Biological
Oceanography
• T-TH 10:00-11:45
• Discussion Sections Weds. 14:00-15:10
(we’ll start next week)
• Textbook (not required):
– Kaiser, Marine Ecology 2E
– Others listed in the syllabus (optional)
Biological
Oceanography
• The Textbook is NOT mandatory, but it’s an
excellent book. We will occasionally refer to
it—if you absolutely need something from it,
I will make it available.
• The older (2005, First Edition) version is also
OK, but not as up to date.
Biological
Oceanography
• Textbooks available at the Science Library:
• Oceanography: An Illustrated Guide. Summerhayes, C.P. and S.A.
Thorpe. Wiley, 1998. Science Library Call # GC11.2 .O22 1996
• Marine Ecological Processes. Valiela, [Link], 1995. Science
Library Call # QH541.5.S3.V34 1995.
• Dynamics of marine ecosystems : biological-physical interactions
in the oceans. Mann, K.H. and J.R.N. Lazier. Blackwell Science,
1996. QH541.5.S3.M25 1996.
• Aquatic Photosynthesis. Falkowski, P.G. and J.A. Raven.
Blackwell Science, 1997. QK882.F36 1997.
• Concepts in biological oceanography: an interdisciplinary primer.
Jumars, P.A. Oxford University Press, 1993. QH541.45.S3J85
1993.
Biological
Oceanography
• Class Format:
– Midterm (short answer/essay)
– Final Exam (short answer/essay)
• Paper Assignments (from primary literature):
– Approx. 2 papers on a topic per week, not required
for undergraduates unless I tell you to read it
– Graduate students will review papers
• Proposal/Term Paper
• Homework
Biological
Oceanography
• Papers (from literature)
– Required for graduate students, not for undergrads
– Written review and lead discussion (chalkboard; 2nd
half of the class)
• Proposal/Term Paper
– Graduate students will prepare an NSF-style pre-
doctoral proposal on a topic in Biological
Oceanography
– Undergraduates will prepare a 7-10 page term paper on
a B.O. subject OR can write a 3-5 page proposal for
undergraduate research
Biological
Oceanography
• End of Quarter:
– We will hold an NSF-style panel for the graduate student proposals
(and any undergrads that want class feedback on their proposals)
– This is run by the class—the Program Manager position will be
taken by the instructor
– Each student will be assigned as the primary for one
proposal, and the scribe for a second proposal
– The primary person provides an overview of the proposal and
leads a discussion; the scribe takes notes (to be given to the
student writing the proposal)
– At the end of the discussion, everyone that feels comfortable can
vote on the ranking for that proposal.
Biological
Oceanography
Waiting for a Permission Code?
• The classroom holds 75 students. There are about 10 slots
still open. Please let me know if you want a permission cod
Biological
Oceanography
BREAK
Biological
Oceanography
Why is biological oceanography important?
•Oceanic phytoplankton fix 40-50 Gtons C yr-1
• terrestrial systems fix 50-65 Gt C yr-1
• standing stock of phytoplankton 0.30-0.75 Gt C, with a
turnover time of 2-6 d (!)
• terrestrial standing stock 800 Gt C, with a 13-16 yr turnover
time
• 5 - 25% of protein for food derived from fishing, dependent
on area
• also fertilizer, poultry food, livestock food, cosmetics, etc.
• regulation of global climate, both evolutionarily, climatically
Biological
Oceanography
Goal of biological oceanography
To describe how physics (hydrography and light), chemistry (nutrients)
and biology (primary production, food web processes) interact to
determine:
• distributions
• composition (species or biochemical)
• biogeochemical activities
• trophic interactions
of marine communities
Biological
Oceanography
What’s in the water?
• Viruses, bacteria (heterotrophic, chemosynthetic), phytoplankton
(prochlorophytes, cyanobacteria, eukaryotes), zooplankton (micro,
meso, macro; holo-, meroplankton), nekton, benthos
100yr
10yr
Temporal scale
1yr
1mo
1wk
1d
1h
1min
1sec
1mm1cm 10cm 1m 10m
0.1µm1µm 10µm100µm
Spatial scale
Biological
Oceanography
We can not (or at
least should not)
separate biology
from the
environment!
Biological
Oceanography
Light
• Provides energy for almost all marine food webs (photosynthesis)
• Provides heat that stabilizes the surface layer of the ocean
• The submarine light field is strongly influenced by constituents in
the water (absorption, scattering, fluorescence, bioluminescence)
How does light affect marine life?
• Irradiance and photosynthesis
Importance of quantity and spectral quality
• Inhibition of biogeochemical transformations
• Effects on trophic interactions
Biological
Oceanography
Primary productivity
• Phytoplankton growth
Photosynthesis, process and measurement
Chemical composition
Essential nutrients, light, temperature
Loss processes
• Biogeochemical cycles
Nitrogen cycle
Flux of carbon
• Fate of primary production in the upper ocean
Food web processes
Microbial loop
Biological
Oceanography
Zooplankton and secondary production
• Zooplankton groupings based on:
Size
Life-history characteristics (holo-, meroplankton)
Trophic status (herbivore, omnivore, carnivore)
• Vertical distribution
Hydrodynamics vs. behaviour
• Feeding
Effects of food availability, behaviour
Effects of the physical environment (turbulence)
• Effects on food web processes
Biological
Oceanography
Fisheries
• Growth, survival and recruitment of larval fish
Hydrodynamics
Temperature
Food supply
Predation
• Structure of oceanic food webs
• Exploitation of fish stocks
Biological
Oceanography
Benthos
• Benthic organisms (microbes, micro- and macroalgae, meio-,
and macrofauna)
Life history characteristics
•Animal-sediment relations
Effects of substrate on biota (flux of food resources,
colonization, predation)
Effects of biota on substrate (stabilization, bioturbation,
structure formation, flow modification)
• Ecological processes
Predation, competition, disturbance
Biological
Oceanography
Ecosystems
• North Atlantic, North Pacific
• Upwelling ecosystems
• Oligotrophic Gyres
• HNLC Regions
• Coastal and Estuarine
ecosystems
Biological
Oceanography
Unifying themes
• Quantitative approach
• Explicit consideration of interacting
factors (physics, chemistry, biology)
• Focus on populations/communities/
ecosystems NOT on individuals
Biological
Oceanography
Organizing Structure for the class
• Boyd et al. Article on the SOIREE (Southern Ocean
Iron Enrichment Experiment) as “bookends”
•To understand the SOIREE experiment is to
understand major concepts in B.O.
•Representative of an “overview” Nature paper
•Lots of methods and techniques
•The concept of an “NPZ” model as an underlying
theme
Biological
Oceanography
Phytoplankton" Zooplankton"
Nutrients"
Phytoplankton
Zooplankton
Nutrients
NO3
NO3
NO3
NO3
PO4
Fe
PO4
NO3
NO3
NO3
NO3
NO3
NO3
Biological
Oceanography
For Thursday, we will be discussing two papers:
1) Boyd et al., SOIREE Southern Ocean Iron Fertilization
2) Peter Franks, NPZ models
Both are available on the website:
[Link]
You are NOT expected to understand them—we’ll return to
these papers throughout the quarter as we learn more.
(note: the papers on the website are subject to change. You are welcome to read them in advance, but
remember to check the assignments as the quarter continues).
