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. BIO145: Marine Biology

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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 BIO145: Marine Biology

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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? BIO145: Marine Biology

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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? BIO145: Marine Biology

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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

BIO145: Marine Biology

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). • •

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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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? BIO145: Marine Biology

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Study Guide

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.

BIO145: Marine Biology

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Study Guide