The New Edition AVAILABLE IN MARCH

A CHAPTER-BY-CHAPTER SAMPLING OF NEW CONTENT1. The Web of Life• Figure 1.11 revised to clarify the role of

herbivores in transferring nutrients from plants to consumers

• New Climate Change Connection on Approaches Used to Study Global Warming

• New discussion of the role of the chytrid fungus Batrachochytrium dendrobatidis in causing the decline or extinction of amphibian populations, and efforts to combat it

• New Hone Your Problem-Solving Skills exercise on how the herbicide atrazine can have a series of effects that harm amphibian populations

UNIT 1. Organisms and Their Environment

2. The Physical Environment• Shortened and clarified description of

physics of hot air rising and development of low pressure centers

• Updated information on rates of tropical deforestation

• New Hone Your Problem-Solving Skills exercise dealing with graphically portray-ing the seasonal magnitude of climate variation associated with hemisphere and land mass, spatial variation of climate associated with the rain shadow effect, and temporal variation in climate varia-tion associated with the El Nino/Southern Oscillation

3. The Biosphere• Updated information on magnitude of

land use change by humans• Updated the estimate of global pool of

carbon in tropical forests• Added a Climate Change Connection on

the consequences of tropical forest defor-estation on greenhouse gas emissions and CO2 uptake

• Updated information on fire return inter-vals in Temperate Evergreen Forests

• New Hone Your Problem-Solving Skills exercise utilizing the concept of the environmental lapse rate and its influence on climate and vegetation distribution across a rain shadow consisting of west- and east-facing slopes

4. Coping with Environmental Variation: Temperature and Water• Updated Figure 4.4 with corrected

information from author

• Added reference to importance of pore space for water availability in soils

• New Hone Your Problem-Solving Skills exercise related to differences in acclimit- ization of leaves to seasonal changes in temperature and water availability through the generation of leaf hairs on the surfaces

5. Coping with Environmental Variation: Energy• Added information on the discovery of

chlorophyll f in cyanobacteria in various environments

• New reference to research on New Caledonian bill morphology and its relation to tool making

• New Hone Your Problem-Solving Skills exercise on the potential and realized responses of C3 and C4 plants to elevated atmospheric CO2

UNIT 2. Evolutionary Ecology

6. Evolution and Ecology• New Climate Change Connection on

Evolutionary Responses to Climate Change• New section of text describing the joint

effects that ecological and evolutionary factors can have upon one another over short periods of time (months to years)

• Two new figures illustrating feedback effects between ecological and evolutionary factors

• New Hone Your Problem-Solving Skills exercise on how an invasive species can alter evolution in populations of a native species

7. Life History• New Climate Change Connection

describing how climate change has led to mismatches in when plants and animals perform key seasonal activities

• New discussion of a 2016 experimental study in yeast showing that sex provided benefit by increasing the fixation of advantageous mutations while decreasing the fixation of deleterious mutations

• New figure showing how climate change has caused a mismatch in the camouflage provided by an annual change in the coat color of snowshoe hares, causing the hares to be more visible to predators

• New Hone Your Problem-Solving Skills exercise on how fishing by humans has affected the timing of key life history events in populations of a predatory fish, the California sheephead

8. Behavioral Ecology• New figure question added to Figure 8.5,

giving students the opportunity to demonstrate that they understand the experimental design and can interpret the pie-chart data presented

• New photograph of an anti-predator behavior, the “startle display” of the mantis Deroplatys, added to Figure 8.12

• New Hone Your Problem-Solving Skills exercise on how the addition of plastic waste to the world’s oceans has altered the foraging and anti-predator behavior of European perch larvae

UNIT 3. Populations

9. Population Distribution and Abundance• Figure 9.6 revised to clarify how plant and

animal clones spread horizontally, leading to the formation of potentially indepen-dent but genetically identical individuals

• New Climate Change Connections on Effects of Climate Change on the Geographic Distributions of Species

• New Hone Your Problem-Solving Skills exercise on how the range expansion (made possible by climate change) of the long-spined sea urchin has dramatically altered coastal marine ecosystems

