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14.16: Cerego- Invertebrates - Biology


It is tempting to view different topics as completely separate, but in fact the ideas we cover in this course are often connected to one another. Using this practice set can help you do well both in this module and as you move through the course.

Click here to view the practice set for Invertebrates. You’ll need to create a free log-in to practice these items, if you haven’t already.


CLIL Classification Lesson

I am a CLIL (Content and Language Integrated Learning) Coach and CLIL Teacher. I teach science and biology to students in secondary education, aged 12-18.

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CLIL Classification Lesson: Vertebrates, Invertebrates and Plants, includes Lesson Plan.

In a typical CLIL (Content and Language Integrated Learning) Lesson, learners are ecouraged and motivated to speak about subject-specific content in a fun and engaging way. Includes a lesson plan!

The whole lesson plan involves scaffolding to help enhance learners' understanding by comparing and contrasting in multi-modal ways: observing, speaking, listening, discussing ideas using appropriate subject vocabulary and kinaesthetics (walking, moving, arranging and rearranging). It provides the learners with an appropriate reason for speaking to each other.

Whiteboard activity: Activates speaking about and writing appropriate subject vocabulary and content which learners already know.
Powerpoint slides (as wall items): teaches subject vocabulary and content which will be used in the activities. Helps explain both subject vocabulary and content by visualising the members of the animal and plant kingdoms and taxons.

My students love this activity as it gets them out of their seats and discussing where to place each wall item (picture,photo or words) to compete a wall display of animal and plant taxons!

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ANIMAL SAMPLING TechniquesCLF Lesson & Resources - Lesson 3 - KS4 BIOLOGY

I am a science teacher in Liverpool and have been head of department and senior leadership. I have put resources on here that I know will be beneficial to both individual teachers and middle managers. I'm aware of the time constraints and the resources are to reduce workload as well as inform.

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rtf, 50.04 KB rtf, 1.3 MB pdf, 481.43 KB pub, 2.31 MB pptx, 16.81 MB

This is lesson 3 of 7 lessons that can be used in part or whole to teach the biology topic of interdependence in animals and plants.

This lesson explains how invertebrates can be captured and released. Modeling shows why the different techniques are used in those habitats. It touches on the ethics of handling captured animals too. The Lesson looks at what capturing animals tells us about the environment. Challenge looks at how some animals can be living indicators of pollution levels.

These lessons are not board specific and can be used (dependent on ability) from KS3 and KS4.

Lesson 3 - Abundance of Animals (sampling techniques) (THIS LESSON)

THESE ARE ALSO AVAILABLE TO BUY

Lesson 1 - Interdependence & Biodiversity
Lesson 2 - Sampling Plants (Quadrats)
Lesson 4 - Competition in Animals
Lesson 5 - Competition & Adaptations in Plants
Lesson 6 - Adaptations in Animals
Lesson 7 - Predator Prey Population Graphs

Each lesson has a interactive PowerPoint that has a starter and comprehensive explanations that will allow for questioning and discussion. There is a pupil worksheet (both in Publisher for editing, and PDF forms). The worksheet mirrors what has been taught in the lesson. There is a question (and a mark scheme) that can be used to consolidate the learning in the lesson or as homework.

The lesson is labeled in the CLF (common lesson format) so pupils are aware of what that section is about.

Get this resource as part of a bundle and save up to 29%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Biology INTERDEPENDENCE Bundle

This is a bundle of 7 lessons that can be used in part or whole to teach the biology topic of interdependence in animals and plants. These lessons are not board specific and can be used (dependent on ability) from KS3 and KS4. Lesson 1 - Interdependence & Biodiversity Lesson 2 - Sampling Plants (Quadrats) Lesson 3 - Abundance of Animals (sampling techniques) Lesson 4 - Competition in Animals Lesson 5 - Competition & Adaptations in Plants Lesson 6 - Adaptations in Animals Lesson 7 - Predator Prey Population Graphs Each lesson has a interactive PowerPoint that has a starter and comprehensive explanations that will allow for questioning and discussion. There is a pupil worksheet (both in Publisher for editing, and PDF forms). The worksheet mirrors what has been taught in the lesson. There is a question (and a mark scheme) that can be used to consolidate the learning in the lesson or as homework. The lesson is labeled in the CLF (common lesson format) so pupils are aware of what that section is about.


