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ES Mid Term Test Bank
environmental science (International University - VNU-HCM)
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CHAPTER 1—ENVIRONMENTAL PROBLEMS, THEIR CAUSES, AND
SUSTAINABILITY
MULTIPLE CHOICE
1.
A fictional vision of a more environmentally healthy planet in the future uses which of the following fuels
and renewable energy resources?
a. underground heat only
b. algae only
c. sun and wind only
d. flowing water only
e. underground heat, algae, sun and wind and flowing water
ANS: E
PTS: 1
DIF: Easy
TOP: CORE CASE STUDY-CHAPTER 1
BLOOM’S TAXONOMY: APPLICATION
2.
Which of the following best describes the areas of study that are important in the discipline of
environmental science?
a. Biology.
b. Chemistry and geology
c. Economics and biology
d. Economics and chemistry
e. Biology, chemistry, geology and economics
ANS: E
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
3.
Which of the following is a goal of environmental science?
a. Learn how life on earth has thrived and survived.
b. Understand how we interact with the environment.
c. Live more sustainably and find ways to deal with environmental problems.
d. Learn how life on earth has thrived and survived and understand how we interact with the
environment.
e. Learn how life on earth has thrived and survived, understand how we interact with the environment,
and live more sustainably and find ways to deal with environmental problems.
ANS: E
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
4.
Which of the following is a social movement dedicated to the protection of the Earth's natural capital?
a. Ecology
b. environmental science
c. Environmentalism
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d. natural science
e. Sustainability
ANS: C
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
5.
Which of the following terms encompasses all of the others?
a. natural capital
b. natural resources
c. natural services
d. renewable resources
e. nonrenewable resources
ANS: A
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: COMPREHENSION
6.
Which of the following is a form of natural capital gained directly or indirectly as a result of solar energy?
a. Forests
b. flowing water and wind energy
c. wind energy only
d. coal and oil
e. forests, flowing water, wind energy, coal and oil.
ANS: E
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
7.
You have decided to install solar collectors on the roof of your home that will cut your use of propane gas
to heat both your hot water tank and the living spaces in your home. In doing so, you are using a
______________resource rather than a ______________resource.
a. renewable; nonrenewable
b perpetual; renewable
.
c. renewable; perpetual
d nonrenewable; renewable
.
e. perpetual; nonrenewable
ANS: E
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: APPLICATION
8.
One of the reasons biodiversity is such an important aspect of sustainability is the fact that
a. cycling chemicals maintains a ready supply of new materials for water, soil and food
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b. it is the ultimate source of energy for plants
c. interactions among species provide population controls that limits ultimate population sizes of many
species
d. it provides water purification and topsoil renewable
e. two of these answers are correct
ANS: E
PTS: 1
DIF: Moderate
TOP: 1-1WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: COMPREHENSION
9.
Which of the following is best categorized as an example of a natural service?
a. renewable energy
b. nonrenewable energy
c. water purification
d. Oil
e. Soil
ANS: C
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
10.
When we speak of protecting the environment, we are referring to
a. all living things on the planet
b all non-living things such as air, fresh water, and energy
.
c. all living and non-living things
d humans and the living and non-living things that affect them only
.
e. humans and the living things that affect them only
ANS: C
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
11.
A group of organisms with a unique set of characteristics that distinguishes them from other organisms, is
called a
a. Species
b. Ecosystem
c. sustainable
society
d. natural resource
e. Population
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ANS: A
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
12.
Nutrient recycling is a vital natural service carried out by which natural resource?
a. natural gas
b. clean air
c. Topsoil
d. grazing animals such as deer
e. two of these answers
ANS: C
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
13.
The three principles of sustainability are:
a. solar energy, biodiversity and perpetual energy
b. use of natural capital to support human economies
c. use of renewable resources, but no use of nonrenewable resources
d. solar energy, biodiversity and chemical cycling
e. biodiversity, use of perpetual resources and widespread reduction of use
ANS: D
PTS: 1
DIF: Moderal
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
14.
Which of the following would best be categorized as a perpetual resource?
a. oil reserves
b. Fisheries
c. solar energy
d. Forests
e. coal reserves
ANS: C
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: COMPREHENSION
15.
What is an essential characteristic that indicates whether a resource should be categorized as a renewable
resource?
a. It must be an energy resource.
b. It must be a biological resource.
c. It must be recyclable.
d. It must have the capacity to be replenished within days to several hundred years.
e. It must have the capacity to be utilized for immediate economic benefit.
ANS: D
PTS:
1
DIF:
Moderate
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TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
16.
Select the choice that correctly states the best priority for use of non-renewable resources, such as metals
and plastics, from the environmentally sustainable perspective.
a. recycle, reuse, reduce
b. reuse, reduce, recycle
c. reduce, reuse, recycle
d. reduce, recycle, refuse
e. repurpose, recycle,
remake
ANS: C
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: COMPREHENSION
17.
Which of the following is an example of recycling?
a. collecting and re-melting aluminum beer cans and making them into new cans
b cleaning and refilling soft-drink bottles
.
c. selling used clothing at a garage sale
d saving leftovers in a peanut butter jar
.
e. using household water to water a garden
ANS: A
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: APPLICATION
18.
Developed countries
a. are high-income
b. are low-income
c. use about 88% of the world’s resources
d. make up about 80% of the world's population
e. Are high-income and use about 88% of the world’s resources
ANS: E
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
19.
Which of the following statements about developing countries is true?
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a.
b.
c.
d.
e.
They are highly industrialized.
They have high-average per capita income.
They include the United States, Germany, and Japan.
They are classified as middle-income or low-income.
They have about 85% of the world's wealth and
income.
ANS: D
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
20.
About____ of the world's human population lives in the developing countries.
a. 20%
b. 40%
c. 60%
d. 80%
e. 90%
ANS: D
PTS: 1
DIF: Easy
TOP: 1-WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY
BLOOM’S TAXONOMY: KNOWLEDGE
21.
All of the following are potentially renewable resources except
a. Groundwater
b. trees in a forest
c. fertile soil
d. Oil
e. fish populations
ANS: D
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY
BLOOM’S TAXONOMY: KNOWLEDGE
22.
You generally buy and eat microwave dinners. After dinner, cardboard tops and plastic trays remain. The
least effective way to deal with this type of solid waste problem is to
a. Store leftovers in the plastic trays.
b. Put all of the solid waste in the household trash to be taken to the landfill.
c. Donate the plastic containers to the local nursery schools to use with
preschoolers.
d. Recycle the components.
e. Save the containers in a stash in your garage for future use.
ANS: B
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: APPLICATION
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23.
Nonrenewable resources include
a. Oil
b. Minerals
c. salt and sand
d. Coal
e. oil, minerals, salt, sand and
coal
ANS: E
PTS: 1
DIF: Easy
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
24.
Sustainable yield is the highest rate at which we can use a(n) _____________without reducing its
available supply.
a. renewable resource
b. perpetual resource
c. energy resource
d. mineral resource
e. nonrenewable
resource
ANS: A
PTS: 1
DIF: Moderate
TOP: 1-1 WHAT ARE THREE PRINCIPLES OF SUSTAINABILITY?
BLOOM’S TAXONOMY: KNOWLEDGE
25.
The tragedy of the commons refers to
a. overuse of privately held resources
b overuse of shared common resources
.
c. human deaths from polluted shared resources such as air or
water
d government over-regulation of fresh water use
.
e. a Shakespeare play
ANS: B
PTS: 1
DIF: Moderate
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: KNOWLEDGE
26.
Evidence that we are living unsustainably includes which of the following?
a. Renewable forests are shrinking.
b. Topsoil is eroding, and the lower atmosphere is warming.
c. Deserts are expanding.
d. Deserts are shrinking.
e. Deserts are expanding, renewable forests are shrinking, topsoil is eroding and the lower atmosphere is
warming.
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ANS: E
PTS: 1
DIF: Easy
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: COMPREHENSION
27.
Which of the following best describes what is meant by an ecological footprint?
a. It is the average size of the lot on which a family home is built.
b. It is the number of acres necessary to grow enough food to support a family.
c. It is the geographic area in which a person travels during the course of their average daily activities.
d. It is the amount of biologically-productive land and water needed to supply the people in a particular
country or area with the resources they need.
e. It is the amount of tillable agricultural land necessary to supply the food requirements of a nation.
ANS: D
PTS: 1
DIF: Moderate
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: KNOWLEDGE
28.
If a country’s ecological footprint is larger than its biological capacity to replenish its renewable resources
and absorb the resulting waste and pollution:
a. It is said to have an ecological deficit.
b. It should be supported by other countries with smaller
footprints.
c. It is said to be a sustainable society.
d. It is most likely a developing country.
e. More than one of these answers is correct.
ANS: A
PTS: 1
DIF: Moderate
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: COMPREHENSION
29.
Which of the following best describes the concept of environmental degradation?
a. using solar power at a rapid rate
b growing crops for food
.
c. cutting trees for wood products faster than the trees can regrow to maturity
d letting agricultural runoff cause oxygen depletion and fish kills downstream
.
e. two of these answers
ANS: E
PTS: 1
DIF: Moderate
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: APPLICATION
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30.
The IPAT model states that the key factor in environmental impact in
a. developing countries is resource use
b. developing countries is population
size
c. developed countries is resource use
d. developed countries is population size
e. more than one of these answers
ANS: E
PTS: 1
DIF: Easy
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: KNOWLEDGE
31.
Point sources of pollution
a. enter ecosystems from dispersed and often hard-to-identify sources
b. include runoff of fertilizers and pesticides from farmlands and suburban lawns
c. are cheaper and easier to identify than nonpoint sources
d. are more difficult to control than nonpoint sources
e. are always found in rural areas
ANS: C
PTS: 1
DIF: Moderate
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: KNOWLEDGE
32.
Nonpoint sources of pollution
a. enter ecosystems from single identifiable sources
b. are more difficult to control than point sources
c. include smokestacks and automobile exhaust pipes
d. are cheaper and easier to identify than point
sources
e. are always found in rural areas
ANS: B
PTS: 1
DIF: Moderate
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: KNOWLEDGE
33.
The total ecological footprint for humanity is expected to be
a. twice the planet’s ecological capacity by the year 2015
b. 30% higher than the planet’s ecological capacity by the year 2035
c. 60% higher than the planet’s ecological capacity by the year 2035
d. 30% higher than the planet’s ecological capacity by the year 2015
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e. twice the planet’s ecological capacity by the year 2035
ANS: E
PTS: 1
DIF: Moderate
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: KNOWLEDGE
34.
Pollution cleanup efforts can be ineffective because
a. They often transfer pollutants from one part of the environment to another.
b. Once pollutants are dispersed, it costs too much to reduce them to acceptable levels.
c. They can be overwhelmed by growth in population and consumption.
d. They often transfer pollutants from part of the environment to another, once they are dispersed it costs
too much to reduce them to acceptable levels, and they can be overwhelmed by growth in population
and consumption.
e. There are not enough people with the necessary technical training to deal with the problems.
ANS: D
PTS: 1
DIF: Difficult
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: COMPREHENSION
35.
China currently
a. has the second largest economy on the planet
b. is the world’s largest producer of wind turbines, and is projected to soon be the largest producer of
solar cells
c. is the second largest economy on the planet and is the world’s largest producer and consumer of cars.
d. is the world’s largest producer and consumer of cars, and is the largest producer of solar cells.
e. is the second largest economy on the planet, is the world’s largest producer of wind turbines and cars,
and is projected to soon be the world’s largest producer of solar cells.
ANS: E
PTS: 1
DIF: Easy
TOP: 1-2 HOW ARE OUR ECOLOGICAL FOOTPRINTS AFFECTING THE EARTH?
BLOOM’S TAXONOMY: KNOWLEDGE
36.
