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MHI 525: Chapter 19
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MHI 525: Chapter 18
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BIOL 101 Complete Study Guide Unit 1: DNA, RNA, and Genetics 1. DNA structure What is DNA? DNA stands for deoxyribonucleic acid. It stores the genetic information that tells cells how to function, grow, and reproduce. What is the shape of DNA? DNA has a double-helix shape, which looks like a twisted ladder. What are the building blocks of DNA? Nucleotides. What are the three parts of a DNA nucleotide? * A phosphate group * A five-carbon sugar called deoxyribose * A nitrogenous base What are the four nitrogenous bases in DNA? * Adenine (A) * Thymine (T) * Cytosine (C) * Guanine (G) What are the DNA base-pairing rules? * Adenine pairs with Thymine (A–T). * Cytosine pairs with Guanine (C–G). What does complementary base pairing mean? Each DNA base has a specific partner. Knowing one DNA strand allows you to determine the matching strand. Example: * Original: A T C G * Complement: T A G C What holds the two DNA strands together? Hydrogen bonds between the nitrogenous bases. 2. DNA vs. RNA What is RNA? RNA stands for ribonucleic acid. It helps use the genetic instructions stored in DNA to make proteins. What are the main differences between DNA and RNA? DNA RNA Usually double-stranded Usually single-stranded Contains deoxyribose sugar Contains ribose sugar Uses thymine (T) Uses uracil (U) Stores genetic information Helps make proteins What are the four bases in RNA? * Adenine (A) * Uracil (U) * Cytosine (C) * Guanine (G) What replaces thymine in RNA? Uracil. What are the three main types of RNA? * mRNA (messenger RNA): Carries genetic instructions from DNA to the ribosome. * tRNA (transfer RNA): Brings amino acids to the ribosome. * rRNA (ribosomal RNA): Makes up part of the ribosome and helps build proteins. 3. DNA replication What is DNA replication? DNA replication is the process of making an identical copy of DNA before a cell divides. Why is DNA replication important? It ensures that each new cell receives a copy of the genetic information. What does semiconservative replication mean? Each new DNA molecule contains one original strand and one newly made strand. What enzyme unzips DNA? Helicase. What enzyme adds new DNA nucleotides? DNA polymerase. What enzyme connects DNA fragments on the lagging strand? DNA ligase. What is the leading strand? The strand that is copied continuously in the direction of the replication fork. What is the lagging strand? The strand that is copied in short sections called Okazaki fragments. What are Okazaki fragments? Short pieces of newly made DNA that form on the lagging strand. What is the job of DNA ligase? It joins the Okazaki fragments together. What are telomeres? Protective sections of DNA found at the ends of chromosomes. What is the purpose of telomeres? They help protect important genetic information from being lost when DNA is copied. What is DNA repair? The process cells use to identify and correct mistakes or damage in DNA. 4. Transcription What is transcription? Transcription is the process of copying genetic information from DNA into mRNA. Where does transcription happen in eukaryotic cells? In the nucleus. What enzyme helps make RNA during transcription? RNA polymerase. What is the purpose of transcription? To create an mRNA copy of a gene that can be used to make a protein. What are the RNA base-pairing rules? * DNA A pairs with RNA U. * DNA T pairs with RNA A. * DNA C pairs with RNA G. * DNA G pairs with RNA C. Example: DNA: A T C G RNA: U A G C What happens to mRNA before it leaves the nucleus in eukaryotic cells? It undergoes RNA processing. What are introns? Sections of RNA that are removed during RNA processing. What are exons? Sections that remain and are joined together to form mature mRNA. What is RNA splicing? The removal of introns and joining of exons. 5. Translation What is translation? Translation is the process of using mRNA instructions to build a protein. Where does translation happen? At the ribosomes in the cytoplasm or on the rough endoplasmic reticulum. What is a codon? A group of three mRNA bases that codes for an amino acid or a stop signal. What is an anticodon? A group of three bases on tRNA that pairs with a matching mRNA codon. What is the role of tRNA? It carries amino acids to the ribosome. What is the role of the ribosome? It reads mRNA and connects amino acids to build a protein. What is the start codon? AUG. What amino acid does AUG code for? Methionine. What are the three stop codons? * UAA * UAG * UGA What happens when a stop codon is reached? Translation ends, and the completed protein is released. 6. Gene expression and regulation What is gene expression? Gene expression is the process of using information from a gene to make a functional product, such as a protein. What is gene regulation? Gene regulation controls when, where, and how much a gene is expressed. Why is gene regulation important? It allows cells to perform different functions even though many cells contain the same DNA. What is an operon? A group of genes controlled together, commonly found in bacteria. What is the lac operon? A group of bacterial genes involved in breaking down lactose. What happens when lactose is present? Lactose helps remove the repressor’s blockage, allowing the genes to be expressed. What happens when lactose is absent? The repressor binds to the operator and prevents the genes from being expressed. Unit 2: Evolution and Natural Selection 1. Understanding evolution What is evolution? Evolution is the change in inherited characteristics of a population over generations. Does an individual organism evolve during its lifetime? No. Populations evolve over generations. What is a population? A group of individuals of the same species living in the same area. What is a species? A group of organisms that can reproduce with one another and produce fertile offspring, under the biological species concept. What is natural selection? Natural selection is the process in which organisms with inherited traits that improve survival or reproduction tend to leave more offspring. Who is associated with the theory of evolution by natural selection? Charles Darwin. What is adaptation? An inherited characteristic that helps an organism survive or reproduce in its environment. What is biological fitness? An organism’s ability to survive and reproduce, measured by its contribution of offspring to the next generation. Does the strongest organism always have the highest fitness? No. Fitness depends on how well an organism’s inherited traits help it reproduce in its particular environment. 2. Natural selection What are the main requirements for natural selection? * Individuals in a population have variation. * Some variation is inherited. * Organisms produce more offspring than can survive. * Individuals with certain inherited traits reproduce more successfully. What happens to helpful inherited traits over generations? They may become more common in the population. Can natural selection create traits because organisms need them? No. Natural selection acts on existing inherited variation. It does not create a needed trait simply because an organism needs it. What is an example of natural selection? If insects vary in color and birds more easily spot one color, insects with the less visible color may survive and reproduce more often. Over generations, that color may become more common. 