Unit 8 Cumulative Objectives, Flashcards, and Quizzes

Unit 8 Learning Objectives

Topic 8.1: Responses to the Environment

Note from Mr. W about Topic 8.1

The College Board’s objectives for Topic 8.1 are fairly vague. You can see these objectives in my Condensed CED, or just read the summary below.

  1. Based on cues in the environment, organisms change their behavior and physiology.
  2. Communication between organisms in response to internal or external changes can change behavior.
  3. Signaling changes the behavior of other organisms and is subject to natural selection.
  4. A variety of signals (visual, auditory, tactile, chemical, and electrical) are used to indicate social dominance, find food, and induce or solicit mating.
  5. Learned and innate behaviors are subject to natural selection.
  6. Cooperation between members of the same population can increase fitness.

To enable you to reach these objectives, I designed this topic around a series of case studies that will lead you to achieve the following objectives:

  1. Explain fixed action patterns
  2. Describe the evidence for the idea that behavior can be genetically controlled and transmitted.
  3. Describe key experiments illustrating the role of learning in behavior.
  4. Explain how animals use environmental cues to orient themselves and navigate.
  5. Explain the biological basis of migration in birds and sea turtles.
  6. Explain the role of inclusive fitness in animal behavior.

Topic 8.2: Energy Flow Through Ecosystems

  1. Compare and contrast endotherms and endotherms.
    • Endotherms use thermal energy generated by metabolism to maintain homeostatic body temperatures.
    • Ectotherms lack efficient internal mechanisms for maintaining body temperature. Their temperature can fluctuate widely, though they may regulate their temperature behaviorally by moving into the sun or shade or by aggregating with other individuals.
  2. Describe the relationship between metabolic rate and size.
    • Generally, the smaller the organism, the higher the metabolic rate.
  3. Describe the relationship between energy gain or loss and growth/survival/reproduction
    • Net energy gain results in energy storage or the growth of organisms or populations.
    • Net energy loss results in loss of mass, death, and population decline.
  4. Describe how energy flow through ecosystems can be graphically represented.
    • Through food chains, food webs, and energy pyramids.
  5. *Define biogeochemical cycle, and (as a representative example) explain the carbon cycle.
  6. Explain the effects of changes in energy availability on trophic levels and ecosystem structure.
    • Changes in energy availability can affect the number and size of the trophic levels. Specifically, a change in the producer level can affect the number and size of other trophic levels.
  7. Compare autotrophs and heterotrophs
    • Autotrophs capture energy from physical or chemical sources in the environment;
    • Heterotrophs capture energy by eating or absorbing chemical energy in organic compounds.
  8. Compare photoautotrophs with chemoautotrophs
    • Photoautotrophs use light to synthesize organic compounds. Plants, algae, and cyanobacteria are photoautotrophs.
    • Chemoautotrophs power the creation of organic compounds by oxidizing small inorganic molecules (such as iron). This process can occur in the absence of oxygen. All chemoautotrophs are bacteria or archaea.

Topics 8.3 and 8.4: Population Ecology

  1. Explain the general factors behind population growth, and the general equation for this growth  (dN/dt = B – D)
  2. Explain what exponential growth is and when it occurs, and be able to use its relevant equation (dN/dt = rmaxN)
  3. Define limiting factors.
  4. Compare and contrast Density Dependent and Density Independent Limiting Factors
  5. Define carrying capacity.
  6. Be able to use the Logistic Growth equation (dN/dt = rmaxN (K-N/K))
  7. Explain how population growth can be influenced by resource availability and predator-prey interactions.

Topics 8.5: Community Ecology

  1. Explain how communities change over time during the process of ecological succession.
  2. Describe the key Interactions that occur between the species in a community. This includes the following interactions and being able to describe the positive and negative effects on each species.
    • Mutualism
    • Parasitism
    • Commensalism, amensalism
    • Competition (leading to niche partitioning and character displacement)
    • Predator/Prey interactions (leading to evolutionary arms races)
  3. Explain what keystone species are, and what happens when keystone species are removed from their ecosystems.
    • An organism whose activity defines the structure of the entire ecosystem.
    • Often these are carnivores that control herbivores, increasing productivity and overall biodiversity.
    • When keystone species are removed, ecosystems can collapse.

Topic 8.6: Biodiversity

  1. Define Biodiversity, and describe its key components.
    • Species composition and richness.
  2. Know how to use the Simpson’s Biodiversity index.
  3. Explain the connection between biodiversity and ecosystem resilience.
    • Less biodiversity and less ecosystem complexity often equate to less resilience to environmental change.

Topic 8.7: Disruptions to Ecosystems

  1. List and describe the traits that predispose a species to become an invasive species.
    • High reproductive rates, tolerance of a wide range of conditions, generalist ecological niche.
  2. Explain how invasive species affect ecosystem dynamics and biodiversity.
    • When invasive species enter a new habitat, they tend to grow exponentially.
    • As invasive species are freed from control by their former predators or competitors, they can outcompete or overexploit the species in their new environment, or overrun their new habitat.
    • The overall effect is a decrease in biodiversity.
  3. Describe the human activities that lead to changes in ecosystem structure and/or dynamics.
    • Destruction or degradation of habitat, habitat fragmentation, the introduction of invasive species,
    • Introduction of new diseases that can devastate native species.
    • Climate disruption is altering habitats worldwide.
  4. Explain how geological and climatic changes can change ecosystem structure and/or dynamics.
    • Changes in geology and climate can alter habitats and change ecosystem distribution.

 

2. Ecology Cumulative Flashcards

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[h] Unit 8 (Ecology) Cumulative Flashcards

[i]

[start]

[q json=”true” yy=”4″ dataset_id=”Unit 8 Cumulative Flashcard Dataset|758fdbe0e2470″ question_number=”1″ unit=”8.Ecology” topic=”8.1.Responses_to_the_Environment”] What’s the difference between nocturnal and diurnal behavioral patterns?

Illustrative example: Responses to the Environment

[a] Nocturnal animals are more active during the night, and sleep and shelter during the day. Examples include bats, fireflies, tarantulas, and owls. Diurnal animals are active during the day, and shelter and rest during the night. Examples include chimpanzees, hummingbirds, and humans.

[q json=”true” yy=”4″ dataset_id=”Unit 8 Cumulative Flashcard Dataset|758eb1daf0470″ question_number=”2″ unit=”8.Ecology” topic=”8.1.Responses_to_the_Environment”] Explain the fight-or-flight response. (Note: this was originally taught in Unit 4)

[a] The fight-or-flight response is a physiological response to a perceived danger that occurs in many animals, giving them the energy to fight for survival or to run away from danger. The perceived danger leads the brain to signal various areas of the body. A signal to the adrenal glands causes the secretion of the hormone epinephrine (also known as adrenaline) into the bloodstream. This has a variety of effects throughout the body, including 1) Increasing blood sugar (by stimulating the liver to convert glycogen to glucose), 2) Increasing blood pressure by constricting blood flow to the digestive system, 3) Slowing down digestion, 4) Increasing heart rate, and 5) Dilating the pupils.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|758d629440070″ question_number=”3″ topic=”8.1.Responses_to_the_Environment”] How is the fight-or-flight response adaptive? (Note: this was originally taught in Unit 4)

[a] The fight-or-flight response is adaptive because it has the effect of giving the body increased strength and speed through any or all of the following:

  • Increasing blood flow to the skeletal muscles
  • Increasing blood pressure, heart rate, and blood sugars
  • Speeding up blood clotting function to prevent excessive blood loss in the event of injury
  • Increasing muscle tension.

[q json=”true” yy=”4″ dataset_id=”Unit 8 Cumulative Flashcard Dataset|758c134d8fc70″ question_number=”4″ unit=”8.Ecology” topic=”8.1.Responses_to_the_Environment”] What are predator warnings?

Illustrative example: Responses to the Environment

[a] Predator warnings, also called “alarm signals,” are calls or cries emitted by social animals in response to predator danger.  African vervet monkeys have distinct calls for leopards, snakes, and eagles. California’s Belding’s ground squirrel has distinct calls for aerial predators (hawks and eagles) and terrestrial threats (from bobcats, coyotes, and weasels).

Predator warnings can be explained through inclusive fitness and kin selection (discussed in other cards within this same topic).

[q json=”true” yy=”4″ unit=”8.Ecology” topic=”8.1.Responses_to_the_Environment” dataset_id=”Unit 8 Cumulative Flashcard Dataset|758ae9479dc70″ question_number=”5″] How are predator warnings connected to kin selection?

Illustrative example: Responses to the Environment

[a] In ground squirrels, alarm calls have been interpreted as being examples of kin selection: most calls are elicited by females, and are typically received by kin (close relatives) who live close to the female that’s giving the call. The highest benefit, in other words, goes to animals that are most closely related to the caller, making the alarm calls an example of inclusive fitness.

[q json=”true” yy=”4″ dataset_id=”Unit 8 Cumulative Flashcard Dataset|75899a00ed870″ question_number=”6″ unit=”8.Ecology” topic=”8.1.Responses_to_the_Environment”] What is territoriality?

Illustrative example: Animal Behavior

[a] Territoriality is a behavior in which an animal consistently defends a specific area against members of its own or other species. The immediate benefit of this behavior is to give an animal control of food sources, nesting sites, or mating areas, or to demonstrate fitness in such a way that attracts a mate.

[q json=”true” yy=”4″ unit=”8.Ecology” topic=”8.1.Responses_to_the_Environment” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75876b35c7c70″ question_number=”7″] What are some ways that animals mark their territories?

Illustrative example: Animal Behavior

[a] A common way of marking territory is through scent markings, which are scented substances deposited in feces, urine, or specialized scent glands. These scents often include pheromones (hormone-like substances that elicit a physiological response in another organism). In other species, such as the northern elephant seal, the territory is actively patrolled by an alpha male, who controls a harem of females, and actively wards off incursions by other males. One function of bird song is for males (who do most of the singing) to let females know that a suitable territory is available, and to ward off potential rivals.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7586412fd5c70″ question_number=”8″ topic=”8.1.Responses_to_the_Environment”] How is coloration in flowers adaptive?

[a] Through color, plants advertise a reward for pollinators (bees, butterflies, hummingbirds, etc.). That makes flower color a relatively small evolutionary investment on a plant’s part to forge a strong association with a particular pollinator. Color “teaches” pollinators to associate a particular flower color with the pollen or nectar that a pollinator can find by visiting that flower. Once this association is made, the pollinators will tend to focus more exclusively on flowers of that color, increasing the probability of pollen transfer between flowers of the same species.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7584f1e925870″ question_number=”9″ topic=”8.1.Responses_to_the_Environment”] How do bees communicate about the location of new food sources?

Illustrative example: Animal Behavior

[a] When a bee finds a food source, it returns to its hive and performs a dance that indicates the direction and distance of the food source relative to the hive. The length of the waggle (a)  indicates the distance between the food source and the hive. The direction of the waggle relative to the up/down orientation of the hive indicates the direction relative to the position of the sun.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7583c7e333870″ question_number=”10″ topic=”8.1.Responses_to_the_Environment”] What is eusociality?

[a] Eusociality is a social structure in which some individuals within a colony breed, while others are non-reproductive. Think of a beehive, with one reproducing queen, and tens of thousands of sterile, female workers who gather food and care for the young. Among the insects, eusociality is found in bees, ants, wasps (which are all in the order Hymenoptera), and termites. It’s also found in one species of shrimp and two species of mole rats (a type of mammal).

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75829ddd41870″ question_number=”11″ topic=”8.1.Responses_to_the_Environment”] Describe haplodiploidy, and explain its connection to eusociality.

[a] In haplodiploid species (found in some bees and ants), females are diploid and males are haploid. If a single male inseminates the queen, then the sisters will share 100% of their paternal genes and 50% of their maternal genes. That makes the females, on average, 75% related to one another. By assisting their mother (the queen) to produce more offspring, the workers can create more sisters (and, eventually, a new queen) to whom they’ll also be 75% related. This produces a system where workers forego reproduction and instead assist their mothers to create more sisters. Cooperation results from inclusive fitness and kin selection.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|758173d74f870″ question_number=”12″ topic=”8.1.Responses_to_the_Environment”] What is kin selection?

[a] Kin selection explains behavior based on its survival value not just to the individual, but to his or her relatives. It’s used to explain altruism: self-sacrificing behavior that promotes the survival of others. If an allele programs behavior so that individuals are willing to sacrifice themselves to save the lives of their offspring or relatives (who share their genes), the sacrifice will have the effect of maintaining (or increasing, depending on the closeness of the relationship and the number of offspring saved) the frequency of that allele in the population’s gene pool. The result will be selection of alleles for altruistic behavior.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|758024909f470″ question_number=”13″ topic=”8.1.Responses_to_the_Environment”] What is inclusive fitness?

[a] Inclusive fitness is the idea that the evolutionary value of a trait is measured by the survival and successful reproduction of the allele for that trait in all of the related individuals who possess that allele, and not just in a single organism. It’s a way of explaining how altruistic behavior (behavior that promotes the survival of others over the survival of oneself) could evolve. Inclusive fitness is related to the idea of kin selection (covered in another card in this topic).

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|757f1fcb6b870″ question_number=”14″ topic=”8.1.Responses_to_the_Environment”] What is schooling, and what are its benefits?

Illustrative example: Animal Behavior

[a] A school of fish consists of fish of the same species, usually of similar size, swimming together in a coordinated way in the same direction at the same speed, with each individual precisely spaced from every other. The benefits of schooling include

  • Increased foraging success, with more efficiency at finding food sources.
  • Ease in finding mates
  • Increased efficiency in moving through water.
  • Predator avoidance (because it’s easier for members of a school to spot predators, and more difficult for predators to hone in on individuals).

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|757df5c579870″ question_number=”15″ topic=”8.1.Responses_to_the_Environment”] What is reproductive diapause?

[a] Reproductive diapause is a delay in development in response to regular or recurring periods of adverse environmental conditions. For example, in response to drought or temperature extremes, insect larvae might stop developing. This involves storing food molecules and lowering the metabolic rate. When conditions change, indicated by certain stimuli such as temperature change or contact with water, development can resume.

[!]8.2.Energy Flow through Ecosystems[/!]

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|757ccbbf87870″ question_number=”16″ topic=”8.2.Energy_Flow_Through_Ecosystems”] Describe the differences between regulators and conformers.

[a] Regulators are organisms that keep a specific internal condition (such as body temperature) confined within a narrow range. Conformers allow that condition to fluctuate with the external environment. For example, mammals and birds are body temperature regulators, and keep their body temperature relatively constant (about 37° C for mammals, about 40° C  for birds.).  Reptiles, fish, and amphibians are conformers.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|757bc6fa53c70″ question_number=”17″ topic=”8.2.Energy_Flow_Through_Ecosystems”] What’s the difference between an ectotherm and an endotherm?

[a] An endotherm is an organism that generates its heat internally through its metabolism. An ectotherm absorbs heat from the environment (for example, from the sun).

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|757a77b3a3870″ question_number=”18″ unit=”8.Ecology” topic=”8.2.Energy_Flow_Through_Ecosystems”] Compare and contrast the benefits of being an endotherm or an ectotherm.

[a] Being an endotherm enables an organism to be active regardless of the environmental temperature. That’s why the predominant animals in the Arctic or Antarctic environments are mammals (think of polar bears) and birds (think of penguins). The disadvantage of being an endotherm is that it requires a lot of energy. Ectotherms can survive on about 1/10th of the food energy required by an endotherm of a similar mass.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75794dadb1870″ question_number=”19″ topic=”8.2.Energy_Flow_Through_Ecosystems”] What are some strategies that ectotherms use to regulate their body temperature?

[a] Ectotherms have a variety of behavioral means of optimizing their body temperature. In larger animals such as lizards and snakes, this includes basking in the sun or resting in the shade. In honeybees, huddling together and moving their wing muscles generates heat that can raise the temperature of the hive in cold weather, or create air currents to cool the hive in warm weather.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7577fe6701470″ question_number=”20″ topic=”8.2.Energy_Flow_Through_Ecosystems”] What is metabolic rate? How can it be measured?

[a] An organism’s metabolic rate is the amount of energy that the organism expends during a given amount of time. It can be measured by oxygen consumption, carbon dioxide production, or heat production.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7576d4610f470″ question_number=”21″ unit=”8.Ecology” topic=”8.2.Energy_Flow_Through_Ecosystems”] How can the metabolic rates of animals of different sizes be compared? What’s the general relationship between metabolic rate and size (and why)?

[a] To compare metabolic rates in animals that are of different sizes, we use the relative metabolic rate: the metabolic rate/unit of body mass.

Among endothermic animals (for example, mammals) the general rule is that as size increases, relative metabolic rate decreases. For example, a gram of mouse tissue metabolizes up to 10 times faster than a gram of elephant tissue. Why? Smaller animals have a larger surface area to volume ratio than do larger animals. As a result, smaller animals will lose heat more easily than larger animals will. To replace that heat, the smaller animal will need to perform more cellular respiration, increasing its relative metabolic rate.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7575aa5b1d470″ question_number=”22″ topic=”8.2.Energy_Flow_Through_Ecosystems”] What’s the relationship between energy availability, producer population size, and ecosystem complexity? List two examples of ecosystems that demonstrate high energy input and high complexity.

[a] All other things being equal, the more energy (such as sunlight) coming into an ecosystem, the higher the productivity and population size of ecological producers, and the more trophic levels that the ecosystem will be able to support. This partly explains the diversity and complexity of tropical rainforest and coral reef ecosystems.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|757480552b470″ question_number=”23″ topic=”8.2.Energy_Flow_Through_Ecosystems”] What are food chains and food webs?

[a] A food chain shows the passage of energy and matter from one organism to the next within an ecosystem. A food web shows all the interconnected food chains in an ecosystem.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7573564f39470″ question_number=”24″ unit=”8.Ecology” topic=”8.2.Energy_Flow_Through_Ecosystems”] What are trophic levels?

[a] A trophic level is an organism’s position in a food chain or food web.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75722c4947470″ question_number=”25″ unit=”8.Ecology” topic=”8.2.Energy_Flow_Through_Ecosystems”] Describe the basic trophic levels found in most ecosystems.

[a]

  • Producers (1) create energetic organic compounds, almost always through photosynthesis.
  • Primary consumers or herbivores (2) eat producers.
  • Secondary consumers or carnivores (3) eat the primary consumers.
  • Secondary consumers can be consumed by tertiary consumers (4). In some oceanic food chains, there are even higher levels, but rarely more than four or five.
  • When organisms at any level die their remains are broken down by decomposers (not shown)

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7571024355470″ question_number=”26″ topic=”8.2.Energy_Flow_Through_Ecosystems”] What do ecological pyramids represent? List the three types of ecological pyramids.

[a] Ecological pyramids are a way of showing the structure of an ecosystem, usually by trophic level. There are three types: energy, biomass, and numbers.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|756fd83d63470″ question_number=”27″ topic=”8.2.Energy_Flow_Through_Ecosystems”] In relationship to ecology, describe a pyramid of energy and explain the 10% rule.

[a] A pyramid of energy shows the amount of harvestable chemical energy in each trophic level. In this pyramid, each trophic level has 10% of the chemical potential energy of the level beneath it. Thus, if the producers in an ecosystem had 10,000 units of energy (measured in units like kilojoules or kilocalories), the primary consumers would have 1000 units, and the secondary consumers would have 100 units.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|756e88f6b3070″ question_number=”28″ topic=”8.2.Energy_Flow_Through_Ecosystems”] In relationship to ecology, describe a pyramid of biomass.