UA In the News — May 14-16

University of Alabama interim course looks at fantasy author Terry Pratchett
Tuscaloosa News – May 14
Classics of fantasy — Heinlein, Tolkien, Herbert and the like — rest on Andrea Barton’s shelves. They’ve been read. Terry Pratchett’s books sprawl all over the kitchen, the bathroom, by the bed, everywhere. Those have been read, are being read, and will be read again. “With Pratchett, you kind of live with it,” said Barton, an instructor in the University of Alabama English department, teaching an interim course on his work, titled “Special Topics in Literature: Discworld.”
University Herald – May 14

Tattoos, piercings, and the search for better health
Wish TV – May 14
Instead of seeing a doctor, thousands of people are turning to their local tattoo shop for a potential solution to migraine pain and a way to boost their immune system. A new study published in the American Journal of Human Biology by researchers at the University of Alabama finds receiving multiple tattoos can actually strengthen your immunological responses, potentially making it easier to fight off common infections.

COLLEGE NEWS: May 15
Tuscaloosa News – May 14
University of Alabama Members of Sigma Chi fraternity in conjunction with UA sororities, raised $25,000 for Children’s of Alabama hospital in Birmingham. The students generated the proceeds through Derby Days, a weeklong series of events and competitions and through contributions by local businesses. Sigma Chi made a second donation of $3,000 to the Pi Beta Phi Foundation, which promotes literacy.

Veterans travel to DC to see memorials to their service
Washington Times – May 15
Jackie Luksic of Dayton, Ohio, took a detour to see the World War II Memorial as she traveled through Washington on May 11. She traveled to see the monument to the generation that includes her father and uncles who fought in the war. She arrived as the latest group of veterans from the Rotary Club of Tuscaloosa’s seventh Honor Flight toured the monument. As the first of many rain showers began, the veterans spread out across the monument’s plaza ringed with pillars for each of the states and territories and a wall for the dead … University of Alabama junior Jordan Forrest has been part of student efforts that helped raise $20,000 for the flights over the last three years. The Honor Flights cost about $80,000, Turner said.
Abruzzo.tv – May 15
Franklin Daily Journal (Ind.) – May 15

Think ink: Limestone City Tattoo and Arts Festival coming to town
Kingston Region (Canada) – May 15
Hoping to put Kingston on the edginess map in September, a couple of homegrown promoters are bringing The Limestone City Tattoo and Arts Festival to town. On September 17 and 18, 45 tattoo artists and other creative types from as far away as Denmark will show and share their craft at the Four Points by Sheraton in downtown Kingston. You can get new ink or simply enjoy the artistic and fun atmosphere … Immediately after getting a tattoo, you are more susceptible to illnesses like the common cold. But in the long term, you become more immune to diseases like the flu and colds. When you get a tattoo, your body releases immunoglobin A to prevent infection. The more tattoos a person gets, the higher the level of immunoglobin A becomes. According to a study at the University of Alabama, people with one tattoo had a much lower level of immunoglobin A compared to people who have multiple tattoos.

Creationist to biologist: how my past informs teaching & advocacy of evolution
Daily Kos – May 15
I was a creationist. Now I’m an evolutionary biologist and advocate for science ed in the South. This is a story of science, religion, teaching, and politics. I remember (I have no idea why) one instance in high school in Alabama when, while waiting for our psychology class to start, a couple of friends and I were sitting around chatting about their biology class … We also see this “backfire effect” with other non-scientific beliefs, like anti-vaccination. Interestingly, a recent survey study by Dr. Leslie Rissler’s lab at the University of Alabama showed that Alabama college students’ level of acceptance of evolution is more strongly correlated with strength of religious belief than with education.

The University of Alabama, part of The University of Alabama System, is the state’s flagship university. UA shapes a better world through its teaching, research and service. With a global reputation for excellence, UA provides an inclusive, forward-thinking environment and nearly 200 degree programs on a beautiful, student-centered campus. A leader in cutting-edge research, UA advances discovery, creative inquiry and knowledge through more than 30 research centers. As the state’s largest higher education institution, UA drives economic growth in Alabama and beyond.