Root causes of unsustainability include all of the following except
a. wasteful use of resources
b. Poverty
c. rapid population growth
d. inclusion of environmental and social costs in market
prices
e. widespread recycling programs
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ANS: D
PTS: 1
DIF: Moderate
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: COMPREHENSION
37.
Which of the following is an environmental benefit of affluence and wealth?
a. Increasing wealth allows for an increased capacity for resource consumption.
b. Increased wealth provides resources to apply toward the creation of environmentally beneficial
technologies.
c. Increasing affluence often leads to a desire to travel widely and frequently in order to see the world.
d. The affluence of developed nations is highly desirable and sought after by citizens of developing
nations.
e. The typical consumption patterns of affluent nations leads to beneficial environmental conservation
practices.
ANS: B
PTS: 1
DIF: Moderate
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
38.
Which of the following is a major factor contributing to the degradation of natural capital associated with
the pricing of consumable goods?
a. They are priced in such a way that they do not reflect the environmental damage caused by their
production.
b. They are priced in such a way as to allow even those in poverty in developing nations to acquire
them.
c. They are priced in such a way that only the most affluent purchaser is able to acquire them.
d. Consumers are typically aware of the kinds of environmental damage resulting from the production of
the item.
e. It is fashionable in some local cultures to purchase items that are expensive because of the social
status it brings.
ANS: A
PTS: 1
DIF: Moderate
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
39.
The resource consumption of the average person in the United States is about _____ times that of the
average citizen of India, and about _____ times that of the average person in the world’s poorest countries.
a. 2, 10
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b.
c.
d.
e.
5, 10
8.6, 15
25, 50
30, 100
ANS: E
PTS: 1
DIF: Easy
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
40.
A worldview that holds that we can and should manage the Earth for our own benefit but that we also
have an ethical responsibility to be caring stewards is called the
a. planetary management worldview
b stewardship worldview
.
c. environmental wisdom worldview
d socialist worldview
.
e. monarchy worldview
ANS: B
PTS: 1
DIF: Easy
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
41.
In 2009, the world population is about
a. 6.0 billion people
b. 2.0 billion people
c. 9.0 billion people
d. 8.0 million people
e. 7.0 billion people
ANS: E
PTS: 1
DIF: Easy
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
42.
Every day, approximately _____ new people are added to the global population.
a. 53 million
b. 100 million
c. 83 million
d. 153 million
e. 250,000 (a quarter of a
million)
ANS: C
PTS: 1
DIF: Easy
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
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43.
The actual cost of gasoline that U.S. consumers purchase for their cars is
a. about $1 per gallon which makes it even more unfair that we are currently paying around $4 per
gallon.
b. about $4 per gallon, so the current prices at the pump are right on target.
c. about $6 per gallon which is more in line with fair prices paid in European countries
d. about $14 per gallon when one considers estimated harmful environmental and health costs.
e. it was $2 per gallon until Hurricane Katrina and Deep Horizon oil spill caused increases in production
costs and decreases in availability.
ANS: D
PTS: 1
DIF: Moderate
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
44.
Billions of poverty-stricken people do not have access to basic necessities of life. The lack of which one
of the following basic necessities affects the largest number of people?
a. enough fuel for heating and cooking
b adequate sanitation facilities
.
c. clean drinking water
d adequate housing
.
e. enough food for good health
ANS: B
PTS: 1
DIF: Easy
TOP: 1-3 WHY DO WE HAVE ENVIRONMENTAL PROBLEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
45.
With respect to making a shift from unsustainable lifestyles to sustainable lifestyles, it is estimated that
we have about _____________years to accomplish this, but that it takes about _______________per cent of the
population to bring about such major social changes.
a. 50 to 100; 50 to 100
b. 100 to 1,000; 5 to 10
c. 50 to 100; 5 to 10
d. 5 to 10; 50 to 100
e. 75; 75
ANS: C
PTS: 1
DIF: Moderate
TOP: 1-4 WHAT IS AN ENVIRONMENTALLY SUSTAINABLE SOCIETY?
BLOOM’S TAXONOMY: KNOWLEDGE
TRUE/FALSE
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1.
An environmentally sustainable society must be based only on policies that provide for economic growth
and development.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
2.
An important goal of environmental science is to learn how life on the earth has thrived and survived.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
3.
Recycling nonrenewable metallic resources takes much less energy, water, and other resources and
produces less pollution and environmental degradation than exploiting virgin metallic resources.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
4.
Polluting chemicals enter the environment only through human activities.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
5.
Natural resources are considered natural capital, but natural services are not..
ANS: F
PTS: 1
BLOOM’S TAXONOMY:
6.
DIF: Moderate
KNOWLEDGE
The United States has the world's largest per capita ecological footprint.
ANS: T
PTS: 1
BLOOM’S TAXONOMY:
DIF: Moderate
KNOWLEDGE
7.
Government subsidies can actually encourage companies to conduct business in ways that result in
environmental degradation.
ANS: T
PTS: 1
BLOOM’S TAXONOMY:
DIF: Moderate
KNOWLEDGE
8.
In an environmentally sustainable society, most affluent citizens work to decrease their consumption of
products.
ANS: T
PTS: 1
BLOOM’S TAXONOMY:
DIF: Moderate
KNOWLEDGE
9.
Pollution cleanup is considered a short-term solution if population and consumption levels grow without
corresponding improvement in pollution control technology.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
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10.
Rapid population growth and associated poverty are primarily occurring in developing countries and have
little impact on environmental degradation.
ANS: F
PTS: 1
BLOOM’S TAXONOMY:
DIF: Easy
KNOWLEDGE
11.
In order for the social changes to occur that will produce sustainable economies, fully 50% of the
population of a country must support the change.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
12.
We can say that biodiversity is a factor in maintaining life on this planet.
ANS: T
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: KNOWLEDGE
13.
Perpetual resources exist in a fixed quantity or stock in the Earth’s crust.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
14.
If industry managers ask the question “How can my company avoid producing polluting air exhaust from
my factory?” they are seeking pollution prevent, which is preferable to pollution cleanup.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: APPLICATION
15.
The tragedy of the commons is a phenomenon that occurs only when the number of users is small.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
16.
One of the ways we can slow population growth is to elevate the status of women.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
17.
A massive cloud of air pollution largely generated in China affects only China, but causes serious
respiratory problems there.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
COMPLETION
1.
A resource such as solar energy that is renewed continuously is a called a(n) ____________________.
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ANS: perpetual resource
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
2.
The three principles of sustainability are chemical cycling, reliance on solar energy, and
____________________.
ANS: biodiversity
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
3.
A(n )____________________ is a set of organisms within a defined area or volume that interact with one
another and with their environment of nonliving matter and energy.
ANS: Ecosystem
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
4.
____________________ is the ability of the Earth's various natural systems and human cultural systems
and economies to survive and adapt to changing environmental conditions indefinitely.
ANS: Sustainability
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
5.
____________________ are materials and energy in nature that are essential or useful to humans.
ANS: Natural resources
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
6.
A(n) ________________is anything obtained from the environment to meet our needs and wants.
ANS: resource
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
7.
The action of processing plastic or aluminum cans into another usable product is called
____________________.
ANS: recycling
PTS:
1
DIF:
Easy
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BLOOM’S TAXONOMY: KNOWLEDGE
8.
____________________ are functions of nature, such as purification of air and water, that support life
and human economies.
ANS: Natural services
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
9.
The IPAT model of environmental impact takes into consideration population size, technology, and
____________________.
ANS: affluence
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
10.
____________________ is the contamination of the environment by a chemical or other agent such as
noise or heat to a level that is harmful to the health, survival or activities of humans of other organisms..
ANS: Pollution
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
11.
The highest rate at which a renewable resource can be used indefinitely without reducing its available
supply is called its ____________________.
ANS: sustainable yield
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
12.
A single, identifiable source of pollution is called a(n) ____________________.
ANS: point source
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
13.
Pollution ____________________ is cheaper and more effective than pollution ____________________.
ANS: prevention, cleanup
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PTS: 2
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
14.
Developing countries can be classified as moderately developed, middle-income, or as
____________________, least developed.
ANS:
low-income
low income
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
15.
Old drink bottles that are collected, washed, and refilled are an example of ____________________.
ANS: reuse
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
16.
Natural capital is comprised of natural resources and natural ____________________.
ANS: services
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
17.
When we exceed a renewable resource's natural replacement rate, the available supply begins to shrink
through a process known as ____________________.
ANS: environmental degradation
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
18.
Pesticides blown from agricultural lands into the air is an example of ____________________ pollution.
ANS: non-point source
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
19.
It has been estimated that humanity's global ecological footprint exceeds the Earth's biological capacity
by about ____________________.
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ANS: 30%
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
SHORT ANSWER
1.
Is India's per capita ecological footprint greater than that of Japan?
ANS:
No, India’s per capita ecological footprint is smaller than Japan’s.
PTS: 1
DIF: Easy OBJ: Critical Thinking
BLOOM’S TAXONOMY: ANALYSIS
2.
Is India’s total ecological footprint greater than that of Japan?
ANS:
Yes.
PTS: 1
DIF: Easy OBJ: Critical Thinking
BLOOM’S TAXONOMY: ANALYSIS
3.
What is the significance of this difference between India and Japan?
ANS:
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Although the per capita footprint of India is small, its large population size means India’s overall effect on
the environment is greater.
PTS: 3
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: APPLI CATION
4.
Critical Thinking
What can be interpreted about the ecological footprints of the United States from the above graphs?
ANS:
The United States has both the largest per capita ecological footprint on the planet and the largest total
ecological footprint on the planet.
PTS: 3
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
Critical Thinking
5.
Compared to other developed countries such as Japan and the European Union countries, how does the
per capita ecological footprint of the United States measure up? Why?
ANS:
The per capita ecological footprint of the United States is double that of the other developed countries.
This reflects the much higher consumption of natural resources in the United States
PTS: 3
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
Critical Thinking
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6.
What percentage of the world's population does not have adequate sanitation?
ANS:
37%
PTS: 1
DIF: Easy OBJ: Critical Thinking
BLOOM’S TAXONOMY: ANALYSIS
7.
Identify problems that result from lack of sanitation.
ANS:
-- widespread disease
-- polluted water and air
-- decrease in workforce because of disease, etc.
PTS: 3
DIF: Moderate
OBJ: Critical Thinking
BLOOM’S TAXONOMY: COMPREHENSION
8.
If poverty stricken people in developing countries engage in activities that degrade valuable natural
resources, which two statistics do you think are driving those actions?
ANS:
Lack of enough fuel for heating and cooking, as they harvest wood from forests, and lack of enough food
for good health as they hunt and take fish or wildlife to feed themselves
PTS: 3
DIF: Difficult
OBJ:
BLOOM’S TAXONOMY: APPLICATION
Critical Thinking
ESSAY
1.
Clearly describe how wealth and affluence can have both harmful and beneficial environmental effects.
ANS:
The typical lifestyles of the citizens of developed nations are built on high levels of consumption and
unsustainable use of natural resources. This type of affluence has an enormously harmful environmental
impact.
On the other hand, affluence can lead people to become more educated, environmentally aware, and
concerned. It also provides money for the development of improved technologies that can help to reduce
pollution, resource waste, and environmental degradation.
PTS: 5
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
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2.
Explain how poverty drives population growth.
ANS:
To many poor people, having more children is a matter of survival. Children are effectively the labor
force for a poor family, helping with crop tending, gathering wood or fuel, hauling water and livestock
tending. Additionally, the children become caretakers of their parents when the parents age. This is very
important in poor countries that do not have social security, health care or retirement funds.
PTS: 5
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
3.
Explain how the IPAT model and the ecological footprint model emphasize different aspects of how
natural resources are affected by unsustainable use.
ANS:
The IPAT model includes the per capita use of both renewable and nonrenewable resources, while the
ecological footprint model emphasizes the use of renewable resources.
