Outcome 2—Biodiversity



What’s your biodiversity IQ?

The goal of this “quiz” was to point out some unusual, unexpected and interesting facts about the natural world. In the upcoming unit, we will be investigating biodiversity.

What do you think biodiversity means? (Look at the parts of the word itself too!)

Answers will vary but should include some ideas of “bio” meaning life and “diversity” meaning the variety of…

Strange Days on Planet Earth --Predators Video

Act 1: Caroni Valley, Venezula

1. Why did they flood the valley?

The government decided to construct a dam, which flooded the area behind the dam. They utilize the dam to generate electricity.

2. Why are trees on the island dying off?

Howler monkeys are eating all the leaves.

3. The howler monkey used to be in the middle of the food chain, why are they at the top now that the dam has been constructed?

There are no large predators left on the island…they had to leave once the ecosystem was changed.

4. List some of the behavior changes noted in the howler monkeys when their populations increased.

No grooming, children do not play, fight a lot for resources

5. What evidence found in the tortoise shell confirms the hypothesis that lack of predators caused all the changes in the ecosystem?

By counting the rings on the tortoise shells, it’s evident that there has been a “baby boom” ever since the dam was installed. This coincides with the same time predators disappeared due to flooding.

6. When a large landscape is divided into smaller areas, it’s called Fragmentation.

7. Why can’t we just bring the predators back?

Predators are dangerous, can compromise human’s safety. Plus they can’t survive in suburban areas—the predators have needs for food, shelter, etc that can’t be met in a changed landscape.

Act 2: Yellowstone Park, USA

1. Upon arriving at Yellowstone, what did the researcher notice about the Lamar River?

Over widened streams, eroded banks, sediments pushing on top of soils.

2. List 2 changes within the last 150 years to Yellowstone Nat’l Park (as mentioned in the video)

1) Willow shoots protected the banks of the rivers from erosion…those willows are no longer there. 2) Beavers gone. 3) Song birds reduced. 4) Missing aspen trees

3. Why was global climate change ruled out as an explanation to the aspen trees decline?

If true Aspen should be declining all over the area. Outside the park there was a lot of Aspen. This change is only occurring within the park (the same place where there were no wolves)

4. How many wolves were originally reintroduced to the Yellowstone ecosystem?

31 grey wolves from Canada

5. How many wolves does the Wolf team track at this time (according to the video)?

14 Packs and 150 Wolves

6. List at least two species mentioned in the video as having benefited from the reintroduction of wolves to Yellowstone Nat’l Park.

Black Bears/Grizzlies, Insects, Willows, Eagles, Magpies, Coyotes, beavers

7. Why was the rancher expressing his displeasure over the killing of the alpha wolf?

Disappointed because the alpha was radio collared so they knew where it was. Now they don’t know. Felt it made his job harder.

Biodiversity Discussion

Chosen species: Example: Mosquitoes

Why? Annoying, not needed food source for other organisms

Whooping Cranes:

Jot down some notes to help you remember the information:

• Dying due to loss of habitat and farmers shooting them for eating their seeds/crops on their land. easy to see due to white plumage

• Migrate 4,000 km- (2,500 mi)

• 1930 Whoopers almost extinct. Today there are 350 Whoopers thanks to habitat protection, captive breeding efforts and anti-poaching laws.

Answer these questions:

1) Do you think 250 whooping cranes make a large enough population to ensure the species’ survival? Why or why not?

No, lack of genetic diversity

2) Write a paragraph agreeing or disagreeing with the following statement: If a person owns land that is valuable habitat for the endangered whooping crane, that person should not be allowed to develop the land.

Answers may vary

Endangered Species Act:

• List of endangered and threatened species

• Strict limitations on the killing, transporting and/or trading of any species on list.

• Fed Gov’t may not carry out any project that impacts an endangered species.

• Species recovery plan must be made for each species on list.

The Snail Darters and the Dam

Jot down some notes to help you remember the information:

First test of the Endangered Species Act was the Tellico dam in TN in 1970’s. Dam-Federal Project wanted to build a dam. Snail Parter (fish) was an endangered species. By building dam their habitat would be destroyed. Put project on hold, congress passed a law for exemptions to the Act. In the end, snail darters transplanted and the dam was built. Their status is now threatened.

Answer these questions:

1) Do you think it was worth the time and the expense to save the snail darter? Why or why not?

Your personal opinion –

Ex: Transplanting the snail darter was the most effective means to continuing the government project while continuing to save the species from extinction.

