This document contains a review of questions for a midterm exam in an online BIOL1020 course. It includes 50 multiple choice questions covering topics from chapters 1 and 44 of the course textbook, which discuss hypotheses and scientific methods, population ecology, and factors that influence population growth rates. The questions assess understanding of key concepts like what defines a hypothesis, how to design controlled experiments, calculating population growth rates, and density-dependent factors that impact populations.
This document contains a series of multiple choice questions about various topics in evolutionary biology, including components of the theory of natural selection, examples of sexual selection, the composition of the H1N1 virus, scientists who proposed theories of evolution, the name given to speciation events, theories of the pattern of evolution, opposing theories to uniformitarianism, forms of mimicry, runaway selection, and concepts inconsistent with Darwinian evolution.
There is some evidence of ecological divergence between populations of the redheaded pine sawfly (Neodiprion lecontei) that feed on different host trees, but no evidence of pre-mating reproductive isolation. Specifically:
1) Females from different populations showed no significant differences in mating behavior.
2) Oviposition preference testing found that pitch pine females preferred their native host, while Virginia pine females avoided pitch pine.
3) Larval performance varied between host trees, with higher cocoon masses observed for larvae reared on pitch and Virginia pines compared to shortleaf pine.
The document summarizes a lecture on ecological interactions between organisms. It discusses the five major categories of interactions: predation, competition, parasitism, commensalism, and mutualism. For each interaction it provides examples and explains whether the interaction benefits, harms, or has no impact on the interacting species. It also discusses how humans have altered these natural interactions through activities like introducing invasive species, destroying habitats, and overexploiting resources.
This document describes a natural selection simulation involving a bunny population. It outlines 8 experiments where bunnies are introduced with genetic mutations and exposed to different selection pressures like predators or food availability. The results track how many bunnies live and die and whether the population remains stable. It aims to demonstrate genetic variation, adaptation, and how selection factors influence real animal populations.
The complex hybrid origins of the Root Knot Nematodesdavelunt
This document summarizes research into the origins of root knot nematodes (Meloidogyne species) through comparative genomics. The researchers sequenced the genome of M. floridensis and compared it to other Meloidogyne genomes. Their analyses found evidence that M. floridensis and M. incognita have experienced whole genome duplications, and that M. incognita likely originated through interspecific hybridization with M. floridensis as one parental species. They tested different hypotheses about the hybridization origins and found that the data best supported a scenario where M. incognita and M. floridensis are independent hybrids that share one parental species. This research provides genomic evidence that hybrid
ASSORTIVE MATING AND GENE FREQUENCY CHANGES (POPULATION GENETICS)316116
This slide briefly the explanation of random mating as deviation from the Hardy-Weinberg equilibrium and also the changes in gene frequency as a result of violation of Hardy-Weinberg assumptions on gene frequency
This document appears to be a summative test for a 10th grade science class. It contains 20 multiple choice questions testing knowledge of biology topics like hormones, genetics, evolution, and ecosystems. The questions cover the female reproductive system, the menstrual cycle, genetic coding, natural selection, biodiversity, species formation, carrying capacity, and population growth models. An answer key is provided for teachers to grade the test.
Bio 106
Lecture 11 Genes in Populations
A. Population Genetics
B. Gene Frequencies and Equilibrium
1. Gene Frequencies
2. Gene Pool
3. Model System for Population Stability (Hardy – Weinberg Law)
2
cces2015
C. Changes in Gene Frequencies
1. Mutation
2. Selection
2.1 Relative Fitness
2.2 Selections and Variability
2.3 Selection and Mating
3. Systems
4. Migration
5. Genetic Drift
3
cces2015
D. Race and Species Formation
1. The Concept of Races
2. The Concept of Species
2.1 Reproductive Isolating Mechanisms
2.2 Rapid Speciation
This document contains a series of multiple choice questions about various topics in evolutionary biology, including components of the theory of natural selection, examples of sexual selection, the composition of the H1N1 virus, scientists who proposed theories of evolution, the name given to speciation events, theories of the pattern of evolution, opposing theories to uniformitarianism, forms of mimicry, runaway selection, and concepts inconsistent with Darwinian evolution.
There is some evidence of ecological divergence between populations of the redheaded pine sawfly (Neodiprion lecontei) that feed on different host trees, but no evidence of pre-mating reproductive isolation. Specifically:
1) Females from different populations showed no significant differences in mating behavior.
2) Oviposition preference testing found that pitch pine females preferred their native host, while Virginia pine females avoided pitch pine.
3) Larval performance varied between host trees, with higher cocoon masses observed for larvae reared on pitch and Virginia pines compared to shortleaf pine.
The document summarizes a lecture on ecological interactions between organisms. It discusses the five major categories of interactions: predation, competition, parasitism, commensalism, and mutualism. For each interaction it provides examples and explains whether the interaction benefits, harms, or has no impact on the interacting species. It also discusses how humans have altered these natural interactions through activities like introducing invasive species, destroying habitats, and overexploiting resources.
This document describes a natural selection simulation involving a bunny population. It outlines 8 experiments where bunnies are introduced with genetic mutations and exposed to different selection pressures like predators or food availability. The results track how many bunnies live and die and whether the population remains stable. It aims to demonstrate genetic variation, adaptation, and how selection factors influence real animal populations.
The complex hybrid origins of the Root Knot Nematodesdavelunt
This document summarizes research into the origins of root knot nematodes (Meloidogyne species) through comparative genomics. The researchers sequenced the genome of M. floridensis and compared it to other Meloidogyne genomes. Their analyses found evidence that M. floridensis and M. incognita have experienced whole genome duplications, and that M. incognita likely originated through interspecific hybridization with M. floridensis as one parental species. They tested different hypotheses about the hybridization origins and found that the data best supported a scenario where M. incognita and M. floridensis are independent hybrids that share one parental species. This research provides genomic evidence that hybrid
ASSORTIVE MATING AND GENE FREQUENCY CHANGES (POPULATION GENETICS)316116
This slide briefly the explanation of random mating as deviation from the Hardy-Weinberg equilibrium and also the changes in gene frequency as a result of violation of Hardy-Weinberg assumptions on gene frequency
This document appears to be a summative test for a 10th grade science class. It contains 20 multiple choice questions testing knowledge of biology topics like hormones, genetics, evolution, and ecosystems. The questions cover the female reproductive system, the menstrual cycle, genetic coding, natural selection, biodiversity, species formation, carrying capacity, and population growth models. An answer key is provided for teachers to grade the test.
Bio 106
Lecture 11 Genes in Populations
A. Population Genetics
B. Gene Frequencies and Equilibrium
1. Gene Frequencies
2. Gene Pool
3. Model System for Population Stability (Hardy – Weinberg Law)
2
cces2015
C. Changes in Gene Frequencies
1. Mutation
2. Selection
2.1 Relative Fitness
2.2 Selections and Variability
2.3 Selection and Mating
3. Systems
4. Migration
5. Genetic Drift
3
cces2015
D. Race and Species Formation
1. The Concept of Races
2. The Concept of Species
2.1 Reproductive Isolating Mechanisms
2.2 Rapid Speciation
Population genetics is the study of genetic variation within populations over time. It examines changes in allele frequencies, genotype frequencies, and phenotype frequencies. The field originated from the synthesis of Darwin's theory of evolution by natural selection and Mendel's laws of inheritance. According to the Hardy-Weinberg principle, allele and genotype frequencies remain constant across generations in large, randomly mating populations without other evolutionary influences. Factors like mutation, migration, genetic drift, non-random mating, and natural selection can cause frequencies to change and drive evolution.
Dynamics of extinction and survival in the Caribbean and the future of biodiv...Liliana Davalos
The document summarizes research on extinction dynamics in the Caribbean. It discusses how early equilibrium models of island biogeography have been challenged by disequilibrium dynamics seen in the Caribbean, including multiple waves of extinction. Several studies are highlighted that use fossil and genetic data to determine extinction timing for various bat and small mammal species. The arrival of humans in the Caribbean, through four migration waves, corresponded with many extinction events, though some pre-dated humans as well. A model is presented that aims to predict extinction risk factors at the species and island level, finding traits like body size as well as island characteristics influence survival. The talk concludes by discussing the importance of the findings for contemporary conservation efforts.
This document discusses compartment models for population growth including:
- Exponential and logistic growth models with assumptions of constant birth and death rates.
- Carrying capacity in logistic growth models where death rate depends on population size.
- Models including harvesting/disasters which cause populations to stabilize below carrying capacity.
- Discrete models where population only changes at intervals corresponding to breeding seasons.
- Models incorporating time lags between population changes and resulting decreases in reproduction.
Mutations, which are changes in genes or chromosomes, contribute to evolution by generating genetic variation. The main types of mutations are point mutations, which change single nucleotide bases, and chromosome mutations, which involve changes in chromosome structure or number. Variations also arise through recombination during meiosis. According to Hardy-Weinberg principle, gene frequencies in a population remain constant unless disturbed by evolutionary factors. Adaptive radiation and genetic drift can lead to the formation of new species over time.
Population genetics is the study of genetic variation within populations. A population's gene pool contains all the alleles of all individuals. Under Hardy-Weinberg equilibrium, allele frequencies remain constant between generations if there is no mutation, migration, genetic drift, or natural selection. Five agents cause evolution: mutation, gene flow, genetic drift, nonrandom mating, and natural selection, which is the only mechanism that leads to adaptation. Natural selection maintains genetic variation and can preserve polymorphisms through mechanisms like heterozygote advantage.
This research article examines how genetic and phenotypic variation affect the spring arrival dates of blackcap populations across Europe. The researchers analyzed interactions between a candidate gene for migration (ADCYAP1), wing morphology, sex, and spring arrival date in nine blackcap populations. They found female-specific effects, with longer wings associated with earlier arrival for females but not males. There was also an interaction between ADCYAP1 allele size and wing shape on female arrival date. Within one population in Freiburg, males that overwintered in northwest Europe arrived earlier than other groups. This study helps further the understanding of genetic and environmental influences on migratory traits.
This document summarizes research modeling the evolution of reproductive modes (oviparity and viviparity) in squamate reptiles while accounting for phylogenetic uncertainty. The researchers analyzed a large dataset of reproductive modes mapped onto thousands of squamate taxa using Bayesian phylogenetic techniques. They found strong support for an ancestral oviparous state in squamates, with higher rates of transition from oviparity to viviparity. Considering phylogenetic uncertainty, they detected potential reversals back to oviparity despite its overall rarity. Looking at point estimates alone can be misleading, highlighting the value of accounting for phylogenetic uncertainty in ancestral state reconstruction.
Gene pools and speciation occur as populations become isolated over time. Isolation can be geographic, temporal, or behavioral. Isolated populations diverge genetically as allele frequencies change within each population. Speciation can be gradual, occurring over long periods, or abrupt. Polyploidy, where organisms gain extra sets of chromosomes, has led to speciation in plants like onions through reproductive isolation of populations with different ploidy levels. Selection also changes allele frequencies, with directional selection favoring one trait, stabilizing selection favoring intermediate traits, and disruptive selection favoring extreme traits.
