupe eggs 124 ppm Smelt i.04 ppm ConcentrationofPCBs Lake trout 4.83 ppm Phytoplankton 0.025 ppm Zooplankton 0.123 ppm
89. 89. © 2014 Pearson Education, Inc.  In the 1960s Rachel Carson brought attention to the biomagnification of Dichloro-diphenyl-trichloroethane in birds in her book Silent Spring  DDT was banned in the United States in 1971  Countries with malaria face a merchandise-off between killing mosquitoes (malarial vectors) and protecting other species
90. 90. © 2014 Pearson Pedagogy, Inc. Figure 43.24
91. 91. © 2014 Pearson Teaching, Inc.  Pharmaceutical drugs enter freshwater ecosystems through homo and creature waste product  Estrogen used in birth control pills can cause feminization of males in some species of fish
92. 92. © 2014 Pearson Didactics, Inc. Effigy 43.25 Pharmaceuticals Subcontract animals Sludge Manure Farms Agricultural runoff Treated effluent Lakes and riversSewage treatment plant Toilet Humans
93. 93. © 2014 Pearson Education, Inc. Greenhouse Gases and Climate Change  I pressing problem caused by human being activities is the ascent concentration of atmospheric CO2 due to the called-for of fossil fuels and deforestation
94. 94. © 2014 Pearson Education, Inc. Figure 43.26 Year Temperature Averageglobaltemperature(°C) CO2concentration(ppm) CO2 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 13.half-dozen 13.seven 13.8 13.9 fourteen.0 14.1 xiv.214.two 14.iii 14.4 14.5 14.half-dozen xiv.seven xiv.8 xiv.nine 390 380 370 360 350 340 320 310 300 330
95. 95. © 2014 Pearson Education, Inc.  CO2, water vapor, and other greenhouse gases reflect infrared radiation back toward Earth; this is the greenhouse event  This upshot is of import for keeping Earth'southward surface at a habitable temperature  Increasing concentration of atmospheric CO2 is linked to increasing global temperature
96. 96. © 2014 Pearson Education, Inc.  Climatologists can brand inferences virtually prehistoric climates  CO2 levels are inferred from bubbles trapped in glacial ice  Chemical isotope analysis is used to infer past temperature
97. 97. © 2014 Pearson Teaching, Inc.  Northern coniferous forests and tundra testify the strongest effects of global warming  For case, in 2007 the extent of Arctic sea water ice was the smallest on record
98. 98. © 2014 Pearson Education, Inc.  Many organisms, peculiarly plants, may not exist able to disperse rapidly enough to survive rapid climate alter  Researchers can track changes in tree distributions since the last flow of glaciation to assist infer time to come changes due to climatic warming Range Shifts and Climatic change
99. 99. © 2014 Pearson Education, Inc. Effigy 43.27 (a) Electric current range (b) iv.5°C warming over adjacent century (c) 6.5°C warming over side by side century
100. 100. © 2014 Pearson Education, Inc.  Global warming can be slowed past reducing free energy needs and converting to renewable sources of energy  Stabilizing CO2 emissions will crave an international try and changes in personal lifestyles and industrial processes  Reduced deforestation would also subtract greenhouse gas emissions Climate Change Solutions
101. 101. © 2014 Pearson Education, Inc. Concept 43.v: The man population is no longer growing exponentially but is still increasing rapidly  Global environmental problems arise from growing consumption and the increasing human population  No population can grow indefinitely, and humans are no exception
102. 102. © 2014 Pearson Pedagogy, Inc. The Global Human Population  The man population increased relatively slowly until about 1650 and then began to grow exponentially
103. 103. © 2014 Pearson Education, Inc. Figure 43.28 4000 3000 2000 1000 0 BCE BCE BCE BCE BCE CE CE yard 2000 0 1 ii 3 iv v 6 7 Humanpopulation(billions) 8000
104. 104. © 2014 Pearson Educational activity, Inc.  The global population is at present more than than 7 billion  Though the global population is nevertheless growing, the charge per unit of growth began to ho-hum during the 1960s
105. 105. © 2014 Pearson Education, Inc. Effigy 43.29 Yr 1950 1975 2000 2025 2050 Projected information 2011 0 0.two 0.iv 0.six 0.8 ane.0 ane.2 1.4 1.vi Annualpercentincrease 1.viii 2.0 2.2
