Interactions among Land, Water, and Vegetation in Shoreline Arthropod Communities

Similar documents
Most natural ecosystems are in a state of equilibrium. This means that their biotic and abiotic features remain relatively constant over time.

Ecological Succession

UNIT 5: ECOLOGY Chapter 15: The Biosphere

The Flow of Aquatic Nitrogen from Ants to Antlions on the Sturgeon Bay Dunes

Biology Unit 2 Test. True/False Indicate whether the statement is true or false.

Honors Biology Unit 5 Chapter 34 THE BIOSPHERE: AN INTRODUCTION TO EARTH S DIVERSE ENVIRONMENTS

Biology. Slide 1 of 39. End Show. Copyright Pearson Prentice Hall

Name Block Date. The Quadrat Study: An Introduction

Chapter 52 An Introduction to Ecology and the Biosphere

Chapter 6. Field Trip to Sandia Mountains.

4-2 What Shapes an Ecosystem?

9/10/ What Shapes an Ecosystem? Biotic and Abiotic Factors

Ecology. Ecology terminology Biomes Succession Energy flow in ecosystems Loss of energy in a food chain

Simplistic view of energy flow Linear path Lacks other possible pathways energy can be passed. Food Chain?

Student Name: Teacher: Date: District: London City. Assessment: 07 Science Science Test 4. Description: Life Science Final 1.

Living Things and the Environment

Bright blue marble floating in space. Biomes & Ecology

4-2 What Shapes an Ecosystem? Slide 1 of 39

Define Ecology. study of the interactions that take place among organisms and their environment

Requirements for Prospective Teachers General Science. 4.1a Explain energy flow and nutrient cycling through ecosystems (e.g., food chain, food web)

water cycle evaporation condensation the process where water vapor the cycle in which Earth's water moves through the environment

Introduction. Ecology is the scientific study of the interactions between organisms and their environment.

GENERAL ECOLOGY STUDY NOTES

Ecosystem Review. EOG released questions

Name Hour. Section 4-1 The Role of Climate (pages 87-89) What Is Climate? (page 87) 1. How is weather different from climate?

CHAPTER 6 & 7 VOCABULARY

Study of Scrubland Ecosystem

GHS S.4 BIOLOGY TEST 2 APRIL Answer all the questions in Section A and B. in the spaces provided

4-2 What Shapes an Ecosystem?

Georgia Performance Standards for Urban Watch Restoration Field Trips

Figure 2 If birds eat insects that feed on corn, which pyramid level in the diagram would birds occupy? 1. A 3. C 2. B 4. D

Honors Biology Ecology Concept List

Good Morning! When the bell rings we will be filling out AP Paper work.

TEST NAME: Biome Test 10/7 TEST ID: GRADE:05 - Fifth Grade SUBJECT:Life and Physical Sciences TEST CATEGORY: My Classroom

cycle water cycle evaporation condensation the process where water vapor a series of events that happen over and over

1 29 g, 18% Potato chips 32 g, 23% 2 30 g, 18% Sugar cookies 35 g, 30% 3 28 g, 19% Mouse food 27 g, 18%

Earth s Major Terrerstrial Biomes. *Wetlands (found all over Earth)

What Is Climate? (page 87) The Greenhouse Effect (page 87) Section 4-1 The Role of Climate (pages 87-89) Chapter 4 Ecosystems and Communities

Pee Dee Explorer. Science Standards

Unit 8: Ecology Guided Reading Questions (60 pts total)

What Shapes an Ecosystem Section 4-2

Some Animals Are More Equal than Others: Trophic Cascades and Keystone Species

2017 Pre-AP Biology Ecology Quiz Study Guide

Rangeland and Riparian Habitat Assessment Measuring Plant Density

Lecture 24 Plant Ecology

Chapter 6 Population and Community Ecology. Thursday, October 19, 17

REVISION: POPULATION ECOLOGY 01 OCTOBER 2014

biotic factors camouflage carnivore chloroplast

Organism Species Population Community Ecosystem

CHAPTER 52 Study Questions (An Introduction to Ecology and the Biosphere)

Name: Class: Date: Ecosystem Interactions. Multiple Choice Identify the choice that best completes the statement or answers the question.