10. Population Growth and Regulation• Table 10.2 extensively revised to reflect

2015 data on life table data for U.S. females

• New text and figure describing a 2014 study on the impact of illegal poaching for ivory on the declining growth rates of elephant populations across the African continent

• New Climate Change Connection on Ef-fects of Climate Change on Tree Mortality Rates

• New Hone Your Problem-Solving Skills exercise on how the initial age distribution of a population affects its growth rate (l) and stable age distribution

11. Population Dynamics• New Climate Change Connection describes

effects of climate change on population cycles in small mammals and insects

• New Hone Your Problem-Solving Skills exercise on the impact of population densi-ty on birth and death rates in populations of a filter-feeding marine invertebrate

UNIT 4. Species Interactions12. Predation• Revised and reorganized Key Concepts• Revised some definitions of predation and

added a section on why dietary preferences of carnivores and herbivores differ

• Reorganized and revised content to consolidate the wide range of capture and avoidance mechanisms of predation

• New and more detailed explanation of the Lotka–Volterra predator–prey model and how population cycles can be interpreted

• New Hone Your Problem-Solving Skills exercise considers predator and prey cycling of lynx and hares

13. Parasitism• Revised and reorganized Key Concepts• Incorporated Climate Change Connection

on climate change and diseases• New Hone Your Problem-Solving Skills

exercise, which uses concepts from host–pathogen population dynamics to manage leishmaniasis

14. Competition• Revised/reorganized Case Study and Key

Concepts 14.1, 14.2, and 14.3• New content and figure on the realized

and fundamental niche• More detailed explanation of the Lotka-

Volterra competition model and how it can be interpreted graphically

• New Hone Your Problem-Solving Skills exercise uses the Lotka-Volterra model to predict the outcome of competition from Gause’s Paramecium experiments

15. Mutualism and Commensalism• Substituted Figure 15.10 for a graph that

shows the effects of temperature on positive versus negative interactions

• New Hone Your Problem-Solving Skills exercise on the nurse plant effect of shrubs on pine seedlings

UNIT 5. Communities

16. The Nature of Communities• Moved example of species diversity and

rank abundance curves for soil bacteria and accompanying Figure 16.9 to Web Extension 16.1

• Incorporated Climate Change Connection on ocean acidification

• New Hone Your Problem-Solving Skills exercise, which involves calculating inter-action strength measurements from food web data

17. Change in Communities• New Hone Your Problem-Solving Skills

exercise on small mammal succession at Mount St. Helens

18. Biogeography• New Climate Change Connection on how

climate change affects latitudinal gradients in diversity in deep time

• New Hone Your Problem-Solving Skills exercise on predicting species richness loss in rainforest fragments

19. Species Diversity in Communities• New Case Study, Case Study Revisited,

and Connections in Nature on how species diversity in communities affects disease emergence and transmission in humans

• Incorporated Climate Change Connection on climate change and species invasions

• Simplified the conceptual theory of species diversity and community function

• New Hone Your Problem-Solving Skills exercise on the relationship between species diversity and disease transmission of the Sin Nombre virus in humans

UNIT 6. Ecosystems

20. Production• New Hone Your Problem-Solving Skills

exercise on determining food sources for grizzly bear populations ranging from coastal to inland environments using natural abundance stable isotopes of carbon and nitrogen

21. Energy Flow and Food Webs• Updated information on current population

status of endangered Steller sea lion populations

• New information on changes in persistent organic pollutants and heavy metals in blood of Inuit populations

• New Hone Your Problem-Solving Skills exercise on the effect of dietary specializa-tion and its effect on trophic cascades

22. Nutrient Supply and Cycling• Added reference to the importance of

biogeochemistry to tracing pollutants in the environment

• Updated concept 22.4• New Hone Your Problem-Solving Skills

exercise investigating potential and realized influence of disturbance and succession on losses of nutrients from ecosystems using a catchment approach

UNIT 7. Applied and Large-Scale Ecology

23. Conservation Biology• Updated information on the current status

of endangered species, the number of species, and rates of species extinction

• Revised information on the concept of biodiversity and invasive species impacts on biodiversity

• Updated information an expropriation of global net primary

• New Climate Change Connection on changes in biodiversity as related to differential sen-sitivities of predators and prey to warming

