This document contains 10 sentences with complex grammatical structures testing different aspects of grammar including adjective clauses, adverb clauses, main verbs, word order, noun clauses, main subjects, and parallel structure. The sentences assess understanding of complex grammatical forms and ability to identify the key elements in the sentences.
BIO Module 6 OverviewEcosystems and EcologyThis module will co.docxhartrobert670
BIO Module 6 Overview
Ecosystems and Ecology
This module will continue the examination of fundamental concepts related to ecology. It will introduce the complex phenomena of interactions between organisms and their habitats, as well as the delicate interactions between communities of organisms. It will explain why changing one part of a community can lead to unexpected consequences. This module will also examine the concept of populations and their growth curves. This material is relevant to the question of a population's "carrying capacity," and, in turn, the Malthusian theory of overpopulation. Finally, you will delve into the fascinating issues surrounding instinctive and learned behavior among animals.
Learning Objectives
Upon completion of this module, you should be able to:
9A
Describe the flow of atoms through the carbon, nitrogen, phosphorus, and hydrologic cycles.
9B
Identify biotic and abiotic environmental factors.
9C
State the importance of bacteria in nutrient cycles.
9D
Examine the role of decomposers.
9E
Explain how energy is related to ecosystems.
9F
Determine why plants are called producers.
9G
Identify the trophic levels occupied by herbivores and carnivores, and why they are called consumers.
9H
State the benefits and shortcomings of using each of the following: pyramid of numbers, pyramid of biomass, and pyramid of energy.
9I
Describe the kinds of ecosystems that have been converted to agriculture.
9J
Explain why people in poor countries eat mostly plant material.
9K
Differentiate among predation, mutualism, competition, parasitism, and commensalism.
9L
Distinguish between niche and habitat.
9M
Relate extinctions to human activities.
9N
Describe an organism’s niche, habitat, and community.
9O
Determine the effect humans have had on natural climax ecosystems.
9P
List typical abiotic and biotic characteristics of different biomes.
9Q
Explain why persistent organic chemicals reach higher levels in carnivores than in herbivores.
9R
Describe the effect of temperature and rainfall to the kind of biome that develops.
9S
State why some plants and animals are found only in certain parts of the world.
9T
Explain the concept of a climax community.
9U
Identify the factors that ultimately limit population size.
9V
State why the human population must have an upper limit.
9W
Specify the importance of birthrates and death rates to population growth.
9X
Define a population and identify key components that affect population growth.
Module 6 Reading Assignment
Enger, E. D., Ross, F. C., & Bailey, D. B. (2012). Concepts in biology (14th ed.). New York: McGraw-Hill. Chapters 15, 16, and 17.
Optional Reading Assignment:
Chapter 18, Evolutionary and Ecological Aspects of Behavior.
Ecosystems and Ecology
Abiotic factors are characterized as nonliving. Weather, including temperature and precipitation, make up a large part of the abiotic factors as well as things in the natural environment such as mountains, oceans, a ...
EXAM 1 STUDY GUIDE CONSIDER LECTURES UP TO 26 FEB and TEXT Bgalinagrabow44ms
The document is a study guide for Exam 1 that covers lectures up to 26 Feb and textbook chapters through Module 4.1 (Human Populations). It includes 52 multiple choice questions testing knowledge of key concepts like biodiversity, population growth, carrying capacity, keystone species, and human impacts on the environment. Students are asked to define terms, analyze case studies, interpret graphs/figures, and explain relationships between abiotic and biotic factors that shape ecosystems.
This document provides an overview of ecosystems and ecological concepts. It defines key terms like population, ecology, ecosystem, producers, consumers, decomposers, biotic and abiotic factors. It describes different types of natural ecosystems like forests, grasslands, deserts, tundra, taiga and aquatic ecosystems. It also discusses the relationships between living and non-living things within an ecosystem and the levels of organization. The document introduces concepts like the law of tolerance, zones of tolerance and intolerance, and limiting factors.
- Tropical rain forests, coral reefs, and islands contain a significant amount of biodiversity that is at high risk of loss. These habitats are highly represented in 25 global biodiversity hotspots that collectively cover only 1% of the Earth's surface, located predominantly near the equator.
- MacArthur and Wilson's theory of island biogeography established that the number of species on an island is related to its size and distance from mainland sources of immigrants. This theory helped explain and predict patterns of species diversity on islands.
- Preserving keystone species is an effective conservation strategy because their loss can cause major ecosystem changes, significantly impacting biodiversity beyond the single species.
The document is an exam for the Environmental Systems Standard Level course, consisting of 30 multiple choice questions testing various concepts related to environmental science. Some of the topics covered include population ecology, energy flow, greenhouse gases, the carbon and nitrogen cycles, and atmospheric structure. The exam is 45 minutes long and candidates are instructed to choose the single best answer for each question and mark their choice on an answer sheet.
This document contains 10 sentences with complex grammatical structures testing different aspects of grammar including adjective clauses, adverb clauses, main verbs, word order, noun clauses, main subjects, and parallel structure. The sentences assess understanding of complex grammatical forms and ability to identify the key elements in the sentences.
BIO Module 6 OverviewEcosystems and EcologyThis module will co.docxhartrobert670
BIO Module 6 Overview
Ecosystems and Ecology
This module will continue the examination of fundamental concepts related to ecology. It will introduce the complex phenomena of interactions between organisms and their habitats, as well as the delicate interactions between communities of organisms. It will explain why changing one part of a community can lead to unexpected consequences. This module will also examine the concept of populations and their growth curves. This material is relevant to the question of a population's "carrying capacity," and, in turn, the Malthusian theory of overpopulation. Finally, you will delve into the fascinating issues surrounding instinctive and learned behavior among animals.
Learning Objectives
Upon completion of this module, you should be able to:
9A
Describe the flow of atoms through the carbon, nitrogen, phosphorus, and hydrologic cycles.
9B
Identify biotic and abiotic environmental factors.
9C
State the importance of bacteria in nutrient cycles.
9D
Examine the role of decomposers.
9E
Explain how energy is related to ecosystems.