PTS: 3
DIF: Moderate
BLOOM’S TAXONOMY: ANALYSIS
CHAPTER 2—SCIENCE, MATTER, AND ENERGY
MULTIPLE CHOICE
1.
Which statement best describes the Bormann-Likens controlled experiment in forest valleys in New
Hampshire that compared water flowing out of deforested areas to undisturbed areas?
a. The deforested area was greater in volume by 30 to 40%
b. The deforested area was less in volume by 30 to 40%
c. The deforested area had more soil nutrients dissolved in the water
d. The deforested area was less in volume by 30 to 40% and had fewer soil nutrients dissolved in the
water
e. The deforested area was greater in volume by 30 to 40% and had more soil nutrients dissolved in the
water
ANS: E
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
TOP:
CORE CASE STUDY
2.
The Bormann-Likens study in the Hubbard Brooks Experimental Forest in New Hampshire can best be
described as
a. a comparison of a control site with an experimental site in nature
b. what can occur in a forest watershed without plants to absorb water
c. an example of how scientists learn about the effects of our actions on natural systems
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d. a comparison of a control site with an experimental site in nature and a study of what can occur in a
forest watershed without plants to absorb and retain water
e. a comparison of a control and an experimental site, a study of what can occur in a forest watershed
without plants to absorb water, and an example of how scientists learn about the effects of our actions
on natural systems.
ANS: E
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
3.
TOP:
CORE CASE STUDY
Science
a. is a study of the history of the natural world
b. attempts to discover order in nature to interpret the
past
c. is best described as a random collection of facts
d. is supported by small amounts of evidence
e. is an endeavor to discover how nature works
ANS: E
PTS: 1
DIF: Moderate
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: KNOWLEDGE
4.
When scientists are testing ideas to determine facts, they
a. follow a specific set of logical steps
b. report observations to the scientific community without data
collection
c. use different steps that are unique to each scientist
d. use only mathematical modeling
e. first ask fellow scientists at annual meetings what steps to take
ANS: A
PTS: 1
DIF: Moderate
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: KNOWLEDGE
5.
Scientific hypotheses differ from scientific theories in that they are
a. widely accepted descriptions of what we find happening over and over in nature
b. tentative explanations that need further evaluation
c. not subject to proper investigation and testing
d. arrived at after extensive mathematical modeling
e. tentative explanations that need further evaluation and not subject to proper investigation and
testing
ANS: B
PTS: 1
DIF: Moderate
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: COMPREHENSION
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6.
A classmate tells you that a statement heard on the news about an environmental process noted in a local
ecosystem cannot be true because it has not been scientifically proven. You realize that
a. this classmate is misinformed because science cannot prove anything, but it can disprove events
conclusively.
b. this classmate is misinformed because science can neither prove or disprove anything absolutely.
c. this classmate is misinformed because the process in question actually has been proven scientifically.
d. this classmate is correct.
e. this classmate has confused scientific theories and scientific laws
ANS: B
PTS: 1
DIF: Moderate
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: APPLICATION
7.
Which of the following choices best describes the sequence scientists typically use in the beginning stages
of their investigations about how nature works?
a. analyze data -> search literature -> perform experiment -> identify a problem -> ask a
question
b ask a question -> search literature -> perform experiment -> analyze data -> identify a
. problem
c. search literature -> ask a question -> identify a problem -> analyze data -> perform
experiment
d identify a problem ->search literature -> ask a question -> perform experiment -> analyze data
.
e. ask a question->search literature -> identify a problem -> perform experiment -> analyze data
ANS: D
PTS: 1
DIF: Difficult
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: KNOWLEDGE
8.
Which of the following does not characterize frontier science?
a. It often captures news headlines because it is controversial.
b It may deal with preliminary data.
.
c. It may eventually be validated.
d Scientists always agree on the meaning and accuracy of the data involved.
.
e. It may eventually be discredited.
ANS: D
PTS: 1
DIF: Moderate
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: KNOWLEDGE
A tiny, tawny colored butterfly called the Carson Wandering Skipper was always known for its small and
very localized populations. Typically, it was found along the western Nevada and eastern California high
desert areas. It was always located close to hot springs and other wet areas that supported salt grass, the
host plant it depended on.
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Recently, the populations went into a steep decline, and a last hold-out area was threatened by imminent
construction of a freeway bypass. Biologists became alarmed and began an intensive search for
populations in locations other than the spot designated for the freeway bypass. They began their search by
identifying all known locations of hot springs, in hopes of finding small populations of the Carson
Wandering Skipper close by.
9.
of
The biologists’ observations that the Carson Wandering Skipper populations had declined is an example
a.
b.
c.
d.
e.
data analysis
identifying a problem
performing an experiment
proposing a hypothesis
making testable predictions
ANS: B
PTS: 1
DIF: Difficult
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: APPLICATION
10.
As they searched for previously unknown populations of the Carson Wandering Skipper, biologists
wondered if hot springs were absolutely essential to its survival. This phase of the investigation is
a. finding out what is known and asking a question
b analyzing data and asking a question
.
c. Asking a question and testing predictions
d accepting their hypothesis and analyzing data
.
e. accepting their hypothesis and asking a question
ANS: A
PTS: 1
DIF: Difficult
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: APPLICATION
11.
The scientists, with enough data,
a. would be able to prove that there is a correlation between butterfly populations and hot springs
b. would not be able to prove a correlation between the butterfly populations and hot springs, but could
disprove it
c. Would be able to prove or disprove a correlation, depending on the numbers
d. would not be able to prove or disprove a correlation between the butterfly populations and hot springs
e. would be able to prove that there is a correlation between the butterfly populations and hot springs,
but would not be able to disprove it
ANS: D
PTS: 1
DIF: Moderate
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: APPLICATION
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12.
What are the important steps involved in critical thinking?
a. Be skeptical about everything you read or hear and be open to many viewpoints
b. Look at the evidence and evaluate it as well as related information and a variety of opinions.
c. Identify and evaluate your personal beliefs and biases.
d. Identify and evaluate your personal beliefs and biases and be skeptical about everything you read or
hear.
e. Look at the evidence and evaluate it as well as related information, identify and evaluate your
personal beliefs and biases, be skeptical about everything you read or hear and be open to many
viewpoints.
ANS: E
PTS: 1
DIF: Easy
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: KNOWLEDGE
13.
Scientific theories are
a. frequently overturned and changed because they are, in fact, just theories.
b. overturned on a regular basis at periodic scheduled meetings of the scientific community to evaluate
the validity of all scientific theories.
c. never overturned.
d. rarely overturned unless new evidence discredits them.
e. overturned only as a result of Supreme Court decisions.
ANS: D
PTS: 1
DIF: Moderate
TOP: 2-1 WHAT DO SCIENTISTS DO?
BLOOM’S TAXONOMY: KNOWLEDGE
14.
Matter is best described as
a. anything that has mass and occupies space
b. something that has the capacity to do work
c. something that can exist as a solid, liquid, or gas
d. something that can produce change
e. is anything that has mass and occupies space and can exist as a solid, liquid, or
gas
ANS: E
PTS: 1
DIF: Moderate
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
15.
All of the following are elements except
a. Water
b. Oxygen
c. Nitrogen
d. Hydrogen
e. Carbon
ANS: A
PTS:
1
DIF:
Easy
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TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
16.
The atomic number is the number of
a. atoms in a molecule
b. protons in an atom
c. nuclei in a molecule
d. electrons in an atom
e. protons and neutrons in an
atom
ANS: B
PTS: 1
DIF: Easy
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
17.
Protons, neutrons, and electrons are all
a. forms of energy
b. equal in mass
c. subatomic particles
d. negative ions
e. charged particles
ANS: C
PTS: 1
DIF: Easy
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
18.
The atomic mass number is equal to the sum of the
a. neutrons and isotopes
b. neutrons and electrons
c. neutrons and protons
d. protons, neutrons, and electrons
e. protons only
ANS: C
PTS: 1
DIF: Easy
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
19.
An element
a. is identical to a compound
b. is made up of compounds
c. can combine with one or more other element to make a compound
d. exists only in a pure form as a single element, and never combines with other
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elements
e. more than one of these answers
ANS: C
PTS: 1
DIF: Easy
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
20.
The commonest form of the Carbon atom that exists is at times referred to as C . An isotope of this atom
is called C . C must have a different number of___________than C .
a. Ions
b. Protons
c. Atoms
d. Neutrons
e. Electrons
12
14
14
12
ANS: D
PTS: 1
DIF: Moderate
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
21.
Ions are atoms or groups of atoms that have
a. Gained or lost an electron
b. Gained or lost a proton
c. Gained or lost a neutron
d. Gained or lost either an electron or a proton
e. different numbers of protons and neutrons in the same atom
ANS: A
PTS: 1
DIF: Moderate
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
22.
Which list of items contains only ions?
a. CO , H O, Na , H
b. Na , H , Pb, Hg
c. Pb, Hg, CO ,NaCl
d. Cl , Na , Ca , NO
e. NaCl, NO, CO, NaOH
2
+
+
2
-
-
2
-
+
2+
-
3
ANS: D
PTS: 1
DIF: Moderate
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: APPLICATION
23.
An acidic solution would have
a. more hydroxide ions than hydrogen ions
b more hydrogen ions than hydroxide ions
.
c. a pH less than 7
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d a pH greater than 7
.
e. more hydrogen ions than hydroxide ions and a pH less than 7
ANS: E
PTS: 1
DIF: Moderate
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
24.
All organic compounds are characterized by the presence of
a. Carbon
b. Hydrogen
c. Oxygen
d. Nitrogen
e. Phosphorus
ANS: A
PTS: 1
DIF: Easy
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
25.
Which of the following sources of iron would be of the highest quality?
a. iron deposits on the ocean floor
b. a field of spinach
c. a large scrap metal junkyard
d. a half-mile deep deposit of iron
ore
e. soil that is high in iron content
ANS: C
PTS: 1
DIF: Difficult
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: APPLICATION
26.
Which of the following contains all of the others?
a. Chromosomes
b. Genes
c. Cells
d. DNA molecules
e. cell nuclei
ANS: C
PTS: 1
DIF: Moderate
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: COMPREHENSION
27.
The smallest functional and structural unit of life is the
a. Ion
b. Atom
c. Compound
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d. Molecule
e. Cell
ANS: E
PTS: 1
DIF: Easy
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
28.
Which organic polymer consists of two or more monomers of simple sugars such as glucose?
a. Lipids
b. Proteins
c. nucleic acids
d. complex carbohydrates
e. nucleic acids and complex carbohydrates
ANS: D
PTS: 1
DIF: Moderate
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
29.
Genetic information is contained in coded units on chromosomes called
a. DNA molecules
b. Genes
c. Macromolecules
d. Nucleotides
e. Proteins
ANS: B
PTS: 1
DIF: Moderate
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
30.
The law of conservation of matter states that
a. Atoms can be created.
b. Atoms can be destroyed.
c. Atoms cannot be created or destroyed.
d. Atoms can be destroyed if we compost them.
e. Atoms can be created through nuclear fission.
ANS: C
PTS: 1
DIF: Easy
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
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31.
If a carbon atom combines with oxygen atoms to form CO , this would be described as a
a. Physical change.
b. Chemical change.
c. It is both a physical and chemical change.
d. First, it is a physical change, but then it becomes a chemical change.
e. It is not a physical change or a chemical change. It is scientific
change.
2
ANS: B
PTS: 1
DIF: Easy
TOP: 2-2 WHAT IS MATTER AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: APPLICATION
32.
Energy can be formally defined as
a. the velocity of any moving object
b the heat generated by atoms losing electrons
.
c. the ability to do work or produce heat transfer
d the displacement of heat from the Sun to the Earth
.
e. the process of moving objects
ANS: C
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
33.