NOTES: CH 4 Ecosystems & Communities

Ecosystems Chapter 4. What is an Ecosystem? Section 4-1

Investigating the Grassland Ecosystem Student Notes

Name: Characteristics of Life and Ecology Guided Notes (PAP)

Directions: For each of the questions or incomplete statements below, choose the best of the answer choices given and write your answer on the line.

Ecological Succession

Chapter 5-6 Test. Directions: Choose the best answer.

STAAR REVIEW 2015 BIOLOGICAL PROCESSES AND SYSTEMS:

Chapter 6 Population and Community Ecology

Grade Level Suggestion: Grades 4 th to 8 th. Time Frame: minutes.

Treasure Coast Science Scope and Sequence

HOMEWORK PACKET UNIT 2A. Part I: Introduction to Ecology

Ecosystems. 2. Ecosystem

Directions: Using the Succession Power Point, answer the following questions. 1. What did these events do to the earth? 2. How did the events do this?

Evaluating Wildlife Habitats

10/6/ th Grade Ecology and the Environment. Chapter 2: Ecosystems and Biomes

Biosphere Biome Ecosystem Community Population Organism

Plant Distribution in a Sonoran Desert City CAP LTER Data Explorations

Fieldwork at Buffalo Creek Reserve and Sugarloaf Point. A Local Ecosystem NORTH RYDE EAST RYDE. P Mangrove

Lecture 6. Communities and Ecosystems. Lecture Biological Communities

What is a Biome? An Overview of Biomes. The Holdridge Life Zones. Tundra 9/14/2010. In the following slides, you ll

Page 1. Name:

CBA Practice Exam - Ecology

environmental conditions of Jacobsen s Beach, Kigoma, Tanzania.

The study of living organisms in the natural environment How they interact with one another How the interact with their nonliving environment

Natural Shoreline Landscapes on Michigan Inland Lakes

Biology Year 12 to 13 Summer Transition Work

Organism Interactions in Ecosystems

A population is a group of individuals of the same species, living in a shared space at a specific point in time.

Assessing Michigan s Biological diversity. Michigan Natural Features Inventory MSU Extension

What is Ecology? The scientific study of interactions among organisms and between organisms in their environment, or surroundings

Ecology - the study of how living things interact with each other and their environment

Unit 4 Lesson 1 What Are Populations, Habitats, and Niches? Copyright Houghton Mifflin Harcourt Publishing Company

Appendix E: Cowardin Classification Coding System

1) Which of the following describes the mammals, fish, birds, and plants that live in an environment? a) Abiotic c) biome b) population d) biotic

Chapter 54: Community Ecology

Science Standards of Learning for Virginia Public Schools

Unit 6 Populations Dynamics

Review. Community and Ecosystem Ecology 4/20/11. by Dr. W.

Lecture 6. Communities and Ecosystems. Lecture Biological Communities

Vocabulary Flash Cards: Life Science 1: LS1 (1-5)

Unit 8: Ecology: Ecosystems and Communities

Community Structure. Community An assemblage of all the populations interacting in an area

4. Ecology and Population Biology

Unit 8D Ecological relationships. About the unit. Expectations. Science Year 8. Where the unit fits in

IDENTIFICATION: Label each of the parts of the illustration below by identifying what the arrows are pointing at. Answer the questions that follow.

Chapter 4 Ecosystems and Living Organisms

Global Patterns Gaston, K.J Nature 405. Benefit Diversity. Threats to Biodiversity

8/18/ th Grade Ecology and the Environment. Lesson 1 (Living Things and the Environment) Chapter 1: Populations and Communities

Transcription:

