Biology Exam 4 (new)
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| Limnology | Study of inland waters
🗑
|
||||
| Scientific Method | "Science as a way of knowing"
1. Observation
2. Question
3. Hypothesis
4. Test
5. Conclusion
🗑
|
||||
| Important for hypotheses | Come up with many possible answers so that you don't just look for results that supports your hypothesis
🗑
|
||||
| Common Question about Organisms | Origin of species
🗑
|
||||
| Divine Creation | Aristotle's 'scala naturae', species are perfect and permanent
🗑
|
||||
| Descent with modification | Species change. Strong support
🗑
|
||||
| First inspiration leading to decent with modification | Geologists ask how the earth changes over time-it was obvious that the world is very old and constantly changing- he proposed natural selection. He studied fossils to prove this as well.
🗑
|
||||
| Lamarck | Use and disuse. Body parts that are used often get stronger, whereas body parts that aren't use deteriorate and both of these adaptions are inherited
🗑
|
||||
| Testing Lamarck's Hypothesis | Matthias Schliite didn't pass on his strong arm to his offspring
🗑
|
||||
| Decent with modification by natural selection | STRONG SUPPORT: Darwin and Wallace. New observations, new and very different species. Species today descended from ancestral species due to natural selection
🗑
|
||||
| Natural Selection | A process in which individuals that have certain inherited traits tend to survive and reproduce at higher rate that other individuals because of those traits. Darwin and Wallace said that traits that an enhance survival are not possible within a lifetime
🗑
|
||||
| Observation 1 of Darwin's Hypothesis | Organisms reproduce a lot leading to over reproduction
🗑
|
||||
| Observation 2 of Darwin's Hypothesis | Population sizes remain relatively stable
🗑
|
||||
| How can observation 1 and 2 both be true? | More are produced than can survive. "Struggle for existence" the weakest ones or the ones with the least desirable traits don't survive
🗑
|
||||
| Observation 3 of Darwin's Hypothesis | Struggling successfully; there is a lot of variety in the population
🗑
|
||||
| Observation 4 of Darwin's Hypothesis | Traits are heritable and passed onto offspring
🗑
|
||||
| Conclusion of Observations 3 and 4 | Individuals were heritable traits that enhance survival and reproduction are passed onto offspring
🗑
|
||||
| Overall Conclusion of Darwin's Hypothesis | Traits become common over time
🗑
|
||||
| Artificial Selection | Evidence supporting Darwin; we pick favored traits and control survival
🗑
|
||||
| Homology | Evidence supporting Darwin; Similarity is due to common ancestry. Homologous structures=similar structures that are functionally different (arm, dog leg, fin, wing)
🗑
|
||||
| Vestigial Structures | Historical remnants that serve no purpose (appendix)
🗑
|
||||
| Molecular homologies | Similar composition of proteins, DNA
🗑
|
||||
| Biogeography | Evidence supporting Darwin; the geographic distributions of organisms. For example, same island=more similar features in organisms than a distant island. caused by factors like the continental drift
🗑
|
||||
| Fossil record | Near by strata more similar than separated strata ; gradual change over time; evidence of new species and extinct species
🗑
|
||||
| Not all genetic variation is subject to natural selection | Genetic drift and gene flow are also parts of evolution
🗑
|
||||
| Neutral Variation | Neither greatly add to nor greatly detract from organism fitness
🗑
|
||||
| Historical constraints | Traits are only modified from existing material, selection can only edit an existing variation.