• New Hone Your Problem-Solving Skills exercise using demographic modeling to predict sustainable catch rates in fish

24. Landscape Ecology and Ecosystem Management• Substantially revised the Case Study to

place focus more on landscapes and less on communities

• Revised section on landscape heterogeneity• Clarified concepts related to edge effects in

landscapes• Updated information on the status of con-

servation efforts in Masoala National Park• New Hone Your Problem-Solving Skills

exercises focusing on the design of nature reserves

25. Global Ecology• Included latest values for atmospheric con-

centrations of greenhouse gases and fluxes due to anthropogenic activities

• Updated information on flooding in coast-al areas due to sea-level rise

• New discussion of the rapid increase in forest mortality and causes associated with climate change

• New Hone Your Problem-Solving Skills exercise focusing on potential increased storage of carbon in forests due to anthro-pogenic nitrogen deposition

ECOLOGY, Fourth EditionWILLIAM D. BOWMAN • SALLY D. HACKER • MICHAEL L. CAIN

ABOUT THE BOOKThe new Fourth Edition of Ecology maintains its focus on providing an easy-to-read and well- organized text for instructors and students to explore the basics of ecology. This edition also continues with an increasing emphasis on enhancing student quantitative and problem-solving skills. A new Hone Your Problem-Solving Skills series has been added to the set of review questions at the end of each chapter. The questions expose students to hypothetical situations or existing data sets, and allow them to work through data analysis and interpretation to better understand ecological concepts. New for this edition, additional Analyzing Data exercises have been added to the Companion Website. These exercises enable students to enhance their essential skill sets, such as performing calculations, making graphs, designing experiments, and interpret-ing results. Recognizing the increasing evidence and effects of climate change on ecological systems, in-text Climate Change Connections have been added. These vignettes help students appreciate the many consequences of global climate change on the distributions and functions of organisms as well as the ecosystems they depend on. Finally, the authors also revised and strengthened key pedagogical features of Ecology, examples of which are included among the sample pages shown.

March 2017 • 598 pages (est.) • 595 illustrations (est.) • ISBN 978-1-60535-618-1 Casebound • $149.95 Suggested list price • $119.96 Net price to resellers

ABOUT THE AUTHORSWILLIAM D. BOWMAN is a Professor at the University of Colorado at Boulder, affiliated with the Department of Ecology and Evolutionary Biology, Mountain Research Station, and the Institute of Arctic and Alpine Research. He earned his Ph.D. from Duke University. Dr. Bowman has taught courses in introductory ecology, plant ecology, plant–soil interactions, and ecosystems ecology, and for over two decades he has directed undergraduate summer field courses and research programs. His research focuses on the intersections of physiological ecology, community dynamics, and ecosystem function, particularly in the context of environmental change.

SALLY D. HACKER is a Professor at Oregon State University, Corvallis, where she has been a faculty member since 2004. She has taught courses in introductory ecology, community ecology, and marine biology. She is particularly interested in promoting active and experiential learning for students interested in ecology and field-based experiences. Dr. Hacker is also a coauthor on Life: The Science of Biology. Her research explores the structure, function, and services of natural and managed ecosystems under varying contexts of species interactions and global change. She has conducted research with plants and animals in rocky intertidal, estuarine, and coastal dune ecosystems. Her work has most recently focused on the protective role of coastal ecosystems in mitigating the vulnerability from climate change.

MICHAEL L. CAIN, having opted to focus full-time on writing, is affiliated with the Department of Biology at New Mexico State University. After receiving his Ph.D. in Ecology and Evolutionary Biology from Cornell University, he was a faculty member at New Mexico State University and the Rose-Hulman Institute of Technology. In addition to his work on this book, Dr. Cain is a coauthor of Campbell’s Biology (Eleventh Edition) and Biology in Focus (Second Edition). He has instructed students across a wide range of subjects, including introductory biology, ecology, field ecology, evolution, botany, mathematical biology, and biostatistics. His research interests include: plant ecology; long-distance dispersal; ecological and evolutionary dynamics in hybrid zones; and search behavior in plants and animals.