9F
Determine why plants are called producers.
9G
Identify the trophic levels occupied by herbivores and carnivores, and why they are called consumers.
9H
State the benefits and shortcomings of using each of the following: pyramid of numbers, pyramid of biomass, and pyramid of energy.
9I
Describe the kinds of ecosystems that have been converted to agriculture.
9J
Explain why people in poor countries eat mostly plant material.
9K
Differentiate among predation, mutualism, competition, parasitism, and commensalism.
9L
Distinguish between niche and habitat.
9M
Relate extinctions to human activities.
9N
Describe an organism’s niche, habitat, and community.
9O
Determine the effect humans have had on natural climax ecosystems.
9P
List typical abiotic and biotic characteristics of different biomes.
9Q
Explain why persistent organic chemicals reach higher levels in carnivores than in herbivores.
9R
Describe the effect of temperature and rainfall to the kind of biome that develops.
9S
State why some plants and animals are found only in certain parts of the world.
9T
Explain the concept of a climax community.
9U
Identify the factors that ultimately limit population size.
9V
State why the human population must have an upper limit.
9W
Specify the importance of birthrates and death rates to population growth.
9X
Define a population and identify key components that affect population growth.
Module 6 Reading Assignment
Enger, E. D., Ross, F. C., & Bailey, D. B. (2012). Concepts in biology (14th ed.). New York: McGraw-Hill. Chapters 15, 16, and 17.
Optional Reading Assignment:
Chapter 18, Evolutionary and Ecological Aspects of Behavior.
Ecosystems and Ecology
Abiotic factors are characterized as nonliving. Weather, including temperature and precipitation, make up a large part of the abiotic factors as well as things in the natural environment such as mountains, oceans, a ...
EXAM 1 STUDY GUIDE CONSIDER LECTURES UP TO 26 FEB and TEXT Bgalinagrabow44ms
The document is a study guide for Exam 1 that covers lectures up to 26 Feb and textbook chapters through Module 4.1 (Human Populations). It includes 52 multiple choice questions testing knowledge of key concepts like biodiversity, population growth, carrying capacity, keystone species, and human impacts on the environment. Students are asked to define terms, analyze case studies, interpret graphs/figures, and explain relationships between abiotic and biotic factors that shape ecosystems.
This document provides an overview of ecosystems and ecological concepts. It defines key terms like population, ecology, ecosystem, producers, consumers, decomposers, biotic and abiotic factors. It describes different types of natural ecosystems like forests, grasslands, deserts, tundra, taiga and aquatic ecosystems. It also discusses the relationships between living and non-living things within an ecosystem and the levels of organization. The document introduces concepts like the law of tolerance, zones of tolerance and intolerance, and limiting factors.
- Tropical rain forests, coral reefs, and islands contain a significant amount of biodiversity that is at high risk of loss. These habitats are highly represented in 25 global biodiversity hotspots that collectively cover only 1% of the Earth's surface, located predominantly near the equator.
- MacArthur and Wilson's theory of island biogeography established that the number of species on an island is related to its size and distance from mainland sources of immigrants. This theory helped explain and predict patterns of species diversity on islands.
- Preserving keystone species is an effective conservation strategy because their loss can cause major ecosystem changes, significantly impacting biodiversity beyond the single species.
The document is an exam for the Environmental Systems Standard Level course, consisting of 30 multiple choice questions testing various concepts related to environmental science. Some of the topics covered include population ecology, energy flow, greenhouse gases, the carbon and nitrogen cycles, and atmospheric structure. The exam is 45 minutes long and candidates are instructed to choose the single best answer for each question and mark their choice on an answer sheet.
Ecosystems are defined as the interactions between organisms and their environment. Energy from the sun enters ecosystems through photosynthesis by primary producers like plants. This energy is then transferred between trophic levels as organisms consume one another, though typically less than 10% of the energy is transferred between each trophic level. Nutrients also cycle through ecosystems, with processes like decomposition and nitrogen fixation carried out by microorganisms regulating their movement between organic and inorganic forms. Human activities are now impacting global nutrient cycles through activities like agriculture, fossil fuel combustion, and deforestation.
Ecosystems are defined as the interactions between living organisms and their environment. Energy from the sun enters ecosystems through photosynthesis by primary producers like plants. This energy is then transferred between trophic levels as organisms consume one another, though typically less than 10% of the energy is transferred to the next level. Nutrients also cycle through ecosystems, with processes like decomposition and nitrogen fixation carried out by microorganisms returning nutrients to the inorganic environment to be reused. Human activities are now impacting global nutrient cycles through activities like agriculture, fossil fuel use, and deforestation.
All around the world, every country, city and nation have the same.docxgalerussel59292
All around the world, every country, city and nation have the same recurring problem of waste. The main problem with our way of taking care of the waste we create is that we do not use that same waste and recycle it. The reason for this is that people are not being taught about waste disposal correctly. There are many plastic and metals that we throw away that can be recycled but many places, which are responsible for the recycling, don’t take them because there isn’t enough workers to do so. Futhermore waste like apple cores, banana peels all can be recycled and used as fertilizers or a way to create energy known as methane gas, however not enough recycling places do so. The biggest problem, however is that we live in a wasteful time. The idea that we just throw away our things or used products without being responsible for it is not good. We need to be using more recyclable objects and each person is charged on how much they throw away, rather than a flat rate for everyone. With all this waste earth is dying. Animals are losing their homes turning them into landfills. Man and animals cannot live in a world where the waste is just being dumped away. Problems such as pollution, global warming and other will make it harder and harder for us to live. That problem is that people out there don’t care enough to do something about it as they don’t have the knowledge to what this can lead to. I believe more education about waste should be taught and what the damages of poulltion can do to our earth. We see this today with temperatures rising, causing animals not being able to live as these temperatures destroy their habitats. In Cities like los angeles the air is polluted to a point where you can literally see the smog and such over the city. Something has to be done before its too late.