3. Population genetics What is an allele? An alternative version of a gene. What is a gene pool? All the alleles present in a population. What is allele frequency? The proportion of a particular allele in a population. What does it mean when allele frequencies change? The population is evolving. What is genetic variation? Differences in genetic information among individuals in a population. Why is genetic variation important? It provides the differences that natural selection can act on. 4. Mechanisms of evolution What are the five major mechanisms that can change allele frequencies? * Mutation * Gene flow * Genetic drift * Natural selection * Nonrandom mating can change genotype frequencies and, in some circumstances, influence allele frequencies indirectly through selection. What is mutation? A change in DNA sequence. How can mutations affect evolution? They can introduce new genetic variations and sometimes create new alleles. What is gene flow? The movement of alleles between populations when individuals or their reproductive cells move between them. What is genetic drift? A random change in allele frequencies, especially noticeable in small populations. What is the bottleneck effect? A type of genetic drift that happens when a population becomes much smaller due to a random event. What is the founder effect? A type of genetic drift that occurs when a small group separates from a larger population and starts a new population. What is the difference between natural selection and genetic drift? Natural selection is based on differences in reproductive success associated with inherited traits. Genetic drift changes allele frequencies randomly. 5. Hardy-Weinberg equilibrium What is Hardy-Weinberg equilibrium? A model that describes a population that is not evolving with respect to the gene being studied. What are the five Hardy-Weinberg conditions? * No mutations * Random mating * No natural selection * Very large population * No gene flow What is the Hardy-Weinberg equation? p+q=1 What does p represent? The frequency of one allele. What does q represent? The frequency of the other allele. What is the genotype frequency equation? p^2+2pq+q^2=1 What does each part represent? * : Homozygous dominant * : Heterozygous * : Homozygous recessive What does homozygous mean? Having two identical alleles for a gene. What does heterozygous mean? Having two different alleles for a gene. Practice question: If q = 0.4, what is p? Answer: p=1-0.4=0.6 Practice question: If p = 0.6 and q = 0.4, what is the frequency of homozygous dominant individuals? Answer: p^2=0.6^2=0.36 Practice question: If p = 0.6 and q = 0.4, what is the frequency of heterozygous individuals? Answer: 2pq=2(0.6)(0.4)=0.48 Practice question: If p = 0.6 and q = 0.4, what is the frequency of homozygous recessive individuals? Answer: q^2=0.4^2=0.16 6. Evidence for evolution What are some forms of evidence for evolution? * Fossil records * Comparative anatomy * Molecular similarities * Embryology * Biogeography What are fossils? Preserved remains or traces of organisms that lived in the past. What is homologous anatomy? Similar body structures inherited from a common ancestor, even if they serve different functions. What is an example of homologous structures? The forelimbs of humans, whales, bats, and cats. What is analogous anatomy? Structures that perform similar functions but evolved independently and do not come from the same ancestral structure. What is an example of analogous structures? The wings of birds and insects. What is biogeography? The study of where organisms live and how their geographic distribution relates to evolution. How can DNA provide evidence for evolution? Organisms with more similar DNA sequences often share a more recent common ancestor. 7. Speciation What is speciation? The formation of new species. What is reproductive isolation? When populations can no longer successfully reproduce with one another. What is geographic isolation? When physical barriers separate populations, such as mountains, rivers, or oceans. What is allopatric speciation? Speciation that occurs when populations are geographically separated. What is sympatric speciation? Speciation that occurs without geographic separation. Unit 3: Classification, Taxonomy, and Phylogeny 1. Classification What is taxonomy? The science of naming and classifying organisms. What is systematics? The study of biological diversity and evolutionary relationships. What is binomial nomenclature? The two-part scientific naming system for organisms. What are the two parts of a scientific name? Genus and species. How should scientific names be written? The genus is capitalized, the species name is lowercase, and both are italicized. Example: Homo sapiens. What are the main taxonomic levels from broadest to most specific? * Domain * Kingdom * Phylum * Class * Order * Family * Genus * Species What are the three domains of life? * Bacteria * Archaea * Eukarya 2. Phylogenetic trees What is a phylogenetic tree? A diagram showing evolutionary relationships among organisms. What does a branch point represent? A common ancestor where evolutionary lineages split. What is a common ancestor? An ancestral organism or population from which two or more groups evolved. What are sister taxa? Two groups that share an immediate common ancestor. What does a node represent on a phylogenetic tree? A branching point representing a common ancestor. Does being next to another organism on a tree always mean they are closely related? No. Relationships are determined by shared branch points, not simply by how close the names appear. What is a clade? An ancestor and all of its descendants. What is a derived trait? A trait that evolved in a particular lineage and can help identify relationships among organisms. Unit 4: Prokaryotes, Eukaryotes, Bacteria, and Archaea 1. Cell types What are prokaryotic cells? Cells that do not have a nucleus or membrane-bound organelles. What are eukaryotic cells? Cells that have a nucleus and membrane-bound organelles. What organisms are prokaryotes? Bacteria and Archaea. What organisms are eukaryotes? Animals, plants, fungi, and protists. What is the main difference between prokaryotic and eukaryotic cells? Eukaryotic cells have a nucleus and membrane-bound organelles. Prokaryotic cells do not. Where is DNA located in a prokaryotic cell? In a region called the nucleoid. What is the function of the cell membrane? It controls what enters and leaves the cell. What is the function of ribosomes? They make proteins. 2. Bacteria and Archaea What are bacteria? Single-celled prokaryotic organisms found in many environments. What are Archaea? Single-celled prokaryotic organisms that are genetically and chemically distinct from bacteria. What is binary fission? A form of asexual reproduction in which one cell divides into two cells. Do bacteria and archaea have a nucleus? No. What is a bacterial cell wall commonly made of? Peptidoglycan. What is peptidoglycan? A material that provides structure and support to bacterial cell walls. 3. Gram-positive and Gram-negative bacteria What are Gram-positive bacteria? Bacteria with a thick peptidoglycan cell wall that usually stain purple during Gram staining. What are Gram-negative bacteria? Bacteria with a thinner peptidoglycan layer and an outer membrane that usually stain pink or red during Gram staining. What is the major difference between Gram-positive and Gram-negative bacteria? Gram-positive bacteria have thick peptidoglycan walls, while Gram-negative bacteria have thin peptidoglycan walls and an outer membrane. 4. Endosymbiotic theory What is the endosymbiotic theory? The theory that mitochondria and chloroplasts originated from free-living bacteria that were taken into ancestral eukaryotic cells. What organelles are explained by endosymbiotic theory? Mitochondria and chloroplasts. What evidence supports endosymbiotic theory? * They contain their own DNA. * They have their own ribosomes. * They divide in a way similar to bacteria. * They have double membranes. What is the function of mitochondria? They produce most of the cell’s ATP through cellular respiration. What is the function of chloroplasts? They carry out photosynthesis in plants and some other organisms. 5. Protists and fungi What are protists? A diverse group of eukaryotic organisms that do not fit into the traditional plant, animal, or fungi kingdoms. Are all protists single-celled? No. Many are single-celled, but some are multicellular. What are fungi? Eukaryotic organisms that absorb nutrients from their surroundings. What is the cell wall of fungi made of? Chitin. What are examples of fungi? * Mushrooms * Molds * Yeasts How do fungi obtain nutrients? They release digestive enzymes into their surroundings and absorb the broken-down nutrients. What is the role of decomposers? They break down dead organisms and recycle nutrients into the environment. Unit 5: Plants 1. Plant characteristics What are the major characteristics of plants? Plants are multicellular eukaryotes that generally have chloroplasts, cellulose cell walls, and carry out photosynthesis. What is photosynthesis? The process of using light energy to convert carbon dioxide and water into sugars and oxygen. What is the function of chlorophyll? It absorbs light energy for photosynthesis. What is the function of roots? They absorb water and minerals and help anchor the plant. What is the function of stems? They support the plant and transport materials. What is the function of leaves? They are the main organs where photosynthesis occurs in most plants. 