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Tropical Forests And Greenhouse Gases The loss oftropical forests to cutting and burning means more than just the loss of biodiversity. As noted above, almost 40% of the terrestrial carbon is in the tropical forest biome. The loss of the forests means both lower ability of the terrestrial biosphere to take up C from the atmosphere and greater emissions of greenhouse gases into the at-mosphere from soils and decaying vegetation (Guo et al. 2002). Restoration projects are ongoing in some countries to help address concerns for the loss of diversity and C sequestration abilities associated with tropical forest loss. The Convention on Biological Diversity aims to restore 15% of degraded ecosystems by the year 2020 (Alexan-der et al. 2011). How quickly can tropical forests recover and the pools of C be restored once regrowth is started? A review of more than 600 sites indicates that recovery of the plant biomass above the soil surface occurs with-in 85 years of regrowth, but longer time is required for recovery of plant biomass in the soil (Martin et al. 2013). This analysis provides optimism for potential reversal of the contribution of tropical deforestation to atmospher-ic greenhouse gas concentrations. However, the analysis also found that while tree diversity recovers after 50 years, more than a century is required for full plant species re-covery, including lianas and epiphytes.

CLIMATE CHANGEC O N N E C T I O N

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Can Species Diversity Suppress Human Diseases? A Case StudyOn May 14, 1993, a 19-year-old cross-country track star, riding in the backseat of his family’s car, began struggling to breathe. The family immediately stopped at a convenience store to call for help, and the young man was rushed to a hospital in Gallup, New Mexico. The ambulance crew tried to revive him, but he died soon after reaching the emergency room. A chest X ray showed that his lungs were filled with fluid. The deputy medical investigator based in Gallup was called in, and over the course of 2 weeks, he determined that at least five other residents of the area, which included members of the Navajo Nation living in the Four Corners region (where New Mexico, Arizona, Colorado, and Utah intersect), had also mysteri-ously died in the same sudden manner. After interviewing families of the victims, the medical examiner determined that all had experienced flu-like symptoms and then acute respiratory distress as a result of their lungs being filled with fluid. The disease appeared to be infectious and viral.

By early June 1993, the Viral Special Pathogens Branch of the Centers for Dis-ease Control and Prevention had determined that the culprit was a previously un-known species of hantavirus, a pathogen carried by rodents. It was given the name Sin Nombre virus (SNV) or “the nameless virus.” The virus is carried by rodents, which shed the virus in their urine, feces, and saliva. If those are disturbed, the virus can become aerosolized and inhaled by humans. It was subsequently deter-mined that the new viral strain was carried by a species of deer mouse (Peromyscus maniculatus) whose populations had recently boomed in the Four Corners region (Figure 19.1). Research showed that deer mouse populations had increased 20-fold in some locations, triggering the transmission of SNV infections in humans (see Concept 9.5 and Figure 9.18).

Over the last 60 years, the number of emerging diseases affecting humans has substantially increased. Of these diseases, 62% are zoonotic—hosted by wildlife and

infectious to humans. Diseases such as the Zika virus, Ebola virus, and avian influenza are all zoonotic diseases that have emerged over the last few decades. The factors that affect zoonotic disease emergence are complex and sometimes dis-ease-specific but often include human-caused events such as

Figure 19.1 Deer Mice Trigger Hantavirus Infection in Humans Can the number of small-mammal species affect the transmission of hantavirus by the deer mouse?

KEY CONCEPTSCONCEPT 19.1 Species diversity differs among communities as a consequence of regional species pools, abiotic conditions, and species interactions.

CONCEPT 19.2 Resource partitioning is theorized to reduce competition and increase species diversity.

CONCEPT 19.3 Processes such as disturbance, stress, predation, and positive interactions can mediate resource availability, thus promoting species diversity.

CONCEPT 19.4 Many experiments show that species diversity affects community function.

Species Diversity in Communities19

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Case StudiesIntroducing the topic of each chapter through an engaging story or interesting application, the Case Study comes full circle with the corresponding “Case Study Revisited” section at chapter’s end.

Climate Change ConnectionsThese examples describing the impacts of climate change enrich a student’s understanding of ongoing climate change and its implications for conservation and ecosystem services.