This study analyzed a hybrid zone between black-headed grosbeaks and rose-breasted grosbeaks in South Dakota. The researchers collected 143 birds across the hybrid zone and analyzed both morphological characteristics and genetic markers. They found low frequencies of hybrids, stability in the location and width of the hybrid zone over 40 years, and evidence that hybrids have reduced fitness. This supports a model where the hybrid zone is maintained as a "tension zone" due to a balance between dispersal into the zone and selection against hybrids.
A presentation as a webinar for the Winn Feline Foundation that focuses on recent findings related to the signatures of selection in the domestic cat genome
This document discusses Leslie matrices and their use in modeling population growth. It provides background on Leslie matrices, including their properties, how they are used to project population sizes over time, and how eigenvalues can determine if a population will grow or decline. The document also gives an example of using a Leslie matrix to model a dog population based on given survival and fertility rates.
This document presents a study investigating patterns of genetic differentiation among populations of blackcaps (Sylvia atricapilla) with divergent migratory orientations in Europe. The study analyzed variation at microsatellite markers in over 500 blackcaps from 12 populations across Europe. The populations exhibited different migratory strategies, including southwest/southeast and northwest/southwest divides. The results found little genetic differentiation between southwest and southeast migrating populations, suggesting gene flow occurs across the large migratory divide region. In contrast, populations with northwest versus southwest migration in southern Germany showed significant but weak genetic differentiation, indicating a stronger isolating mechanism. Patterns of isolation-by-distance also differed between eastern and western blackcap populations. The genetic structure provides
Improved animal health for poverty reduction and sustainable livelihoodsSharadindu Shil
This document discusses animal husbandry and veterinary services in West Bengal. It notes that livestock are an important source of livelihood for many rural families and provide nutrients, income, and insurance. The Animal Resources Development (ARD) department aims to support sustainable livestock farming and food security. It has established a network for animal health care, training, and cooperatives. Vaccination schedules are provided for various livestock to prevent diseases like foot and mouth disease. Challenges include addressing the impacts of climate change, trade, and evolving disease agents. Effective surveillance, public-private partnerships, and research are needed to improve animal health and support livelihoods.
The document contains 4 sections of an Earth Science bell ringer activity. Section 1 asks which is the largest body of water on Earth and the percentage of the world's population living in the United States. Section 2 describes an experiment by SpongeBob and Patrick testing jellyfish bait and asks about the question, dependent variable, hypothesis, and independent variable. Section 3 instructs students to define independent variable, dependent variable, and control variables from their textbook. Section 4 asks what variables can be found in the purpose and hypothesis of an experiment and why control variables are important.
This document appears to be a chapter from a biology textbook titled "Mader's Concepts in Biology, First Edition" by Sylvia S. Mader. It contains 20 multiple choice questions related to ecology, populations, and other biological concepts. The questions cover topics like overpopulation, ecology, habitats, populations, communities, ecosystems, biotic/abiotic factors, distribution patterns, population growth, survivorship curves, and age structure diagrams. An answer key with the correct response for each question is provided at the end.
1. An example of primary productivity would beA. a wild raspsandibabcock
1. An example of primary productivity would be
A. a wild raspberry plant growing 30 grams of new leaf mass during a day of photosynthesis.
B. a young oriole growing 10 grams of muscle during a feeding trip to a raspberry bush.
C. a young hawk growing 10 more grams of body mass by killing and eating a young oriole.
D. more than one of the above.
2. Diversity refers to
A. number of different species present
B. number of ecological niches
C. amount of genetic diversity
D. all of the above
3. An ecosystem consists of
A. A physical environment within which a biological community lives
B. The species with which a biological community interacts
C. A biological community and its physical environment
D. The primary producers within a biological community
E. All the species in a biological community
4. A keystone species is a species whose presence
A. Is the main reason a community exists
B. Provides food for all other species in a community
C. Is an indicator of environmental health
D. Influences the population size of many other species in its community
E. Is always at the top of the trophic levels as a top predator
5. Biomass includes all
A. Material in an ecosystem
B. Things that are living at a given time
C. Living and nonliving things
D. Matter produced by primary producers
E. Biological material
6. No two species can occupy the same ecological niche as one species will outcompete the other one.
A. True
B. False
7. Succession can produce changes in soil, degree of shade, available moisture, and species membership of a community.
A True
B False
8. Cheetahs can run extremely fast because
A. They need to run extremely fast in order to catch their prey
B. An ancestor that was able to run fast had an advantage and passed those genes on to its offspring
C. Over time they gradually built up speed as they adapted to faster and faster prey species
D. They are competing with stronger lions and hyenas for their food so they need to be fast
E. All of these are reasons cheetahs can run extremely fast
9. Most organisms' niches are controlled by
A. Genetic determinants
B. Lessons learned from parents
C. Behavior learned from others in their social groups
D. Luck
E. The predators and competitors they encounter
10. A biological community's productivity is a measure of
A. Its number of species
B. The number of individuals in the community
C. Available solar energy that can be converted to biomass
D. The amount of biomass produced in the community
E. All of these are combined in measuring a community's productivity
11. Primary succession occurs when a community develops ____________ while secondary succession occurs when one ________.
A. Into a climax community; species replaces another
B. And replaces another; ecosystem becomes stable
C. On unoccupied ground; biological community replaces another
D. And then fails; niche changes
E. Intraspecific competition; experiences inte ...
1. An example of primary productivity would beA. a wild raspberrsandibabcock
1. An example of primary productivity would be
A. a wild raspberry plant growing 30 grams of new leaf mass during a day of photosynthesis.
B. a young oriole growing 10 grams of muscle during a feeding trip to a raspberry bush.
C. a young hawk growing 10 more grams of body mass by killing and eating a young oriole.
D. more than one of the above.
2. Diversity refers to
A. number of different species present
B. number of ecological niches
C. amount of genetic diversity
D. all of the above
3. An ecosystem consists of
A. A physical environment within which a biological community lives
B. The species with which a biological community interacts
C. A biological community and its physical environment
D. The primary producers within a biological community
E. All the species in a biological community
4. A keystone species is a species whose presence
A. Is the main reason a community exists
B. Provides food for all other species in a community
C. Is an indicator of environmental health
D. Influences the population size of many other species in its community
E. Is always at the top of the trophic levels as a top predator
5. Biomass includes all
A. Material in an ecosystem
B. Things that are living at a given time
C. Living and nonliving things
D. Matter produced by primary producers
E. Biological material
6. No two species can occupy the same ecological niche as one species will outcompete the other one.
A. True
B. False
7. Succession can produce changes in soil, degree of shade, available moisture, and species membership of a community.
A True
B False
8. Cheetahs can run extremely fast because
A. They need to run extremely fast in order to catch their prey
B. An ancestor that was able to run fast had an advantage and passed those genes on to its offspring
C. Over time they gradually built up speed as they adapted to faster and faster prey species
D. They are competing with stronger lions and hyenas for their food so they need to be fast
E. All of these are reasons cheetahs can run extremely fast
9. Most organisms' niches are controlled by
A. Genetic determinants
B. Lessons learned from parents
C. Behavior learned from others in their social groups
D. Luck
E. The predators and competitors they encounter
10. A biological community's productivity is a measure of
A. Its number of species
B. The number of individuals in the community
C. Available solar energy that can be converted to biomass
D. The amount of biomass produced in the community
E. All of these are combined in measuring a community's productivity
11. Primary succession occurs when a community develops ____________ while secondary succession occurs when one ________.
A. Into a climax community; species replaces another
B. And replaces another; ecosystem becomes stable
C. On unoccupied ground; biological community replaces another
D. And then fails; niche changes
E. Intraspecific competition; experiences interspecific competitio ...
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.
This document provides an overview of key concepts in population ecology. It discusses how populations are characterized by factors like range, dispersion, and density. Population size is determined by birth and death rates, which are influenced by both biotic and abiotic factors. Populations can grow exponentially without constraints but typically experience logistic growth limited by carrying capacity. Life history strategies like r-selected and K-selected influence patterns of reproduction and survivorship. Introduced invasive species sometimes grow rapidly without native controls.
Population genetics is the study of genetic variation within populations over time. It examines changes in allele frequencies, genotype frequencies, and phenotype frequencies. The field originated from the synthesis of Darwin's theory of evolution by natural selection and Mendel's laws of inheritance. According to the Hardy-Weinberg principle, allele and genotype frequencies remain constant across generations in large, randomly mating populations without other evolutionary influences. Factors like mutation, migration, genetic drift, non-random mating, and natural selection can cause frequencies to change and drive evolution.
Dynamics of extinction and survival in the Caribbean and the future of biodiv...Liliana Davalos
The document summarizes research on extinction dynamics in the Caribbean. It discusses how early equilibrium models of island biogeography have been challenged by disequilibrium dynamics seen in the Caribbean, including multiple waves of extinction. Several studies are highlighted that use fossil and genetic data to determine extinction timing for various bat and small mammal species. The arrival of humans in the Caribbean, through four migration waves, corresponded with many extinction events, though some pre-dated humans as well. A model is presented that aims to predict extinction risk factors at the species and island level, finding traits like body size as well as island characteristics influence survival. The talk concludes by discussing the importance of the findings for contemporary conservation efforts.
This document discusses compartment models for population growth including:
- Exponential and logistic growth models with assumptions of constant birth and death rates.
- Carrying capacity in logistic growth models where death rate depends on population size.
- Models including harvesting/disasters which cause populations to stabilize below carrying capacity.
- Discrete models where population only changes at intervals corresponding to breeding seasons.
- Models incorporating time lags between population changes and resulting decreases in reproduction.
Mutations, which are changes in genes or chromosomes, contribute to evolution by generating genetic variation. The main types of mutations are point mutations, which change single nucleotide bases, and chromosome mutations, which involve changes in chromosome structure or number. Variations also arise through recombination during meiosis. According to Hardy-Weinberg principle, gene frequencies in a population remain constant unless disturbed by evolutionary factors. Adaptive radiation and genetic drift can lead to the formation of new species over time.
Population genetics is the study of genetic variation within populations. A population's gene pool contains all the alleles of all individuals. Under Hardy-Weinberg equilibrium, allele frequencies remain constant between generations if there is no mutation, migration, genetic drift, or natural selection. Five agents cause evolution: mutation, gene flow, genetic drift, nonrandom mating, and natural selection, which is the only mechanism that leads to adaptation. Natural selection maintains genetic variation and can preserve polymorphisms through mechanisms like heterozygote advantage.