2. Alternation of generations What is alternation of generations? A plant life cycle that alternates between two multicellular stages: the haploid gametophyte and the diploid sporophyte. What is a gametophyte? The haploid stage that produces gametes. What is a sporophyte? The diploid stage that produces spores through meiosis. What does haploid mean? Having one set of chromosomes, represented by . What does diploid mean? Having two sets of chromosomes, represented by . What is fertilization? The joining of two gametes to form a diploid zygote. What is meiosis? A type of cell division that reduces the chromosome number by half and produces haploid cells. What is the difference between spores and gametes? Spores can develop into a new organism without fusing with another cell. Gametes must fuse during fertilization to form a zygote. 3. Major plant groups What are the major groups of plants? * Nonvascular plants * Seedless vascular plants * Gymnosperms * Angiosperms What are nonvascular plants? Plants that lack specialized vascular tissues for transporting water and nutrients. What are examples of nonvascular plants? Mosses and liverworts. What are vascular plants? Plants that have specialized tissues to transport water, minerals, and sugars. What are the two major vascular tissues? * Xylem * Phloem What is the function of xylem? It transports water and minerals from the roots toward the rest of the plant. What is the function of phloem? It transports sugars and other organic nutrients throughout the plant. What are seedless vascular plants? Vascular plants that reproduce using spores instead of seeds. What is an example of a seedless vascular plant? Ferns. What are gymnosperms? Seed-producing plants with seeds that are not enclosed within fruits. What is an example of a gymnosperm? Pine trees. What are angiosperms? Flowering plants that produce seeds enclosed within fruits. What is the main difference between gymnosperms and angiosperms? Gymnosperms have exposed seeds, while angiosperms produce seeds enclosed in fruits. 4. Plant reproduction What is pollination? The transfer of pollen from the male reproductive structure to the female reproductive structure of a plant. What is pollen? A structure that carries the male gametophyte in seed plants. What is the purpose of flowers? Flowers are reproductive structures of angiosperms. What develops into a fruit? The ovary of a flower. What develops into a seed? The ovule after fertilization. What is the purpose of seeds? They protect and provide resources for the developing plant embryo. Unit 6: Animals 1. Animal characteristics What are the major characteristics of animals? Animals are multicellular eukaryotes that obtain nutrients by consuming other organisms or organic material. They do not have cell walls. Are animals prokaryotic or eukaryotic? Eukaryotic. Are animals unicellular or multicellular? Multicellular. Are animals autotrophs or heterotrophs? Heterotrophs. What is a heterotroph? An organism that obtains energy and nutrients by consuming other organisms or organic material. 2. Animal body plans What is symmetry? The arrangement of body parts around an axis or center. What is asymmetry? A body shape that cannot be divided into matching halves. What is radial symmetry? A body arrangement in which body parts are organized around a central axis. What is an example of an animal with radial symmetry? A jellyfish. What is bilateral symmetry? A body arrangement that can be divided into approximately equal left and right halves. What is an example of an animal with bilateral symmetry? A human. What is cephalization? The concentration of sensory organs and nervous tissue toward the front or head region of an animal. What is a body cavity? A fluid-filled space within an animal’s body that can contain and protect internal organs. 3. Major animal groups What are sponges? Simple aquatic animals that lack true tissues and organs. What is the scientific phylum for sponges? Porifera. How do sponges obtain food? They filter small food particles from water flowing through their bodies. What are cnidarians? Aquatic animals with specialized stinging cells. What is the scientific phylum for cnidarians? Cnidaria. What are examples of cnidarians? * Jellyfish * Corals * Sea anemones What are cnidocytes? Specialized stinging cells used for capturing prey and defense. What are arthropods? Animals with segmented bodies, jointed appendages, and an external skeleton. What is an exoskeleton? A hard external structure that supports and protects an animal’s body. What are examples of arthropods? * Insects * Spiders * Crabs * Lobsters What is molting? The process of shedding an old exoskeleton so an arthropod can grow. What are the major animal groups covered in this section? * Porifera: Sponges * Cnidaria: Jellyfish, corals, and sea anemones * Arthropoda: Insects, spiders, and crustaceans Note: Your lecture material did not provide a complete list of characteristics for every animal phylum, so I have not added unsupported details to those sections. Unit 7: Biotechnology 1. Biotechnology basics What is biotechnology? The use of living organisms, cells, or biological processes to develop useful products and technologies. What is genetic engineering? The process of directly changing an organism’s DNA. What is recombinant DNA? DNA made by combining genetic material from different sources. What is a plasmid? A small circular DNA molecule commonly found in bacteria. Why are plasmids useful in biotechnology? They can be used to carry selected genes into cells. 2. PCR What does PCR stand for? Polymerase chain reaction. What is PCR used for? To make many copies of a specific DNA segment. What are the three main stages of PCR? * Denaturation * Annealing * Extension What happens during denaturation? The DNA strands separate. What happens during annealing? Primers attach to complementary DNA sequences. What happens during extension? DNA polymerase adds nucleotides to build new DNA strands. 3. Gel electrophoresis What is gel electrophoresis? A laboratory technique used to separate DNA fragments based on size. How does gel electrophoresis separate DNA? An electric current moves DNA fragments through a gel. Smaller fragments generally travel farther than larger fragments. Why does DNA move toward the positive end of the gel? DNA has a negatively charged phosphate backbone. What can gel electrophoresis help scientists do? Compare DNA fragments and examine DNA samples. 4. Restriction enzymes and cloning What are restriction enzymes? Enzymes that cut DNA at specific sequences. What is DNA cloning? The process of making copies of a DNA segment or gene. What is a GMO? A genetically modified organism whose genetic material has been altered using genetic engineering or other genetic modification methods. What is a transgenic organism? An organism that contains genetic material introduced from another species. What is CRISPR? A gene-editing technology that allows scientists to make targeted changes to DNA. What is gene therapy? A medical approach that aims to treat or prevent disease by changing genetic material in a person’s cells. What is genomics? The study of an organism’s entire genome. What is proteomics? The study of the proteins produced by a cell, tissue, or organism. Practice Questions: Multiple Choice The answer is immediately underneath each question. Try answering before reading it. 1. What is the basic building block of DNA? A. Amino acid B. Nucleotide C. Protein D. Lipid Answer: B. Nucleotide 2. Which base pairs with adenine in DNA? A. Guanine B. Cytosine C. Thymine D. Uracil Answer: C. Thymine 3. Which enzyme separates DNA strands during replication? A. Ligase B. Helicase C. RNA polymerase D. Ribosome Answer: B. Helicase 4. What is the purpose of DNA replication? A. To