More Mutualisms- Plant Rhizobium Interactions

Required Readings

Rhizobia-http://en.wikipedia.org/wiki/Rhizobia

Scientific Literature

Here are some papers from the scientific literature examining this system. If you are interested then take a look at some of these papers. I don't expect you to understand everything in these papers, but I would like you to see the diversity of approaches that moderm scientists are using to study this system.

Lifestyle alternatives for rhizobia: mutualism, parasitism,
and forgoing- symbiosis
http://people.umass.edu/lsadler/adlersite/kiers/Alternativelifestyles1.pdf

Host sanctions and the legume–rhizobium mutualism-
http://www.nature.com/nature/journal/v425/n6953/abs/nature01931.html (then click on "full text")

A mechanistic molecular test of the plant-sanction hypothesis in legume–rhizobia mutualism
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VR3-4WPS9PP-1&_user=2605799&_rdoc=1&_fmt=&_orig=search&_sort=d&_docanchor=&view=c&_searchStrId=1100808123&_rerunOrigin=google&_acct=C000055350&_version=1&_urlVersion=0&_userid=2605799&md5=491bf0585068046d9ae2f49e3bb7a905

Powerpoint Presentation

Plant-Microbe Interactions: Rhizobia/Legumes
http://www.slideshare.net/secret/AZNj5BIH5bqGC8

Expected Learning Outcomes

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

- discuss how and why participants in an apparently mutualistic relationship should be "selfish"

- describe the pattern of nodule formation

- discuss the importance of nitrogenase and leghaemogolbin for nitrogen fixation

- discuss circumstances under which plants would like to limit nodulation or nitrogen fixation by rhizobia

- discuss "partner choice" and "santioning" in this system

Mutualisms: Coral Reefs (& a little bit about coral diseases)

Readings

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

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

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

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

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

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

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

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

Powerpoint Presentation

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

Expected Learning Outcomes

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

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

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

- discuss the mutualism between cnidarian polyps and zooxanthellae

- discuss some of the threats facing coral reefs

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

- discuss the characteristics of some of the important coral diseases

Community Ecology

Suggested Readings

Community Ecology- http://www.eoearth.org/article/Community_ecology

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

Interspecific Competition- http://www.eoearth.org/article/Interspecific_competition

Exploitative Competition- http://www.eoearth.org/article/Exploitative_competition

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

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

Expected Learning Outcomes

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

- define competition, exploitative competition and interference competition

- identify and explain examples of exploitative and interference competition from a variety of environments

- define predation (narrow and broad sense), herbivory, and parasitms

- identify and explain examples of predation, herbivory, and parasitism from a variety of environments

- identify examples of morphological and behavioral adaptations that animals have to help capture their food

- identify examples of morphological, biochemical, or behavioral adaptations that animals have to protect them from predators

- identify and explain examples of mutualisms from a variety of habitats

- explain the results of Connell's experiment examining competition between two species of barnacles (Fig. 54.3) and Paine's experiment examining predation by the starfish Pisaster (Fig. 54.15)

- define a keystone species and an ecosystem engineer and provide examples of each.

Dead Zones

Required Readings

http://www.mnn.com/earth-matters/translating-uncle-sam/stories/what-is-the-gulf-of-mexico-dead-zone

http://www.smm.org/deadzone/

http://serc.carleton.edu/microbelife/topics/deadzone/

Expected Learning Outcomes

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

- define "dead zones"

- discuss the causes of dead zones

- discuss some of the ecological and social problems associated with dead zones

Eutrophication

Required Readings

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

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

Expected Learning Outcomes

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

- define eutrophication

- discuss the causes of eutrophicationb

- discuss some ecological and social results of eutrophication

- discuss mitigation of eutrophication

2011 2nd Warmest Summer on Record in the US

According to NOAA (National Oceanic and Atmospheric Administration), 2011 was the second warmest summer ever recorded in the US.

http://www.noaanews.noaa.gov/stories2011/20110908_auguststats.html

Governor Rick Perry's Comments on Climate Change at Sept. 7th Debate

Here is a link to a video with Governor Perry's answer to a question about climate change at the Republican Presidential Candidates' Debate on September 7, 2011.

