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AH Biology > 2.1 Feild Techniques For Biologists > Flashcards

2.1 Feild Techniques For Biologists Flashcards

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1
Q

Why is it difficult to count wild animals

A
  • they are wild and cannot be herded
  • they may be dangerous
  • they are well camouflaged and not easily seen
  • some species are nocturnal
  • they are often found in groups, making it difficult to count individuals
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1
Q

Replicated samples in sampling

A
  • recording every individual in a population (total count) would be impractical, unnecessary, and expensive
  • instead, ecologists take replicated samples to represent the overall community
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2
Q

How should sampling be done

A

Minimises the impact on wild species and habitats

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3
Q

Wildlife sampling and legislation

A
  • consideration must be given to rare and vulnerable species and habitats that are protected by legislation
  • up to scientist to check that the legislation is up to date before the research is carried out
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4
Q

Hazards in field work

A
  • adverse weather conditions
  • difficult terrain
  • problems associated with isolation
  • contact with harmful organisms
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5
Q
  • adverse weather conditions
  • difficult terrain
  • problems associated with isolation
  • contact with harmful organisms
A

Hazards in fieldwork

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6
Q

Control measurements for field work

A

Appropriate equipment, clothing, footwear, and means of communication

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7
Q

What must sampling techniques be

A

Appropriate to the species being samples

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8
Q

Different sampling techniques and appropriate species

A
  • point count: bird
  • transect: plants, sessile/slow moving organisms
  • remote detection: elusive species
  • capture techniques: mobile species
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9
Q

Point count

A
  • involves the observer recording all individuals seen from a fixed point count location
  • this can be compared to other point count locations, or with data from the same location gathered at other times
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10
Q
  • involves the observer recording all individuals seen from a fixed point count location
  • this can be compared to other point count locations, or with data from the same location gathered at other times
A

Point count

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11
Q

Quadrants use

A

Quadrants of suitable size and shape, or transects are used for plants and other sessile or slow moving organisms

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12
Q

Capture techniques examples

A
  • traps
  • nets
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13
Q
  • traps
  • nets
A

Capture techniques

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14
Q

How to sample elusive species

A

Samples directly using camera traps or an indirect method, such as scat sampling

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15
Q

Samples directly using camera traps or an indirect method, such as scat sampling

A

How to sample elusive species

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16
Q

Samples directly using camera traps or an indirect method, such as scat sampling

A

How to sample elusive species

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17
Q

How do identify an organism in a sample

A
  • classification guides
  • biological keys
  • analysis of dna or protein
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18
Q
  • classification guides
  • biological keys
  • analysis of dna or protein
A

Identification of an organism in a sample

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19
Q

How to classify organisms

A

Taxonomy and phylogenetics

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20
Q

Taxonomy and phylogenetics

A

How to classify organisms

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21
Q

Taxonomy

A
  • Involves the identification and naming of organisms and their classification into groups based on shared characteristics
  • Classic taxonomy is based on morphology
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22
Q
  • Involves the identification and naming of organisms and their classification into groups based on shared characteristics
  • Classic _______ is based on morphology
A

Taxonomy

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23
Q

Phylogenetics

A

The study of the evolutionary history and relationships among individuals or groups of organisms

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24
Q

The study of the evolutionary history and relationships among individuals or groups of organisms

A

Phylogenetics

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25
Q

Phylogenetics effect on classifications

A

Changing the traditional classification of many organisms

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26
Q

What is changing the traditional classification of many organisms

A

Phylogenetics

27
Q

Phylogenetics method

A
  • used heritable traits such as morphology, DNA sequences, or protein structure to make inferences about an organism’s evolutionary history and create a phylogeny (phylogenetic tree)
  • a phylogeny is a diagrammatic hypothesis of its relationships to other organisms
  • genetic evidence can reveal relatedness obscured by divergent or convergent evolution
28
Q

used heritable traits such as morphology, DNA sequences, or protein structure to make inferences about an organism’s evolutionary history and create a phylogeny (phylogenetic tree)

A

Phylogenetics

29
Q

Examples of taxonomic groups

A
  • nematodes
  • arthropods
  • chordates
30
Q
  • nematodes
  • arthropods
  • chordates
A

Examples odd taxonomic groups

31
Q

What does familiarity of taxonomic groupings allow for

A

Predictions and inferences to be made about the biology of an organism from better known organisms