Engage With UA

Did You Know?

The National Science Foundation granted a CAREER Award to Dr. Paulo T. Araujo, UA assistant professor of physics and astronomy, and Dr. Kevin M. Kocot, UA assistant professor in biological sciences and curator of invertebrate zoology in the Alabama Museum of Natural History.


14.16: Cerego- Invertebrates - Biology

Biology 1441 - Tentative Lecture Schedule

Reading Assignment*

Introduction to Course Web Page/ Biological Levels of Organization (The "vertical" dimension)

Microscopy and Introduction to Pond Life

Ch 6: p 94-97 Ch 52: p 1157-1159

Introduction to Evolution and Diversity (The "horizontal" dimension)

Ch 1: p 11-18 Ch 26: p 536-539

The Darwinian View of Life

Ch 1: p 14-16 Ch 22: 452-467

Evolution of Populations

Origin of Species (cont.)

Phylogeny and Cladistics The Origin of Life

Ch 25: p 507-510 Ch 26: 540-548

Origin of Life (cont) Prokaryotes

Origins of Eukaryotic Diversity Heterotrophy in Representative Protist and Invertebrate Phyla

Ch 25: p 514-518 Ch 28: p 580 584-585 Ch 32: 654-656

658-661 Ch 33: p 671-672 674-676

Heterotrophy in Representative Protist and Invertebrate Phyla

Comparative Anatomy of Vertebrates

Ch 34: p 697-701 710-714 717-723

Animal Structure and Function

Ch 40: p 852-855 860-872 Ch 42: 897-902 915-922

Animal Structure and Function

Animal Structure and Function

How Plants Colonized Land

Ch 29: p 600-615 Ch 30: p 618-634

How Plants Colonized Land

Representative Plant Groups

Plant Responses to Environment

Ch 35: p 738-742 746-748 Ch 39: p 835-841 845-847

Plant Responses to Environment

Introduction to Ecology

Human Impact on the Biosphere/Biodiversity

*Note that some reading assignments consist of an entire chapter of the textbook and for other topics, selected reading of a few pages. In addition to this assigned reading, use your book as a resource to find answers to questions anywhere in the text they may be found.


Talk Overview

As a first year graduate student, Dr. Colleen Cavanaugh predicted and discovered chemosynthetic bacteria living in giant tubeworms found at deep-sea vents. Using a combination of electron microscopy and biochemistry, Cavanaugh showed that the bacteria metabolized sulfur and generated chemical energy for the mouthless and gutless worms. In turn, the worms provide the bacteria with an environment rich in both hydrogen sulfide and oxygen for energy production and CO 2 fixation. Cavanaugh went on to discover similar chemosynthetic symbioses in coastal bivalves and numerous other marine invertebrates.


The Sixth Mass Extinction Will Be Like Nothing In Earth's History

The sixth mass extinction —the one that seven billion humans are doing their darnedest to trigger at this very moment—is shaping up to be like nothing our planet has ever seen. That’s the conclusion of a sweeping new analysis, which compared marine fossil records from Earth’s five previous mass extinction events to what’s happening in the oceans right now.

“There is no past event that looks biologically like what’s happening today,” lead study author Jonathan Payne, of Stanford University, told Gizmodo. Unlike the past, Payne said, “processes like warming and ocean acidification are not the dominant cause of threat in the modern ocean.”

Instead, the dominant threat is people. It’s the nets, harpoons, and trawlers that are systematically emptying the oceans of fish and other marine life forms. Whereas the mass extinctions of the past tended to target organisms in certain environments, the sixth mass extinction is poised to hit the biggest animals the hardest. And that could have have profound implications for how our planet’s future unfolds.

A paleontologist by training, Payne and his research group started compiling data on modern marine organisms several years back, in order to study how body size and ecological traits have changed over evolutionary time. Payne, who has studied the End Permian extinction event that wiped out more than 95 percent of all marine species 250 million years ago, soon realized that his dataset—which included living and extinct members of nearly 2500 marine genera—could serve another purpose.

