Ulep, Judycarla Maria V.

ECO 2102-3
BS Biology 2-3 Dec. 5, 2020
Asynchronous Session 2

1. Describe in detail an instance in your daily life that illustrates each level of organization of ecological
importance. (10 pts)

• Organism – The organismal level focuses on the structure, physiology and behavior of organisms.
This is best illustrated in a situation when I get hungry in the middle of reviewing for the midterm
examinations. As soon as I get hungry, I will find any food that is available, and then I will eat it
immediately to regain energy. This situation describes how an organism, like me, reacts or behaves
in certain situations, in this case, I became hungry because of too much reviewing. And also,
digestion of food is a physiological process present in organisms.

• Population – The population level focuses on a group of organisms and the factors that affect the
population and how and why it changes over time. This is best depicted in my college, the College
of Science (CS) of PLM. Whenever I interact with my co-students under CS, that is considered
under population level because we’re from the same college (let’s assume that we’re under the
same species). Another thing is that, this school year, I have observed that the population of students
in CS is greater than the previous year’s population. The reason behind this is that many students,
most specially freshmen, have enrolled in the programs under CS (Mathematics, Biology,
Chemistry, and Psychology), and also, many SHS graduates preferred to enroll at PLM because
throughout the years, PLM has been known as a pro-student university and many have aspired to
enroll there. In this situation, it is illustrated that these factors—preference for science-related
programs and preference for the university—affect why the population of CS is increasing and
changing over time.

• Community – In the community level, the interactions and relationships between groups of
populations located in a specific area are examined. A situation that illustrates this is when College
of Science (CS) students interact with College of Nursing (CN) and College of Physical Therapy
(CPT) students in PLM in a seminar about health, for example. This situation clearly illustrates the
interaction and relationship between these three groups of people. There is also something similar
about these groups, and this is their inclination with the field of Science and Health.
• Ecosystem – In the ecosystem level, the community of organisms in an area and the physical factors
with which those organisms interact are emphasized. A scenario that can illustrate this is how the
students of PLM are situated in the campus. The students are the organisms and the campus itself
and the abiotic factors present there is the environment. Students from different colleges interact
within that environment. Another thing is that, the PLM campus is an area that has favorable
conditions for the students to be situated because the area is wide and spacious, thus, that
environment is able to accommodate all the organisms (students) present there.

• Biome – Since a biome is a vast area characterized by its climate, soil, wildlife, and vegetation, this
level could be depicted by a situation when I rant in the morning as I wake up because the
temperature is so hot. Why is this so? Because I live in a tropical rainforest biome (the Philippines)
which has relatively high temperature, high humidity, and abundant rainfall.

• Biosphere – Since biosphere accounts for the global system consisting of the parts of the Earth
where life exists, this level of organization can be illustrated whenever I go to the province and
appreciate the beauty of nature—the surroundings, the trees, the grasslands, the native animals, the
rivers and lakes that I looked at—everything I see and appreciate in nature is a representation of
what we call the “sphere of life”.
2. What are the different components of the hydrosphere? Provide images and accurate descriptions for
each type. (15 pts.)

• Saltwater/Marine
a. Ocean

Fig. 1. The Pacific Ocean

The ocean is a vast saltwater body that is about 96.5% of the Earth’s hydrosphere. It accounts
for the largest type of water bodies. The planet has only one single ocean, but it is divided according to
their geographical locations for easier identification, and these are the Pacific, Atlantic, Indian,
Southern, and Arctic ocean (order in decreasing size). This component of the hydrosphere has a huge
impact on the temperature, weather, and food supply of the organisms living in the planet. Until now,
the ocean still remains as a mystery and there is much more to learn about it because of its vast size
(National Geographic, n.d.).

b. Sea

Fig. 2. The Philippine Sea

 A sea is a body of saltwater that is partly surrounded by land which is a portion of the ocean.
In the world, there are about 50 seas. In some cases, a sea is completely enclosed by a land, and an
example of this is the Caspian sea, which is also referred to as the world’s largest lake (National
Geographic, n.d.).

c. Estuary

Fig. 3. An estuary

Estuaries are bodies of water partially enclosed where the saltwater from the ocean meets and
mixes with the frehwater from the land, especially rivers. Estuaries make good sediment traps, because
it is filled with sediment from both the sea and the land. It varies in shapes and sizes depending on the
way they are formed (NIWA, n.d.).