This research article examines how genetic and phenotypic variation affect the spring arrival dates of blackcap populations across Europe. The researchers analyzed interactions between a candidate gene for migration (ADCYAP1), wing morphology, sex, and spring arrival date in nine blackcap populations. They found female-specific effects, with longer wings associated with earlier arrival for females but not males. There was also an interaction between ADCYAP1 allele size and wing shape on female arrival date. Within one population in Freiburg, males that overwintered in northwest Europe arrived earlier than other groups. This study helps further the understanding of genetic and environmental influences on migratory traits.
This document summarizes research modeling the evolution of reproductive modes (oviparity and viviparity) in squamate reptiles while accounting for phylogenetic uncertainty. The researchers analyzed a large dataset of reproductive modes mapped onto thousands of squamate taxa using Bayesian phylogenetic techniques. They found strong support for an ancestral oviparous state in squamates, with higher rates of transition from oviparity to viviparity. Considering phylogenetic uncertainty, they detected potential reversals back to oviparity despite its overall rarity. Looking at point estimates alone can be misleading, highlighting the value of accounting for phylogenetic uncertainty in ancestral state reconstruction.
Gene pools and speciation occur as populations become isolated over time. Isolation can be geographic, temporal, or behavioral. Isolated populations diverge genetically as allele frequencies change within each population. Speciation can be gradual, occurring over long periods, or abrupt. Polyploidy, where organisms gain extra sets of chromosomes, has led to speciation in plants like onions through reproductive isolation of populations with different ploidy levels. Selection also changes allele frequencies, with directional selection favoring one trait, stabilizing selection favoring intermediate traits, and disruptive selection favoring extreme traits.
This study analyzed a hybrid zone between black-headed grosbeaks and rose-breasted grosbeaks in South Dakota. The researchers collected 143 birds across the hybrid zone and analyzed both morphological characteristics and genetic markers. They found low frequencies of hybrids, stability in the location and width of the hybrid zone over 40 years, and evidence that hybrids have reduced fitness. This supports a model where the hybrid zone is maintained as a "tension zone" due to a balance between dispersal into the zone and selection against hybrids.
A presentation as a webinar for the Winn Feline Foundation that focuses on recent findings related to the signatures of selection in the domestic cat genome
This document discusses Leslie matrices and their use in modeling population growth. It provides background on Leslie matrices, including their properties, how they are used to project population sizes over time, and how eigenvalues can determine if a population will grow or decline. The document also gives an example of using a Leslie matrix to model a dog population based on given survival and fertility rates.
This document presents a study investigating patterns of genetic differentiation among populations of blackcaps (Sylvia atricapilla) with divergent migratory orientations in Europe. The study analyzed variation at microsatellite markers in over 500 blackcaps from 12 populations across Europe. The populations exhibited different migratory strategies, including southwest/southeast and northwest/southwest divides. The results found little genetic differentiation between southwest and southeast migrating populations, suggesting gene flow occurs across the large migratory divide region. In contrast, populations with northwest versus southwest migration in southern Germany showed significant but weak genetic differentiation, indicating a stronger isolating mechanism. Patterns of isolation-by-distance also differed between eastern and western blackcap populations. The genetic structure provides
Improved animal health for poverty reduction and sustainable livelihoodsSharadindu Shil
This document discusses animal husbandry and veterinary services in West Bengal. It notes that livestock are an important source of livelihood for many rural families and provide nutrients, income, and insurance. The Animal Resources Development (ARD) department aims to support sustainable livestock farming and food security. It has established a network for animal health care, training, and cooperatives. Vaccination schedules are provided for various livestock to prevent diseases like foot and mouth disease. Challenges include addressing the impacts of climate change, trade, and evolving disease agents. Effective surveillance, public-private partnerships, and research are needed to improve animal health and support livelihoods.
The document contains 4 sections of an Earth Science bell ringer activity. Section 1 asks which is the largest body of water on Earth and the percentage of the world's population living in the United States. Section 2 describes an experiment by SpongeBob and Patrick testing jellyfish bait and asks about the question, dependent variable, hypothesis, and independent variable. Section 3 instructs students to define independent variable, dependent variable, and control variables from their textbook. Section 4 asks what variables can be found in the purpose and hypothesis of an experiment and why control variables are important.
This document appears to be a chapter from a biology textbook titled "Mader's Concepts in Biology, First Edition" by Sylvia S. Mader. It contains 20 multiple choice questions related to ecology, populations, and other biological concepts. The questions cover topics like overpopulation, ecology, habitats, populations, communities, ecosystems, biotic/abiotic factors, distribution patterns, population growth, survivorship curves, and age structure diagrams. An answer key with the correct response for each question is provided at the end.
1. An example of primary productivity would beA. a wild raspsandibabcock
1. An example of primary productivity would be
A. a wild raspberry plant growing 30 grams of new leaf mass during a day of photosynthesis.
B. a young oriole growing 10 grams of muscle during a feeding trip to a raspberry bush.
C. a young hawk growing 10 more grams of body mass by killing and eating a young oriole.
D. more than one of the above.
2. Diversity refers to
A. number of different species present
B. number of ecological niches
C. amount of genetic diversity
D. all of the above
3. An ecosystem consists of
A. A physical environment within which a biological community lives
B. The species with which a biological community interacts
C. A biological community and its physical environment
D. The primary producers within a biological community
E. All the species in a biological community
4. A keystone species is a species whose presence
A. Is the main reason a community exists
B. Provides food for all other species in a community
C. Is an indicator of environmental health
D. Influences the population size of many other species in its community
E. Is always at the top of the trophic levels as a top predator
5. Biomass includes all
A. Material in an ecosystem
B. Things that are living at a given time
C. Living and nonliving things
D. Matter produced by primary producers
E. Biological material
6. No two species can occupy the same ecological niche as one species will outcompete the other one.
A. True
B. False
7. Succession can produce changes in soil, degree of shade, available moisture, and species membership of a community.
A True
B False
8. Cheetahs can run extremely fast because
A. They need to run extremely fast in order to catch their prey
B. An ancestor that was able to run fast had an advantage and passed those genes on to its offspring
C. Over time they gradually built up speed as they adapted to faster and faster prey species
D. They are competing with stronger lions and hyenas for their food so they need to be fast
E. All of these are reasons cheetahs can run extremely fast
9. Most organisms' niches are controlled by
A. Genetic determinants
B. Lessons learned from parents
C. Behavior learned from others in their social groups
D. Luck
E. The predators and competitors they encounter
10. A biological community's productivity is a measure of
A. Its number of species
B. The number of individuals in the community
C. Available solar energy that can be converted to biomass
D. The amount of biomass produced in the community
E. All of these are combined in measuring a community's productivity
11. Primary succession occurs when a community develops ____________ while secondary succession occurs when one ________.
A. Into a climax community; species replaces another
B. And replaces another; ecosystem becomes stable
C. On unoccupied ground; biological community replaces another
D. And then fails; niche changes
E. Intraspecific competition; experiences inte ...
1. An example of primary productivity would beA. a wild raspberrsandibabcock
1. An example of primary productivity would be
A. a wild raspberry plant growing 30 grams of new leaf mass during a day of photosynthesis.
B. a young oriole growing 10 grams of muscle during a feeding trip to a raspberry bush.
C. a young hawk growing 10 more grams of body mass by killing and eating a young oriole.
D. more than one of the above.
2. Diversity refers to
A. number of different species present
B. number of ecological niches
C. amount of genetic diversity
D. all of the above
3. An ecosystem consists of
A. A physical environment within which a biological community lives
B. The species with which a biological community interacts
C. A biological community and its physical environment
D. The primary producers within a biological community
E. All the species in a biological community
4. A keystone species is a species whose presence
A. Is the main reason a community exists
B. Provides food for all other species in a community
C. Is an indicator of environmental health
D. Influences the population size of many other species in its community
E. Is always at the top of the trophic levels as a top predator
5. Biomass includes all
A. Material in an ecosystem
B. Things that are living at a given time
C. Living and nonliving things
D. Matter produced by primary producers
E. Biological material
6. No two species can occupy the same ecological niche as one species will outcompete the other one.
A. True
B. False
7. Succession can produce changes in soil, degree of shade, available moisture, and species membership of a community.
A True
B False
8. Cheetahs can run extremely fast because
A. They need to run extremely fast in order to catch their prey
B. An ancestor that was able to run fast had an advantage and passed those genes on to its offspring
C. Over time they gradually built up speed as they adapted to faster and faster prey species
D. They are competing with stronger lions and hyenas for their food so they need to be fast
E. All of these are reasons cheetahs can run extremely fast
9. Most organisms' niches are controlled by
A. Genetic determinants
B. Lessons learned from parents
C. Behavior learned from others in their social groups
D. Luck
E. The predators and competitors they encounter
10. A biological community's productivity is a measure of
A. Its number of species
B. The number of individuals in the community
C. Available solar energy that can be converted to biomass
D. The amount of biomass produced in the community
E. All of these are combined in measuring a community's productivity
11. Primary succession occurs when a community develops ____________ while secondary succession occurs when one ________.
A. Into a climax community; species replaces another
B. And replaces another; ecosystem becomes stable
C. On unoccupied ground; biological community replaces another
D. And then fails; niche changes
E. Intraspecific competition; experiences interspecific competitio ...
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.
This document provides an overview of key concepts in population ecology. It discusses how populations are characterized by factors like range, dispersion, and density. Population size is determined by birth and death rates, which are influenced by both biotic and abiotic factors. Populations can grow exponentially without constraints but typically experience logistic growth limited by carrying capacity. Life history strategies like r-selected and K-selected influence patterns of reproduction and survivorship. Introduced invasive species sometimes grow rapidly without native controls.
The document provides a biology EOC winter interim review assessment with multiple choice questions covering several biology topics including: genetics, cell biology, ecology, evolution, and photosynthesis and cellular respiration. The questions assess understanding of key concepts such as genetic inheritance patterns, cellular structures and functions, population dynamics, energy flow in ecosystems, and the processes of photosynthesis and cellular respiration.
1. A population in Hardy-Weinberg equilibriumA) consists of .docxdorishigh
1. A population in Hardy-Weinberg equilibrium
A) consists of genotype frequencies that are constantly changing.
B) is under no selective pressures.
C) is very common in nature.
D) consists of allele frequencies that are constantly changing.
E) requires a small population size.
2. Which of the following is not true of the punctuated equilibrium theory?
A) It proposes that most evolutionary change is concentrated in relatively brief episodes of change.
B) It suggests that most species undergo little phenotypic change during most of their evolutionary duration.
C) It was inspired in part by patterns observed in the fossil record.
D) It appears to be well supported by the fossil record.
E) It suggests that subgroups diverge and evolve at about equal and constant rates.
3. Animals that possess both male and female sexual organs
A) are dioecious and typically self-fertilize.
B) are parthenogenetic and typically self-fertilize.
C) are dioecious and typically cross-fertilize.
D) are hermaphroditic and typically cross-fertilize.