“We thought the data we had would allow us to examine extinction in the modern [era] in a way that would be very comparable to the fossil record,” Payne said. “Our hope was that we might be able to identify past events that biologically were most similar to the extinction threat the oceans are facing today.”

So that’s exactly what the researchers did. By comparing the extinction threat faced by modern marine genera (as indicated by their official conservation status) with their ancestral counterparts, Payne and his colleagues discovered that modern extinction threat is more strongly associated with body size. Larger animals face a greater risk of disappearing than smaller animals.

In past mass extinction events, body size didn’t matter that much. Instead, it was an organism’s habitat that dictated its fate. Animals that lived in the open ocean, or pelagic zone, went extinct at a higher rate than benthic creatures living on the seafloor.

This difference in “extinction selectivity” can be explained by different drivers. During the End Permian, changes in ocean chemistry triggered by microbes, volcanoes, or some combination of the two are thought to have created a toxic environment for most marine life. At the end of the Cretaceous period, an enormous asteroid impact followed by supervolcano eruptions sent plumes of dust into the sky, choking out sunlight and cutting off the energy supply at the bottom of the food chain. In both cases, organisms that lived in more isolated, sheltered environments away from the ocean’s surface fared better.

Today, the dominant driver of marine extinction is people, and people aren’t terribly selective about which environments they pluck animals from. We go for the biggest game, fishing down the food web and removing top predators . Within species, too, we tend to hunt the largest individuals, which is why North Atlantic cod and Chesapeake oysters were historically much larger. “In a sense, we’re driving evolution [toward smaller individuals],” Payne said.

There are a few big caveats to the analysis. For the sake of comparison, Payne and his co-authors only analyzed marine genera that have fossil counterparts, which means certain soft-bodied organisms that don’t preserve well (like octopods) were excluded. What’s more, they only looked at organisms whose extinction risk has been assessed by the International Union for the Conservation of Nature (IUCN). That creates a rather serious bias toward big, charismatic groups—fish, sea turtles, marine mammals, and the like. There are countless species of marine invertebrates that we simply don’t have enough data on to do a proper threat assessment.

Perhaps most significantly, the study excluded corals, which are currently in the midst of a catastrophic, global die-off . As habitat for roughly a quarter of all marine species, the loss of coral reefs due to global warming and ocean acidification would be a major blow to the health of the oceans overall.

“This study largely does not address the impact we are having on ocean ecosystems through global climate change,” Mark Eakin, a biological oceanographer with NOAA who was not involved with the study told Gizmodo. “Our increases in atmospheric CO2 will add to the impacts found by the authors to broaden our species’ destructive reach.”

Even considering the omissions, the pattern the authors uncovered implies that the trajectory of the sixth mass extinction could be unique. The loss of large animals tends to cause what ecologists call a “tropic cascade,” basically, a ripple effect down the food chain. Larger organisms also play an outsized role in global nutrient cycling—whale poop fertilizes the oceans with iron, for instance, while salmon migrations bring nitrogen and phosphorus upstream and even onto the land.

It’s unclear whether the loss of these ecosystem services will make it harder for marine life to recover, but it’s certainly a possibility. The study minces no words to this point: “The preferential removal of the largest animals from the modern oceans, unprecedented in the history of animal life, may disrupt ecosystems for millions of years.”

There is, however, a bright spot: things haven’t gotten too terrible yet. In Payne’s dataset, there is only one genus that has actually gone extinct in the past 500 years. While more species have gone extinct, and some genera are too poorly studied to be sure, we’re at best on the precipice of a sixth mass extinction . We can still turn this sinking ship around.

“We have the opportunity to totally avert this, if we make the right decisions,” Payne said. “Even on the land, where we have lost a bunch of large species, almost everything at the genus level is still here.”

“To claim we’re in a sixth mass extinction is something very enormous,” he continued. “It is a possibility. It is not the reality yet.”


Bachelor of Science in Biology (B.S.)

The Bachelor of Science program in biology prepares students for medical school, dental school, veterinary school, pharmacy school, and a variety of graduate programs (both Masters and Doctoral programs) in the biological sciences. It also prepares students for a multitude of technical positions in government service, education, the military, private industry, or other areas in the private sector. The curriculum below is current as of the 2018- 2019 Academic Catalog. See the Program Coordinator or your advisor for more information about how to better tailor your course schedule to fit your degree needs.