• Freshwater

Freshwater is the component of the hydrosphere having a low salinity level, which is usually
less than 1%. The organisms living in the freshwater regions are well-adapted to the low salinity level
and they would not be able to thrive and survive in saltwater areas like the ocean (University of
California Museum of Paleontology, n.d.). The freshwater body has many different types, and these are
the following:
a. Glaciers and ice caps

Fig. 4. Tidewater glacier on the Antartic coast

Glaciers and ice caps are storehouses of freshwater. It is about 68.7% of the freshwater in the
planet. These are mostly in areas like Antartica and Greenland. These freshwater bodies vary greatly in
size and are essential in our water cycle. Another thing is that these may also affect the water quality,
variability, and volume of runoff in areas where these occur (US Geological Survey, n.d.). The
difference between glaciers and ice shelf is that glaciers are land based while ice shelf is a part of the
ocean.

b. Groundwater

Fig. 5. Old well in the Moroccan desert containing groundwater as an important source of water

Groundwater is about 30.1% of the Earth’s freshwater bodies. It is a freshwater body that occurs
beneath the Earth’s surface and is a part of the recycled water in the water cycle. Groundwater is
replenished when precipitation occurs, it is because some of the water infiltrates into the ground and
seeps in the spaces between fractured rock and soil particles. Contrary to surface water, groundwater
moves slowly and is constantly in motion. A large amount of groundwater is scattered throughout the
planet, and a huge number of groundwater reservoirs still lack development and/or investigation
(Encyclopedia Brittanica, 2020).
c. Surface water

Surface water is any body of water which is located above the ground, and this includes the
rivers, lakes, streams, wetlands, and other reservoirs. Saltwater has an essential role in the water cycle
since it participates in the movement of water in the Earth’s surface. Surface water is easier to access
by the humans and other organisms, that is why it is relied on for many uses. An example of this is for
irrigation purposes and a source of drinking water.

Ø River

Fig, 6. The Amazon River

Rivers are flowing bodies of water which mostly empties in the ocean. It is an important
source of water and energy, and it also provides transportation and fishing grounds. Most of the
human settlements during the ancient civilizatiins are found along a river, thus, it is essential in the
lives of humans and other organisms. Plants and animals grow, multiply and settle around rivers
simply because water is essential for organisms to live (US Geological Survey, n.d.).

Ø Lake

Fig. 7. Taal lake which is also referred to as “a lake within a lake within an island”
 A lake is any body of water that is enclosed by land or occupies an inland basin. This is a
temporary body of water. It varies in sizes: from small ponds to hude lakes. Freshwater lakes
contain over 98% of the important surface water that are readily available for use by humans. It
plays a very small role within the water cycle.

Ø Wetlands

Fig. 8. An example of wetland

Wetlands are areas inundated by water atleast some of the time. It supports plants adapted
to water-saturated soil. Some wetlands are inundated at all times, and some others flood
infrequently (Campbell et. al, 2017). Many wetlands are transitional zones between aquatic and
land ecosystems, while the others are depression areas that collect water.

d. Water vapor

Fig. 9. Water vapor

Water vapor is a greenhouse gas that occurs naturally in the atmosphere, and it helps in
keeping the planet warm. The essential role of water vapor is not as an agent of radiative forcing
but rather as a climate feedback, which is as a response to the climate system that affects the
system’s continued activity (Mann & Selin, 2020).
3. Identify a specific organism of your choice. It may be a plant, animal, or any microorganism. Describe
how the soil characteristics influence its survival and growth. Identify also how the organism, in turn,
affects the soil quality. (25 pts)

