Download Marine Biology: Study Guide

Marine Biology: Study Guide
Welcome to Marine Biology! Biology is the scientific study of life and living things.
Marine biology focuses on life in and around seas and oceans. As a non-majors course,
marine biology will emphasize the philosophy of science as we study ocean life. We will
also survey the many levels at which life can be studied, from molecular building blocks
(e.g. proteins and DNA) to whole organisms and the ecosystems in which they live. We
will focus on four topics:
1. the ocean environment (geology, chemistry, winds and waves)
2. the groups of organisms found in the oceans, primarily multicellular forms
(examples: kelp, mollusks, crustaceans, fish and whales)
3. the adaptations of these organisms and how these adaptations ‘fit’ them for their
role (niche) in the environment (habitat)
4. the ecology of these organisms: their interactions with the living and non-living
aspects of their environment; with particular focus on intertidal, kelp and coralreef ecosystems
Purpose: This study guide provides a checklist of terms, concepts and topics in
BIO145. Although arranged by chapters from your text, topics may be presented at
various times in lecture, lab, or both. This guide is not exhaustive. It should be used
with your lecture & laboratory notes, as well as your text. Each chapter includes a
review with practice questions. Be prepared to answer these questions on an exam. You
should also make use of the online tools available with your textbook and the various
links on my web site: http://web.gccaz.edu/~rreavis/bio145.html
PART I. PRINCIPLES OF MARINE SCIENCE, ECOLOGY and SPECIAL REPORT:
Our Changing Planet. Chapters 1 & 10 and pages 231-243
Chapter 1. The Science of Marine Biology
This chapter introduces the topic of marine biology, a historical summary of human
involvement with the oceans: economic, travel, aesthetic, discovery and scientific. It
includes a review of scientific study and innovations, with a review of many state of
the art technologies. Finally, it provides an introduction to the general principles and
methods of science.
Be able to describe the three general reasons that humans are interested in the sea:
aesthetic, commercial, scientific, and provide examples.
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You should be able to identify a few of the key cultures, individuals and expeditions in
the history of marine science:
Phoenicians
Arabs
Micronesians
Polynesians
Aristotle
Erikson
Columbus
Magellan
Cook
Darwin
Cousteau
Alvin
Voyage of the Beagle
The Wilkes Expedition
The Challenger Expedition
LEO/COOL
Be able to define and describe modern technology as used by marine scientists: sonar,
scuba, submersibles (submarines, ROV’s & AUV’s) and satellites. Who is Alvin?
Be familiar with the general approaches to the scientific method, particularly:
observation
experimental design
significance of results
hypothesis formation
hypothesis testing
alternative hypotheses
You also need to be able to define, discuss, and use the following terms:
induction
variables
deduction
theory
hypothetico-deductive method
controlled experiment
Why must hypotheses be written in a form that is falsifiable (testable)? Why is it
important for scientists to try to disprove hypotheses? Can any hypothesis ever be
‘proven’ to scientists?
To practice the scientific method, start with an observation of the marine world. This
observation may come from your readings in the text, lecture material, library source,
a TV program, or a day at the beach. Next, formulate a hypothesis that provides a
cause and effect explanation for the observation. The hypothesis should be formed as
a statement (not a question) so that it can be falsified (disproved). How could you test
this hypothesis? Think of an experiment that would manipulate the independent
variable and potentially affect the dependent variable. What factors should you
control? If the results from this experiment were similar to those you predicted,
what could you conclude? If the results did not support your hypothesis, what would
you conclude? What might you do next?
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Chapter 10 An Introduction to Ecology
Ecology is the scientific study of the interactions between organisms and their
environment that determine the distribution and abundance of organisms.
We will examine marine biology primarily from an ecological perspective, therefore we
will cover this topic early and return to it throughout the course. Ecology can be
studied at many levels, and at each new level of complexity emerge new properties. We
will concentrate on organismal ecology, population ecology, community ecology, and
ecosystem ecology, but will refer to other aspects of ecology and behavior. Be able to
describe each type of ecology, and the patterns & processes related to each:
organismal
population
community
ecosystem
What is a habitat? What is an organism’s niche? What is an n-dimensional niche?
