Lecture 20 Flashcards

1
Q

interactions in which one organism consumes all or part of another

A
  1. predation/carnivory:
    - prey is killed
    - predator generally larger than prey
    - multiple prey individuals per predator
  2. grazing/herbivory:
    - plant survives, usually
  3. parasitism/disease:
    - host may or may not survive
    - host generally larger than parasite
    - multiple parasites per host
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2
Q

Brood parasites

A
  • some birds lay eggs in the nests of other bird species, avoiding the costs of parental care
  • often involves brood mimicry, in which parasite eggs evolve to resemble host eggs
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3
Q

Lotka-Volterra models for predator-prey interaction tend to..

A

cycle
- similar to competition models: two differential equations
- predict couples, lagged population cycles
draw diagram

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4
Q

most common lab result for cycles in predator-prey interactions

A

predator and prey do not coexist, interaction is unstable.
For Huffaker to achieve 3 cycles was a triumph of persistence

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5
Q

most famous predator-prey cycles outside the lab

A

Lynx and Hare

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6
Q

why are Lynx-hare cycles not simple Lotka-Volterra predator-prey cycles?

A

additional factors probably include:
- heavy browsing degrades quality of plant food available to hares - hares may also be cycling with food plants
- social stresses in overcrowded hare populations

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7
Q

give an example of a disease cycle

A

measles before vaccination
- number of measles cases between 1944 and 1966 cycled
- in outbreak years, where there are many infections, most people would recover from the infection and become immune
- after an outbreak year, the measles couldn’t infect many new hosts
- once enough babies were born, the measles would spread again
- cycles driven by no of susceptible and immune humans in the population

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8
Q

describe how COVID cycles in humans

A
  • waves of COVID cases were thought to be caused by human behaviour changes
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9
Q

antagonistic co-evolution

A
  • coevolution = reciprocal adaptation
  • prey evolve defences; predators evolve counter-adaptations to overcome defences
  • frequently described as an ‘arms race’
  • key to the ‘red queen hypothesis’
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10
Q

red queen hypothesis

A

species must constantly adapt, evolve, and proliferate in order to survive while pitted against ever-evolving opposing species

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11
Q

Garter snake and rough-skinned newt

A
  • Pacific newts (Taricha) make a poison called tetrodotoxin (TTX) that is extremely toxic to many predators
  • garter snakes (Thamnophis) have evolved resistance to TTX

in populations where newts are more toxic, snakes are more resistant to TTX

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12
Q

Life-dinner principle

A
  • predator–prey interactions are characterised by unequal selection pressures operating on the participants.
  • one party is ‘running for their life’ and the other merely for their dinner
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13
Q

give examples of victim defences

A
  • prey morphology, chemistry, behaviour
  • plant secondary chemicals
  • human immune system
  • Daphnia ‘helmets’
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14
Q

inducible defenses

A

defences turned on in response to threats or attacks

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15
Q

Impact of competition on biodiversity

A

Competition tends to decrease biodiversity;
superior competitors exclude inferior
competitors

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16
Q

How does predation affect
species diversity in a
community?

A

Classic example is Paine’s
Pisaster (sea star) experiment in the rocky
intertidal
- Pisaster predation prevents mussels from competitively excluding other species in rocky intertidal communities, maintaining biodiversity

17
Q

How do predators and parasites influence biological invasions?

A
  • invasive species achieve high population sizes and have negative effects on the communities they invade
  • enemy release hypothesis: invaders’ impacts result from having fewer natural enemies (predators, parasites, or pathogens) in their new range, compared to their native range
18
Q

example of how predators and parasites influence biological invasions

A

fungal and viral pathogens of 473 plant species that have been introduced from Europe to North America is much lower in naturalised environment than native environment

19
Q

describe the life cycles of parasites

A
  • some parasites have a single host species - direct life cycle
  • many parasites require two or more host species to complete their life cycle = complex life cycle
  • the parasite that causes malaria passes through two hosts, a mosquito and a human
20
Q

vectors

A

hosts that transport parasites to their next shot

21
Q

zoonotic diseases

A

diseases transferred between animals and humans

22
Q

host species of zoonotic diseases

A

reservoirs

23
Q

what affects parasite abundance and transmission?

A

distribution, life history traits, and behaviours of hosts

24
Q

How is disease risk to humans, livestock, or wildlife affected by the broader ecological community?

A

Competing ideas:
- Dilution effect: for diseases that infect many hosts, host diversity can “dilute” disease risk to humans or animals
- Amplification effect: more host or vector species can support larger populations of disease-causing organisms, increasing risk to humans or animals§

25
Q

Amplification effect: malaria

A
  • The malaria-causing parasite Plasmodium falciparum is vectored by many species of Anopheles mosquitoes
  • study region in Kenya examined four mosquito species: A. arabiensis, A. funestus, A. gambiae, and A. merus
  • positive relationship between mosquito species richness and prevalence of malaria in Kenya schoolchildren
26
Q

Latitudinal gradient in species richness

A

Species richness, or biodiversity, increases from the poles to the tropics for a wide variety of terrestrial and marine organisms

27
Q

Latitudinal gradient in human pathogen species richness

A

On average, tropical areas harbor higher pathogen species diversities compared to more temperate areas.