We have the ability to do something about this. And change our enoviroment before its too late and doesn’t just end up being a waste. In years time if we don’t do something about this the problem will be bigger and bigger to the point where we can no longer live on this earth. If we keep "air" pollution up for another 1000 years, we will be sufficated by carbon monoxide. If we keep "water" pollution up, we will die of thirst. If we keep "land" pollution up, we will be buried by our own waste.
Workshop Three Post-Reading Questions
1. Choose one question listed in the handout from each chapter.
2. Write a short essay to answer each question you selected. The essays are to be double spaced and approximately a half to a full page in length each. Many of the questions contain several parts; make sure that you have answered all parts of the question, as well as done any drawings requested.
Chapter 8: The Human Population (Environmental Science)
1. What are the environmental and social consequences of rapid population growth in rural developing areas? In urban developing areas?
2. Describe the negative and positive consequences of affluence on the environment.
.
Shweta Amin submitted a review of the documentary film "The 11th Hour" to her professor Prof. Shivprasad for her Communication Skills class. The 11th Hour examines environmental issues on a global scale and calls for widespread change. It shows how human activity like pollution, deforestation, and overpopulation are damaging the Earth's ecosystems and threatening human survival by depleting natural resources. The film features scientists, environmentalists, and thinkers who explain the cultural and economic conditions that have led to this ecological crisis. It also devotes time to exploring potential solutions like sustainable technologies and systems designed around natural principles.
Test Bank - Brock Biology of Microorganisms, Madigan, 16th edition (Madigan, ...TestBanks1
Test Bank - Brock Biology of Microorganisms, Madigan, 16th edition (Madigan, 2021)
https://www.stuvia.com/en-us/doc/2207047/test-bank-brock-biology-of-microorganisms-madigan-16th-edition-madigan-2021-chapter-1-34-all-chapters
CBSE XII BIOLOGY SAMPLE PAPER BY KENDRIYA VIDYALAYA Gautham Rajesh
This document provides a sample question paper format for Class 12 Biology exam. It includes the exam structure, marking scheme, unit-wise weightage and distribution of questions. The paper will be of 70 marks and 3 hours duration. It will have questions in 4 sections - very short answer (8 marks), short answer I (20 marks), short answer II (27 marks) and long answer (15 marks). The topics covered are Reproduction, Genetics and Evolution, Biology in human welfare, Biotechnology and Ecology. The question paper aims to include 3-5 marks worth of value based questions to test various ethical and social issues. A blue print provides the breakdown of number and type of questions from each unit across the sections.
This document contains 50 multiple choice questions related to ecology and environmental science. The questions cover a wide range of topics including biotic and abiotic factors, food webs and energy transfer between trophic levels, population dynamics, ecosystem structure and interactions, and species adaptations. Correct answers are provided for each question to test understanding of key concepts.
1. The document discusses various types of pollution caused by human activities and their impacts. It defines pollution and describes different forms such as air pollution, light pollution, and point source versus non-point source pollution.
2. DDT is used as a case study to illustrate the conflicts between the utility of a substance and its environmental impacts. While DDT was widely used for malaria control, it bioaccumulated in ecosystems and contributed to thinning eggshells and declines in bird populations like bald eagles.
3. The costs of pollution are extensive and include impacts on human health, natural systems, and economic losses. Air pollution alone results in over $200 billion in lost income annually due to premature deaths.
Final Exam Ecology 100Name____________________Dr. Isobel A.docxmydrynan
Final Exam Ecology 100
Name____________________
Dr. Isobel A. Pearsall
Multiple choice questions. (1 mark each)
1. Changes in community structure over time are called _____________.
a. succession
b. stratification
c. zonation
d. characterization
2. Food webs can be arranged into ________ levels based on whether organisms obtain their nutrition from photosynthesis, from eating plants, or from eating animals
a. niche
b. guild
c. trophic
d. predation
3. A dominant species in a community may
a. Be the most numerous
b. Possess the highest biomass
c. Preempt the most space
d. Make the largest contribution to energy flow or nutrient cycling
e. All of the above
4. Which of the following does NOT function as a habitat corridor?__________
a. a large lake
b. a hedgerow
c. the vegetation along a river
d. a drainage ditch
5. Which of the following is produced by humans as pesticides, soluble in fats and lipids, and accumulates in animals through the food chain?________
a. lead
b. chlorinated hydrocarbons
c. sulfur dioxide
d. carbon dioxide
6. In the small-population approach to studying endangered populations, the key factor driving the species towards extinction is___________
a. loss of genetic variation
b. too many animals migrating away from small populations
c. loss of food
d. increased risk of predation
e. too many animals migrating between populations
7. Which of the following is NOT true?_________
a. the world’s oceans act as a sink for carbon dioxide
b. the world’s terrestrial ecosystems act as a sink for carbon dioxide
c. the world’s ecosystems act as sinks for carbon dioxide, completely offsetting the increase in carbon dioxide emissions from burning of fossil fuels.
d. Reforestation is part of the solution to balancing the global carbon cycle.
8. Which of the following allocates more biomass to photosynthetic tissue and less to supportive tissue?
a. Trees
b. Shrubs
c. Lianas
d. Grasses
9. Conservationists refer to the number of individuals necessary to ensure the long-term survival of a species as the _____________
a. Minimum viable population
b. Genetically effective population
c. metapopulation
d. carrying capacity
10. Which terrestrial biome has the highest diversity of plant and animal life?
a. Tropical savanna
b. Tropical rain forest
c. Temperate deciduous forest
d. Boreal forest
11. An endemic species is best defined as a species that___________________
a. is a habitat specialist with a large geographic distribution
b. has so few individuals remaining that is ceases to perform its role within an ecosystem
c. no longer exists in a given area yet still survives elsewhere
d. occurs in a single geographic area and nowhere else
12. The primary cause of current extinction is____________________
a. overhunting
b. introduction of non-native species
c. pollution
d. habitat degradation
13. Harvesting at a level that will ensure a similar yield repeatedly without forcing the population into decline is called____ ...