Most forms of energy can be classified as either
a. chemical or physical
b. kinetic or mechanical
c. potential or
mechanical
d. chemical or kinetic
e. potential or kinetic
ANS: E
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
34.
All of the following are examples of kinetic energy except
a. a speeding bullet
b. a car battery
c. a flow of electric current
d. a falling rock
e. flowing water
ANS: B
PTS:
1
DIF:
Moderate
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35.
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: APPLICATION
An example of potential energy is
a. electricity flowing through a wire
b. the chemical energy in a candy bar
c. a bullet fired at high velocity
d. a leaf falling from a tree
e. water flowing
ANS: B
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: APPLICATION
36.
Which of the following is the best description of the first law of thermodynamics?
a. Atoms cannot be created or destroyed.
b. Energy input always equals energy output.
c. Heat is a form of kinetic energy.
d. Solar energy is converted into chemical energy in living systems.
e. All of these answers apply to the first law of thermodynamics.
ANS: B
PTS: 1
DIF: Difficult
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
37.
Wind farms are viable options for supplying more of our energy needs in the future because:
a. high speed wind is a form of medium-quality energy
b. high speed wind is a form of high-quality energy
c. high speed wind is a form of low-quality energy
d. all speeds of wind are high quality energy
e. wind is not an energy form at all
ANS: B
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: COMPREHENSION
38.
The direct input of solar energy produces which of the following forms of renewable (indirect) solar
energy?
a. Wind
b falling and flowing water
.
c. Biomass
d wind, falling and flowing water, and biomass
.
e. only wind and falling and flowing water
ANS: D
PTS:
1
DIF:
Moderate
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TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: COMPREHENSION
39.
The amount of useful work accomplished by a particular input of energy into a system is
a. Energy quality
b. Energy potential
c. Energy capacity
d. Energy efficiency
e. Energy loss
ANS: D
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
40.
Which of the following energy forms is high quality?
a. Coal
b the heat dispersed in the ocean
.
c. Electricity
d Food
.
e. coal, electricity and food
ANS: E
PTS: 1
DIF: Difficult
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
41.
What percentage of useful energy in the United States is either unavoidably or unnecessarily wasted?
a. 43%
b. 84%
c. 35%
d. 41%
e. Energy in the United States is not wasted.
ANS: B
PTS: 1
DIF: Easy
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
42.
Scientists Bormann and Likens demonstrated in their experiment on a clear-cut forest that
a. A cleared forest is more sustainable than an uncleared forest.
b An uncleared forest is more sustainable than a cleared forest.
.
c. Cleared and uncleared forests have the same sustainability.
d Clearing a forest violates the second law of thermodynamics.
.
e. At least two of these answers are correct.
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ANS: B
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: COMPREHENSION
43.
A form of kinetic energy that travels in the form of waves as a result of changes in electrical and magnetic
fields is
a. Wind
b. electromagnetic
radiation
c. Waterfalls
d. Electricity
e. solar radiation
ANS: B
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
44.
Which of the following is the best short summary of the law of conservation of matter?
a. There is no away.
b. You cannot get something for nothing.
c. You cannot break even.
d. You can break even, but not get something for nothing.
e. You can get something for nothing, but cannot break even.
ANS: A
PTS: 1
DIF: Easy
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
45.
Some forms of electromagnetic radiation with short wavelengths are:
a. Visible light and IR radiation
b. Visible light and x-rays
c. x-rays and IR
d. gamma rays and UV radiation
e. Visible light and gamma rays
ANS: D
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
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46.
Which of the following are widely used technologies that are responsible for wasting enormous amounts
of energy?
a. the compact fluorescent light bulb and the internal combustion
engine
b. solar cells and incandescent light bulbs
c. the incandescent light bulb and the internal combustion engine
d. PV cells and the internal combustion engine
e. LED bulbs and the internal combustion engine
ANS: C
PTS: 1
DIF: Moderate
TOP: 2-3 WHAT IS ENERGY AND WHAT HAPPENS WHEN IT UNDERGOES CHANGE?
BLOOM’S TAXONOMY: KNOWLEDGE
TRUE/FALSE
1.
Since scientific theories are tentative explanations, they should not be taken seriously.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
2.
Scientists analyze data before they take any other steps to investigate natural processes, since that is the
only logical place to start.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
3.
The two chemical forms of matter are elements and compounds.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
4.
Chemical elements cannot be broken down into simpler substances.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
5.
The steps in the scientific investigative process are always followed in the same sequence by every
scientist, without fail.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
6.
When matter undergoes physical changes, the chemical composition also changes.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
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7.
Hydrocarbons are organic compounds.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
8.
The very first step in the scientific process is to find out what is known about the problem.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
9.
When electrical energy lights an incandescent light bulb, 50 percent of the energy produces light.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
10.
When energy changes from one form to another, it always goes from a more useful to a less useful form.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
11.
The idea that all elements are made up of molecules is called the atomic theory.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
12.
A chemical element cannot be broken down into simpler substances by chemical means.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
13.
Atoms as a whole have no net electrical charge.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
14.
The atomic number of an atom designates the number of protons and neutrons found in its nucleus.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
15.
In the scientific process, projections are tested with further experiments, models or observations.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
COMPLETION
1.
In a scientific investigation, one of the groups involved in the investigation has a chosen variable changed
in a known way. This group is designated as the ____________________group.
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ANS: experimental
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: APPLICATION
2.
If an overwhelming body of observations and measurements supports a scientific hypothesis, it becomes
known as a(n) ____________________.
ANS: scientific theory
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
3.
A tentative explanation that needs further investigation is called a(n) ____________________.
ANS: hypothesis
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
4.
Matter that is near the Earth's surface, that is highly concentrated, and that has great potential for use as a
resource is referred to as ____________________.
ANS: high quality
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
5.
____________________ consists of elements and compounds.
ANS: Matter
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
6.
A chemical that is a combination of two or more different elements is called a(n)
____________________.
ANS: compound
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
7.
An atom or group of atoms with one or more net positive or negative charges is called a(n)
____________________.
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ANS: ion
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
8.
The pH of a solution is a measure of the ____________________ ions and ____________________ ions.
ANS:
hydrogen, hydroxide
hydroxide, hydrogen
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
9.
________________ ____________occurs when two isotopes of light elements are forced together at
extremely high temperatures until they fuse to form a heavier nucleus.
ANS: nuclear fusion
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
10.
___________________ ______________occurs when the nuclei of certain isotopes with large mass
numbers are split apart into lighter nuclei when struck by a neutron.
ANS: nculear fission
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
11.
An ion that is an essential nutrient for plant growth, and which was studied by Bormann and Likens, is the
____________________ ion.
ANS: nitrate
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
12.
A simple carbohydrate that plants and animals use to obtain energy is ____________________.
ANS: glucose
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
13.
Organic compounds always contain ____________________ atoms.
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ANS: carbon
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
14.
Genes are segments of ____________________.
ANS: DNA
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
15.
Macromolecules formed from a number of monomers are called ____________________.
ANS: polymers
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
MATCHING
Match items with their appropriate chemical description.
a. S
g. Na
b. H+
h. nucleus
c. Electron i. mass number
d. Proton j. NO e. Neutron k. isotopes
f. CO
3
2
1.
The chemical symbol for sodium
2.
A subatomic particle with no net electrical charge
3.
The nitrate ion
4.
The small, dense center of an atom
5.
The total number of protons and neutrons in an atom’s nucleus
6.
Subatomic particle with a positive charge
7.
The chemical symbol for sulfur
8.
A compound
9.
Atoms with variable numbers of neutrons
10.
Subatomic particle with a negative charge
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11.
Chemical symbol for the hydrogen ion
1.
ANS: G
PTS:
1
DIF:
Moderate
2.
ANS: E
PTS:
1
DIF:
Moderate
3.
ANS: J
PTS:
1
DIF:
Moderate
4.
ANS: H
PTS:
1
DIF:
Moderate
5.
ANS: I
PTS:
1
DIF:
Moderate
6.
ANS: D
PTS:
1
DIF:
Moderate
7.
ANS: A
PTS:
1
DIF:
Moderate
8.
ANS: F
PTS:
1
DIF:
Moderate
9.
ANS: K
PTS:
1
DIF:
Moderate
10.
ANS: C
PTS:
1
DIF:
Moderate
DIF:
Moderate
11.
ANS: B
PTS: 1
BLOOM’S TAXONOMY: KNOWLEDGE
Match the items below with the correct energy or matter quality below.
a. High-quality matter
b Low-quality matter
.
c. High-quality energy
d Low-quality energy
.
e. Both high-quality matter and high-quality energy
12.
salt
13.
coal
14.
gasoline
15.
aluminum ore
16.
salt water
17.
heat in oceans
18.
oil in barrels
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19.
automobile emissions
20.
nuclear fission
21.
concentrated sunlight
12.
ANS: A
PTS:
1
DIF:
Moderate
13.
ANS: E
PTS:
1
DIF:
Moderate
14.
ANS: E
PTS:
1
DIF:
Moderate
15.
ANS: B
PTS:
1
DIF:
Moderate
16.
ANS: B
PTS:
1
DIF:
Moderate
17.
ANS: D
PTS:
1
DIF:
Moderate
18.
ANS: E
PTS:
1
DIF:
Moderate
19.
ANS: B
PTS:
1
DIF:
Moderate
20.
ANS: C
PTS:
1
DIF:
Moderate
DIF:
Moderate
21.
ANS: C
PTS: 1
BLOOM’S TAXONOMY: KNOWLEDGE
Match items a through h with their correct description below.
a. human body
d. chromosome pair
b. in all human cells except for red blood
e. chromosome
cells
c. found in all cell nuclei
f. gene
22.
contains a long DNA molecule in the form of a double helix
23.
contains trillions of cells, each with an identical set of genes
24.
chromosomes in pairs
25.
cell nuclei
26.
segments on chromosomes
27.
contains one chromosome from each parent
22.
ANS: E
PTS:
1
DIF:
Moderate
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23.
ANS: A
PTS:
1
DIF:
Moderate
24.
ANS: C
PTS:
1
DIF:
Moderate
25.
ANS: B
PTS:
1
DIF:
Moderate
26.
ANS: F
PTS:
1
DIF:
Moderate
DIF:
Moderate
27.
ANS: D
PTS: 1
BLOOM’S TAXONOMY: KNOWLEDGE
SHORT ANSWER
1.
Name at least three things you did during the last hour that degraded high-quality energy to low-quality
energy.
ANS:
Sample answers:
∙ Drove a gasoline-powered car
∙ Used a computer powered by electricity
∙ Used hot water for a shower, dish washing, or laundry
∙ Used a furnace or air conditioner to adjust room
temperature
PTS: 3
DIF: Difficult
OBJ:
BLOOM’S TAXONOMY: APPLICATION
Critical Thinking
2.
Curiosity and skepticism are important features of the scientific process. Explain how these two attributes
in a scientist come into play during a late phase of scientific investigation called accept or reject the hypothesis.
ANS:
A skeptical and curious scientist will want to know the real reason for why nature works in a certain way.
He/she would not be satisfied until reaching the appropriate conclusion about the investigation being
conducted.
PTS: 3
DIF: Difficult
BLOOM’S TAXONOMY: ANALYSIS
3.
Employing the concepts of high-quality matter and low-quality matter, explain to a friend why recycling
aluminum drink containers is a good idea.
ANS:
The aluminum needed to produce more aluminum products is more easily obtained from the concentrated
metal in a recycled container than by mining aluminum ore from the soil. Aluminum ore is more widely
dispersed, difficult to extract, and ends up being more costly in terms of environmental degradation.
PTS: 3
DIF: Moderate
BLOOM’S TAXONOMY: SYNTHESIS
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4.
What are the physical states and chemical forms of matter?
ANS:
Matter has three physical states: solid, liquid and gas. It has two chemical forms: elements and
compounds.
PTS: 2
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
ESSAY
1.