[a] A pyramid of biomass shows the biomass (living matter) available at each trophic level in an ecosystem. The 10% rule from pyramids of energy is not applicable, and in some aquatic ecosystems in which there’s high productivity and high rates of conversion of producers to primary consumers, the shape might not be pyramidal, because there might be less biomass in the producers than in the primary consumers.

[q json=”true” yy=”4″ unit=”8.Ecology” topic=”8.2.Energy_Flow_Through_Ecosystems” dataset_id=”Unit 8 Cumulative Flashcard Dataset|756d39b002c70″ question_number=”29″] In relationship to ecology, describe pyramid of numbers.

[a]

Another pyramid of numbers

A pyramid of numbers shows the number of organisms at each trophic level. The 10% rule from the pyramid of energy is not applicable. Imagine a tree — one organism, supporting thousands of insects, supporting hundreds of birds — and you can see how the shape of this pyramid is not at all pyramidal.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|756c0faa10c70″ question_number=”30″ topic=”8.2.Energy_Flow_Through_Ecosystems”] 1) What is a biogeochemical cycle? 2) What are the key components of biogeochemical cycles?

[a] 1) Biogeochemical cycles show the movement of elements or compounds between the biotic (living) and abiotic (non-living) parts of an ecosystem.

2) Components of biogeochemical cycles include reservoirs (locations where elements or compounds accumulate, often in chemically different forms) and fluxes or flows (ways in which these compounds or elements move from one reservoir to another one).

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|756ae5a41ec70″ question_number=”31″ topic=”8.2.Energy_Flow_Through_Ecosystems”] Describe the carbon cycle. Note that for AP Bio, you can leave out dissolved CO2 in the oceans, absorption into rocks, and release from volcanoes. 

[a] Through photosynthesis (A), producers fix carbon dioxide in air or water into carbohydrates and other compounds. Some of this carbon moves to animals via consumption (C). Both plants and animals respire (B and D), which returns CO2 to the atmosphere. When plants or animals die (E and F), their organic remains are decomposed. Decomposition (G) renders the carbon in dead organic matter back into carbon dioxide, which rejoins the atmosphere.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7569965d6e870″ question_number=”32″ topic=”8.2.Energy_Flow_Through_Ecosystems”] What is the 10% rule?

[a] The 10% rule is the key principle behind the pyramid of energy. Specifically, in any ecosystem, only 10% of the available energy gets passed from one trophic level to the next.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75686c577c870″ question_number=”33″ unit=”8.Ecology” topic=”8.2.Energy_Flow_Through_Ecosystems”] Describe some of the reasons behind the 10% rule.

[a] The 10% rule results from:

  • Entropy: Whenever energy is transformed from one form to another (from the bodies of herbivores to the bodies of carnivores, for example), some energy is lost as heat.
  • Inefficient harvest: Consumers don’t eat everything in the trophic level below.
  • Not everything that gets consumed will be absorbed into the body: everything that’s defecated out constitutes matter and energy that aren’t passed on to the organism.
  • Much energy goes to staying alive, and not to growth that can be passed on to the next trophic level.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|756742518a870″ question_number=”34″ topic=”8.2.Energy_Flow_Through_Ecosystems”] Describe how human activity has affected the nitrogen cycle.

[a] For about the past 100 years, humans have significantly altered the nitrogen cycle through the application of nitrogen fertilizers (usually in the form of nitrates) to food crops. This energy-intensive process has vastly increased agricultural productivity. It has also had significant environmental effects caused by the runoff of nitrogen fertilizer into streams, lakes, bays, and oceans.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7566184b98870″ question_number=”35″ unit=”8.Ecology” topic=”8.2.Energy_Flow_Through_Ecosystems”] Describe what happens when excess nitrogen and/or phosphorus enters lakes, streams, ponds, or oceans.

[a] Excess flows of nitrogen and phosphorus into lakes, streams, ponds, or oceans can cause eutrophication. Nitrogen and phosphorus cause excess growth of algae. When the algae die, their biomass is broken down by decomposers. Decomposition (which involves cellular respiration) depletes the oxygen level in the water. Low oxygen levels kill off other aquatic life, reducing biodiversity.

[!]8.3-8.4.Population Ecology[/!]

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7564c904e8470″ question_number=”36″ topic=”8.3-4.Population_Ecology”] Ultimately, only four variables affect the size of any population. What are they?

[a] Population size is a function of births, deaths, immigration, and emigration.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|756379be38070″ question_number=”37″ topic=”8.3-4.Population_Ecology”] What is exponential growth?

[a] Exponential growth is the growth of a population in which the number of individuals added is proportional to the amount already present. As a result, the bigger the population, the bigger the increase.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75620536c9870″ question_number=”38″ unit=”8.Ecology” topic=”8.3-4.Population_Ecology”] Explain the formula for exponential growth.

[a] The formula for exponential growth is: change in N/t = rN, where

  • N = population size
  • t = time
  • r= rate of increase

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7560db30d7870″ question_number=”39″ unit=”8.Ecology” topic=”8.3-4.Population_Ecology”] In a graph, what does exponential growth look like?

[a] When exponential growth is plotted (with time as the X-axis and population size as the Y-axis) the result is a J-shaped curve: a slow takeoff followed by an increasingly steep rise in population.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|755f8bea27470″ question_number=”40″ topic=”8.3-4.Population_Ecology”] In biological systems, when does exponential growth occur?

[a] In any biological system, exponential growth can only happen for a limited period, during which a population has the resources (food, space, etc) that let it grow without constraints. This might happen when an invasive species arrives in a new environment, free from the predators that might have held it in check in its previous environment. It can also happen during the early phases of a bacterial infection, or during a disease outbreak (when a pathogen can spread exponentially).

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|755e61e435470″ question_number=”41″ topic=”8.3-4.Population_Ecology”] What is biotic potential? How is it represented?

[a] Biotic potential is the maximum rate at which a population can expand. It’s represented by rmax.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|755d129d85070″ question_number=”42″ unit=”8.Ecology” topic=”8.3-4.Population_Ecology”] What is carrying capacity?

[a] Carrying capacity (K) is the maximum number of individuals that a particular environment can support.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|755bc356d4c70″ question_number=”43″ topic=”8.3-4.Population_Ecology”] What is the logistic growth model?

 

[a] The logistic model of population growth shows how a population’s growth rate decreases as it reaches its carrying capacity (E).

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|755a9950e2c70″ question_number=”44″ unit=”8.Ecology” topic=”8.3-4.Population_Ecology”] Describe the equation for logistic growth.

[a] The logistic growth model can be represented by the equation N/t = rN (K-N)/K, where

  • N = population size
  • t = time
  • r= rate of increase
  • K = carrying capacity

As a population reaches its carrying capacity, there will be increased environmental resistance, as density-dependent limiting factors slow and then stop a population’s growth.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75596f4af0c70″ question_number=”45″ unit=”8.Ecology” topic=”8.3-4.Population_Ecology”] When plotted on a graph, what does logistic growth look like?

[a] When logistic growth is plotted (with the X-axis representing time and the Y-axis representing population size), the result is an “S-shaped” or “sigmoid” curve. The curve initially looks like an exponential growth curve (a J-curve) with a slow takeoff followed by a rapid rise (A and B). But as N approaches carrying capacity, the amount of increase slows (C) and then drops to zero (D) as the population stabilizes at its carrying capacity (E).

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7558200440870″ question_number=”46″ topic=”8.3-4.Population_Ecology”] In relationship to population growth, what are limiting factors?

 

[a] Limiting factors prevent a population from increasing at its biotic potential, and cause a population’s size to stabilize at or below the environment’s carrying capacity.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7556d0bd90470″ question_number=”47″ unit=”8.Ecology” topic=”8.3-4.Population_Ecology”] Define and describe density-dependent limiting factors.

[a] Density-dependent limiting factors intensify as the density of individuals within a population increases. These factors can be extrinsic (coming from outside the growing population) or intrinsic (from within the population).

Extrinsic factors include predation pressure, parasitism, and competition for increasingly scarce resources. Intrinsic factors can include the stress that’s induced by increased crowding and competition, lowering the birth rate. Territoriality can similarly decrease a population’s ability to expand beyond a certain density.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75558176e0070″ question_number=”48″ unit=”8.Ecology” topic=”8.3-4.Population_Ecology”] Define and describe density-independent limiting factors.

[a] Density-independent limiting factors are those that are unrelated to a population’s size (symbolized by N).  For example, hurricanes,  floods, or earthquakes can all cause significant death in a population, lowering population size, regardless of that population’s density.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|755432302fc70″ question_number=”49″ topic=”8.3-4.Population_Ecology”] When a population grows and reaches its carrying capacity, the result might be stable oscillation around carrying capacity. Explain.

[a] In this scenario, the population overshoots the carrying capacity (E), lowering the available resources. This causes the population to decline (F). As the resource base recovers, the population resumes its growth until it again overshoots the carrying capacity (G), repeating the cycle.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7552e2e97f870″ question_number=”50″ unit=”8.Ecology” topic=”8.3-4.Population_Ecology”] Sometimes, a population overshoots carrying capacity, which is followed by a catastrophic population decline. Explain.

 

[a] An overshoot (2) is where the population exceeds the environment’s carrying capacity. If this causes a significant depletion in environmental resources from which the environment can’t recover, then the population that caused the depletion, if it can survive at all, will do so at significantly reduced numbers.

[!]8.5.Community Ecology and Biodiversity[/!]

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7551b8e38d870″ question_number=”51″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] Define coevolution. Relate coevolution to the idea of the evolutionary arms race. Provide examples.

[a] Coevolution involves the reciprocal evolutionary adaptations that occur between two or more species. Each species becomes a selective force eliciting counter adaptations in the other species.

Because the two species are involved in a positive feedback loop, the result can be an evolutionary arms race, with extreme reciprocal adaptations in both coevolving species. Examples include the deep tubular flowers of some species and the long proboscis or beak of the moths or birds that pollinate them; the speed of predators and the matching speed of their prey (think of cheetahs and antelopes).

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7550699cdd470″ question_number=”52″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] What is symbiosis? What are the three most common forms of symbiosis, and how are these relationships symbolized?

[a] Symbiosis occurs whenever two species live together in close proximity.

  • In parasitism, one species (the host) is harmed, while the other species (the parasite) benefits. This can be represented as “+/-.”
  • In commensalism, one species benefits, while the other species is unharmed. This is represented as “+/0.”
  • In mutualism, both species benefit from the interaction, represented as “+/+.”

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|754ef5156ec70″ question_number=”53″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] The Simpson’s index of biodiversity is based on the relationship between species richness, the overall abundance of individuals, and the evenness of species distribution. Explain the meaning of each part of the index, and describe the conditions that lead to high species diversity.

[a] In Simpson’s index of biodiversity, species richness means the overall number of species in a specific area. Abundance is the number of organisms of all species. Evenness is how evenly distributed abundance is among the species living in a specific area.

For biodiversity to be high, an ecosystem needs to have high species richness, and the abundance of individuals within each species needs to be evenly distributed. For example, if there are 100 individuals of species A, 100 individuals of species B, and 10 individuals of species C, then evenness is lower than it would be if the number of individuals of each species was the same.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|754dcb0f7cc70″ question_number=”54″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] What is Gause’s competitive exclusion principle?

Importance for the AP exam: High 

[a] According to Gause’s principle of competitive exclusion, two competitive species can’t coexist in the same ecological niche. That’s because any advantage that one species has over its competitor will lead the species with the advantage to outcompete the other. In this example, an advantage that species A had over B caused B to become locally extinct.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|754ca1098ac70″ question_number=”55″ unit=”8.Ecology” topic=”8.5-6.Community_Ecology_and_Biodiversity”] What results from ecological competition?

[a] Because of competition, either one (or more) species will become extinct, or the completing species will evolve in a way to partition the resource that they’re competing for. The result of this niche partitioning is specialization, with simultaneous character displacement so that each species will dominate its sub-niche more effectively. Thus we see, for example, species of shorebirds with different beaks, each one taking a different type of prey.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|754b51c2da870″ question_number=”56″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] What’s the difference between a species’ fundamental niche and its realized niche?

[a] The fundamental niche of a species is the range of resources that it could exploit in the absence of competition. However, because species that are competing differentiate (character displacement caused by niche partitioning), the actual set of resources each competing species exploits is narrower than the full resource. The actual resource that’s exploited by each species is the realized niche, and it’s always narrower than the fundamental niche.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|754a027c2a470″ question_number=”57″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] Using the barnacle Species A (Chthalamus) and Barnacle Species B (Semibalanus) as examples, explain the difference between a species’ fundamental niche and its realized niche.

Illustrative Example: Competition

[a]

Chthalamus and Semibalanus are two barnacle species found in rocky intertidal zone habitats. When the two species live together, Chthalamus (A) is limited to the uppermost part of the intertidal zone while Semibalanus (B) inhabits the lower parts. If Semibalanus is experimentally removed (2), then Chthalamus will inhabit the entire intertidal zone. CONCLUSION:  Chthalamus’s fundamental niche is the entire intertidal zone. Competition limits it to the upper part of the zone, which is its realized niche.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7548b3357a070″ question_number=”58″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] What’s the relationship between ecosystem diversity and an ecosystem’s resilience to environmental change?

[a] Resilience is defined as an individual’s or a system’s ability to recover from adverse circumstances. In general, ecosystems with high diversity are more resistant to change than ecosystems with low diversity and more resilient in terms of their ability to recover from adverse conditions.  Simpler ecosystems, with fewer species and less diversity within each species, are less able to adapt to changes in the environment. A field of corn in which every plant is a clone would represent the lowest possible diversity (only one species, with no diversity) and the lowest expected resilience.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7547892f88070″ question_number=”59″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] What are keystone species? In your response, use the example of sea stars in the intertidal zone.

[a] A keystone species is one whose action within a biological community structures the entire community. Frequently, keystone species are predators who keep a particular herbivore in check. The result is an increase in the overall biodiversity of the community.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75465f2996070″ question_number=”60″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] Using the example of sea stars in the intertidal zone, explain how keystone species promote biodiversity.

[a] A famous example of a keystone species is the role of sea stars in controlling mussel populations in the rocky intertidal zone. By preying on the mussels, the sea stars create ecological space for a variety of other invertebrates to live in this community. When sea stars were experimentally removed, the mussels overgrew the entire zone, and species diversity fell.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75453523a4070″ question_number=”61″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] As it relates to ecosystem diversity and structure, what is a “trophic cascade?”

[a] Trophic cascades occur when a trophic level within an ecosystem is suppressed, usually by a predator — a keystone species — that reduces the activity of an herbivore. This, in turn, increases the overall biodiversity of an ecosystem by increasing the ecosystem’s productivity and by creating ecological space for other herbivores and producers.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7543e5dcf3c70″ question_number=”62″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] What is ecological succession? In your answer, distinguish between primary and secondary succession.

[a] Ecological succession is how the mix of species within a community changes following a disturbance (such as a fire, flood, landslide, or volcanic eruption. Each mix of species creates conditions that subsequently allow different plant communities to thrive. Succession culminates in a “climax” community that endures in relative equilibrium until a disturbance restarts the succession process.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7542715585470″ question_number=”63″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] Describe how primary ecological succession typically unfolds. Focus on plant communities.

[a] The process starts with colonization by pioneer species — lichens and algae that can live on bare rock. They begin a slow process of biomass accumulation and soil development. Next come sun-tolerant mosses and herbs, who create enough soil for sun-tolerant grasses and ferns. Then come small shrubs, then trees, which create a shady understory, which creates a niche for shade-tolerant shrubs. Ultimately, a self-perpetuating climax community develops.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7541220ed5070″ question_number=”64″ unit=”8.Ecology” topic=”8.5-6.Community_Ecology_and_Biodiversity”] How is primary succession different from secondary succession?

[a] Primary succession starts from bare rock and requires a slow process of soil creation. In secondary succession, the soil is intact, and the succession process can unfold much more quickly.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|753fad8766870″ question_number=”65″ topic=”8.5-6.Community_Ecology_and_Biodiversity”] What are the overall trends associated with ecological succession?

[a] Here are the overall trends associated with ecological succession:

  • Abiotic conditions are replaced by biotic conditions
  • Soil mass increases
  • Overall biodiversity increases
  • The number of interspecific interactions increases
  • The community becomes more stable and more resilient to change.

[!]8.7.Disruptions to Ecosystems[/!]

[q json=”true” yy=”4″ dataset_id=”Unit 8 Cumulative Flashcard Dataset|753e838174870″ question_number=”66″ unit=”8.Ecology” topic=”8.7.Disruptions_to_Ecosystems”] How bad is the current extinction crisis? List five things that humans are doing that are causing the current extinction crisis.

[a] In recent years, extinction rates have risen to 1000 times beyond the background rate of extinction. These extinctions have been caused by human activities, including 1) habitat destruction and fragmentation, 2) introduction of invasive species, 3) introduction of disease-causing organisms, 4) overhunting and overharvesting wild species, and 5) climate change.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|753d597b82870″ question_number=”67″ topic=”8.7.Disruptions_to_Ecosystems”] What’s the # 1 cause of the current extinction crisis? Name the cause, and elaborate.

[a] Habitat destruction/degradation is the # 1 cause of today’s extinction crisis. Every time a habitat is destroyed or significantly altered, the species living in it have to flee or perish. An example of habitat destruction would be converting a forest to grassland for ranching. An example of degradation would be cutting down a natural forest and replacing it with a less diverse second-growth forest designed for timber harvest. That reduces the ecological complexity of the forest, making it impossible for the species that formerly lived in it to survive.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|753c0a34d2470″ question_number=”68″ topic=”8.7.Disruptions_to_Ecosystems”] What is habitat fragmentation? Explain how habitat fragmentation is contributing to the current extinction crisis.

[a] Fragmentation occurs when human activity breaks apart a species’ range into smaller areas. Because each of these fragments is too small to support a viable population, and because gene flow is usually not possible between fragments, subpopulations in each of these areas decline. In addition, fragments have large amounts of edge habitat, which can be quite different from the undisturbed habitat in the interior.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|753ae02ee0470″ question_number=”69″ topic=”8.7.Disruptions_to_Ecosystems”] Explain how climate change is contributing to the sixth mass extinction.

[a]  Alteration of climate is changing the conditions in various ecosystems at a rate that exceeds the ability of species within those ecosystems to adapt. It’s also changing the geographical range of species, often pushing them further north in the northern hemisphere, or further south in the southern hemisphere. This is pushing many species, already stressed, to the point of extinction.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75396ba771c70″ question_number=”70″ topic=”8.7.Disruptions_to_Ecosystems”] What are invasive species? How can they affect ecosystem dynamics?

[a] Invasive species are those that 1) are not native to an ecosystem, 2) spread rapidly and persistently once introduced into an ecosystem, and 3) cause ecosystem disruption. Once introduced into a new area, invasive species are freed from the controlling forces such as predators or competitors they faced in their native environment. With these controls gone, invasive species often expand exponentially, out-competing native species, destroying an ecosystem’s resource base, and spreading diseases (through the parasites that they might carry).

[q json=”true” yy=”4″ unit=”8.Ecology” topic=”8.7.Disruptions_to_Ecosystems” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7537d1df45070″ question_number=”71″] Describe the traits that predispose a species to become an invasive species

[a] Invasive species 1) have high reproductive rates, 2) can tolerate a wide range of environmental conditions, and 3) have a generalist ecological niche.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|7536829894c70″ question_number=”72″ topic=”8.7.Disruptions_to_Ecosystems”] One feature of the carbon cycle is that carbon can become fossilized as fossil fuels, and then return to the atmosphere when these fossil fuels are burned for energy. Describe this part of the carbon cycle, and explain how it’s affecting the Earth’s climate.