General Education Curriculum - 50 credits

Courses Required From General Education Curriculum
CHE 180 General Chemistry I (with lab)
ENG 102 Composition and Literature or 103 Composition, Rhetoric, and Research
MAT 121 Pre-Calculus
PCS 120 College Physics I (with lab)

Major Required Courses - 25 credits
BIO 120 Introduction to Cell and Molecular Biology (with lab)
BIO 202 Introduction to Plant Biology (with lab)
BIO 260 Introduction to Microbiology (with lab)
BIO 280 General Zoology (with lab)
BIO 300 Biology Seminar
BIO 320 Genetics (with lab)
BIO 360 Principles of Ecology (with lab)

Major Electives (select four) - 14-16 credits
BIO 220 Anatomy and Physiology I (with lab)
BIO 222 Anatomy and Physiology II (with lab)
BIO 230 Pathophysiology
BIO 312 Taxonomy of Vascular Plants (with lab)
BIO 308 Invertebrate Biology (with lab)
BIO 310 Vertebrate Zoology (with lab)
BIO 340 Cell Biology and Physiology (with lab)
BIO 406 Evolutionary Biology (with lab)
BIO 410 Immunobiology (with lab)
BIO 420 Aquatic Zoology (with lab)
BIO 432 Limnology (with lab)
BIO 440 Biochemistry
BIO 450 Thesis Project
BIO 460 Behavioral Endocrinology (with lab)
BIO 299 or 499 Independent Study
BIO 490 Internship in Biology
BIO 491 Undergraduate Teaching Assistant
PCS 122 College Physics II (with lab)
MAT 250 Computer Programming
MAT 321 Calculus II or Higher

Associate Fields - 19 credits
CHE 182 General Chemistry II (with lab)
CHE 380 Organic Chemistry I (with lab)
CHE 382 Organic Chemistry II (with lab)
MAT 200 Introduction to Statistics
MAT 221 Calculus I


Interactive resources for schools

Blood vessels

The tubes through which blood is carried around the body eg arteries, veins and capillaries

Sense organ

A collection of sensory receptors in a specialised organ or part of the body that is sensitive to a particular stimulus/stimuli

Sense organs

Sensory receptor cells respond to changes in the conditions around them. This may be the internal environment of the body itself, or the wider environment in which an organism lives. Sense organs are made up of a collection of sensory receptor cells all responding to similar stimuli. Sense organs are usually sensitive to one or two major stimuli. For example human sense organs include eyes (light), ears (sound and orientation), nose (smell), tongue (taste), and the skin (touch, temperature and pain).

Here the eye is used as an example of a sense organ. All sense organs have a similar structure – specialised receptors, specific sensory nerve pathways and specialised areas of the brain which interpret the information and use it to coordinate motor responses.

The eye

Sensitivity to light is very useful, so light-sensitive organs and eyes are important in animal species ranging from invertebrates such as woodlice and bees to vertebrates ranging from fish and birds to mammals.

The eyes of an insect such as this dragonfly are made up of many small units called ommatidia. They give great sensitivity to movement but the image is not in focus. Birds such as this jackdaw use vision to help them find food, identify other animals, spot predators, judge distances and much more (photo: Anthony Short)

The human eye

The eye is a key sense organ – a big region of our brain is linked to the things we see. Sensory receptors in the retina at the back of the eye send impulses to the brain through the neurones of the optic nerve. The structures of the eye are adapted to their functions as you can in the diagram below.

A horizontal section through the human eye

Light control - how the pupil works

The eye is sensitive to light – but too much light bleaches the retina so you can’t see properly. It can even cause permanent damage.

  • Circular muscles which run around the iris
  • Radial muscles which run across the iris like the spokes of a bicycle wheel

The muscles of the iris change the shape of the pupil in a reflex response to light levels.


14.16: Cerego- Invertebrates - Biology

I am a PostDoc in the Experimental Interaction Ecology group led by Nico Eisenhauer at iDiv in Leipzig, Germany, where I am studying global-change impacts on multitrophic communities and ecosystem functioning.

