Sunyer et al. (2013), Hughes et al. (2014) – Questions for Discussion 10/9/20
1) What categories did Sunyer et al. (2013) use to classify “acorn use” and “mice behavior”? Broadly, what were the tools Sunyer et al. used to track these uses and behaviors? (2 pts)
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3) How would the role of genets change if live genets were used instead of their scent? What might happen to the population size of mice and their seed predation patterns? (2 pts)
4) In Sunyer et al. (2013), compare and contrast the observed effects of conspecific and predator scents on mice acorn predation and dispersal. (2pts)
5) In the Hughes et al. (2014) paper, what was the observed difference between acoustic and chemical cues? What environmental conditions might affect the chemical cues? (2 pts)
6) In Hughes et al. (2014), what explanation do the authors give for the black drum and catfish acoustic cues having a greater effect on crab foraging behavior than the toadfish or snapping shrimp? (2 pts)
7) What physiological mechanisms within crabs allowed them to detect acoustic cues from marine fish? (1 pt)
8) What are non-consumptive effects? From your reading of Sunyer et al. (2014) and Hughes et al. (2014), what aspects of prey can we measure to understand if non-consumptive effects are influencing prey populations? What would we need to measure to understand consumptive effects? (3 pts)
9) Define “cascading effects” and explain an example of these effects from either Sunyer et al. (2013) or Hughes et al. (2014). (2pts)
10) Write out the citation for both journal articles using Journal of Ecology formatting. (2 pts)
The mice acorn use was categorized into the day when the acorn was manipulated, manipulating the acorn in the cage, dispersing the acorn from the cage, and predation after dispersal. The mice’s behavior is classified into sniffing, vigilance and freezing, handling, and other behaviors. The tools used for the study are acorns attached to wires, scent treatments, video cameras, and cages. (856 words)