AMERICAN JOURNAL OF UNDERGRADUATE RESEARCH VOL., NO.. () Interactions among Land, Water, and Vegetation in Shoreline Arthropod Communities Randall D. Willoughby and Wendy B. Anderson Department of Biology Drury University 9 N. Benton Avenue Springfield, Missouri USA Received: November, Accepted: May, ABSTRACT We investigated the distribution and abundance of terrestrial spiders as a function of their distance from a body of water and the structure of vegetation that would provide suitable habitat. We hypothesized that spiders would prefer to be located near the water to catch abundant aquatic emergent insects. In Montana along the Upper Missouri River, and in Missouri at various locations around Table Rock Lake, transect lines were run from the water s edge to meters inland. At five-meter intervals, in one square meter plots, the number of spiders, number of prey and type, and vegetation type and structure were recorded. In both Montana and Missouri, spider distribution was more strongly associated with available vegetation structure than with distance from shore. This suggests that, although prey availability may be important for predator distribution, suitable habitat is as strong or stronger a determinant for web building spiders. I. INTRODUCTION Ecosystems are almost always connected to other ecosystems. A greater number of mobile entities such as animals and detritus can move from one ecosystem into a nearby ecosystem [-]. Whether it is from water to land or from land to water, the movement of those entities can influence the functioning of the recipient communities []. According to Polis et al. []. Movements of nutrients, detritus, prey, and consumers among habitats are ubiquitous in diverse biomes and can strongly influence population, consumer-resource, food web, and community dynamics. A few studies have shown that terrestrial consumers such as spiders, other arthropods, and some vertebrates living in riparian zones or coastal zones have diets that consist of a large proportion of aquatic prey [-,, 7]. Thus, these consumer species are often distributed in high abundances near bodies of water. Although the distribution and abundance of organisms is often determined by both availability of resources and biotic interactions such as competition, predation, or mutualism, these may not be the only interactions between species. Some species provide habitat for other species and hence determine the distribution of those species []. This may include species that engineer habitats that other species use (e.g., caterpillars tying leaves, []) or species that are habitat for other species (e.g., plants for animals). Although few scientists have studied the distribution of terrestrial consumers (e.g., spiders) in communities adjacent to a body of water [,, ], aquatic prey may be important resources for these terrestrial predators. Therefore, we will test the following two hypotheses. First, spiders locate their webs closer to a body of water because it is a source of emergent aquatic insect prey such as mosquitoes, may flies, gnats, and other 7

AMERICAN JOURNAL OF UNDERGRADUATE RESEARCH VOL., NO.. () flies. Therefore, orb webs will be more abundant closer to the water and those webs will have higher abundances of captured prey of aquatic origin than webs located further from the water. Alternatively, regardless of distance to the water, spiders build their webs in suitable, architecturally sound vegetation within the river or lakeshore zone. To test these hypotheses, we sampled spider communities along the edge of the Upper Missouri River in Montana and along the lake shore of Table Rock Lake in Taney County, Missouri, USA. II. METHODS We collected data from a -mile length of the Upper Missouri River from Fort Benton, Montana to Kipp State Park, Montana, USA. Data was collected during a ten-day float trip that took place June -,. We also completed an equivalent sampling at Table Rock Lake in Taney County in southern Missouri from July -,. Sampling occurred at ten sites in Montana where our canoe group stopped for lunch or to camp. These sites were usually low-sloped sandy or gravel bars on the inside curve of the river. At each site, we haphazardly established three transect lines that were approximately meters apart, and placed the zero meter mark at the water s edge. Each transect continued inland for meters if unobstructed. We made observations within one square meter quadrants along each transect at the,,,,, and meter marks for a total of six data points for each transect. At each point we counted the number of orb webs and web building spiders located between the ground and the top of the vegetation, the number and type of prey in the web, and the number of ground spiders. If spiders were visible, we also recorded a brief description of the spiders for identification purposes. Insect prey in webs were identified as taxa known to emerge from aquatic habitats or from terrestrial habitats. Nearly all prey found in webs were of aquatic origin. Although our hypothesis did not initially consider ground spider abundance and distribution, ground spiders were more common and evident than web building spiders and thus easy to spot and count. At each sampling point, we also recorded the architecture of the vegetation, vegetation type, and landscape structure. We created an index for the vegetation type to simplify data analysis. The index ranges from for no structural complexity to for high structural complexity. = Bare Ground = Short Grass < inches ( cm) = Tall Grass > inches ( cm) = Short Herbaceous Plants = Tall Herbaceous Plants = Rosaceous Plants = Thick Rosaceous Plants 7 = Dead Brush = Tree Saplings 9 = Shrubs = Impassable Shrubs We performed one way analyses of variance on total spider density, web spider density, ground spider density, and prey density as a function of distance from shore and land form for both Montana and Missouri data. Differences among means were considered statistically significant at the. probability. We also investigated the relationships between vegetation index and total spider density, ground spider density, web spider density, and prey density with a linear regression. We also plotted regression lines for relationships of these dependent variables to distance from the shore. III. RESULTS The relationships between spiders and distance from shore differed for Montana and Missouri. At the water s edge ( m) in Missouri, both web building and ground spiders were denser than they were further inland (Figure a). In contrast, most of Montana s spiders were found at greater distances from the river shoreline ( m; Figure b). The relationship between distance and vegetation index in Montana indicated that vegetation at the water s edge was relatively short and structurally simple, but increased in height and complexity as the transect ran inland (Figure d). In Missouri, though, the relationship between distance and vegetation index indicated that the vegetation was most structurally complex at the water s edge (Figure c). As