E) are hermaphroditic and typically self-fertilize
4. On a molecular level, all organisms
A) have the same bases in DNA and RNA, the same amino acids in proteins, but use different genetic codes.
B) have the same bases in DNA and RNA, the same amino acids in proteins, and use the same genetic code.
C) use different means of storing genetic information.
D) have the same bases in DNA and RNA, but different amino acids in proteins.
E) show no similarities.
6. Which of the following statements about natural selection is true?
A) All individuals within a population have an equal likelihood of survival. Survival is based on chance.
B) Natural selection results in those individuals within a population who are best-adapted surviving and producing more offspring.
C) Natural selection leads to increased likelihood of survival for certain individuals based on variation. The variation must come from outside the population.
D) Natural selection leads to extinction.
E) Natural selection causes variations to arise within a population.
8. Which of the following is the best description of an adaptation?
A) a trait that will be beneficial in the future
B) a trait that is currently beneficial to survival
C) a trait that is of no advantage to survival
D) an environmental change that selects for certain traits
E) a trait that was beneficial to survival in the past
11. Luteinizing hormone (LH) and follicle-stimulating hormone (FSH) are
A) produced in the testes.
B) only produced in female humans.
C) produced in the ovaries.
D) produced in both male and female humans.
E) constantly secreted into the bloodstream of males.
14. Human chorionic gonadotropin (hCG)
A) is needed to form the placenta.
B) is stored in the ovaries.
C) is produced by the amnion.
D) acts as a hormone signaling menstruation.
E) can be used to reveal pregnancy.
15. Negative feedback loops act to
A) cause an erection of the penis when stimulated.
B) cause uterine contra ...
1) The document discusses various evolutionary forces such as natural selection, genetic drift, predation selection, physiological selection, and sexual selection that can cause changes in populations over time.
2) Natural selection favors traits that improve an organism's survival and reproduction, while genetic drift involves random changes in a population's gene pool due to chance events like founder effects or bottlenecks.
3) Examples are given of how different selection pressures have acted on traits in various species, such as camouflage in peppered moths and manes in lions.
1) The document discusses various evolutionary forces such as natural selection, genetic drift, predation selection, physiological selection, and sexual selection that can cause changes in populations over time.
2) Natural selection favors traits that improve an organism's survival and reproduction, while genetic drift involves random changes in a population's gene pool due to chance events like founder effects or bottlenecks.
3) Examples are given of how different selection pressures have acted on traits in various species, such as camouflage in peppered moths and manes in lions.
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 discusses key concepts in population ecology. It begins by defining a population as a group of the same species that lives in the same area. Factors that affect population size include biotic factors like resources, competition, predation, and intrinsic factors like adaptations. Populations are characterized by their range, density, and dispersion patterns. Population growth follows exponential or logistic models and is regulated by density-dependent and density-independent factors like resources and environment. Reproductive strategies vary along a continuum from r-selected to K-selected. Human population growth has followed an exponential pattern due to advances in medicine and technology.
Question 1 Random changes in gene frequency that occur in small .docxIRESH3
Question 1
Random changes in gene frequency that occur in small populations describes the concept of
A.
convergent evolution.
B.
adaptive radiation.
C.
sympatric speciation.
D.
genetic drift.
E.
parapatric speciation.
5 points
Question 2
On a molecular level, all organisms
A.
have the same bases in DNA and RNA, the same amino acids in proteins, but use different genetic codes.
B.
have the same bases in DNA and RNA, but different amino acids in proteins.
C.
have the same bases in DNA and RNA, the same amino acids in proteins, and use the same genetic code.
D.
show no similarities.
E.
use different means of storing genetic information.
5 points
Question 3
Which of the following is the best description of an adaptation?
A.
a trait that will be beneficial in the future
B.
a trait that was beneficial to survival in the past
C.
an environmental change that selects for certain traits
D.
a trait that is of no advantage to survival
E.
a trait that is currently beneficial to survival
5 points
Question 4
Which of the following statements about natural selection is true?
A.
All individuals within a population have an equal likelihood of survival. Survival is based on chance.
B.
Natural selection results in those individuals within a population who are best-adapted surviving and producing more offspring.
C.
Natural selection leads to extinction.
D.
Natural selection causes variations to arise within a population.
E.
Natural selection leads to increased likelihood of survival for certain individuals based on variation. The variation must come from outside the population.
5 points
Question 5
Embryonic development includes all of the following except
A.
cleavage.
B.
growth.
C.
organogenesis.
D.
gastrulation.
E.
fertilization.
5 points
Question 6
Vestigial organs
A.
include the human appendix and wisdom teeth and a snake’s hipbones.
B.
did not have a function when they first developed, but do so today.
C.
are not found in present-day organisms.
D.
are similar in many organisms.
E.
must have evolved individually in different organisms.
5 points
Question 7
Most mutations lead to a decreased chance of survival for the mutant organism. Rarely, a mutation can provide an increased chance of survival. These rare mutations provide a(n) _____________________ for the mutant.
A.
directional shift
B.
selective disadvantage
C.
adaptive
D.
selective advantage
E.
environmental susceptibility
5 points
Question 8
Which of the following is not true of the punctuated equilibrium theory?
A.
It suggests that most species undergo little phenotypic change during most of their evolutionary duration.
B.
It proposes that most evolutionary change is concentrated in relatively brief episodes of change.
C.
It was inspired in part by patterns observed in the fossil record.
D.
It appears to be well supported by the fossil record.
E.
It suggests that subgroups diverge and evolve at about equal and constant rates.
5 poin ...
This document discusses evolution and natural selection. It defines key terms like species, adaptations, evolution, fossils, and the fossil record. It describes how scientists use fossils to create a timeline of life. It discusses Charles Darwin's voyage on the HMS Beagle where he observed differences between finch species on the Galapagos Islands. It also outlines Darwin's theory of evolution by natural selection, including the four parts: variation, inheritance, struggle for existence, and survival of the fittest. Finally, it discusses genetics and how it relates to evolution and provides examples of natural selection.
The document discusses several key topics related to evolution and natural selection:
- It defines what a species is and explains that adaptations help organisms survive and reproduce.
- It notes that scientists observe species changing over time through the process of evolution as populations gradually change.
- Fossils found in rock layers provide evidence of past life and allow scientists to construct a timeline of life known as the fossil record.
- It discusses Charles Darwin's voyage on the HMS Beagle where he made observations of finch beak variations on the Galapagos Islands that influenced his theory of evolution by natural selection.
A population is defined as a group of organisms of the same species that live in the same area. Factors that affect the size of a population include competition for limited resources, temperature, diseases, predators, natural disasters, and the availability of food, water, shelter, and mates. The carrying capacity is the largest population size an environment can sustainably support and is determined by limiting factors like these. When a population exceeds the carrying capacity, its size will decline back down.
A population is defined as a group of organisms of the same species that live in the same area. Factors that affect the size of a population include competition for limited resources, temperature, diseases, predators, natural disasters, and the availability of food, water, shelter, and mates. The carrying capacity is the largest population size an environment can sustainably support and is determined by limiting factors like these. When a population exceeds the carrying capacity, it is considered overpopulated.
Unit 3 a ch 8 s1 how populations change in sizewja10255
This document discusses key concepts about populations including:
1) A population is defined as all members of a species living together in the same area and capable of interbreeding. The 3 properties of a population are its size, density, and dispersal pattern.
2) Populations can experience exponential growth in the absence of limiting factors, but will typically reach logistic growth as resources become constrained, leveling off at the carrying capacity.
3) Population growth rate is calculated by comparing population sizes over time. Limiting factors like food and space regulate population size through density-dependent and density-independent factors.
The document lists the names of 8 group members and their professor for Group 8's presentation. It then presents 4 topics they will explore about animal life spans, including that jellyfish can age backwards so their lifespan is infinite and bowhead whales can live over 200 years making them the mammal with the longest lifespan. It asks why these animals might have such amazing longevity and suggests that animals living in the ocean will live longer than others.
The document discusses several topics related to population biology and human population growth, including:
1) Factors that influence population growth such as birth rates, death rates, and environmental limits. Populations exhibit either rapid exponential growth or slow steady growth depending on these factors.
2) Techniques scientists use to estimate population sizes such as sampling and mark-recapture when it is difficult to count all individuals.
3) Human population growth has increased rapidly over the past 150 years from 1 billion to over 7 billion currently due to declining death rates from improvements in health, education, and sanitation.
Similar to Biol1020 online Wi2020 midterm exam review (20)
Authoring a personal GPT for your research and practice: How we created the Q...Leonel Morgado
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...AbdullaAlAsif1
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
3. What is a hypothesis?
A. the same thing as an unproven theory
B. a tentative explanation that can be tested by
experiments
C. a verifiable observation
D. an experiment that leads to a prediction
E. None of the other answer options is correct.
4. What is a hypothesis?
A. the same thing as an unproven theory
B. a tentative explanation that can be tested by
experiments
C. a verifiable observation
D. an experiment that leads to a prediction
E. None of the other answer options is correct.
5. When carrying out a controlled experiment, it is
important to:
A. change multiple variables at once to see the full
effect of the variables.
B. subject different groups to different conditions.
C. change only one variable at a time.
D. All of these choices are correct.
6. When carrying out a controlled experiment, it is
important to:
A. change multiple variables at once to see the full
effect of the variables.
B. subject different groups to different conditions.
C. change only one variable at a time.
D. All of these choices are correct.
7. A hypothesis is considered a theory when:
A. the results of a single experiment support the
hypothesis.
B. the hypothesis has been revised many times.
C. the results of several experiments do not support
the hypothesis.
D. the results of several experiments support the
hypothesis.
8. A hypothesis is considered a theory when:
A. the results of a single experiment support the
hypothesis.
B. the hypothesis has been revised many times.
C. the results of several experiments do not support
the hypothesis.
D. the results of several experiments support the
hypothesis.
9. Which one of the following is not part of the
scientific method?
A. experimentation
B. observation
C. prediction
D. assumption
E. hypothesis
10. Which one of the following is not part of the
scientific method?
A. experimentation
B. observation
C. prediction
D. assumption
E. hypothesis
11. Imagine you are standing in a field and you see a group of
butterflies. You notice that the butterflies are not identical
to each other even though they are all from the same
species and the same population. Which of the following
statements explains the variation you see in the butterflies?
Select all that apply.
A. differences that result from variation in the genetic
material among the butterflies
B. differences that result from variation in the environment
C. differences in the type of food each butterfly consumes
D. differences in the temperature in which each butterfly
developed
E. All of the above
12. Imagine you are standing in a field and you see a group of
butterflies. You notice that the butterflies are not identical
to each other even though they are all from the same
species and the same population. Which of the following
statements explains the variation you see in the butterflies?
Select all that apply.
