class: center, middle, inverse, title-slide .title[ # Week 1: Intro to Ecology ] .author[ ### Daijiang Li ] .institute[ ### LSU ] --- class: left, middle class: left, center, inverse .font300[Announcements] ## Note takers?? --- background-image: url('figs/li.JPG') background-position: 50% 50% background-size: cover class: center, top # Introduction to me ## https://www.dlilab.com --- class: center, middle # .font200[[Syllabus](https://ecology.dlilab.com/syllabus/)] --- class: center, middle # .font200[[Final project](https://ecology.dlilab.com/project/)] # Group of 3-5 --- # Readings .font200[Purugganan, Mary, and Jan Hewitt. "How to read a scientific article." Rice University (2004). ] <https://www.owlnet.rice.edu/~cainproj/courses/HowToReadSciArticle.pdf> .font200[Ecological Society of America. What does ecology have to do with me?] <https://www.esa.org/about/what-does-ecology-have-to-do-with-me/> --- class: center, left # Currently there are about 8 billion people on earth. When did the human population reach half its current level? .font300[ a. 1790 b. 1900 c. 1974 d. 2000 ] ??? https://en.wikipedia.org/wiki/World_population c --- class: center, left # How many species of animals and plants are there on earth? .font300[ a. 300,000 b. 1 million c. 10 million d. 30 million ] ??? c --- class: center, left # How many new bird species are discovered each decade? .font300[ a. 0 b. 1 c. 10 d. 60 ] ??? https://en.wikipedia.org/wiki/List_of_bird_species_discovered_since_1900 d --- class: center, left # What fraction of the world's bird species has been driven extinct or near threatened by humans over the last 1,000 years? .font300[ a. 0.1% b. 1% c. 5% d. 20% ] ??? c. but the acutal percentage probably is much higer, 10-20%. --- class: center, left # Scientists have been aware of the "greenhouse effect" for .font300[ a. 10 years b. 25 years c. 100 years ] --- class: center, middle # [R code demo](./Rcode.html) --- class: center, middle # That's all for today --- class: center, middle # What is ecology? ## The study of .blue[interactions] among biological organisms and between organisms and their .red[environment]. --- # Interactions with same species .font250[ + Competition + food + space + mates + Cannibalism + Dispersal processes ] --- # Interactions with different species .pull-left[ .font250[ + Competition + Predator -- prey + Plant -- pollinator + Host -- parasite ] ] .pull-right[ ![](figs/wheel.jpg) ] --- # Interactions with the environment .font250[ + Allelopathy + Thermal tolerance + Disturbance ecology + Dispersal limitation + Ecosystem engineers ] --- class: center, middle # What ecology isn't --- # Environmental Science ### Interdisciplinary field that draws concepts, expertise, and tools from natural and social sciences ### Ecology is a Component of Environmental Science # Environmentalism ### A political and social ideology seeking to limit human impact on the environment ### Ecology Can Inform Environmentalism --- # Biomedicine ### Gets conflated with ideas of "mainstream medicine" ### Generally applies to clinical practice and only to human populations (can some part of the environment make me better?) --- # Natural history ### Descriptive study of natural organisms ### Slightly separate from ecology, though ecological studies often utilize museum collections, and museum collections are essentially natural history storehouses --- # Evolution ### Change of allele frequencies over time ### Strong feedbacks with ecological processes > .font250["Nothing in Biology Makes Sense except in the Light of Evolution"] - Theodosius Dobzhansky --- # Ecology is a Science ![](figs/ecology_is_science.jpeg) --- # levels of biological organization ![](figs/ecologicalOrganization.png) --- # Individual ## A single individual of a species. Unit of natural selection ### e.g., a single trout in lake superior ### domain of physiological and behaviour ecology; e.g., how do zebras regulate their internal water balance? --- # Population ## A collection of individuals that occupy a given geographic area and interact with one another. Unit of evolution ### e.g., trout in lake superior ### population structure, growth, distribution and abundance? How these processes are affected by biotic (e.g., .blue[predator]) and abiotic aspects of the environment? --- # Community ## A set of interacting species that occupy a given geographic area. ### e.g., fish communities in lake superior, focus on kinds and diversity of organisms ### What factors influence the number of fishes living together in a lake? How multiple species be able to coexist in a small forest? --- # Ecosystem ## The set of interacting species (the community) and the interactions between these species and their physical environment. #### e.g., a grassland, focus on ecological processes such as energy flow or nutrient cycle ### How does fire affect nutrient availability in grassland ecosystems? --- # Biosphere ## The global environment, consisting of all living things on the planet. ### e.g., the planet ### What role does concentration of atmoospheric CO2 play in the regulation of global temperature? --- class: middle # Human activities have altered over 75% of the Earth's land surface. What is the role of the environment and land use change to each level? --- background-image: url('figs/individual.png') background-position: 50% 50% background-size: contain class: top, right, inverse ## Individual [Mockford and Marshall 2009](https://royalsocietypublishing.org/doi/full/10.1098/rspb.2009.0586) --- background-image: url('figs/population.jpg') background-position: 10% 50% background-size: contain class: top, right, inverse ## Population [Loss et al. 2013](https://www.nature.com/articles/ncomms2380) --- background-image: url('figs/community.jpg') background-position: 50% 50% background-size: contain class: top, left ## Community [Bovo et al. 2018](https://www.sciencedirect.com/science/article/pii/S2530064417301049) --- background-image: url('figs/ecosystem.jpg') background-position: 20% 50% background-size: contain class: top, right, inverse ## Ecosystem --- background-image: url('figs/globalRisk.png') background-position: 50% 70% background-size: contain class: top, right, inverse ## Biosphere [Gilbert et al. 2018](https://www.nature.com/articles/sdata2018227) --- class: center, middle # How do we do ecology? --- ## Observations ![](figs/observation.jpg) [Dr. Jane Goodall](https://en.wikipedia.org/wiki/Jane_Goodall) --- ## Manipulative experiments ![](figs/field.png) --- ## Laboratory experiments ![](figs/lab.jpg) --- background-image: url('figs/models.jpg') background-position: 0% 50% background-size: contain class: top, right, inverse .pull-right[ # Ecological modeling <br> ## SI model as an example .font150[ `$$S_{t+1} = bS_{t} - \beta S_{t} I_{t}$$` `$$I_{t+1} = \beta S_{t}I_{t} - \gamma I_{t}$$` ] ]