[a] At certain times in Earth’s history, rates of photosynthesis have exceeded rates of decomposition. As a result, carbon from plants wasn’t decomposed, causing it to accumulate as deposits of coal, petroleum, and natural gas (fossil fuels).

Since the start of the Industrial Revolution, humans have been burning these fuels for energy, releasing carbon dioxide. The current CO2 level of 400 parts per million is 40% higher than the level at the start of the Industrial Revolution.

The added carbon dioxide has been trapping heat within the atmosphere. This is slowly increasing planetary temperatures, causing the polar ice caps to shrink, increasing the intensity of storms, intensifying droughts, intensifying seasonal wildfires, melting permafrost, and increasing sea levels.

[q json=”true” yy=”4″ unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Flashcard Dataset|75353351e4870″ question_number=”73″ topic=”8.7.Disruptions_to_Ecosystems”] What is ocean acidification, and what’s causing it?

[a] The oceans can absorb carbon dioxide from the atmosphere, and much of the carbon dioxide released by industrial processes has been absorbed into ocean waters. However, this is causing the pH of the oceans to decrease, as dissolved carbon dioxide becomes carbonic acid, a process known as ocean acidification. Ocean acidification, in turn, is having widespread ecological impacts. That’s because lower pH makes it difficult for many marine creatures to create their calcium carbonate shells. This is one of many factors negatively impacting coral reefs, which are in decline around the globe.

[q json=”true” dataset_id=”Unit 8 Cumulative Flashcard Dataset|753329c77d070″ question_number=”74″ unit=”8.Ecology” topic=”8.7.Disruptions_to_Ecosystems”] What are some key principles for nature reserve design that can help preserve biodiversity?

[a] 1) Make the reserves as large as possible so that the populations within them can be of viable size. 2) Create corridors between adjacent reserves to allow for gene flow between the populations within the reserves. 3) Choose to protect areas that have a wide variety of habitat types within them. 4) Reduce the amount of edge habitat by creating round-shaped reserves.

[x] [restart]

[/qdeck]

 

3. Unit 8 Cumulative Multiple Choice Questions

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[h]Unit 8 Cumulative Multiple Choice Questions

[i]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b74033fd077cd” question_number=”1″ unit=”8.Ecology” topic=”8.1.Responses_to_the_Environment”] Gorillas live in troops that usually consist of one dominant male (called a silverback), multiple females, and their offspring. The silverback allows younger males to court pregnant females and immature females. However, the silverback wards off attempts by other males to mate with any females who might become pregnant. Additionally, when a silverback takes over a new troop, he kills all the baby gorillas.

From an evolutionary perspective, the best explanation for the silverback’s behavior is that he is

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[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b73ee4b6573cd” question_number=”2″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] Which of the following statements best describes the energy in an ecosystem?

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[Qq]

[c]IEVuZXJneSBpcyByZWN5Y2xlZCBhbmQgZmVlZHMgYmFjayBpbnRvIHRoZSBib3R0b20gbGV2ZWwgb2YgYW4gZW5lcmd5IHB5cmFtaWQ=[Qq]

[f]IE5vLiBBIGtleSBtYXhpbSBvZiBlY29sb2d5IGlzIA==ZW5lcmd5IGZsb3dzLCBidXQgbWF0dGVyIGN5Y2xlcw==LiBBcyBlbmVyZ3kgbW92ZXMgdGhyb3VnaCBhbiBlY29zeXN0ZW0sIHNvbWUgb2YgaXQgc3VwcG9ydHMgbGlmZSBhdCBoaWdoZXIgdHJvcGhpYyBsZXZlbHMsIGJ1dCBtb3N0IG9mIGl0IGRpc3NpcGF0ZXMgYXMgaGVhdC4=[Qq]

[c]IFdpdGggYSBmZXcgZXhjZXB0aW9ucywgdGhlIGVuZXJneSBpbiBsaXZpbmcgc3lzdGVtcyBvcmlnaW5hdGVz IHdpdGggdGhlIHN1biBhbmQgZ2V0cyBpbnRvIGFuIGVjb3N5c3RlbSB0aHJvdWdoIGl0cyBwcm9kdWNlcnMu[Qq]

[f]IFRoYXQmIzgyMTc7cyBleGFjdGx5IHJpZ2h0LiBFeGNlcHQgZm9yIHNvbWUgZGVlcC1zZWEgZWNvc3lzdGVtcyB0aGF0IGFyZSBwb3dlcmVkIGJ5IGdlb3RoZXJtYWwgZW5lcmd5LCB0aGUgZW5lcmd5IGluIG1vc3QgbGl2aW5nIHN5c3RlbXMgb3JpZ2luYXRlcyB3aXRoIHRoZSBzdW4sIGFuZCBnZXRzIGluY29ycG9yYXRlZCBpbnRvIGVjb3N5c3RlbXMgdGhyb3VnaCB0aGUgcGhvdG9zeW50aGV0aWMgYWN0aW9uIG9mIHByb2R1Y2Vycy4=[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b73d956fa6fcd” question_number=”3″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below shows the movement of carbon among components of a freshwater aquarium.

Which number represents photosynthesis?

[c]IDEg[Qq][c]ID Ig[Qq][c]IDQg[Qq][c]IDYg[Qq][c]IDc=

Cg==[Qq]

[f]IE5vLiBOdW1iZXIgMSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIHRoZSB3YXRlciwgd2hpY2ggd291bGQgaGFwcGVuIHRocm91Z2ggcmVzcGlyYXRpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciBwaG90b3N5bnRoZXNpcywgYSBwcm9jZXNzIHRoYXQgYWJzb3JicyBjYXJib24gZGlveGlkZSBmcm9tIGFpciBvciB3YXRlciBhbmQgbW92ZXMgaXQgaW50byB0aGUgb3JnYW5pYyBjb21wb3VuZHMgaW4gcGxhbnRzLg==[Qq]

[f]IEV4Y2VsbGVudC4gTnVtYmVyIDIgc2hvd3MgY2FyYm9uIG1vdmluZyBmcm9tIHRoZSB3YXRlciB0byBwbGFudHMuIFRoaXMgdHlwZSBvZiBjYXJib24gZml4YXRpb24gaXMgZXhhY3RseSB3aGF0IGhhcHBlbnMgZHVyaW5nIHBob3Rvc3ludGhlc2lzLg==[Qq]

[f]IE5vLiBOdW1iZXIgNCBpcyBzaG93aW5nIGNvbnN1bXB0aW9uIG9mIHBsYW50cyBieSBhbiBhbmltYWwgKHRoZSBzbmFpbCkuIFlvdSYjODIxNztyZSBsb29raW5nIGZvciBwaG90b3N5bnRoZXNpcywgYSBwcm9jZXNzIHRoYXQgYWJzb3JicyBjYXJib24gZGlveGlkZSBmcm9tIGFpciBvciB3YXRlciBhbmQgbW92ZXMgaXQgaW50byB0aGUgb3JnYW5pYyBjb21wb3VuZHMgaW4gcGxhbnRzLg==[Qq]

[f]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[Qq]

[f]IE5vLiBOdW1iZXIgNyBpcyBzaG93aW5nIGNhcmJvbiBtb3ZpbmcgZnJvbSBhbmltYWxzIHRvIG1pY3Jvb3JnYW5pc21zLiBUaGlzIHdvdWxkIGhhcHBlbiB0aHJvdWdoIHRoZSBkZWF0aCBhbmQgdGhlIHJlbGVhc2Ugb2Ygd2FzdGUgcHJvZHVjdHMgKGxpa2UgZmVjZXMpLiBZb3UmIzgyMTc7cmUgbG9va2luZyBmb3IgcGhvdG9zeW50aGVzaXMsIGEgcHJvY2VzcyB0aGF0IGFic29yYnMgY2FyYm9uIGRpb3hpZGUgZnJvbSBhaXIgb3Igd2F0ZXIgYW5kIG1vdmVzIGl0IGludG8gdGhlIG9yZ2FuaWMgY29tcG91bmRzIGluIHBsYW50cy4=[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b73bb125fdbcd” question_number=”4″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below shows the movement of carbon among components of a freshwater aquarium.

Which number represents cellular respiration by non-photosynthetic organisms?

[c]IDIg[Qq][c]IDQg[Qq][c]ID Yg[Qq][c]IDc=

Cg==[Qq]

[f]IE5vLiBOdW1iZXIgMiBzaG93cyBjYXJib24gZGlveGlkZSBtb3ZpbmcgaW50byBjYXJib24gaW4gcGxhbnRzLCB3aGljaCBpcyB3aGF0IGhhcHBlbnMgdGhyb3VnaCBwaG90b3N5bnRoZXNpcy4gQ2VsbHVsYXIgcmVzcGlyYXRpb24gd291bGQgdGFrZSB0aGF0IGNhcmJvbiBhbmQgcmV0dXJuIGl0IHRvIHRoZSB3YXRlciBhcyBkaXNzb2x2ZWQgY2FyYm9uIGRpb3hpZGUuIFdoZXJlIGRvIHlvdSBzZWUgdGhhdCBoYXBwZW5pbmcgaW4gbm9uLXBob3Rvc3ludGhldGljIG9yZ2FuaXNtcz8=[Qq]

[f]IE5vLiBOdW1iZXIgNCBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIGFuaW1hbHMsIHdoaWNoIGlzIHdoYXQgaGFwcGVucyBpbiBjb25zdW1wdGlvbi4gQ2VsbHVsYXIgcmVzcGlyYXRpb24gdGFrZXMgb3JnYW5pYyBjYXJib24gYW5kIHJldHVybnMgaXQgdG8gdGhlIHdhdGVyIGFzIGRpc3NvbHZlZCBjYXJib24gZGlveGlkZS4gV2hlcmUgZG8geW91IHNlZSB0aGF0IGhhcHBlbmluZyBpbiBub24tcGhvdG9zeW50aGV0aWMgb3JnYW5pc21zPw==[Qq]

[f]IE5pY2Ugam9iISBOdW1iZXIgNiBpcyBzaG93aW5nIHRoZSBjYXJib24gaW4gc25haWxzIHJldHVybmluZyB0byBkaXNzb2x2ZWQgY2FyYm9uIGRpb3hpZGUgaW4gdGhlIHdhdGVyLCB3aGljaCBpcyBleGFjdGx5IHdoYXQgaGFwcGVucyBhcyB0aGUgc25haWxzIHBlcmZvcm0gY2VsbHVsYXIgcmVzcGlyYXRpb24u[Qq]

[f]IE5vLiBOdW1iZXIgNyBpcyBzaG93aW5nIGNhcmJvbiBtb3ZpbmcgZnJvbSBhbmltYWxzIHRvIG1pY3Jvb3JnYW5pc21zLiBUaGlzIHdvdWxkIGhhcHBlbiB0aHJvdWdoIHRoZSBkZWF0aCBhbmQgdGhlIHJlbGVhc2Ugb2Ygd2FzdGUgcHJvZHVjdHMgKGxpa2UgZmVjZXMpLiBDZWxsdWxhciByZXNwaXJhdGlvbiB0YWtlcyBvcmdhbmljIGNhcmJvbiBhbmQgcmV0dXJucyBpdCB0byB0aGUgd2F0ZXIgYXMgZGlzc29sdmVkIGNhcmJvbiBkaW94aWRlLiBXaGVyZSBkbyB5b3Ugc2VlIHRoYXQgaGFwcGVuaW5nIGluIG5vbi1waG90b3N5bnRoZXRpYyBvcmdhbmlzbXM/[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b73a3c9e8f3cd” question_number=”5″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below shows the movement of carbon among components of a freshwater aquarium.

Which number represents consumption?

[c]IDIg[Qq][c]ID Qg[Qq][c]IDYg[Qq][c]IDc=[Qq]
[f]IE5vLiBOdW1iZXIgMiBzaG93cyBjYXJib24gZGlveGlkZSBtb3ZpbmcgZnJvbSB0aGUgd2F0ZXIgaW50byBwbGFudHMsIHdoaWNoIHdvdWxkIGhhcHBlbiB0aHJvdWdoIHBob3Rvc3ludGhlc2lzLiBTdHVkeSB0aGUgZGlhZ3JhbSBvZiB0aGUgY2FyYm9uIGN5Y2xlIGJlbG93LCBhbmQgc2VlIGlmIHlvdSBjYW4gY29ubmVjdCBjb25zdW1wdGlvbiBiZWxvdyB3aXRoIGNvbnN1bXB0aW9uIGluIHRoZSBkaWFncmFtIGFib3ZlLg==

Cg==

Cg==[Qq]

[f]IFdheSB0byBnbyEgTnVtYmVyIDQgc2hvd3MgY29uc3VtcHRpb24u[Qq]

[f]IE5vLiBOdW1iZXIgNiBzaG93cyB0aGUgbW92ZW1lbnQgb2YgY2FyYm9uIGZyb20gYW5pbWFscyBiYWNrIHRvIGRpc3NvbHZlZCBjYXJib24gZGlveGlkZSBpbiB0aGUgd2F0ZXIsIHdoaWNoIHdvdWxkIGhhcHBlbiB0aHJvdWdoIGNlbGx1bGFyIHJlc3BpcmF0aW9uLiBTdHVkeSB0aGUgZGlhZ3JhbSBvZiB0aGUgY2FyYm9uIGN5Y2xlIGJlbG93LCBhbmQgc2VlIGlmIHlvdSBjYW4gY29ubmVjdCBjb25zdW1wdGlvbiBiZWxvdyB3aXRoIGNvbnN1bXB0aW9uIGluIHRoZSBkaWFncmFtIGFib3ZlLg==

Cg==

[Qq]

[f]IE5vLiBOdW1iZXIgNyBpcyBzaG93aW5nIGNhcmJvbiBtb3ZpbmcgZnJvbSBhbmltYWxzIHRvIG1pY3Jvb3JnYW5pc21zLiBUaGlzIHdvdWxkIGhhcHBlbiB0aHJvdWdoIHRoZSBkZWF0aCBhbmQgdGhlIHJlbGVhc2Ugb2Ygd2FzdGUgcHJvZHVjdHMgKGxpa2UgZmVjZXMpLiBTdHVkeSB0aGUgZGlhZ3JhbSBvZiB0aGUgY2FyYm9uIGN5Y2xlIGJlbG93LCBhbmQgc2VlIGlmIHlvdSBjYW4gY29ubmVjdCBjb25zdW1wdGlvbiBiZWxvdyB3aXRoIGNvbnN1bXB0aW9uIGluIHRoZSBkaWFncmFtIGFib3ZlLg==

Cg==

[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b738c81720bcd” question_number=”6″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below shows the movement of carbon among components of a freshwater aquarium.

Which number represents carbon fixation?

[c]IDEg[Qq][c]ID Ig[Qq][c]IDQg[Qq][c]IDYg[Qq][c]IDc=[Qq]
[f]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

Cg==

Cg==[Qq]

[f]IEV4Y2VsbGVudCEgTnVtYmVyIDIgc2hvd3MgdGhlIG1vdmVtZW50IG9mIGNhcmJvbiBmcm9tIGNhcmJvbiBkaW94aWRlIGluIHRoZSB3YXRlciBpbnRvIGNhcmJvbiBpbiBwbGFudHMuIFRoYXQmIzgyMTc7cyBjYXJib24gZml4YXRpb24sIGFuZCBpdCBoYXBwZW5zIHRocm91Z2ggcGhvdG9zeW50aGVzaXMuIEp1c3QgZm9yIHJlaW5mb3JjZW1lbnQsIHlvdSBtaWdodCB3YW50IHRvIHN0dWR5IHRoZSBkaWFncmFtIG9mIHRoZSBjYXJib24gY3ljbGUgYmVsb3cu[Qq]


[f]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

Cg==

[Qq]

[f]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

Cg==

[Qq]

[f]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

Cg==

[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b73778d0707cd” question_number=”7″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below shows the movement of carbon among components of a freshwater aquarium.

Which number shows carbon moving from a lower to a higher trophic level?

[c]IDIg[Qq][c]ID Qg[Qq][c]IDUg[Qq][c]IDYg[Qq][c]IDc=[Qq]
[f]IE5vLiBOdW1iZXIgMiBpcyBzaG93aW5nIGhvdyBjYXJib24gZGlveGlkZSBpbiB0aGUgd2F0ZXIgd291bGQgbW92ZSBpbnRvIHBsYW50cywgd2hpY2ggaXMgd2hhdCBoYXBwZW5zIGR1cmluZyBwaG90b3N5bnRoZXNpcy4gVGhlIG1vdmVtZW50IHRvIGEgaGlnaGVyIHRyb3BoaWMgbGV2ZWwgd291bGQgaW52b2x2ZSB0aGUgb3JnYW5pc21zIGF0IG9uZSB0cm9waGljIGxldmVsIGVhdGluZyB0aG9zZSBhdCBhIGxvd2VyIHRyb3BoaWMgbGV2ZWwuIFN0dWR5IHRoZSBkaWFncmFtIGJlbG93LCBzZWUgaWYgeW91IGNhbiBzZWUgdGhhdCBoYXBwZW5pbmcsIGFuZCB0aGVuIGNvbm5lY3QgaXQgdG8gdGhlIGFycm93cyBpbiB0aGUgZGlhZ3JhbSBhYm92ZS4=

Cg==

Cg==[Qq]

[f]IEV4Y2VsbGVudC4gTnVtYmVyIDQgaXMgc2hvd2luZyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIHNuYWlscy4gVGhhdCYjODIxNztzIGEgbW92ZSBmcm9tIHByb2R1Y2VycyB0byBwcmltYXJ5IGNvbnN1bWVycywgd2hpY2ggaXMgYSBtb3ZlIGZyb20gYSBsb3dlciB0byBhIGhpZ2hlciB0cm9waGljIGxldmVsLg==[Qq]

[f]IE5vLiBOdW1iZXIgNSBpcyBzaG93aW5nIGRlY29tcG9zaXRpb24uIFdoYXQgeW91JiM4MjE3O3JlIGxvb2tpbmcgZm9yIGlzIHRoZSBwcm9jZXNzIHRoYXQgbW92ZXMgbWF0dGVyIGFuZCBlbmVyZ3kgZnJvbSBhIGxvd2VyIHRyb3BoaWMgbGV2ZWwgKGxpa2UgcHJvZHVjZXJzKSB0byBhIGhpZ2hlciBvbmUgKGxpa2UgY29uc3VtZXJzKS4gU2VlIGlmIHlvdSBjYW4gZmluZCBvbmUgaW4gdGhlIGRpYWdyYW0gYmVsb3csIGFuZCB0aGVuIHRyYW5zZmVyIHdoYXQgeW91IGxlYXJuIHRvIHRoZSBxdWVzdGlvbiAodGhlIG5leHQgdGltZSB5b3Ugc2VlIGl0KS4=

Cg==

[Qq]

[f]IE5vLiBOdW1iZXIgNiBpcyBzaG93aW5nIGNlbGx1bGFyIHJlc3BpcmF0aW9uIGJ5IGFuaW1hbHMgKHRoZSBzbmFpbHMpLiBXaGF0IHlvdSYjODIxNztyZSBsb29raW5nIGZvciBpcyB0aGUgcHJvY2VzcyB0aGF0IG1vdmVzIG1hdHRlciBhbmQgZW5lcmd5IGZyb20gYSBsb3dlciB0cm9waGljIGxldmVsIChsaWtlIHByb2R1Y2VycykgdG8gYSBoaWdoZXIgb25lIChsaWtlIGNvbnN1bWVycykuIEZpbmQgdGhpcyBpbiB0aGUgZGlhZ3JhbSBiZWxvdywgYW5kIHRoZW4gdHJhbnNmZXIgd2hhdCB5b3UmIzgyMTc7dmUgbGVhcm5lZCB0byB0aGUgZGlhZ3JhbSBhYm92ZS4=

Cg==

[Qq]

[f]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

Cg==

[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b736044901fcd” question_number=”8″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below shows the movement of carbon among components of a freshwater aquarium.

