Insects Flashcards PDF

Flashcard 1 Q: What are the macronutrients required by insects for survival, growth, and reproduction? A: Carbohydrates, proteins, and fats. Flashcard 2 Q: What is the main difference between generalist and specialist insects in terms of diet? A: Generalists feed on a wide variety of organic matter...

Flashcard 1 Q: What are the macronutrients required by insects for survival, growth, and reproduction? A: Carbohydrates, proteins, and fats. Flashcard 2 Q: What is the main difference between generalist and specialist insects in terms of diet? A: Generalists feed on a wide variety of organic matter, while specialists feed exclusively on specific types of food. Flashcard 3 Q: Give an example of a generalist and a specialist insect. A: Generalist: Honeybee; Specialist: Monarch butterfly. Flashcard 4 Q: What are some consequences of malnutrition in insects? A: Increased mortality, shortened lifespan, impaired development, reduced fertility, and decreased immunity. Flashcard 5 Q: Name two behavioral strategies insects use to avoid malnutrition. A: Selective feeding and compensatory feeding. Flashcard 6 Q: What is diapause, and what purpose does it serve? A: Diapause is a state of dormancy that lowers metabolic rate and increases resistance to stress during unfavorable conditions. Flashcard 7 Q: What is the difference between obligatory and facultative diapause? A: Obligatory diapause occurs in every generation, while facultative diapause occurs only under unfavorable conditions. Flashcard 8 Q: What is hemimetabolous development? A: Incomplete metamorphosis, where juveniles resemble adults and develop wings externally. Flashcard 9 Q: What is holometabolous development? A: Complete metamorphosis, where larvae undergo a pupal stage and emerge as adults after significant internal reorganization. Flashcard 10 Q: What are the four main stages of the insect life cycle? A: Egg, juvenile, pupa, and adult. Flashcard 11 Q: Which hormone triggers molting in insects? A: Ecdysone (ECH). Flashcard 12 Q: What does high juvenile hormone (JH) levels in insects prevent? A: The transition to adulthood, maintaining the juvenile stage. Flashcard 13 Q: How do environmental factors like temperature influence insect development? A: Higher temperatures speed up development, while lower temperatures slow it down or trigger diapause. Flashcard 14 Q: What is phenotypic plasticity in insects? A: The ability to alter development in response to environmental conditions, such as producing winged adults in response to low nutrients or high population density. Flashcard 1 Q: What does "oviparous" reproduction mean in insects? A: Oviparous refers to sexual reproduction where a fertilized egg develops, resulting in diploid offspring. Flashcard 2 Q: What is haplodiploidy, and in which insects is it common? A: Haplodiploidy is a form of sexual reproduction where unfertilized eggs develop into males (haploid) and fertilized eggs develop into females (diploid). It is common in eusocial insects like bees and ants. Flashcard 3 Q: What is parthenogenesis? A: Parthenogenesis is a form of asexual reproduction where an egg develops without fertilization. Flashcard 4 Q: What does the term "Diptera" mean, and why are flies important in entomology? A: Diptera means "two wings." Flies are important in medical and applied entomology. Flashcard 5 Q: What family do blow-flies belong to, and how many species does it include? A: Blow-flies belong to the family Calliphoridae, which includes over 1100 species. Flashcard 6 Q: How do male blow-flies initiate courtship with females? A: Male blow-flies initiate courtship by bumping the female and spreading her wings. Flashcard 7 Q: How often do female blow-flies mate, and when are they receptive to mating? A: Female blow-flies mate once, while males mate multiple times. Females are receptive to mating at around 7 days old. Flashcard 8 Q: What is myiasis, and what are two examples of flies that cause it? A: Myiasis is the invasion of vertebrate tissues or organs by Dipteran larvae. Examples include the Tumbu Fly (Cordylobia anthropophaga) and Screw-worm Flies. Flashcard 9 Q: What is obligate myiasis, and which insect group requires this for larval development? A: Obligate myiasis is when larvae require a living host to develop. Screw-worm flies are an example of insects that practice obligate myiasis. Flashcard 10 Q: What are some economic impacts of screw-worm fly infestations? A: Screw-worm fly infestations cause painful wounds in livestock, leading to secondary infections, economic losses, and attracting more flies, potentially causing outbreaks. Flashcard 11 Q: What is the Sterile Insect Technique (SIT) and how does it help control screw-worm flies? A: SIT involves releasing large numbers of sterilized males into the population. These males mate with wild females, resulting in sterile matings that reduce population size over time. Flashcard 12 Q: When and where was the Sterile Insect Technique successfully used to eliminate screw-worm flies? A: SIT was successful in Curacao (1954), the