**I am sorry that I couldn't find a clip on youtube that lacked a "comment" in the title of the video- I'll report, you decide ****

http://www.youtube.com/watch?v=eYOQDz9Gt0Q

Ecosystem Services

Readings

Classic Paper

The value of the world’s ecosystem services and natural capital by Costanza et al.
NATURE |VOL 387 | 15 MAY 1997

http://www.uvm.edu/giee/publications/Nature_Paper.pdf



Other Readings

Biodiversity and ecosystem services- http://www.eoearth.org/article/Biodiversity_and_ecosystem_services

Marine ecosystem services- http://www.eoearth.org/article/Marine_ecosystem_services

Ecosystem services and human well-being synthesis: summary for decision-makers.
http://www.eoearth.org/article/Ecosystems_and_Human_Well-being_Synthesis:_Summary_for_Decision-makers

Expected Learning Outcomes

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

- define ecosystem services

- discuss the variety of services provided by the environment

- discuss how scientists have attempted to determine the monetary value of ecosystem services

Ecosystem Ecology

Ecosystem ecologists focus on the flow of enery and the cycling of nutrients through the ecosystem.

Further Readings

Ecosystems- http://www.eoearth.org/article/Ecosystem

Ecological energetics- http://www.eoearth.org/article/Ecological_energetics

Nitrogen cycle- http://www.eoearth.org/article/Nitrogen_cycle

Expected Learning Outcomes

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

- diagram and discuss the flow of energy through an ecosystem

- diagram, discuss the causes of, and discuss some of the implications of the enegy pyramid

- diagram nitrogen cycle within an ecosystem

- discuss the factors that influence the rate of flow from dead bodies to the soil and discuss the implications of differences in this rate

Writing Assignment #1

For this assignment I would like you to choose an audience (parents or other family members, a friend or a group of friends, co-workers. fellow classmates, a ex or current teacher, readers of the Lubbock Avalanche Journal, random people that you meet in the mall, etc.) and then explain your view of global climate change.

These papers should have three parts.

1. A short paragraph describing the audience you have chosen to write for. Provide some background about their currrent knowledge and attitude about the topic and why you chose to communicate to this audience.

2. The main body of the paper where you should explain your views of global climate change to your audience.

3. References that you used to develop your ideas.

Length: The first two sections should be limited to a maximum of three double spaced pages. I suggest that you use Times New Roman 12 point font and normal margins. You may include your references on a separate page.

Due Dates

First Draft- due Friday September 16th at the beginning of class (make sure that you have a STAPLER so that you can staple the pages together (you have just discovered one of my pet peeves!) Bring three copies of the paper to class (one copy for me and two copies for members of your "workshop" group. We will "workshop" your papers in class on Monday and final copies are due on Friday September 23rd at the beginning of class.

It is important that all work is turned in on time! (pet peeve #2)

Global Carbon Cycle and Climate Change II

Most of the slides from the global climate change portion of this presentation came from Katharine Hayhoe's website (she is a professor in the Tech Political Science Dept and the link to her website is listed on the presentation).

Global Carbon Cycle and Global Climate Change
http://www.slideshare.net/secret/C6iDTujQlIh73C

Further Reading

Climate Change FAQ- http://www.eoearth.org/article/Climate_change_FAQs

Causes of Climate Change- http://www.eoearth.org/article/Causes_of_climate_change

Economics of Climate Change- http://www.eoearth.org/article/Economics_of_climate_change

Mauna Loa Curve- http://www.eoearth.org/article/Mauna_Loa_curve

Expected Learning Outcomes

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

- identify the major reservoirs of carbon

- discuss the two most important biological processes that result in a movement of carbon from one reservoir to another

- discuss the three ways that human activity has altered the global carbon cycle

- explain the Mauna Loa Curve

- discuss why climate scientists have concluded that global temperatures have increased

- discuss why cllimate scientists have concluded that this increase in temperature is most likely caused by humans

- discuss some potential consequences of global climate change

Global Carbon Cycle and Climate Change

Further Reading

Reports from the Intergovernmental Panel on Climate Change

A report of Working Group I of the Intergovernmental Panel on Climate Change:
Summary for Policymakers
http://www.ipcc.ch/pdf/assessment-report/ar4/wg1/ar4-wg1-spm.pdf

IPCC- Synthesis Report- http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr.pdf

Articles from EoE

Global Warming- http://www.eoearth.org/article/Global_warming

Recent News From Lubbock Avalanche Journal

Thursday's Lubbock Avalanche-Journal had a short piece entitled "Green fiction" that quoted an article published in the Investors Business Daily.
http://lubbockonline.com/editorial-letters/2011-09-01/other-views-green-fiction-and-resenting-poor

The full piece published in the Investors Business Daily, entitled "Watching a green fiction unravel", discussed the results of a recently published paper that they concluded debunked the idea of humans as the cause of climate change.
http://www.investors.com/NewsAndAnalysis/Article.aspx?id=583272&p=1

Interestingly, the actual title of the paper published in the journal Nature is "Role of sulphuric acid, ammonia and galactic cosmic rays in atmospheric aerosol nucleation" and from my reading of the article it mentions nothing about climate change. Take a look and see what you think.
http://www.nature.com/nature/journal/v476/n7361/full/nature10343.html