Science Homework Help

answer each question using the information provided in the 2 readings attached

Sunyer et al. (2013), Hughes et al. (2014) –

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)

2) What was the role that scent played in influencing mice behavior (i.e. the 4 behavior categories)? How did Sunyer et al. (2013) determine this? (2 pts)

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)