AMERICAN JOURNAL OF UNDERGRADUATE RESEARCH VOL., NO.. () Spider Spider Density in in Shoreline Communities Communities (MO) (MO) Spider Density Spider Density in Shoreline In Communities(MT) (MT).... y =.9x +. R =.7 Average Number of Spiders...... y = -.x +.7 R =.79 y = -.x +.9 R =. y =.x +.7 R =. Average Web Average Ground Total Linear (Total) Linear (Average Web) Linear (Average Ground) Average Number of Spiders..... y =.9x +.97 R =.9. y = E-x +.9 R = E- web ground Total spiders Linear (web) Linear (ground) Linear (Total spiders) (a) Vegetation Relationship to Shore Distance(MO) Vegetation Relationship to Shore Distance (MO) Vegetation Relationship Relationship between Vegetation to Shore and Distance(MT) (MT) Avg Veg. Index Linear (Avg Veg. Index) y = -.x +.99 R =.97 y =.x +.97 R =. Average Veg. Index Linear (Average Veg. Index) (d) Spider Density in Relation to Vegetation to Vegetation Index(MO) (MO) Spider with to Vegetation Index(MT) Spider Density in Relation to Vegetation (MT) Number of Spiders Web Ground Linear (Web) Linear (Ground) y =.x +. R =. Number of Spiders y =.79x +. R =.9 Web Ground Linear (Web) Linear (Ground) y = -.x +.79 R =. (e) Vegetation Index y = -.9x +. R =. 7 9 Vegetation index (f) Figure. Graphs (a), (c), and (e) show relationships from Table Rock Lake, Missouri, and graphs, (d), and (f) show the same relationships on the Upper Missouri River in Montana. Graphs (a) and show the relationship between distance from the shore and average number of spiders. Graphs (c) and (d) show the relationship between distance from shore and average vegetation index. Graphs (e) and (f) show the relationship between vegetation index and number of spiders. 9

AMERICAN JOURNAL OF UNDERGRADUATE RESEARCH VOL., NO.. () Insect Prey in Spider Webs(MO) Insect prey in Spider Webs(MT) Average # of Prey in webs 7 y =.99x +.7 R =.9 (a) Average # of Web Building Spiders or webs Average # of prey in webs y =.x +.7 R =.9 Average # of web building spiders or webs Figure. These graphs show the relationship between average number of web building spiders and average number of prey found in the webs in Missouri (a) and Montana. the Missouri Spider Density in shoreline communities in Missouri transects ran inland, the vegetation index decreased then gradually increased again by m from shore. In both Missouri and Montana, web building spiders were found in greater numbers in areas that have a higher vegetation index, with a weak or nonexistent relationship to the distance from water. Ground spiders exhibited no relationship to the vegetation index (Figures. e and f). In Montana, the web building spider density increased further inland because vegetation index increased, and vegetation index increased as the distance from shore. The opposite was found in Missouri. As the distance from shore increased, the vegetation structure decreased, as did the spider density. More aquatic emergent insects were observed in spider webs in Missouri (Figure a) than in Montana (Figure b). As the average number of prey increased in both Missouri and Montana, the average number of web building spiders increased. Prey were overall more abundant in Missouri (.7 prey per sampling point) than they were in Montana (. prey per sampling point). Assessing the variation in vegetation structure as a function of landform, there was one profound difference between Missouri (Figure a) and Montana (Figure b). Missouri s water level vegetation was much more complex than vegetation at the water s edge in Montana. With sampling sites being restricted in Missouri by boat access (much larger than a canoe) there were very few drop offs that we were able to locate. However there is one landform that was very similar: the slopes of both Montana and Missouri were similar in vegetation. They both were a combination of tall herbaceous plants and rosaceous plants. IV. DISCUSSION The object of this study was to determine whether or not spiders are distributed along a shoreline in relation to distance from the shore, which would determine prey availability. Due to cool air and water temperatures in Montana, aquatic emergent insects were not as abundant as we had expected, and patterns of spider distribution were not directly associated with prey availability. Therefore, we also investigated how spiders were distributed in relation to available vegetation. In the comparative study in Missouri, vegetation structure and prey availability were potentially both important. In Montana a trend in spider location and density was apparent. Farther inland, the vegetation generally increased in size and structure, and spider counts increased with vegetation size and structure as well. The spiders in Montana apparently were not distributed in relation to aquatic prey availability directly, but were located in vegetation that was structurally complex enough to support webs. Stronger and larger plants provide a better structure for web building. Thus any relationship