Explain why the Bormann-Likens scientific investigation of clear-cutting forest watersheds is considered
reliable science.
ANS:
It has been subjected to peer review, and other scientists have repeated the study and produced similar
results.
PTS: 2
DIF: Easy
BLOOM’S TAXONOMY: ANALYSIS
2.
List an example of each of the following terms: element, compound, ion, organic molecule, simple
carbohydrate.
ANS:
Possible answers:
Element — carbon
Compound — carbon dioxide
Ion — nitrate ion
Organic molecule — hydrocarbons
Simple carbohydrate — glucose
PTS: 3
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
3.
Explain how the differences between humans and other living organisms, such as plants or animals, are
controlled and encoded at the cellular level.
ANS:
Within the nucleus of each cell is a set of chromosomes, found in pairs. Each chromosome consists of a
long DNA molecule that contains the coding in sequences called genes. The genes are distinct pieces of
genetic information to make specific proteins that result in specific traits or characteristics.
PTS: 5
DIF: Difficult
BLOOM’S TAXONOMY: APPLICATION
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4.
What are some of the ways scientists examine scientific inquiries and studies to determine if the work is
reliable or unreliable?
ANS:
The work is subjected to the following critical thinking questions:
Was the experiment well-designed?
Have the results been reproduced by other scientists?
Does the proposed hypothesis explain the data?
Are there any more reasonable explanations for the data?
Are the investigators unbiased in their interpretation of the results?
Have the data and conclusions been subjected to peer review?
Are the conclusions of the research widely accepted by other experts in the field?
PTS: 4
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
5.
Briefly explain how the second law of thermodynamics affects energy changes.
ANS:
When energy changes from one form to another, it always goes from a more useful to a less useful form.
In other words, it goes from a high-quality energy form to a low-quality energy form. The lower-quality
energy is usually given off as heat.
PTS: 5
DIF: Difficult
BLOOM’S TAXONOMY: APPLICATION
6.
Describe three limitations of science in general (as well as environmental science).
ANS:
1. Scientists cannot prove or disprove anything absolutely because there is always some degree of
uncertainty in scientific measurements, observations and models.
2. Scientists are humans and thus are not totally free of bias about their own results and hypotheses.
3. Many systems in the natural world involve a huge number of variables with complex interactions.
PTS: 6
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
CHAPTER 3—ECOSYSTEMS: WHAT ARE THEY AND HOW DO THEY WORK?
MULTIPLE CHOICE
1.
Tropical rain forests cover about 2% of the Earth’s land surface, and
a. contain about 2% of the Earth’s total biodiversity
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b.
c.
d.
e.
contain less than 10% of the Earth’s total biodiversity
contain no more than one-fourth of the Earth’s total biodiversity
contain up to one-half of the Earth’s total biodiversity
scientists currently do not know how much of the Earth’s total biodiversity is contained in tropical
rainforests, although they suspect it is very high
ANS: D
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
2.
TOP:
CORE CASE STUDY
The tropical rain forests
a. maybe be severely degraded or disappear within your lifetime.
b. are destroyed by humans cutting down trees and growing crops.
c. are destroyed by grazing cattle and human settlements.
d. degradation is increasing
e. are damaged by humans cutting down trees, growing crops and grazing cattle, by building
settlements, and degradation is increasing and they may be severely damaged or disappear within
your lifetime,
ANS: E
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
TOP:
CORE CASE STUDY
3.
Which of the following choices best describes how an ecologist would typically study an ecosystem? The
ecologist would study
a. only a single animal or plant
b. an animal or plant, plus other organisms with which it interacts
c. an animal or plant, the organisms it interacts with, and its water supply
d. an animal or plant, plus all the biotic and abiotic aspects of the ecosystem in which it
lives
e. the water supply and other non-living aspects of an ecosystem
ANS: D
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: APPLICATION
4.
TOP:
CORE CASE STUDY
The innermost layer of the atmosphere is the
a. Troposphere
b. Stratosphere
c. Hydrosphere
d. Geosphere
e. Lithosphere
ANS: A
PTS: 1
DIF: Easy
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: KNOWLEDGE
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5.
Which of the following is not a greenhouse gas?
a. nitrogen (N )
b carbon dioxide (CO )
.
c. water vapor (H O)
d methane (CH )
.
e. two of the listed choices are not greenhouse
gases
2
2
2
4
ANS: A
PTS: 1
DIF: Easy
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: KNOWLEDGE
6.
All physical forms of water (solid, liquid, and gas) make up the
a. Atmosphere
b. Geosphere
c. Biosphere
d. Troposphere
e. Hydrosphere
ANS: E
PTS: 1
DIF: Easy
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: KNOWLEDGE
7.
Fossil fuels and minerals are found in the
a. Atmosphere
b. Geosphere
c. Biosphere
d. Hydrosphere
e. Troposphere
ANS: B
PTS: 1
DIF: Easy
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: KNOWLEDGE
8.
Submarines explore the
a. Atmosphere
b. Geosphere
c. Biosphere
d. Hydrosphere
e. Troposphere
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ANS: D
PTS: 1
DIF: Easy
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: APPLICATION
9.
Geologists find rock and soil samples in the
a. Atmosphere
b. Geosphere
c. Biosphere
d. Hydrosphere
e. Troposphere
ANS: B
PTS: 1
DIF: Easy
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: KNOWLEDGE
10.
Ozone, a gaseous O molecule that filters out harmful UV radiation, is found in the
a. Troposphere
b. Geosphere
c. Hydrosphere
d. Stratosphere
e. Biosphere
3
ANS: D
PTS: 1
DIF: Easy
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: KNOWLEDGE
11.
The crust, core, and mantle are all areas located within the
a. Stratosphere
b. Biosphere
c. Geosphere
d. Hydrosphere
e. Atmosphere
ANS: C
PTS: 1
DIF: Easy
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: KNOWLEDGE
12.
Which of the following statements is most accurate?
a. Energy cycles, nutrients flow.
b. Nutrients cycle, energy flows.
c. Nutrients flow, energy flows.
d. Nutrients cycle, energy cycles.
e. Nutrients flow and cycle.
ANS: B
PTS: 1
DIF: Moderate
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
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BLOOM’S TAXONOMY: COMPREHENSION
13.
As energy flows in ecosystems, it can be said to
a. cycle, as in a round trip
b. flow from high-quality to low-quality energy in a one-way fashion
c. either flow one way or cycle, depending on the type of energy involved
d. flow in a two-directional fashion
e. energy does not flow or cycle
ANS: B
PTS: 1
DIF: Moderate
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: KNOWLEDGE
14.
You have decided on a career as an ecologist. Your work could possibly be which of the following
assignments?
a. exploring the earth’s crust to locate mineral resources
b negotiating air quality agreements among different countries
.
c. studying interactions of wolves and their prey species in Yellowstone National Park
d studying depletion of large aquifers in the midwestern United States
.
e. exploring possible wind corridors in the intermountain west for placement of wind
farms
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-1 WHAT KEEPS US AND OTHER ORGANISMS ALIVE?
BLOOM’S TAXONOMY: COMPREHENSION
15.
Ecologists study interactions within and among which five levels of organization?
a. cell, organism, atom, ecosystem, and molecule
b. atom, molecule, cell, organism, and population
c. molecule, cell, atom, community, and biosphere
d. organism, population, community, ecosystem, and biosphere
e. atom, organism, cell, biosphere, and population
ANS: D
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
16.
Which one of the following contains all of the others?
a. Atom
b. Community
c. Cell
d. Population
e. Molecule
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ANS: B
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
17.
Ecology is the study of how:
a. Atoms make up the environment.
b. Humans affect the environment.
c. Organisms interact with each other and their nonliving environment.
d. Energy runs the environment.
e. Evolution affects nature.
ANS: C
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
18.
A group of individuals of the same species living in a particular place is a(n)
a. Species
b. Population
c. Community
d. Organism
e. Biome
ANS: B
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
19.
A community of different species interacting with one another and the physical and chemical factors of
their nonliving environment is called a(n)
a. Species
b. Ecosystem
c. Population
d. Lithosphere
e. Community
ANS: B
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
20.
Pronghorn antelope is the only North American antelope. It lives in the high desert of the Great Basin in
the western U.S. Which of the following items are possible abiotic factors that an antelope has to content with?
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a.
b.
c.
d.
e.
the density of the local population of coyotes
extreme maximum and minimum temperatures in the desert
competition with wild horses for sparse vegetation for forage
lack of available water
lack of available water and extreme maximum and minimum temperatures in the
desert
ANS: E
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: APPLICATION
21.
Bacteria and fungi are typically categorized as which of the following ecosystem components?
a. Autotrophs
b. Producers
c. primary consumers
d. tertiary consumers
e. Decomposers
ANS: E
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
22.
Of the total energy that falls on their leaves, what percent do producers on average convert to chemical
energy through the process of photosynthesis?
a. 0%
b. 1%
c. 10%
d. 25%
e. 50%
ANS: B
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
23.
Which of the following best represents the process of photosynthesis?
a. Carbon dioxide + Glucose + Solar energy → Water + Oxygen
b. Carbon dioxide + Water + Solar energy → Glucose + Oxygen
c. Oxygen + Glucose + Solar energy → Carbon dioxide + Water
d. Oxygen + Glucose → Solar energy + Carbon dioxide + Water
e. Carbon dioxide + Water → Solar energy + Glucose + Oxygen
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ANS: B
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
24.
A grizzly bear eating blueberries is best categorized as which of the following?
a. Producer
b. primary
consumer
c. tertiary consumer
d. Detritivores
e. Decomposer
ANS: B
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: APPLICATION
25.
Which ecosystem component plays a key role in the recycling of nutrients in the biosphere?
a. Producers
b. primary consumers
c. Herbivores
d. tertiary consumers
e. Decomposers
ANS: E
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
26.
Phytoplankton in the ocean
a. provide much of the planet’s oxygen
b. provide much of the planet’s carbon dioxide
c. remove much of the planet’s carbon dioxide from the atmosphere
d. remove much of the planet’s oxygen
e. provide much of the planet’s oxygen and remove much of the carbon dioxide from the atmosphere
ANS: E
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
27.
What do giraffes and caterpillars have in common?
a. They are both autotrophs.
b They are both herbivores
.
c. They are both secondary consumers and herbivores.
d They are both detritivores
.
e. Giraffes and caterpillars do not have anything in common.
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ANS: B
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
28.
An entomologist is a biologist that has special training in the study of insects. Which of the following
groups of detritivores would an entomologist possibly study?
a. Fungi
b. Bacteria
c. Vultures
d. carpenter ants
e. Giraffes
ANS: D
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
29.
Photosynthesis
a. converts glucose into energy and water
b. requires the combustion of carbon
c. produces carbon dioxide and oxygen gas
d. yields glucose and oxygen gas as products
e. yields glucose and carbon dioxide as
products
ANS: D
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
30.
The conversion of solar energy into chemical energy occurs in
a. Photosynthesis
b. food chains
c. Chemosynthesis
d. heterotrophic organisms
e. food webs
ANS: A
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
31.
Organisms that feed on both plants and animals are called
a. detritus
feeders
b. Omnivores
c. Carnivores
d. herbivores
e. decomposers
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ANS: B
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
32.
Which of the following groups can be called autotrophs?
a. ants, termites and
butterflies
b. wolves, coyotes and foxes
c. rabbits, moles and robins
d. daisies, roses and grass
e. mushrooms and fungi
ANS: D
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
33.
The organisms that are classified as primary consumers are the
a. Detritivores
b. Omnivores
c. Carnivores
d. Decomposers
e. Herbivores
ANS: E
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
34.
Organisms that break down bodies of dead plants and animals into nutrients that are released into the soil
or water are called
a. Detritivores
b. detritus
feeders
c. Decomposers
d. Scavengers
e. Omnivores
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
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35.
