Name Student ID. Good luck and impress us with your toolkit of ecological knowledge and concepts!

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1 Page 1 BIOLOGY 150 Final Exam Winter Quarter 2000 Before starting be sure to put your name and student number on the top of each page. MINUS 3 POINTS IF YOU DO NOT WRITE YOUR NAME ON EACH PAGE! You have tons of time. So take your time and read each question carefully to ensure you fully understand exactly what we are after and don t jump to conclusions too quickly. SCRATCH PAPER AT END: There are two pages of scratch paper for you to use to organize your thoughts, make outlines for the essay questions, etc... Good luck and impress us with your toolkit of ecological knowledge and concepts! PART A. Short answers, graphs and calculations 1. Name three benefits to dispersal (i.e. adaptive reasons for dispersal) (3 points). 2. As the paper you read in discussion showed, Red Grouse can show remarkable population cycles. What is causing these cycles? What experiment was performed to demonstrate the cause (i.e. how was the putative cause removed experimentally) and what was the outcome of the experiment? (4 points)

2 Page 2 3. The dispersion of organisms depends on the scale at which one does the analysis. In your study of the dispersion of the Makemweep Mosquito, you map out the location of individual mosquitoes and your data are shown below (5 points total). (i) Show, by setting out a grid of quadrats, the scale at which you would conclude that the mosquito has a uniform dispersion (place your grid on the top graph) and a clumped dispersion (place a second grid on the bottom graph). Your grid should have more than 2 quadrats in total, and may fill up the whole graph, but doesn t have to. Quadrat grid that would reveal UNIFORM dispersion (2 points): Quadrat grid that would reveal CLUMPED dispersion (2 points): (ii) Provide an example of a biological mechanism that could produce a uniform dispersion and a clumped dispersion (1 point). 4. As victims of infectious disease and parasites we often focus on the symptoms from our own perspective (i.e. the bad consequences of the disease to us or other host organisms). However, many symptoms of disease make sense in terms of adaptations of the parasite or disease to increase its rate of spread from host to host. Provide an example of this and explain how the symptom might work to increase the fitness of the disease (3 points).

3 Page 3 5. The following survival and birth data were obtained for an original cohort of 100 individuals of a rare plant, the Party Wallflower (7 points total). Age Number alive Babies/ female X n x b x l x l x b x (i) Fill in the table and show whether this population is declining, stable or increasing (4 points). (ii) Explain in words why the value of the variable you have calculated, R o, tells us if the population is growing, stable or decreasing (i.e. don t just say what the value of R o is; but why the value indicates the direction of population change (2 points). (iii) In what basic way does R o differ from r or λ? (1 point). 6. You observe the following relationships for percapita birth rate (b) and percaptia death rate (d) for the Buffy Vampire-Slayer over the entire range of densities it is observed in nature (4 points total). percapita birth rate (b) percapita death rate (d) Density (N) Density (N) (i) According to the theory of r-and-k selection for life histories, is this species r-selected or K-selected, and how did you decide? (2 points). (ii) Name 2 life history traits predicted for an r-selected species (2 points).

4 Page 4 7. Population models have advanced our understanding of the dynamics and spread of infectious disease. For example, the population dynamics of infectious disease can be represented with a simple model: R p = SBL, where R p = is the rate at which the disease spreads from 1 host to another. This model is illustrated graphically below, where S, the number of susceptibles, is shown on the x axis, R p is shown on the y axis and BL is the slope of the line. (6 points total) (a) Indicate clearly and exactly the location of transmission threshold S T on the x axis by dropping a dashed line down from the equation. (Don t just draw a dot on the graph)(1 point) 3 R p Number susceptibles (S) (b) What is the significance of the transmission threshold to the spread of the disease? (1 point). (c) What is herd immunity and how is it explained by the concept of transmission threshold? (2 points). (d) Why does the number of cases of measles show population cycles? Specifically, what is the reason for the change in suseptibles that occurs when the disease increases and when it decreases (2 points). Disease increases because: Disease declines because:

5 Page 5 8. Predation can have important consequences for prey populations. The type of functional response shown by predators is thought to make a big difference on whether predators can limit the population growth of their prey (6 points total). (a) On the graphs below, draw the three types of functional responses (I,II,III) in terms of number of prey eaten (left graph) and in terms of the percapita mortality rate of prey (or proportion of prey population consumed) (right graph) (3 points) Number prey eaten Percapita prey mortality rate Prey density (N) Prey density (N) (b) Explain with reference to the graph on the right why a type III functional response is thought to stabilize prey population growth rate (i.e. put the brakes on prey population growth rate (2 points). (c) What is a behavioral mechanism that can give rise to a type III functional response? (1 point) 9. Match one of the graphs below to each of the following (write the graph letter in the space provided). NOTE: there are four graphs but five possible choices; one of the choices does not have a corresponding graph so leave it blank (4 points). (a) Chaos (b) Exponential growth (c) Oscillating selection (d) Continuous logistic without a time lag effect (e) Continuous logistic with a time lag effect and high r A B C D N N N N Time Time Time Time

6 Page Two simple models of population growth are: (A) dn/dt = rn and (B) dn/dt = rn(1 - N/K) (i) Model B differs from Model A by one fundamental assumption. This assumption can be illustrated with a graph. Draw the graph, labeling important points on the graph, and state what the Y axis is. Define all terms. (4 points). Density (N) 11. The costs of inbreeding may favor the evolution of dispersal. Outline an experiment with plants that one could do to illustrate this. What assumption it is based on and what result would demonstrate a cost of inbreeding (4 points). 12. What is the difference between fundamental and realized niche? Name one specific mechanism (there are tons of possibilities) that could explain why the fundamental and realized niches would differ for a species (3 points).

7 Page The Lotka-Volterra interspecific competition model explores the outcome of competition between two species. This can be done graphically by examining the joint change in populations of two competition species, relative to each of their isoclines (7 points total). (i) Show with the use of arrows and vectors the joint movement of both populations for each distinct region of the graph below (distinct regions with respect to the isoclines). Show with a big dot (or two or three dots if necessary) what the outcome of competition in this system (3 points). K 1 /α species 1 N 2 species 2 K 2 K 1 K 2 /β N 1 (ii) At equilibrium, which species has the highest density. Show on the graph how you determined this (tick marks on axis allow for easy comparison). (2 points) (iii) Experiments have shown that competition can be asymmetrical, with one species affecting the other, but not vice versa. In this case, one of the competition coefficients would be 0. On the graph below, carefully draw in the isoclines for the situation where we have stable coexistence but where species 2 has no effect on species 1 while species 1 has a negative effect on species 2. Label which isocline belongs to each species (2 points). N 2 N 1

8 Page 8 PART B. Essay questions. Answer 2 of the following 3 questions. REPEAT ONLY ANSWER 2 QUESTIONS (20 points each) 1. Two important spatial patterns that can affect the population dynamics of a species are source-sink habitat structure and metapopulation structure. Contrast these two spatial patterns by identifying the key features associated with each one. Discuss what critical data one would need to distinguish between source-sink and metapopulation dynamics. Habitat fragmentation can have nasty consequences for species with spatially-driven population dynamics. Given this, the Nature Conservancy wishes to buy land to maintain viable populations of various species; land that will otherwise be developed. As their ecological consultant, which would you recommend that they purchase: sink habitat occupied by lots of breeding individuals or habitat that is currently empty but is known to be part of a metapopulation network of habitat? Why?

9 Page 9 2. What is meant by life history and what is the basic idea behind the optimal demography approach to studying life history evolution? The evolution of clutch size in birds played a central role in the development of this basic approach to studying life histories, largely due to David Lack s ideas about adaptive clutch (number of eggs a bird lays in its nest). Outline Lack s hypothesis for optimal clutch size. Propose an experiment one could perform to test this idea and describe the result that would support Lack s hypothesis, and the result that would reject the hypothesis. If your experiment failed to support Lack s hypothesis, two important life history trade-offs could be at play that were not measured. What are they? What data would one need to collect to test for each of these hypothesized trade-offs?

10 Page The equilibrium theory of island biogeography can explain why both island size and isolation (distance from a mainland source) affects the number of species found on an island. Illustrate with a species area graph what is meant by an area effect and an island effect. With a second graph, show the basic idea behind the equilibrium theory of island biogeography, demonstrating how it explains either the island effect (distance) or the area effect (i.e. give either the graph for the near versus far island comparison, or the big versus small island comparison, not both). Label all lines and the X and Y axis carefully. Explain the graph and explain clearly in words the reason why extinction and colonization rates show the relationships they do with number of species on an island (i.e. why they show negative or positive slopes). Also explain fully why it is an equilibrium model of diversity (i.e. what happens if the number of species is above or below the equilibrium number of species for a particular island. For an island that is at the equilibrium number of species for a long period of time and we examined the specific species present, would our list of species remain constant across visits? Why or why not?

11 Page 11 SCRATCH PAPER

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