An organism’s environment can be broadly described as all things encountered by that
organism. Environmental factors that affect an organism’s distribution can be
classified as either abiotic (non-living) or biotic (living) factors. Be able to provide
several examples of each. How does variation in these factors affect organismal
distribution?
Population ecology is concerned with factors that effect population size and related
characteristics. Be able to describe how each of the four factors below affect
population size:
births
deaths
immigration
emigration
Populations may be regulated by either density-dependent factors, densityindependent factors, or both. Be able to define both of these terms and provide
examples of each (e.g. intraspecific competition).
Community ecology is concerned with the number and diversity of organisms found in a
given community and the interspecific interactions responsible for these patterns.
Be able to describe each type of interaction; who benefits and who loses?
competition predation
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parasitism
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mutualism
commensalism
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Models of competition led to the competitive exclusion principle. Explain the
foundation for this idea. What is resource partitioning? Be able to illustrate with an
example.
Describe the difference between a fundamental niche and a realized niche. What
factor(s) account for this difference? Be able to illustrate with an example of
Chthamalus and Balanus or Semibalanus (see also fig. 11.19).
Be able to compare and contrast: predator, parasite, parasitoid & herbivore.
What is the evolutionary arms race between predators and their prey?
What is symbiosis? What is the difference between commensalism and mutualism? Be
able to give examples of both from class or films.
What is a keystone predator? Be able to define this term and illustrate the concept
with examples from your text and lecture. How does a keystone species differ from a
dominant species?
Describe the relationship between diversity and disturbance. What level of
disturbance should lead to greater diversity? (Intermediate Disturbance Hypothesis)
What is an opportunistic species? How does this compare to species with a
competitive strategy? What factors allow both to coexist in the same community?
What is an ecosystem?
Two main questions are the focus of ecosystem ecology: the flow of energy and the
cycling of nutrients. Be able to describe these terms.
Be able to define and describe:
autotroph
heterotroph
trophic structure trophic level
producer
food chain
consumer
food web
Be familiar with the simplified food chains & food web described in text & lecture.
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What is primary productivity? Be able to describe a light-dark bottle experiment as a
method to determine primary productivity.
How well is energy converted between trophic levels?
Why are there no predators on killer whales (Orcinus orca) ?
Read and be familiar with the generalized model of nutrient cycling, and the specific
cycle for nitrogen. What is a limiting nutrient?
Be able to define and use the terms to describe the oceanic zones and organismal
descriptors for these zones:
benthos
pelagic
plankton
epipelagic
nekton
intertidal
mesopelagic bathyal
subtidal /sublittoral
abyssal
hadal
Environmentalism is a movement to protect the natural aspects of our world. It is not
a science. However, the information provided by scientists (ecologists in particular)
has been critical in identifying organisms and their habitats that may be threatened
or endangered by human activities.
Rachel Carson, a biologist, is often credited with leading the environmentalist
movement with the publication of her book, Silent Spring. She warned of the
catastrophic effects of DDT use. Since that time, DDT use has been halted in the US,
but human activities continue to threaten the natural world. Threats include: Habitat
destruction, Introduction of exotic species, Pollution, Population explosion (human) and
Overuse of resources (e.g. overfishing) = HIPPO.
Possibly the most significant effect of humans on our planet is Global Climate Change.
In 2007 The Intergovernmental Panel on Climate Change, in a series of four consensus
reports, stated: 1. Humans are significantly warming the planet (e.g. by burning fossil
fuels), 2. Global temperatures are predicted to rise 2-11.5o F (average), 3. Sea level
will rise 7.1-23.2 inches, and 4. There will be an increase in warm spells, heat waves,
heavy rainfall, droughts, cyclones and extreme high tides. The IPCC and Al Gore were
awarded the Nobel Peace Prize for their work on global climate change.