Hands-On ProblemsThis popular feature of the Companion Website provides practical experience working with real experimental data and interpreting results from simulations and models.

Sample Pages

Population Distribution and Abundance 9

Have Introduced Grasses Altered the Occurrence of Fires in Hawaiian Dry Forests?

Bush beardgrass (Schizachyrium condensatum), molasses grass (Melinis minutiflora), and several other non-native grasses were introduced by humans to Hawaii as forage for livestock. By 1969, introduced grasses had invaded the dry forests of Volcanoes National Park, Hawaii. These dry forests are open woodlands with an understory of shrubs; they contain few or no native grasses. Hughes et al. (1991)* provide data on fire occurrence (Table A) and on vegetation abundance in unburned and burned regions of dry forests in the park (Table B).1. Using the data in Table A, calculate the frequency of

fires and the average area burned before and after introduced grasses invaded Volcanoes National Park. What do your results suggest about how introduced grasses have affected the occurrence of fires in Volca-noes National Park?

2. Based on the data in Table B, does fire promote or limit the abundance of native trees and shrubs? How does fire affect introduced grasses?

* Hughes, F., P. M. Vitousek and T. Tunison. 1991. Alien grass invasion and fire in the seasonal submontane zone of Hawai’i. Ecology 72: 743–746.

3. Introduced grasses recover quickly from fires, and they provide more fuel for future fires than do native trees and shrubs. Use this information to predict what may happen if a fire occurs in a Hawaiian dry forest after introduced grasses have invaded that forest. Do the events you’ve described help to explain the data in Tables A and B? Explain your reasoning.

Table ATIME FRAME NUMBER OF FIRES TOTAL AREA BURNED1928–1968 9 2.3 ha1969–1988 32 7,800 ha

Table BVEGETATION ABUNDANCE INDEX

VEGETATION TYPE UNBURNED BURNED ONCE BURNED TWICENative trees and

shrubs112.3 5.2 0.7

Introduced grasses

80.0 92.1 100.9

ANALYZING DATA 9.1

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Estimating Population Growth Rates in a Threatened Species

Loggerhead sea turtles (Caretta caretta) are large marine turtles that lay eggs in nests that adult fe-males dig into sandy beaches. Newly hatched baby turtles weigh just 20 g (0.04 pounds) and have a shell length of 4.5 cm (1.8 inches). They reach adulthood after 20–30 years, at which point they can weigh up to 227 kg (500 pounds) and have a shell length of 122 cm (4 feet).

Loggerhead sea turtles have been listed as a threatened species under the U.S. Endangered Species Act since 1978. Many species eat log-gerhead eggs or hatchlings, and the juveniles and adults are eaten by large marine predators such as tiger sharks and killer whales. Loggerheads also face threats from people, including the destruction of nesting sites by development, as well as commercial fisheries (in whose nets sea turtles can become trapped and drown).

Early efforts to protect logger-head sea turtles focused on the egg and hatchling stages, which suffer extensive mortality and are relatively easy to protect. To evaluate this ap-proach, Crouse et al. (1987) and Crowder et al. (1994) used life table data to determine how the existing exponential growth rate of r = –0.05 would change if new management practices improved the survival rates of turtles of various ages (Fig-ure A). Their findings suggested that even if hatchling survival rates were increased by 90%, loggerhead populations would continue to de-cline. Instead, they found that the population growth rate was most responsive to increasing the survival rates of older juveniles and adults.

The results obtained by Crouse, Crowder, and their colleagues prompted the enactment of laws requiring turtle excluder devices (TEDs) to be installed in shrimp nets (Figure B). A TED functions as a hatch

through which juvenile and adult sea turtles can escape when caught in a net. Shrimp nets were singled out because the data suggested that shrimping accounted for more log-gerhead deaths (from 5,000 to 50,000 deaths per year) than all other human activities combined.

Loggerheads are most easily counted when they nest, yet it takes

20–30 years for turtles to become sexually mature. As a result, it will be decades before we know whether TED regulations help turtle popula-tions to increase in size. But early results are encouraging: the number of turtles killed in nets dropped sub-stantially (up to 94%) after the TED regulations were implemented (Fink-beiner et al. 2011).

