Classification, biodiversity and conservation

You will be able to

• Classify organisms into the three domains, and eukaryotes into the kingdoms Protoctista, Fungi, Plantae and Animalia, using their features.
• State the differences between Archaea and Bacteria in membrane lipids, ribosomal RNA and cell walls, and classify viruses by their nucleic acid.
• Discuss the biological, morphological and ecological species concepts and the limits of each, and use the taxonomic hierarchy from kingdom to species.

You will be able to

• Explain why random sampling avoids bias when assessing the biodiversity of an area, and show the bias that convenient placement causes.
• Use frame quadrats to estimate abundance (number per quadrat, percentage cover, frequency), and line and belt transects to describe distribution along an abiotic gradient.
• Define ecosystem, habitat and niche for the species sampled.

You will be able to

• Describe the mark–release–recapture method and its stages.
• Calculate a population estimate with the Lincoln index N = n₁ × n₂ ÷ m₂, and explain why no finite estimate exists when m₂ = 0.
• Explain how marks lost, marked animals that are easier or harder to catch, poor mixing and births, deaths or migration bias the estimate.

You will be able to

• Calculate Simpson's index of diversity D = 1 − Σ(n ÷ N)² and explain what low and high values mean for richness and relative abundance.
• Choose between Pearson's linear correlation and Spearman's rank correlation, calculate it, compare it with the critical value and state the null hypothesis.
• Explain that a correlation does not show causation, and distinguish ecosystem, species and genetic diversity.

You will be able to

• Explain why populations become extinct through climate change, competition, hunting and the loss and degradation of habitats, and why invasive alien species are controlled.
• Outline the roles of protected areas, zoos, botanic gardens, seed banks and frozen zoos, and of IVF, embryo transfer and surrogacy in conserving endangered mammals.
• Outline the roles of IUCN and CITES, and justify a conservation plan by the threats it addresses and its costs and effects on people.