2) What if the species that was in trouble was a larger, better known species, such as a dolphin? Would that change your opinion about the time and money spent on this project?

Your personal opinion –

Ex: I would say yes because the dolphin is more well known, people have a personal connection to the dolphin, they are considered an intelligent species, etc.

3) Should there be a limit on the amount of money spent to save one individual species? If yes, what amount would you suggest? If no, why not?

Your personal opinion –

Ex: Yes, if the government cannot afford it, as a tax payer, I don’t feel we should continue to go over budget… OR Yes, every species has a proper place within an ecosystem, removing one species may be detrimental to the health of the ecosystem as a whole. Spend what is necessary to maintain that species.

Components of Biodiversity

Species diversity = number of species in a given area and variety of species.

o For example, forests with a wide variety of types of plants (trees, vines, bushes, and

undergrowth) are more diverse than forests with only a few types of plants.

Genetic diversity = variations of genes within a species.

o Greater genetic diversity means there are lots of distinct populations within a species.

o For example, there are many varieties of rice in India, yet they are all the same species.

o Some species have greater genetic variation than others.

- For example, rhinoceros have high genetic variation, but cheetahs have low genetic variation.

Ecosystem diversity = variety of ecosystem within an area.

o For example, Wisconsin has about 9 different ecosystems. Some states have only three (so much of the state is similar habitat) whereas others have more than 14 different ecosystems.

o It is difficult to measure this type of biodiversity because of ecotones (which are

overlapping boundaries ).

Ecosystem services provided by a biodiverse world

• Moderating weather events.

o Lessen the effects of droughts and floods

o Protect streams/rivers from erosion

o Mississippi River Valley—recent flooding has cost over $100 billion!

• Maintain Soil Quality : healthy bacteria, algae, fungi, mites, millipedes and worms help cycle nutrients.

• Maintain Air Quality : plants purify the air and filter harmful particles out of the air.

• Maintain Water Quality : variety of vegetation reduces erosion and purifies water by removing (using or absorbing) nutrients and pollution.

o Valuable water purification to keep our water healthy. NYC learned that it’s better to restore the natural landscape than to install man-made purification systems. Cheaper too!

• Detoxify and decompose wastes

• Control Agricultural Pests : most crop pests can be controlled better by other organisms for a longer period of time – helpful because many pests become resistant to synthetic (human-made) pesticides.

• Pollination : More than 1/3 of the world’s crops rely on healthy pollinators.

o Nature provides free pollination services that would cost (US only!) $4- 6 billion a year…

• Seed dispersal. Many of the plants of the world rely on wind/animals to carry seeds from place to place.

• Medicines : Many current and possible future medications are found in areas with high biodiversity.

o Medicines—80% of the world’s population relies on medications that come from natural sources!

Working with the person next to you, respond to the following:

1. Select one ecosystem service and predict the likely effect if this service is lost.

Ex. Decomposition – if lost, the earth would smell of rotting foods, soils would not be as dark as they are because they will lack nutrients, top soil will be lost quickly and not replenished, etc.

2. How do you think a natural ecosystem would control agricultural pests?

Ex. Natural ecosystems have predators for the pest organisms, so many pests will be eaten by their predator before they can do damage to the agricultural area. It may not get rid of all pests but the surviving plants may evolve with the pests and develop strategies to deal with them instead of using synthetic chemicals.

3. What makes humans different/unique from the rest of the ecosystem (the plants, animals, soils, climate, etc)?

Ex. We use our brains to survive – creating technological advances.

4. Construction companies are often required to create new wetlands, retention ponds or to plant trees when they have destroyed natural habitats during a project. What is the reasoning behind this requirement?

Ex. To try to decrease the environmental impact the new development will have on the ecosystem.

Biodiversity Activity 1

When scientists speak of the variety of organisms (and their genes) in an ecosystem, they refer to it as biodiversity. A biologically diverse ecosystem, such as an old growth forest or tropical rain forest, is healthy, complex and stable. Nature tends to increase diversity through the process of succession.

The opposite of biodiversity is referred to as monoculture, or the growing of one species of organism, such as a lawn, a wheat field or corn field. Because all of the species are identical, there are few complex food webs and disease can spread quickly. Monoculture is like a banquet table for disease organisms. Monoculture often requires extensive use of pesticides and herbicides (to fight nature's tendency to diversify communities) and is very labor and energy intensive (fighting nature is tough). Humans often try to reduce diversity because it is easier to harvest a crop (whether it is wheat, corn, a lawn or a secondary forest) if it all contains the same species, but this obviously creates serious problems.

