Download Review Sheet for 2nd Midterm Exam

Ocea/Biol 142/242 Winter 2008
Study Sheet for Second Midterm
The Microbial Loop
Terms: bacteria, viruses, DOM, POM, DOC, refractory, labile, sloppy feeding, detritus,
archaea, mixotrophic, heterotrophic, eubacteria, chemisythesis, oligiotrophic, eutrophic,
protozoa, ciliates, microbial loop, transfer efficiency, bottom up, top down
Abundance of bacteria in the ocean (in terms of cells/ml and percent of photosynthesis)
Importance of bacteria in the ocean
Source of DOM to the ocean
Bacterial movement
Organic carbon users
Abundance of viruses in the ocean
Importance of viruses in the ocean
Be able to draw the simple microbial loop
Viruses vs. grazers as a loss of bacteria
Be able to draw a graph with “bottom up” and “top down” control (biomass phyto on the yaxis, seasons on the x-axis) – and describe what is happening each season
Bottom up vs. Top down control
Phytoplankton Production
Important terms: steady state, redfield ratio, ecological efficiency, trophic transfer efficiency,
oligotrophic, eutrophic, critical depth, compensation depth, “fecal express”, euphotic zone,
nitrification, Q10,
Be able to discuss why diatom blooms occur
Compare Oligotrophic vs. Eutrophic zones (plankton population, nutrient levels, etc.)
Discuss how the compensation depth in relation to the critical depth affects - be able to draw
a graph explaining compensation depth
phytoplankton growth
Be able to draw a simple nutrient depth profile
Compare upwelling vs. oligotrophic areas
Be able to draw changes in phytoplankton biomass - a graph with “bottom up” and “top
down” control (biomass phyto on the y-axis, seasons on the x-axis) – and describe what is
happening each season
Bottom up vs. Top down control
Fisheries Production
Important terms: Ryther model, bycatch, pirate fishing, “white van,” eutrophication,
maximum sustainable yield, “fishing down the food chain” , gyres, open ocean, upwelling,
coastal, steady state, transfer efficiency, industrial market, aquaculture
Ryther model: briefly describe the three productivity zones (percent of ocean, number of
trophic levels, nutrient levels, relative productiveness)
Why are upwelling zones so productive in terms of phytoplankton?
Describe the three reasons why upwelling zones have lower total plant production, but
the highest fish production (size of phytoplankton, number of trophic levels, food capture
efficiency)
What factors are not taken into account in the Ryther model?
What are the main uses of the logged marine fish catch?
What makes up the un-logged marine fish catch?
Discuss 5 complications of fishing (destruction of habitat, eutrophication, pollution,
demographic changes, technology)
Discuss the negative side effects of the increase in aquaculture
Be able to draw and discuss the graph of catch (lbs/area) vs. fishing effort
Know what fishing gear is used (nets, longline, trolling, etc)
Reasons why FAO report is inaccurate
*Note: This study guide doesn’t include the lecture on Tuesday 2/19 that will be covered
on the midterm. Papers that are up on the website are also fair game for the test, please
read them!