create proteins B. To make RNA C. To copy DNA before cell division D. To destroy old DNA Answer: C. To copy DNA before cell division 5. What is the process of making mRNA from DNA called? A. Translation B. Transcription C. Replication D. Mutation Answer: B. Transcription 6. Where does translation occur? A. Nucleus B. Ribosome C. Cell membrane D. Golgi apparatus Answer: B. Ribosome 7. What does tRNA carry? A. DNA B. Glucose C. Amino acids D. Lipids Answer: C. Amino acids 8. What is the start codon? A. UAA B. AUG C. UGA D. UAG Answer: B. AUG 9. What is evolution? A. An individual changing during its lifetime B. A population changing genetically over generations C. An organism growing larger D. A cell dividing Answer: B. A population changing genetically over generations 10. Who is associated with evolution by natural selection? A. Gregor Mendel B. Charles Darwin C. Louis Pasteur D. Robert Hooke Answer: B. Charles Darwin 11. What is genetic drift? A. A random change in allele frequencies B. The movement of water C. The creation of proteins D. The copying of DNA Answer: A. A random change in allele frequencies 12. What is gene flow? A. DNA replication B. Movement of alleles between populations C. Protein synthesis D. Natural death Answer: B. Movement of alleles between populations 13. Which equation represents Hardy-Weinberg allele frequencies? A. B. C. D. Answer: B. 14. What are the three domains of life? A. Plants, animals, fungi B. Bacteria, Archaea, Eukarya C. Mammals, reptiles, birds D. Protists, fungi, plants Answer: B. Bacteria, Archaea, Eukarya 15. Which cells do not have a nucleus? A. Eukaryotic B. Prokaryotic C. Animal D. Plant Answer: B. Prokaryotic 16. What is the function of mitochondria? A. Protein storage B. ATP production C. DNA protection D. Photosynthesis Answer: B. ATP production 17. What is the cell wall of fungi made of? A. Cellulose B. Peptidoglycan C. Chitin D. Starch Answer: C. Chitin 18. What tissue transports water in plants? A. Phloem B. Xylem C. Epidermis D. Pollen Answer: B. Xylem 19. What is the function of phloem? A. Transport sugars B. Absorb sunlight C. Produce pollen D. Protect seeds Answer: A. Transport sugars 20. Which plants produce flowers? A. Mosses B. Ferns C. Gymnosperms D. Angiosperms Answer: D. Angiosperms 21. What is the scientific phylum for sponges? A. Cnidaria B. Porifera C. Arthropoda D. Chordata Answer: B. Porifera 22. What do arthropods have? A. Jointed appendages and an exoskeleton B. No body structure C. Only soft bodies D. Chloroplasts Answer: A. Jointed appendages and an exoskeleton 23. What is PCR used for? A. Separating proteins B. Copying DNA C. Producing ATP D. Growing plants Answer: B. Copying DNA 24. What does gel electrophoresis separate DNA by? A. Color B. Shape only C. Fragment size D. Temperature Answer: C. Fragment size 25. What is CRISPR used for? A. Editing DNA B. Separating cells C. Making ATP D. Producing pollen Answer: A. Editing DNA Fill-in-the-Blank Practice 1. DNA stands for __________. Answer: Deoxyribonucleic acid. 2. RNA uses __________ instead of thymine. Answer: Uracil. 3. The enzyme that unzips DNA is __________. Answer: Helicase. 4. The enzyme that connects Okazaki fragments is __________. Answer: DNA ligase. 5. The process of making RNA from DNA is called __________. Answer: Transcription. 6. The process of making proteins from mRNA is called __________. Answer: Translation. 7. A group of three mRNA bases is called a __________. Answer: Codon. 8. The movement of alleles between populations is called __________. Answer: Gene flow. 9. Random changes in allele frequencies are called __________. Answer: Genetic drift. 10. The formation of new species is called __________. Answer: Speciation. 11. The three domains are Bacteria, Archaea, and __________. Answer: Eukarya. 12. The cell wall of fungi contains __________. Answer: Chitin. 13. The plant tissue that transports water is __________. Answer: Xylem. 14. The plant tissue that transports sugars is __________. Answer: Phloem. 15. Flowering plants are called __________. Answer: Angiosperms. 16. The haploid plant stage is called the __________. Answer: Gametophyte. 17. The diploid plant stage is called the __________. Answer: Sporophyte. 18. Sponges belong to the phylum __________. Answer: Porifera. 19. Jellyfish belong to the phylum __________. Answer: Cnidaria. 20. The process used to make many copies of DNA is called __________. Answer: PCR. Important Terms to Memorize Term Meaning DNA Stores genetic information RNA Helps make proteins Nucleotide Building block of DNA and RNA Helicase Separates DNA strands DNA polymerase Builds new DNA DNA ligase Connects DNA fragments Transcription DNA to RNA Translation RNA to protein Codon Three mRNA bases Mutation Change in DNA Evolution Change in inherited traits in a population over generations Natural selection Differences in reproductive success based on inherited traits Genetic drift Random allele frequency change Gene flow Movement of alleles between populations Speciation Formation of new species Taxonomy Naming and classifying organisms Phylogeny Evolutionary relationships Prokaryote Cell without a nucleus Eukaryote Cell with a nucleus Mitochondria ATP production Chloroplast Photosynthesis Xylem Transports water Phloem Transports sugars Gametophyte Haploid plant generation Sporophyte Diploid plant generation Angiosperm Flowering plant Gymnosperm Plant with exposed seeds PCR Makes copies of DNA Gel electrophoresis Separates DNA fragments by size CRISPR Gene-editing technology Final Cram Sheet: What You Should Know Before Your Exam DNA and genetics * DNA: A–T and C–G * RNA: A–U and C–G * Helicase: unzips DNA * DNA polymerase: builds DNA * Ligase: joins DNA fragments * Transcription: DNA → RNA * Translation: RNA → protein * AUG: start codon * UAA, UAG, UGA: stop codons Evolution * Darwin: natural selection * Mutation: changes DNA * Genetic drift: random change * Gene flow: movement between populations * Bottleneck: population becomes much smaller * Founder effect: small group starts a population * Speciation: new species form * Hardy-Weinberg: , Classification and cells * Three domains: Bacteria, Archaea, Eukarya * Prokaryotes: no nucleus * Eukaryotes: have a nucleus * Mitochondria: ATP * Chloroplasts: photosynthesis * Fungi: chitin cell walls * Bacteria: peptidoglycan cell walls Plants * Xylem: water * Phloem: sugar * Gametophyte: haploid * Sporophyte: diploid * Gymnosperms: exposed seeds * Angiosperms: flowers and enclosed seeds * Mosses: nonvascular * Ferns: seedless vascular Animals and biotechnology * Porifera: sponges * Cnidaria: jellyfish, corals, sea anemones * Arthropoda: jointed appendages and exoskeleton * PCR: copies DNA * Gel electrophoresis: separates DNA by size * Restriction enzymes: cut DNA * CRISPR: edits DNA Study tip: Cover the answers with a piece of paper and try to answer every question from memory. Then uncover the answer and check yourself. Focus especially on DNA replication, transcription versus translation, Hardy-Weinberg equations, evolution mechanisms, plant life cycles, and the differences between prokaryotic and eukaryotic cells.