AMERICAN JOURNAL OF UNDERGRADUATE RESEARCH VOL., NO.. () Vegetation Structure in Major Land Forms(MO) Vegetation Structure in Major Land Forms(MT) (a) Water Level Drop Off Slope Bench Land Form Water Level Drop Off Slope Bench Land Form Figure. These graphs show the relationship between land form and average vegetation indexes in Missouri (a) and Montana. between spider density and distance from the shore was a function of vegetation structure (habitat availability), while a relationship to aquatic prey availability was not evident. However, it is important to note that vegetation structure itself is influenced by distance from the water and landform. In Missouri, the spiders also were not distributed in direct relation with aquatic prey availability, but rather with vegetation availability. Insect prey were not more abundant at the shoreline but were evenly distributed along the length of the transect, whereas spiders were more abundant at the shore. In contrast with Montana shorelines, the shoreline in Missouri had much denser vegetation at the water s edge but vegetation became less dense farther inland. The spider density apparently decreased as the distance increased but this was primarily due to decreases in vegetation structure with increased distance. Although we hypothesized that spiders would prefer to build webs or be located near a body of water because of the potential prey that may emerge from the water, spiders were not associated with distance from shore, but rather were more associated with the vegetation structure. The patterns in spider location were much stronger in Missouri than in Montana. The reason for this pattern is likely that the vegetation at the water s edge is more structurally complex in Missouri. Table Rock Lake, a dammed reservoir, has minimal fluctuation of the water level, while the Upper Missouri River in Montana fluctuates greatly on a seasonal basis. The shoreline in Montana is often flooded by high water, which scours out most of the low stature vegetation. This study does not provide evidence that terrestrial spider communities are dependent on resources originating in water. Although other studies have shown that terrestrial consumers prey upon insects emerging from aquatic habitats or resources [-,, 7], our study does not directly show that. Instead, spider communities are more dependent on structure of vegetation rather than distance from shore. However, if we sampled each site over a longer period of time that might encompass emergence events of aquatic prey, we would be able to examine the combined effects of or interactions between prey availability and habitat availability. ACKNOWLEDGEMENTS The authors would like to acknowledge the funding from the Heuer Foundation and Drury University. We also would like to thank the Wild Rockies Tour guides Dan Ward and John Willard for their help in the field. REFERENCES. S. Nakano, H. Miyasaka, and N. Kuhara, Ecology, p. ( 999).. G.A. Polis, W.B. Anderson, and R.D. Holt, Annu. Rev. Ecol. Syst., p. 9 (997).

AMERICAN JOURNAL OF UNDERGRADUATE RESEARCH VOL., NO.. (). G.A. Polis and S.D. Hurd, American Naturalist 7, p. 9 (99).. J.L. Sabo and M.E. Power. Ecology, p. ().. J.T. Lill and R.J. Marquis, Ecology, p. ().. L.J. Gray. American Midland Naturalist 9, p. (99). 7. G.A. Polis and S.D. Hurd. Proceedings of the National Academy of Science (USA) 9, p. (99). Drury University offers bright, achieving students a commitment to personalized education and diversity. Students expect and are expected to explore great ideas and confront questions that will successfully prepare them for dynamic careers and enhanced lives as active global participants. A Drury education combines professional training with the liberal arts. http://www.drury.edu University of Northern Iowa http://www.uni.edu/ceee/