Your text added a ‘Special Report: Our Changing Planet’ (pp 231-243) for this
edition. Be sure to read this section before our class on September 3. We will examine
Climate Change in this section and refer to this phenomenon elsewhere in the course.
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Marine Biology Study Guide
PART II. PHYSICAL OCEANOGRAPHY & FUNDAMENTALS OF BIOLOGY: Ch 2-4
We began our course with the basics of Marine Science and a survey of Ecology – the
‘big picture’ end of Marine Biology. In this section, we will first look at the physical
environment of the ocean – the abiotic factors that affect organisms. Then we will
examine the parts of living things (reductionist view), the general strategies that
organisms use to respond to their environment, and learn how scientists classify
organisms. In Parts III-V we will survey the many groups of marine life.
Chapter 2. The Sea Floor
This chapter describes the geology of the oceans, past and present. You may think of
these topics broken into two themes: (1) current habitats and ocean basins, and (2)
the theory of continental drift by plate tectonics that explains how the ocean basins
(and continents) were formed, and related geology.
Be familiar with the relative size and location of the four major ocean basins: Pacific,
Atlantic, Indian & Arctic. How do these compare to the Southern Ocean? Why is the
Southern Ocean not included with the others?
Be able to define and describe these regions of the ocean:
continental margin
continental rise
hydrothermal vent
continental shelf shelf break
abyssal plain
trench
active margin
passive margin
continental slope
mid-ocean ridge
The regions above are also associated with other terms: photic, euphotic, aphotic
(chapter 3). You should be familiar with how these different designations overlap.
Be able to describe the big bang theory for the origin of the universe. How old is the
Universe? Planet Earth?
The earth consists of three layers, the core, mantle, and crust.
- How do these layers differ?
- How are they arranged?
- Be able to use and define density in your answers: Density = Mass/Volume
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Compare and contrast oceanic crust vs. continental crust.
- How do these differences affect the shape of ocean basins?
- What happens when different plates come together?
- How does this explain why oceanic crust is relatively ‘young’?
Lithospheric plates consist of the upper mantle and crust. These are the ‘plates’ of
plate tectonics. Be able to describe the theory of plate tectonics and the earlier
version of continental drift. What three observations suggested continental drift to
Alfred Wegener (1912)? Why was Wegener’s theory NOT accepted?
Describe four more recent pieces of evidence that supports the modern Theory of
Plate Tectonics. What other factors made this theory accepted?
Be able to define, describe and use the following terms:
Mid-Ocean Ridge System
Pangaea
Panthalassa
Tethys Sea
East-Pacific Rise
sea-floor spreading
black smoker
lithogenous sediment
biogenous sediment
calcaereous ooze
Gondwana
Mid-Atlantic Ridge
subduction zones
red clay
siliceous ooze
Be able to use the above terms to describe the formation of island chains along a
trench (e.g. Aleutians, Marianas). How does this compare to the formation of island
arcs over a hotspot (e.g. Hawaiian Islands)?
Be familiar with the range of geological and climatic changes in earth’s history.
How has continental drift affected the earth’s temperature? biological communities?
Chapter 3. Chemical and Physical Features of the World Ocean
This chapter presents four aspects of the marine environment:
1.
2.
3.
4.
the chemical nature of pure water
the nature of sea water and its effects on temperature, density, light, etc.
oceanic movements: currents, waves & tides
the stratification of the ocean into three distinct layers.
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You should be familiar with the basic ideas of chemistry as it pertains to water:
- substances are made of atoms
- atoms combine to make molecules
- water molecules are made of two hydrogen atoms and one oxygen atom (H2O)
- water molecules have polarized electrical charges
- the polar nature of water makes water ‘sticky’; water molecules form hydrogen
bonds with other water molecules and with other substances
Be able to describe the importance of water to moderating the temperatures of
individuals and the entire planet.
- Why does water have a high heat capacity and what does this mean?
- What role does evaporation play in moderating temperatures?