Which number shows decomposition?

[c]IDEg[Qq][c]IDIg[Qq][c]IDQg[Qq][c]ID Ug[Qq][c]IDc=[Qq]
[f]IE5vLiBOdW1iZXIgMSBzaG93cyBjZWxsdWxhciByZXNwaXJhdGlvbiBieSBwbGFudHMuIEZpbmQgZGVjb21wb3NpdGlvbiBpbiB0aGUgZGlhZ3JhbSBiZWxvdywgYW5kIHRoZW4gdHJhbnNmZXIgd2hhdCB5b3UmIzgyMTc7dmUgbGVhcm5lZCB0byB0aGUgZGlhZ3JhbSBhYm92ZS4=

Cg==

Cg==[Qq]

[f]IE5vLiBOdW1iZXIgMiBzaG93cyBwaG90b3N5bnRoZXNpcy4gRmluZCBkZWNvbXBvc2l0aW9uIGluIHRoZSBkaWFncmFtIGJlbG93LCBhbmQgdGhlbiB0cmFuc2ZlciB3aGF0IHlvdSYjODIxNzt2ZSBsZWFybmVkIHRvIHRoZSBkaWFncmFtIGFib3ZlLg==

Cg==

[Qq]

[f]IE5vLiBOdW1iZXIgNCBzaG93cyBjb25zdW1wdGlvbi4gRmluZCBkZWNvbXBvc2l0aW9uIGluIHRoZSBkaWFncmFtIGJlbG93LCBhbmQgdGhlbiB0cmFuc2ZlciB3aGF0IHlvdSYjODIxNzt2ZSBsZWFybmVkIHRvIHRoZSBkaWFncmFtIGFib3ZlLg==

Cg==

[Qq]

[f]IEJlYXV0aWZ1bCEgTnVtYmVyIDUgc2hvd3MgZGVjb21wb3NpdGlvbi4gSnVzdCB0byByZWluZm9yY2UgeW91ciBsZWFybmluZywgZmluZCBkZWNvbXBvc2l0aW9uIGluIHRoZSBkaWFncmFtIGJlbG93LCBhbmQgbm90ZSBob3cgaXQgcGFyYWxsZWxzIHRoZSBkaWFncmFtIGluIHRoZSBxdWVzdGlvbiB5b3UganVzdCBhbnN3ZXJlZC4=

Cg==

[Qq]

[f]IE5vLCBidXQgeW91JiM4MjE3O3JlIGNsb3NlLiBOdW1iZXIgNyBzaG93cyB0aGUgZGVhdGggYW5kIHJlbGVhc2Ugb2Ygd2FzdGVzIChsaWtlIGZlY2VzKSwgd2hpY2ggbW92ZXMgb3JnYW5pYyBtYXR0ZXIgaW4gdGhlIHNuYWlscyB0byBkZWNvbXBvc2Vycy4gRmluZCBkZWNvbXBvc2l0aW9uIGluIHRoZSBkaWFncmFtIGJlbG93LCBhbmQgdGhlbiB0cmFuc2ZlciB3aGF0IHlvdSYjODIxNzt2ZSBsZWFybmVkIHRvIHRoZSBkaWFncmFtIGFib3ZlLg==

Cg==

[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b734454016fcd” question_number=”9″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] In the food web below, which organism(s) is(are) both secondary consumer(s)
and tertiary consumer(s)?

[c]IEhlZGdlaG9nIGFuZCBIYXdr[Qq]

[f]IE5vLiBZb3UmIzgyMTc7cmUgcmlnaHQgYWJvdXQgdGhlIGhhd2ssIGJ1dCB0aGUgaGVkZ2Vob2cgaXMgcHVyZWx5IGEgc2Vjb25kYXJ5IGNvbnN1bWVyLiBGb3IgcmVmZXJlbmNlLCBzdHVkeSB0aGUgZGlhZ3JhbSBiZWxvdy4=

Cg==

[Qq]

[c]IEJhZGdlciBhbmQgRm94[Qq]

[f]IE5vLiBZb3UmIzgyMTc7cmUgcmlnaHQgYWJvdXQgdGhlIGZveCwgYnV0IHRoZSBiYWRnZXIgaXMgcHVyZWx5IGEgc2Vjb25kYXJ5IGNvbnN1bWVyLiBGb3IgcmVmZXJlbmNlLCBzdHVkeSB0aGUgZGlhZ3JhbSBiZWxvdy4=

Cg==

[Qq]

[c]IEZveCBhbm QgSGF3aw==[Qq]

[f]IFdheSB0byBnby4gVGhlIGZveCBhbmQgdGhlIGhhd2sgYXJlIHRoZSB0ZXJ0aWFyeSBjb25zdW1lcnMgaW4gdGhpcyBmb29kIHdlYiwgYW5kIHRoZXkgYXJlIGJvdGggYWxzbyBzZWNvbmRhcnkgY29uc3VtZXJzLg==[Qq]

[c]IEhhd2sgb25seQ==[Qq]

[f]IE5vLiBUaGUgaGF3ayBpcyBib3RoIGEgdGVydGlhcnkgY29uc3VtZXIgYW5kIGEgc2Vjb25kYXJ5IGNvbnN1bWVyLCBidXQgdGhlcmUmIzgyMTc7cyBvbmUgbW9yZS4=[Qq]

[c]IEZveCBvbmx5[Qq]

[f]IE5vLiBUaGUgZm94IGlzIGJvdGggYSBzZWNvbmRhcnkgYW5kIGEgdGVydGlhcnkgY29uc3VtZXIsIGJ1dCB0aGVyZSYjODIxNztzIG9uZSBtb3JlLg==[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b732f5f966bcd” question_number=”10″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] The image below shows a food chain involving earthworms.

The term that best describes the earthworm’s ecological role is

[c]IHByb2R1Y2Vy[Qq]

[f]IE5vLiBJbiBhbiBlY29sb2dpY2FsIHNlbnNlLCBhIHByb2R1Y2VyIGlzIGEgcGxhbnQgKG9yIGFub3RoZXIgdHlwZSBvZiBvcmdhbmlzbSB0aGF0IGRvZXMgZm9vZC1wcm9kdWNpbmcgcGhvdG9zeW50aGVzaXMpLiBTdHVkeSB0aGUgZGlhZ3JhbSBiZWxvdywgYW5kIGFwcGx5IHdoYXQgeW91IGxlYXJuIHRvIHRoaXMgc2FtZSBxdWVzdGlvbiB3aGVuIHlvdSBzZWUgaXQgYWdhaW4u

Cg==

[Qq]

[c]IHByaW1hcnkg Y29uc3VtZXI=[Qq]

[f]IEV4Y2VsbGVudC4gVGhlIGVhcnRod29ybSBpcyBhIHByaW1hcnkgY29uc3VtZXIuIChOb3RlIGZyb20gTXIuIFc6IGlmIHlvdSB3ZXJlIHRoaW5raW5nIA==JiM4MjIwO0l0JiM4MjE3O3MgYSBkZWNvbXBvc2VyLA==JiM4MjIxOyB0aGVuIHlvdSB3ZXJlIGRvaW5nIHNvbWUgZ29vZCBiaW9sb2dpY2FsIHRoaW5raW5nLCB0aG91Z2ggdGhhdCB3YXNuJiM4MjE3O3QgYSBjaG9pY2UgaW4gdGhpcyBxdWVzdGlvbik=[Qq]

[c]IHNlY29uZGFyeSBjb25zdW1lcg==[Qq]

[f]IE5vLiBBIHNlY29uZGFyeSBjb25zdW1lciBpcyBhbiBvcmdhbmlzbSB0aGF0IGVhdHMgYSBwcmltYXJ5IGNvbnN1bWVyICh3aGljaCBpcyBhbiBvcmdhbmlzbSB0aGF0IGVhdHMgYSBwcm9kdWNlcikuIFN0dWR5IHRoZSBkaWFncmFtIGJlbG93LCBhbmQgYXBwbHkgd2hhdCB5b3UmIzgyMTc7dmUgbGVhcm5lZCB0byB0aGlzIHF1ZXN0aW9uIHRoZSBuZXh0IHRpbWUgeW91IHNlZSBpdC4=

Cg==

[Qq]

[c]IFRoaXJkIGxldmVsICh0ZXJ0aWFyeSkgY29uc3VtZXIp[Qq]

[f]IE5vLiBBIHRlcnRpYXJ5IGNvbnN1bWVyIGlzIGFuIG9yZ2FuaXNtIHRoYXQgZWF0cyBhIHNlY29uZGFyeSBjb25zdW1lciAod2hpY2ggaXMgYW4gb3JnYW5pc20gdGhhdCBlYXRzIGEgcHJpbWFyeSBjb25zdW1lcikuIFN0dWR5IHRoZSBkaWFncmFtIGJlbG93LCBhbmQgYXBwbHkgd2hhdCB5b3UmIzgyMTc7dmUgbGVhcm5lZCB0byB0aGlzIHF1ZXN0aW9uIHRoZSBuZXh0IHRpbWUgeW91IHNlZSBpdC4=

Cg==

[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b73136f07bbcd” question_number=”11″ unit=”8.Ecology” topic=”8.2.Energy_Flow_through_Ecosystems”] The image below shows a food chain involving earthworms.

The secondary consumer in the system above is the

[c]IGJ1Y2t0aG9ybg==[Qq]

[f]IE5vLiBUaGUgYnVja3Rob3JuIGlzIGEgcHJvZHVjZXIuIFN0dWR5IHRoZSBkaWFncmFtIGJlbG93LCBhbmQgYXBwbHkgd2hhdCB5b3UmIzgyMTc7dmUgbGVhcm5lZCB0byB0aGlzIHF1ZXN0aW9uIHRoZSBuZXh0IHRpbWUgeW91IHNlZSBpdC4=

Cg==

[Qq]

[c]IGVhcnRod29ybQ==[Qq]

[f]IE5vLiBUaGUgZWFydGh3b3JtIGlzIGEgcHJpbWFyeSBjb25zdW1lci4gU3R1ZHkgdGhlIGRpYWdyYW0gYmVsb3csIGFuZCBhcHBseSB3aGF0IHlvdSYjODIxNzt2ZSBsZWFybmVkIHRvIHRoaXMgcXVlc3Rpb24gdGhlIG5leHQgdGltZSB5b3Ugc2VlIGl0Lg==

Cg==

[Qq]

[c]IGJsYWNr YmlyZA==[Qq]

[f]IE5pY2Ugam9iISBUaGUgYmxhY2tiaXJkIGlzIGEgc2Vjb25kYXJ5IGNvbnN1bWVyLg==[Qq]

[c]IGhhd2s=[Qq]

[f]IE5vLiBUaGUgaGF3ayBpcyBhIHRlcnRpYXJ5IGNvbnN1bWVyLiBTdHVkeSB0aGUgZGlhZ3JhbSBiZWxvdywgYW5kIGFwcGx5IHdoYXQgeW91JiM4MjE3O3ZlIGxlYXJuZWQgdG8gdGhpcyBxdWVzdGlvbiB0aGUgbmV4dCB0aW1lIHlvdSBzZWUgaXQu

Cg==

[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b72fc2690d3cd” question_number=”12″ topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below represents the carbon cycle.

Which number represents photosynthesis by land plants?

[c]ID Eg[Qq][c]IDIg[Qq][c]IDMg[Qq][c]IDQg[Qq][c]IDU=

Cg==[Qq]

[f]IE5pY2UgSm9iISAxIHNob3dzIGNhcmJvbiBtb3ZpbmcgZnJvbSB0aGUgYWlyIHRvIGdyZWVuIGxhbmQgcGxhbnRzLCBhbmQgdGhhdCBwcm9jZXNzIGhhcHBlbnMgdGhyb3VnaCBwaG90b3N5bnRoZXNpcy4=[Qq]

[f]IE5vLiBOdW1iZXIgMiBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIHRoZSBhaXIuIFdoZW4gcGxhbnRzIHJlbGVhc2UgQ08=Mg==LCB0aGV5JiM4MjE3O3JlIHBlcmZvcm1pbmcgY2VsbHVsYXIgcmVzcGlyYXRpb24uIEhlcmUmIzgyMTc7cyBhIGhpbnQ6IHBob3Rvc3ludGhlc2lzIGludm9sdmVzIGNhcmJvbiBmaXhhdGlvbiwgYW5kIG1vdmVzIENPMiA=ZnJvbSB0aGUgYWlyIGludG8gdGhlIGNhcmJvaHlkcmF0ZXMgdGhhdCBtYWtlIHVwIHBsYW50cy4gV2hlcmUgZG8geW91IHNlZSBhbiBhcnJvdyB0aGF0JiM4MjE3O3MgbW92aW5nIENP[Qq]2 into plants?

[f]IE5vLiBOdW1iZXIgMyBzaG93cyBjYXJib24gbW92aW5nIGZyb20gYW5pbWFscyB0byB0aGUgYWlyLCB3aGljaCBpcyB3aGF0IGhhcHBlbnMgaW4gY2VsbHVsYXIgcmVzcGlyYXRpb24uIEhlcmUmIzgyMTc7cyBhIGhpbnQ6IHBob3Rvc3ludGhlc2lzIGludm9sdmVzIGNhcmJvbiBmaXhhdGlvbiwgYW5kIG1vdmVzIENPMiA=ZnJvbSB0aGUgYWlyIGludG8gdGhlIGNhcmJvaHlkcmF0ZXMgdGhhdCBtYWtlIHVwIHBsYW50cy4gV2hlcmUgZG8geW91IHNlZSBhbiBhcnJvdyB0aGF0JiM4MjE3O3MgbW92aW5nIENPMiA=aW50byBwbGFudHM/[Qq]

[f]IE5vLiBOdW1iZXIgNCBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIGFuaW1hbHMsIHdoaWNoIGlzIHdoYXQgaGFwcGVucyBkdXJpbmcgY29uc3VtcHRpb24uIEhlcmUmIzgyMTc7cyBhIGhpbnQ6IHBob3Rvc3ludGhlc2lzIGludm9sdmVzIGNhcmJvbiBmaXhhdGlvbiwgYW5kIG1vdmVzIENPMiA=ZnJvbSB0aGUgYWlyIGludG8gdGhlIGNhcmJvaHlkcmF0ZXMgdGhhdCBtYWtlIHVwIHBsYW50cy4gV2hlcmUgZG8geW91IHNlZSBhbiBhcnJvdyB0aGF0JiM4MjE3O3MgbW92aW5nIENPMiA=aW50byBwbGFudHM/[Qq]

[f]IE5vLiBOdW1iZXIgNSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gZm9zc2lsIGZ1ZWxzIGJhY2sgaW50byB0aGUgYWlyLCB3aGljaCBpcyB3aGF0IGhhcHBlbnMgZHVyaW5nIGNvbWJ1c3Rpb24uIEhlcmUmIzgyMTc7cyBhIGhpbnQ6IHBob3Rvc3ludGhlc2lzIGludm9sdmVzIGNhcmJvbiBmaXhhdGlvbiwgYW5kIG1vdmVzIENPMiA=ZnJvbSB0aGUgYWlyIGludG8gdGhlIGNhcmJvaHlkcmF0ZXMgdGhhdCBtYWtlIHVwIHBsYW50cy4gV2hlcmUgZG8geW91IHNlZSBhbiBhcnJvdyB0aGF0JiM4MjE3O3MgbW92aW5nIENPMiA=aW50byBwbGFudHM/[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b72c4457373cd” question_number=”13″ topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below represents the carbon cycle.

Which number represents respiration by land plants?

[c]IDEg[Qq][c]ID Ig[Qq][c]IDMg[Qq][c]IDQg[Qq][c]IDU=

Cg==[Qq]

[f]IE5vLiBOdW1iZXIgMSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gdGhlIGFpciB0byBncmVlbiBsYW5kIHBsYW50cywgYW5kIHRoYXQgcHJvY2VzcyBoYXBwZW5zIHRocm91Z2ggcGhvdG9zeW50aGVzaXMuIFlvdSYjODIxNztyZSBsb29raW5nIGZvciBhIHByb2Nlc3MgaW4gd2hpY2ggcGxhbnRzIHJlbGVhc2UgQ08=Mg==LCByZXR1cm5pbmcgaXQgdG8gdGhlIGF0bW9zcGhlcmUu[Qq]

[f]IE5pY2UhIE51bWJlciAyIHNob3dzIGNhcmJvbiBtb3ZpbmcgZnJvbSBwbGFudHMgdG8gdGhlIGFpci4gV2hlbiBwbGFudHMgcmVsZWFzZSBDTw==Mg==LCB0aGV5JiM4MjE3O3JlIHBlcmZvcm1pbmcgY2VsbHVsYXIgcmVzcGlyYXRpb24u[Qq]

[f]IE5vLiBOdW1iZXIgMyBzaG93cyBjYXJib24gbW92aW5nIGZyb20gYW5pbWFscw==IHRvIHRoZSBhaXIsIHNvIHlvdSYjODIxNzt2ZSBmb3VuZCBjZWxsdWxhciByZXNwaXJhdGlvbi4gTm93IHlvdSBqdXN0IG5lZWQgdG8gZmluZCBpdCBpbiBwbGFudHMu[Qq]

[f]IE5vLiBOdW1iZXIgNCBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIGFuaW1hbHMsIHdoaWNoIGlzIHdoYXQgaGFwcGVucyBkdXJpbmcgY29uc3VtcHRpb24uIEhlcmUmIzgyMTc7cyBhIGhpbnQ6IHlvdSYjODIxNztyZSBsb29raW5nIGZvciBhIHByb2Nlc3MgaW4gd2hpY2ggcGxhbnRzIHJlbGVhc2UgQ08=Mg==LCByZXR1cm5pbmcgaXQgdG8gdGhlIGF0bW9zcGhlcmUu[Qq]

[f]IE5vLiBOdW1iZXIgNSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gZm9zc2lsIGZ1ZWxzIGJhY2sgaW50byB0aGUgYWlyLCB3aGljaCBpcyB3aGF0IGhhcHBlbnMgZHVyaW5nIGNvbWJ1c3Rpb24uIEhlcmUmIzgyMTc7cyBhIGhpbnQ6IHlvdSYjODIxNztyZSBsb29raW5nIGZvciBhIHByb2Nlc3MgaW4gd2hpY2ggcGxhbnRzIHJlbGVhc2UgQ08=Mg==LCByZXR1cm5pbmcgaXQgdG8gdGhlIGF0bW9zcGhlcmUu[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b72af51086fcd” question_number=”14″ topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below represents the carbon cycle.

Which number would represent a cow eating grass?

