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CONS 310 > QUIZ 2 > Flashcards

QUIZ 2 Flashcards

1
Q

What are the five drivers of biodiversity loss?

A
  1. habitat change
  2. climate change
  3. invasive species
  4. over exploitation
  5. pollution
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2
Q

According to the IUCN Red List, what % of species are at risk of extinction?

A

1/4. Amphibians, conifers, and reef corals are at the highest risk.

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3
Q

What do the red list index values mean?

A

A value of 1.0 indicates that all species in a group would be considered as being of least concern. A value of 0 indicates that species in a group have gone extinct.

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4
Q

What was the first mammalian extinction caused by anthropogenic climate change?

A

Bramble Cay melomys, which were a rodent on a small island in Australia. Their extinction was likely caused by ocean inundation: sea level rise, storm surges etc.

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5
Q

Endemic

A

Restricted to one geographic location – typically a small localized area with a low population

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6
Q

Why do we worry about low population?

A
  • low diversity, can lead to extinction
  • less variation in population means less likely to evolve as evolution is linked to standing genetic variation
  • Bottleneck effect: loss of alleles reduces the overall genetic variation, which leads to increased inbreeding and mutations.
  • going to run into stochastic variation that pushes you closer to zero population.
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7
Q

Describe the Santa Cruz fox case study

A
  • fox was endemic to the Channel Islands
  • population decline from 1500 to less than 100 in 10 years.
  • DDT in bald eagles caused them to leave the island, in which the golden eagles came in and ate al the foxes. Additionally pigs were brought in, driving up the prey species of the golden eagles.
  • Nature Conservancy brought in New Zealand to kill all the pigs on the island, and also to start a breeding program for the foxes.
  • Now there are around 1300 foxes.
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8
Q

Why are species hard to save?

A
  • difficult and expensive
  • hard to get the ecology right (turkeys in Santa Cruz example)
  • only generally done for charismatic megafauna
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9
Q

How do we attribute species decline?

A
  • population surveys: monitor changes in population size through time can reveal trends and patterns
  • habitat loss and fragmentation: assess changes in habitat using satellite imagery
  • modelling: with emissions and without - SDM
  • attributing species decline is difficult to do as the species are embedded in complicated ecosystems
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10
Q

How do we determine species’ age?

A
  • fossil records
  • genes of modern species (phylogenetic tree)
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11
Q

How old are humans, average species, and coelacanths?

A

Humans: 300 kyr
Average species: 2-10 Myr.
Coealanths: 360 Myr.

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12
Q

What are the levels of ecology?

A
  1. Individual
  2. Population: many organisms of one species living in an area
  3. Community: more than one species interacting
  4. Ecosystem: adding abiotic factors
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13
Q

What are examples of heat stress?

A
  • protein denaturing
  • inhibit protein folding / synthesis
  • disrupted biochemical balance
  • O2 limitation
  • changes in membrane permeability
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14
Q

What are symptoms
of cold stress?

A
  • changes in membrane permeability
  • reduced metabolism
  • freezing damage
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15
Q

How do curves vary across animals?

A

Endothermic: have a wider performance optimum
Ectothermic: less wide performance optimum, has a shark peak
Plants: often have similar curves – often asymmetrical with a sharp decline at high temperatures

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16
Q

What are some methods used to look at past plant species distribution?

A
  • pack rat midden (seeds, leaves)
  • bat guano (isotopes in Chitin)
  • lake cores (pollen)
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17
Q

How are current species shifting? Provide an example.

A

We would expect species to move polewards.

The butterflies in Northern Europe. For 35 European NON-MIGRATORY butterflies, 63% northward range shifts of 30-240 km during the last century.

Mountain plants in California. For 64 plant species, many have shifted down. Why? Although temperature increased, so did the demand for water.

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18
Q

How do we measure change?

A
  • life history
  • survival
  • growth
  • reproduction
  • recruitment
  • population growth or decline
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19
Q

Trailing edge

A

niche has moved forward, but individuals are still responding

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20
Q

Leading edge

A

where regeneration is becoming more successful

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21
Q

Climate velocity

A

the speed an organism needs to, move across the landscape to keep up with shifts in the climate – how far would a species have to move to find the climate it has now.

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22
Q

Where is climate velocity the shortest?

A

Hilly / mountainous landscapes as there is higher climate variability

23
Q

Where is climate velocity the largest?

A

Flat landscapes, grasslands, deserts, mangroves where you have to go latitudinally very far to get 1º cooling.