A. differences that result from variation in the genetic
material among the butterflies
B. differences that result from variation in the environment
C. differences in the type of food each butterfly consumes
D. differences in the temperature in which each butterfly
developed
E. All of the above
13. Most of life’s diversity is:
A. acellular.
B. aerobic.
C. microbial.
D. terrestrial.
E. aquatic.
14. Most of life’s diversity is:
A. acellular.
B. aerobic.
C. microbial.
D. terrestrial.
E. aquatic.
15. The effect of increasing human populations can be seen
in many different ways. Which of the following
describes how human actions have caused evolutionary
changes in different organisms?
A. Increased use of antibiotics has caused many
bacterial strains to become resistant.
B. Planting different commercial crops has increased
their worldwide distribution.
C. Overhunting of the dodo caused its extinction.
D. Forests were cut down to acquire lumber for
construction
E. All of the above
16. The effect of increasing human populations can be seen
in many different ways. Which of the following
describes how human actions have caused evolutionary
changes in different organisms?
A. Increased use of antibiotics has caused many
bacterial strains to become resistant.
B. Planting different commercial crops has increased
their worldwide distribution.
C. Overhunting of the dodo caused its extinction.
D. Forests were cut down to acquire lumber for
construction
E. All of the above
17. Some plants are dependent upon animals for:
A. pollination.
B. seed dispersion.
C. respiration.
D. pollination and seed dispersion.
E. pollination, seed dispersion, and
respiration.
18. Some plants are dependent upon animals for:
A. pollination.
B. seed dispersion.
C. respiration.
D. pollination and seed dispersion.
E. pollination, seed dispersion, and
respiration.
20. In 1987, 18 black-footed ferrets, the last known
individuals of this species, were captured and
brought into a captive breeding program in
Wyoming. In 1989, the total ferret population, still
in captivity, was 120 animals. These 120 animals in
1989 represented:
A. N, the total population size.
B. ∆N, the change in population size from 1987
to 1989.
C. ∆N/∆t, the rate of change in population size.
D. r, the per capita change in population size.
E. r, the exponential rate of growth of the
population.
21. In 1987, 18 black-footed ferrets, the last known
individuals of this species, were captured and
brought into a captive breeding program in
Wyoming. In 1989, the total ferret population, still
in captivity, was 120 animals. These 120 animals in
1989 represented:
A. N, the total population size.
B. ∆N, the change in population size from 1987
to 1989.
C. ∆N/∆t, the rate of change in population size.
D. r, the per capita change in population size.
E. r, the exponential rate of growth of the
population.
22. Population size can fluctuate with many
different factors. Which of the following
would not affect population size?
A. change in primary predators on the
population
B. change in resource availability for the
population
C. change in birthrate in the population
D. change in death rate in the population
E. All of the answer choices would affect
population size.
23. Population size can fluctuate with many
different factors. Which of the following
would not affect population size?
A. change in primary predators on the
population
B. change in resource availability for the
population
C. change in birthrate in the population
D. change in death rate in the population
E. All of the answer choices would affect
population size.
24. You are studying a population of skunks of size N = 250. During a 1-
year period, you record 50 births and 25 deaths. You also record 5
immigrants and 5 emmigrants. Considering the estimate of r from
these data, project the population size in 5 years.
A. 403
B. 276
C. 500
D. 250
∆𝑵 = 𝑵 𝟏 − 𝑵 𝟎 = 𝑩 − 𝑫 + 𝑰 − 𝑬
r = (ΔN/N0 )/ ΔT
Nt = N0(1+r)t
Note that the 3rd edition uses the formula Nt = Noert, where e is Euler’s number (the base of natural logarithms).
Both equations are valid estimates – although they give slightly different values. In an exam situation, you will be
given the formula to use.
25. You are studying a population of skunks of size N = 250. During a 1-
year period, you record 50 births and 25 deaths. You also record 5
immigrants and 5 emmigrants. Considering the estimate of r from
these data, project the population size in 5 years.
A. 403
B. 276
C. 500
D. 250
∆𝑵 = 𝑵 𝟏 − 𝑵 𝟎 = 𝑩 − 𝑫 + 𝑰 − 𝑬
∆𝑵 = 50-25 + 5-5 = 25
r = (ΔN/N0 )/ ΔT = (25/250)/1 = 0.1/year
Nt = N0(1+r)t = 250(1.1)5 = 403 (pop size in 5 years)
Therefore the population size would be 403 in 5 years
Note that the 3rd edition uses the formula Nt = Noert, where e is Euler’s number (the base of natural logarithms).
Both equations are valid estimates – although they give slightly different values. In an exam situation, you will be
given the formula to use.
26. To understand past and predict future
changes in populations, ecologists use the
following important factors:
A. the population’s birth rate.
B. expected longevity of individuals in the
population.
C. the proportion of individuals in the
population able to reproduce.
D. All of the above
27. To understand past and predict future
changes in populations, ecologists use the
following important factors:
A. the population’s birth rate.
B. expected longevity of individuals in the
population.
C. the proportion of individuals in the
population able to reproduce.
D. All of the above
28. Population size can be influenced by:
A. births.
B. deaths.
C. immigration.
D. emigration.
E. All of the above.
29. Population size can be influenced by:
A. births.
B. deaths.
C. immigration.
D. emigration.
E. All of the above.
30. What are some factors that keep a population
under its carrying capacity?
A. predation
B. increased birth rate
C. decreased death rate
D. Parasitism
E. A & D
31. What are some factors that keep a population
under its carrying capacity?
A. predation
B. increased birth rate
C. decreased death rate
D. Parasitism
E. A & D
32. As a population approaches its carrying
capacity, its growth rate:
A. increases.
B. decreases.
C. stays the same.
D. stops.
33. As a population approaches its carrying
capacity, its growth rate:
A. increases.
B. decreases.
C. stays the same.
D. stops.
36. Examine the life table below for a species of rodent
that lives in the southwestern deserts of the United
States.
According to the table, at the end of 3 years the
population goes extinct.
A. true
B. false
37. Examine the life table below for a species of rodent
that lives in the southwestern deserts of the United
States.
According to the table, at the end of 3 years the
population goes extinct.
A. true
B. false
38. According to the table, which age class
contributes the most to the population
growth for these rodents?
A. females of age 1
B. females of age 2
C. females of age 3
39. According to the table, which age class
contributes the most to the population
growth for these rodents?
A. females of age 1
B. females of age 2
C. females of age 3
40. Giant clams synchronize their reproduction with
the phases of the moon. During these
reproductive bouts a single clam can release
approximately 500 million eggs to be fertilized in
the water column by sperm released from other
clams. However, the population sizes of giant
clams are very low because many of the fertilized
eggs and larvae will be eaten by fish in the local
area. Based on this information what can be said
of the reproductive strategy of the giant clam?
A. It is an r-strategist.
B. It is a K-strategist.
41. Giant clams synchronize their reproduction with
the phases of the moon. During these
reproductive bouts a single clam can release
approximately 500 million eggs to be fertilized in
the water column by sperm released from other
clams. However, the population sizes of giant
clams are very low because many of the fertilized
eggs and larvae will be eaten by fish in the local
area. Based on this information what can be said
of the reproductive strategy of the giant clam?
A. It is an r-strategist.
B. It is a K-strategist.
42. Giant clams synchronize their reproduction with
the phases of the moon. During these
reproductive bouts a single clam can release
approximately 500 million eggs to be fertilized in
the water column by sperm released from other
clams. However, the population sizes of giant
clams are very low because many of the fertilized
eggs and larvae will be eaten by fish in the local
area. What type of survivorship curve would you
expect to see in giant clams?
A. Type I
B. Type II
C. Type III
43. Giant clams synchronize their reproduction with
the phases of the moon. During these
reproductive bouts a single clam can release
approximately 500 million eggs to be fertilized in
the water column by sperm released from other
clams. However, the population sizes of giant
clams are very low because many of the fertilized
eggs and larvae will be eaten by fish in the local
area. What type of survivorship curve would you
expect to see in giant clams?
A. Type I
B. Type II
C. Type III
44. An age structure diagram that is broad at the
base and narrow at the top would indicate
A. a stable population
B. a growing population
C. a declining population
45. An age structure diagram that is broad at the
base and narrow at the top would indicate
A. a stable population
B. a growing population
C. a declining population
46. Females for many species vary in the number of offspring that they will have each year. Investment in
producing offspring and/or caring for offspring also varies. In an evolutionary sense the more offspring that
survive to reproductive maturity, the greater the fitness. The graph below shows the relationship between
number of offspring and offspring survival. What does the graph suggest about fitness of the parent?
A. With higher numbers of offspring, their survival also increases.
B. With lower numbers of offspring, there is a higher chance of survival.
C. Survival is unrelated to number of offspring.
D. The number of offspring that survive cannot be determined from the graph.
47. Females for many species vary in the number of offspring that they will have each year. Investment in
producing offspring and/or caring for offspring also varies. In an evolutionary sense the more offspring that
survive to reproductive maturity, the greater the fitness. The graph below shows the relationship between
number of offspring and offspring survival. What does the graph suggest about fitness of the parent?
A. With higher numbers of offspring, their survival also increases.
B. With lower numbers of offspring, there is a higher chance of survival.
C. Survival is unrelated to number of offspring.
D. The number of offspring that survive cannot be determined from the graph.
48. As described in section 46.2 and Figure 46.7 of your textbook (below), natural populations
are affected by both density-dependent and density-independent factors.
In a population affected mainly by density-dependent factors, would you expect natural
selection to favor an r-selected or K-selected life history?
A. r-selected
B. K-selected
49. As described in section 46.2 and Figure 46.7 of your textbook (below), natural populations
are affected by both density-dependent and density-independent factors.
In a population affected mainly by density-dependent factors, would you expect natural
selection to favor an r-selected or K-selected life history?
A. r-selected
B. K-selected
50. A population that has a high mortality earlier
in the life cycle than later in the life cycle
would have a ____________ survivorship
curve.
A. Type I
B. Type II
C. Type III
D. Type IV
51. A population that has a high mortality earlier
in the life cycle than later in the life cycle
would have a ____________ survivorship
curve.
A. Type I
B. Type II
C. Type III
D. Type IV
52. In any one place, multiple species of the lizard
genus Anolis can coexist because they hunt
food in different ways and in different parts of
the vegetation.
A. true
B. false
53. In any one place, multiple species of the lizard
genus Anolis can coexist because they hunt
food in different ways and in different parts of
the vegetation.
A. true
B. false
55. The “realized niche” of Canada geese
depends on which of the following?
A. interspecific competition between Canada
geese and other birds
B. competitive exclusion of Canada geese by
other organisms
C. the distribution of Canada geese parasites
D. the climate of a given environment
E. All of these choices are correct.
56. The “realized niche” of Canada geese
depends on which of the following?
A. interspecific competition between Canada
geese and other birds
B. competitive exclusion of Canada geese by
other organisms
C. the distribution of Canada geese parasites
D. the climate of a given environment
E. All of these choices are correct.
57. Which of the following could be used to
define the ecological niche of a plant species?