USA (1960s-70s), Mexico (1980s), and Mexico again in 1991. Flashcard 13 Q: How do blow-flies contribute to forensic entomology? A: Blow-flies are often the first insects to arrive at a corpse, and their development stages can be used to estimate the post mortem interval (PMI). Flashcard 14 Q: What factors influence the development rate of blow-flies? A: Species, temperature, ambient weather conditions, and the position of the body. Flashcard 15 Q: Name three additional benefits of forensic entomology. A: Forensic entomology can help determine if a body has been moved, identify trauma based on maggot distribution, and detect drugs or toxins in flies or maggots (Entomotoxicology). Flashcard 16 Q: What is maggot therapy, and which species is commonly used? A: Maggot therapy uses sterilized blow-flies (especially greenbottles, Lucilia spp.) to remove damaged tissue, promote cell regeneration, and reduce microbial infection. Flashcard 1 Q: When did insect vision originate? A: Insect vision originated during the Cambrian explosion period, about 540 million years ago. Flashcard 2 Q: What are ommatidia, and how do they relate to insect vision? A: Ommatidia are the functional units of vision in compound eyes, similar to pixels in a digital image. The number of ommatidia determines an insect's visual resolution. Flashcard 3 Q: How many ommatidia do dragonflies have, and what does this allow them to do? A: Dragonflies have around 30,000 ommatidia, giving them exceptional vision with high resolution. Flashcard 4 Q: What kind of image do compound eyes create? A: Compound eyes create a mosaic image. Flashcard 5 Q: What are the three main brain parts in insects that process visual input? A: The protocerebrum, deutocerebrum, and tritocerebrum. Flashcard 6 Q: How does light travel through an insect’s compound eye? A: Light passes through the cornea and cone to reach the photoreceptors. The cornea focuses light, and the cone directs it to the photoreceptors. Flashcard 7 Q: What structure absorbs and channels light in an insect’s eye? A: The rhabdom absorbs and channels light. Flashcard 8 Q: What do retinula cells do in insect vision? A: Retinula cells are the photoreceptor cells that detect light and convert it into electrical signals. Flashcard 9 Q: What type of color vision do most insects have, and what does it mean? A: Most insects have dichromatic color vision, meaning they have two color pigments and cannot discriminate all colors. Flashcard 10 Q: Which insects have trichromatic color vision, and what advantage does it provide? A: Bees and butterflies have trichromatic color vision, allowing them to see "true color." Flashcard 11 Q: What unique feature of vision do many insects, like bees, possess? A: Insects can see ultraviolet (UV) light, which helps them detect nectar guides on flowers. Flashcard 12 Q: How is the vision of diurnal insects like dragonflies adapted to their environment? A: Dragonflies have high-resolution vision and their eyes are divided into dorsal and ventral sections to detect prey and predators against the sky and objects against the ground or water. Flashcard 13 Q: How is nocturnal insect vision, such as in moths, different from diurnal insects? A: Nocturnal insects like moths have low-resolution vision but high sensitivity to light. Flashcard 14 Q: How do dung beetles navigate at night? A: Dung beetles use starlight for navigation, making them the first insects known to do so. Flashcard 15 Q: What is positive phototaxis, and how does it affect insect behavior? A: Positive phototaxis is an instinctive movement toward light sources, which attracts insects to light. Flashcard 16 Q: How does the trade-off between resolution, eye size, and light manifest in insect vision? A: Insects demonstrate a trade-off where higher resolution may require larger eyes and better light sensitivity, but nocturnal insects like dung beetles prioritize light sensitivity over resolution. Flashcard 1 Q: What is insect olfaction? A: Olfaction in insects is the detection of chemicals that influence their physiology and behavior. Flashcard 2 Q: What structures do insects primarily use for olfaction? A: Insects primarily use their antennae, which contain specialized structures called sensilla that house olfactory receptor neurons (ORNs). Flashcard 3 Q: Where are gustatory receptors found in insects, and what are they used for? A: Gustatory receptors are found on insects' legs and mouthparts and are used for taste. Flashcard 4 Q: What are pheromones, and what are their primary functions in insects? A: Pheromones are scent signals produced by insects to communicate with others of the same species, used for mating, alarm signals, trail marking, and aggregation. Flashcard 5 Q: What is the difference between volatile and non-volatile pheromones? A: Volatile pheromones travel through the air and can be detected over long distances, while non-volatile pheromones are detected through direct contact with surfaces. Flashcard 6 Q: What are some examples of insect physical defenses? A: Physical defenses include adjustments