- What special properties of ice protect marine organisms?
- Water is also critical to life as a solvent. Explain.
What is the average salinity of seawater? What effects salinity? What are the two
major solutes found in seawater? What is the ‘Rule of Constant Proportions?’
Be able to describe one method for sampling water at different depths. What is the
relationship between temperature, salinity and density of seawater?
Be able to describe the effect of seawater on light (transparency) and pressure. How
do these conditions vary with depth?
Be able to define and describe the relationships between the Coriolis effect, wind
patterns and surface currents in the ocean. What are ocean gyres?
Which areas of the ocean tend to be warmer – eastern or western? Explain.
What is a wave? Be able to describe the motion of a wave, the movement of water
particles within a wave, and why a wave breaks and forms surf.
What are tsunamis? What was the cause of the tsunami of 2004?
What are tides? Explain the relative effect of the moon and sun on the tides. When
do high tides occur, when do low tides occur, and how long between high tides?
What are neap tides and spring tides? How do these vary with the lunar cycle? What
is tidal range?
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The ocean is typically stratified into layers: surface layer, intermediate layer, and
the deep and bottom layers (these last two are usually combined, why?). Be able to
describe the physical characteristics of these layers in terms of temperature and
density. Which of these layers is least stable? What is the relationship of these
layers to the photic zones (euphotic, photic, aphotic)? Compare these layers between
the tropics and temperate zones.
What is the great ocean conveyor?
Other terms to be able to define, describe or use:
density
trade winds
wavelength
thermocline
specific gravity
equatorial currents
period
overturn
salinity (ppt)
gyre
fetch
mixed layer
dissolved gases
wave crest
trough
El Nino
Chapter 4. Fundamentals of Biology
While the last two chapters set the marine ‘stage’ in terms of the physical
environment, Chapter Four introduces the basic components of biology. In this course
we will focus on whole organisms, their adaptations and ecology. However, you also
need to familiarize yourself with all aspects of biology presented in this chapter. Keep
in mind the joint themes of levels of organization, emergent properties, and
structure & function, and the central theme of biology: the theory of evolution by
natural selection. Be able to describe the basic features of living things in terms of:
Self-organizing, Use of Energy, Growth, Reproduction and Cell Theory.
What are organic compounds? What is the relationship between energy and complex
molecules (i.e. high energy molecules)
Be able to describe the four major types of macromolecules (very large organic
molecules): carbohydrates, lipids, proteins & nucleic acids.
Be able to give an example of each type and explain their use by organisms.
What is the primary source of energy used by living things? Photosynthesis traps
this solar energy and converts it into chemical energy in the form of sugars. What
organisms are able to perform this process?
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Many organisms use the sugar and oxygen produced from photosynthesis in a second
process known as aerobic respiration. Be able to describe both processes as
equations, and demonstrate that one is (in part) the reverse of the other.
What are producers? what are consumers? How do these terms relate to the
processes described on the last page (photosynthesis and aerobic respiration)? What
other substances can be considered nutrients? Which of these might limit organisms
in the ocean?
All living things are made of cells surrounded by a cell membrane (plasma membrane)
and contain DNA (deoxyribonucleic acid). What is the difference between a
prokaryote and eukaryote? Be able to describe in terms of their relative size, amount
of internal membrane and complexity. Which of these occur as unicellular organisms?
Which of these also occur as multicellular organisms?
What is an emergent property and how does it relate to Levels of Organization of
Biological Systems (see Table 4.1). Be able to provide examples from lecture or text.
Be able to define and use diffusion and osmosis. Why are these processes important
for marine organisms? Be able to describe three strategies for balancing internal
salinity with that of the ocean and provide an example for each.
Describe two general strategies for temperature balance. What are the costs and
benefits of each?
Be able to describe these strategies for reproduction: fission, asexual reproduction,
and sexual reproduction. Also be able to define and use: clone, haploid, diploid.