32
Q

What allows for predictions and inferences to be made about the biology of an organism from better known organisms

A

Familiarity of taxonomic groupings

33
Q

Model organisms

A

Either easily studied or have been well studied

34
Q

Examples of model organisms

A
  • Bacterium: E. coli
  • Flowering plant: Arabidopsis thaliana
  • Nematode: C. Elegans
  • Arthropod: drosophila melanogaster (fruit fly)
  • Mice, rats
  • Zebrafish
35
Q
  • Bacterium: E. coli
  • Flowering plant: Arabidopsis thaliana
  • Nematode: C. Elegans
  • Arthropod: drosophila melanogaster (fruit fly)
  • Mice, rats
  • Zebrafish
A

Examples of model organisms

36
Q

Effect of model organisms

A

Information obtained from them can be allowed to other species that are more difficult to study directly

37
Q

Information obtained from _______ can be allowed to other species that are more difficult to study directly

A

Model organisms

38
Q

indicator species use

A

presence, absence, or abundance of indicator species can give information of environmental qualities, such as presence of a pollutant

39
Q

presence, absence, or abundance of _____________ can give information of environmental qualities, such as presence of a pollutant

A

indicator species

40
Q

what can be used to monitor an ecosystem

A

susceptible and favoured species

41
Q

susceptible species meaning

A

absence or reduced population indicates a species is susceptible to some factor in the environment

42
Q

absence or reduced population indicates a species is susceptible to some factor in the environment

A

susceptible species

43
Q

favoured species meaning

A

abundance or increased population indicates it is favoured by conditions

44
Q

abundance or increased population indicates it is favoured by conditions

A

favoured species

45
Q

what can susceptible and favoured species be used for

A

to monitor an ecosystem

46
Q

method for mark and recapture

A
  • a sample of the population is captured and marked (M) and released
  • after an interval of time, a second sample is captured (C)
  • if some of the individuals in this second sample are recaptured (R), then the total population: N = MC / R
47
Q
  • a sample of the population is captured and marked (M) and released
  • after an interval of time, a second sample is captured (C)
  • if some of the individuals in this second sample are recaptured (R), then the total population: N = MC / R
A

mark and recapture method

48
Q

what does mark and recapture assume

A
  • all individuals have an equal chance of capture
  • that there is no immigration or emigration
  • that individuals that are marked and released can mix fully and randomly with the total population
49
Q

methods of marking animals

A
  • banding
  • tagging
  • surgical implantation
  • painting
  • hair clipping
50
Q
  • banding
  • tagging
  • surgical implantation
  • painting
  • hair clipping
A

methods of marking animals

51
Q

what must marking studies ensure

A

the method of marking and subsequent observation must minimise the impact on the study species

52
Q

measurements for quantifying animal behaviour

A
  • latency
  • frequency
  • duration
53
Q
  • latency
  • frequency
  • duration
A

measurements for quantifying animal behaviour

54
Q

latency

A

the time between the stimulus occurring and the response behaviour

55
Q

the time between the stimulus occurring and the response behaviour

56
Q

frequency

A

the number of times a behaviour occurs within the observation period

57
Q

the number of times a behaviour occurs within the observation period

58
Q

duration

A

the length of time each behaviour occurs during the observation period

59
Q

the length of time each behaviour occurs during the observation period

60
Q

what does an ethogram of the behaviours shown by a species in a wild context allow to be constructed

A

time budgets

61
Q

what must be done to construct time budgets

A

an ethogram of the behaviours shown by a species in a wild context

62
Q

ethnogram

A
  • lists species-specific behaviours to be observed and recorded in the study
  • recording the duration of each of the behaviours in the ethogram, with the total time of observation, allows the proportion of time spent on each behaviour to be calculated in the time budget
63
Q
  • lists species-specific behaviours to be observed and recorded in the study
  • recording the duration of each of the behaviours in the ________, with the total time of observation, allows the proportion of time spent on each behaviour to be calculated in the time budget
64
Q

why must you avoid anthropomorphism when analysing behaviour

A

can lead to invalid conclusions

65
Q

anthropomorphism

A
  • the attribution of human characteristics or behaviour
  • eg. monkeys showing teeth may look like humans smiling, but have opposite meanings

AH Biology (5 decks)

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