to body structure, mimicry, and camouflage. Flashcard 7 Q: How do insects use chemical defenses? A: Insects produce toxins or venoms, delivered through stings or bites, as a chemical defense mechanism. Flashcard 8 Q: What behavioral defenses do insects use to protect themselves from predators? A: Behavioral defenses include startle displays, playing dead (thanatosis), running away, and shedding body parts (autotomy). Flashcard 9 Q: What are ecological defenses in insects? A: Ecological defenses involve symbiotic relationships with other organisms, such as ants protecting acacia trees or aphids. Flashcard 10 Q: What are sex pheromones, and what is their primary use? A: Sex pheromones are used to attract mates over long distances. Flashcard 11 Q: How do social insects use trail pheromones? A: Social insects use trail pheromones to mark paths to food sources. Flashcard 12 Q: What is the function of aggregation pheromones? A: Aggregation pheromones attract conspecifics to a specific location for feeding or mating. Flashcard 13 Q: What do alarm pheromones do in social insects? A: Alarm pheromones trigger a defensive response when social insects are threatened. Flashcard 14 Q: How do bees use alarm pheromones as a defense mechanism? A: Bees release alarm pheromones to prompt a swarm response, where many bees gather to defend the hive. Flashcard 15 Q: How do mosquitoes track their prey? A: Mosquitoes track their prey using CO2 concentrations and skin odors. Flashcard 16 Q: How do insect repellants work against mosquitoes? A: Repellants mask human odors, making people "invisible" to mosquitoes. Flashcard 17 Q: Which insects are known for having extremely painful stings? A: The bullet ant and velvet ant are known for their extremely painful stings. Flashcard 1 Q: What type of immune system do insects have? A: Insects possess an innate immune system, offering an immediate but non-specific response to pathogens. Flashcard 2 Q: What are the primary physical barriers in an insect’s immune system? A: The exoskeleton, composed of chitin, and the linings of the gut and trachea serve as the first line of defense against pathogens. Flashcard 3 Q: What are hemocytes, and what role do they play in insect immunity? A: Hemocytes are cells in insects similar to white blood cells, and they are crucial for the cellular immune response. Flashcard 4 Q: What molecules are part of the insect's soluble immune response? A: Insects use enzymes, melanin, and antimicrobial peptides like defensin and attacin to combat pathogens. Flashcard 5 Q: How do insects heal wounds? A: Insects use hemocytes and melanin for clotting, and juvenile insects can regenerate limbs during molting, but adults cannot. Flashcard 6 Q: What are the main categories of insecticides? A: The main categories of insecticides are neurotoxins, growth regulators (IGRs), and biological insecticides. Flashcard 7 Q: How do neurotoxin insecticides work? A: Neurotoxins disrupt the nervous system, causing overexcitation, paralysis, and ultimately death. Flashcard 8 Q: What are growth regulator (IGR) insecticides, and how do they function? A: IGRs interfere with insect development, either by mimicking juvenile hormones or inhibiting chitin formation, leading to death. Flashcard 9 Q: What are biological insecticides, and can you give an example? A: Biological insecticides are derived from natural sources like bacteria, fungi, or viruses. An example is Bt maize, which contains Cry proteins toxic to certain pests. Flashcard 10 Q: What is insecticide resistance? A: Insecticide resistance is the ability of insects to survive exposure to an insecticide due to metabolic, target-site, or behavioral adaptations. Flashcard 11 Q: What are the three main types of insecticide resistance? A: The three main types are metabolic resistance (enzymes detoxify the insecticide), target-site resistance (mutations prevent insecticide binding), and behavioral resistance (insects avoid exposure). Flashcard 12 Q: What strategies can be used to manage insecticide resistance? A: Strategies include developing new insecticide formulations, rotating insecticide types, and using integrated pest management (IPM), which combines biological and chemical controls. Flashcard 1 Q: What are the direct effects of elevated CO2 on insects? A: Direct effects of elevated CO2 on insects are minimal, as they do not have respiratory limitations at current atmospheric CO2 levels (~420 ppm). Flashcard 2 Q: What are the primary indirect effects of elevated CO2 on insects? A: The primary indirect effects of elevated CO2 on insects arise from changes in plants, affecting their nutritional quality and structure. Flashcard 3 Q: What is the "Dilution Effect" in plants due to elevated CO2? A: The "Dilution Effect" refers to increased carbon content but decreased nitrogen content in plants, leading to lower nutritional quality for phytophagous insects. Flashcard 4 Q: What is the "Structural Effect" in plants as a result of elevated CO2? A: The "Structural Effect" results in plants becoming tougher due to increased structural