Also, what works in one period of time may not be ideal in a later time (wooly mammoth)
🗑
|
||||
| Microevolution | Generation to generation change in allele frequencies in a population
🗑
|
||||
| Genetic variation | The raw material for evolution. If there is now variation for a gene, it will stay the same
🗑
|
||||
| Polymorphism | 2 or more versions of a trait is present for a species; the presence of genetic variation within a population
🗑
|
||||
| Where do new alleles and traits come from? | Mutations: change in structure of DNA (on a single gene or an entire chromosome) mutations are not always a bad thing
🗑
|
||||
| Step 1 for where new traits come from | Creating new alleles: mistakes during DNA replication or meiosis. Point mutations and duplications. Breakage and duplications
🗑
|
||||
| Step 2 for where new traits come from | Create new combinations are alleles to get new traits:
crossing over, independent assortment, fertilization
🗑
|
||||
| Genetic Drift | Effects of random chance on a population (luck)
Important for small populations
🗑
|
||||
| Fixed allele | The only one type of allele remaining the the rare allele is eliminated via genetic drift
🗑
|
||||
| 3 Types of Natural Selection | Directional, diversifying, stabilizing
🗑
|
||||
| Directional | One extreme version of a trait is favored
🗑
|
||||
| Diversifying | Either extreme phenotype is favored
🗑
|
||||
| Stabilizing | Average is good, extremes are not
🗑
|
||||
| Founder Effect | A few individuals start a new population, reducing overall genetic variability, some traits will be lost and a trait that was originally rare could become common
🗑
|
||||
| Example of the founder effect | The Amish
🗑
|
||||
| Bottleneck Effect | Population size dramatically decreases; lose genetic variability and traits, when population grows again theres still the low genetic diversity, endangered species
🗑
|
||||
| Sexual Selection | Just because you survive doesn't mean you an reproduce; natural selection acting on sexual genes
🗑
|
||||
| Intrasexual | Competition for mates
🗑
|
||||
| Intersexual | Traits help individual get chosen by females
🗑
|
||||
| Runaway Hypothesis | If big is good, bigger is better
🗑
|
||||
| Handicap Hypothesis | Only the most robust can have costly/risky traits
🗑
|
||||
| Speciation | Allele frequency --> trait change --> species change
🗑
|
||||
| Biological species concept | Individuals that have the potential to interbreed and produce viable, fertile offspring
🗑
|
||||
| Problems with the definition for 'species' | Hybridization and asexual reproducers
🗑
|
||||
| Hybridization | Two different species reproduce. (mule, liger)
🗑
|
||||
| Asexual reproducers | Some organisms don't do sexual reproduction. Bacteria, mayflies, plants can self-fertilize
🗑
|
||||
| Allopatric Speciation | Part of a population gets isolated. Genetic drift, natural selection, differences between two areas (depends how strong barrier is)
🗑
|
||||
| Sympatric Speciation | Without geographic isolation. Polyploidy, changing habits
🗑
|
||||
| Polyploidy | Error during cell division results in change of number of chromosomes, can be catastrophic but sometimes is not.
🗑
|
||||
| Reproductive Isolation | Seperation and divergence of a population's gene pool. Gradual process, reproductive barriers enhance separation
🗑
|
||||
| Pre-zygotic barriers | Prevent mating or fertilization:
timing is different, habitat is different, behavior is different, mechanical isolation (gentalia doesn't fit together), gametic isolation (sperm can't survive)
🗑
|
||||
| Post-zygotic barriers | Reduced hybrid viability (offspring can't survive and reproduce: mules, ligers)
🗑
|
||||
| Macroevolution | Evolution on a grand scale
🗑
|
||||
| Gradualism | Big changes reflect slow, steady, change. Lineages gently diverge and speciation: accumulation of may small changes
🗑
|
||||
| Punctuated Equilibrium | Long periods of stasis and short periods of rapid change
🗑
|
||||
| Evidence for punctuated equilibrium | Single gene/chromosome changes, fossil record evidence, adaptive radiations
🗑
|
||||
| Adaptive radiations | Relatively rapid increase in new species on islands or over time.
