ECOLOGY
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Created by:
aromero666 on February 17, 2012
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Exam 2 Lectures
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63 terms
Terms | Definitions |
|---|---|
 What is Life History? | An organism's life time pattern of growth, differentiation, energy allocation, dispersal, and reproduction. |
| Why does size matter? | In addition to fecundity, competitive ability, foraging ability, and predator avoidance may all increase with body size. |
| Dispersal Ability | The ability to disperse varies greatly among organisms |
| Semelparity | Reproducing once in ones lifetime |
| Iteroparity | Reproducing continuously throughout ones lifetime |
| Reproductive Value (RV) | = present progeny + expected future progeny *RV = mx + ∑mtSt Nx/Nt) |
| Size benefits | if it leads to better competitive ablity, predation refuges, or higher fecundity |
| Detrimental size | ephemeral, ex. ponds only last so long so frogs must hurry and reproduce as quick as possible when resources are available, |
| K | carrying capacity; selected organisms line in constant, predictable habitats with lots of competition and density dependent mortality |
| r | intrinsic rate of increase; selected organisms live in nonequilibrium conditions where the environment fluctuates so that populations often experience totally empty habitats where rapid growth is beneficial. |
| Ethology | study of animal behavior |
| Proximate Causes | the dynamic responses of populations and communities to immediate factors |
| Ultimate Causes | the historical reason why natural selection has favored the particular adaptations we now see |
| Tinbergen and 4 Areas of Ethology | 1.Control - includes neuroethology, how does the nervous system control behavior 2.Development - how does behavior change as an organism grows and matures 3.Consequence - what are the costs and benefits of a behavior to fitness 4.Phylogeny - how did this behavior evolve |
| Stimulus | cue that triggers a behavior |
| Behavior | response to a stimulus |
| Innate behavior | they are hardwired to do; instinctual and genetic behaviors |
| Fixed Action Patter (FAP) | are behaviors performed by all memebers of one sex of one species in a stereotyped manner; they happen the same way at the some amplitude every time |
| Imprinting | A special case of one time learning |
| Kinesis | A simple change in activity or turning rate in response to a stimulus; Ex: sow bugs increase their rates of movement and turning in dry conditions |
| Taxis | an automatic, oriented movement toward or away from a stimulus; Fish generally orient upstream to capture food; Blue crabs move upstream after detecting attractive chemical signals |
| Rheotaxis | orientation toward current |
| Development Affects Behavior | 1. Changes can occur in the animals nervous system. 2.Changes in endocrine system- cause sexual maturity and other changes. 3. Morphology changes- behavior different between life stages. 4. Learning- behavior changes with experience. |
| 5 Categories of Learning | 1. Habitual 2. Classical conditioning (Pavlov's dogs) 3. Operant Conditiong 4. Latent Learning 5. Insight |
| Habituation | repeated exposure diminishes responses; keeping a cat and dog together more often so they don't attack one another |
| Classical Conditioning (PAVLOV'S DOGS) | Learned association without regards; timing critical; ring a bell associated with dinner time |
| Operant Conditioning | Learned association with regards or punishment; a dog learns not to attack a porcupine |
| Spatial Learning | similar to operant and classical conditiong but falls outside this category. |
| Latent Learning | Experience improves performance; mouse in a maze being rewarded |
| Insight | Learning without previous experience; natural problem solving abilities; |
| Community Characteristics | 1. Biodiversity- what species live in a community 2. Growth Form and Structure- dominant species (trees, shrubs, moss, etc.) 3. Relative Abundance- how many of each species type are present 4. Trophic structure- who eats who |
| Succession | Community or ecosystem change through time |
| Primary Succession | occurs on new soil; that is, where communities have no existed before |
| Secondary Succession | Begins after disturbance. |
| Dayton 1971 | First study to show that disturbance was an important process that influenced community structure |
| Pioneer Species | Founders; first who arrive to a new habitat |
| Climax Community | Final endpoint of succession; best competitors and most stable species |
| Clements | Scientist who studied plants in Nebraska in late 19th and early 20th centuries; Hypothesized that communities were like super organisms evolving toward a complex stable state that could be maintained |
| Gleason | A scientist who violently opposed Clements ideas of succession; View was that changes in community composition were not the result of a grand organizing scheme but rather were affected by the abilities and tolerances of individual plants. |
| Facilitation | Modification of habitat by one successional stage that make the habitat suitable for other organisms (stages). |
| r selected species characterization | 1. Highe rates of dispersal 2. High allocation to reproduction; little to growth or defensive structures 3. Semelparity 4. Early reproduction |
| K selected species characterization | 1. Low rates of dispersal 2. Lower rrates of allocation to reproduction; more to growth and defense 3. Iteroparity 4. Delayed reproduction |
| Grimes' Models of Successional Strategies | 1. Ruderal (disturbance) strategy-resources in reproduction and dispersal 2. Competitive strategy-resources in competitive ability 3. Stress-tolerant strategy-resources in competitive ability and stress-tolderance |
| Intermediate Disturbance Hypothesis | Diversity is highest at the middle (Intermediate disturbance region) due to the mixing of r and K species. |
| Biodiversity | variety of different kinds of organisms that make up the community |
| Species richness | is the total number of different species in the community (KNOW) |
| Species Abundance | (KNOW) |
| Shannon-Wiener Diversity Index | (KNOW) |
| Simpson's Index of Diversity | (KNOW 25 pts. on Exam 2) 0= infinite diversity, 1= |
| n | =the total number or organisms of a particular species |
| N | =the total number of all species |
| Niche breadth | How broad the niche is |
| Diversity increased in 4 ways | 1. The resource range can increase 2. The niche breadth can decrease 3. The extent of overlap can increase 4. Underutilized habitats can become fully utilized. |
| 8 Factors Affecting Diversity | KNOW! 1. History 2. Productivity 3. Harshness 4. Temporal Variability 5. Spatial Heterogeneity 6. Predation 7. Facilitation 8. Disturbance |
| History | This hypothesis suggests that long term disruptions of climate over geological time affect the number of species. |
| Productivity | The more productivity the more resources available for an organism. |
| Harshness | An environment that requires a specialization or adaptation not found in other organisms. Environments of extreme cold, heat, or pressure qualify under this definition, as do polluted places. |
| Temporal Variability | A constant environment over time permits more species to coexist. |
| Spatial Heterogeneity | This hypothesis suggest that by increasing the complexity o the habitat, we increase the range of resources available for animals in a given locations, so there are more types of niches available for exploitation by organisms. |
| Predation | If competition is the only force in a community, then we might expect one or a few of the best adapted species to win out in competition and diversity to be limited. |
| Dominant species | Or foundation species are the most common species in a community |
| Keystone Species | Species who importance to a community is vastly greater than their abundance. |
| Coevolution | Successive, recipricol evolutionary change in each of two species in response to selection imposed by the other species |
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