components, which increases feeding and foraging time for insects. Flashcard 5 Q: What is the "Metabolite Effect" in plants due to elevated CO2? A: The "Metabolite Effect" involves plants producing more defensive metabolites like phenolics and tannins, making them less palatable and interfering with insect digestion. Flashcard 6 Q: What are some behavioral strategies insects use to cope with elevated CO2? A: Behavioral strategies include selective feeding, timing of feeding, and compensatory feeding (eating more to compensate for lower nutrient quality). Flashcard 7 Q: What physiological changes do insects make to deal with elevated CO2? A: Insects may undergo nutrient conversion, downregulate metabolism, increase midgut length and size for better nutrient absorption, and increase foregut size to handle tougher plant material. Flashcard 8 Q: How do leaf chewers respond to elevated CO2? A: Leaf chewers generally experience increased compensatory feeding but decreased development, size, and fecundity; locusts may benefit from outbreaks due to increased carbohydrate availability. Flashcard 9 Q: What is the response of phloem feeders to elevated CO2? A: Phloem feeders show mixed responses; some species, like aphids, benefit from increased sugar availability. Flashcard 10 Q: What impact does elevated CO2 have on leaf miners, root feeders, and gallers? A: These groups generally show negative impacts on development, survival, size, and fecundity due to nutrient dilution, though gallers may have more variable responses due to their specialized relationships with plants. Flashcard 11 Q: What are the general implications of elevated CO2 on insects? A: Elevated CO2 indirectly impacts insects by altering plant quality, resulting in slowed growth, prolonged development, decreased metabolism, and reduced fecundity in phytophagous insects. Flashcard 1 Q: What are insects classified as in terms of thermoregulation? A: Insects are ectotherms (poikilotherms), meaning they have limited physiological control over their body temperature, which is largely determined by ambient temperature. Flashcard 2 Q: How does temperature affect key aspects of insect life? A: Temperature significantly impacts survival, growth, digestion, metabolism, reproduction, and distribution in insects. Flashcard 3 Q: What are the critical thermal limits for insects? A: Insects have a critical thermal minimum (CTmin) and a critical thermal maximum (CTmax) that define the temperature 4o mini You said: Make more than 3 ChatGPT said: ChatGPT Here’s a comprehensive set of flashcards based on the information about insects and temperature: Flashcard 1 Q: What are insects classified as in terms of thermoregulation? A: Insects are ectotherms (poikilotherms), meaning they have limited physiological control over their body temperature, which is largely determined by ambient temperature. Flashcard 2 Q: How does temperature affect key aspects of insect life? A: Temperature significantly impacts survival, growth, digestion, metabolism, reproduction, and distribution in insects. Flashcard 3 Q: What are the critical thermal limits for insects? A: Insects have a critical thermal minimum (CTmin) and a critical thermal maximum (CTmax) that define the temperature ranges within which they can survive. Flashcard 4 Q: What happens to insects below their critical thermal minimum (CTmin)? A: Below CTmin, insects experience cold stress, entering a chill coma, which leads to metabolic activity stopping, loss of locomotion, hypothermia, and lack of enzyme activity. Flashcard 5 Q: What is the CTmin of the Arctic Midge? A: The Arctic Midge has a CTmin of -30°C. Flashcard 6 Q: What occurs to insects above their critical thermal maximum (CTmax)? A: Above CTmax, insects undergo heat stress, entering a heat coma, which causes metabolic activity to stop, loss of locomotion, hyperthermia, and protein denaturation. Flashcard 7 Q: What is the CTmax of Desert Ants? A: Desert Ants have a CTmax of about 55°C. Flashcard 8 Q: What physiological responses have insects evolved to cope with cold stress? A: Insects have evolved cold hardening (producing cold shock proteins) and supercooling (producing cryoprotectants) to protect against cold stress. Flashcard 9 Q: What physiological response do insects have to cope with heat stress? A: Insects produce heat shock proteins (HSPs) to protect proteins from denaturation at high temperatures. Flashcard 10 Q: How does climate change affect temperature patterns and insects? A: Climate change causes temperature increases, especially near the Equator, and more temperature fluctuations further from the Equator, affecting insect populations. Flashcard 11 Q: What is one possible outcome for generalist insect species due to climate change? A: Generalist species with wider thermal tolerances may experience range expansion, as seen with invasive fruit flies benefiting from warmer climates. Flashcard 12 Q: What is a potential impact of climate change on specialized insect species? A: Specialized species with narrower thermal tolerances may experience