106. 106. © 2014 Pearson Education, Inc.  The growth rates of individual nations vary with their degree of industrialization  Most of the electric current global population growth is concentrated in developing countries  Human population growth rates can be controlled through family planning, voluntary contraception, and increased admission to education for females
107. 107. © 2014 Pearson Teaching, Inc. Global Carrying Chapters  How many humans can the biosphere support?  Population ecologists predict a global population of 8.1−x.6 billion people in 2050
108. 108. © 2014 Pearson Education, Inc. Estimates of Carrying Capacity  The carrying capacity of Earth for humans is uncertain  The average estimate is 10–fifteen billion
109. 109. © 2014 Pearson Education, Inc. Limits on Human Population Size  The ecological footprint concept summarizes the aggregate land and water area needed to sustain the people of a nation  It is one measure of how close nosotros are to the carrying capacity of Earth  Countries vary greatly in footprint size and available ecological capacity
110. 110. © 2014 Pearson Teaching, Inc. Figure 43.30 > 300 150–300 50–150 10–50 < 10nergy use (GJ):
111. 111. © 2014 Pearson Education, Inc.  Our carrying capacity could potentially be limited past nutrient, space, nonrenewable resource, or buildup of wastes  Unlike other organisms, we tin can regulate our population growth through social changes
112. 112. © 2014 Pearson Education, Inc. Concept 43.6: Sustainable development can improve human lives while conserving biodiversity  The concept of sustainability helps ecologists establish long-term conservation priorities
113. 113. © 2014 Pearson Teaching, Inc. Sustainable Development  Sustainable development is evolution that meets the needs of people today without limiting the ability of hereafter generations to meet their needs  To sustain ecosystem processes and slow the loss of biodiversity, connections betwixt life sciences, social sciences, economics, and humanities must be fabricated
114. 114. © 2014 Pearson Education, Inc. Case Study: Sustainable Evolution in Costa rica  Costa rica's conservation of tropical biodiversity involves partnerships between the authorities, nongovernmental organizations (NGOs), and private citizens  Human living conditions (infant mortality, life expectancy, literacy charge per unit) in Costa Rica take improved along with ecological conservation
115. 115. © 2014 Pearson Education, Inc. The Future of the Biosphere  Our lives differ greatly from those of early humans, who hunted and gathered and painted on cave walls
116. 116. © 2014 Pearson Education, Inc. Effigy 43.31 (a) Detail of animals in a 17,000-year-old cave painting, Lascaux, French republic (b) A 30,000-year-old ivory carving of a water bird, found in Germany (d) A immature biologist holding a songbird(c) Nature lovers on a wild animals-watching expedition
117. 117. © 2014 Pearson Education, Inc. Effigy 43.31a (a) Detail of animals in a 17,000-twelvemonth-old cave painting, Lascaux, France
118. 118. © 2014 Pearson Education, Inc. Figure 43.31b (b) A xxx,000-year-former ivory etching of a water bird, found in Germany
119. 119. © 2014 Pearson Education, Inc. Effigy 43.31c (c) Nature lovers on a wildlife-watching expedition
120. 120. © 2014 Pearson Education, Inc. Figure 43.31d (d) A young biologist holding a songbird
121. 121. © 2014 Pearson Education, Inc.  Our behavior reflects remnants of our ancestral attachment to nature and the diversity of life—the concept of biophilia  Our sense of connection to nature may motivate realignment of our environmental priorities
122. 122. © 2014 Pearson Education, Inc. Figure 43.UN02
123. 123. © 2014 Pearson Educational activity, Inc. Figure 43.UN03 Genetic diversity: source of variations that enable populations to accommodate to environmental changes Species multifariousness: of import in maintaining structure of communities and food webs Ecosystem multifariousness: provides life-sustaining services such as nutrient cycling and waste decomposition