Be able to describe the three-part definition of adaptation: 1) A new feature, 2)
Shaped by natural selection, 3) That provides a performance advantage
Be able to describe the process of natural selection as the agent of evolution. Why is
evolution by natural selection considered a theory? What does a theory mean to
biologists? Be able to cite examples of evolution as a fact (observable phenomenon).
Note: Darwin quote and recent paraphrase of Natural Selection on next page.
Be able to describe the goals and methods of Classification and Phylogenetics,
including the scientific binomial: Genus species. Be able to compare and contrast the
Three Domain and Five Kingdom systems. Which do scientists prefer? Why?
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Marine Biology Study Guide
PART III. MARINE BIODIVERSITY (A): VERTEBRATES (Phylum Chordata)
This two-part unit surveys the main groups of marine vertebrates: a) the cartilaginous
and bony fishes, and b) marine tetrapods: reptiles, birds and mammals. You should be
able to define each group by their special characteristics (adaptations) and their
evolutionary relationships to other vertebrates. You should be able to describe each
group in terms of diversity (number and variation of species), where they live (habitat)
and how they feed (niche). What other features are important to their survival or to
their community?
Before you get started with this new material, we will review the basic
characteristics of Phylum Chordata (Ch. 7). As chordates, vertebrates also exhibit
the four features of this phylum: notochord, post-anal tail, dorsal hollow nerve cord,
and pharyngeal clefts (gill slits). Vertebrate adaptations include replacement of the
notochord by the vertebrae. Other skeletal elements around the head protect the
brain and support jaws (who are the Craniata?), while others support the paired fins
(most fishes) or walking limbs (tetrapods). Vertebrates also show great advancements
in their organ systems and musculature, making them large active animals.
Use the cladograms handed out in class for reference of the most important
groups and evolutionary steps in the Chordata. This semester, we wil begin with the
Tetrapoda – the vertebrates that left the water and became terrestrial. This group
includes you. Consider the adaptations required in your body that would make you more
successful as a marine organism.
Chapter 8. Marine Fishes (and relatives)
The fishes are the main group of vertebrates. Often included in the study of fishes
(Ichthyology) are the relict or primitive relatives of vertebrates: the hagfish and
lamprey. These two Agnathans provide a glimpse at what our distant ancestors may
have been like. They are also worth studying as marine organisms because of their
aquatic habitat, and for comparison to the dominant marine vertebrates, the fishes.
For hagfish and lamprey, be able to describe the presence, absence or condition of:
vertebrae
jaws
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paired-fins
body-size
feeding mode
parental-investment
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Compare these traits (above) to the two classes of fishes: Class Chondrichthyes
(sharks, rays & skates, and chimaeras) and Class Osteichthyes (the bony fish).
All other vertebrates (the fishes and tetrapods) are called Gnathostomes
(Gnathostomata) - the jawed vertebrates. The jaw probably evolved from the internal
structures of a gill arch. Jaws allowed vertebrates to become great predators, with
many modifications over time. Jaws originated about the same time as these other
important structures:
paired-fins
heterocercal tail
spiracle
spiral valve intestine
Sharks exhibit an ancient body plan that has been successful for 100 million years.
Many of their features are common to the ancestral gnathostome (characteristics
listed in bold, last page). Sharks and their relatives evolved these new traits:
claspers
internal fertilization
placoid scales of dentine
replacement teeth (dentine, in spirals)
Sharks, rays and skates make up the largest group of Condrichthyans the Subclass
Elasmobranchii (750-900 spp). They have 5-7 gill slits. How does this compare to bony
fish? They are also relatively large (average approx. 1 meter). Most sharks are
predators or scavengers; be able to name (binomial) a large predatory shark. A few
have evolved planktivory - feeding on plankton. Be able to provide an example of
planktivory in both sharks and rays. Cookie-cutter sharks are parasitic on other fishes
and marine mammals. None of these fish is herbivorous.