A. the pH of its soil
B. the insects that eat it
C. the depth to which the soil freezes in the
winter
D. All of the above.
58. Which of the following could be used to
define the ecological niche of a plant species?
A. the pH of its soil
B. the insects that eat it
C. the depth to which the soil freezes in the
winter
D. All of the above.
59. When two species compete for similar resources, resource partitioning can
alter the niche of the species that compete. The figure below shows an
example of this.
Resource partitioning results in:
A. individuals of each species sharing the resources that they both
exploit.
B. individuals of each species hybridizing in the region of overlap.
C. a move from the fundamental niche to the realized niche for both
species.
D. a move from the realized niche to the fundamental niche for both
species.
60. When two species compete for similar resources, resource partitioning can
alter the niche of the species that compete. The figure below shows an
example of this.
Resource partitioning results in:
A. individuals of each species sharing the resources that they both
exploit.
B. individuals of each species hybridizing in the region of overlap.
C. a move from the fundamental niche to the realized niche for both
species.
D. a move from the realized niche to the fundamental niche for both
species.
61. In some rocky intertidal habitats, the barnacle Chthamalus can
survive across the same depths as can the barnacle Balanus.
However, where the two species occur together, Chthamalus adults
are found only in the more stressful upper portions of the habitat
where they are more able than Balanus to resist desiccation. This is
an example of:
A. a mutualistic symbiosis.
B. intraspecific competition reducing the size of Chthamalus’
fundamental niche to a smaller realized niche.
C. mutualism reducing the size of Balanus’ realized niche to a
smaller fundamental niche.
D. competitive exclusion reducing the size of Chthamalus’
fundamental niche to a smaller realized niche.
E. competitive exclusion expanding the size of Balanus’ realized
niche to a larger fundamental niche.
62. In some rocky intertidal habitats, the barnacle Chthamalus can
survive across the same depths as can the barnacle Balanus.
However, where the two species occur together, Chthamalus adults
are found only in the more stressful upper portions of the habitat
where they are more able than Balanus to resist desiccation. This is
an example of:
A. a mutualistic symbiosis.
B. intraspecific competition reducing the size of Chthamalus’
fundamental niche to a smaller realized niche.
C. mutualism reducing the size of Balanus’ realized niche to a
smaller fundamental niche.
D. competitive exclusion reducing the size of Chthamalus’
fundamental niche to a smaller realized niche.
E. competitive exclusion expanding the size of Balanus’ realized
niche to a larger fundamental niche.
63. The presence of bacteria that produce
essential amino acids in the bodies of aphids
is an example of:
A. obligate mutualism.
B. commensalism.
C. facultative mutualism.
D. antagonism.
64. The presence of bacteria that produce
essential amino acids in the bodies of aphids
is an example of:
A. obligate mutualism.
B. commensalism.
C. facultative mutualism.
D. antagonism.
65. When sea otters are present in a kelp forest
community, there are more than 12 species in
the community. If sea otters are removed,
there are 5–7 species that remain in the
community. These data suggest that sea
otters are:
A. a keystone species.
B. top predators.
C. primary consumers.
D. secondary consumers.
66. When sea otters are present in a kelp forest
community, there are more than 12 species in
the community. If sea otters are removed,
there are 5–7 species that remain in the
community. These data suggest that sea
otters are:
A. a keystone species.
B. top predators.
C. primary consumers.
D. secondary consumers.
67. You decide to grow hibiscus flowers and surround
them with mulch. For a couple of months the
hibiscus grow well and when you weed the garden,
you see hummingbirds in your backyard feeding on
the nectar in the hibiscus flowers. You’ve never seen
hummingbirds in your yard before. Their occurrence
after you plant the hibiscus flowers illustrates that:
A. communities are shaped by interactions among
organisms.
B. communities are shaped by the physical
environment.
C. communities are shaped by both interactions
among organisms and the physical environment.
D. A & C are correct
68. You decide to grow hibiscus flowers and surround
them with mulch. For a couple of months the
hibiscus grow well and when you weed the garden,
you see hummingbirds in your backyard feeding on
the nectar in the hibiscus flowers. You’ve never seen
hummingbirds in your yard before. Their occurrence
after you plant the hibiscus flowers illustrates that:
A. communities are shaped by interactions among
organisms.
B. communities are shaped by the physical
environment.
C. communities are shaped by both interactions
among organisms and the physical environment.
D. A & C are correct
69. You ignore the garden during the second
summer and notice that sunflowers have
begun to grow. The sunflowers thrive but they
are surrounded by grassy weeds. It is likely
that the weeds are _____ plant species.
A. r-selected
B. K-selected
C. a keystone
70. You ignore the garden during the second
summer and notice that sunflowers have
begun to grow. The sunflowers thrive but they
are surrounded by grassy weeds. It is likely
that the weeds are _____ plant species.
A. r-selected
B. K-selected
C. a keystone
71. The volcanic oceanic island of Krakatoa is located
in Indonesia. In 1883, this island experienced a
massive volcanic explosion that killed most of the
plants and animals living on the island. After a
very, very long time period of recovery from the
eruption, which group of organisms would we
expect to have the most representation among
native species on the island?
A. lizards
B. birds
C. butterflies
D. beetles
72. The volcanic oceanic island of Krakatoa is located
in Indonesia. In 1883, this island experienced a
massive volcanic explosion that killed most of the
plants and animals living on the island. After a
very, very long time period of recovery from the
eruption, which group of organisms would we
expect to have the most representation among
native species on the island?
A. lizards
B. birds
C. butterflies
D. beetles
73. An ecosystem includes:
A. the interacting organisms in the area.
B. abiotic factors of the area.
C. predators in the area.
D. All of the above
74. An ecosystem includes:
A. the interacting organisms in the area.
B. abiotic factors of the area.
C. predators in the area.
D. All of the above
75. In general a larger biomass in primary producers
for a trophic pyramid:
A. can support more biomass at higher trophic
levels because more energy is available
between the level of primary producer and
primary consumer.
B. does not affect the amount of biomass that
can be supported at the level of primary
producer.
C. can support less biomass at higher levels
because more energy is lost between the
level of primary producer and primary
consumer.
76. In general a larger biomass in primary producers
for a trophic pyramid:
A. can support more biomass at higher trophic
levels because more energy is available
between the level of primary producer and
primary consumer.
B. does not affect the amount of biomass that
can be supported at the level of primary
producer.
C. can support less biomass at higher levels
because more energy is lost between the
level of primary producer and primary
consumer.
78. Is the nitrogen cycle different in marine than
in terrestrial biomes?
A. Yes, because one is in water and one is
on land.
B. Yes, because the organisms living in
each area are different.
C. No, because nitrogen cycles between
and within all biomes.
D. No, because all nitrogen ultimately
comes from the atmosphere.
79. Is the nitrogen cycle different in marine than
in terrestrial biomes?
A. Yes, because one is in water and one is
on land.
B. Yes, because the organisms living in
each area are different.
C. No, because nitrogen cycles between
and within all biomes.
D. No, because all nitrogen ultimately
comes from the atmosphere.
80. Which of the following is a process
responsible for removing CO2 from the
atmosphere?
A. respiration
B. photosynthesis
C. weight loss by dieters
D. decay
81. Which of the following is a process
responsible for removing CO2 from the
atmosphere?
A. respiration
B. photosynthesis
C. weight loss by dieters
D. decay
82. The largest reservoir of the nutrient
phosphorus is:
A. lakes.
B. air.
C. organisms.
D. rocks
83. The largest reservoir of the nutrient
phosphorus is:
A. lakes.
B. air.
C. organisms.
D. rocks
84. Patterns of primary productivity in marine environments
are not delineated in the same way as in terrestrial
environments. Why are there regions of high primary
productivity at 60° N and 60° S in the oceans, when these
are not regions of high productivity on land?
A. The ocean at those latitudes is warmer, so more
primary producers live there.
B. There is little ocean movement at these latitudes,
so primary producers can concentrate there.
C. There is higher nutrient availability at these
latitudes, supporting more primary producers.
D. More sunlight is absorbed at these latitudes by the
water than by the land.
85. Patterns of primary productivity in marine environments
are not delineated in the same way as in terrestrial
environments. Why are there regions of high primary
productivity at 60° N and 60° S in the oceans, when these
are not regions of high productivity on land?
A. The ocean at those latitudes is warmer, so more
primary producers live there.
B. There is little ocean movement at these latitudes,
so primary producers can concentrate there.
C. There is higher nutrient availability at these
latitudes, supporting more primary producers.
D. More sunlight is absorbed at these latitudes by the
water than by the land.
86. The latitudinal diversity gradient refers to what
pattern of species diversity?
A. For many kinds of organisms, species diversity is
greatest near the equator and lowest near the
poles.
B. For many kinds of organisms, species diversity is
greatest near the poles and lowest near the
equator.
C. For many kinds of organisms, species diversity is
greatest at low elevation and lowest at high
elevation.
D. For many kinds of organisms, species diversity is
greatest at high elevation and lowest at low
elevation.
E. Plants are most diverse near the equator while
animals are most diverse toward the poles.
87. The latitudinal diversity gradient refers to what
pattern of species diversity?
A. For many kinds of organisms, species diversity is
greatest near the equator and lowest near the
poles.
B. For many kinds of organisms, species diversity is
greatest near the poles and lowest near the
equator.
C. For many kinds of organisms, species diversity is
greatest at low elevation and lowest at high
elevation.
D. For many kinds of organisms, species diversity is
greatest at high elevation and lowest at low
elevation.
E. Plants are most diverse near the equator while
animals are most diverse toward the poles.
88. Why is the inspection of fossils from a specific
area useful for understanding the
evolutionary history of a region?
A. Fossils show the ancestors of present-
day organisms in the region.
B. Fossils show how species turnover has
occurred.
C. Fossils may show adaptations to
climatic conditions that were present at
earlier times in the region.
D. All of these choices are correct.
89. Why is the inspection of fossils from a specific
area useful for understanding the
evolutionary history of a region?
A. Fossils show the ancestors of present-
day organisms in the region.
B. Fossils show how species turnover has
occurred.
C. Fossils may show adaptations to
climatic conditions that were present at
earlier times in the region.
D. All of these choices are correct.
90. Why are the bottom waters of some lakes
anoxic?
A. The respiration of sinking organic particles
reduces oxygen in deep waters.
B. Physical stratification keeps bottom waters
from mixing with oxygen-rich surface waters.
C. Runoff of fertilizers from agriculture can
increase the amount of primary production
and hence respiration in the lake.
D. All of these choices are correct.
91. Why are the bottom waters of some lakes
anoxic?
A. The respiration of sinking organic particles
reduces oxygen in deep waters.
B. Physical stratification keeps bottom waters
from mixing with oxygen-rich surface waters.
C. Runoff of fertilizers from agriculture can
increase the amount of primary production
and hence respiration in the lake.