You will be given a cup that represents the species found in an area one meter square (1mx1m).

You are to sort them into their different species. Note the number of species (the different types of beans/seeds/etc), the number of each different type, and the total number of organisms you have in your area. Place these numbers in the table below. Leave the other columns blank.

We will be calculating how diverse each area is by dividing the number of species by the number of organisms. Copy your classmates’ data in your table and complete all the calculations. Leave the ecosystem name column BLANK until we complete the calculations and discuss our findings.

As a class we will be determining which ecosystem your area is from based on the biodiversity found there. The ecosystems represented are Tropical Rainforests, Grasslands, Lawns/Wheat fields (any monoculture), Deserts, Coniferous forest, and Deciduous forests.

Fill in the table below with your data and the data of the other groups.

| Ecosystem |# species |# each type |Total Organisms |Diversity |

| |(how many different types of organisms do you | | |(# species / Total |

| |have?) | | |organisms) |

|Tropical Rain Forest |15 |1 each of 10 species |20 |15/20 = .75 |

| | |2 each of 5 species | |75% |

|Coniferous Forests |12 |2 |24 |12/24 = .5 |

| | | | |50% |

|Deciduous Forest |12 |2 |24 |12/24 = .5 |

| | | | |50% |

|Deserts |7 |3 |21 |7/21 = .333 |

| | | | |33% |

|Grasslands |7 |3 |21 |7/21 = .333 |

| | | | |33% |

|Lawn/Wheat fields |2 |100 of 1 species |105 |2/105 = .019 |

| | |5 of another species | |1.9% |

Biological Diversity-How It Stops Disease from Spreading (Activity 2)

When a habitat is very diverse with a variety of different species, it is much healthier and more stable. One of the reasons for this is that disease doesn't spread as easily in a diverse community. If one species gets a disease, others of its kind are far enough away (due to the variety of other organisms) that disease is often stopped at the one or two individuals.

You will participate in two simulations depicting different types of forests. Pay attention to how disease spreads in each.

Follow up questions (refers to the second simulation)

1. Why didn't all the different trees get the disease? (hint - genetics)

The second forest was a mix of trees…the fungus only affected one particular type of tree. So, even if it affected one tree that came in contact with other trees (had names on the notecard) the disease can’t move between species.

2. Why didn't the disease spread as fast among the Douglas firs as it did in the first simulation?

The Douglas firs were not in abundance in the second simulation. By creating more biodiversity within the forest, the disease was unable to hop from tree to tree. Instead, it ran into a white pine or a birch tree which it was unable to infect.

3. In which forest would you need to use more chemicals to control disease: the Douglas fir forest or the more diversified, old growth forest? Why?

The less diversified (Douglas fir) forest because diseases need to come into contact with the plant it intends to infect. When in a diverse forest, you will see not see the same species right next to each other again and again. This distance stops the disease from spreading.

4. Summarize what this simulation symbolized.

This simulation symbolized how agricultural crops grown as monocultures are easily consumed by pests and disease. If agricultural crops were grown in a more diversified manner, there would be less need for chemical inputs to fight off disease and pests.

5. Which forest would have more diversity of wildlife? Why?

The diversified forest would have more wildlife because it can sustain multiple species within its diverse plant life.

6. a. If you cut down the variety in a piece of forest you owned and replanted with 1 type of tree, what will happen to much of the wildlife that was adapted to that forest? (Hint: they cannot just move elsewhere. If other habitats are good, they will probably be near carrying capacity already.)

b. Will this fate happen to all the wildlife? Explain.

a. They would probably die out

b. Considering each organism has a purpose within the food chain, there is a definite possibility.

7. Many species can only live/reproduce in 1 type of forest. The spotted owl is an example - it can only live and successfully reproduce in old growth forests (big, old cedars, hemlocks, etc.). If these old growth forests are cut down, it's unlikely this owl will survive. Environmentalists call it an "indicator" species." What does this mean? Why be concerned about 1 species?

An indicator species is a species indicating problems within the forest because of the drop in their numbers. If the ecosystem were being harmed, this species population will decline, informing us that this ecosystem is in trouble.

8. Growing one plant, as is the case of growing only Douglas fir, is called monoculture. Give an example of growing one plant a) in your home (obvious )

b) in farms

a. spider plants (makes lots of baby spider plants) kept indoors and protected from pests

b. corn plants, (or wheat, or rice) any single crop that is planted.

