High Elevation Ecology

 

        This course studies the influence of high elevation on the different aspect defining the ecosystem its dynamics and the adaptations of the different organisms to high elevation.

       The theoretical aspects of this course will be taught at UT before the trip.  Then we go to

Paramo
Geology and geomorphology  (1h):  Origin of the Andes, geology, plate tectonics, Soil formation and other abiotic variables.

Climate (1h): Gradient of moisture in the Andes. Wetter in East puna drier xerophyllic Venezuela to N Peru more southerly. "Winter each night, summer every day", less dense atmosphere, tremendous fluctuation in temperatures and solar intensity, strong desiccation potential, short rainy season, natural freeze drying (cadaver mummification in puna).

Landscape (1h):  inferior Páramo 3300-4000m in temperate zone, less than 3000m dominated by shrubby vegetation mid-Páramo 4000-4500m, dominated by grasses superior Páramo more than 4500m up to 6300m, dominated by cushion plants to lichens. Review of representative plants and fauna of the area

Ecological processes (2h): Particular circumstances of the Páramo and how it affects productivity, competition, and specialization of the species in the area. 
Adaptations (1h): Low standing biomass, slow nutrient cycling, high radiation little water. Influence of elevation (decrease in stature with elevation, decrease of leaf surface, increase of silica).  Small leaves microphylly, protected meristems, tough leaves sclerophylly, elevation gradients.

Disturbances and conservation (2h): Grazing, fire, agriculture, steep slopes, easy erosion.  Other human impacts.  Main endangered species

Biogeography (2h):  Relate biography with uplifting of the Andes, movement of glacial line with the ice ages and speciation effect. 
 
Cloud Forest:
Geology (2h): mountain slopes, common landslides, saturated soils, steep slopes, Soils.  Climate: Orographic high rainfall, misty, foggy.

Landscape and diversity (2h): Location, characteristics. Soil depths, wind.  Elevation bars, no tree line, Elfin forest.  Low light availability, tallest trees moderate in height,  Epiphytes, epiphylls, and hemi-epiphyte.  Advantages of the different strategies under the frame work of light competition.
Ecological dynamic (2h):  Particular circumstances of the Cloud forest and how it affects productivity, competition, and specializations of the species in the area  
Adaptations (2h): Superficial soils, lower altitude compared with rain forest, quicker recycling of nutrients compared with Paramo. Thick understory, Large amount of epiphytes, and hemi-epiphytes.  Mud slides relatively common
Disturbances and conservation (8h): logging, fire, agriculture, steep slopes, easy erosion.  Other human impacts.  Main endangered species
Flora
Main families: Asteraceae (Chuquiragua, 4000m Werneria sp, Gynoxis sp Loricaria sp), Fabaceae Lupinus sp, Poaceae (Agrostis sp, Calamagrostis sp, Stipa sp), Apiaceae (Azorella sp), Ericaceae (blueberries down into cloud forests), Verbenaceae (Verbena sp), Scrophulariaceae (Calceolaria sp), no Cactaceae more than 400mm rainfall in 3-4 months.  Puna  "woody steppe" 3200-4500m 50-400mm rainfall in less than 3 months annually average temperature 8-10C cooler at lower elevations windier (2h)
Fauna
Classes of vertebrates: Fishes few fishes (limiting oxygen), Lake Titicaca Orestias sp Astroblepus sp introduced trout. Amphibians (specialized frogs Telmatobius sp), heavy problem with amphibian decline. Reptiles (Liolaemus sp up to 5000m active to 1C), Birds:  (Condor 12kg, 3.2m wingspan Venezuela to Argentina, Andean Goose, Lapwings Flamingo, giant hummingbird/torpor.  Mammals (camellids llama, alpaca, vicuna, guanaco, puma chinchilla guinea pigs (2h).
Field work: 5 days



Introduction


High Elevation                               Rainforest Ecology
     Ecology

                               
          




Coastal Ecology                                  Independent Project


                                                                                     






Introduction
Tropical regions harbors most of the biological diversity of the world however due Jaguarto social, economic and political reasons most pristine ecosystems in the tropics are highly endangered.  Most tropical regions lack the professionals and resources to study and administer the natural habitats properly, thus it is crucial to train biologist in this discipline.  This course will intend to provide undergraduate, and beginning graduate students, insight into the study of tropical ecology. 