range contraction and are particularly vulnerable to heat stress, such as alpine species and solitary bees. Flashcard 13 Q: How might herbivorous insects be affected by climate change? A: Herbivorous insects may experience increased development rates and population growth, leading to more generations per year and exacerbating pest problems, like increased locust swarms. Flashcard 14 Q: Why will the impacts of climate change on insect populations vary? A: The impacts will vary depending on species, location, and ecological context. Flashcard 1 Q: What is the estimated percentage of insect decline over the last 50 years? A: Insect abundance is estimated to have declined by around 75% in the last 50 years. Flashcard 2 Q: What are the primary drivers of the insect apocalypse? A: Habitat loss/fragmentation, pollution, pesticide usage, invasive species, and climate change. Flashcard 3 Q: Which areas host the most insect species with higher levels of abundance and diversity? A: Natural and protected areas. Flashcard 4 Q: How does urbanization contribute to the insect apocalypse? A: Urban heat islands create physiological stress from higher temperatures, and insects face difficulty coping with combined stressors. Flashcard 5 Q: How does air pollution affect terrestrial insects? A: Air pollution causes toxicity and respiratory stress for most terrestrial insects. Flashcard 6 Q: What is the impact of water pollution on insects? A: Water pollution, including emerging pollutants like microplastics, can be lethal to sensitive insect species. Flashcard 7 Q: What effect does light pollution have on nocturnal insects? A: Light pollution disrupts navigation and increases predation risk for nocturnal insects. Flashcard 8 Q: How does elevated CO2 affect phytophagous insects? A: Elevated CO2 leads to slowed growth, prolonged development, and reduced digestion in phytophagous insects due to changes in plant structure and nutrient content. Flashcard 9 Q: How does climate change affect generalist and specialist insect species? A: Generalist species with wider thermal ranges may expand their distributions, while specialist species with narrower thermal ranges may decline. Flashcard 10 Q: How does globalization contribute to the spread of invasive species and impact native insects? A: Globalization facilitates the spread of invasive species, like the Polyphagous Shot Hole Borer, which displaces native insects and contributes to physiological stress. Flashcard 11 Q: What are the effects of pesticide usage on insect populations? A: Pesticides cause toxicity and non-target effects, harming overall insect populations, even if target species develop resistance. Flashcard 12 Q: Can insect physiology alone prevent the insect apocalypse? A: No, while insect physiology can offset some stressors, the combination of multiple stressors makes it unlikely that physiology alone can prevent the insect apocalypse. Flashcard 13 Q: What is necessary to mitigate the loss of insect abundance and preserve ecosystem services? A: Conservation policy interventions are needed to address the insect apocalypse. Flashcard 1 Q: What are the four main groups of Phylum Arthropoda? A: Trilobitamorpha, Chelicerata, Crustacea, and Uniramia. Flashcard 2 Q: What subphylum do insects belong to, and what are the main groups within it? A: Insects belong to the subphylum Hexapoda, and the main groups are Collembolla, Protura, Diplura, Thysanura, and Pterygota. Flashcard 3 Q: What is unique about the insect brain system? A: Insects have a decentralized brain system that allows for efficient processing of sensory information and rapid control of movements. Flashcard 4 Q: What type of circulatory system do insects have, and what does it transport? A: Insects have an open circulatory system that uses haemolymph to transport nutrients, waste, and hormones. Flashcard 5 Q: How do small and large insects differ in their gas exchange systems? A: Small insects rely on passive diffusion for gas exchange, while larger insects have larger tracheae, air sacs, and active ventilation for gas exchange. Flashcard 6 Q: What are the three main parts of the insect digestive system? A: The foregut, midgut, and hindgut. Flashcard 7 Q: What are the main nutritional components in an insect's diet? A: Carbohydrates, protein, fats, minerals, and vitamins. Flashcard 8 Q: What are the key hormones involved in insect development? A: Ecdysone and juvenile hormone. Flashcard 9 Q: What is the Sterile Insect Technique (SIT)? A: A method of pest control that involves releasing sterile males into the population to reduce reproduction. Flashcard 10 Q: What insect is used in forensic entomology to estimate the time of death? A: Blowflies. Flashcard 11 Q: How do insects see? A: Insects have compound eyes made up of multiple lenses. Flashcard 12 Q: What is the primary function of insect antennae? A: Insect antennae are the main receptors for smell. Flashcard 13 Q: What types of insecticide resistance mechanisms exist? A: Metabolic resistance, target-site resistance, and behavioral resistance. Flashcard 