9. Why would you need to use more insecticides in monoculture? Is this good or bad?

You have to use more insecticides when you farm with monocultures to ensure the plants’ survival from pests and disease. The risk is great that if a disease organism comes in, it will wipe out your entire crop. To protect against this, you often over apply the insecticide and this can be a bad thing because you need to use chemicals which can pollute the ground water, contaminate the food itself and harm other organisms within that ecosystem. Not to mention that it costs more money to apply all the chemicals.

10. If you wanted to help wildlife, what would you do with regards to the landscaping of your own home?

Keep the landscape diversified. Grow a variety of species throughout the property instead of all just tulips or day lilies.

Threats to Biodiversity Worldwide

• H: ____habitat destruction______________: changing a ___landscape___ to suit human needs

o For example: housing, farming, industry, transportation, etc.

o This displaces the plants and animals originally found there.

o As the human population grows, so does ___the needs for food, water, shelter, etc.______.

o ____fragmentation__________ = breaking up large habitats into smaller habitats.

▪ This creates a lot more “edge” habitat in areas that used to be “inner” habitat. Some plants and animals cannot adapt to these changes.

• I: ____Invasive species___________________: any organism that has been relocated somewhere other than its original habitat.

o For example, in Wisconsin, the Zebra Mussel and Asian Beetle are invasive species that are affecting natural habitats.

o Other words that might indicate invasive species: introduced species, non-native species, exotic species and alien species.

o Oftentimes, invasive species out-compete native species resulting in a disruption of the ecosystem and food chain. Worldwide, many native organisms are becoming endangered by this!

• P: ______Population_______: increasing human population means greater demand for food, shelter, fuel and water.

o This often leads to habitat loss, pollution, resource depletion and overconsumption (in areas with enough money).

o Humans are coming into greater (more frequent) contact with previously wild areas with high biodiversity.

• P: __________Pollution________: can alter the habitat to the point where some plants and animals are not able to adapt which leads to species loss and ecosystem degradation.

For example:

o _______________Global Climate Change________: many species are intolerant to changes in temperature so relatively small temperature changes can result in altered feeding relationships, breeding patterns and sometimes death.

o ____________Acid Precipitation/Air Pollution_________: another global issue. Acid precipitation will affect areas that are not releasing the air pollution. For example, industries in the U.S. produced much acid rain that has destroyed many sugar maple forests in Canada (leading to reduction in amount and quality of maple syrup produced).

o pesticide runoff can degrade many ecosystems and harm organisms not originally intended (remember biomagnification?)

• O: _____Overconsumption_______________: consuming way more resources than needed to survive – sometimes more than is needed for a high standard of life.

o Industrialized nations make up 25% of the world’s population, but use 75% of its resources.

o U.S. makes up only 5% of the world’s population, but causes 33% of the world’s pollution.

Native and Non-native

• For this assignment, you will research the ____________________________________.

• If you discover that it is native to Wisconsin (or at least the Midwest area of the US) you will research:

o Brief description of the organism

o What is it used for

o What problems is it encountering in its habitat (the native species I’ve assigned are all experiencing some sort of problem in its habitat)

• If you discover that it is NON-NATIVE (introduced) to Wisconsin, you will tell us:

o Brief description of the organism

o Why it was brought here (hunting, food source, accident, ornamental/pretty plant that people missed from their homeland, etc.)

o What problems are it causing in its habitat (all but one of the non-natives assigned are causing huge problems in their environments)

Creating a MISSING (if your species is native) or a WANTED (if your species is non native) flyer:

Must include:

• Put your name and class hour on the front of the flier

• Name of your organism

• A picture of your organism (don’t forget to cite the source under the picture)

• Brief description of your organism – identifying characteristics and habitat desired

• Other information you found (included in the directions above)

• Flyers can be on regular-sized paper (8½” x 11”)

• Flyers should be neat and readable. Color and creativity should be included.