This program is intended to last an entire semester and comprises the whole academic load for the term.  It has a strong field component where the students will use and apply their skill doing basic research, rehearsing the scientific methods, formulating testable hypothesis and testing them in the field.  Through the semester students will do 6 projects in different areas and write their results in a standard publication format. 

The course stresses the application of basic ecological concepts and studies how they apply in the different parts of the tropics.   Comparisons with the base line information the students have from temperate regions will be emphasized.  The program is composed of five courses that complement each other.  Basic Ecological Concepts (2 credits) Ecology of high elevations (2 credits), Ecology of rain forest (3 credits), Coastal ecology (2 credits) and Independent Projects (3 credits)


Plan of Activities

The program will begin with a month of theoretical classes about the different courses.  The field par of the course will last 36 days and will go to high elevation mountains (Guajalito) and Páramo Papallacta for the High Elevation Ecology (5 days),  Yasuni National Park for the Rain Forest Ecology (14 days), and to ParaThe Porto Viejo shores (5 days) and Galapagos (7 days) for the coastal ecology course (there will be some transition days needed in Quito that will complete the 36 days).    During the field trips, students will be collecting data on the ecology of different habitats and doing their projects.  Upon arrival to the US students will write their results and present them in a publication format.  Students will be required to give three oral presentations of their work in the format of meeting presentation.

While we are in Knoxville, there will be field trips to a temperate forest where students will get acquaintance with the characteristics of the temperate forest the effect of altitude in the plant community.  They will measure variables such as canopy density, age and size composition (DBH) of the tree population, species number and other characteristics that describe de forest.  When we visit the tropics students will assess the new habitats looking at the same variables, which will give them a better idea of how the ecosystems compare.


Courses
Basic Ecological Concepts:

    The initial concepts will be an introduction to the tropics and a review of the basic ecological concepts and how they apply to the tropical zone.  The intention of this part is to bring the student up to speed with the basic concepts that they have studied as well as to provide a basic introduction on the important aspects of tropical ecology.  This program is intended for senior students and has as a requisite Genetics, Ecology and Evolution.

Site courses:
    Each course for the sites that we visit (High Elevation Ecology, Coastal Ecology, and Rainforest Ecology) will include a physical description of the habitat and how the biotic and abiotic variables interact.  We will cover the basic ecological processes and how they are affected by the particular conditions of the particular habitats. We also will review the main representatives of the plants and animals of the area and their relevance.  Along with the ecological concepts, in all the sites we will also discuss the conservation problems present in each region.  

Independent projects:
    Every place visited will include a guided hike showing the relevant fauna and flora as well as a guided explication of that dynamics of the system and illustrating aspects discussed in the theory course.  Students will be informed of the basic natural history of the animals and plants so they can formulate appropriate questions for feasible short-term projects.  After the initial guided trip students will discuss with the professor and other participants the projects they want to do and the hypothesis they want to test.  Once a project is approved the student will carry it out alone or in teams.  The professor will supervise the data collection and advise about changes that might be made if they are needed.


Textbooks

This is a tentative list of books that will be used as textbooks and reference sources.
 
Ambrose, H. and K. P. Ambrose 1995.  A Handbook of Biological Investigation. Fifth Edition.  Hunter Texbook Inc.  Winston-Salem, NC.
Chazdon, R. L. and T. C. Whitmore (eds). 2002.  Foundations of Tropical Forest Biology.  The University of Chicago Press.
Constant, P.  1999.  The Galapagos Islands.  Odyssey Publications Ltd. London.
Kricher, J. 1997.  A Neotropical Companion.  Second Edition. Princeton University Press.
Jackson, M. H. 1993.  Galapagos A Natural History.  University of Calgary Press.
Lambertini, M. 2000.  A Naturalist’s guide to the tropics. University of Chicago press
Laurance, W. F. and R. O. Bierregard (eds).  1997.  Tropical Forest Remnants: Ecology, management and conservation of fragmented communities.  Chicago University Press.
Nybakken, J. W.  1997.  Marine Biology: An ecological Approach.  Fourth Edition.  Addison-Wesley Educational Publishers, Inc.  new York
Pechenik, J. A.  1997.  A short guide to writing about biology.  Third Edition.  Longman.  New York.
Smith, N. J.  1999.  The Amazon Rivas Forest: A natural history of plants, animals and People.  Oxford University Press.
Terborgh, J.  1992.  Diversity and the Tropical Rain Forest.  Scientific American Library, New York.
Whittaker, R. H. 1975.  Communities and Ecosystems. Macmillan New York