Removal Illustration Flashcards

1
Q

Osmoregulation of freshwater fish

A

Illustration Description: Draw a freshwater fish with arrows indicating the movement of water and salts. Show water entering the fish through osmosis and the fish actively absorbing salts through the gills. Also, illustrate the fish excreting large amounts of dilute urine.
Explanation: Freshwater fish live in a hypotonic environment where the water concentration outside their bodies is higher than inside. To regulate this, they take up salts through their gills and excrete excess water through their kidneys by producing large amounts of dilute urine.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Relationship of temperature, salinity, and density in the ocean at the equator

A

Illustration Description: Create a vertical profile of the ocean at the equator showing temperature, salinity, and density gradients. Indicate how temperature decreases with depth, salinity might slightly increase, and density increases with depth due to both factors.
Explanation: At the equator, surface waters are warm and less dense. As depth increases, the temperature drops, leading to increased water density. Salinity may also increase slightly with depth due to the mixing of different water masses, contributing further to increased density.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

How vegetation affects understory microclimates

A

Illustration Description: Draw a forest cross-section showing tall trees with a shaded understory. Show how sunlight is blocked, reducing temperature and increasing humidity in the understory compared to the open area.
Explanation: Vegetation, especially in forests, creates a microclimate in the understory by blocking sunlight, reducing temperature, and increasing humidity. This microclimate affects the types of plants and animals that can live there, promoting biodiversity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Factors and processes in soil formation

A

Illustration Description: Diagram showing parent material breaking down into soil, influenced by climate, organisms, topography, and time. Include arrows indicating processes like weathering, organic matter decomposition, and soil horizon formation.
Explanation: Soil formation is influenced by the parent material, climate (temperature and precipitation), living organisms (plants, animals, microbes), topography (landscape position), and time. These factors interact to create soil profiles with distinct horizons.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The association between Body temperature and metabolic rate in animals

A

Illustration Description: Graph showing the relationship between body temperature (x-axis) and metabolic rate (y-axis) for ectothermic and endothermic animals. For ectotherms, metabolic rate increases with temperature; for endotherms, show a thermoneutral zone where the metabolic rate is constant.
Explanation: Ectothermic animals have metabolic rates that increase with ambient temperature, while endothermic animals maintain a constant metabolic rate within a thermoneutral zone. Outside this zone, endotherms increase their metabolic rate to maintain body temperature.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Types of Distributions

A

Illustration Description: Show three types of species distributions: clumped, uniform, and random.
Explanation: Clumped distribution occurs where resources are unevenly distributed; uniform distribution results from territorial behavior; random distribution happens in the absence of strong attractions or repulsions among individuals.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Types of Growth patterns

A

Illustration Description: Draw graphs for exponential (J-shaped curve) and logistic growth (S-shaped curve).
Explanation: Exponential growth occurs in ideal, unlimited environments; logistic growth considers environmental resistance, showing population growth that slows as it approaches carrying capacity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

C3, C4, and CAM

A

Illustration Description: Diagram showing the different pathways for carbon fixation in C3, C4, and CAM plants.
Explanation: C3 plants fix CO2 directly in the Calvin cycle; C4 plants fix CO2 into a four-carbon compound in mesophyll cells and then transfer it to bundle-sheath cells; CAM plants fix CO2 at night, storing it as malate for use during the day.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Types of Natural Selection

A

Illustration Description: Graphs illustrating stabilizing, directional, and disruptive selection.
Explanation: Stabilizing selection favors average traits; directional selection favors one extreme trait; disruptive selection favors both extremes over the average trait.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Results and Conditions of the Lotka-Volterra model for interspecies competition

A

Illustration Description: Graphs showing different outcomes (competitive exclusion, coexistence) based on species’ isoclines.
Explanation: The Lotka-Volterra model predicts outcomes of interspecific competition based on species’ growth rates and carrying capacities. Depending on the relative positions of the isoclines, one species may outcompete the other, or they may coexist.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

The three models of succession

A

Illustration Description: Diagrams representing the facilitation, inhibition, and tolerance models of succession.
Explanation: The facilitation model suggests early species modify the environment, making it suitable for later species; the inhibition model posits that early species prevent the establishment of later species; the tolerance model indicates that species neither help nor hinder others, but those that tolerate conditions best dominate.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

The effect of disturbance and time on an ecosystem components

A

Illustration Description: Graph showing how species diversity and biomass change over time with varying levels of disturbance.
Explanation: Moderate disturbance can enhance species diversity by preventing competitive exclusion (Intermediate Disturbance Hypothesis). Over time, ecosystems recover from disturbances, with early stages dominated by pioneer species and later stages by more competitive species.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Lignin content of detritus and Decomposition Rate

A

Explanation: Lignin is a complex organic polymer found in plant cell walls, particularly in wood and bark, that is resistant to decay. High lignin content in detritus (dead organic matter) slows down decomposition rates because it is difficult for decomposers like fungi and bacteria to break down lignin.

Illustration: Show a bar graph with lignin content on the x-axis (ranging from low to high) and decomposition rate on the y-axis (ranging from slow to fast). The graph should indicate an inverse relationship, with high lignin content corresponding to a slower decomposition rate.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Net Primary Production and Ocean Depth

A

Explanation: Net primary production (NPP) in the ocean is highest near the surface where sunlight penetrates, allowing photosynthesis. As depth increases, light availability decreases, leading to a sharp decline in NPP.