|Name – Description |Native or non-native? |If native: uses? |If native: Problems experienced? |

| | |If non-native: arrival? |If non-native: problems causing? |

|Purple Loosestrife: |Non-native |Ornamental |Invasive—outcompetes native Purple |

| | | |Coneflower |

|Lake Trout: |Native |Fishing industry |Hg poisoning and overfishing |

| | | | |

|Black Locust: |Non-native |Fence/wood |No predators - out competes |

| | | | |

|Garlic Mustard: |Non-native |Food |No predators – out competes |

| | | | |

|Brown Trout: |Non-native |Fishing – fun to catch (apparently |Outcompetes lake trout |

| | |puts up a “fight”) | |

|Coyote: |Native |Prey control |Habitat destruction and overhunting |

| | | | |

|Sea Lamprey: |Non-native |Accidental by water/canals boats |Killing off whitefish and lake trout |

|White Poplar: |Non-native |Ornamental |Outcompetes native |

| | | | |

|Bald Eagle: |Native |National symbol |DDT in fish, insecticides and |

| | | |pesticides |

|Rusty Crayfish: |Non-native |Fishing (bait) |Alters habitat |

| | | | |

|Mule Deer: |Non-native |Accidental—brought itself here. |Competition with White tail deer |

| | | | |

|Mediterranean Fruit Fly: |Non-native |Accident/cargo |Citrus pest |

| | | | |

|Spiny Water Flea: |Non-native |Accidental--by boats/ballasts |Competes with juvenile fish for |

| | | |food/hard to eat because of tails |

|Elk: |Native |Hunted |Hunted to extirpation |

| | | | |

|Name – Description |Native or non-native? |If native: uses? |If native: Problems experienced? |

| | |If non-native: arrival? |If non-native: problems causing? |

|Zebra Mussel: |Non-native |Accidental |Filter feeding and “cleaning” water; |

| | | |bacteria and algae losses devastate |

| | | |other native mussels |

|White Fish: |Native |Fishing |Outcompeted by lake trout |

| | | | |

|Gypsy Moth: |Non-native |Accidental |Kills trees |

| | | | |

|Wolverine: |Native |Keeps prey down |Habitat loss |

| | | | |

|House Mouse: |Non-native |Accidental |Disease/pest |

| | | | |

|Blue Bird: |Native |Insectivore/beauty |Loss of habitat, nesting competition |

| | | |with other non-native birds |

|European Starling: |Non-native |Man in NY wanted Central Park to have|Nesting/feeding competition |

| | |all the birds listed in Shakespeare’s| |

| | |plays. | |

|Woodchuck: |Native |Pelt |Habitat loss |

| | | | |

|Amur Maple: |Non-native |Hardiness/ornamental |Outcompete and shade out native |

| | | | |

|Common Carp: |Non-native |Food stuff |Alters habitat eats vegetation |

| | | | |

|Purple Cone Flower: |Native |Medicinal |Outcompeted by purple loosestrife |

| | | | |

|Alewife: |Non-native |Accidental |Outcompetes natives |

| | | | |

|Eurasian Water Milfoil: |Non-native |Accidental |Outcompetes natives |

| | | | |

|Ruffe: |Non-native |Accidental |Outcompetes… |

| | | | |

|Buckthorn: |Non-native |Ornamental |Takes over habitat |

| | | | |

|Ring-Necked Pheasant: |Non-native |Hunting |None |

| | | | |

|Leafy Spurge: |Non-native |Accidental |Invasive/outcompetes |

| | | | |

|Spotted Knapweed: |Non-native |Accidental |Invasive/outcompetes |

| | | | |

|Emerald Ash Borer: |Non-native |Accidental |Kills ash trees |

Fair Trade

What is fair trade?

Products that are certified as “fair trade” have several characteristics:

• Fair price: The farmers that produced the product were able to earn a reasonable price for their products and so are able to support themselves and their families on their labor. Usually, farmers create co-operatives to improve their ability to negotiate prices for international trade. Fair Trade co-operatives are groups of farmers that have created a business together (so all workers of the business are also owners of it).

• Fair labor conditions: Forced labor is not allowed and workers must have safe working conditions and the right to form unions.

• Direct trade: Farmers have the ability to directly sell their products and therefore know the value of their products in the global economy.

• Democratic and transparent organizations: Farmers and farm workers decide democratically how to handle money earned through trade of their products. Transparent operation means that everyone understands how the decisions are being made.

• Community development: Fair trade farmers and workers are able to use money earned to improve the local community. Typically money directly improves the lives of the members of the community.

• Environmental sustainability: Fair trade restricts or prohibits most agrochemicals (pesticides, insecticides) and genetically modified seeds. Farmers are not exposed to these harmful chemicals and the environment is preserved for future generations.

Information from:

TransFair USA. “Fair Trade Overview.” 15 November 2006. (Accessed on 19 November 2007).

Notes on Video Clips:

1. What’s behind your chocolate?

This video was produced in the United Kingdom so you will notice some British spellings of English words. Also, the examples they provide for fair trade chocolate products are sometimes different than the ones that are available here.

After watching the video clip:

a. What were the main ideas expressed by this video? (What messages and information were provided?)