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PSYCHOLOGY TEST #1 — COMPLETE STUDY NOTES Test Format (40 Marks) Part A: Fill in the Blank — 10 marks (Knowledge) Part B: Identification — 10 marks (Inquiry) Part C: Short Answer — 10 marks (Communication) Part D: Theory Application — 10 marks (Application) 1. THE PHYSICAL HUMAN BRAIN Frontal Lobe Functions: Controls higher thinking skills, decision-making, problem-solving, planning, attention, intelligence, personality, emotions and voluntary movements. Associated disorders: ADHD, schizophrenia and bipolar disorder. Damage can cause: Paralysis, mood changes, personality changes, difficulty speaking, loss of spontaneity and unusual social behaviour. Remember: Frontal = Thinking and personality. Parietal Lobe Functions: Processes sensory information, especially touch. Helps with spatial awareness, balance, recognizing objects and understanding surroundings. Associated disorders: Alzheimer's disease, ADHD and schizophrenia. Damage can cause: Sensory difficulties, disorientation, poor coordination and difficulty recognizing or locating objects and body parts. Remember: Parietal = Touch and surroundings. Occipital Lobe Functions: Processes visual information, including colours, shapes, movement and objects. Responsible for vision. Associated disorders: Schizophrenia, bipolar disorder, autism and depression. Damage can cause: Blindness, visual hallucinations and difficulty seeing colours or movement. Remember: Occipital = Vision and seeing. Temporal Lobe Functions: Responsible for hearing, recognizing faces and objects, understanding language, learning, memory and emotions. Associated disorders: Schizophrenia, Alzheimer's disease and autism. Damage can cause: Memory loss, speech difficulties, difficulty understanding language, difficulty recognizing faces and objects, and changes in behaviour. Remember: Temporal = Hearing and memory. Cerebellum Functions: Controls balance, posture, coordination, voluntary movements, reflexes, motor skills and timing. Associated disorders: Autism, schizophrenia and dyslexia. Damage can cause: Poor coordination, tremors, dizziness, difficulty walking and slurred speech. Remember: Cerebellum = Balance and coordination. Brain Stem Functions: Controls automatic body functions such as breathing, heart rate, blood pressure and digestion. Also helps regulate sleep, alertness and balance. Associated disorders: Autism and sleep disorders such as insomnia. Damage can cause: Organ problems, sleep difficulties, balance problems and serious problems with automatic body functions. Remember: Brain Stem = Keeps you alive. Quick Memorization: Frontal = Thinking. Parietal = Touch. Occipital = Vision. Temporal = Hearing and memory. Cerebellum = Balance. Brain Stem = Automatic functions. 2. SIGMUND FREUD Who was Sigmund Freud? Austrian neurologist and psychologist. Founder of psychoanalysis. Believed the unconscious mind strongly influences human behaviour. Believed childhood experiences help shape personality. Freud's 7 Main Theories 1. Psychoanalysis A method of studying and understanding the unconscious mind. Freud believed hidden thoughts, feelings and childhood experiences influence behaviour. Used therapy to help people understand their unconscious thoughts. Example: Someone may have a fear without understanding where it originally came from. 2. Three-Part Psyche Freud believed personality was made up of three parts: the Id, Ego and Superego. Id Represents biological wants and desires. Follows the pleasure principle. Wants immediate satisfaction without thinking about consequences. Example: Eating all the cookies because you want them. Remember: Id = Wants. Ego Balances the Id and Superego. Follows the reality principle. Makes realistic decisions and considers consequences. Example: Deciding to eat one cookie instead of all of them. Remember: Ego = Reality. Superego Represents your conscience. Tells you what is right and wrong. Develops through experiences, rules and values. Example: Knowing you shouldn't take someone else's cookies. Remember: Superego = Morals. 3. Oedipus Complex Freud believed young children experience unconscious feelings of attachment toward the parent of the opposite sex and rivalry toward the same-sex parent. Named after the Greek character Oedipus, who unknowingly killed his father and married his mother. Remember: Opposite-sex parent = Attachment; same-sex parent = Rivalry. 4. Sexual Desires (Libido) Freud believed sexual energy, called libido, influences human personality and behaviour. He believed frustration of desires could affect mental health. The term Freudian slip comes from his ideas about unconscious thoughts accidentally appearing in speech. Example: Accidentally saying what you were actually thinking instead of what you meant to say. 5. Examination of Dreams Freud believed dreams were a window into the unconscious mind. He thought dreams revealed hidden thoughts, feelings and desires. Example: A dream might represent a hidden fear or worry. 6. Stages of Development Freud believed personality develops through five stages. Each stage focuses on a different area of pleasure. Oral Stage (0–18 months): Pleasure comes from the mouth, such as sucking and feeding. Anal Stage (18 months–3 years): Focuses on toilet training and control. Phallic Stage (3–6 years): Focuses on the body and awareness of gender differences. Latency Stage (6–puberty): Sexual urges are less noticeable. Children focus more on friendships, school and learning. Genital Stage (puberty–adulthood): Focuses on mature relationships and sexual interests. Remember the order: Oral → Anal → Phallic → Latency → Genital. 7. Defence Mechanisms Freud believed the mind uses defence mechanisms to protect itself from uncomfortable thoughts and feelings. They happen unconsciously. Important examples: Denial: Refusing to accept reality. Example: Saying you didn't fail a test when you did. Repression: Pushing upsetting memories out of awareness. Projection: Blaming others for your own feelings. Example: Calling someone jealous when you are jealous. Displacement: Taking your feelings out on someone else. Example: Being upset at school and snapping at a family member. Rationalization: Making excuses for behaviour. Example: Saying a test was unfair because you didn't study. How Freud Applies to Psychology Helps explain how the unconscious mind influences behaviour. Helps explain how childhood experiences affect personality. Studies how dreams and hidden feelings may affect people. Explains how defence mechanisms protect people from uncomfortable emotions. Influenced the development of psychotherapy and talk therapy. 3. CONDITIONING Conditioning is a type of learning where behaviour changes through experiences and associations. There are two main types: Classical and Operant Conditioning. A. Classical Conditioning Learning through association. Happens when someone connects two stimuli. A person learns to associate something with a natural response. The response eventually becomes automatic. Example: Pavlov's Dogs Pavlov rang a bell before giving dogs food. Food naturally caused the dogs to salivate. Eventually, the dogs started salivating just from hearing the bell. Four Important Terms: US (Unconditioned Stimulus): Something that naturally causes a reaction. UR (Unconditioned Response): The natural reaction to the stimulus. CS (Conditioned Stimulus): Something originally neutral that becomes associated with the unconditioned stimulus. CR (Conditioned Response): The learned reaction to the conditioned stimulus. Example from your notes: Toilet and Shower Every time someone flushes a toilet, the shower becomes very hot. Eventually, the person jumps back just from hearing the toilet flush. US: Hot water. UR: Jumping back. CS: Toilet flushing. CR: Jumping back when hearing the toilet flush. Remember: Classical = Association. B. Operant Conditioning Learning through rewards and punishments. Behaviour changes depending on its consequences. People learn which behaviours lead to positive or negative outcomes. Usually involves voluntary behaviours. Four Types of Operant Conditioning: 1. Positive Reinforcement Adding something pleasant to increase a behaviour. Example: Getting a reward for good grades. 2. Negative Reinforcement Removing something unpleasant to increase a behaviour. Example: Homework stops once you finish your chores. 3. Positive Punishment Adding something unpleasant to decrease a behaviour. Example: Getting extra chores for breaking a rule. 4. Negative Punishment Removing something pleasant to decrease a behaviour. Example: Losing phone privileges for breaking a rule. Important to Remember: Positive = Adding something. Negative = Removing something. Reinforcement = Increases behaviour. Punishment = Decreases behaviour. Positive does NOT mean good, and negative does NOT mean bad. Classical vs. Operant Conditioning Classical = Learning through association. Operant = Learning through consequences. Classical = Usually automatic responses. Operant = Usually voluntary behaviours. Classical example = Pavlov's dogs. Operant example = Getting rewarded for good grades. 