Illustration: Draw a vertical cross-section of the ocean, showing depth on the y-axis and NPP on the x-axis. Illustrate high NPP near the surface (photic zone) that quickly drops off as depth increases, transitioning into very low NPP in the aphotic zone.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Primary Productivity and Diversity

A

Explanation: In many ecosystems, primary productivity is positively correlated with species diversity. Higher productivity often supports a greater variety of species by providing more resources and niches.

Illustration: Depict a scatter plot with primary productivity on the x-axis and species diversity on the y-axis. The plot should show a positive correlation, with points forming an upward trend line.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Pyramid of Energy in Terrestrial and Aquatic Ecosystem

A

Explanation: Energy pyramids illustrate the flow of energy through trophic levels in an ecosystem. Both terrestrial and aquatic ecosystems show a decrease in energy from producers to top consumers, but the shape can differ due to energy transfer efficiencies and biomass distribution.

Illustration: Draw two pyramids side by side. For the terrestrial pyramid, show a broad base representing high energy at the producer level (plants), tapering up to narrower levels for herbivores and predators. For the aquatic pyramid, depict a similar tapering but note that the base may not be as wide, reflecting differences in energy transfer efficiency and biomass distribution.

17
Q

Pyramid of Biomass in Terrestrial and Aquatic Ecosystems

A

Explanation: Biomass pyramids show the mass of living material at each trophic level. In terrestrial ecosystems, producers (plants) have the most biomass. In aquatic ecosystems, primary consumers (zooplankton) can sometimes have more biomass than producers (phytoplankton) due to rapid turnover rates.

Illustration: Draw two pyramids side by side. The terrestrial pyramid should have a wide base for producers, narrowing through herbivores and predators. The aquatic pyramid may appear inverted, with a smaller base for phytoplankton and a larger level for zooplankton, then narrowing at higher trophic levels.

18
Q

Top-Down Trophic Cascade (identify the effect and responses)

A

Explanation: In a top-down trophic cascade, predators control the structure and population dynamics of the ecosystem. Removal of top predators leads to an increase in herbivores, which can decrease plant biomass.

Illustration: Show a three-level food chain with arrows indicating interactions. Label the top predator, herbivores, and plants. Illustrate the effects of removing the top predator with arrows showing an increase in herbivores and a decrease in plants.

19
Q

Botton-Up Trophic Cascade (identify the effect and responses)

A

Explanation: In a bottom-up trophic cascade, the abundance and productivity of lower trophic levels control the structure and population dynamics of higher trophic levels. Increased primary production leads to increases in herbivores and predators.

Illustration: Show a three-level food chain with arrows indicating interactions. Label the primary producers, herbivores, and predators. Illustrate the effects of increasing primary production with arrows showing an increase in herbivores and subsequently in predators.

20
Q

Equilibrium Theory of Island Biogeography

A

Explanation: This theory explains the number of species on an island based on the balance between immigration rates and extinction rates, which are influenced by the island’s size and distance from the mainland.

Illustration: Draw a graph with immigration rate and extinction rate on the y-axis and number of species on the x-axis. Show two curves: one for immigration (decreasing with more species) and one for extinction (increasing with more species). Indicate the equilibrium point where the curves intersect. Additionally, depict two islands: a large, close island with high immigration and low extinction rates, and a small, distant island with low immigration and high extinction rates.

21
Q

Structure of the Intertidal Zone

A

Explanation: The intertidal zone is the area between high and low tide marks, characterized by varying conditions of moisture, temperature, and salinity. It supports diverse organisms adapted to these fluctuations.

Illustration: Draw a cross-section of a coastline showing the high tide and low tide marks. Label different zones: splash zone (above high tide), high intertidal, mid-intertidal, and low intertidal. Illustrate typical organisms found in each zone, such as barnacles, mussels, seaweed, and starfish.

22
Q

Structure in Opening Ocean Environments

A

Explanation: The open ocean, or pelagic zone, includes different layers based on light penetration and depth. These layers host distinct communities of organisms.

Illustration: Draw a vertical cross-section of the ocean, labeling different zones: epipelagic (surface to 200m), mesopelagic (200-1000m), bathypelagic (1000-4000m), abyssopelagic (4000-6000m), and hadalpelagic (below 6000m). Illustrate typical organisms in each zone, such as phytoplankton in the epipelagic, bioluminescent fish in the mesopelagic, and deep-sea creatures in the bathypelagic.

23
Q

Nitrogen Cycle

A

Explanation: The nitrogen cycle describes the movement of nitrogen through the atmosphere, biosphere, and geosphere. Key processes include nitrogen fixation, nitrification, assimilation, ammonification, and denitrification.

Illustration: Draw a diagram with the atmosphere, soil, plants, and animals. Show arrows indicating the movement of nitrogen: nitrogen fixation (atmospheric N2 to ammonia), nitrification (ammonia to nitrates), assimilation (plants absorbing nitrates), ammonification (organic nitrogen to ammonia), and denitrification (nitrates to atmospheric N2). Label key bacteria involved in each process.

24
Q

River Continuum Concept

A

Explanation: This concept describes changes in the structure and function of river ecosystems from headwaters to mouth. It predicts a continuous gradient of physical and biological conditions along the river’s length.

Illustration: Draw a longitudinal profile of a river from headwaters to mouth. Label different sections: headwaters (small, fast-flowing, shaded, low nutrients), mid-reaches (moderate flow, higher light, more nutrients), and lower reaches (large, slow-flowing, high nutrients). Illustrate typical organisms and plant types in each section, such as shredders in headwaters, grazers in mid-reaches, and collectors in lower reaches.