[c]IDEg[Qq][c]IDIg[Qq][c]IDMg[Qq][c]ID Qg[Qq][c]IDU=

Cg==[Qq]

[f]IE5vLiBOdW1iZXIgMSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gdGhlIGFpciB0byBncmVlbiBsYW5kIHBsYW50cywgYW5kIHRoYXQgaGFwcGVucyB0aHJvdWdoIHBob3Rvc3ludGhlc2lzLiBZb3UmIzgyMTc7cmUgbG9va2luZyBmb3IgY29uc3VtcHRpb24=OiB0aGUgcHJvY2VzcyBieSB3aGljaCBjYXJib24gbW92ZXMgZnJvbSBwbGFudHMgdG8gYW5pbWFscy4=[Qq]

[f]IE5vLiBOdW1iZXIgMiBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIHRoZSBhaXIuIFdoZW4gcGxhbnRzIHJlbGVhc2UgQ08=Mg==LCB0aGV5JiM4MjE3O3JlIHBlcmZvcm1pbmcgY2VsbHVsYXIgcmVzcGlyYXRpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=Y29uc3VtcHRpb24=OiB0aGUgcHJvY2VzcyBieSB3aGljaCBjYXJib24gbW92ZXMgZnJvbSBwbGFudHMgdG8gYW5pbWFscy4=[Qq]

[f]IE5vLiBOdW1iZXIgMyBzaG93cyBjYXJib24gbW92aW5nIGZyb20gYW5pbWFscw==IHRvIHRoZSBhaXIsIHNvIHlvdSYjODIxNzt2ZSBmb3VuZCBjZWxsdWxhciByZXNwaXJhdGlvbi4gWW91JiM4MjE3O3JlIGxvb2tpbmcgZm9yIA==Y29uc3VtcHRpb24=OiB0aGUgcHJvY2VzcyBieSB3aGljaCBjYXJib24gbW92ZXMgZnJvbSBwbGFudHMgdG8gYW5pbWFscy4=[Qq]

[f]IFRlcnJpZmljLiBOdW1iZXIgNCBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIGFuaW1hbHMsIHdoaWNoIGlzIHdoYXQgaGFwcGVucyBkdXJpbmcgY29uc3VtcHRpb24u[Qq]

[f]IE5vLiBOdW1iZXIgNSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gZm9zc2lsIGZ1ZWxzIGJhY2sgaW50byB0aGUgYWlyLCB3aGljaCBpcyB3aGF0IGhhcHBlbnMgZHVyaW5nIGNvbWJ1c3Rpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=Y29uc3VtcHRpb24=OiB0aGUgcHJvY2VzcyBieSB3aGljaCBjYXJib24gbW92ZXMgZnJvbSBwbGFudHMgdG8gYW5pbWFscy4=[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b7295b485a3cd” question_number=”15″ topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below represents the carbon cycle.

Which number would represent a lizard exhaling?

[c]IDEg[Qq][c]IDIg[Qq][c]ID Mg[Qq][c]IDQg[Qq][c]IDU=

Cg==[Qq]

[f]IE5vLiBOdW1iZXIgMSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gdGhlIGFpciB0byBncmVlbiBsYW5kIHBsYW50cywgYW5kIHRoYXQgcHJvY2VzcyBoYXBwZW5zIHRocm91Z2ggcGhvdG9zeW50aGVzaXMuIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=cmVzcGlyYXRpb24gYnkgYW5pbWFscw==OiB0aGUgcHJvY2VzcyBieSB3aGljaCBjYXJib24gbW92ZXMgZnJvbSBhbmltYWxzIGJhY2sgdG8gdGhlIGF0bW9zcGhlcmUu[Qq]

[f]IE5vLiBOdW1iZXIgMiBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIHRoZSBhaXIuIFdoZW4gcGxhbnRzIHJlbGVhc2UgQ08=Mg==LCB0aGV5JiM4MjE3O3JlIHBlcmZvcm1pbmcgY2VsbHVsYXIgcmVzcGlyYXRpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=cmVzcGlyYXRpb24gYnkgYW5pbWFscw==IChhcyBvcHBvc2VkIHRvIHBsYW50cyk6IHRoZSBwcm9jZXNzIGJ5IHdoaWNoIGNhcmJvbiBtb3ZlcyBmcm9tIGFuaW1hbHMgYmFjayB0byB0aGUgYXRtb3NwaGVyZS4=[Qq]

[f]IEV4Y2VsbGVudCEgTnVtYmVyIDMgc2hvd3MgY2FyYm9uIG1vdmluZyBmcm9tIA==YW5pbWFscw==IHRvIHRoZSBhaXIsIHNvIHlvdSYjODIxNzt2ZSBmb3VuZCBhbmltYWwgcmVzcGlyYXRpb24u[Qq]

[f]IE5vLiBOdW1iZXIgNCBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIGFuaW1hbHMsIHdoaWNoIGlzIHdoYXQgaGFwcGVucyBkdXJpbmcgY29uc3VtcHRpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=cmVzcGlyYXRpb24gYnkgYW5pbWFscw==OiB0aGUgcHJvY2VzcyBieSB3aGljaCBjYXJib24gbW92ZXMgZnJvbSBhbmltYWxzIGJhY2sgdG8gdGhlIGF0bW9zcGhlcmUu[Qq]

[f]IE5vLiBOdW1iZXIgNSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gZm9zc2lsIGZ1ZWxzIGJhY2sgaW50byB0aGUgYWlyLCB3aGljaCBpcyB3aGF0IGhhcHBlbnMgZHVyaW5nIGNvbWJ1c3Rpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=cmVzcGlyYXRpb24gYnkgYW5pbWFscw==OiB0aGUgcHJvY2VzcyBieSB3aGljaCBjYXJib24gbW92ZXMgZnJvbSBhbmltYWxzIGJhY2sgdG8gdGhlIGF0bW9zcGhlcmUu[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b727e6c0ebbcd” question_number=”16″ topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below represents the carbon cycle.

Which number would represent an exhaust emitted from the tailpipe of a car?

[c]IDEg[Qq][c]IDIg[Qq][c]IDMg[Qq][c]IDQg[Qq][c]ID U=

Cg==[Qq]

[f]IE5vLiBOdW1iZXIgMSBzaG93cyBjYXJib24gbW92aW5nIGZyb20gdGhlIGFpciB0byBncmVlbiBsYW5kIHBsYW50cywgYW5kIHRoYXQgcHJvY2VzcyBoYXBwZW5zIHRocm91Z2ggcGhvdG9zeW50aGVzaXMuIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=Y29tYnVzdGlvbiwgYW5kIHRoYXQgcHJvY2VzcyBvY2N1cnMgd2hlbiBmb3NzaWwgZnVlbHMgKGNvYWwsIG5hdHVyYWwgZ2FzLCBvciBvaWwvcGV0cm9sZXVtKSBhcmUgYnVybmVkLCByZWxlYXNpbmcgQ08=MiA=YW5kIEg=[Qq]2O as waste products.

[f]IE5vLiBOdW1iZXIgMiBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIHRoZSBhaXIuIFdoZW4gcGxhbnRzIHJlbGVhc2UgQ08=Mg==LCB0aGV5JiM4MjE3O3JlIHBlcmZvcm1pbmcgY2VsbHVsYXIgcmVzcGlyYXRpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=Y29tYnVzdGlvbiwgYW5kIHRoYXQgcHJvY2VzcyBvY2N1cnMgd2hlbiBmb3NzaWwgZnVlbHMgKGNvYWwsIG5hdHVyYWwgZ2FzLCBvciBvaWwvcGV0cm9sZXVtKSBhcmUgYnVybmVkLCByZWxlYXNpbmcgQ08=[Qq]2 and H2O as waste products.

[f]IE5vLiBOdW1iZXIgMyBzaG93cyBjYXJib24gbW92aW5nIGZyb20gYW5pbWFscw==IHRvIHRoZSBhaXIsIHNvIHlvdSYjODIxNzt2ZSBmb3VuZCBhbmltYWwgcmVzcGlyYXRpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=Y29tYnVzdGlvbiwgYW5kIHRoYXQgcHJvY2VzcyBvY2N1cnMgd2hlbiBmb3NzaWwgZnVlbHMgKGNvYWwsIG5hdHVyYWwgZ2FzLCBvciBvaWwvcGV0cm9sZXVtKSBhcmUgYnVybmVkLCByZWxlYXNpbmcgQ08=[Qq]2 and H2O as waste products.

[f]IE5vLiBOdW1iZXIgNCBzaG93cyBjYXJib24gbW92aW5nIGZyb20gcGxhbnRzIHRvIGFuaW1hbHMsIHdoaWNoIGlzIHdoYXQgaGFwcGVucyBkdXJpbmcgY29uc3VtcHRpb24uIFlvdSYjODIxNztyZSBsb29raW5nIGZvciA=Y29tYnVzdGlvbiwgYW5kIHRoYXQgcHJvY2VzcyBvY2N1cnMgd2hlbiBmb3NzaWwgZnVlbHMgKGNvYWwsIG5hdHVyYWwgZ2FzLCBvciBvaWwvcGV0cm9sZXVtKSBhcmUgYnVybmVkLCByZWxlYXNpbmcgQ08=MiA=YW5kIEg=[Qq]2O as waste products.

[f]IEZhbnRhc3RpYy4gTnVtYmVyIDUgc2hvd3MgY2FyYm9uIG1vdmluZyBmcm9tIGZvc3NpbCBmdWVscyBiYWNrIGludG8gdGhlIGFpciwgd2hpY2ggaXMgd2hhdCBoYXBwZW5zIGR1cmluZyBjb21idXN0aW9uLg==

Cg==

Cg==[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b726977a3b7cd” question_number=”17″ unit=”8.Ecology” topic=”8.3.Population_Ecology”] Which of the following directly contribute to change in population size?

[c]IEluYnJlZWRpbmcsIGRlYXRoIHJhdGUsIGJpcnRoIHJhdGUsIG91dGJyZWVkaW5nLCBzaXpl[Qq]

[f]IE5vLCBidXQgeW91JiM4MjE3O3JlIGFsbW9zdCBoYWxmd2F5IHRoZXJlLiBJbmJyZWVkaW5nIGFuZCBvdXRicmVlZGluZyBjZXJ0YWlubHkgaW1wYWN0IGEgZ2VuZSBwb29sLCBidXQgdGhleSBhcmUgbm90IGRpcmVjdGx5IGNvbm5lY3RlZCB3aXRoIGNoYW5nZXMgaW4gcG9wdWxhdGlvbiBzaXplLg==[Qq]

[c]IEVtaWdyYXRpb24sIGltbWlncmF0aW9uLCBk ZWF0aCByYXRlLCBiaXJ0aCByYXRlLCBzaXpl[Qq]

[f]IFllcy4gVGhlc2UgYXJlIHRoZSBmaXZlIGZhY3RvcnMgdGhhdCBkaXJlY3RseSBpbXBhY3QgY2hhbmdlIGluIHBvcHVsYXRpb24gc2l6ZS4=[Qq]

[c]IEVtaWdyYXRpb24sIGluYnJlZWRpbmcsIGRlYXRoIHJhdGUsIG91dGJyZWVkaW5nLCBzZXg=[Qq]

[f]IE5vLiBZb3UgaGF2ZSB0d28gb2YgdGhlIGZhY3RvcnMsIHNvIHlvdSYjODIxNztyZSBhbG1vc3QgaGFsZndheSB0aGVyZS4gSW5icmVlZGluZyBhbmQgb3V0YnJlZWRpbmcgY2VydGFpbmx5IGltcGFjdCBhIGdlbmUgcG9vbCwgYnV0IHRoZXkgYXJlIG5vdCBkaXJlY3RseSBjb25uZWN0ZWQgd2l0aCBjaGFuZ2VzIGluIHBvcHVsYXRpb24gc2l6ZS4gQW5kIHdoaWxlIHBvcHVsYXRpb24gc2NpZW50aXN0cyBtZWFzdXJlIG1hbnkgdGhpbmdzIHJlbGF0ZWQgdG8gc2V4IChzdWNoIGFzIG1vcnRhbGl0eSkgaXQmIzgyMTc7cyBsZXNzIGltcG9ydGFudCB0aGFuIG90aGVyIHRoaW5ncyBvbiB0aGUgbGlzdC4=[Qq]

[c]IEVtaWdyYXRpb24sIGltbWlncmF0aW9uLCBpbmJyZWVkaW5nLCBkZWF0aCByYXRlLCBiaXJ0aCByYXRlLCBvdXRicmVlZGluZywgc2V4LCBzaXpl[Qq]

[f]IE5vLiBZb3UgaGF2ZSBhbGwgb2YgdGhlIGtleSBmYWN0b3JzICh0aGVyZSBhcmUgZml2ZSksIGJ1dCB5b3UmIzgyMTc7dmUgdGhyb3duIGluIGEgZmV3IHRoYXQgYXJlbiYjODIxNzt0IGRpcmVjdGx5IGNvbm5lY3RlZCB0byBhIHBvcHVsYXRpb24mIzgyMTc7cyBncm93dGggcmF0ZS4=[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b72522f2ccfcd” question_number=”18″ unit=”8.Ecology” topic=”8.3.Population_Ecology”] In which of the following pairs are both items linked to a decrease in population size?

[c]IEVtaWdyYXRpb24gYW5kIGltbWlncmF0aW9u[Qq]

[f]IE5vLiBFbWlncmF0aW9uIGRlY3JlYXNlcyBwb3B1bGF0aW9uIHNpemUsIGJ1dCBpbW1pZ3JhdGlvbiBpbmNyZWFzZXMgaXQu[Qq]

[c]IEVtaWdyYXRpb24gYW 5kIGRlYXRoIHJhdGU=[Qq]

[f]IFllcy4gRW1pZ3JhdGlvbiBhbmQgZGVhdGggYm90aCBkZWNyZWFzZSBwb3B1bGF0aW9uIHNpemUu[Qq]

[c]IEVtaWdyYXRpb24gYW5kIGJpcnRoIHJhdGU=[Qq]

[f]IE5vLiBFbWlncmF0aW9uIGRlY3JlYXNlcyBwb3B1bGF0aW9uIHNpemUsIGJ1dCB0aGUgYmlydGggcmF0ZSBpbmNyZWFzZXMgaXQu[Qq]

[c]IEltbWlncmF0aW9uIGFuZCBiaXJ0aCByYXRl[Qq]

[f]IE5vLiBJbW1pZ3JhdGlvbiBhbmQgYmlydGggcmF0ZSBib3RoIGJyaW5nIG5ldyBpbmRpdmlkdWFscyBpbnRvIGEgcG9wdWxhdGlvbiwgaW5jcmVhc2luZyBwb3B1bGF0aW9uIHNpemUu[Qq]

[c]IERlYXRoIHJhdGUgYW5kIGJpcnRoIHJhdGU=[Qq]

[f]IE5vLiBUaGUgZGVhdGggcmF0ZSBkZWNyZWFzZXMgcG9wdWxhdGlvbiBzaXplLCBidXQgdGhlIGJpcnRoIHJhdGUgaW5jcmVhc2VzIGl0Lg==

Cg==

Cg==[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b723ae6b5e7cd” question_number=”19″ unit=”8.Ecology” topic=”8.4.Effect_of_Density_of_Populations”] Researchers studied two sub-species of lions. The graph below compares their birthrates (b1, b2) and death rates (d1, d2).
Which of the following statements is consistent with the graph?

[c]IFRoZSBiaXJ0aCByYXRlIG9mIHN1Yi1zcGVjaWVzIDEgaXMgZGVwZW5kZW50IG9uIGRlbnNpdHku[Qq]

[f]IE5vLiBMaW5lIGIxIHNob3dzIHRoZSByZWxhdGlvbnNoaXAgYmV0d2VlbiBzdWItc3BlY2llcyAxIGFuZCBkZW5zaXR5LiBBcyBkZW5zaXR5IGluY3JlYXNlcywgaXMgYjEgZ29pbmcgdXAgb3IgZG93bj8gSWYgbmVpdGhlciwgdGhlbiBpdCYjODIxNztzIG5vdCBkZXBlbmRlbnQgb24gZGVuc2l0eS4gS2VlcCB0aGF0IGluIG1pbmQgd2hlbiB5b3Ugc2VlIHRoaXMgcXVlc3Rpb24gYWdhaW4u[Qq]

[c]IFRoZSBiaXJ0aCByYXRlIG9mIHN1Yi1zcGVjaW VzIDIgaXMgZGVwZW5kZW50IG9uIGRlbnNpdHku[Qq]

[f]IENvcnJlY3QuIEFzIGIyIG1vdmVzIHRvIHRoZSByaWdodCwgaXQgc2xvcGVzIGRvd253YXJkLCBpbmRpY2F0aW5nIHRoYXQgdGhlIGJpcnRoIHJhdGUgb2Ygc3ViLXNwZWNpZXMgMiBpcyBkZWNsaW5pbmcgYXMgZGVuc2l0eSBpbmNyZWFzZXMuIFRoYXQgbWFrZXMgaXQgZGVuc2l0eS1kZXBlbmRlbnQu[Qq]

[c]IFRoZSBkZWF0aCByYXRlcyBvZiBib3RoIHN1Yi1zcGVjaWVzIGFyZSBpbmRlcGVuZGVudCBvZiBkZW5zaXR5Lg==[Qq]

[f]IE5vLiBBcyBkMSBhbmQgZDIgbW92ZSB0byB0aGUgcmlnaHQsIHRoZXkmIzgyMTc7cmUgc2xvcGluZyB1cHdhcmQuIFRoYXQgbWVhbnMgdGhhdCB0aGV5JiM4MjE3O3JlIGJvdGggZGVuc2l0eS1kZXBlbmRlbnTCoChub3QgaW5kZXBlbmRlbnQ=KS4=[Qq]

[c]IFRoZSBlZmZlY3Qgb2YgZGVuc2l0eSBvbiB0aGUgZGVhdGggcmF0ZSBpcyBpZGVudGljYWwgZm9yIGJvdGggc3ViLXNwZWNpZXMu[Qq]

[f]IE5vLiBJZiB0aGlzIHdlcmUgdHJ1ZSwgdGhlIGxpbmVzIHdvdWxkIGJlIHRoZSBzYW1lIGZvciBib3RoIHNwZWNpZXMgKGFuZCB0aGV5JiM4MjE3O3JlIG5vdCku

Cg==

Cg==[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b72239e3effcd” question_number=”20″ unit=”8.Ecology” topic=”8.5.Community_Ecology”] The 2018 lava flows in the Big Island of Hawaii completely destroyed the forest community where they occurred, replacing the forest with volcanic rock.

Following this type of event, what type of ecological succession will occur, and what types of plants are the first to establish themselves?