1. Evolution of a key adaptation
2. Release from competition, predation
3. Subsequent specialization
🗑
|
||||
| Mass Extinctions | Famous example: cretaceous extinction.
large decreases in terrestrial plants/animals
🗑
|
||||
| Continental Drift | Plates of earth's crust shifted apart. Caused extinctions, north and south separated, explains distribution of fossils, allopatric speciation
🗑
|
||||
| Endemism | Being restricted to a specific geographic location
🗑
|
||||
| Abiotic factors | Physical; climate, habitat
🗑
|
||||
| Biotic factors | Other organisms; predators, diseases, competition
🗑
|
||||
| Convergent evolution | Some species arrive at similar adaptations, unrelated species occupying the same niche in different places
🗑
|
||||
| Demography | Population ecology, how populations change over time
🗑
|
||||
| Population | A group of individuals of the same species in the same area
🗑
|
||||
| Meta-populations | Spatially separated populations with some interaction
🗑
|
||||
| Population density | Number of individuals in an area
🗑
|
||||
| Dispersion | Spatial distribution of individuals
🗑
|
||||
| Age structure: pyramid shaped | Lots of kids, some adults, few seniors. Kenya. Rapidly growing population
🗑
|
||||
| Age structure: bell shaped | Some kids, many adults, some elders. US. Steady or non-growing population
🗑
|
||||
| Age structure: urn shaped | A few kids, many adults, most elders. Italy. Non-growing or shrinking population
🗑
|
||||
| Rate of increase | Births-deaths/population size (r=(b-d)/N)
🗑
|
||||
| If there is a low birth rate or high death rate... | r is negative
🗑
|
||||
| R strategists | Live fast die young, have lots of offspring. Large rates of increase. very small in size, no parental care, young when reproduce, type 3 curve, pyramid shaped age structure
🗑
|
||||
| K strategists | Slow and steady wins the race, live in competitive places. Few offspring, big bodied, lots of parental care, delayed age of reproduction, type 1 curve, bell shaped age structure
🗑
|
||||
| Exponential Growth | A population whose members all have access to abundant food and are free to reproduce at their physiological capacity. This occurs when r is greater than 0. J-shaped curve on a graph (not really possible, a population cannot grow forever)
🗑
|
||||
| Logistical Growth | Population size increases, and then levels off at the carrying capacity
🗑
|
||||
| Density Independent Controls | Affect any size population. These include factors like fire, tornado, drought-can’t keep a population at constant levels, don’t make a "correction" when the population size gets too large- abrupt shifts in population size
🗑
|
||||
| Density Dependent Controls | Depend on the size of a population. These factors include competition for food, predation, and disease- halts population growth so that a population doesn’t continue growing forever
🗑
|
||||
| Ecological Footprint | Amount of land and water needed to produce all the resources used
🗑
|
||||
| Co-evolution | Adaption in one species triggers an evolutionary response in another species
🗑
|
||||
| Mechanisms plants use for defense against herbivores | Plants minimize being eaten mainly by having spines (like a cactus), or they use chemical defenses
🗑
|
||||
| Mechanisms prey use against predators | Be able to escape, be hard to eat, be bad to eat, be hard to see, let someone else be eaten, gang up on the predator, scare the predator, be vigilant
🗑
|
||||
| Predation | +/- interaction
🗑
|
||||
| Batesian mimicry | Pretending to be bad to eat. For example, predators know that a monarch butterfly is poisonous, so predators stay away. A viceroy butterfly is not poisonous, but fakes being a monarch so that they do not get eaten
🗑
|
||||
| Mullerian mimicry | Strength in numbers. Two different unappealing species resemble each other. The more bad prey there are, the more quickly predators learn to avoid them
🗑
|
||||
| Aposematic coloration | Animals that are poisonous often exhibit bright colors as a warning
🗑
|
||||
| Co-evolutionary arms race | When prey organisms develop an effective defense against predation, predators must adapt to the change and find a way around the defense, or find a new organism to prey on
🗑
|
||||
| Herbivory | +/- interaction
🗑
|
||||
| Symbiosis | An interaction between organisms of 2 species that involves direct physical contact
🗑
|
||||
| Parasitism | +/-, the parasite derives its nourishment from another organism, its host. Some parasites even live within the body of their host (endoparasites or endosymbionts)
🗑
|
||||
| Mutualism | +/+, both species benefit (flowers and bees) often leads to co-evolution
🗑
|
||||
| Commensalism | +/0, not very common, burrs are an example
🗑
|
||||
| Competitive Exclusion Principle | 2 species that share the same resource cannot coexist indefinitely, some one is always going to lose.