D. All of these choices are correct.
92. Climate has been proposed to play a role in the
latitudinal diversity gradient. Specifically, some
have hypothesized that:
A. the warm climate of the tropics promotes
high speciation rates.
B. the warm climate of the tropics promotes
niche diversification.
C. relatively few species are able to adapt to the
harsher, more variable climates of the high
latitudes.
D. the harsh, more variable climates of the high
latitudes reduce speciation rates.
E. None of the other answer options is correct.
93. Climate has been proposed to play a role in the
latitudinal diversity gradient. Specifically, some
have hypothesized that:
A. the warm climate of the tropics promotes
high speciation rates.
B. the warm climate of the tropics promotes
niche diversification.
C. relatively few species are able to adapt to
the harsher, more variable climates of the
high latitudes.
D. the harsh, more variable climates of the high
latitudes reduce speciation rates.
E. None of the other answer options is correct.
94. High biomass of primary producers in surface
waters is important:
A. because it forms the basis for many
aquatic food webs and supports
primary consumers.
B. to decrease global warming.
C. because there are so many viruses that
they need high numbers in order for
the different species to survive.
95. High biomass of primary producers in surface
waters is important:
A. because it forms the basis for many
aquatic food webs and supports
primary consumers.
B. to decrease global warming.
C. because there are so many viruses that
they need high numbers in order for
the different species to survive.
97. What is the greenhouse effect?
The greenhouse effect is a natural
process on Earth.
A. true
B. false
98. What is the greenhouse effect?
The greenhouse effect is a natural
process on Earth.
A. true
B. false
99. What is the greenhouse effect?
Without the greenhouse effect, life on
Earth as we know it would not be
possible.
A. true
B. false
100. What is the greenhouse effect?
Without the greenhouse effect, life on
Earth as we know it would not be
possible.
A. true
B. false
101. What is the greenhouse effect?
Which of the following are greenhouse
gases?
A. carbon dioxide
B. methane
C. water vapor
D. carbon dioxide and methane
E. carbon dioxide, methane, and water
vapor
102. What is the greenhouse effect?
Which of the following are greenhouse
gases?
A. carbon dioxide
B. methane
C. water vapor
D. carbon dioxide and methane
E. carbon dioxide, methane, and water
vapor
103. What effects can greenhouse gases
have?
Increasing levels of carbon dioxide can result in greater levels of
photosynthesis and therefore greater crop yields.
A. true
B. false
C. It depends.
104. What effects can greenhouse gases
have?
Increasing levels of carbon dioxide can result in greater levels of
photosynthesis and therefore greater crop yields.
A. true
B. false
C. It depends.
As noted in the text: “Experimental evidence indicates that many plants
also show a direct growth response to elevated CO2. Where nitrogen in
the soil is abundant, increased carbon dioxide levels tend to stimulate
growth. In most terrestrial environments, however, soil nitrogen levels
are low, limiting any growth response to elevated CO2. Moreover,
increased drought stress and more frequent outbreaks of insect pests
may counteract any capacity for accelerated growth.”
105. What effects can greenhouse gases have?
How is the increase in greenhouse gases related to global
climate change?
A. The greenhouse effect is the process driving global
warming.
B. In recent history the increase in global warming parallels
that of the increase in greenhouse gases.
C. Both answers A and B are correct.
106. What effects can greenhouse gases have?
How is the increase in greenhouse gases related to global
climate change?
A. The greenhouse effect is the process driving global
warming.
B. In recent history the increase in global warming parallels
that of the increase in greenhouse gases.
C. Both answers A and B are correct.
107. What will be the consequences of climate
change?
Global warming
will likely be
greatest at the
equator.
A. true
B. false
108. What will be the consequences of climate
change?
Global warming
will likely be
greatest at the
equator.
A. true
B. false
As noted in Figure 49.5 and in the text:
“In most parts of the world mean annual temperature during the
decade 1999–2008 was warmer than 1940–1980 averages. In
some places the temperature change has been slight, but in
others, especially at high latitudes, the increase has been as
much as 2⁰C.”
109. A college student spent the week hiking on the Appalachian Trail and he saw
only one other hiker the entire time. Now he is walking in New York City’s
Times Square on a Friday night. The streets are packed with people and the
skyscrapers are lit by thousands of lights. In which environment are humans
having a significant impact and why?
A. In New York City because the population density of humans is very
high compared to other visible types of life.
B. In New York City because of the scarcity of the natural environment
compared to man-made structures.
C. In both New York City and on the Appalachian Trail because the
student was present in both places and thus impacted the
environment.
D. In both New York City and on the Appalachian Trail because the
large ecological footprint of humans affects the entire planet.
E. In both New York City and on the Appalachian Trail because at some
point in history both areas have been inhabited by humans.
110. A college student spent the week hiking on the Appalachian Trail and he saw
only one other hiker the entire time. Now he is walking in New York City’s
Times Square on a Friday night. The streets are packed with people and the
skyscrapers are lit by thousands of lights. In which environment are humans
having a significant impact and why?
A. In New York City because the population density of humans is very
high compared to other visible types of life.
B. In New York City because of the scarcity of the natural environment
compared to man-made structures.
C. In both New York City and on the Appalachian Trail because the
student was present in both places and thus impacted the
environment.
D. In both New York City and on the Appalachian Trail because the
large ecological footprint of humans affects the entire planet.
E. In both New York City and on the Appalachian Trail because at some
point in history both areas have been inhabited by humans.
111. In general, what is the relationship between a
country’s ecological footprint and its overall standard
of living?
A. As the standard of living increases, so does the
ecological footprint.
B. As the standard of living decreases, the
ecological footprint increases.
C. It depends on country―in developed countries,
the ecological footprint and standard of living are
positively correlated; in developing countries,
they are negatively correlated.
D. It depends on the country―in developing
countries, the ecological footprint and standard
of living are positively correlated; in developed
countries, they are negatively correlated.
E. None of the other answer options is correct.
112. In general, what is the relationship between a
country’s ecological footprint and its overall standard
of living?
A. As the standard of living increases, so does the
ecological footprint.
B. As the standard of living decreases, the
ecological footprint increases.
C. It depends on country―in developed countries,
the ecological footprint and standard of living are
positively correlated; in developing countries,
they are negatively correlated.
D. It depends on the country―in developing
countries, the ecological footprint and standard
of living are positively correlated; in developed
countries, they are negatively correlated.
E. None of the other answer options is correct.
113. Natural gas is a form of fossil fuel, but many
scientists prefer to use it rather than coal in meeting
societal needs. What advantage does natural gas
have, relative to coal?
A. Burning natural gas does not add CO2 to the
atmosphere.
B. Burning natural gas releases less CO2 per kilowatt
of energy obtained than burning coal does.
C. Natural gas is available in unlimited supply.
D. Development of natural gas fields via fracking
has no potential consequences for the
environment.
114. Natural gas is a form of fossil fuel, but many
scientists prefer to use it rather than coal in meeting
societal needs. What advantage does natural gas
have, relative to coal?
A. Burning natural gas does not add CO2 to the
atmosphere.
B. Burning natural gas releases less CO2 per
kilowatt of energy obtained than burning coal
does.
C. Natural gas is available in unlimited supply.
D. Development of natural gas fields via fracking
has no potential consequences for the
environment.
115. Remember that, as a rule, temperatures decrease
with an increase in altitude. If you were studying the
effects of climate change on the geographic ranges
of species living in the mountains and your climate
records showed that mean temperatures were
increasing, you would predict that species ranges
would show a shift toward:
A. higher elevations.
B. lower elevations.
C. intermediate elevations.
D. unpredictable elevations―the precise response
would depend on individual species, with no
clear trends or averages.
E. None of the other answer options is correct.
116. Remember that, as a rule, temperatures decrease
with an increase in altitude. If you were studying the
effects of climate change on the geographic ranges
of species living in the mountains and your climate
records showed that mean temperatures were
increasing, you would predict that species ranges
would show a shift toward:
A. higher elevations.
B. lower elevations.
C. intermediate elevations.
D. unpredictable elevations―the precise response
would depend on individual species, with no
clear trends or averages.
E. None of the other answer options is correct.
117. You are given 100 acres of land and asked to use the land for long-
term reduction of atmospheric CO2 levels. Which of the following is
the best use of the land for this purpose?
A. Plant a rapidly growing grass that can be harvested every
year and used to make ethanol that is added to gasoline.
B. Plant slow-growing, bristle-cone pine trees that are known
to live for thousands of years and reach a height of about 6
feet.
C. Plant corn that is used to feed pigs that are then harvested
for sausage meat that is sold at the grocery store.
D. Plant a regular lawn and use the land as a park to
encourage the local population to exercise more.
E. Plant trees that grow rapidly, reach a large size, and live for
a long time.
118. You are given 100 acres of land and asked to use the land for long-
term reduction of atmospheric CO2 levels. Which of the following is
the best use of the land for this purpose?
A. Plant a rapidly growing grass that can be harvested every
year and used to make ethanol that is added to gasoline.
B. Plant slow-growing, bristle-cone pine trees that are known
to live for thousands of years and reach a height of about 6
feet.
C. Plant corn that is used to feed pigs that are then harvested
for sausage meat that is sold at the grocery store.
D. Plant a regular lawn and use the land as a park to
encourage the local population to exercise more.
E. Plant trees that grow rapidly, reach a large size, and live
for a long time.
119. Alternatives to fossil fuel–based energy—wind,
sun, tidal energy, and nuclear power—offer what
potential benefits?
A. They reduce the amount of CO2 emitted per
kilowatt hour of energy produced.
B. They conserve finite resources.
C. They help contain the cost of energy
production.
D. All of the above
120. Alternatives to fossil fuel–based energy—wind,
sun, tidal energy, and nuclear power—offer what
potential benefits?
A. They reduce the amount of CO2 emitted per
kilowatt hour of energy produced.
B. They conserve finite resources.
C. They help contain the cost of energy
production.
D. All of the above
121. Which of the following is a result of excess
greenhouse gases added to the atmosphere
by human activities?
A. an increase in Earth’s surface temperature
B. an decrease in the pH of Earth’s oceans
C. changes in Earth’s precipitation patterns
D. changes in the behavior of different
plant/animal species
E. All of these choices are correct.
122. Which of the following is a result of excess
greenhouse gases added to the atmosphere
by human activities?
A. an increase in Earth’s surface temperature
B. an decrease in the pH of Earth’s oceans
C. changes in Earth’s precipitation patterns
D. changes in the behavior of different
plant/animal species
E. All of these choices are correct.
123. Which of the following statements is true
regarding the process of eutrophication?
A. It is the result of the natural accumulation of
nitrogen in bodies of water.
B. It increases the species diversity and health
of bodies of water.
C. It can result in “dead zones” devoid of aquatic
animal life.
D. It increases the oxygen content of water by
promoting bacterial growth.