[c]IFByaW1hcnkgc3VjY2Vzc2lvbiB3aWxsIG9jY3VyLiBHcmFzc2VzIGFuZCBwaW5lIHRyZWVzIHdpbGwgYmUgdGhlIGZpcnN0IHRvIGVzdGFibGlzaCB0aGVtc2VsdmVzLg==[Qq]

[f]IE5vLiBZb3UmIzgyMTc7cmUgcmlnaHQgYWJvdXQgdGhlIHR5cGUgb2Ygc3VjY2Vzc2lvbiwgYnV0IGNob29zZSBhIHNpbXBsZXIsIHNtYWxsZXIgcGxhbnQgYXMgdGhlIGZpcnN0IHBpb25lZXIu[Qq]

[c]IFByaW1hcnkgc3VjY2Vzc2lvbiB3aWxsIG9jY3VyLiBNb3NzZXMgd2 lsbCBiZSB0aGUgZmlyc3QgdG8gZXN0YWJsaXNoIHRoZW1zZWx2ZXMu[Qq]

[f]IENvcnJlY3QuIFdoZW4gYSBjb21tdW5pdHkgaGFzIHRvIHJlYnVpbGQgaXRzIHNvaWwsIHRoZSBzdWNjZXNzaW9uIHRoYXQgZm9sbG93cyBpcyBjb25zaWRlcmVkIHRvIGJlIHByaW1hcnksIGFuZCB0aGUgZmlyc3QgcGxhbnRzIHdpbGwgYmUgbW9zc2VzIChmb2xsb3dpbmcgbGljaGVucywgd2hpY2ggYXJlIHRoZSB1bHRpbWF0ZSBwaW9uZWVycyku[Qq]

[c]IFByaW1hcnkgc3VjY2Vzc2lvbiB3aWxsIG9jY3VyLiBBIHJhbmdlIG9mIHBsYW50IHNwZWNpZXMgKGdyYXNzZXMsIHNocnVicywgYW5kIHRyZWVzKSB3aWxsIHJhcGlkbHkgZXN0YWJsaXNoIHRoZW1zZWx2ZXMu[Qq]

[f]IE5vLiBZb3UmIzgyMTc7cmUgcmlnaHQgYWJvdXQgdGhlIHR5cGUgb2Ygc3VjY2Vzc2lvbiwgYnV0IGNob29zZSBhIHNpbXBsZXIsIHNtYWxsZXIgcGxhbnQgYXMgdGhlIGZpcnN0IHBpb25lZXIu[Qq]

[c]IFNlY29uZGFyeSBzdWNjZXNzaW9uIG9jY3Vycy4gQ3JhYmdyYXNzIGVzdGFibGlzaGVzIGl0c2VsZiBmaXJzdC4=[Qq]

[f]IE5vLiBTZWNvbmRhcnkgc3VjY2Vzc2lvbiB1c3VhbGx5IGZvbGxvd3MgYSBmaXJlIG9yIGEgZmxvb2QuIFRoZSBjb21tdW5pdHkmIzgyMTc7cyBzb2lsIGlzIHN0aWxsIGludGFjdC4gV2l0aCB0aGVzZSBsYXZhIGZsb3dzLCBuYXR1cmUgcmVkdWNlZCB0aGUgY29tbXVuaXR5IHRvIGJhcmUgcm9jay4gUmVtZW1iZXIgdGhhdCB3aGVuIHlvdSBzZWUgdGhpcyBxdWVzdGlvbiBhZ2Fpbi4=[Qq]

[c]IFNlY29uZGFyeSBzdWNjZXNzaW9uIG9jY3Vycy4gTG9kZ2Vwb2xlIHBpbmVzIGFyZSB0aGUgZmlyc3QgdG8gZXN0YWJsaXNoIHRoZW1zZWx2ZXMu[Qq]

[f]IE5vLiBTZWNvbmRhcnkgc3VjY2Vzc2lvbiB1c3VhbGx5IGZvbGxvd3MgYSBmaXJlIG9yIGEgZmxvb2QuIFRoZSBjb21tdW5pdHkmIzgyMTc7cyBzb2lsIGlzIHN0aWxsIGludGFjdC4gV2l0aCB0aGVzZSBsYXZhIGZsb3dzLCBuYXR1cmUgcmVkdWNlZCB0aGUgY29tbXVuaXR5IHRvIGJhcmUgcm9jay4gUmVtZW1iZXIgdGhhdCB3aGVuIHlvdSBzZWUgdGhpcyBxdWVzdGlvbiBhZ2Fpbi4=[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b720c55c817cd” question_number=”21″ unit=”8.Ecology” topic=”8.5.Community_Ecology”] The graph below shows the results of a study by plant ecologist W.G. Smith. In this study, members of two species of the Desmodium genus (a member of the pea family) were planted close to one another (intraspecific competition) or close to members of the other species (interspecific competition).

The results suggest that

[c]IGZvciB0aGVzZSBzcGVjaWVzLCBpbnRyYXNwZWNpZmljIGNvbXBldGl0aW9uIGlzIG1vcmUgaW50ZW5zZSB0aGFuIGludGVyc3BlY2lmaWMgY29tcGV0aXRpb24u[Qq]

[f]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RC4gZ2x1dGlub3N1bQ==LCBpdCYjODIxNztzIG5vdCB0cnVlIGZvciA=RC4gbnVkaWZsb3J1bQ==LiBUYWtlIGFub3RoZXIgbG9vayBhdCB0aGUgZ3JhcGgsIGFuZCBzZWUgd2hpY2ggY2hvaWNlIGJlc3QgZml0cyB0aGUgZGF0YS4=[Qq]

[c]IGZvciB0aGVzZSBzcGVjaWVzLCBpbnRlcnNwZWNpZmljIGNvbXBldGl0aW9uIGlzIG1vcmUgaW50ZW5zZSB0aGFuIGludHJhc3BlY2lmaWMgY29tcGV0aXRpb24u[Qq]

[f]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RC4gbnVkaWZsb3J1bQ==LCBpdCYjODIxNztzIG5vdCB0cnVlIGZvciA=RC4gZ2x1dGlub3N1bQ==LiBUYWtlIGFub3RoZXIgbG9vayBhdCB0aGUgZ3JhcGgsIGFuZCBzZWUgd2hpY2ggY2hvaWNlIGJlc3QgZml0cyB0aGUgZGF0YS4=[Qq]

[c]IHRoZSBlZmZlY3RzIG9mIGludHJhc3BlY2lmaWMgYW5kIGludGVyc3BlY2lmaWMg Y29tcGV0aXRpb24gYXJlIGRpZmZlcmVudCBmb3IgdGhlc2UgdHdvIHNwZWNpZXMu[Qq]

[f]IEV4Y2VsbGVudC4gV2UgY2FuIHNlZSBmcm9tIHRoZSBkYXRhIHRoYXQgZm9yIA==RC4gZ2x1dGlub3N1bQ==IGludHJhc3BlY2lmaWMgY29tcGV0aXRpb24gaXMgbW9yZSBpbnRlbnNlLCB3aGlsZSBmb3IgRC4gbnVkaWZsb3J1bQ==LCBpbnRlcnNwZWNpZmljIGNvbXBldGl0aW9uIGlzIG1vcmUgaW50ZW5zZS4=[Qq]

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[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b71f50d512fcd” question_number=”22″ unit=”8.Ecology” topic=”8.5.Community_Ecology”] A classic study of species interaction involves two species of barnacles.

Barnacle species A (Chathalamus) occupies the higher strata of intertidal rocks. Barnacle species B (Semibalanus) occupies the lower strata. When species B is experimentally removed from the lower strata, species A expands its range and occupies both the upper and lower strata. When species A is experimentally removed from the rocks, the range of Species B is unchanged.

From the choices given below, what would be your inference from these observations?

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[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b71e26cf20fcd” question_number=”23″ unit=”8.Ecology” topic=”8.5.Community_Ecology”] Based on the graph below (and your understanding of ecology), which is the most likely relationship between kelp (a seaweed) and urchins (herbivorous relatives of sea stars in the echinoderm phylum)?

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[c]IFVyY2hpbnMgYXJlIHByZW RhdG9ycyBvZiBrZWxwLg==[Qq]

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[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b71c8d06f43cd” question_number=”24″ unit=”8.Ecology” topic=”8.5.Community_Ecology”] In the food web below, which organism(s) is(are) performing photophosphorylation?

[c]IEhlZGdlaG9nIGFuZCBIYXdr[Qq]

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Cg==

[Qq]

[c]IEJhZGdlciBhbmQgRm94[Qq]

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Cg==

[Qq]

[c]IEZveCBhbmQgaGF3aw==[Qq]

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Cg==

[Qq]

[c]IEdy YXNz[Qq]

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Cg==

[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b71b187f85bcd” question_number=”25″ unit=”8.Ecology” topic=”8.5.Community_Ecology”] The image below shows a food chain involving earthworms.

To measure the abundance of earthworms, researchers
*Placed sampling frames onto the ground.
*Poured a chemical solution onto the soil to cause the earthworms to come up to the surface.
*Waited and counted the earthworms.

Using this technique, the researchers compared the abundance of earthworms in four areas of soil, as shown in the graph below.

The LEAST convincing data point for the argument that removing plants reduced earthworm abundance is from the

[c]IEJ1Y2t0aG9ybiwgSnVseSAyMDA0[Qq]

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Cg==

Tm90aWNlIHRoYXQgZm9yIHRoZSBidWNrdGhvcm4gaW4gSnVseSAyMDA0LCB0aGUgZ3JheSBiYXIgKHdoaWNoIGluZGljYXRlcyB0aGUgbWVhbiBlYXJ0aHdvcm0gYWJ1bmRhbmNlIGluIHRoZSBzYW1wbGluZyBhcmVhIHdoZXJlIHBsYW50cyB3ZXJlIHJlbW92ZWQpIGlzIGxvd2VyIHRoYW4gdGhlIHdoaXRlIGJhciAod2hpY2ggaXMgdGhlIGVhcnRod29ybSBhYnVuZGFuY2Ugd2hlcmUgdGhlIHBsYW50cyB3ZXJlIG5vdCByZW1vdmVkKS4gSW4gcGFydGljdWxhciwgbm90aWNlIHRoYXQgdGhlIA==[Qq]error bars show no overlap, which means that the difference is statistically significant. That supports the idea that removing plants reduced earthworm abundance. Now, look at the rest of the periods, and find the area where the error bars are overlapping.

[c]IEJ1Y2t0aG9ybiwgSnVseSAyMDA2[Qq]

[f]IE5vLiBIZXJlJiM4MjE3O3MgYSBxdWljayBoaW50OiBsb29rIGF0IHRoZSBzaXplIG9mIHRoZSB0d28gYmFycyBmb3IgZWFjaCBwZXJpb2QsIGFuZCBmb2N1cyBvbiB3aGV0aGVyIHRoZXJlJiM4MjE3O3MgYSBzdGF0aXN0aWNhbGx5IHNpZ25pZmljYW50IGRpZmZlcmVuY2UsIHdpdGggbm8gb3ZlcmxhcCBpbiB0aGUgZXJyb3IgYmFycw==LiBJZiB5b3UgbmVlZCBtb3JlLCBoZWxwLCBzY3JvbGwgZG93biBhbmQgY29udGludWUgcmVhZGluZyBiZWxvdy4=

Cg==

Tm90aWNlIHRoYXQgZm9yIHRoZSBidWNrdGhvcm4gaW4gSnVseSAyMDA2LCB0aGUgZ3JheSBiYXIgKHdoaWNoIGluZGljYXRlcyB0aGUgbWVhbiBlYXJ0aHdvcm0gYWJ1bmRhbmNlIGluIHRoZSBzYW1wbGluZyBhcmVhIHdoZXJlIHBsYW50cyB3ZXJlIHJlbW92ZWQpIGlzIGxvd2VyIHRoYW4gdGhlIHdoaXRlIGJhciAod2hpY2ggaXMgdGhlIGVhcnRod29ybSBhYnVuZGFuY2Ugd2hlcmUgdGhlIHBsYW50cyB3ZXJlIG5vdCByZW1vdmVkKS4gSW4gcGFydGljdWxhciwgbm90aWNlIHRoYXQgdGhlIA==[Qq]error bars show no overlap, which means that the difference is statistically significant. That supports the idea that removing plants reduced earthworm abundance. Now, look at the rest of the periods, and find the area where the error bars are overlapping.

[c]IEhvbmV5c3Vja2xl LCBKdWx5IDIwMDQ=[Qq]

[f]IE5pY2Ugam9iISBUaGUgb3ZlcmxhcCBpbiB0aGUgZXJyb3IgYmFycyBtYWtlcyB0aGUgSG9uZXlzdWNrbGUgSnVseSAyMDA0IGRhdGEgdGhlIGxlYXN0IGNvbnZpbmNpbmcu[Qq]

[c]IEhvbmV5c3Vja2xlLCBKdWx5IDIwMDY=[Qq]

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Cg==

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[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b719a3f8173cd” question_number=”26″ unit=”8.Ecology” topic=”8.5.Community_Ecology”] Two frog species, X and Y, live in the same habitat and feed on flies. The predation intensity of X and Y on their prey was tested under dark (D) and light (L) conditions. The experiment included four tanks—LX, LY, DX, and DY—each containing 100 flies. A frog was placed in a tank and allowed to feed for 30 minutes. After the frog was removed, the number of uneaten flies was counted. the results are shown in the graph below.

Based on the graph above, which of the following statements is most likely to be correct?

[c]IFggaXMgYSB2aXN1YWwgcHJlZGF0b3IgYW5kIGhhcyBsZXNzIHByZWRhdGlvbiBpbXBhY3QgdGhhbiBZIG9uIHRoZSBwcmV5Lg==[Qq]

[f]IE5vLiBZb3UmIzgyMTc7cmUgcmlnaHQgYWJvdXQgdGhlIGZpcnN0IHBhcnQuIFRoZSBzaXplIG9mIGJhciBMWCBjb21wYXJlZCB0byBiYXIgRFggbWVhbnMgdGhhdCBYIGlzIGEgdmlzdWFsIHByZWRhdG9yLiBZb3UgY2FuIGtub3cgdGhhdCBiZWNhdXNlIHRoZSBzaXplIG9mIHRoZSBiYXIgaW5kaWNhdGVzIGhvdyBtYW55IGZsaWVzIHdlcmUgbGVmdCB1bmVhdGVuLCBhbmQgWCBsZWF2ZXMgZmV3ZXIgZmxpZXMgdW5lYXRlbiBpbiB0aGUgbGlnaHQgdGhhbiBpbiB0aGUgZGFyayAoc28gaXQmIzgyMTc7cyBhIGJldHRlciBodW50ZXIgaW4gdGhlIGxpZ2h0KS4gVG8gZGV0ZXJtaW5lIHRoZSBpbXBhY3Qgb24gdGhlIHByZXksIG5vdGUgdGhhdCBzcGVjaWVzIFkgbGVhdmVzIGFib3V0IDYyJSBvZiBmbGllcyB1bmVhdGVuIHdoZXRoZXIgaXQmIzgyMTc7cyBpbiB0aGUgbGlnaHQgb3IgdGhlIGRhcmsuIEJ5IGNvbnRyYXN0LCBYIGxlYXZlcyAyNSUgb2YgZmxpZXMgdW5lYXRlbiBpbiB0aGUgbGlnaHQsIGFuZCBhYm91dCA5MCUgb2YgZmxpZXMgdW5lYXRlbiBpbiB0aGUgZGFyay4gQXZlcmFnZSB0aG9zZSB0b2dldGhlciwgY29tcGFyZSB3aXRoIHNwZWNpZXMgWSBhbmQgZmlndXJlIG91dCB3aG8gaGFzIGxlc3MgcHJlZGF0aW9uIGltcGFjdC4=[Qq]

[c]IFkgaXMgYSB2aXN1YWwgcHJlZGF0b3IgYW5kIGhhcyBsZXNzIHByZWRhdGlvbiBpbXBhY3QgdGhhbiBYIG9uIHRoZSBwcmV5[Qq]

[f]IE5vLiBUaGUgdHJpY2t5IHRoaW5nIGFib3V0IHRoZSBncmFwaCBpcyB0aGF0IHRoZSBzaXplIG9mIHRoZSBiYXJzIHJlcHJlc2VudHMgdGhlIG51bWJlciBvZiA=dW5lYXRlbg==IGZsaWVzLiBCYXJzIExZIGFuZCBEWSBhcmUgdGhlIHNhbWUgc2l6ZSwgbWVhbmluZyB0aGF0IHdoZXRoZXIgaXQmIzgyMTc7cyBsaWdodCBvciBkYXJrLCBzcGVjaWVzIFkgY2FwdHVyZXMgdGhlIHNhbWUgbnVtYmVyIG9mIHByZXkuIFdvdWxkIHRoYXQgYmUgdHJ1ZSBvZiBhIHZpc3VhbCBwcmVkYXRvcj8=[Qq]

[c]IFggaXMgYSB2aXN1YWwgcHJlZGF0b3IgYW5kIGhhcyBhIGdyZWF0 ZXIgcHJlZGF0aW9uIGltcGFjdCB0aGFuIFkgb24gdGhlIHByZXku[Qq]

[f]IEV4Y2VsbGVudC4gVGhlIHNob3J0IHNpemUgb2YgYmFyIExYIG1lYW5zIHRoYXQgc3BlY2llcyBYIGlzIGNhcHR1cmluZyBhIGxvdCBvZiBmbGllcyBpbiB0aGUgbGlnaHQsIHdoZXJlYXMgdGhlIGxlbmd0aCBvZiBEWCBtZWFucyB0aGF0IGluIHRoZSBkYXJrIGEgbG90IG9mIGZsaWVzIGFyZSBnZXR0aW5nIGF3YXkgZnJvbSBYLiBJZiB5b3UgYXZlcmFnZSBlYWNoIGZseSYjODIxNztzIGVmZmVjdGl2ZW5lc3MgYXQgY2F0Y2hpbmcgZmxpZXMsIHlvdSYjODIxNztsbCBzZWUgdGhhdCBzcGVjaWVzIFggaXMgdGhlIG1vcmUgZWZmZWN0aXZlIHByZWRhdG9yLg==[Qq]

[c]IFkgaXMgYSB2aXN1YWwgcHJlZGF0b3IgYW5kIGhhcyBhIGdyZWF0ZXIgcHJlZGF0aW9uIGltcGFjdCB0aGFuIFggb24gdGhlIHByZXku[Qq]

[f]IE5vLiBUaGUgdHJpY2t5IHRoaW5nIGFib3V0IHRoZSBncmFwaCBpcyB0aGF0IHRoZSBzaXplIG9mIHRoZSBiYXJzIHJlcHJlc2VudHMgdGhlIG51bWJlciBvZiA=dW5lYXRlbg==IGZsaWVzLiBCYXJzIExZIGFuZCBEWSBhcmUgdGhlIHNhbWUgc2l6ZSwgbWVhbmluZyB0aGF0IHdoZXRoZXIgaXQmIzgyMTc7cyBsaWdodCBvciBkYXJrLCBzcGVjaWVzIFkgY2FwdHVyZXMgdGhlIHNhbWUgbnVtYmVyIG9mIHByZXkuIFdvdWxkIHRoYXQgYmUgdHJ1ZSBvZiBhIHZpc3VhbCBwcmVkYXRvcj8=[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b7182f70a8bcd” question_number=”27″ unit=”8.Ecology” topic=”8.5.Community_Ecology”] Ticks begin their lives as larvae. The larvae generally parasitize mice, from whom they become infected with the bacterium Borrelia burgdorferi, which causes Lyme disease. The larvae grow into nymphs, and the nymphs can pass the Lyme-causing bacteria onto the next host (which could be a human being).

A study measured the density of infected tick-nymphs in plots of various sizes, producing the data below.

Based on the graph, which of the following is most likely true?