24
Q

What is missing in climate velocity models?

A
  • assuming simplistic movement with no physical barriers
  • physiological constraints
25
Q

Phenology

A

timing of recurring life history event i.e. the day a caterpillar comes out of its cocoon, birth / death, changing from juvenile to adult.

26
Q

How does warming affect the growing season?

A
  • growing season gets earlier with warming
  • typically, the overall growing season gets longer
27
Q

Why do experimental data under predict long term responses?

A
  • experiments dry soils delay phenology, while warming advances phenology, so temperature effects appear smaller
  • experiments cover a smaller range of species, especially early-season flowering species.
28
Q

How much do long term records show leafing advancing by?

A

About 5-7 days per degree of warming.

29
Q

What species are more responsive to warming than others?

A

Spring species!

30
Q

Bucket model

A

plants are trying to fill up a bucket with spring warming by accumulating spring warmth. Once they pass a threshold, they bloom.

31
Q

Why does the bucket model not always work?

A

Many plants need vernalization (chilling). Similar to the bucket model, plants need to fill up the winter chilling bucket, and once full they can transition to filling the spring warming bucket. Once both full, they can bloom.

32
Q

Which species are delaying and which are advancing?

A

The ones that need chilling are delaying, while the ones that only need warming are advancing.

33
Q

Why will be probably not see species advancing forever?

A

At some point they will become light limited. The photoperiod is not changing.

34
Q

Describe the experiments used to decouple cues.

A
  • Cut the plant when dormant (usually the chilling period is done in the field)
  • then do a forcing / photoperiod treatment
  • track the budburst
35
Q

What have experiment data told us about chilling and forcing?

A
  • phylogenetic patterning means evolutionary history and relationships shape today’s plant responses.
36
Q

What are the main types of biotic interactions?

A
  1. competition
  2. mutualism
  3. predation / parasitism
  4. pathogens / disease
37
Q

How do we measure biotic interactions?

A
  • diet data
  • look for long term cycles
  • exclusion: exclude a resource or predator and see what happens
38
Q

What are the complexities of predicting ranges

A

Abiotic and biotic factors can shape distributions
- e.g. host plants and butterfly range shifts
Climate change may reduce critical space for some species
- e.g. warming decreases pisaster-free (cool) space

39
Q

Human assisted migration

A
  • assisted population migration
  • assisted range expansion
  • assisted long-distance migration
  • gene transfer (common in forests)
40
Q

Trophic mismatch

A

occurs when the consumer is shifting too quickly or slowly compared to the resource. Consumers should be most abundant when they are matched with their resource.

41
Q

When is the resources’ fitness maximized?

A

When it is mismatched from the consumer

42
Q

Selection

A

push in the population to select some new trait i.e. earlier laying date

43
Q

Green wave hypothesis

A

consumers follow green-up when possible

44
Q

Knowing species follow the green-up, what does this mean in terms of conservation?

A

Having a connected route means they can surf non-stop. Corridors to help migrations and reduce vertebrate mortality.

45
Q

Evolution

A

a change in gene frequencies

46
Q

What are ways that evolution can happen?

A

1) Natural Selection: descent with modification
2) Mutations: new genes arise and spreads through the population
3) Drift: idea that gene frequencies change over time. Doesn’t have to be due to migration or mutations.
4) Migration: new alleles coming into the population from the outside.

47
Q

Plasticity

A

the expression of a different phenotype by the SAME genotype in a different environment. e.g. different flowering date, but same genes

48
Q

Adaptation

A

Outcome of selection – different phenotypes driven by different genotypes.

49
Q

Local adaptation

A

Population has evolved to have the highest fitness in its home environment than in any other environment. Fitness will be highest in its home range.

50
Q

How do we test for local adaptation?

A

Genotype x environment experiments.

51
Q

What was one of the first examples of natural selection that we saw?

A

Darwin’s finches – heritable trait to increase bird beak size to eat big seeds. Change happened in only two years.

52
Q

Example of the Tawny Owl

A

Tawny owls have established genetic heritability, by favour brown morph, as snow depth has decreased over the years. Brown owl has better chance of survival because it can camouflage better in less snow.

53
Q

How could they make the attribution for the tawny owl better?

A
  • longer time series
  • more experiments: trap the owls, change the background colour and see how it impacts survival.
54
Q

Is the Great Tit (parus major) evolution?

A

The parus major example is showing selection! we cannot argue evolution because we don’t have the genes. Need a longer time series.

CONS 310 (2 decks)

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