14 Q: How do elevated CO2 levels indirectly impact insects? A: Elevated CO2 affects insects by changing plant C ratios, metabolites, and structure, impacting insect feeding and nutrition. Flashcard 15 Q: How does temperature increase impact insect distributions? A: Generalist species tend to expand their ranges, while specialist species may decline due to temperature increases. Flashcard 16 Q: What are the primary drivers of the insect apocalypse? A: Habitat loss/fragmentation, pollution, pesticide usage, invasive species, and climate change. Flashcard 1 Q: What is ancient biological control, and what are some examples? A: Ancient biological control refers to using natural predators to manage pests. Examples include cats, ants (e.g., Oecophylla smaragdina), and spiders (e.g., Stegodyphus sp.). Flashcard 2 Q: When did the scientific basis for biological control develop? A: The scientific basis for biological control developed in the 19th century. Flashcard 3 Q: What are agent-target interactions, and why are they important in biological control? A: Agent-target interactions refer to the introduction of a predator (agent) to control a target pest. These interactions are crucial for effective pest management. Flashcard 4 Flashcard 5 Q: Why is host specificity important in biological control? A: Host specificity ensures that the biocontrol agent only affects the target pest, preventing harm to other species and ensuring safety. Flashcard 6 Q: What is an example of a successful biocontrol case from the Intermediate Period involving the Vedalia beetle? A: The Vedalia beetle (Rhodalia cardinalis) successfully controlled the Fluted scale (Icerya purchasi), a pest introduced worldwide around 1800. Flashcard 7 Q: How did the cochineal insect contribute to biocontrol success in South Africa? A: The cochineal insect (Dactylopius ceylonicus) successfully controlled Drooping prickly pear (Opuntia monacantha) in South Africa after being introduced in 1913. Flashcard 8 Q: What biocontrol agent helped clear 24 million hectares of prickly pear in Australia by 1926? A: The Cactus moth (Cactoblastis cactorum) helped clear Opuntia stricta (Prickly pear) in Australia, introduced in 1925. Flashcard 9 Q: What is an example of a failed biocontrol involving the Cane toad? A: The Cane toad (Bufo marinus) was introduced to Australia in 1935 to control the Cane beetle but failed to control the pest effectively. Flashcard 10 Q: What is the focus of modern biological control beginning in the mid-20th century? A: Modern biological control emphasizes proven host specificity to ensure the safety and effectiveness of biocontrol agents. Flashcard 1 Q: What is the Enemy Release Hypothesis (ERH) in the context of biological control? A: The Enemy Release Hypothesis suggests that invasive species thrive because they have escaped their natural enemies, such as predators, pathogens, and competitors, in their new environment. Flashcard 2 Q: What does the Novel Weapons Hypothesis (NWH) propose? A: The Novel Weapons Hypothesis suggests that invasive species possess unique traits or "weapons," like allelopathic chemicals, that give them an advantage over native species unfamiliar with these traits. Flashcard 3 Q: How does the Empty (or Vacant) Niche Hypothesis explain the success of invasive species? A: The Empty Niche Hypothesis posits that invasive species succeed by occupying an unfilled or underutilized ecological niche in the new environment, facing minimal competition. Flashcard 4 Q: What is the Evolution of Increased Competitive Ability (EICA) theory? A: The EICA theory suggests that invasive species, particularly plants, can redirect resources from defense to growth and competitiveness once they escape their natural enemies, gaining an advantage in their new environment. Flashcard 5 Q: Who proposed the Evolution of Increased Competitive Ability (EICA) theory, and when? A: The EICA theory was proposed by Bernd Blossey and Rolf Nötzold in 1995. Flashcard 6 Q: Is there strong evidence supporting the EICA theory? A: The EICA theory has limited strong evidence supporting it, especially in the context of its application to invasive plants. Flashcard 1 Q: What is classical biological control? A: Classical biological control involves reuniting invasive species with their host-specific natural enemies to achieve long-term, sustainable control, based on the Enemy Release Hypothesis (ERH). Flashcard 2 Q: What is an example of successful classical biological control? A: The use of the weevil (Stenopelmus rufinasus) to control the invasive red water fern (Azolla filiculoides). Flashcard 3 Q: What is the Enemy Release Hypothesis (ERH)? A: The ERH suggests that invasive species thrive due to the absence of their natural enemies in their new environment. Flashcard 4 Q: How can biocontrol provide economic benefits? A: A study showed benefit-cost ratios of biocontrol projects in South Africa ranging from 34:1 for lantana to 4,333:1 for golden wattle, indicating significant economic returns on investment. Flashcard 5 Q: What are the types of biocontrol