Earthworms, some insects, and vultures are all examples of
a. primary producers
b. detritus feeders
c. Decomposers
d. Scavengers
e. secondary
consumers
ANS: B
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
36.
Aerobic respiration requires
a. glucose and carbon dioxide
b. glucose and oxygen
c. oxygen and water
d. carbon dioxide and water
e. carbon dioxide and oxygen
ANS: B
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
A grassy meadow high in the Sierra Nevada Mountains is known to support a variety of organisms.
During the summers when grass is thick and lush, and wildflowers abound, butterflies take advantage of
the abundant nectar source. Bears graze on the berries in shrubs at the edge of the meadow. Deer also
forage at the edge of the meadow. In the early mornings, coyote are known to prey on the squirrel and
mouse population that burrow into the meadow soil. A variety of birds prey on the butterflies and other
insects such as bees and wasps.
37.
The coyotes would be classified as
a. Producers
b. primary consumers
c. secondary
consumers
d. Decomposers
e. tertiary consumers
ANS: C
PTS: 1
DIF: Easy
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: APPLICATION
38.
The coyotes typically forage on mice and squirrels. However, as members of the canine family, Canidae,
they are known to be able to eat berries and parts of plants as well as small animals. Thus, they would be
classified as
a. Herbivores
b. Carnivores
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c. Omnivores
d. Detritivore
s
e. Producers
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
39.
If the biomass of flowers that support the butterflies was known to contain 100,000 units of energy, and
certain bird species were eating the butterflies that foraged on the flowers, what amount of energy, on average,
could be expected to be transferred to the birds?
a. 50,000
b. 10,000
c. 1,000
d. 100
e. 10
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-2 WHAT ARE THE MAJOR COMPONENTS OF AN ECOSYSTEM?
BLOOM’S TAXONOMY: APPLICATION
40.
a(n)
A sequence of organisms, each of which serves as a source of nutrients or energy for the next, is called
a.
b
.
c.
d
.
e.
food web
food chain
Ecosystem
Community
food chain and food web (they are interchangeable)
ANS: B
PTS: 1
DIF: Moderate
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
41.
Which of the following would be considered a tertiary consumer?
a. Spider
b. Deer
c. Hawk
d. Butterfly
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e. Rabbit
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
42.
Complex arrangements of feeding patterns in ecosystems are best described as
a. food webs
b. food chains
c. trophic levels
d. pyramids of energy
e. trophic chains
ANS: A
PTS: 1
DIF: Easy
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
43.
If the producers in an ecosystem capture 40,000 units of energy, assuming average efficiency of energy
transfer, how many units of this energy can likely be successfully converted into secondary consumer biomass?
a. 40,000
b. 4,000
c. 400
d. 40
e. 4
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: APPLICATION
44.
With regards to productivity of an ecosystem, which of the following statements is accurate?
a. GPP is greater than NPP because of the metabolic process of photosynthesis.
b. GPP is greater than NPP because of the metabolic process of respiration.
c. NPP is greater than GPP because of the metabolic process of photosynthesis.
d. NPP is greater than GPP because of the metabolic process of respiration.
e. There is no significant difference between GPP and NPP.
ANS: B
PTS: 1
DIF: Difficult
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
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45.
The aquatic ecosystems with the highest average net primary productivity are
a. Estuaries
b. Lakes
c. Rivers
d. Oceans
e. artic ice
shelf
ANS: A
PTS: 1
DIF: Easy
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
46.
Net primary productivity
a. is the rate at which producers manufacture chemical energy through photosynthesis
b. is the rate at which producers use chemical energy through respiration
c. is the rate of photosynthesis plus the rate of respiration
d. is the rate at which producers use photosynthesis to produce and store chemical energy
e. is the rate at which producers use photosynthesis to produce and store chemical energy minus the rate
at which they use this energy through aerobic respiration
ANS: E
PTS: 1
DIF: Difficult
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
47.
Which of the following ecosystems has the highest net primary productivity?
a. agricultural land
b. open ocean
c. temperate forest
d. swamps and marshes
e. lakes and streams
ANS: D
PTS: 1
DIF: Moderate
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
48.
The portion of the planet that is responsible for the vast majority of the Earth's annual biomass production
is/are
a. swamps and marshes
b. temperate forests
c. Estuaries
d. lakes and streams
e. open oceans
ANS: E
PTS: 1
DIF: Moderate
TOP: 3-3 WHAT HAPPENS TO ENERGY IN AN ECOSYSTEM?
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BLOOM’S TAXONOMY: KNOWLEDGE
49.
Over land, about what percent of the water vapor in the atmosphere comes from water that has transpired
from the surface of plants?
a. 40-50%
b. 60%
c. 70%
d. 80%
e. 90%
ANS: E
PTS: 1
DIF: Easy
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
50.
Nitrogen makes up approximately ____% of the volume of the atmosphere.
a. 25
b. 42
c. 57
d. 78
e. 85
ANS: D
PTS: 1
DIF: Easy
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
51.
Which of the following biogeochemical cycles does not include the atmosphere as a temporary reservoir?
a. Hydrologic
b. Nitrogen
c. Carbon
d. Phosphorus
e. Sulfur
ANS: D
PTS: 1
DIF: Easy
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
52.
Where in a mammal would there be the highest concentrations of phosphorous?
a. liver and pancreas
b. muscle tissues
c. bones and teeth
d. central nervous system
e. hair and skin tissues
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
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53.
The hydrologic cycle refers to the movement of
a. Hydrogen
b. Oxygen
c. Nitrogen
d. Hydrocarbons
e. Water
ANS: E
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
54.
Of the following water-cycle processes, the one working against gravity is
a. Percolation
b. Infiltration
c. Runoff
d. Transpiration
e. Precipitation
ANS: D
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
55.
The hydrologic cycle is driven primarily by
a. solar energy and gravity
b. solar energy and the moon
c. solar and mechanical energy
d. mechanical and chemical energy
e. chemical energy and the moon
ANS: A
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
56.
All of the following increase the amount of carbon dioxide in the atmosphere except
a. Respiration
b. Photosynthesis
c. Combustion
d. Decomposition
e. none of these answers
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ANS: B
PTS: 1
DIF: Difficult
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
57.
Transfer of carbon among organisms depends primarily on
a. fuel combustion and decomposition
b. photosynthesis and cellular
respiration
c. soil bacteria and precipitation
d. volcanic activity and organic decay
e. the rock cycle
ANS: B
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
58.
The most common gas in the atmosphere is
a. Nitrogen
b carbon dioxide
.
c. Oxygen
d Hydrogen
.
e. Methane
ANS: A
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
59.
Nitrogen is a major component of all of the following except
a. Proteins
b. Nitrates
c. Ammonia
d. DNA
e. Groundwater
ANS: E
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
60.
Nitrogen fixation is accomplished by
a. Legumes
b. Bacteria
c. Algae
d. Protozoa
e. round worms
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ANS: B
PTS: 1
DIF: Easy
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
61.
The form of nitrogen most usable to plants is
a. Ammonia
b. nitrogen gas
c. Proteins
d. Nitrates
e. Methane
ANS: D
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
62.
Ammonium ions are converted to nitrite ions and nitrate ions through the process of
a. Nitrification
b. nitrogen fixation
c. Denitrification
d. Assimilation
e. Leaching
ANS: A
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
63.
When organisms die, their nitrogenous organic compounds are converted to simpler inorganic compounds
such as ammonia through the process of
a. Nitrification
b. Ammonification
c. Denitrification
d. Assimilation
e. Leaching
ANS: B
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
64.
Electrical storms and lightning fix _________into a form that plants and animals can use.
a. Phosphorus
b. Nitrogen
c. Carbon
d. Sulfur
e. Water
ANS: B
PTS:
1
DIF:
Moderate
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TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
65.
Which of the following choices best describes the common phosphorus reservoirs in the ecosystem?
a. Water
b. water and organisms
c. atmosphere and geosphere
d. rocks and marine sediment
e. water, organisms, rocks and marine sediment
ANS: E
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
66.
All of the following are sources of phosphorus except
a. inorganic fertilizer
b runoff of animal wastes from feedlots
.
c. Detergents
d acid rain
.
e. Rocks
ANS: D
PTS: 1
DIF: Difficult
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
67.
The major plant nutrient most likely to be a limiting factor is
a. Phosphorous
b. Calcium
c. Nitrogen
d. Potassium
e. Carbon
ANS: A
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
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68.
You have decided to change your diet to a more sustainable way of eating. One of your choices is to eat
only grass-fed beef. In addition to having healthier meals that benefit you directly, this choice also benefits the
planet because it will help to decrease
a. mining large quantities of phosphate rock
b. atmospheric warming
c. addition of animal wastes from livestock feedlots that interferes with the phosphate cycle in aquatic
ecosystems
d. discharge of municipal sewage
e. use of animal by-products in pet food
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
69.
Which of the following is NOT a property of water?
a. It expands when it freezes.
b It contracts when it freezes.
.
c. It can store large amounts of heat without changing its own temperature.
d It can adhere to a solid surface.
.
e. It can exist as a solid, liquid or gas.
BLOOM’S TAXONOMY: ANS:
B
PTS: 1
DIF:
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
70.
Moderate
Ocean sediments and volcanoes are sources of:
a. Nitrogen
b Oxygen
.
c. Sulfur
d Phosphorus
.
e. both sulfur and nitrogen
ANS: E
PTS: 1
DIF: Moderate
TOP: 3-4 WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
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71.
Sulfuric acid and sulfates in the atmosphere are a problem when they
a. are deposited as acid rain
b. are deposited in the soil and incorporated into plants as nutrients
c. are deposited in ocean waters and return to deep ocean
sediments
d. are deposited on glaciers in the Arctic
e. They are never a problem.
ANS: A
PTS: 1
DIF: Easy
TOP: 3-4 A WHAT HAPPENS TO MATTER IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
72.
All of the following statements describe field research except
a. It involves going into natural settings to observe the structure of ecosystems.
b It is sometimes called “muddy-boots biology”.
.
c. It has provided very little in the way of knowledge about ecosystems.
d Most of what we know about ecosystems has come from such research.
.
e. It involves measuring the structure of ecosystems and what happens in them.
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-5 HOW DO SCIENTISTS STUDY ECOSYSTEMS?
BLOOM’S TAXONOMY: COMPREHENSION
73.
Which statement least characterizes laboratory research?
a. It allows measurement of model ecosystems and populations under controlled
conditions.
b It is faster than similar field research.
.
c. It is less costly than similar field research.
d It has been used to develop most of our knowledge about ecosystems.
.
e. It has supplemented field research since the 1960’s.
ANS: D
PTS: 1
DIF: Moderate
TOP: 3-5 HOW DO SCIENTISTS STUDY ECOSYSTEMS?
BLOOM’S TAXONOMY: COMPREHENSION
74.
Which statement least describes ecosystem modeling?
a. It is typically applied only to very small natural systems, such as a single pond or stream.
b It has developed since the 1960s.
.
c. It can be applied to complex systems that cannot be adequately studied in the field or laboratory.
d It requires input of baseline data from field studies.
.
e. It requires input of baseline data from laboratory studies.
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ANS: A
PTS: 1
DIF: Moderate
TOP: 3-5 HOW DO SCIENTISTS STUDY ECOSYSTEMS?
BLOOM’S TAXONOMY: COMPREHENSION
75.
GIS (geographic information systems) software is a new, powerful tool for research on ecosystems.
Which of the following is NOT something that we can rely on GIS data to reveal?
a. geographic and ecological spatial data
b variation in vegetation in local areas
.
c. sulfur content of deep ocean sediments
d local air pollution emissions
.
e. global variation in vegetation and gross primary productivity
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-5 HOW DO SCIENTISTS STUDY ECOSYSTEMS?