This document discusses various environmental issues and proposes solutions. It begins by defining environmental issues broadly as problems, factors, consequences and causes that negatively impact environmental sustainability. It then provides details on several key issues: [1] global warming and the greenhouse effect; [2] ozone depletion from CFCs; and [3] various forms of pollution including air, water, noise and nuclear waste. The document concludes by proposing solutions like reducing consumption, recycling, planting trees, and using renewable energy to help address these pressing environmental problems.
1. Ecosystems are organized with populations making up species, which make up communities.
2. The lowest level of environmental complexity that includes living and nonliving factors is the ecosystem.
3. Ecologists study the living world through methods like experimenting and observing.
This document provides a product description and 17 multiple choice questions related to biology topics including:
1. Characteristics of invasive species
2. Definitions of communities and ecosystems and their interrelationship
3. Levels of biological organization from simplest to most complex
4. Types of ecological succession
5. Effects of pesticide use on insect populations
6. Types of survivorship curves
7. Definition of an ecological niche
8. Concept of carrying capacity
9. Examples of symbiotic relationships
10. Fate of energy in an ecosystem
11. Process of natural selection
12. Ecological relationship between insects and crops
13. Example of commensalism
14. Example of a population density
August 2000 Vol. 50 No. 8 • BioScience 653ArticlesTh.docxrock73
This document discusses the global decline of reptile populations, comparing it to the well-documented decline of amphibians. It outlines six major threats facing reptiles: habitat loss and degradation, invasive species, environmental pollution, disease, unsustainable use, and climate change. While natural population fluctuations occur, long-term studies are needed to distinguish natural declines from those caused by human impacts. The evidence presented suggests reptiles may be at even greater risk of extinction than amphibians globally due to the threats they face.
The document discusses environmental issues facing the planet and potential solutions. It describes how Earth's atmosphere, geosphere, hydrosphere, and biosphere are interconnected and influence factors like climate and biodiversity. It then outlines issues like pollution, acid rain, species extinction, and ecosystem disruption caused by human activities. Finally, it presents approaches to environmental conservation, restoration, and protection through efforts of governments, scientists, businesses, and individuals working together internationally.
This document provides an introduction to different types of disasters. It begins by stating the learning objectives, which are to explain what a hazard is, define the two main categories of hazards as natural or man-made, and identify impacts of common local hazards. The document then discusses hazards and disasters. It presents an activity to classify examples of phenomena as natural hazards or man-made/technological hazards. Finally, it introduces a role-playing activity to explore impacts of hazards in different settings.
The document contains a review game for an environmental science unit 1 test. It includes multiple choice questions about trophic levels in a food pyramid, producers, consumers, decomposers, biotic and abiotic factors, energy transfer between trophic levels, photosynthesis, ecological relationships like mutualism, commensalism, parasitism and predation, ecological levels of organization, laws of thermodynamics, biogeochemical cycles of carbon, nitrogen, phosphorus and water.
ECS 111 SECTION P SPRING 2019 Dr. SEALEY STUDY GUIDE FOR .docxtidwellveronique
ECS 111 SECTION P SPRING 2019 Dr. SEALEY
STUDY GUIDE FOR EXAM ONE on 28 FEBRUARY 2019
1 | P a g e
EXAM 1 STUDY GUIDE
CONSIDER LECTURES UP TO 26 FEB and TEXT BOOK CHAPTERS UP THOURGH MODULE 4.1 (Through HUMAN POPULATIONS)
1. Give a basic definition of biodiversity.
2. Which of the following accurately reflects the connection between science, decision-making, and environmental science?
a. Science and environmental science rely on evidence; good decision-making only sometimes relies on evidence.
b. Science and good decision-making rely on evidence; environmental science does not always rely on evidence.
c. Science relies on good decision-making and environmental science relies on evidence.
d. Science and good decision-making relies on evidence; environmental science relies on good decision-making.
e. Science and good decision-making rely on evidence; environmental science relies on evidence.
3. Compare the life history strategy of a deer mouse with that of a bear, and identify each as either an r- or K-selected species.
4. Why are tertiary information sources considered less reliable than primary and secondary sources? What is a primary
source?
5. What is an environmental footprint? How is this used to measure sustainability?
6. Scientists have studied the impact of clear cutting forests on erosion and waterways. They know that clear cutting will cause
erosion and waterways will suffer the impact of sediment loading. Evaluate the situation and choose the statement that
best explains how humans may perceive the risks involved.
a. Since the chance of disaster is low humans will not have biases about this situation.
b. Although the seriousness of the impact is well known people’s judgment may still vary dramatically.
c. All people understand this situation and will work together on a solution.
d. Both a and c
e. None of the above
7. Why are some people more vulnerable to toxic substances than other people, even if exposed to the same dose?
8. Explain how a composting toilet works. Use a diagram to explain the cycling of water and organic matter.
9. Distinguish between chronic and acute effects cuased by exposure to toxic substances.
10. List THREE abiotic parameters and THREE biotic parameters:
ABIOTIC
1
2
3
BIOTIC
1
2
3
ECS 111 SECTION P SPRING 2019 Dr. SEALEY
STUDY GUIDE FOR EXAM ONE on 28 FEBRUARY 2019
2 | P a g e
11. Which of the following best describes ecosystem capital?
a. mineral and living resources of the earth.
b. living organisms and other renewable resources of the earth.
c. natural resources such as forests and fisheries.
d. natural resources (goods) and services provided by ecosystems
e. ecosystem services that support life on earth
12. Refer to the figure below to determine which country has the lowest population size but the highest density?
a. Asia
b. South Africa
c. Eastern Europe
d. Wes.
Ecosystems are defined as the interactions between organisms and their environment. Energy from the sun enters ecosystems through photosynthesis by primary producers like plants. This energy is then transferred between trophic levels as organisms consume one another, though typically less than 10% of the energy is transferred between each trophic level. Nutrients also cycle through ecosystems, with processes like decomposition and nitrogen fixation carried out by microorganisms regulating their movement between organic and inorganic forms. Human activities are now impacting global nutrient cycles through activities like agriculture, fossil fuel combustion, and deforestation.