agents? A: Biocontrol agents can include:  Bioherbicides (suppress weeds),  Competitors (outcompete target species),  Predators (prey on target species). Flashcard 6 Q: What is conservation biological control? A: Conservation biological control focuses on enhancing the effectiveness of existing natural enemies through habitat management, like the role of native dung beetles in Australia breaking down cattle dung. Flashcard 7 Q: How can invasive species negatively impact ecosystem services? A: Invasive species can reduce water runoff and disproportionately affect poor households that rely on those ecosystem services. Flashcard 1 Q: What is the first step in a weed biocontrol program? A: Target Weed Selection: Choosing a weed based on factors like the extent of invasion, potential conflicts of interest, public participation, and management strategies. Flashcard 2 Q: What factors are considered during Target Weed Selection? A: The extent and cost of the invasion, conflicts of interest (benefits vs. costs), public participation, and potential management strategies. Flashcard 3 Q: What is involved in the Control Agent Selection step? A: Surveying the natural enemies of the target weed in its region of origin, often involving hard work and help from others. Flashcard 4 Q: What is the purpose of importing agents into quarantine in a biocontrol program? A: To confirm the agent's safety by studying its taxonomy, biology, and conducting host- specificity tests in quarantine. Flashcard 5 Q: What is a host-specificity test, and why is it important? A: A test to ensure the biocontrol agent only targets the intended weed and does not harm other plants. It includes choice and no-choice trials. Flashcard 6 Q: After confirming a biocontrol agent's safety, what is the next step? A: Apply for Permission to Release: Researchers must obtain permission from the National Department of Agriculture and the Department of Environment, Forestry & Fisheries. Flashcard 7 Q: What happens during the Release New Agents step in a biocontrol program? A: Mass-rearing of the biocontrol agents and choosing appropriate release sites in collaboration with biocontrol officers. Flashcard 8 Q: Why is Post-Release Evaluation important in a biocontrol program? A: To monitor the effectiveness of the biocontrol agents and develop long-term management guidelines for the weed, as well as redistribute agents if necessary. Flashcard 1 Q: What is the purpose of evaluation (or monitoring) in biological control programs for weeds? A: To track the impact of introduced biocontrol agents on the target weed and guide future management decisions. Flashcard 2 Q: What are the main reasons for evaluation in a weed biocontrol program? A:   Creating a historical record.  Determining the need for additional agents.  Selecting compatible agents for integration.  Assessing other control methods.  Developing integrated control programs. Flashcard 3 Q: At what scales can evaluation in biological control be conducted? A: Evaluation can be conducted at scales ranging from the individual leaf level to the entire landscape. Flashcard 4 Q: What are the ultimate measures of success in a weed biocontrol program? A:  A reduction in weed density.  A decrease in the weed's rate of spread. Flashcard 5 Q: What are the three possible outcomes of biological control? A: 1. Complete Success: The weed is eradicated. 2. Substantial Success: The weed persists but at manageable levels. 3. Failure: The weed remains a significant problem. Flashcard 6 Q: Why is post-release evaluation important in weed biocontrol programs? A: It guides future management strategies and informs decisions about integrated pest management (IPM) approaches. Flashcard 7 Q: What example illustrates the effectiveness of multiple biocontrol agents in reducing plant density? A: The introduction of multiple agents (bud feeders, seed feeders, stem borers) for Sesbania punicea. Flashcard 8 Q: What are the seven stages of a classical weed biocontrol program? A: 1. Assess the problem. 2. Identify the weed and its origin. 3. Survey and select natural enemies. 4. Screen potential agents. 5. Mass-rear selected agents. 6. Release the agents. 7. Evaluate the impact of the released agents. 8. Flashcard 1 Q: What is climate incompatibility in biological control? A: Climate incompatibility occurs when the climate of a region is unsuitable for the survival, reproduction, or effectiveness of the biological control agent. 9. 10. Flashcard 2 Q: Give an example of climate incompatibility. A: The Solanum mauritianum (bugweed) weevil has a lower thermal tolerance than a candidate weevil, limiting its distribution and effectiveness as a biological control agent. 11. 12. Flashcard 3 Q: What does the Ensemble of Small Models (ESM) technique do? A: ESM is an advanced species distribution modeling technique used to model the potential distribution of biological control agents based on climate variables. 13. 14. Flashcard 4 Q: What are dispersal limitations in biological control? A: Dispersal limitations occur when the biological control agent has a limited ability to spread and colonize new areas where the weed is present. 