As a community ecologist, I am broadly interested in anthropogenic impacts on natural ecosystems. Across ecosystem types, anthropogenic drivers such as climate change, land-use change, eutrophication and species invasions trigger changes in communities of living organisms. Biodiversity, community composition, body-size structure, food-web structure and fluxes of energy through trophic networks are altered in response to biotic and abiotic stressors with severe consequences for the functions and services provided by natural ecosystems.

Throughout my scientific career, I have worked on terrestrial (both above- and belowground), marine, and freshwater systems in temperate, boreal, and tropical biomes. Over the years, I have conducted extensive field surveys, in-situ mesocosm experiments, laboratory experiments, and ecological synthesis. Biodiversity-ecosystem functioning theory, food-web theory, metabolic theory and ecological stoichiometry theory form the theoretical background for most of my work.

  • I am coordinating the EcoStressWeb experiment in the iDiv Ecotron looking at combined effects of climate change and arthropod predation on above-belowground communities and ecosystem processes in a temperate forest soil/litter system. Check the twitter hashtag #EcoStressWeb for updates.
  • As a PostDoc in the Experimental Interaction Ecology group at iDiv, I study global-change impacts on multitrophic communities and ecosystem functioning. Here, I am combining lab experiments, field experiments, observational approaches, simulations, and ecological synthesis. A recent preprint posted on Authorea provides a comprehensive introduction to calculating energy flux through ecological communities.
  • As a PostDoc in the EcoWorm project at iDiv, I investigate the multitrophic, community-scale impacts of invasive earthworms on northern North American forest systems. A project overview has been published in Research Ideas and Outcomes. Our Oikos paper investigates earthworm-invasion effects on soil-fauna communities across size classes and biodiversity facets. Several other papers are in the pipeline, e.g. one on earthworm invasion impacts on energy flux through arthropod food webs.
  • As a PostDoc with the Jena Experiment in Bern, I related biodiversity experiments to real-world ecosystems in order to clarify the relevance of biodiversity experiments for real-world ecosystems. Papers from this period are e.g. published in Nature Ecology & Evolution, PNAS, and Advances in Ecological Research.
  • For my PostDoc with the BEFmate project, I focused on studying effects of community body size structure and resource stoichiometry on species richness, biomass and feeding rates of invertebrate consumers. The results are now published in the two 2017 papers in The American Naturalist and the Journal of Animal Ecology.
  • For my PhD with the EFForTS project, I investigated macro-invertebrate communities of the litter layer in tropical lowland rainforest, jungle rubber, rubber and oil palm monoculture plantations. Results from my PhD are e.g. published in our 2014 shared-first-author paper in Nat. Commun. and in the 2015 Biol. Cons. paper of our M.Sc. student Steffen Mumme. Another manuscript on length-mass regressions of temperate and tropical terrestrial macro-invertebrates, with Esra Sohlström as the first and myself as the senior author, is published in Ecology and Evolution.
  • For my diploma project, I worked with Dr. Eoin O'Gorman at Lough Hyne, a highly sheltered marine reserve in Southwest Ireland. Using Carcinus maenas as top predator in a mesocosm experiment situated in the shallow subtidal of the Lough, we investigated impacts of nutrient enrichment and altered top predator population size structure on the food web of the Lough's shallow subtidal. Results from this experiment are published in our 2012 paper in Phil. Trans. Roy. Soc. B.

29. Oelmann, Y. et al. (accepted) Above- and belowground biodiversity jointly tighten the P cycle. Nat. Commun. NCOMMS-20-25988B

Editor roles

from 02/2020Associate Editor with Ecology and Evolution
2019 - 2020Collection Editor for "Soil biodiversity" collection at Frontiers for Young Minds
Invited Talks

Joint impacts of climate and predation on multitrophic communities and ecosystem functioning
March 23, 2021 at iDiv, Leipzig
Invited by Ulrich Brose

The results of biodiversity-​ecosystem functioning experiments are realistic
September 28, 2020 at ETH, Zürich
Invited by Nina Buchmann

Bridging the gap: Linking the Jena Experiment to “real-world” ecosystems
March 15, 2018 at iDiv, Leipzig
Invited by Nico Eisenhauer