Ecology 4e CainSinauer AssociatesMorales StudioEcology 4e Toolkit 10.01a 12/13/16

Under existing management practices, r = –0.05.

Increasing the survival rate of older juveniles has the largest effect on population growth.

Exp

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Figure A Management Practices and Sea Turtle Population Growth Rates Researchers used life table data to identify the age-specific death rates that most strongly influenced the population growth rate of loggerhead sea turtles. (After Crowder et al. 1994.)

ECOLOGICAL TOOLKIT 10.1

Figure B Turtle Excluder Device (TED)

Ecological ToolkitMany chapters include an Ecological Toolkit that describes ecological “tools” such as aspects of experimental design, mark–recapture techniques, and DNA fingerprinting.

CONNECTIONS IN NATURE Managing Pathogens by Managing Biodiversity

As more evidence accumulates that changes in biodiversi-ty can trigger infectious diseases, there is interest in man-aging for these outbreaks. Management can come in many forms depending on the pathogen in question. Beyond the obvious recommendation that genetic and species diversi-ty be maintained within ecosystems, there are other man-agement suggestions that can help provide early warning signs or reduce the risk of emerging pathogens altogether.

First, it is critical to survey potential “emergence hotspots” where land use changes and agricultural inten-sification reduce diversity and have the potential to trig-ger endemic wildlife pathogens, potentially causing them to jump to new host species, including livestock and hu-mans. In fact, research shows that almost half of the zoo-notic diseases that have emerged since 1940 have occurred in regions where major changes in land use, agriculture, or wildlife hunting practices have occurred (Jones et al. 2008).

Second, the research also suggests that another 20% of diseases emerging since the 1940s have arisen through the widespread use of antibiotics and the production of resis-tant strains of microbes. Antibiotics are thought to select for resistant microbes by both eliminating the diversity of nonresistant microbial strains and by eliminating species that suppress those strains. The observation that a more diverse microbiome can suppress strains that are resistant to antibiotics suggests that avoiding the overuse of these pharmaceuticals in medicine and agriculture is critical in preventing emerging diseases.

Finally, managing emerging diseases will involve considering the complex ways that factors such as climate change, invasive species, and pollution interact with bio-diversity loss to increase the emergence and transmission of diseases. Despite the many questions that remain, it is clear that managing for biodiversity is a critical com-ponent in protecting human populations from potential disease epidemics.

Connections in NatureEach chapter closes with a section that discusses how the material covered in that chapter affects and is affected by interactions at other levels of the ecological hierarchy.

Analyzing Data ExercisesUsing real data, these exercises (with answers) enable students to increase their facility with essential skills such as performing calculations, making graphs, designing experiments, and interpreting results. New for this edition, each in-text Analyzing Data exercise has a similar practice exercise online, for self-study or assignment by the instructor.

FOR THE INSTRUCTOR(All instructor resources are available to adopting instructors online. Instructor registration is required.)

Instructor’s Resource LibraryThe Ecology, Fourth Edition Instructor’s Resource Library includes a variety of resources to aid instructors in course planning, lecture development, and student assessment. The IRL includes:

• Figures & Tables: All of the textbook’s figures (including photos) and tables are provided as JPEGs, both with and without balloon captions, optimized for use in presentations. Complex figures are provided in both whole and split versions.

• PowerPoint Resources: Three different PowerPoint presentations are provided for each chapter of the textbook:

• Figures: All figures and tables from each chapter, with titles and full captions.

• Lecture: A complete lecture outline, including selected figures.

• Hands-On Problems: Instructor versions of all Hands-On Problems are provided in ready-to-use presentations designed for use as in-class active-learning exercises.

• Hands-On Problem-Solving Exercises: In addition to the instructor versions mentioned above, the student versions of the exercises from the Companion Website, with answers, are included in Microsoft Word format.

• Answers to Analyzing Data Exercises: Complete answers for all of the online Analyzing Data companion exercises.