4. COGNITIVE BIAS What is Cognitive Bias? The way we personally see and interpret the world. Everyone processes information differently. Our perceptions can influence our behaviour and decisions. Many biases happen unconsciously, without us realizing. Example: Two people experience the same situation but remember and interpret it differently. Confirmation Bias The tendency to look for and remember information that supports what you already believe. People often ignore information that goes against their beliefs. Example: You believe someone is rude, so you only notice when they act rude and ignore when they are nice. Tests That Measure Cognitive Bias 1. Rorschach Inkblot Test People look at inkblots and explain what they see. Their interpretations are recorded and analyzed. Remember: Inkblots = What do you see? 2. Thematic Apperception Test (TAT) People look at a series of pictures and create stories about them. The stories are analyzed to understand their thoughts and feelings. Remember: Pictures = Tell a story. 3. Word Association Test People are given words and respond with the first word that comes to mind. Responses can be analyzed to explore subconscious thoughts. Remember: Words = First thing that comes to mind. 4. Graphology The study of handwriting and how it may relate to personality traits. Remember: Graphology = Handwriting. 5. ETHICS IN PSYCHOLOGICAL STUDIES Ethics are rules that protect people who participate in psychological research. Five Ethical Principles 1. Minimizing Harm - Participants should not experience unnecessary physical or emotional harm. 2. Informed Consent - Participants must understand the study and agree to participate. 3. Confidentiality and Anonymity - Personal information and identities must be protected. 4. Avoiding Deception - Researchers should not mislead participants unnecessarily. 5. Right to Withdraw - Participants can leave the study at any time without being forced to stay. Remember: Harm, Consent, Privacy, Honesty, Withdraw. Controversial Experiments 1. Milgram Obedience Study (1963) Researcher: Stanley Milgram. Purpose: To investigate how far people would obey authority, even when it went against their conscience. What happened? Participants were told they were taking part in a learning experiment. They were assigned the role of the teacher. They were instructed to give increasing electric shocks to a learner for incorrect answers. The learner was actually an actor, and the shocks were fake. Many participants continued because an authority figure told them to. Main takeaway: - People may obey authority even when they believe their actions are wrong. Ethical issues: - Deception and psychological stress. 2. Stanford Prison Experiment (1971) Researcher: Philip Zimbardo. Purpose: To investigate how people behave when placed in positions of power or powerless situations. What happened? Participants were randomly assigned to be prisoners or guards. The experiment was designed to imitate a prison. Some guards began treating prisoners unfairly. The experiment became harmful and was stopped early. Main takeaway: - Situations and social roles can influence human behaviour. Ethical issues: - Psychological harm, lack of protection and insufficient oversight. Difference Between the Two Experiments Milgram = Obedience to authority. Stanford = Power and social roles. Milgram = Stanley Milgram, 1963. Stanford = Philip Zimbardo, 1971. 6. ALFRED ADLER AND CARL JUNG Both were psychologists who studied personality. They were originally influenced by Freud but disagreed with some of his ideas. A. Alfred Adler Who Was Alfred Adler? Austrian psychologist born in 1870. Founder of Individual Psychology. Believed people are motivated by the desire to improve themselves and overcome feelings of inferiority. 1. Inferiority Complex Adler believed people naturally experience feelings of inferiority or not being good enough. People try to overcome these feelings through self-improvement and achievement. Example: Someone who struggles in school works harder to improve their grades. 2. Compensation Trying to overcome a weakness by improving another area of life. Example: Someone who struggles with sports focuses on becoming better at music. 3. Napoleon Complex Describes someone who overcompensates because they feel inferior due to a perceived disadvantage. Often associated with people who are shorter in height. Example: Someone acts overly aggressive to prove themselves. 4. Fictional Finalism (Fictional Story) Adler believed people create an idea or goal about who they want to become at a young age. This imagined goal influences their decisions and behaviour throughout life. Example: A child believes they will become a doctor and makes decisions based on that goal. 5. Birth Order Adler believed birth order could influence personality and behaviour. Being the oldest, middle or youngest child may affect how someone develops. 6. Three Major Life Tasks Occupational Tasks: Career, education and work. Societal Tasks: Friendships and social connections. Love Tasks: Relationships, marriage and family. Remember: Work, Friends, Love. B. Carl Jung Who Was Carl Jung? Swiss psychologist born in 1875. Originally influenced by Freud. Agreed that the unconscious mind influences behaviour. Disagreed with Freud's strong focus on sexuality. Often included spirituality and the soul in his psychological theories. 1. Collective Unconscious Jung believed all humans share a deeper unconscious mind. It contains universal symbols and patterns passed down through generations. These universal patterns are called archetypes. Example: Different cultures have similar ideas about heroes, mothers and villains. 2. Introvert vs. Extrovert - Jung developed a personality theory based on where people direct their mental energy. Introverts: Focus their energy inward toward themselves. Prefer reflecting on their own thoughts and feelings. Draw energy from their inner world. Extroverts: Focus their energy outward toward people and their surroundings. Direct their attention toward the outside world. Important: Introvert does not automatically mean shy, and extrovert does not simply mean outgoing. 3. Psychological Balance Jung believed people need balance between opposite personality traits. Understanding different sides of your personality helps with personal development and mental health. Difference Between Freud, Adler and Jung Freud = Unconscious mind, childhood experiences and sexual energy. Adler = Inferiority, compensation and self-improvement. Jung = Collective unconscious, archetypes and introversion/extroversion. MOST IMPORTANT THINGS TO MEMORIZE If you are short on time, make sure you know these: Brain Parts Frontal = Thinking. Parietal = Touch. Occipital = Vision. Temporal = Hearing and memory. Cerebellum = Balance. Brain Stem = Automatic functions. Freud Id = Wants. Ego = Reality. Superego = Morals. Oral → Anal → Phallic → Latency → Genital. Defence mechanisms = Protect the mind from uncomfortable thoughts and feelings. Conditioning Classical = Association. Operant = Consequences. Positive = Add. Negative = Remove. Reinforcement = Increase behaviour. Punishment = Decrease behaviour. Cognitive Bias Confirmation bias = Looking for information that supports your beliefs. Rorschach = Inkblots. TAT = Pictures and stories. Word Association = Words. Graphology = Handwriting. Ethics Minimizing harm. Informed consent. Confidentiality and anonymity. Avoiding deception. Right to withdraw. Experiments Milgram = Obedience to authority. Stanford = Power and social roles. Adler Inferiority complex = Feeling inferior. Compensation = Overcoming weaknesses. Fictional finalism = Goals that guide behaviour. Three tasks = Occupational, societal and love. Jung Collective unconscious = Shared unconscious patterns. Archetypes = Universal symbols and characters. Introvert = Focuses inward. Extrovert = Focuses outward.