🗑
|
||||
| Niche | The total range of resources that species needs in its environment: fundamental niche and realized niche
🗑
|
||||
| Fundamental niche | The greatest possible range of resources an organism can use
🗑
|
||||
| Realized niche | The range of resources an organism actually uses
🗑
|
||||
| Character displacement | Greater differences in a trait when 2 species co-occur than when isolated, thought to be a mechanism for driving speciation.
🗑
|
||||
| Causes of modern extinction | Habitat loss, invasive species, invasive meltdowns, the anthropogenic blender, over-exploitation
🗑
|
||||
| Invasive species | Species introduced to an area outside of their native range, can alter habitat, outcompete and displace the local species
🗑
|
||||
| Common features of invasive species | Wide environmental tolerances, large native range, r-strategists, reduced negative species interactions
🗑
|
||||
| Common features of places susceptible to being invaded | Disturbed ecosystems, low predator abundances, "naive" prey
🗑
|
||||
| Photosynthesis | Plants convert solar energy to chemical energy
Light + CO2 + H2O ---> glucose +O2
🗑
|
||||
| Respiration | Organisms break down glucose to use the chemical energy
Glucose + O2 ---> CO2 + H2O + growth and activity
🗑
|
||||
| Primary producers | Self-feeders (autotrophs)
🗑
|
||||
| Secondary producers | Heterotrophs
🗑
|
||||
| Energy flows | Some usable energy is lost as heat in each step and is only used once, which is why energy flows
🗑
|
||||
| Nutrients cycle | Carbon and nutrients get used and reused and move from place to place, which is how nutrients cycle
🗑
|
||||
| P=R | Organic carbon production (molecule, materials made by organisms) and consumption are in balance
CO2 production and consumption are in balance
🗑
|
||||
| P>R | More CO2 consumed than produced, more organic carbon produced than consumed, organic matter accumulates and CO2 declines, dead plants on forest floor, CO2 goes down in the summer as plants grow
🗑
|
||||
| P<R | CO2 goes up in the winter as plant growth slows
🗑
|
||||
| Ecosystem Respiration (E) | The total carbon dioxide produced by the ecosystem
Organic carbon ---> CO2 + H2O
🗑
|
||||
| Primary Production (P) | Synthesis of organic compounds from carbon dioxide. It principally occurs through the process of photosynthesis, and is caused by primary producers.
Sunlight + CO2 + H2O ---> organic carbon
🗑
|
||||
| Key determinants of the distribution of biomes are | Temperature and precipitation
🗑
|
||||
| Gene flow | Populations can gain or lose alleles when individuals enter or leave a population, unlikely to lead to speciation
🗑
|
||||
| Prokaryotic biodiversity is substantially______ eukaryotic diversity | Greater than
🗑
|
||||
| The focus on ecosystem services in the Millenium Assessment is based on the logic that these services... | Are central constituents of human well-being
🗑
|
||||
| Autogenic Engineers | Change the environment via their own physical structures, i.e. their living and dead tissues." As they grow and become larger, their living and dead tissues create habitats for other organisms to live on or in
🗑
|
||||
| Darwin's influences | World travel, fossils, geology
🗑
|
||||
| U.S uses about ____ of all the raw materials consumed each year, but has less than _____ of the population of the world | 1/3, 1/15
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
knuepril
Popular Biology sets