Test BankThe Ecology, Fourth Edition Test Bank includes a thorough set of questions for each chapter. All important concepts are covered, and additional quantitative questions have been added for the Fourth Edition. Each question is referenced to a specific chapter heading and concept number, and is categorized according to Bloom’s Taxonomy. All of the questions from the Companion Website online quizzes are also included. The Test Bank is provided in three formats:

• Microsoft Word (by chapter)

• Diploma (software included): Diploma is a powerful, easy-to-use exam creation program that lets you quickly assemble exams using any combination of publisher-provided questions and your own questions.

• Blackboard: Question bank files ready to import into your Blackboard course.

Online QuizzingThe Companion Website includes an online quiz for each chapter of the textbook. Via the instructor’s website, these quizzes can be assigned or opened for use by students as self-quizzes. Custom quizzes can be created using any combination of publisher-provided questions and instructor-created questions. Quiz results are stored in an online gradebook and can be exported. (Note: Instructors must register with Sinauer Associates in order for their students to access the quizzes.)

FOR THE STUDENTCompanion Website (ecology4e.sinauer.com)The Ecology, Fourth Edition Companion Website offers students a wealth of study and review material. Access to the site is included with each new copy of the textbook. The Companion Website includes:

• Chapter Outlines and Summaries

• Hands-On Problem-Solving Exercises that provide practical experience working with experimental data and interpreting results from simulations and models.

• Analyzing Data Exercises—companions to the in-book exercises that give students extra practice with quantitative skills.

• Climate Change Connections explore the links between the ecological concepts and climate change.

• Web Extensions expand on the coverage of selected topics introduced in the textbook.

• Online Quizzes are a great way for students to check their com-prehension of the material covered in each chapter (instructor registration required).

• Web Stats Review—a brief statistics primer for ecology.

• Flashcards, Suggested Readings, and Glossary

Sample slides from the Figure and Lecture presentations.

MEDIA AND SUPPLEMENTS to accompany Ecology, Fourth Edition

Sinauer Associates, Inc., Publishers 23 Plumtree Road PO Box 407 Sunderland, MA 01375-0407

sinauer.com

PRSRT MKGU. S. Postage

PAIDGreenfield, MAPermit No. 183

ECOLOGY, Fourth Edition WILLIAM D. BOWMAN • SALLY D. HACKER • MICHAEL L. CAIN

Hone Your Problem-Solving SkillsGeneralist herbivores, which are often insects, consume a greater number of plant species than specialist herbivores do. Specialist herbivores are often protected against pre-dation by acquiring protective chemicals from their plant food sources. Thus dietary specialization may have conse-quences for the impact of herbivory on the flow of energy and nutrients in ecosystems.1. Would you expect that a trophic cascade would have

a greater or lesser effect on herbivory and NPP if only specialist herbivores were present? Assume a high diversity of plant species. Provide your answer in the form of a prediction, and describe an experiment in which you could test this hypothesis.

2. Michael Singer and colleagues investigated the influ-ence of predatory birds on caterpillars and the subse-quent effect on plant damage through herbivory in a deciduous forest ecosystem (Singer et al. 2014). They manipulated the presence and absence of birds (third trophic level) using exclosures, manipulated the pro-portion of specialist and generalist caterpillars (sec-ond trophic level), and measured abundances of the caterpillars and levels of damage to trees. Figure A shows the impact of bird predation on damage to the trees, expressed as relative to controls with no bird predation (zero point). Negative values indicate less herbivore damage to trees as a result of the bird

predation; positive values indicate more herbivore damage to trees as a result of bird predation. Figure B shows the effect of predation on abundance of herbi-vores according to whether they are generalists (G) or specialists (S).a. How do these results support or refute the

hypothesis you derived in Question 1?b. What factors would have contributed to the

observed result?

Ecology 4e CainSinauer AssociatesMorales StudioEcology 4e 21.HYPSS 1/18/17

Figure A

Figure B

Herbivore typeGeneralist Specialist

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On the cover: Sandhill cranes (Grus canadensis) take off from their night refuge from predators en route to nearby fields to forage for the day. Bosque del Apache National Wildlife Refuge. © William D. Bowman.

A Hone Your Problem- Solving Skills series (with answers) has been added to the set of review questions at the end of each chapter. These questions expose students to hypothetical situations or existing data sets, teaching ecological concepts through data analysis and interpretation.

NEW!