Ecosystems are defined as the interactions between living organisms and their environment. Energy from the sun enters ecosystems through photosynthesis by primary producers like plants. This energy is then transferred between trophic levels as organisms consume one another, though typically less than 10% of the energy is transferred to the next level. Nutrients also cycle through ecosystems, with processes like decomposition and nitrogen fixation carried out by microorganisms returning nutrients to the inorganic environment to be reused. Human activities are now impacting global nutrient cycles through activities like agriculture, fossil fuel use, and deforestation.
All around the world, every country, city and nation have the same.docxgalerussel59292
All around the world, every country, city and nation have the same recurring problem of waste. The main problem with our way of taking care of the waste we create is that we do not use that same waste and recycle it. The reason for this is that people are not being taught about waste disposal correctly. There are many plastic and metals that we throw away that can be recycled but many places, which are responsible for the recycling, don’t take them because there isn’t enough workers to do so. Futhermore waste like apple cores, banana peels all can be recycled and used as fertilizers or a way to create energy known as methane gas, however not enough recycling places do so. The biggest problem, however is that we live in a wasteful time. The idea that we just throw away our things or used products without being responsible for it is not good. We need to be using more recyclable objects and each person is charged on how much they throw away, rather than a flat rate for everyone. With all this waste earth is dying. Animals are losing their homes turning them into landfills. Man and animals cannot live in a world where the waste is just being dumped away. Problems such as pollution, global warming and other will make it harder and harder for us to live. That problem is that people out there don’t care enough to do something about it as they don’t have the knowledge to what this can lead to. I believe more education about waste should be taught and what the damages of poulltion can do to our earth. We see this today with temperatures rising, causing animals not being able to live as these temperatures destroy their habitats. In Cities like los angeles the air is polluted to a point where you can literally see the smog and such over the city. Something has to be done before its too late.
We have the ability to do something about this. And change our enoviroment before its too late and doesn’t just end up being a waste. In years time if we don’t do something about this the problem will be bigger and bigger to the point where we can no longer live on this earth. If we keep "air" pollution up for another 1000 years, we will be sufficated by carbon monoxide. If we keep "water" pollution up, we will die of thirst. If we keep "land" pollution up, we will be buried by our own waste.
Workshop Three Post-Reading Questions
1. Choose one question listed in the handout from each chapter.
2. Write a short essay to answer each question you selected. The essays are to be double spaced and approximately a half to a full page in length each. Many of the questions contain several parts; make sure that you have answered all parts of the question, as well as done any drawings requested.
Chapter 8: The Human Population (Environmental Science)
1. What are the environmental and social consequences of rapid population growth in rural developing areas? In urban developing areas?
2. Describe the negative and positive consequences of affluence on the environment.
.
Shweta Amin submitted a review of the documentary film "The 11th Hour" to her professor Prof. Shivprasad for her Communication Skills class. The 11th Hour examines environmental issues on a global scale and calls for widespread change. It shows how human activity like pollution, deforestation, and overpopulation are damaging the Earth's ecosystems and threatening human survival by depleting natural resources. The film features scientists, environmentalists, and thinkers who explain the cultural and economic conditions that have led to this ecological crisis. It also devotes time to exploring potential solutions like sustainable technologies and systems designed around natural principles.
Test Bank - Brock Biology of Microorganisms, Madigan, 16th edition (Madigan, ...TestBanks1
Test Bank - Brock Biology of Microorganisms, Madigan, 16th edition (Madigan, 2021)
https://www.stuvia.com/en-us/doc/2207047/test-bank-brock-biology-of-microorganisms-madigan-16th-edition-madigan-2021-chapter-1-34-all-chapters
CBSE XII BIOLOGY SAMPLE PAPER BY KENDRIYA VIDYALAYA Gautham Rajesh
This document provides a sample question paper format for Class 12 Biology exam. It includes the exam structure, marking scheme, unit-wise weightage and distribution of questions. The paper will be of 70 marks and 3 hours duration. It will have questions in 4 sections - very short answer (8 marks), short answer I (20 marks), short answer II (27 marks) and long answer (15 marks). The topics covered are Reproduction, Genetics and Evolution, Biology in human welfare, Biotechnology and Ecology. The question paper aims to include 3-5 marks worth of value based questions to test various ethical and social issues. A blue print provides the breakdown of number and type of questions from each unit across the sections.
This document contains 50 multiple choice questions related to ecology and environmental science. The questions cover a wide range of topics including biotic and abiotic factors, food webs and energy transfer between trophic levels, population dynamics, ecosystem structure and interactions, and species adaptations. Correct answers are provided for each question to test understanding of key concepts.
1. The document discusses various types of pollution caused by human activities and their impacts. It defines pollution and describes different forms such as air pollution, light pollution, and point source versus non-point source pollution.
2. DDT is used as a case study to illustrate the conflicts between the utility of a substance and its environmental impacts. While DDT was widely used for malaria control, it bioaccumulated in ecosystems and contributed to thinning eggshells and declines in bird populations like bald eagles.
3. The costs of pollution are extensive and include impacts on human health, natural systems, and economic losses. Air pollution alone results in over $200 billion in lost income annually due to premature deaths.
Final Exam Ecology 100Name____________________Dr. Isobel A.docxmydrynan
Final Exam Ecology 100
Name____________________
Dr. Isobel A. Pearsall
Multiple choice questions. (1 mark each)
1. Changes in community structure over time are called _____________.
a. succession
b. stratification
c. zonation
d. characterization
2. Food webs can be arranged into ________ levels based on whether organisms obtain their nutrition from photosynthesis, from eating plants, or from eating animals
a. niche
b. guild
c. trophic
d. predation
3. A dominant species in a community may
a. Be the most numerous
b. Possess the highest biomass
c. Preempt the most space
d. Make the largest contribution to energy flow or nutrient cycling
e. All of the above
4. Which of the following does NOT function as a habitat corridor?__________
a. a large lake
b. a hedgerow
c. the vegetation along a river
d. a drainage ditch
5. Which of the following is produced by humans as pesticides, soluble in fats and lipids, and accumulates in animals through the food chain?________
a. lead
b. chlorinated hydrocarbons
c. sulfur dioxide
d. carbon dioxide
6. In the small-population approach to studying endangered populations, the key factor driving the species towards extinction is___________
a. loss of genetic variation
b. too many animals migrating away from small populations
c. loss of food
d. increased risk of predation
e. too many animals migrating between populations
7. Which of the following is NOT true?_________
a. the world’s oceans act as a sink for carbon dioxide
b. the world’s terrestrial ecosystems act as a sink for carbon dioxide
c. the world’s ecosystems act as sinks for carbon dioxide, completely offsetting the increase in carbon dioxide emissions from burning of fossil fuels.
d. Reforestation is part of the solution to balancing the global carbon cycle.