Poverty is created by companies not paying fair prices for the farmers products in third world countries.

1 penny for farmers when sell it for 60 cents. Farmers go into debt because can’t grow it that cheaply.

b. What was the most interesting aspect of this video?

Poverty has potential to be stopped by buying fair trade

c. What do you still want to know? (Or, what unanswered question do you have after watching this video clip?)

What companies are exploiting these third world farmers?

2. Fair Trade – The Movie. An original

This video clip was partially produced by Transfair USA (the only organization in the U.S. that certifies fair trade food). As you watch, try to get a sense of how fair trade helps the workers producing some of the food we can purchase here.

After watching the video clip:

a. What were the main ideas expressed by this video? (What messages and information were provided?)

Fair trade is not a brand – it’s a story

Farmers market going global

Foods from farmers are high quality while respecting the land

b. What was the most interesting aspect of this video?

Companies are trying to find cheap labor/products so they make more off of the product. Also, finding countries with less rigorous environmental protection

c. What do you still want to know? (Or, what unanswered question do you have after watching this video clip?)

3. Fairtrade Bananas in the Dominican Republic:

This video clip looks specifically at the Banelino and ASOBANU co-operatives. Take note of how bananas are processed and how the co-operatives have used their money to help their communities.

After watching the video clip:

a. What were the main ideas expressed by this video? (What messages and information were provided?)

Fair trade allows farmers to worry about the quality of their product instead of the quantity

Able to give back to the community, create sanitation systems, build parks, send kids to school

b. What was the most interesting aspect of this video?

That the farmers were unable to provide financially for their families.

Great to see how well fair trade is assisting third world countries.

c. What do you still want to know? (Or, what unanswered question do you have after watching this video clip?)

How do they create the conveyer belt for transporting bananas in the field? Pretty cool how they rigged that within the trees to help with picking and transporting the bananas out of the field.

Strange Days on Planet Earth – Invasive Species Video

1. What childhood experience sparked Carlton’s interest in studying alien/non-native species?

Found tube worms from the south seas – wondered how they got there?

2. What causes new species to come to new areas?

Global transportation

3. What non-native species arrived in New Orleans after World War II?

Formosan subterranean termites from Tokoyo Bay/Japan in WWII and China

4. How are these termites different from the native termites of New Orleans?

Formosan subterranean termites – climate warm and sticky, they nest above ground, long feeding trails

5. After locating a termite trail, what is done to control the termite population?

Replace the wood bait with poisonous paper – results in killing the nest because they share food.

What characteristic of termites allows this technique to work so well?

Feeding lines and communication – they share food

6. In addition to increasing crocodile attacks on humans, what else is happening in Uganda?

Increase in diseases

7. The number of crocodiles in Uganda has not increased, why are the attacks on humans increasing?

Purposely brought Nile Perch which lead to increase in fishing

More fisherman = greater chance of crocodile encounter

8. What is the likely cause of the increase in health problems and disease in Uganda? Explain how this species causes human disease.

Invasive species – water hyacinth

Creates pools of water great for breeding mosquitoes and snails that carry disease

9. How is bio-control used to “fight” invasions of alien species? (Or, what is the goal of bio-control?)

Bio-control are used to create a natural predator of the invasive species to decrease its numbers

What are some problems with using bio-control?

If brought over prior to checking on their feeding relationships, they could create more of a problem. Especially if they eat other organisms instead of the species you are trying to control.

10. What was used to get rid of the water hyacinth in Lake Victoria?

Weevils from Brazil

Weevils were brought in after much research into its eating habits and whether it ate local vegetation besides water hyacinth. They feed and kill water hyacinth – reducing its numbers.

11. Why is increasing erosion such a problem in Hawaii?

Run off is washing the islands away into the ocean – sediment is choking out coral reefs and threatens endangered/exotic species on land

12. In 1961, what plant was introduced in Hawaii and quickly spread throughout the big island?

Myconia

13. What are 2 reasons that this plant spreads so quickly?

Japanese white eye – bird – spreads the seeds of the myconia – plant produces 300 seeds

Grows quickly – shading native plants

14. Why is the number of invasive species increasing worldwide?

Globalization of trade – accelerated transportation

15. How is biodiversity affected by this “single continent” effect?

Native species are losing the battle – extinction

Supports fewer species, species without borders = less species

16. How many land mammals may become extinct?

2/3 would become extinct

17. What is the 2nd greatest cause of extinction in the world?

Invasive species (next to habitat loss)

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