The skates and rays are actually more speciose than the sharks (400-550 spp
vs. 350 spp). They are thought to have evolved from a single ancestor, and all have
distinctive characters that separate them from the sharks. Be able to define the
differences in placement of the eyes, gills, fins and spiracle. Many skates and rays live
on the bottom and feed on hard-shelled invertebrates. These fishes have evolved
pavement-like molars for crushing shells.
-
What type of sensory organs do they have that might be particularly useful for
finding prey in the sand?
What is the relationship between claspers, internal fertilization, and the evolution
of ovovivipary and vivipary?
How dangerous are sharks to humans?
Be able to briefly describe the chimaeras in relation to sharks and rays.
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Bony fishes (Class Osteichthyes) make up the largest group of vertebrates (29,000
spp). Their evolution is associated with a new structure probably used to improve
respiration in oxygen poor waters – the lung. Some fishes still use this organ for
breathing (e.g. lungfishes live today in Australia, South America and Africa). It
evolved to become a buoyancy compensating device in most bony fishes - the air
bladder or swim bladder. This new structure allowed for:
changes in fin shape & placement to allow for great maneuverability
bony skeleton
light, flexible scales
Another key adaptation in the bony fishes is a:
bony operculum over the gills with subsequent complexity in jaws
Over time, bony fishes further evolved in diverse ways, but some general trends
include:
small body size (10 cm) & reduction of hard parts
less parental investment
sexual plasticity
Be able to discuss these changes particularly in relation to sharks. How do these new
features affect locomotion? mode of feeding? mode of reproduction? general success
in terms of numbers of species?
What are chromatophores? Can fish change color? Be able to define or provide
examples of
countershading
disruptive coloration
cryptic coloration
warning coloration
Be familiar with the organ systems in your text and those studied in lab, including the
names of structures and their function. In bony fishes, what is the relationship
between the type of food they eat vs. gut length? How do sharks increase the surface
area of their gut?
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Bony fishes feed in a great variety of ways, with different body and jaw shapes. Be
familiar with examples of different feeding types.
What is ‘countercurrent exchange’? Besides the gills, where else does this occur?
Be able to list and describe the different sensory modes found in both types of
fishes.
How do bony fish differ from sharks in osmoregulation?
Be able to define catadromy and anadromy with an example of each.
What is territoriality? Why are some fish territorial? Are any sharks territorial?
Be able to describe anisogamy and the related notions of the male and female
syndrome.
Be able to describe the variety of reproductive behavior in fishes: internal and
external fertilization, the evolution of viviparity, and the range of mating systems
found in fish.
How have studies of fishes affected scientists understanding of mating systems?
Why are some fishes hermaphroditic?
Chapter 9. Marine Tetrapods: Reptiles, Birds, and Mammals
These three Classes of the Phylum Chordata are representatives of the Tetrapoda they evolved from a fish-like ancestor with two pairs of limbs that evolved a lung and
came onto dry land. Be familiar with adaptations made at each step from fishes to
Class Amphibia, and to the three classes with marine representatives: Reptilia, Aves
& Mammalia.
Why are there no marine amphibians?
What new adaptation defined the Amniotes? What other adaptations to terrestrial
life are found in this group? Which is also useful for life in the marine world?
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Reptiles are the more ancestral of the Amniotes. Which reptiles have returned to the
sea? Which of these groups shows the greatest adaptation to marine life?
Why do some turtles return to Ascension Island to breed, a trip of over 2200 kms?
Which is the most abundant species of sea turtle?
Which is the most specialized for ocean life?
What are the problems in current sea turtle populations?
How many species of marine snakes are there? What adaptations have they made to
living in the ocean? What do they feed on? How do they feed?
What is ovovivipary?
Name two other species of marine reptile and two facts about each.
What are birds? What adaptations define this group? Who are their closest living
relatives? closest extinct relatives?
What are the four groups of marine birds?
Which of the marine birds is most evolved for swimming? Where are these birds
found? What adaptations do they share? What is their ecological niche?
What strategy has evolved in the Tubenoses (albatross and relatives)? Where do they
live and feed?