8. Which of the following allocates more biomass to photosynthetic tissue and less to supportive tissue?
a. Trees
b. Shrubs
c. Lianas
d. Grasses
9. Conservationists refer to the number of individuals necessary to ensure the long-term survival of a species as the _____________
a. Minimum viable population
b. Genetically effective population
c. metapopulation
d. carrying capacity
10. Which terrestrial biome has the highest diversity of plant and animal life?
a. Tropical savanna
b. Tropical rain forest
c. Temperate deciduous forest
d. Boreal forest
11. An endemic species is best defined as a species that___________________
a. is a habitat specialist with a large geographic distribution
b. has so few individuals remaining that is ceases to perform its role within an ecosystem
c. no longer exists in a given area yet still survives elsewhere
d. occurs in a single geographic area and nowhere else
12. The primary cause of current extinction is____________________
a. overhunting
b. introduction of non-native species
c. pollution
d. habitat degradation
13. Harvesting at a level that will ensure a similar yield repeatedly without forcing the population into decline is called____ ...
This document discusses various environmental issues and proposes solutions. It begins by defining environmental issues broadly as problems, factors, consequences and causes that negatively impact environmental sustainability. It then provides details on several key issues: [1] global warming and the greenhouse effect; [2] ozone depletion from CFCs; and [3] various forms of pollution including air, water, noise and nuclear waste. The document concludes by proposing solutions like reducing consumption, recycling, planting trees, and using renewable energy to help address these pressing environmental problems.
1. Ecosystems are organized with populations making up species, which make up communities.
2. The lowest level of environmental complexity that includes living and nonliving factors is the ecosystem.
3. Ecologists study the living world through methods like experimenting and observing.
This document provides a product description and 17 multiple choice questions related to biology topics including:
1. Characteristics of invasive species
2. Definitions of communities and ecosystems and their interrelationship
3. Levels of biological organization from simplest to most complex
4. Types of ecological succession
5. Effects of pesticide use on insect populations
6. Types of survivorship curves
7. Definition of an ecological niche
8. Concept of carrying capacity
9. Examples of symbiotic relationships
10. Fate of energy in an ecosystem
11. Process of natural selection
12. Ecological relationship between insects and crops
13. Example of commensalism
14. Example of a population density
August 2000 Vol. 50 No. 8 • BioScience 653ArticlesTh.docxrock73
This document discusses the global decline of reptile populations, comparing it to the well-documented decline of amphibians. It outlines six major threats facing reptiles: habitat loss and degradation, invasive species, environmental pollution, disease, unsustainable use, and climate change. While natural population fluctuations occur, long-term studies are needed to distinguish natural declines from those caused by human impacts. The evidence presented suggests reptiles may be at even greater risk of extinction than amphibians globally due to the threats they face.
The document discusses environmental issues facing the planet and potential solutions. It describes how Earth's atmosphere, geosphere, hydrosphere, and biosphere are interconnected and influence factors like climate and biodiversity. It then outlines issues like pollution, acid rain, species extinction, and ecosystem disruption caused by human activities. Finally, it presents approaches to environmental conservation, restoration, and protection through efforts of governments, scientists, businesses, and individuals working together internationally.
This document provides an introduction to different types of disasters. It begins by stating the learning objectives, which are to explain what a hazard is, define the two main categories of hazards as natural or man-made, and identify impacts of common local hazards. The document then discusses hazards and disasters. It presents an activity to classify examples of phenomena as natural hazards or man-made/technological hazards. Finally, it introduces a role-playing activity to explore impacts of hazards in different settings.
The document contains a review game for an environmental science unit 1 test. It includes multiple choice questions about trophic levels in a food pyramid, producers, consumers, decomposers, biotic and abiotic factors, energy transfer between trophic levels, photosynthesis, ecological relationships like mutualism, commensalism, parasitism and predation, ecological levels of organization, laws of thermodynamics, biogeochemical cycles of carbon, nitrogen, phosphorus and water.
ECS 111 SECTION P SPRING 2019 Dr. SEALEY STUDY GUIDE FOR .docxtidwellveronique
ECS 111 SECTION P SPRING 2019 Dr. SEALEY
STUDY GUIDE FOR EXAM ONE on 28 FEBRUARY 2019
1 | P a g e
EXAM 1 STUDY GUIDE
CONSIDER LECTURES UP TO 26 FEB and TEXT BOOK CHAPTERS UP THOURGH MODULE 4.1 (Through HUMAN POPULATIONS)
1. Give a basic definition of biodiversity.
2. Which of the following accurately reflects the connection between science, decision-making, and environmental science?
a. Science and environmental science rely on evidence; good decision-making only sometimes relies on evidence.
b. Science and good decision-making rely on evidence; environmental science does not always rely on evidence.
c. Science relies on good decision-making and environmental science relies on evidence.
d. Science and good decision-making relies on evidence; environmental science relies on good decision-making.
e. Science and good decision-making rely on evidence; environmental science relies on evidence.
3. Compare the life history strategy of a deer mouse with that of a bear, and identify each as either an r- or K-selected species.
4. Why are tertiary information sources considered less reliable than primary and secondary sources? What is a primary
source?