E. All of these choices are correct.
124. Which of the following statements is true
regarding the process of eutrophication?
A. It is the result of the natural accumulation of
nitrogen in bodies of water.
B. It increases the species diversity and health
of bodies of water.
C. It can result in “dead zones” devoid of
aquatic animal life.
D. It increases the oxygen content of water by
promoting bacterial growth.
E. All of these choices are correct.
125. What steps can humans take to reduce the
amount of (man-made) CO2 released into the
atmosphere?
A. increase reforestation efforts
B. invest in wind or nuclear power
C. employ “scrubbers” for smokestacks
D. reduce the consumption of fossil fuels
E. All of these choices are correct.
126. What steps can humans take to reduce the
amount of (man-made) CO2 released into the
atmosphere?
A. increase reforestation efforts
B. invest in wind or nuclear power
C. employ “scrubbers” for smokestacks
D. reduce the consumption of fossil fuels
E. All of these choices are correct.
127. Nutrients from croplands are carried by the
Mississippi River into the Gulf of Mexico. If
nutrients are good for growth, why are scientists
concerned about this nutrient influx?
A. Higher productivity may support greater
numbers of sharks.
B. Higher productivity may support greater
diversity of phytoplankton species.
C. Higher productivity may result in increased
respiration on sinking algal material,
depleting oxygen within gulf waters.
D. The nutrient runoff depletes nitrate, which
cannot be made industrially.
128. Nutrients from croplands are carried by the
Mississippi River into the Gulf of Mexico. If
nutrients are good for growth, why are scientists
concerned about this nutrient influx?
A. Higher productivity may support greater
numbers of sharks.
B. Higher productivity may support greater
diversity of phytoplankton species.
C. Higher productivity may result in increased
respiration on sinking algal material,
depleting oxygen within gulf waters.
D. The nutrient runoff depletes nitrate, which
cannot be made industrially.
129. So-called “dead zones” in coastal oceans are associated
with nutrient runoff and oxygen-depleted bottom waters.
What causes the oxygen depletion?
A. Nutrient runoff causes population growth of
cyanobacteria and algae, which consume oxygen via
aerobic respiration.
B. Nutrient runoff causes population growth of
cyanobacteria and algae which, in turn, support the
growth of fish populations. Fish consume oxygen via
aerobic respiration.
C. Nutrient runoff causes population growth of algae,
which consume oxygen via aerobic respiration.
D. Nutrient runoff causes algae and cyanobacteria
populations to grow. When they die, they are
consumed by heterotrophic bacteria that consume
oxygen via aerobic respiration.
E. Nutrient runoff causes the waters to warm, which
causes them to lose oxygen.
130. So-called “dead zones” in coastal oceans are associated
with nutrient runoff and oxygen-depleted bottom waters.
What causes the oxygen depletion?
A. Nutrient runoff causes population growth of
cyanobacteria and algae, which consume oxygen via
aerobic respiration.
B. Nutrient runoff causes population growth of
cyanobacteria and algae which, in turn, support the
growth of fish populations. Fish consume oxygen via
aerobic respiration.
C. Nutrient runoff causes population growth of algae,
which consume oxygen via aerobic respiration.
D. Nutrient runoff causes algae and cyanobacteria
populations to grow. When they die, they are
consumed by heterotrophic bacteria that consume
oxygen via aerobic respiration.
E. Nutrient runoff causes the waters to warm, which
causes them to lose oxygen.
131. A rise in aquatic nitrogen and phosphorus
levels leads to a strong increase in the
population growth rate of algae and
cyanobacteria. This suggests that nitrogen
and phosphorus are typically _____ in aquatic
habitats.
A. always abundant
B. not at all present
C. limiting factors for planktonic grow
D. unnecessary for planktonic growth
132. A rise in aquatic nitrogen and phosphorus levels
leads to a strong increase in the population
growth rate of algae and cyanobacteria. This
suggests that nitrogen and phosphorus are
typically _____ in aquatic habitats.
A. always abundant
B. not at all present
C. limiting factors for planktonic grow
D. unnecessary for planktonic growth
133. Potential costs associated with increasing
crop yield are that it requires:
A. increasing the use of fertilizer.
B. increasing the use of fossil fuels to power
machinery.
C. losing biological diversity as more natural
habitat is converted to cropland.
D. Both A & B
134. Potential costs associated with increasing
crop yield are that it requires:
A. increasing the use of fertilizer.
B. increasing the use of fossil fuels to power
machinery.
C. losing biological diversity as more natural
habitat is converted to cropland.
D. Both A & B
135. Every few years a new drug is developed to treat
malaria. The need for new drugs arises because
malaria parasites acquire resistance to drugs
through time. Since the 1940s there has been a
back and forth between malaria and the drugs
developed to treat it. The continued evolution of
resistance to successive malaria drugs is an
example of the:
A. Red Queen hypothesis.
B. superiority of malaria parasites.
C. slow development of antimalarial drugs.
D. lack of health care in areas with malaria.
136. Every few years a new drug is developed to treat
malaria. The need for new drugs arises because
malaria parasites acquire resistance to drugs
through time. Since the 1940s there has been a
back and forth between malaria and the drugs
developed to treat it. The continued evolution of
resistance to successive malaria drugs is an
example of the:
A. Red Queen hypothesis.
B. superiority of malaria parasites.
C. slow development of antimalarial drugs.
D. lack of health care in areas with malaria.
137. Consider the figure below showing calculated sustainable yield for Peruvian anchovy.
[Data from: FAO, Production of fish meal and oil, Fisheries Technical Paper - 142, 1986
(http://www.fao.org/DOCREP/003/X6899E/X6899E00.HTM)]
For years Peruvian anchovy were fished at their estimated sustainable yield. Which of the following is the
best explanation for why the population crashed?
A. Individuals stopped eating anchovy, so anchovies lowered their reproductive rates.
B. The estimated sustainable yield was calculated at the maximum population size of Peruvian
anchovy.
C. Predators of Peruvian anchovy increased in population size.
D. All of these choices are correct.
138. Consider the figure below showing calculated sustainable yield for Peruvian anchovy.
[Data from: FAO, Production of fish meal and oil, Fisheries Technical Paper - 142, 1986
(http://www.fao.org/DOCREP/003/X6899E/X6899E00.HTM)]
For years Peruvian anchovy were fished at their estimated sustainable yield. Which of the following is the
best explanation for why the population crashed?
A. Individuals stopped eating anchovy, so anchovies lowered their reproductive rates.
B. The estimated sustainable yield was calculated at the maximum population size of Peruvian
anchovy.
C. Predators of Peruvian anchovy increased in population size.
D. All of these choices are correct.
139. Wheat is a group of grass species that originated in the
eastern Mediterranean and are now cultivated
worldwide. In comparing wheat to other organisms,
how would you evaluate the success of this species on
the planet?
A. examine the diversity of environments in which
it is found
B. examine the total biomass of wheat present on
the planet
C. examine the amount of variation of its genome
D. examine its ability to grow outside of an
agricultural setting
E. All of these choices are correct.
140. Wheat is a group of grass species that originated in the
eastern Mediterranean and are now cultivated
worldwide. In comparing wheat to other organisms,
how would you evaluate the success of this species on
the planet?
A. examine the diversity of environments in which
it is found
B. examine the total biomass of wheat present on
the planet
C. examine the amount of variation of its genome
D. examine its ability to grow outside of an
agricultural setting
E. All of these choices are correct.
141. Which of the following have been the result
(in part) of human activities?
A. the introduction of invasive species into
new environments
B. the evolution of antibiotic-resistant
bacteria
C. the increase in the amount of greenhouse
gases in the atmosphere
D. eutrophication of certain bodies of water
E. All of these choices are correct.
142. Which of the following have been the result
(in part) of human activities?
A. the introduction of invasive species into
new environments
B. the evolution of antibiotic-resistant
bacteria
C. the increase in the amount of greenhouse
gases in the atmosphere
D. eutrophication of certain bodies of water
E. All of these choices are correct.
143. Zoos play a critical role in the conservation of
biodiversity through:
A. maintaining individuals of endangered
species in different zoos.
B. maintaining breeding populations of
endangered species for potential
release to the wild.
C. maintaining populations of endangered
species in zoos for people to see.
D. maintaining breeding populations that
can survive in the captive environment
of zoos.
144. Zoos play a critical role in the conservation of
biodiversity through:
A. maintaining individuals of endangered
species in different zoos.
B. maintaining breeding populations of
endangered species for potential
release to the wild.
C. maintaining populations of endangered
species in zoos for people to see.
D. maintaining breeding populations that
can survive in the captive environment
of zoos.
145. Biological reserves are an important tool in
maintaining biodiversity because:
A. a reserve designed for a single species will also
protect other species in the reserve.
B. a reserve will not change over time so all the
species will be conserved as long as the reserve
exists.
C. a reserve will generate income when people visit
to see the biodiversity protected in the reserve.
D. a reserve designed to protect the species there
will always be maintained as a reserve.
146. Biological reserves are an important tool in
maintaining biodiversity because:
A. a reserve designed for a single species will also
protect other species in the reserve.
B. a reserve will not change over time so all the
species will be conserved as long as the reserve
exists.
C. a reserve will generate income when people visit
to see the biodiversity protected in the reserve.
D. a reserve designed to protect the species there
will always be maintained as a reserve.
147. Conservation biology concentrates on preserving levels of
species diversity in communities to maintain ecosystem services
provided by the species in that community.
A. True
B. False
148. Conservation biology concentrates on preserving levels of
species diversity in communities to maintain ecosystem services
provided by the species in that community.
A. True
B. False
P. 1091: “There is good evidence that biodiversity provides
important ecosystem services – that is, benefits to humans –
including cleaner air and water, greater primary productivity
and improved resilience to environmental disruption, and
untapped sources of food and molecular compounds for use in
medicine and agriculture.
149. Biologists who study biodiversity describe new species and monitor
species of which we are aware. Why is the study of biodiversity
important in the Anthropocene?
A. The study of biodiversity is important because it provides
information about the number of species that go extinct every
1000 years.
B. The study of biodiversity is important because it helps
quantify the effects of human actions on changes in the traits
of many populations (size, density, distribution).
C. The study of biodiversity is important because many
politicians are biologists and they can influence government
policy.
D. The study of biodiversity is important because if we don’t
count all the species on the planet, then we won’t be able to
identify more potential sources of food.
150. Biologists who study biodiversity describe new species and monitor
species of which we are aware. Why is the study of biodiversity
important in the Anthropocene?
A. The study of biodiversity is important because it provides
information about the number of species that go extinct every
1000 years.
B. The study of biodiversity is important because it helps
quantify the effects of human actions on changes in the
traits of many populations (size, density, distribution).
C. The study of biodiversity is important because many
politicians are biologists and they can influence government
policy.
D. The study of biodiversity is important because if we don’t
count all the species on the planet, then we won’t be able to
identify more potential sources of food.