Describe how the extreme form of marine life-style found in albatrosses is similar to
that of the penguins in terms of their reproductive strategies. What is monogamy?
What are the other two groups of marine birds? What are their special features?
What is a kleptoparasite? Who exhibits this behavior?
Which bird has been trained by Asian fishermen to catch fish?
Why do some terns and albatrosses fly from the Arctic to the Antarctic each year?
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What extinct bird from the northern hemisphere played a role similar to penguins?
What is a mammal? What special adaptations define this group? What is vivipary?
Be able to describe two species in the order Carnivora that have adapted to a marine
life style (sea otters and polar bears). What are their ecological roles (niche)? How do
they differ from the other groups of marine mammals? Which exhibits tool use?
What are the two main groups of pinnipeds? How do they differ physically and
socially? How many species in each group? What other species is included in the
pinnipeds?
The Cetacea are the most evolved of marine mammals; explain. Describe the evolution
of this group, including recent information about the ‘bends’.
What are the two groups of cetacea? How do these groups differ?
Describe the three feeding modes of the Mysticeti. What is the current status of
these whales? How do these whales communicate?
Why do gray whales migrate between arctic waters and Baja California?
Why is the sperm whale also considered a ‘great whale’?
How many species are there in the Odontoceti? What special adaptation is found in
the odontocetes? Besides echolocation, how might they use their ability to generate
and focus sound waves?
How intelligent are dolphins? How can we measure their intelligence? Be able to
describe the social life of the bottlenose dolphin. What features of their social life
may be important in the evolution of intelligence?
Describe the Sirenians: adaptations, numbers and name.
What is the conservation status of most marine tetrapods?
Be prepared to answer short essay questions from the films seen in class / lab.
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Marine Biology Study Guide
PART IV. MARINE BIODIVERSITY (B): Microbes, Algae and Invertebrates
•
•
•
Chapter 5. The Microbial World: Marine Prokaryotes (D. Bacteria & D.
Archaea), Unicellular Eukarya (‘Protists’) and Kingdom Fungi
Chapter 6. Multicellular Photosynthetic Organisms: Seaweeds (‘Protists’) and
the Marine Plants: Kingdom Plantae
Chapter 7. Marine Invertebrates (K. Animalia, animals without backbones)
This section on Marine Biodiversity surveys most of the groups of marine organisms,
except for the Craniata/Vertebrata (P. Chordata). Living things have been recently
classified into Three Domains: Bacteria, Archaea and Eukarya. The ‘Three Domain
System’ reflects our modern understanding of the relatedness of living things. In
particular, prokaryotic cells (simple, small, without a nucleus) make up two very
different groups: Bacteria and Archaea (previously lumped together in Kingdom
Monera). Furthermore, Archaeans are more closely related to Eukaryotic organisms
(have larger cells, complex, and with a membrane-bound nucleus). The Domain Eukarya
includes all living things with nucleated cells: Kingdoms Fungi, Plantae, Animalia, and a
diverse group known as ‘Protists’. The Protists include a variety of mostly single-celled
eukaryotes. Because they represent many unrelated groups, scientists today avoid the
term ‘Kingdom Protista’.
Our goal in this section is to learn the main groups of marine organisms, their key
adaptations and characteristics, their relationships, and their role in marine
ecosystems. You should be able to define each kingdom by their type of cell
(eukaryotic vs. prokayotic), cellular organization (unicellular, colonial, multicellular),
their mode of nutrition (autotroph or heterotroph) and their general niche (e.g
producer, predator, decomposer). Which of these groups are well represented in the
marine world? Which are uncommon? Similarly, learn the special features for each
phylum and class, and representative species (see syllabus).
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•
Chapter 5. The Microbial World: Marine Prokaryotes (D. Bacteria & D.