Figure 43.ane What will exist the fate of this newly described lizard species?

Figure 43.2 Tropical deforestation in Vietnam

Figure 43.3-i 3 levels of biodiversity (step 1)

Figure 43.3-two Three levels of biodiversity (step ii)

Figure 43.3-3 3 levels of biodiversity (step 3)

Figure 43.iv A hundred heartbeats from extinction

Effigy 43.4a A hundred heartbeats from extinction (office i: Philippine eagle)

Figure 43.4b A hundred heartbeats from extinction (part two: Yangtze River dolphin)

Effigy 43.5 The endangered Marianas "flight play a trick on" bat (Pteropus mariannus), an important pollinator

Effigy 43.UN01 In-text figure, rosy periwinkle, p. 885

Figure 43.half-dozen Habitat fragmentation in the foothills of Los Angeles

Effigy 43.vii Kudzu, an introduced species, thriving in S Carolina

Figure 43.viii Ecological forensics and elephant poaching

Effigy 43.9 Overharvesting

Figure 43.10 Changes in the pH of precipitation at Hubbard Brook, New Hampshire

Figure 43.11 Processes driving an extinction vortex

Effigy 43.12 Inquiry: What caused the drastic decline of the Illinois greater prairie chicken population?

Figure 43.12a Inquiry: What acquired the drastic reject of the Illinois greater prairie chicken population? (part 1: population dynamics)

Effigy 43.12b Inquiry: What acquired the desperate decline of the Illinois greater prairie craven population? (office ii: hatching rate)

Figure 43.12c Enquiry: What caused the desperate decline of the Illinois greater prairie chicken population? (function 3: photo)

Figure 43.13 Long-term monitoring of a grizzly bear population

Effigy 43.fourteen A habitat requirement of the red-cockaded woodpecker

Figure 43.14a A habitat requirement of the red-cockaded woodpecker (role 1: low undergrowth)

Figure 43.14b A habitat requirement of the red-cockaded woodpecker (part 2: high undergrowth)

Figure 43.14c A habitat requirement of the red-cockaded woodpecker (part 3: woodpecker)

Figure 43.15 Edges between ecosystems

Figure 43.sixteen Amazon pelting forest fragments created equally part of the Biological Dynamics of Forest Fragments Project

Figure 43.17 An artificial corridor

Figure 43.18 Earth'south terrestrial and marine biodiversity hot spots

Figure 43.nineteen Biotic boundaries for grizzly bears in Yellowstone and M Teton National Parks

Figure 43.xx Zoned reserves in Costa Rica

Figure 43.21 A diver measuring coral in the Florida Keys National Marine Sanctuary

Figure 43.21a A diver measuring coral in the Florida Keys National Marine Sanctuary (photo)

Effigy 43.22 A phytoplankton bloom arising from nitrogen pollution in the Mississippi basin that leads to a dead zone

Figure 43.23 Biological magnification of PCBs in a Slap-up Lakes food web

Figure 43.24 Rachel Carson

Figure 43.25 Sources and movements of pharmaceuticals in the environment

Effigy 43.26 Increment in atmospheric carbon dioxide concentration at Mauna Loa, Hawaii, and average global temperatures

Figure 43.27 Current range and predicted range for the American beech under two climate-change scenarios

Figure 43.28 Man population growth (data as of 2011)

Effigy 43.29 Annual percentage increase in the global human population (data equally of 2011)

Figure 43.xxx Annual per capita energy use effectually the world

Figure 43.31 Biophilia, past and present

Figure 43.31a Biophilia, past and nowadays (part 1: cave painting)

Figure 43.31b Biophilia, past and nowadays (part 2: ivory carving)

Figure 43.31c Biophilia, past and nowadays (part 3: wildlife expedition)

Effigy 43.31d Biophilia, past and nowadays (role 4: study of biology)

Figure 43.UN02 Skills exercise: graphing cyclic information

Effigy 43.UN03 Summary of key concepts: levels of biodiversity

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