15. 16. Flashcard 5 Q: What factors contribute to dispersal limitations? A: Limited flying ability, sedentary life stages, host plant dependence, and incompatible habitats can all contribute to dispersal limitations. 17. 18. Flashcard 6 Q: Provide an example of a biological control agent with limited dispersal abilities. A: Acacia cyclops and Melanterius servulus (Seed-Feeding Weevils) have limited dispersal abilities. 19. 20. Flashcard 7 Q: What is meant by interference from native species? A: Interference from native species occurs when native predators, parasitoids, or competitors negatively impact the biological control agent. 21. 22. Flashcard 8 Q: What is a consequence of interference from native species? A: This interference can reduce the agent's population and effectiveness in controlling the weed. 23. 24. Flashcard 9 Q: Give an example of interference from native species affecting a biological control agent. A: Ant predation of Cactoblastis eggs in South Africa and parasitism of Megamelus scutellaris on water hyacinth are examples of such interference. 25. 26. Flashcard 10 Q: What does host-plant incompatibility mean? A: Host-plant incompatibility arises when the biological control agent is not adapted to the specific genetic makeup or biotype of the weed in the introduced environment. 27. 28. Flashcard 11 Q: What can cause host-plant incompatibility? A: Genetic variation, different biotypes or strains of the weed, and agent specialization can lead to host-plant incompatibility. 29. 30. Flashcard 12 Q: Provide an example of host-plant incompatibility. A: Ailanthus altissima (tree-of-heaven) has shown incompatibility with some biological control agents. 31. 32. Flashcard 13 Q: Why is accurate taxonomic identification important in biological control? A: Accurate identification is crucial for the success of biological control programs to avoid ineffective control and unintended consequences for non-target species. 33. 34. Flashcard 14 Q: What are some consequences of misidentification of biocontrol agents? A: Ineffective control, unintended consequences for non-target species, and failure of the biocontrol initiative. 35. 36. Flashcard 15 Q: Mention two examples highlighting the importance of proper identification of biocontrol agents. A: Diorhabda spp. on invasive Tamarisk sp. and Eccritotarsus catarinensis as a biocontrol agent on water hyacinth. 37. 38. Flashcard 16 Q: What is an ongoing area of research related to biological control effectiveness? A: The potential impact of rising CO2 levels and climate change on biological control effectiveness. 39. Flashcard 1 Q: How do elevated CO2 levels affect invasive weeds? A: Elevated CO2 levels lead to increased biomass and enhanced defenses in invasive weeds, making biocontrol less effective. 40. 41. Flashcard 2 Q: What happens to CO2 uptake in plants under elevated CO2 conditions? A: Elevated CO2 increases CO2 uptake with the same or less water loss, improving water use efficiency. 42. 43. Flashcard 3 Q: What are the effects of elevated CO2 (600 ppm) on plant biomass and water use efficiency? A: Plants exposed to elevated CO2 show a 44% increase in water use efficiency, an 18% increase in biomass, and a 14% decrease in specific cladode area compared to plants at current CO2 levels (400 ppm). 44. 45. Flashcard 4 Q: How do elevated CO2 levels enhance the defenses of invasive weeds like Opuntia stricta? A: Under elevated CO2, Opuntia stricta exhibits greater biomass, tougher cladodes (17% increase in hardness), and increased spinescence (54% increase). 46. 47. Flashcard 5 Q: What impact do elevated CO2 levels have on the nutritional quality of invasive weeds for biocontrol agents? A: Increased biomass and defenses make the plants less nutritious and more difficult for biocontrol agents, like cochineal insects (Dactylopius spp.), to consume. 48. 49. Flashcard 6 Q: How does elevated CO2 affect the fitness of cochineal insects? A: Studies show that cochineal female fitness decreases as the carbon-to-nitrogen (C/N) ratio of Opuntia stricta increases under elevated CO2. 50. 51. Flashcard 7 Q: What is the effect of elevated CO2 on the damage caused by cochineal insects to Opuntia stricta? A: Damage to Opuntia stricta from cochineal is reduced at 600 ppm CO2 compared to 400 ppm. 52. 53. Flashcard 8 Q: Does elevated CO2 affect the mortality rate of Opuntia stricta? A: Elevated CO2 does not seem to affect the mortality rate of Opuntia stricta, as indicated by the percentage of senesced cladodes. 54. 55. Flashcard 9 Q: What do rising atmospheric CO2 levels pose a challenge to?  A: Rising atmospheric CO2 levels pose a challenge to biocontrol efforts by enhancing the growth and defenses of invasive weeds. 56. 57. Flashcard 10 Q: What further research is needed regarding elevated CO2 and invasive weeds? A: Further research is needed to understand the combined effects of elevated CO2 and temperature on the interactions between invasive weeds and biocontrol agents.