Archaea), Unicellular Eukarya (‘Protists’) and Kingdom Fungi, and
Chapter 6. Multicellular Photosynthetic Organisms: Seaweeds (‘Protists’) and
the Marine Plants: Kingdom Plantae
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We will focus on the most important aspects of the Domains Bacteria and Archaea
and some representative Protists (mostly groups of algae). We will spend more time on
the diversity of animal groups (below). Be able to identify the following groups by
their domain/kingdom, niche and special features:
Bacteria
Foraminiferans
Chlorophyta
Cyanobacteria
Diatoms
Phaeophyta
Archaea
Dinoflagellates
Rhodophyta
Be able to name three groups of prokaryotes: one photosynthetic, one heterotrophic
and one associated with hydro-thermal vents. Be able to relate one aspect of each
group that is important to marine biologists.
Be able to define algae. What characteristics do biologists use to distinguish
different groups of algae? What two groups of unicellular, eukaryotic algae make up
much of the marine phytoplankton? Which is more associated with temperate waters,
which with tropical waters? Describe their cell walls.
What are red tides? What group is primarily responsible for these phenomena?
What are zooxanthellae? Where do they live? What type of symbiosis is this?
Name one group of heterotrophic Protists with calcium carbonate shells. Where do
they live? What are pseudopodia?
Be able to describe the three groups of macrophytes. Where would you expect to find
each in the intertidal zone? Which of these has the most elaborate structures?
Which has a third life history stage, the carposporophyte? Which is related to
Kingdom Plantae?
Describe the parts and functions of a kelp: blade, stipe, holdfast and pneumatocyst.
Are algae economically important? Describe.
Which group of plants is considered truly marine? What is their ecological role?
How have mangroves adapted to their habitat? In addition to being primary producers,
what other ecological role do they play?
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Study Guide
Chapter 7. K. Animalia: Marine Animals without A Backbone (Invertebrates)
This chapter describes the invertebrates – basically all of Kingdom Animalia except
for some members of the Phylum Chordata (craniates/vertebrates). Many animal
groups are either mostly or strictly marine, so this quick survey will only highlight the
most diverse groups. This section also focuses on the evolutionary adaptations
associated with increasing complexity of animals.
Be familiar with each of the following groups, their relationships, their type of
organization, their type of tissues and their various ecological roles:
Porifera
Nemertea
Mollusca
Lophophorates
Arthropoda
Chordata
Cnidaria
Ctenophora
Nematoda
Annelida
Gastropoda
Bivalvia
Ectoprocta/Bryozoa
Crustacea
Echinodermata
Urochordata
Cephalochordata
Platyhelminthes
Polychaeta
Cephalopoda
Brachiopoda
Hemichordata
Be able to compare and contrast radial vs. bilateral symmetry. Which appeared
first? What group secondarily evolved radial symmetry?
What type of symmetry is exhibited by poriferans? What type of tissues do they
have? How do they feed?
Be able to define or describe the following:
filter feeding
collar cell
hydrozoan
coelom
ctenidia
molt
decapod
madreporite
tunicate
suspension feeding
medusa
anthozoan
epitoke
veliger
copepod
krill
tube feet
salp
polyp
comb jellies
radula
metamorphosis
amphipod
horseshoe crab
pedicellariae
larvacean
deposit feeding
nematocyst
parapodia
mantle
hermaphrodite
isopod
hydro-vascular skeleton
regeneration
lancelet
Review Table 7.1 for distinguishing characteristics of the major groups of marine
animals. What is an organ system?
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PART V. ECOLOGY (b): Ecosystems: Chpts. 11, 13 & 14 (12 & 15)
Intertidal, Subtidal (Kelp Forests) & Coral Reefs (Estuaries & Epipelagic)
Much of our review of these ecosystems will be presented by students. For each of
these communities, be able to describe the key abiotic and biotic factors that
characterize and shape these communities. Be able to provide examples from each of
competition, predation, and symbiosis. What are the limiting resources? Is there a
keystone species? if so, name it.
Ocean Resources and Human Affects (chapters 17 - 19)
We will summarize the main points of these chapters, with an emphasis on the current
use and problems in the marine world, and potential future outcomes based on the
policy decisions we make today and in the near future.
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Study Guide