Earthworms and Soil

Soil invertebrates are essential in the transformations of soil organic matter for the
improvement of land productivity and soil fertility (Jouquet et al., 2006). These organisms affect the
physical, chemical, and biological processes of the soil (Suthar, 2009). In terms of soil formation and
maintenance of its fertility and structure, earthworms are the most important components of the soil
biota out of the various macro-invertebrates living in it (Curry, 2004). Earthworms are referred to as
“ecosystem engineers” due to their activity in the soil. They influence their environment, either biotic
or abiotic. Ecosystem engineers are organisms that modify the availability of resources, whether
directly or indirectly, by causing changes in the abiotic or biotic materials present in a certain habitat
(Jones & Gutierrez, 2007).
The soil characteristics influence the survival and growth of the earthworms. Soil moisture
greatly affects the abundance and distribution of earthworm populations more than the soil type.
According to the study of Ivask et al. (2006), the average abundance of earthworms was greatest in
pseudopodzolic soils and least in typical brown soils and pebble rendzinas. Earthworms live in moist
soil since their skin needs to stay moist to allow the diffusion of dissolved oxygen into their bloodstream
since they breathe through their skin. They need to live in a humid and moist environment also because
their skin is mucus-coated. They are able to survive in dry soils, however, they are inactive. To prevent
desiccation in arid conditions, they burrow deep into the soil and tie themselves in a knot, and later on
secrete a coating of mucous (University of New England, n.d.). With regards to climate, climatic factors
which influences soil temperature and moisture are considered to be the main factors that limits the
survival of earthworms.
Earthworms, in turn, also greatly influences the soil quality. Earthworms act as keystone
species in many terrestrial environments since they have a huge impact on ecosystems by influencing
the soil structure and biochemical cycles. They modify the soil structure and ingest organic matter
which are then excreted by these organisms in nutrient-rich casts. They also accelerate decomposition,
thus, boosting soil respiration and enhancing the availability of nitrogen in the soil to plants and
microorganisms living in that area. The activities of the earthworms form hotspots of biochemical
processes such as nitrification, mineralization, and incorporation of nitrogen and carbon. The burrows
made by them also become pathways of water flow in the soil, thus, improving the soil’s ability to
take water in (Andriuzzi, 2015).
References

Campbell, N., Urry, L., Cain, M., Wasserman, S., Minorsky, P., Reece, J. (2017). Biology, A Global
Approach. Volume 2. Pearson Education Limited: Singapore.

Curry, J. (2004). Factors affecting the abundance of earthworms in soil. In Earthworm Ecology; Edwards,
C.A., Ed.; CRC Press LLC: Boca Raton, FL, USA; pp. 91–114.

Ivask, M. & Kuu, A.& Truu, M. & Truu, J. (2006). The Effect Of Soil Type And Soil Moisture On
Earthworm Communities.
https://www.researchgate.net/profile/Mari_Ivask/publication/237626248_THE_EFFECT_OF_SO
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Jones, C., & Gutierrez, J. (2007). On the Purpose, Meaning, and Usage of the Physical Ecosystem
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Jouquet, P., Dauber, J., Lagerlof, J., Lavelle, P., Lepage, M. (2006). Soil invertebrates as ecosystem
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Lane, R. (2019, August 14). Lake. https://www.britannica.com/science/lake

Mann, M., & Selin, H. (2020, April 27). Global warming. https://www.britannica.com/science/global-
warming

National Geographic. (n.d.). Ocean. https://www.nationalgeographic.org/encyclopedia/ocean/

National Geographic. (n.d.). Sea. https://www.nationalgeographic.org/encyclopedia/sea/

National Geographic (n.d.). Surface Water. https://www.nationalgeographic.org/encyclopedia/surface-

water/
NIWA (n.d.). Estuaries. https://niwa.co.nz/education-and-training/schools/students/estuaries#whatheaf

Suthar, S. (2009). Earthworm communities as bio-indicator of arable land management practices: A case
study in semiarid region of India. Ecol. Indic. 2009, 9, 588–594.
https://doi.org/10.1016/j.ecolind.2008.08.002

The Editors of Encyclopedia Brittanica. (2020, March 31). Groundwater.

https://www.britannica.com/science/groundwater

The Wetlands Initiative. (n.d.). What is a Wetland? http://www.wetlands-initiative.org/what-is-a-wetland

University of California Museum of Paleontology (n.d.). The freshwater biome.

https://ucmp.berkeley.edu/exhibits/biomes/freshwater.php

University of New England (n.d.). Living Soils.

https://openlearning.une.edu.au/LivingSoils/index.php?u=module01/earthworm.htm

U.S. Geological Survey. (n.d.). Glaciers and Ice caps. https://www.usgs.gov/special-topic/water-science-

school/science/glaciers-and-icecaps

U.S. Geological Survey. (n.d.). Rivers, Streams, and Creeks. https://www.usgs.gov/special-topic/water-

science-school/science/rivers-streams-and-creeks?qt-science_center_objects=0#qt-
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