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Role of Disturbance: Periodic disturbances such as fire and mowing can reset ecological succession, but timing is crucial to avoid harming vulnerable life stages. Grassland Ecosystems & Butterfly Conservation Key Drivers of Grassland Decline: Land conversion for intensive row-crop agriculture, urban development, fire suppression, overgrazing, and invasive plant encroachment. Timing is critical: unmanaged disturbances during larval or pupal stages can cause high direct mortality. Butterfly Conservation Concepts: (Amphibian Chytrid Fungus): Waterborne zoospores fungus causing chytridiomycosis in amphibians, disrupting cutaneous electrolyte transport and causing cardiac arrest. Umbrella Species: Species whose broad habitat requirement and spatial area encompass the requirements of many co-occurring species; protecting them indirectly protects the broader community. 3 Main Drivers of Butterfly Declines in the U.S.: Habitat loss and fragmentation, pesticide exposure (neonicotinoids/insecticides), and climate change/phenological mismatch with host plants. Chapter 8: Extinction IUCN Red List & Extinction Metrics IUCN Red List: A standardized framework for assessing species extinction risk based on criteria like population reduction and geographic range. Categories of Extinction: Ranges from Extinct (EX) to Least Concern (LC), providing a comprehensive overview of species status. Extinct (EX) Extinct in the Wild (EW) Critically Endangered (CR) Endangered (EN) Vulnerable (VU) Near Threatened (NT) Least Concern (LC) Data Deficient (DD) Contemporary vs. Background Rates: Current extinction rates are estimated to be 100 to 1000 times higher than historical background rates, indicating a biodiversity crisis. Background Rate: ~0.1 to 1 E/MSY (extinctions per million species-years) based on fossil record averages. Contemporary Rate: Estimated at 100 to 1000x higher than background rates over the last 500 years. Sixth Mass Extinction: Current species loss is unprecedented and primarily driven by human activities, contrasting with past extinction events caused by natural disasters. Extinction Terminology: Globally Extinct: No living individuals exist anywhere on Earth. Extinct in the Wild: Survives only in captivity, cultivation, or managed ex-situ populations. Ecologically / Functionally Extinct: Persists in such low numbers that its interactions no longer significantly influence ecosystem structure or function. Extirpation (Local Extinction): Species is eliminated from a specific geographic region but survives elsewhere. Defaunation: Global downscaling of animal numbers and species diversity within local ecosystems. Population Decay: Progressive loss of localized populations across a species' historical range prior to species level extinction. Mass Mortality Event: Rapid, catastrophic die-off of a large percentage of individuals within a population over a brief timeframe. Extinction Debt: Future expected extinctions resulting from past habitat destruction or degradation that have not yet fully played out demographically. Allee Effects: Positive density dependence where individual fitness or per-capita population growth rate declines at low population densities (e.g., failure to find mates, breakdown of group defense). Ranked Proximate Drivers (Most to Least Threatening Global Impact) Demographic & Life History Risk Factors Ecological & Spatial Risk Factors 1. Habitat Loss & Degradation Low intrinsic rate of population growth (r) High endemicity / narrow geographic range 2. Overexploitation High variability in demographic rates Highly isolated populations 3. Invasive Alien Species Large body size / high trophic position Specialized dietary or microhabitat requirements 4. Climate Change Long generation time / late maturation age Reliance on predictable disturbance regimes Chapter 9a: Habitat Loss Land-Use Transitions & Driver Hierarchy Sequence of Land-Use Transitions: The progression from wildlands to urbanization illustrates the increasing human impact on ecosystems. Main Drivers of Habitat Loss: Agricultural expansion (cropland and livestock pasture) Industrial forestry / timber harvest Urbanization and infrastructure development Aquaculture development (e.g., mangrove clearance for shrimp farming) Vulnerable Ecosystems: Most Historical Loss: Tropical dry forests, temperate grasslands, Mediterranean forests, temperate broadleaf forests. Projected Future Losses: Tropical rainforests, tropical savanna ecosystems, peatlands. Forest Change Patterns: Temperate Forests: Globally stabilizing or re-expanding (forest transition hypothesis), but often replaced by low diversity monoculture tree plantations. Tropical Forests: Experiencing rapid deforesting driven by commodity expansion (palm oil, cattle, soybeans, timber extraction). Boreal Forests: Impacted by large-scale logging, industrial extraction (oil/gas), and accelerating climate-driven fires and insect outbreaks. Pacific Northwest (PNW) Forest Ownership: Federal / State Public Lands: Managed under policies prioritizing ecosystem restoration, old-growth protection, and biodiversity conservation (e.g., Northwest Forest Plan). Private Industrial Lands: Managed primarily for short-rotation timber production, leading to younger stand structures and dense road networks. Chapter 9b: Habitat Degradation and Fragmentation Degradation Mechanisms Primary Forms of Pollution: Nutrient Pollution (Nitrogen & Phosphorus): Agricultural runoff and wastewater leading to eutrophication, rapid algal blooms, and hypoxic dead zones ( <2 mg O2/L). Toxic Chemical Contaminants: Persistent Organic Pollutants (POPs) and heavy metals (e.g., mercury) undergo biomagnification, increasing in concentration up trophic levels. Plastic & Debris Pollution: Mechanical ingestion, entanglement, and chemical leaching in marine and freshwater systems. Desertification: Degradation of dryland ecosystems driven by overgrazing, deforestation, and unsustainable farming combined with drought. Regime Shifts & Tipping Points: Loss of vegetative cover destabilizes topsoil, reduces moisture retention, and creates a self-reinforcing feedback loop that shifts fertile drylands to desert. Prevention Techniques: Terracing, rotational grazing, agroforestry, windbreaks, and soil moisture preservation. Fragmentation & Landscape Mosaics A continuous forest changes into a fragmented forest with gaps, which then divides into separate smaller areas. This leads to edge effects, which are changes that occur at the boundary between the forest and non-forest areas. As a result, there can be shifts in the local climate (microclimate) and some species may become isolated from each other. Fragmentation Effects: Subdivides continuous habitat into smaller patches, reduces core area, and increases edge proportion. Effects on Population Growth & Size: Reduces total core area, creates small subdivided populations, elevates mortality along fragment borders, and limits gene flow. Edge Effects: Abiotic (temperature swings, wind shear, lower moisture) and biotic alterations (higher predation rate, invasive weed establishment) occurring along fragment borders. Metapopulation Concept: A network of spatially isolated local populations ("patches") linked by occasional dispersal. Levins Model: dp/dt= cp(1-p)-ep where P is patch occupancy, C is colonization rate, and E is extinction rate. Source-Sink Dynamics & Ecological Traps: Source Populations: High-quality patches where reproduction exceeds mortality ( r>0), producing emigrants. Sink Populations: Low-quality patches where mortality exceeds reproduction (r<0 ), sustained only by immigration (Demographic Rescue Effect). Ecological Trap: Degraded habitat that provides false environmental cues, attracting organisms to select poor-quality habitat where fitness is reduced Chapter 10: Overexploitation Population Models & Harvesting Theory Logistic Growth Model: dN/dt=rN(1-N/K) Maximum Sustainable Yield (MSY):The peak harvest rate achievable without long-term depletion, mathematically occurring at N= K/2 where population growth rate is maximized (MSY=rK/4 ). Fixed-Quota vs. Fixed-Effort Harvesting: Fixed-Quota (Q ): Removing a constant number of individuals. Highly risky; if stochastic events depress population below N^MSY , quota exceeds growth, driving rapid collapse. Fixed-Effort (E ): Regulating harvesting effort ( EN). Yield scales dynamically with population size, providing stability against collapse. Exploitation Types: Types: Commercial (profit-driven, open-access risks), subsistence (local survival), and recreational (leisure, can fund conservation via game ranches). Global Fisheries Trends: Wild marine capture landings plateaued in the 1990s while aquaculture production expanded rapidly; overfished stock percentages are rising globally. Bycatch & Trophic Downgrading: Unintentional capture of non-target species (sharks, rays, seabirds) and removal of large apex predators, altering marine food webs. CITES (Convention on International