5. What is an environmental footprint? How is this used to measure sustainability?
6. Scientists have studied the impact of clear cutting forests on erosion and waterways. They know that clear cutting will cause
erosion and waterways will suffer the impact of sediment loading. Evaluate the situation and choose the statement that
best explains how humans may perceive the risks involved.
a. Since the chance of disaster is low humans will not have biases about this situation.
b. Although the seriousness of the impact is well known people’s judgment may still vary dramatically.
c. All people understand this situation and will work together on a solution.
d. Both a and c
e. None of the above
7. Why are some people more vulnerable to toxic substances than other people, even if exposed to the same dose?
8. Explain how a composting toilet works. Use a diagram to explain the cycling of water and organic matter.
9. Distinguish between chronic and acute effects cuased by exposure to toxic substances.
10. List THREE abiotic parameters and THREE biotic parameters:
ABIOTIC
1
2
3
BIOTIC
1
2
3
ECS 111 SECTION P SPRING 2019 Dr. SEALEY
STUDY GUIDE FOR EXAM ONE on 28 FEBRUARY 2019
2 | P a g e
11. Which of the following best describes ecosystem capital?
a. mineral and living resources of the earth.
b. living organisms and other renewable resources of the earth.
c. natural resources such as forests and fisheries.
d. natural resources (goods) and services provided by ecosystems
e. ecosystem services that support life on earth
12. Refer to the figure below to determine which country has the lowest population size but the highest density?
a. Asia
b. South Africa
c. Eastern Europe
d. Wes.
Similar to Allied american university bio 130 module 6 (20)
This document provides information and links to assignments and discussions for Kaplan University's CS 204 course. It includes 10 units that cover topics like professional image, collaboration, networking, and maintaining expertise. Students are asked to discuss issues relevant to their chosen careers and complete assignments such as analyzing scenarios of professionalism, creating a PowerPoint about themselves, and estimating future budgets. The goal is for students to develop their professional presence and skills.
This document provides discussion topics and reflections for an HCMG 630 healthcare management course. It includes:
1. Weekly discussion topics on issues like rising healthcare costs in rural areas, nursing responsibilities, and healthcare materials transitioning from supply-oriented to value-oriented services.
2. Weekly reflection questions that ask students to reflect on topics like consumer healthcare information, mandatory reporting of fraudulent healthcare issues, and how healthcare IT impacts reform.
3. Assignments on legislative reviews, quality improvement plans to reduce surgical infections, and research papers analyzing critical healthcare policy issues from different perspectives.
The document provides a range of assignments and prompts to encourage critical thinking about important healthcare management issues.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
1. Allied American University BIO 130
Module 6
Get help for AlliedAmerican University BIO130 Module 6. We provide assignment, homework,
discussions and case studies help for all subject AlliedAmericanUniversity for Session 2015-2016
BIO 130 MODULE 6 CHECK YOUR UNDERSTANDING
1. An areawithlowamountsof rainfall andmoderate temperatureswilldevelopa__________
biome.
a. desert
b. temperate deciduousforest
c. temperate grassland
d. tundra
Hint:Section16.4
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9R:Describe the effectof temperature andrainfall tothe kindof biome thatdevelops.
1
2. If a habitatiswhere youlive,aniche is:
a. whatyou do there.
b. where yousleep.
c. the same thing.
d. none of the choicesapply.
Hint:Section16.2
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9L:Distinguishbetweenniche andhabitat.
2. 0
3. An organismthatcarriesa disease betweenhostsisa:
a. parasite.
b. predator.
c. vector.
d. all of the choicesapply.
Hint:Section16.3
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9P:Listtypical abioticandbioticcharacteristicsof differentbiomes.
1
4. These organismslive eitherattachedtoa substrate or free-livingonthe oceanfloor.
a. Benthic
b. Plankton
c. Pelagic
d. Littoral
Hint:Section16.5
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9N:Describe anorganism’sniche,habitat,andcommunity.
1
5. The biome withthe fewestseasonal changesisthe:
a. temperate deciduousforest.
b. grassland.
c. tropical rainforest.
d. boreal coniferousforest.
Hint:Section16.4
3. SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9R:Describe the effectof temperature andrainfall tothe kindof biome thatdevelops.
0
6. Whichof the followingislikelytohave the highestbiomassinanecosystem?
a. Grasshopper
b. Frog
c. Cow
d. Grass
Hint:Section15.1 and Section15.2
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9H:State the benefitsandshortcomingsof usingeachof the following:pyramidof numbers,pyramid
of biomass,andpyramidof energy.
1
7. The amount of plantbiomassinan area may increase if there isanincrease inthe amountof:
a. symbioticnitrogen-fixingbacteria.
b. succession.
c. competition.
d. denitrifyingbacteria.
Hint:Section15.4
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9C:State the importance of bacteriainnutrientcycles.
1
8. Decomposers:
a. are unimportantlinksinafoodweb.
b. recycle organictoinorganiccompounds.
4. c. cause disease anddestruction.
d. require asource of lightenergy.
Hint:Section15.2
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9D:Examine the role of decomposers.
1
9. An animal thatfeedsonlivingmaterial,butdoesnotkill the animal itfeedson,isa:
a. prey.
b. host.
c. parasite.
d. predator.
Hint:Section16.3
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9K:Differentiateamongpredation,mutualism, competition,parasitism, andcommensalism.
1
10. If the worldwere tosupportthe largestpossible humanpopulation,all humans wouldneedto
be:
a. carnivores.
b. omnivores.
c. herbivores.
d. producers.
Hint:Section15.2 and Section15.3
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9G:Identifythe trophiclevelsoccupiedbyherbivoresandcarnivores,andwhytheyare called
consumers.
1
5. 11. Populationcontrol factorsthatarise fromoutside of the populationare called:
a. extrinsiclimitingfactors.
b. density-independentlimitingfactors.
c. intrinsiclimitingfactors.
d. density-dependentlimitingfactors.
Hint:Section17.4
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9U:Identifythe factorsthatultimatelylimitpopulationsize.
1
12. If a forestfire destroysaregionof the forest,whichof the followingwill occur?
a. Secondarysuccession
b. Primarysuccession
c. A climax communitywillbe presentinthe burnedarea
d. None of the choicesapply
Hint:Section16.6
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9O:Determine the effecthumanshave hadonnatural climax ecosystems.