[c]IEh1bWFucyBpbiBob3VzZXMgd2l0aCBiaWdnZXIgeW FyZHMgd2lsbCBlbmNvdW50ZXIgZmV3ZXIgdGlja3Mu[Qq]

[f]IFRoYXQmIzgyMTc7cyBjb3JyZWN0LiBZb3UgY2FuIHNlZSBhYm92ZSB0aGF0IGFzIHRoZSBhcmVhIG9mIHBsb3Qgc2l6ZXMgaW5jcmVhc2VzLCB0aGUgZGVuc2l0eSBvZiBpbmZlY3RlZCBueW1waHMgZGVjcmVhc2VzLg==[Qq]

[c]IEluY3JlYXNpbmcgaGFiaXRhdCBzaXplIGNhdXNlcyBhbiBpbmNyZWFzZSBpbiB0aWNrIGRlbnNpdHku[Qq]

[f]IE5vLiBZb3Uga25vdyBmcm9tIHRoZSByZWFkaW5nIHRoYXQgbnltcGhzIGFyZSBqdXZlbmlsZSB0aWNrcy4gTm93IHRha2UgYSBnb29kIGxvb2sgYXQgdGhlIGdyYXBoLiBUaGUgYXJlYSBpcyB0aGUgWC1heGlzLCBhbmQgZGVuc2l0eSBpcyB0aGUgWS1heGlzLiBBcyB5b3UgbW92ZSB0byB0aGUgcmlnaHQsIHdoYXQmIzgyMTc7cyBoYXBwZW5pbmcgdG8gdGljayBkZW5zaXR5Pw==[Qq]

[c]IEluY3JlYXNpbmcgdGljayByYW5nZSBjYXVzZXMgYSBkZWNyZWFzZSBpbiB0aGVpciBwb3B1bGF0aW9uIGRlbnNpdHku[Qq]

[f]IE5vLiA=UmFuZ2U=IGhhcyBhIHNwZWNpZmljIG1lYW5pbmcgaW4gYmlvbG9neTogaXQmIzgyMTc7cyB0aGUgZXh0ZW50IG9mIHRoZSBhcmVhIGluIHdoaWNoIGEgcG9wdWxhdGlvbiBpcyBmb3VuZC4gU3R1ZHkgdGhlIGdyYXBoIGFnYWluLCBhbmQgbG9vayBhdCB0aGUgcmVsYXRpb25zaGlwIGJldHdlZW4gbnltcGggZGVuc2l0eSAoWS1heGlzKSBhbmQgcGxvdCBhcmVhIChYLWF4aXMpLg==[Qq]

[c]IEluY3JlYXNpbmcgaGFiaXRhdCBmcmFnbWVudGF0aW9uIHdpbGwgbGVhZCB0byBtb3JlIEx5bWUgZGlzZWFzZSBjYXNlcyBpbiBodW1hbnMu[Qq]

[f]IE5vLiBXaGlsZSB0aGF0IG1pZ2h0IGJlIHRydWUsIHRoZXJlJiM4MjE3O3Mgbm8gaW5mb3JtYXRpb24gYWJvdXQgaGFiaXRhdCBmcmFnbWVudGF0aW9uIGFib3ZlLiBTdHVkeSB0aGUgZ3JhcGggYWdhaW4sIGFuZCBsb29rIGF0IHRoZSByZWxhdGlvbnNoaXAgYmV0d2VlbiBueW1waCBkZW5zaXR5IChZLWF4aXMpIGFuZCBwbG90IGFyZWEgKFgtYXhpcyku

Cg==

Cg==

[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b71695a87bfcd” question_number=”28″ unit=”8.Ecology” topic=”8.7.Disruptions_to_Ecosystems”] All species of gorillas are categorized as Critically Endangered by the International Union for Conservation of Nature (IUCN). Conservationists estimate there are 100,000 gorillas left in the wild. The most severely endangered is the mountain gorilla with an estimated population of only 880 left in the wild. Which of the following genetic results is most likely to occur for this species?

[c]IENvbXBldGl0aW9uIHdpbGwgY2F1c2UgYW4gaW5jcmVhc2UgaW4gbmF0dXJhbCBzZWxlY3Rpb24u[Qq]

[f]IFRoYXQmIzgyMTc7cyBub3QgbGlrZWx5LiBUaGUgbW9zdCBzZXZlcmUgY29tcGV0aXRpb24gYW4gb3JnYW5pc20gZXhwZXJpZW5jZXMgaXMgd2l0aCBvdGhlcnMgb2YgaXRzIGtpbmQuIFdpdGggbWFueSBmZXdlciBnb3JpbGxhcywgdGhlcmUgd2lsbCBwcm9iYWJseSBiZSA=bGVzcw==IGNvbXBldGl0aW9uIGFuZCA=bGVzcw==IHNlbGVjdGl2ZSBwcmVzc3VyZS4gRm9yIG5vdywgdGhpbmsgYWJvdXQgdGhlIEhhcmR5LVdlaW5iZXJnIGVxdWlsaWJyaXVtIG1vZGVsIGZvciBnZW5lIHBvb2xzLCBhbmQgY29uc2lkZXIgd2hhdCBoYXBwZW5zIHdoZW4gcG9wdWxhdGlvbnMgYmVjb21lIA==[Qq]too small, which is what is happening to these gorillas.

[c]IEdlbmV0aWMgZHJpZnQgd2lsbCBjYXVzZSByYX JlIGFsbGVsZXMgdG8gYmVjb21lIGV4dGluY3Qu[Qq]

[f]IFllcy4gVGhpcyBpcyBrbm93biBhcyBhIA==cG9wdWxhdGlvbiBib3R0bGVuZWNrOg==IGEgc21hbGwgcG9wdWxhdGlvbiBzaXplIGNhbiBsZWFkIGEgZ2VuZSBwb29sIHRvIGJlY29tZSBsZXNzIGRpdmVyc2Uu[Qq]

[c]IFJhbmRvbSBtYXRpbmcgd2lsbCBpbmNyZWFzZSwgd2hpY2ggd2lsbCBkaXNydXB0IHRoZSBIYXJkeS1XZWluYmVyZyBlcXVpbGlicml1bS4=[Qq]

[f]IE5vLiBGaXJzdCBvZiBhbGwsIHRoZXJlJiM4MjE3O3Mgbm8gcmVhc29uIHdoeSBhIHNtYWxsIHBvcHVsYXRpb24gd291bGQgaGF2ZSBtb3JlIChvciBsZXNzKSByYW5kb20gbWF0aW5nLiBTZWNvbmQsIHJhbmRvbSBtYXRpbmcgaXMgb25lIG9mIHRoZSBjb25kaXRpb25zIHRoYXQgbWFpbnRhaW4=IGEgZ2VuZSBwb29sIGluIEhhcmR5LVdlaW5iZXJnIGVxdWlsaWJyaXVtLiBGb3Igbm93LCB0aGluayBhYm91dCB0aGUgSGFyZHktV2VpbmJlcmcgZXF1aWxpYnJpdW0gbW9kZWwgZm9yIGdlbmUgcG9vbHMsIGFuZCBjb25zaWRlciB3aGF0IGhhcHBlbnMgd2hlbiBwb3B1bGF0aW9ucyBiZWNvbWUgdG9vIHNtYWxsLCA=d2hpY2ggaXMgd2hhdCBpcyBoYXBwZW5pbmcgdG8gdGhlc2UgZ29yaWxsYXMu[Qq]

[c]IEluY3JlYXNlZCBnZW5lIGZsb3cgd2lsbCBsZWFkIHRvIGZld2VyIGZpeGVkIGFsbGVsZXMgaW4gZWFjaCBwb3B1bGF0aW9uLg==[Qq]

[f]IFRoYXQmIzgyMTc7cyB1bmxpa2VseS4gR2VuZSBmbG93IGlzIHdoZW4gbmV3IGFsbGVsZXMgZW50ZXIgZnJvbSBvdGhlciBwb3B1bGF0aW9ucywgYXMgaW5kaXZpZHVhbHMgZW50ZXIgb3IgbGVhdmUgYSBwb3B1bGF0aW9uLCBicmluZ2luZyB0aGVpciBhbGxlbGVzIHdpdGggdGhlbS4gV2l0aCBhIHJlZHVjZWQgcG9wdWxhdGlvbiwgdGhlcmUgd2lsbCBsaWtlbHkgYmUgbGVzcw==IGdlbmUgZmxvdy4gRm9yIG5vdywgdGhpbmsgYWJvdXQgdGhlIEhhcmR5LVdlaW5iZXJnIGVxdWlsaWJyaXVtIG1vZGVsIGZvciBnZW5lIHBvb2xzLCBhbmQgY29uc2lkZXIgd2hhdCBoYXBwZW5zIHdoZW4gcG9wdWxhdGlvbnMgYmVjb21lIA==dG9vIHNtYWxsLCA=d2hpY2ggaXMgd2hhdCBpcyBoYXBwZW5pbmcgdG8gdGhlc2UgZ29yaWxsYXMu[Qq]

[q json=”true” xx=”1″ multiple_choice=”true” dataset_id=”Unit 8 Cumulative Multiple Choice Dataset|1b7148c1e147cd” question_number=”29″ unit=”8.Ecology” topic=”8.7.Disruptions_to_Ecosystems”] In the last 200 years, what has been the most significant cause of extinct or endangered species?

[c]IEludmFzaXZlIHNwZWNpZXM=[Qq]

[f]IE5vLiBJbnZhc2l2ZSBzcGVjaWVzIGFyZSBjYXVzaW5nIHNpZ25pZmljYW50IGltcGFjdHMgb24gb3RoZXIgc3BlY2llcywgbGVhZGluZyBtYW55IHRvIGJlY29tZSBlbmRhbmdlcmVkIG9yIGV4dGluY3QuIEJ1dCB0aGVyZSYjODIxNztzIGEgYmlnZ2VyIGNhdXNlIG9uIHRoaXMgbGlzdCwgYW5kIGl0IGhhcyB0byBkbyB3aXRoIGh1bWFuaXR5JiM4MjE3O3MgY29udmVydGluZyB1bmRldmVsb3BlZCBsYW5kcyBpbnRvIGNpdGllcyBhbmQgZmFybXMuIFdoYXQgZWZmZWN0IGRvZXMgdGhhdCBkZXZlbG9wbWVudCBoYXZlPw==[Qq]

[c]IEhhYml0YXQgZG VzdHJ1Y3Rpb24=[Qq]

[f]IFllcy4gVGhlIGh1bWFuIGZvb3RwcmludCBub3cgY292ZXJzIGFib3V0IDgwJSBvZiB0aGUgRWFydGgmIzgyMTc7cyBsYW5kJiM4MjMwO2FuZCB0aGF0IG1lYW5zIGxlc3MgaGFiaXRhdC4gVGhpcyBpcyBjYXVzaW5nIHRoZSByYXRlIG9mIGV4dGluY3Rpb24gdG8gcmlzZSB0byBNYXNzIEV4dGluY3Rpb24gbGV2ZWxzLiBUaGlzIG9uZSwgaG93ZXZlciwgaXMgYmVpbmcgY2F1c2VkIGJ5IHVzLg==[Qq]

[c]IENvbW1lcmNpYWwgbGl2ZXN0b2NrIGZhcm1pbmc=[Qq]

[f]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[Qq]

[c]IElsbGVnYWwgYW5kIHVucmVndWxhdGVkIGh1bnRpbmc=[Qq]

[f]IE5vLiBJbGxlZ2FsIGFuZCB1bnJlZ3VsYXRlZCBodW50aW5nIGlzIGhhdmluZyBzaWduaWZpY2FudCBpbXBhY3RzIG9uIHNwZWNpZXMuIEJ1dCBpbiB0ZXJtcyBvZiBjYXVzaW5nIGV4dGluY3Rpb24sIHRoZXJlJiM4MjE3O3MgYSBiaWdnZXIgY2F1c2Ugb24gdGhpcyBsaXN0LCBhbmQgaXQgaGFzIHRvIGRvIHdpdGggaHVtYW5pdHkmIzgyMTc7cyBjb252ZXJ0aW5nIHVuZGV2ZWxvcGVkIGxhbmRzIGludG8gY2l0aWVzIGFuZCBmYXJtcy4gV2hhdCBlZmZlY3QgZG9lcyB0aGF0IGRldmVsb3BtZW50IGhhdmU/[Qq]

[c]IFJhcGlkIGh1bWFuIHBvcHVsYXRpb24gZ3Jvd3Ro[Qq]

[f]IE5vLCBidXQgeW91IGNob3NlIHRoZSBzZWNvbmQtYmVzdCBhbnN3ZXIuIEl0JiM4MjE3O3MgdGhlIHNlY29uZC1iZXN0IGJlY2F1c2UgaXQmIzgyMTc7cyBpbmRpcmVjdGx5IGNhdXNpbmcgdGhlIGZpcnN0LiBUaGUgbWFzcyBleHRpbmN0aW9uIHRoYXQmIzgyMTc7cyBvY2N1cnJpbmcgbm93LCBjYXVzZWQgYnkgaHVtYW5zLCBoYXMgdG8gZG8gd2l0aCBodW1hbml0eSYjODIxNztzIGNvbnZlcnRpbmcgdW5kZXZlbG9wZWQgbGFuZHMgaW50byBjaXRpZXMgYW5kIGZhcm1zLiBXaGF0IGVmZmVjdCBkb2VzIHRoYXQgZGV2ZWxvcG1lbnQgaGF2ZT8=[Qq]

[/qwiz]

4. Unit 8 Cumulative FRQs

[qwiz style=”width: 650px !important; min-height: 450px !important;” qrecord_id=”sciencemusicvideosMeister1961-Unit 8 Cumulative FRQs (v2.0)” dataset=”Unit 8 Cumulative FRQ Dataset” display_name=”Unit 8 Cumulative FRQs”]

[h]Unit 8 Cumulative FRQs

[i]

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74eafc56e1070″ question_number=”1″ topic=”8.1.Responses_to_the_Environment”] In bee colonies, worker bees take care of bee larvae, a behavior known as “nursing.” Scientists studied nursing behavior using glass-walled hives. They observed the percentage of nursing that occurred over 24 hours. The data they collected is shown in the graph below. A value of 100% indicates only day-time nursing activity, and 0% indicates only night-time nursing activity.

As part of their data analysis, the scientists compared the actual amount of day-time and night-time nursing activity (white bars) to an ideal normal curve of activity (shown by the black bars)

State a null hypothesis. Then, using the data in the graph from 30% to 70%, decide whether to accept or reject your null hypothesis. Justify your response.

The formula for chi-square is

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFRoZSBudWxsIGh5cG90aGVzaXMgaXMgdGhhdCBvYnNlcnZlZCB2YWx1ZXMgd2lsbCBlcXVhbCBleHBlY3RlZCB2YWx1ZXMuIFRoZSBjaGktc3F1YXJlIHZhbHVlIGZvciB0aGUgZGF0YSBwb2ludHMgZnJvbSAzMCUgdG8gNzAlIGlzIDcuNDcuIEJlY2F1c2UgdGhpcyBpcyBsZXNzIHRoYW4gdGhlIGNyaXRpY2FsIHZhbHVlIGZvciB0aGUgMC4wNSBwcm9iYWJpbGl0eSBsZXZlbCB3aXRoIGZvdXIgZGVncmVlcyBvZiBmcmVlZG9tLCB3ZSBkbyBub3QgcmVqZWN0IHRoZSBudWxsIGh5cG90aGVzaXMuIEluIG90aGVyIHdvcmRzLCB0aGUgZGlmZmVyZW5jZSBpcyBpbnNpZ25pZmljYW50Lg==

Cg==

RlVSVEhFUiBFWFBMQU5BVElPTiBmcm9tIE1yLiBXOg==

Cg==

VG8gc29sdmUgdGhpcyBwcm9ibGVtIEkgc2V0IHVwIHRoZSB0YWJsZSBiZWxvdy4gTm90ZSB0aGF0IHRoZSBib3R0b20gcm93ICg3KSBpcyAmIzgyMjA7KG9ic2VydmVkICYjODIxMTsgZXhwZWN0ZWQpIHNxdWFyZWQsIGRpdmlkZWQgYnkgZXhwZWN0ZWQuJiM4MjIxOyBDZWxsIEc3IGlzIHRoZSBzdW0gb2YgYWxsIHRoZSBvdGhlciB2YWx1ZXMgaW4gdGhhdCByb3cu

[Qq]

The sum of all of the (O-E)2/E is 7.47 Because there are five categories (30, 40, 50, 60, and 70% daytime nursing), there are four degrees of freedom. I looked up the critical value at 0.05 (the commonly accepted value in the sciences) for four degrees of freedom in the critical values table (above), and the value is 9.49. Because 7.47 is less than 9.49, I can assume that the difference between observed and expected values is insignificant.

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74e9d250ef070″ question_number=”2″ topic=”8.1.Responses_to_the_Environment”] The little penguin, Eudyptula minor, lives on the southern Australian coast. It feeds on fish, cephalopods (octopi and squid), and crustaceans. Its breeding cycle starts in October when eggs are laid. The eggs hatch at the end of November. Small chicks can be observed during December, and older chicks, about 4-8 weeks old, can be observed during January and February. The chicks are fed by their parents and are ready to leave the nest by the end of February.

Over the course of the 15-month study, penguins were captured, and, using a method that causes no harm to the penguins, the contents of their stomachs were sampled. In the graph below, “relative mass occurrence” refers to the comparative dry weight of various food sources in the penguins’ diet. For example, in December on 1995, 80% of the penguins’ diet was from fish, 15% from cephalopods, and 5% from crustaceans.

During the course of the study, the breeding success rate of the penguins was above average, based on studies conducted during previous years.

PART 1: Explain how the diet of the penguins varied through the time period measured. Connect these variations to the penguins’ breeding

PART 2: In 1995, there was a high mortality of small fish known as the pilchard, a major prey species of little penguins. Based on the data given, suggest why the mortality of pilchards had no apparent effect on the ability of little penguins to rear chicks.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

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[Qq]

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74e8a84afd070″ question_number=”3″ topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below shows the food web for an estuary. Estuaries are transition zones that are open to the sea but are also fed by one or more rivers or streams. The result is that freshwater mixes with salt water and creates a variety of aquatic and terrestrial habitats.

Heterotrophic bacteria (not shown in this food web) play an important role in estuarine waters and sediments. Describe their role and their importance in this food web.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IA==VGhlIGhldGVyb3Ryb3BoaWMgYmFjdGVyaWEgYXJlIG1vc3QgbGlrZWx5IHRvIGJlIGRlY29tcG9zZXJzLiBUaGV5IG1ha2UgaXQgcG9zc2libGUgZm9yIGNhcmJvbiBhbmQgb3RoZXIgZWxlbWVudHMgdG8gYmUgcmVjeWNsZWQu[Qq]

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74e77e450b070″ question_number=”4″ topic=”8.2.Energy_Flow_through_Ecosystems”] The questions that follow are based on the following food web, which shows some of the organisms living in Antarctic waters.

PART 1: List an autotroph in the food web above.

PART 2: Using the information in the food web, explain the difference between the zooplankton that are labeled carnivorous, and those that are labeled herbivorous.

PART 3: The leopard seal can be placed into two trophic levels. Identify which ones, and justify your response.

PART 4: Blue whales, the largest animals ever known to exist, can be as large as 200 tons. They feed almost exclusively on krill. Krill are crustaceans weighing 1-2 grams. They are present in vast numbers in Antarctic waters. The largest Orcas, or killer whales, are about 10 tons. They feed on a wide range of foods as shown in the food web. Identify the ecological principle that enables the blue whale to grow to a much larger size than the Orca. Provide reasoning to support your response.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFBBUlQgMTo=IFBoeXRvcGxhbmt0b24gYXJlIGF1dG90cm9waHMu

Cg==

UEFSVCAyOg==[Qq] Herbivorous zooplankton feed on the phytoplankton, which are autotrophs or ecological producers. Carnivorous phytoplankton feed on the herbivorous zooplankton and krill, which are primary consumers.