BLOOM’S TAXONOMY: COMPREHENSION
In the Sonoran desert of the southwestern United States, scientists observed that population clusters of a
small cactus were very pronounced around nests of desert woodrats. They began to think the woodrat
was somehow connected to the seeding of these cactus plants.
After years of counting and observing the woodrat nests and cactus plants, they collected the droppings of
the woodrats and took them back to the lab to analyze them to see if they contained seeds of the cactus.
They also collected the droppings and transported them to other areas to see if this would bring about new
population clusters of the cactus.
They also programmed the data they had collected into a computer. The computer program allowed the
scientists to predict that increases in the woodrat population would result in increases in the cactus
population, and likewise a decrease in woodrats would signal an impending decrease in cactus.
76.
Which phase of the above-described situation could be called computer simulation?
a. when the scientists gathered woodrat dropping for lab analysis
b. when the scientists learned from the computer that woodrat nest numbers would impact cactus
populations
c. when the scientists first observed the proximity of woodrat nests and cactus plants
d. all of these answers
e. none of these answers
ANS: B
PTS: 1
DIF: Moderate
TOP: 3-5 HOW DO SCIENTISTS STUDY ECOSYSTEMS?
BLOOM’S TAXONOMY: APPLICATION
77.
The study described above is best categorized as
a. field research
b laboratory research
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.
c. computer modeling
d a combination of all three types of research
.
e. a combination of laboratory and field research, but no computer modeling
ANS: D
PTS: 1
DIF: Moderate
TOP: 3-5 HOW DO SCIENTISTS STUDY ECOSYSTEMS?
BLOOM’S TAXONOMY: APPLICATION
78.
Which of the following best describes the scientists’ initial observations?
a. Woodrat nests had no apparent effect on cactus populations.
b Cactus plants were less common close to woodrat nests.
.
c. Cactus plants were more common close to woodrat nests.
d Cactus plants and woodrat nests were mutually exclusive.
.
e. The effect of woodrats on cactus plants was different from season to season.
ANS: C
PTS: 1
DIF: Moderate
TOP: 3-5 HOW DO SCIENTISTS STUDY ECOSYSTEMS?
BLOOM’S TAXONOMY: COMPREHENSION
TRUE/FALSE
1.
Ecology is the study of connections in the natural world.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
2.
Populations make up communities.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
3.
Ozone gas, a chemical in the atmosphere that helps filter out harmful UV sunlight, is located in the
troposphere.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
4.
An ecosystem's nutrient cycle cannot be described.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
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5.
“Muddy boots biology” is actually a description of typical research by geologists
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
6.
Increasing levels of carbon dioxide are one of the major contributors to global warming.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
7.
Within the ‘levels of organization’, the molecular level contains the smallest of all forms of matter.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
8.
Despite the ocean's low NPP, it creates more of the Earth's NPP than any of the other ecosystems.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
9.
Detritivores are consumers that release nutrients from the dead bodies of living organisms and return
them to the soil, water, and air.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
10.
A deer is both a primary consumer and in the second trophic level.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
11.
The mantle and core of the earth are both contained in the geosphere.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
12.
Plants utilize a portion of their GPP for respiration.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
13.
There are examples of microbial bacteria that are beneficial to humans.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
14.
According to the second law of thermodynamics, energy can be recycled.
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ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
15.
life.
In terms of inputs of matter, the Earth is a closed system. As a result, nutrients must be recycled to support
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
16.
Green plants undergo aerobic respiration.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
17.
The process by which many decomposers are able to convert glucose into useable energy in the absence
of oxygen is known as transpiration.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
18.
Given the nature of the carbon cycle, it is possible that a single atom of carbon that is in your skin could
have once been part of your own great grandmother, or even a dinosaur.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
19.
Water has the ability to filter out wavelengths of the sun’s ultraviolet radiation that would harm some
aquatic organisms.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
20.
Lightning is one of the natural mechanisms by which atmospheric nitrogen fixation is accomplished.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
21.
Ammonia (NH +) is a form of nitrogen that is readily accessible and useable by plants.
4
ANS: F
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: KNOWLEDGE
22.
Highly specialized bacteria are an essential component of the phosphorous cycle.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
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23.
The processes that lead to geological erosion are essential to the movement of phosphorous through the
biosphere.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
24.
Food chains and food webs are basically the same thing.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
25.
A type of acid rain is produced because of sulfur dioxide in the air.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
26.
The burning of coal releases sulfur dioxide into the atmosphere. However, smelting is a clean process that
does not deposit sulfur dioxide.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
27.
Gravity is one of the three factors that sustain life on Earth.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
28.
The nitrogen cycle and the carbon cycle are virtually identical.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
29.
Water exists as a liquid over a wide range of temperatures because of the lack of attractive forces between
its molecules.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
30.
It can be said that trees can actually produce their own rainfall.
ANS: T
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: COMPREHENSION
31.
Liquid water changes temperature rapidly because it can store a large amount of heat.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
COMPLETION
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1.
A(n) ____________________ consists of populations of different species living in a particular place and
potentially interacting with each other.
ANS: community
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
2.
____________________ feed on the wastes or dead bodies of other organisms.
ANS:
Detritus feeders
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: KNOWLEDGE
3.
The ____________________ involves precipitation, transpiration, evaporation, and condensation.
ANS: hydrologic cycle
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
4.
Photosynthesis requires both carbon dioxide and water, but could not occur without the input
of____________ ______________.
ANS: solar energy
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: KNOWLEDGE
5.
Another word for consumer is ____________________.
ANS: heterotroph
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
6.
Bacteria, deer, humans, and spiders are all examples of ____________________.
ANS: organisms
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
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7.
The water cycle, hydrogen cycle, phosphorous cycle, and sulfur cycle are all ____________________.
ANS: nutrient cycles
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
8.
CO promotes the ____________________ that warms the troposphere.
2
ANS: greenhouse effect
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
9.
Bacteria are more important in the ____________________ than in the carbon or phosphorous cycle.
ANS: nitrogen cycle
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
10.
Chemical combinations of two or more atoms of the same or different elements make up _____________.
ANS: molecules
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
11.
The ____________________ occupies those parts of the atmosphere, hydrosphere, and geosphere where
life is found.
ANS: biosphere
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
12.
The process by which ____________________ obtain their energy is photosynthesis.
ANS:
autotrophs
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producers
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
13.
Carnivores such as tigers, hawks and killer whales that feed on the flesh of other carnivores are known as
_______________ consumers.
ANS: tertiary
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
14.
The process by which water is evaporated from the surface of plants is called ____________________.
ANS: transpiration
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
15.
The metabolic process by which plants are able to draw ____________________ out of the atmosphere is
known as photosynthesis.
ANS: carbon dioxide
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
16.
____________________ is the most abundant element in the Earth's atmosphere.
ANS: Nitrogen
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
17.
Phytoplankton in the ocean help to regulate the earth’s temperature by removing some of the
____________ ____________produced when we burn fossil fuels..
ANS: carbon dioxide
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
18.
Tropical rainforests typically are found near the Equator, and are considered centers of
____________________.
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ANS: biodiversity
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
19.
Ecologists study ____________________ in nature.
ANS: connections
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
20.
The planet’s NPP ultimately limits the number of _____________that can live on the earth..
ANS: consumers
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
21.
A ____________________ is similar to a food chain, but is much more complex and shows many
interconnected feeding relationships.
ANS: food web
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
22.
The planet’s ____________________ ultimately limits the number of consumers that can live on the
planet.
ANS:
NPP
net primary productivity
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
23.
The aquatic ecosystems that show the highest net primary productivity are ____________________.
ANS: estuaries
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
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24.
Tropical rainforests cover about__________% of the earth’s surface, but contain about ________% of the
earth’s known terrestrial plant and animal species.
ANS: 2, 50
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
25.
The majority of the Earth’s carbon is stored in ____________________.
ANS: marine sediments
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
26.
Ammonia that is not taken up by plants may undergo ____________________.
ANS: nitrification
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: KNOWLEDGE
MATCHING
Match the items listed below with the appropriate choice
1.
On the figure of the Earth, choose the letter that represents heat added to the atmosphere.
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2.
On the figure of the Earth, choose the letter that represents the ozone layer.
3.
On the figure of the Earth, choose the letter that represents solar radiation.
4.
On the figure of the Earth, choose the letter that represents UV radiation.
1.
ANS: C
PTS:
1
DIF:
Moderate
OBJ:
2.
ANS: D
PTS:
1
DIF:
Easy
Labeling
3.
ANS: A
PTS:
1
DIF:
Moderate
OBJ:
Labeling
4.
ANS: B
PTS:
1
DIF:
Moderate
OBJ:
Labeling
OBJ:
Labeling
BLOOM’S TAXONOMY: KNOWLEDGE
Match the items listed below with the appropriate choice
5.
On the figure of the hydrological cycle, choose the letter that represents precipitation.
6.
On the figure of the hydrological cycle, choose the letter that represents runoff.
7.
On the figure of the hydrological cycle, choose the letter that represents evaporation.
8.
On the figure of the hydrological cycle, choose the letter that represents infiltration.
9.
On the figure of the hydrological cycle, choose the letter that represents transpiration.
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5.
ANS: B
PTS:
1
DIF:
Moderate
OBJ:
Labeling
6.
ANS: D
PTS:
1
DIF:
Moderate
OBJ:
Labeling
7.
ANS: A
PTS:
1
DIF:
Difficult
OBJ:
Labeling
8.
ANS: E
PTS:
1
DIF:
Moderate
OBJ:
Labeling
9.
ANS: C
PTS:
1
DIF:
Difficult
OBJ:
Labeling
BLOOM’S TAXONOMY: KNOWLEDGE
Match the items listed below with the appropriate choice
10.
On the generalized structure of the Earth figure, choose the letter of the layer that contains nonrenewable
fossil fuels and minerals.
11.
On the generalized structure of the Earth figure, choose the letter of the layer that is comprised of water,
ice, and water vapor.
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12.
On the generalized structure of the Earth figure, choose the letter of the layer that is made up of the
troposphere and the stratosphere.
13.
On the generalized structure of the Earth figure, choose the letter of the layer that is composed of all of
the Earth's ecosystems.
14.
On the generalized structure of the Earth figure, choose the letter of the layer that consists of the Earth's
crust and upper mantle.
10.
ANS: E
PTS:
1
DIF:
Easy
OBJ:
Labeling
11.
ANS: B
PTS:
1
DIF:
Easy
OBJ:
Labeling
12.
ANS: C
PTS:
1
DIF:
Easy
OBJ:
Labeling
13.
ANS: D
PTS:
1
DIF:
Easy
OBJ:
Labeling
14.
ANS: A
PTS:
1
DIF:
Easy
OBJ:
Labeling
BLOOM’S TAXONOMY: KNOWLEDGE
Match the descriptive phrase below with its appropriate cycle.
a. Hydrologic d. phosphorus
b. Carbon
e. sulfur
c. Nitrogen
15.
Fixation into soil accomplished by bacteria and algae
16.
Cycles are slower than others
17.
Transpiration from plants
18.
Affects global warming
19.
Forms acid rain
20.
Affected by burning coal
21.
Infiltration and percolation into aquifers
22.
Electrical storms affect deposition into soil
23.
Deposits found in limestone or dolomite
24.
Does not cycle through atmosphere
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15.
ANS: C
PTS:
1
DIF:
Moderate
16.
ANS: D
PTS:
1
DIF:
Moderate
17.
ANS: A
PTS:
1
DIF:
Moderate
18.
ANS: B
PTS:
1
DIF:
Moderate
19.
ANS: E
PTS:
1
DIF:
Moderate
20.
ANS: E
PTS:
1
DIF:
Moderate
21.
ANS: A
PTS:
1
DIF:
Moderate
22.
ANS: C
PTS:
1
DIF:
Moderate
23.
ANS: B
PTS:
1
DIF:
Moderate
24.