1
13. Whichone of the followingbestillustratesadensity-dependentlimitingfactor?
a. A farmerusesinsecticidetokill large numbersof insectpests.
b. Asthe human population rises,more people will starve.
c. In the springof the year,manyanimalsdisperse tonew locations.
d. Plantsusuallyhave difficultygettingenoughoxygen.
Hint:Section17.4
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
6. LO9V:State whythe humanpopulationmusthave anupperlimit.
1
14. The euphoticzone isthat regionof the oceanwhere:
a. photosynthesisoccurs.
b. there isa warm temperature.
c. sessile organismsare supported.
d. there isalwayslight.
Hint:Section16.5
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9S:State whysome plantsand animalsare foundonlyincertainpartsof the world.
0
15. The difference betweenanecosystemanda communityisthatthe ecosystemhassomethinga
communitydoesnothave;the ecosystemhas:
a. producers.
b. consumers.
c. nonlivingparts.
d. interactingspecies.
Hint:Section15.1 and Section15.2
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9N:Describe an organism’sniche,habitat,andcommunity.
0
16. The amount of rain an area getsispart of an organism's:
a. bioticfactors.
b. abioticfactors.
c. community.
d. succession.
7. Hint:Section15.1
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9P:Listtypical abioticandbioticcharacteristicsof differentbiomes.
1
17. Transpirationis:
a. the processby whichbacteriaconvertsammoniaintonitrate.
b. a type of symbioticrelationship.
c. the accumulationof a pesticide asitmovesthrougha foodchain.
d. the lossof water fromplantsurfaces.
Hint:Section15.4
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9S:State whysome plantsand animalsare foundonlyincertainpartsof the world.
1
18. As the size of the wolf populationinYellowstoneNationalParkhasincreased,manywolveshave
migratedfromthe park intoareasaround the park. Thismigrationisthe resultof:
a. populationpressure.
b. sex ratiochanges.
c. natality.
d. gene frequencychanges.
Hint:Section17.1
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9U:Identifythe factorsthatultimatelylimitpopulationsize.
1
19. The way individualswithinapopulationare arrangedwithrespecttoone anotheriscalled
population:
a. diversity.
8. b. density.
c. logistics.
d. distribution.
Hint:Section17.1
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9X:Define apopulationandidentifykeycomponentsthataffectpopulationgrowth.
1
20. People wholive inpoorcountrieshave dietsthatare made upprimarilyof plantmaterials.This
isbecause:
a. plantfoodsare lessexpensive thananimal foods.
b. many calorieswouldbe lostif theyfedplantstoanimals.
c. more people canbe supportedat the herbivore levelthanatthe carnivore level.
d. all of the choicesapply.
Hint:Section15.5
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9J:Explainwhypeople inpoorcountrieseatmostlyplantmaterial.
1
21. SpeciesA andSpeciesBboth benefitbylivingtogether.Thisisanexample of:
a. competition.
b. commensalism.
c. mutualism.
d. succession.
Hint:Section16.3
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9K:Differentiateamongpredation,mutualism, competition,parasitism, andcommensalism.
1
9. 22. A pelagicanimal is:
a. sessile.
b. a filterfeeder.
c. a larval form.
d. a free swimmer.
Hint:Section16.5
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9S:State whysome plantsand animalsare foundonlyincertainpartsof the world.
1
23. At present,the humanpopulationis:
a. inthe deathphase.
b. growingrapidly.
c. stable.
d. inthe lag phase.
Hint:Section17.7 and Section17.8
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9V:State whythe humanpopulationmusthave anupperlimit.
1
24. Whichinteractionswithotherorganismswill helptodetermine the carryingcapacityof earth
for humans?
a. Cuttingof forestto increase agricultural land
b. Interracial mating
c. Human deathas a resultof war
d. Slightchange insex ratio
Hint:Section17.7 and Section17.8
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
10. LO9U:Identifythe factorsthatultimatelylimitpopulationsize.
1
25. The most destructive activityof humansthathasledtomany extinctionsis:
a. predatorcontrol.
b. pesticide use.
c. biomagnification.
d. habitatdestruction.
Hint:Section16.7
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9O:Determine the effecthumanshave hadonnatural climax ecosystems.
1
26. Available energy,inpart, determinethe:
a. carryingcapacity.
b. gene flow.
c. reproductive potential.
d. all of the choicesapply.
Hint:Section17.5
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9W:Specifythe importance of birthratesanddeathratestopopulationgrowth.
0
27. Climate change (global warming) isdirectlyrelatedto:
a. the amountof carbon dioxide inthe atmosphere.
b. humanseatingprotein.
c. the lossof carbon dioxide fromthe oceans.
d. the size of the humanpopulation.
11. Hint:Section15.5
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9R:Describe the effectof temperature andrainfall tothe kindof biome thatdevelops.
1
28. A populationisnotchanginginsize duringthe ______________ phase.
a. death
b. exponential
c. stable equilibrium
d. none of the choicesapply.
Hint:Section17.3
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9U:Identifythe factorsthatultimatelylimitpopulationsize.
1
29. The carrying capacityof an area fora plantismost likelydeterminedby:
a. accumulationof waste products.
b. availabilityof rawmaterial andenergy.
c. constantbirthrate.
d. lowbioticpotential.
Hint:Section17.6
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9N:Describe anorganism’sniche,habitat,andcommunity.
0
30. An animal thateatsboth plantsandanimalsis:
a. a herbivore.
b. an omnivore.
12. c. a carnivore.
d. decomposer.
Hint:Section15.2
SLO9:Describe the fundamentalprinciplesof ecologyandecosystems.
LO9G:Identifythe trophiclevelsoccupiedbyherbivoresandcarnivores,andwhytheyare called
consumers.
http://www.justquestionanswer.com/viewanswer_detail/BIO-130-MODULE-6-CHECK-YOUR-
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BIO 130 MODULE 6 HOMEWORK ASSIGNMENT
SLO9: Describe the fundamental principlesof ecologyandecosystems.
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