PART 3: Leopard seals are secondary consumers when they eat krill (which is a primary consumer). Leopard seals are tertiary consumers when they eat fish, other birds or penguins (each of which can be classified as a secondary consumer, since they all consume krill).

PART 4: The key principle is the 10% rule. Only about 10% of the energy available at a particular trophic level is transferred to the trophic level above it, due to inefficiencies in harvest and assimilation, and to energy being lost as wasted heat during cellular respiration. By feeding on krill, which are primary consumers, the blue whale is a secondary consumer and is able to consume a significant amount of the original energy captured by the phytoplankton, allowing it to grow to a much larger size. Killer whales feed on higher-order consumers such as penguins and leopard seals (making orcas 4th, 5th, and 6th-level consumers). Orcas, as a result, have less energy available for them to consume and grow, as much of the original energy present in lower trophic levels has been lost.

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74e62efe5ac70″ question_number=”5″ topic=”8.2.Energy_Flow_through_Ecosystems”] An ecologist studied the behavior of four mammals in a suburban environment. The observations are summarized in the following table.

PART 1: Draw a food web that shows how the species in this system Include the seeds.

PART 2: Based on the ecologist’s observations, identify each species’ trophic level.

PART 3: Homeowners have begun to poison the coyotes because of concerns about coyotes preying on pets. This has caused a decline in the coyote population. Make a short-term and long-term prediction about what will happen to the population of each of the other three mammals. Justify your reasoning.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFBBUlQgMQ==

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[Qq]

PART 2: Rat – primary consumer; Mouse – primary consumer; Raccoons – secondary consumer; Coyotes – tertiary consumer; Seeds – producer.

PART 3: In the short term, raccoons should increase in population (since they’re no longer subject to predation by coyotes). The increase in raccoons could cause a decline in rats, as they become subject to increased predation by raccoons. With the rats in decline, the mice should expand.

Longer term, it’s possible that the expansion of the mice could lead to over-harvesting of seeds, and that could lead to a decline in the rat population, which in turn would lead to a decline in the raccoon population.

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74e504f868c70″ question_number=”6″ topic=”8.2.Energy_Flow_through_Ecosystems”]

The time it takes for a carbon atom that is leaving the atmosphere to be recycled back into the atmosphere can vary from days to millions of years. Describe a sequence of events, involving living organisms, that would result in carbon being absent from the atmosphere for each of the following periods of time, and then being returned to the atmosphere.

  1. Two days
  2. 100 years
  3. Millions of years

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]

Cg==

MS4gREFZUzogQ2FyYm9uIGRpb3hpZGUg4oaSIHBob3Rvc3ludGhlc2lzIOKGkiBnbHVjb3NlIGluIHBsYW50IOKGknJlc3BpcmF0aW9uIGluIHBsYW50IOKGkiBjYXJib24gZGlveGlkZQ==
[Qq] 2. 100 Years: Carbon dioxide → photosynthesis→ wood of tree→decomposition or combustion → carbon dioxide
3. Millions of Years: Carbon dioxide → photosynthesis → marine plants → consumption by a marine animal with shell → rock formation → eventual weathering → carbon dioxide

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74e3daf276c70″ question_number=”7″ topic=”8.2.Energy_Flow_through_Ecosystems”] The diagram below represents the components of a freshwater aquarium. A fluorescent light bulb (not shown), provides the aquarium with the equivalent of natural light.

 

Using the diagram below, show how carbon moves through this ecosystem. Draw at least four arrows, and label each one with the name of the process that is occurring.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]

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[Qq]

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74e28babc6870″ question_number=”8″ topic=”8.2.Energy_Flow_through_Ecosystems”] The movement of carbon between the atmosphere, land systems, and ocean systems is shown in the figure below. The values are in gigatons of carbon per year. Note that 1 gigaton = 109 tons.

PART 1: Identify and describe all of the processes that result in
the movement of carbon indicated in the diagram by:

  • the arrow marked Y
  • the arrow marked Z.

PART 2: Atmospheric carbon dioxide has increased in concentration from 317 ppm (parts per million) in 1958 to over 415 ppm in 2020. Explain how TWO components of the global movement of carbon have contributed to this change.

PART 3: Describe how the movement of energy through ecosystems differs from the movement of matter.

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Cg==

UEFSVCAyOg==[Qq] increased combustion of fossil fuels converts fossilized carbon that was sequestered as petroleum, coal, and natural gas into carbon dioxide in the atmosphere. This has the effect of increasing atmospheric carbon dioxide (because it adds carbon that had been removed from the carbon cycle back into the cycle)

PART 3: Energy flows through ecosystems. By contrast, matter is recycled. Another way of saying this is that the Earth is an open system with regard to energy, but a closed system with regard to matter.

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74e0125f24470″ question_number=”9″ topic=”8.3.Population_Ecology”] In a computer simulation of population growth, a small number of dandelion seeds are introduced into a field. The number of dandelions grows slowly at first, then accelerates, then levels off to stabilize at a constant number.
Part 1: Draw a representation of the growth of this dandelion population.
Part 2: Define and explain the rules of this simulation, and, as you do, explain the relevant principles of population growth. Make sure your explanation includes the concepts of carrying capacity and limiting factors.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFBhcnQgMTo=IFRoaXMgY29tcHV0ZXIgc2ltdWxhdGlvbiBtdXN0IGJlIG1vZGVsaW5nIGxvZ2lzdGljIGdyb3d0aCwgd2hpY2ggaGFzIHRoZSBmb2xsb3dpbmcgYXBwZWFyYW5jZS4=

Cg==

[Qq]

Part 2: As logistic growth begins, it looks like exponential growth. That’s because logistic growth is an extension of the exponential growth model that includes the concept of carrying capacity: the maximum number of individuals that an environment can support.

Exponential Growth

Logistic Growth

The exponential growth model involves a population growing at a fixed rate. As the population increases, the number of individuals added over time increases. For example, if a population consists of 100 individuals, and it grows by 1% each year, then in the first year it will add only 1 individual. But when the population reaches 1,000, it will add 10 individuals a year. When the population reaches 10,000 it adds 100 individuals/year, and so on.

But here’s where the logistic growth model comes into play. The logistic model takes the population’s growth rate and multiplies it by (K-N)/K, where K is the carrying capacity and N is the size of the population. When a population is well below the carrying capacity, this expression has a low value. But as the population approaches carrying capacity, this expression can halt population growth.

Imagine for example, that the carrying capacity for a population in a specific area is 1000 individuals. If the population is 10, then (K-N)/K is 990/1000. You’ll get 99% of the exponential growth rate. But when the population is 900, then (K-N)/K is 100/1000. You’ll get only 10% of the exponential growth rate.

As a result, logistic growth looks like what’s shown for the dandelions in this computer model: population growth begins slowly, and then accelerates. But as the population approaches its carrying capacity, growth over time slows and then stops. In the real world, this is where environmental resistance emerges. This resistance includes density-dependent limiting factors, which can be intrinsic (stress-related changes that limit the birth rate or increase the death rate) or extrinsic (increased predation, parasitism, or competition), any or all of which act to increase the death rate and/or lower the population’s birth rate.

[q json=”true” xx=”1″ multiple_choice=”false” dataset_id=”Unit 8 Cumulative FRQ Dataset|74de535639470″ question_number=”10″ unit=”8.Ecology” topic=”8.3.Population_Ecology”] In 1975, a small flock of five English house sparrows was blown by a storm to an oceanic island. At the end of 10 years, the island supported a stable population of about 10,000 individuals. In a subsequent census of the house sparrows in 2000, the population was still about 10,000.

When compared to the house sparrows found on the mainland, the male island house sparrows have, on average, darker plumage.

PART 1: Sketch a simple graph that shows the probable change in population size (N) from the time of colonization to 15 years post-colonization.

PART 2: Describe three evolutionary mechanisms by which the island males could have evolved their darker plumage.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

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[Qq]PART 2: One possible mechanism would be sexual selection. If among the small number of female founders there was a heritable preference for darker males, then these females would preferentially mate with darker males. Assuming that the darker plumage was also heritable, the male offspring would inherit alleles for darker plumage, and the female offspring would inherit alleles for the preference for darker males. This creates a kind of positive feedback loop that can, with relative rapidity, shift allele frequencies in a population (see https://en.wikipedia.org/wiki/Sexual_selection)

A second mechanism would be natural selection. If the environment on the island had a darker background, and some other environmental feature made camouflage advantageous for males more so than females, then male birds with darker plumage would be selected.

Finally, genetic drift and the founder effect could explain the darker coloration (with an allele for dark coloration that is mostly expressed in males being found in higher frequency among the founding population).

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74dcdececac70″ question_number=”11″ topic=”8.4.Effect_of_Density_of_Populations”] Parus major is a songbird species in which males and females form monogamous pairs. The male of each pair then establishes a territory that he defends against other males by singing and threat displays. The male and female cooperate in building a nest within the territory where they lay eggs and rear their chicks.

Weasels, Mustela nivalis, prey upon Parus major eggs and chicks. The graph below illustrates how the territory size of Parus major affects the risk of nest predation by weasels.

Describe and explain the relationship shown in the graph.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IExhcmdlciBuZXN0aW5nIHRlcnJpdG9yeSByZXN1bHRzIGluIGxvd2VyIHByZWRhdGlvbi4gVGhpcyBpcyBhbiBleGFtcGxlIG9mIGEgZGVuc2l0eS1kZXBlbmRlbnQgbGltaXRpbmcgZmFjdG9yLiBQb3NzaWJseSwgY2xvc2VyIG5lc3RzIGFyZSBlYXNpZXIgZm9yIHdlYXNlbHMgdG8gZXhwbG9pdCwgbGVhZGluZyB0byBoaWdoZXIgbGV2ZWxzIG9mIG5lc3QgcHJlZGF0aW9uLg==

Cg==

Cg==[Qq]

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74db8f881a870″ question_number=”12″ topic=”8.5.Community_Ecology”] At one time, parts of the San Francisco bay were used as landfills. But once the dumping stopped, life began to invade. Lichens formed on concrete remnants of house foundations. Then mosses entered, then grasses, then shrubs. Insects arrived. Birds built nests. Rodents invaded from nearby areas. Now, in certain areas, a forest has started to grow. What is this process called, what are the underlying dynamics that are at work, and what are some of the key trends?

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFRoZSBwcm9jZXNzIGlzIGNhbGxlZCA=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cg==LXNlbGVjdGVkIHNwZWNpZXMgYnkgbW9yZSA=[Qq]K-selected species.

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74d9ab3e71470″ question_number=”13″ topic=”8.5.Community_Ecology”]

In their study of the Galapagos finches, Peter and Rosemary Grant discovered that when G. fulginosa and G. fortis lived on separate islands, their beak sizes overlapped. However, on the two islands where both species lived together (Floreano and San Cristobal) their beak sizes diverged. Explain, citing both the evolutionary and ecological principles that are at work.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFRoZSBldm9sdXRpb25hcnkgcHJpbmNpcGxlIGF0IHdvcmsgaXMgY2hhcmFjdGVyIGRpc3BsYWNlbWVudA==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[Qq]

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74d77c734b870″ question_number=”14″ topic=”8.5.Community_Ecology”] In 1958, Biologist Carl Huffaker published a study on predator-prey relationships involving two species of mites, Eotetranychus sexmaculatus and Typhlodromus occidentals. By increasing the size and complexity of an experimental system (including hiding places and dispersal barriers), he was able to bring about relatively long-term coexistence for the two species in his study. The results are shown in the graph below.

PART 1: Based on the diagram above, identify which species was the predator, and which was the prey. Justify your answer.

PART 2: In another experiment, Huffaker set up a simpler ecosystem (no hiding places, no barriers) with the same two species. The results are shown below.

Describe how the results of the two experiments are different, and explain why.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFBBUlQgMTo=IFRoZSBwcmVkYXRvciBpcyA=VC4gb2NjaWRlbnRhbHM=LCBhbmQgdGhlIHByZXkgaXMgRS4gc2V4bWFjdWxhdHVz[Qq]. This can be determined by the fact that the population of the predator is almost always lower than that of the prey (which conforms with how energy passes from lower to higher trophic levels, with less energy available at higher trophic levels, so predators are almost always less common than prey). In addition, there’s a clear time lag, where the prey population rises, then the predator population follows, and vice versa. This makes sense: more food available in terms of more prey will (at least temporarily) support higher numbers of predators. When the prey population falls, so will the predator population. This is also known from other predator-prey relationships, such as lynx and hare.

PART 2: The simpler model provided for fewer hiding places and refuges for the prey. As a result, the prey was quickly consumed by the predator, which overshot the carrying capacity, leading the entire system to collapse in just a few weeks.

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74d59829a2470″ question_number=”15″ topic=”8.5.Community_Ecology”] Mauritius is an island nation in the Indian Ocean, located about 2000 kilometers from Africa.

From a biological perspective, the island is famous for being the home of the dodo bird, which was made extinct by human activities shortly after the island was settled in the 1500s.

Mauritius’ calvaria tree, which produces fruit that falls to the ground near the parent tree, is critically endangered. Seeds contained within the fruit germinate at a frequency of less than 1%. Any seedlings appearing under the canopy of the parent tree suffer very high rates of disease.

As part of a program to prevent the calvaria trees’ extinction, domestic turkeys and giant tortoises have been released on Mauritius. Both turkeys and tortoises are known to consume fruit from the calvaria tree.

PART 1: In areas where only giant tortoises were released, young calvaria trees grew in new locations and these new trees showed no sign of disease. Explain these observations.

PART 2: In areas where only domestic turkeys were released, no new calvaria trees were found. Explain this observation.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFBBUlQgMTo=IEl0IGlzIGxpa2VseSB0aGF0IHRoZSBkaWdlc3RpdmUgdHJhY3Qgb2YgdGhlIHRvcnRvaXNlcyBpcyBwcm9tb3RpbmcgdGhlIGdlcm1pbmF0aW9uIG9mIHRoZSBjYWx2YXJpYSBzZWVkcy4gQWRkaXRpb25hbGx5LCB0aGUgdG9ydG9pc2VzIG1pZ2h0IGJlIHRyYW5zcG9ydGluZyB0aGUgc2VlZHMgdG8gZmF2b3JhYmxlIGxvY2F0aW9ucyBmb3IgdHJlZSBncm93dGgu

Cg==

UEFSVCAy[Qq]: It’s possible that the turkeys (unlike the tortoises) do not pass out viable seeds. Possibly, the seeds may be damaged in the turkey’s gizzard.

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74d3b3dff9070″ question_number=”16″ topic=”8.5.Community_Ecology”] The table below summarizes the results of a study of coyotes (Canis latrans) in western Arkansas. In the ecosystems that were studied, the following relationships were observed:

* Rodents and jackrabbits consume plants.
* Both coyotes and mustelids (weasels, skunks, etc,) are rodent predators.
* Coyotes also consume some plant material, jackrabbits, and very rarely, mustelids.

Four 5,000-acre sites were studied. In two of these sites, coyotes were removed. However, coyote removal is only partially effective, with many coyotes migrating back to the removal sites. Ultimately, coyote density is about half of that in the areas where the coyotes were not removed.

PART 1: One of the hypotheses underlying this study is that reduction in the number of coyotes causes an increase in the total number of rodents. Explain how the study’s findings either support or reject this hypothesis.

PART 2: A second hypothesis underlying the study is that reduction in the number of coyotes causes (directly or indirectly) a decrease in mammal species diversity. Using evidence from the study, accept or reject this hypothesis.

PART 3: Explain why the areas with fewer coyotes have more total individual rodents but have fewer species of rodents.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFBBUlQgMTogQ295b3RlIHJlZHVjdGlvbiwgYXMgY2FuIGJlIHNlZW4gaW4gdGhlIGRhdGEsIGluY3JlYXNlcyB0aGUgbnVtYmVyIG9mIHJvZGVudHMuIEluIHRoZSB0d28gYXJlYXMgd2hlcmUgY295b3RlcyByZW1haW5lZCwgdGhlIGF2ZXJhZ2UgbnVtYmVyIG9mIHJvZGVudHMgd2FzIDYyMDguNS4gQnkgY29tcGFyaXNvbiwgaW4gdGhlIGFyZWFzIHdoZXJlIGNveW90ZXMgcmVtYWluZWQsIHRoZSBhdmVyYWdlIG51bWJlciBvZiByb2RlbnRzIHdhcyA4NDYzLiBUaGUgYXJlYXMgd2l0aCBjb3lvdGVzIHJlbW92ZWQsIGluIG90aGVyIHdvcmRzLCBoYWQgYSAzNiUgaW5jcmVhc2UgaW4gcm9kZW50IGRlbnNpdHku

Cg==

UEFSVCAyOiA=[Qq] Coyote removal resulted in a decrease in mammal species diversity. In both areas where coyotes remain, 17 species of mammals can be found (11 rodent species, 5 mustelids, and jackrabbits). In both areas where coyotes were removed, species diversity fell to 6 (1 rodent, 5 mustelids, and jackrabbits).

PART 3: Coyotes might act as keystone predators in the study areas. Specifically, the role of the coyote might be to keep the rodent species under control. When the coyote is removed, one rat species (the Ord’s kangaroo rat) increases in number, and probably out-competes the other rodent species (reducing the number of rodent species from 11 to 1). Thus, coyote predation increases overall mammal diversity.

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74d1cf964fc70″ question_number=”17″ topic=”8.5.Community_Ecology”] Explain how the re-introduction of a predator can increase ecosystem diversity.

 

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

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Cg==

Cg==[Qq]

[q json=”true” xx=”1″ multiple_choice=”false” unit=”8.Ecology” dataset_id=”Unit 8 Cumulative FRQ Dataset|74c95eeb35470″ question_number=”18″ topic=”8.7.Disruptions_to_Ecosystems”] Ecologists are studying the relationships among the species surrounding an island off of the southern coast of Australia. The community living on the island and in its surrounding waters includes phytoplankton (microscopic plants); zooplankton (microscopic animals); krill (small shrimp-like organisms); various species of fish; squid; and birds such as the Australian gannet and the shy albatross.

PART 1:The ecologists have identified the following relationships:

  • gannets eat fish that feed on krill,
  • the shy albatross eats fish and squid,
  • squid feed on fish,
  • krill eats phytoplankton and zooplankton and
  • zooplankton eats phytoplankton.

Draw and label a food web that represents these relationships.

PART 2: Within the past few years, a commercial fishery has developed that harvests large amounts of krill. Predict what effect this could have on the population of the shy albatross.

[c]IFNob3cgdGhl IGFuc3dlcg==[Qq]

[f]IFBBUlQgMTo=

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[Qq] PART 2: Krill are the source of food for the fish. Albatross feed on fish or squid, which have krill as their source of food. A reduction in the number of krill through harvesting by commercial fisheries will in turn reduce the fish, squid, and shy albatross populations.
Or
Commercial fisheries will reduce the krill population and there will be a reduction in energy/biomass flow in the food web through the fish and squid. The shy albatross population will decrease in numbers.

[/qwiz]

5. Unit 8 Click-on Challenge

[qwiz style=”width: 650px !important; min-height: 450px !important;” use_dataset=”Ecology Click On Challenge”quiz_timer=”false” random=”false” dataset_intro=”false” spaced_repetition=”false” qrecord_id=”sciencemusicvideosMeister1961-Unit 8 Cumulative Click-On Challenges (v2.0)”]

[h] Ecology Click-On Challenge

[i] Notice the timer in the upper right. Your goal is to work as quickly and accurately as possible.

[x]

[restart]

[/qwiz]