Bridging the gap: Linking the Jena Experiment to “real-world” ecosystems
April 13, 2017 at Invited by Pete Manning

Community energy flux as a measure of multitrophic ecosystem functioning
April 30, 2015 at Institute of Life and Environmental Sciences, University of Iceland
Invited by Gísli Már Gíslason

Community energy flux as a measure of multitrophic ecosystem functioning
March 31, 2015 at Ecology and Evolution Seminar Series, Imperial College London
Invited by Eoin O'Gorman

Outreach and selected Media coverage

Jochum, M. & Ferlian, O. (2019). Garten findet Stadt, Jena, interactive presentation, "Den Regenwürmern auf der Spur - dort Fluch, hier Segen."

Upscaling biodiversity-ecosystem functioning research December 2018, Thematic Session (with Anne Ebeling and Pete Manning) at BES annual meeting, Birmingham, UK

Conference Talks and Posters

Calculating energy flux through ecological communities - challenges and opportunities December 14-18, 2020, oral presentation (remote) at BES annual meeting 2020, online Festival of Ecology

Earthworm invasion heavily impacts soil-fauna communities of northern North American forests December 10-13, 2019, oral presentation at BES annual meeting 2019, Belfast, Northern Ireland-UK

Responses of forest soil fauna communities to invasion of exotic earthworms September 9-13, 2019, oral presentation at GFÖ annual meeting 2019, Münster, Germany

Effects of exotic earthworm invasion on forest soil fauna communities August 29-30, 2019, oral presentation at iDiv conference 2019, Leipzig, Germany

Do biodiversity experiments accurately represent "real-world" ecosystems? December 19, 2018, oral presentation (remote) at BES annual meeting 2018, Birmingham, UK

Linking biodiversity experiments to "real-world" ecosystems December 11, 2018, oral presentation at iDiv Conference 2018, Leipzig, Germany

Are the plant communities of biodiversity experiments representative of naturally assembled ecosystems? February 14-16, 2018, oral presentation at Biology 18, Neuchatel, Switzerland

Are the plant communities of biodiversity experiments representative of naturally assembled ecosystems? December 11-14, 2017, oral presentation at Ecology Across Borders meeting, Ghent, Belgium

Bridging the gap: Linking the Jena Experiment to 'real-world' ecosystems February 7-8, 2017, poster presentation at 15 Years Jena Experiment Symposium, Jena, Germany

Decreasing stoichiometric resource quality drives compensatory feeding and consumer species loss across trophic levels December 11-14, 2016, oral presentation at BES annual meeting, Liverpool, UK

Resource stoichiometry and habitat structure drive diversity and biomass density of tropical macro-invertebrate communities August 7-12, 2016, oral presentation at ESA annual meeting, Fort Lauderdale, USA

Litter macro-invertebrate community responses to consumer-resource stoichiometric imbalance August 31 - September 4, 2015, oral presentation at GFÖ annual meeting, Göttingen, Germany

Consequences of tropical land use for multitrophic biodiversity and ecosystem functioning December 9-12, 2014, poster presentation at BES-SFE joint annual meeting, Lille, France

Tropical rainforest decomposer food webs along a land-use intensity gradient in Sumatra August 18-23, 2013, oral presentation at INTECOL, London, UK

Climate-induced changes in bottom-up and top-down processes independently alter marine ecosystems December 17-20, 2012, oral presentation at annual meeting of the British Ecological Society, Birmingham, UK

The structure, stability and functioning of macro-invertebrate communities in rainforest transformation systems in Sumatra (Indonesia) December 17-20, 2012, poster presentation at annual meeting of the British Ecological Society, Birmingham, UK

Bottom-up vs. top-down control in a marine benthic food web March 22-23, 2012, poster presentation at Multitrophic Interactions workshop Göttingen, Germany

Dr. Malte Jochum (Dipl.-Biol.)
German Centre for Integrative Biodiversity Research (iDiv) Halle-Jena-Leipzig
Puschstrasse 4
04103 Leipzig, Germany


Watch the video: Introduction to Lesser Known UK Invertebrates (January 2022).