Trade in Endangered Species): Regulates international wildlife trade across Appendix I (prohibited/threatened with extinction, e.g., rhinos), Appendix II (strictly controlled, e.g., orchids), and Appendix III (national protection assistance). Chapter 11: Invasive Species Terminology & The Invasion Process Native vs. Non-native Species: Native species exist within their historical range, while non-native species are introduced outside their natural distribution due to human activities. Invasive Alien Species (IAS): Non-native species that establish and spread, causing ecological or economic harm, often outcompeting native species. Invasion Phases: Introduction ---> Establishment (surviving environmental and biotic filters via propagule pressure) ---> spread ( Lag phase ---> Expansion Phase ----> saturation phase) Lag Phase & Expansion Phase: Initial low growth during the lag phase followed by exponential growth in the expansion phase as species adapt to local conditions. Propagule Pressure: Refers to the quantity and quality of introduced individuals, a key predictor of establishment success for invasive species. Establishment Hypotheses: Empty Niche, Novel Weapons (allelopathy), Enemy Release, and Novel Environments. Impacts & Management: Biotic homogenization (B -diversity decline), structural disruption (e.g., Brown Tree Snake in Guam, Zebra Mussels), and management prioritizing early prevention and rapid eradication. Chapter 12a: Climate Change Physical Basis & Projections IPCC Framework: The Intergovernmental Panel on Climate Change synthesizes climate data using Shared Socioeconomic Pathways (SSPs) and Representative Concentration Pathways (RCPs) to project future climate scenarios. Abiotic Trends: Key trends include rising global temperatures, altered precipitation patterns, ocean acidification, thermal expansion, and melting ice sheets, all contributing to sea-level rise. Aerosol Cooling: Industrial aerosol emissions scatter solar radiation, temporarily masking the warming effects of greenhouse gases, complicating climate change mitigation efforts. Climate Feedback Loops: Positive feedback loops, such as melting ice reducing albedo, exacerbate warming, while negative feedbacks can stabilize certain systems. Mitigation Strategies: Emphasizes the importance of reducing greenhouse gas emissions through renewable energy, conservation, and sustainable practices to combat climate change. Global Climate Agreements: Discusses international efforts like the Paris Agreement aimed at limiting global temperature rise and promoting sustainable development. Drivers & Projections: Rising greenhouse gases, aerosol masking, ocean acidification, sea-level rise, and regional PNW shifts (warmer/wetter winters, hotter/drier summers, reduced snowpack). Ecological Impacts: Poleward/elevational geographic range shifts and phenological mismatches decoupling trophic synchrony. Species Distribution Models (SDMs): Algorithms correlating species presence with environmental layers to project future potential ranges. Climate Vulnerability & Conservation Strategies Climate Vulnerability = f(Exposure, Sensitivity, Adaptive Capacity) Climate Refugia: Geographically buffered microenvironments ("slow lanes") providing short-term climate stability. Migration Pathways: Corridors (e.g., Yellowstone to Yukon) linking protected areas to facilitate natural range tracking. Assisted Colonization (Managed Relocation): Deliberately moving species (e.g., Western swamp turtle) to newly suitable habitats when natural dispersal cannot outpace climate velocity. Building Evolutionary Resilience: Maximizing population sizes, preserving genetic diversity, and conducting gene translocations. Agricultural Expansion Agricultural practices, including cropland and livestock pasture, are primary drivers of habitat loss, leading to significant ecosystem degradation. The conversion of forests and grasslands into agricultural land reduces biodiversity and disrupts local ecosystems. Case Study: The Amazon rainforest has seen extensive deforestation for soybean and cattle ranching, impacting global carbon cycles. Industrial Forestry and Urbanization Industrial forestry practices often prioritize monoculture plantations, which lack biodiversity and resilience. Urbanization leads to habitat fragmentation, reducing the core area of habitats and increasing edge effects. Example: Urban sprawl in the Pacific Northwest has led to the loss of temperate forests, impacting local wildlife. Aquaculture Aquaculture expansion can lead to habitat destruction, particularly in coastal areas where mangroves are cleared for shrimp farming. The environmental impact includes water pollution and disruption of local fisheries. Example: The decline of mangrove forests in Southeast Asia due to shrimp farming has led to increased coastal erosion and loss of biodiversity. Vulnerable Ecosystems and Forest Change Patterns Vulnerable Ecosystems Tropical dry forests, temperate grasslands, Mediterranean forests, and mangroves are among the most affected ecosystems historically. Tropical rainforests and savannas are projected to face significant future losses due to climate change and human activities. Historical Context: The Mediterranean region has seen a dramatic decline in forest cover due to agriculture and urbanization. Forest Change Patterns Temperate forests are stabilizing or re-expanding regionally but are often replaced by low-diversity monoculture plantations. Tropical forests are experiencing rapid deforestation driven by commodity expansion, particularly palm oil and cattle ranching. Boreal forests are impacted by logging, industrial extraction, and climate-driven fires, leading to significant ecological changes. Habitat Degradation and Fragmentation Degradation Mechanisms Pollution and biomagnification of persistent organic pollutants and heavy metals pose severe threats to top predators in ecosystems. Nutrient pollution leads to eutrophication, causing algal blooms and hypoxic conditions in coastal areas, creating 'dead zones'. Example: The Gulf of Mexico experiences seasonal dead zones due to nutrient runoff from agriculture, impacting marine life. Fragmentation Effects Habitat fragmentation subdivides continuous habitats into smaller patches, reducing core area and increasing edge habitat. Edge effects alter microclimates, increasing susceptibility to drought, fire, and invasive species. Global Fragmentation Experiments (e.g., BDFFP in Brazil) show that fragmentation negatively impacts ecosystem functions. Overexploitation and Sustainable Harvest Sustainable Harvest Theory The Logistic Growth Model describes population dynamics and sustainable harvesting levels, emphasizing the importance of carrying capacity (K). Maximum Sustainable Yield (MSY) is the peak harvest rate achievable without long-term depletion, mathematically occurring at half the carrying capacity (N = K/2). Fixed-Quota vs. Fixed-Effort Harvesting: Fixed-quota is risky as it can lead to population collapse, while fixed-effort adjusts yield based on population size. Exploitation Contexts Types of exploitation include commercial, subsistence, and recreational, each with different ecological impacts and regulatory needs. Global fisheries trends indicate a plateau in wild marine capture while aquaculture production expands, raising concerns about overfishing. Bycatch and trophic downgrading disrupt marine food webs, leading to ecological imbalances. Invasive Species and Climate Change Invasion Process and Management Definitions: Native vs. non-native vs. invasive alien species (IAS) that cause ecological harm. Invasion stages include introduction, establishment, and spread, with various hypotheses explaining establishment success. Management strategies prioritize early prevention and rapid eradication to mitigate impacts of invasive species. Climate Change Impacts Rising greenhouse gases and climate change lead to shifts in species distributions and phenological mismatches, disrupting ecological interactions. Climate vulnerability is assessed based on exposure, sensitivity, and adaptive capacity, guiding conservation strategies. Assisted colonization may be necessary for species unable to migrate fast enough due to climate velocity.
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