ANS: D
PTS:
1
DIF:
Moderate
BLOOM’S TAXONOMY: COMPREHENSION
SHORT ANSWER
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1.
In the figure of an ecosystem, choose which of the components are categorized as biotic.
ANS:
Producers
Produce
Secondary consumer (fox)
Primary consumer (rabbit)
Decomposers
PTS: 1
DIF: Moderate
OBJ: Critical Thinking
BLOOM’S TAXONOMY: COMPREHENSION
2.
On the figure of an ecosystem, choose which of the components in the figure are categorized as abiotic.
ANS:
Precipitation
Oxygen (O )
Carbon Dioxide (CO )
Water
Soluble mineral nutrients
2
2
PTS: 1
DIF: Moderate
OBJ: Critical Thinking
BLOOM’S TAXONOMY: COMPREHENSION
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3.
What trophic level is occupied by the emperor penguin in the above food web? Briefly state the reason for
your choice.
ANS:
Tertiary and quaternary consumer. The emperor penguin feeds on squid. Squid is a tertiary consumer of
carnivorous plankton and krill and a secondary consumer of herbivorous zooplankton.
PTS: 4
DIF: Difficult
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
Critical Thinking
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4.
What trophic level does the blue whale occupy in this food web?
ANS:
The blue whale is a secondary and tertiary consumer. It feeds on krill which is a primary consumer of
phytoplankton and a secondary consumer of herbivorous zooplankton.
PTS: 3
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
Critical Thinking
5.
Which animal consumes energy from the highest number of links in the food web? Name a possible
problem that this animal could be subjected to that others in the food web do not risk.
ANS:
Killer whales eventually consume energy from every link in the food web except blue whales and sperm
whales. Because of the extensive connection of killer whales to all parts of the food web, problems such
as chemical pollution that affect any link will eventually affect the killer whales.
PTS: 4
DIF: Difficult
OBJ:
BLOOM’S TAXONOMY: SYNTHESIS
6.
Critical Thinking
Briefly explain why clearing a rainforest can affect local weather.
ANS:
Because the primary source of rainfall in tropical rainforest areas is the vegetation, with so many plants
transpiring water into the atmosphere, cutting down the forest reduces rainfall.
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
ESSAY
1.
Clearly explain the significant differences between UV and infrared radiation and how this relates to the
greenhouse effect.
ANS:
The wavelengths of UV and infrared radiation are very different, the wavelengths of UV being relatively
small, while the wavelengths of infrared radiation being relatively large. The larger wavelength radiation
of infrared has an increasingly difficult time passing back out through the Earth's atmosphere as the
concentrations of greenhouse gases increase.
PTS: 5
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
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2.
Clearly explain the relationship between the Second Law of Thermodynamics and the typical pyramid of
biomass.
ANS:
The second law of thermodynamics indicates that no energy transformation is 100% efficient, and in
transformations there is always a net loss of energy. This idea is appropriately applied to energy
transformations as energy is passed through the food chains of an ecosystem. As a result of the second
law of thermodynamics, the amount of energy that is stored in lower trophic levels is higher than that
which can possibly be transferred to higher trophic levels. This results in an ever-decreasing amount of
energy contained with increasing trophic levels in an ecosystem.
PTS: 5
DIF: Moderate
BLOOM’S TAXONOMY: ANALYSIS
3.
Why is it that most top predators (e.g., lions, tigers, bears, and wolves) have extremely large territories
and are relatively rare?
ANS:
The second law of thermodynamics, as it applies to ecological pyramids of biomass, means that a
substantially higher amount of ecosystem productivity is required to provide sufficient energy for
organisms that feed on a third or fourth trophic level. This results in a need for a large ecological territory
to provide sufficient autotrophic surface area to convert enough solar energy to provide for the energy
required to be passed through three trophic levels. As a result, an ecosystem can only support a very few
of these top predators.
PTS: 4
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
4.
Clearly explain the distinction between Gross Primary Productivity (GPP) and Net Primary Productivity
(NPP).
ANS:
GPP is the rate at which an ecosystem's producers convert solar energy into chemical energy as biomass.
However, producers must use some of the chemical energy stored in the biomass they make for their own
respiration. NPP is the rate at which producers use photosynthesis to produce and store chemical energy
minus the rate at which they use some of this stored chemical energy through aerobic respiration.
PTS: 4
DIF: Moderate
BLOOM’S TAXONOMY: ANALYSIS
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5.
Given the nature of the phosphorous cycle, what are the long-term impacts on South American soil
quality through the exportation of beef cattle?
ANS:
Beef cattle raised in South America are feeding on grasses grown on South American soils. These plants
require phosphorous resources from the soils in which they grow. As a result, the South American soil
phosphorous is transferred to the beef cattle. If the cattle are then exported to North American consumers,
the phosphorous is also exported. This prevents the phosphorous from being recycled back into the South
American soils, as is typical in a naturally functioning ecosystem. Over long periods, this results in a
depletion of South American soil nutrients (phosphorous).
PTS: 5
DIF: Difficult
BLOOM’S TAXONOMY: APPLICATION
6.
When sulfur dioxide in the atmosphere combines with water in precipitation, sulfuric acid rain is
deposited on the Earth. What human activities contribute to this process?
ANS:
Human activities that release large amounts of sulfur dioxide into the atmosphere are burning coal to
produce electricity, refining sulfur-containing petroleum to make gasoline, and converting (smelting)
mineral ores into free metals.
PTS: 3
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
7.
A critically important part of the hydrologic cycle is the transpiration of water through plants into the
atmosphere. This water has traveled from the roots up to the top leaves and then moves out as water vapor. In
the case of some plants, such as redwood trees, this can be a distance of hundreds of feet. Explain how it is that
water can move up naturally, when forces of gravity might make one think that this is impossible.
ANS:
The forces of attraction between water molecules allow liquid water to adhere to a solid surface. This
enables narrow columns of liquid water to move up through small vessels inside of plants to the top of the
plant, in a process called capillary action.
PTS: 4
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
CHAPTER 4—BIODIVERSITY AND EVOLUTION
MULTIPLE CHOICE
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1.
For every shark that injures or kills a person every year
a. people kill one shark to even the score
b. people kill about 50,000 sharks, but mainly to be used as
food
c. people kill at least 1 million sharks
d. people kill sharks in a ratio of 5:1 for humans deaths
e. people do not kill sharks because we cannot catch them
ANS: C
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
2.
CORE CASE STUDY
Which of the following are reasons why sharks should be considered important to humans?
a. They never get cancer, and may provide information about how to prevent this disease.
b They are an important source of food
.
c. They are a keystone species
d They never get cancer and are an important source of food
.
e. They never get cancer and are a keystone species
ANS: E
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
3.
TOP:
TOP:
CORE CASE STUDY
Biomes are
a. large aquatic regions of the earth with distinct climate and certain species adapted to them
b large terrestrial regions of the earth with distinct climate and certain species adapted to them
.
c. groups of populations living in harmony in a given ecosystem
d all the biological portions of the planet
.
e. types of forests that are extensive and widespread on a continent
ANS: B
PTS: 1
DIF: Easy
TOP: 4-1 WHAT IS BIODIVERSITY AND WHY IS IT IMPORTANT?
BLOOM’S TAXONOMY: KNOWLEDGE
4.
The variety of genes within a species or population is called the
a. species diversity
b. genetic diversity
c. functional diversity
d. ecological
diversity
e. molecular diversity
ANS: B
PTS: 1
DIF: Easy
TOP: 4-1 WHAT IS BIODIVERSITY AND WHY IS IT IMPORTANT?
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BLOOM’S TAXONOMY: KNOWLEDGE
5.
Which of the following statements best describes insect species as a group?
a. They have backbones.
b. About two million species have been identified by
scientists.
c. They are resistant to extinction.
d. They have skin or integument similar to mammals.
e. They do not spread human diseases.
ANS: C
PTS: 1
DIF: Easy
TOP: 4-1 WHAT IS BIODIVERSITY AND WHY IS IT IMPORTANT?
BLOOM’S TAXONOMY: KNOWLEDGE
6.
Deserts, tropical forests, prairie grasslands, and coniferous forests are all examples of
a. different species
b. ecosystems with the highest biodiversity
c. ecosystems with low genetic
biodiversity
d. Biomes
e. Populations
ANS: D
PTS: 1
DIF: Moderate
TOP: 4-1 WHAT IS BIODIVERSITY AND WHY IS IT IMPORTANT?
BLOOM’S TAXONOMY: KNOWLEDGE
7.
Which of the following biomes are found along the 39th parallel in the United States?
a. Chaparral
Chaparral and coniferous forest
b
.
c. Chaparral, coniferous forest and desert
d Chaparral, coniferous forest, desert and prairie grassland
.
e. Chaparral, coniferous forest, desert, prairie grassland and deciduous
forest
ANS: E
PTS: 1
DIF: Easy
TOP: 4-1 WHAT IS BIODIVERSITY AND WHY IS IT IMPORTANT?
BLOOM’S TAXONOMY: KNOWLEDGE
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8.
Evidence for the history of life comes from
a. DNA analysis
b. Fossils
c. analysis of glacial ice core and rock samples
d. fossils and analysis of glacial ice core and rock
samples
e. ancient sea scrolls
ANS: D
PTS: 1
DIF: Moderate
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: KNOWLEDGE
9.
The fossil record is incomplete because
a. Not all fossils have been found.
b Some fossils have decomposed.
.
c. Some life forms left no fossils.
d Some life forms have left no fossils and some have decomposed
.
e. Not all fossils have been found, some have decomposted and some life forms have left no
fossils.
ANS: E
PTS: 1
DIF: Easy
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: KNOWLEDGE
10.
Which of the following is true with regard to mutations?
a. Mutations are always harmful.
b. Mutations always provide for beneficial changes in an organism's genetic makeup.
c. Mutations are chosen by the organism to improve their survival.
d. Natural selection determines the types of mutations that survive in a population.
e. Mutations are caused only by harmful chemicals.
ANS: D
PTS: 1
DIF: Difficult
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: COMPREHENSION
11.
A change in the genetic composition of a population is called
a. Emigration
b. Mutation
c. natural
selection
d. Evolution
e. genetic drift
ANS: D
PTS:
1
DIF:
Easy
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TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: KNOWLEDGE
12.
An adaptive trait is
a. any heritable trait.
b. any heritable trait that improves organisms’ chances for survival
c. any heritable trait that improves organisms’ chances for survival and reproduction
d. any heritable trait that improves organisms’ chances for survival and reproduction at higher rates than
other individuals in a population
e. any inheritable trait that improves organisms’ chance for survival and reproduction at lower rates than
other individuals in a population
ANS: D
PTS: 1
DIF: Moderate
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: KNOWLEDGE
In a population of wild bees, a mutation resulted in slightly larger wingspan in some of the bees. This
larger wingspan made the bees more efficient in their flights to flowers to collect nectar. Thus, these bees
became more successful. This trait was passed on to offspring, and eventually the larger wingspan variety
of bee replaced their smaller-winged relatives completely.
13.
Since the mutation produced a specific wing trait that was passed on, the mutation must have occurred
a. in wing cells
b. in reproductive cells
c. as a result of exposure to a chemical agent
d. as a result of UV light
e. because of the type of pollen the bee collected
ANS: B
PTS: 1
DIF: Moderate
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: APPLICATION
14.
The larger wingspan could be called
a. an adaptive trait
b genetic variability
.
c. a heritable trait
d an adaptive trait and a genetic variability
.
e. a heritable trait, an adaptive trait and a genetic variability
ANS: E
PTS: 1
DIF: Moderate
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: COMPREHENSION
15.
It could be said that _____ favored the bee with the larger wingspan, and so the _____ evolved.
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a.
b.
c.
d.
adaptation, bee
evolution, population
mutation, bee
natural selection,
population
e. mutation, population
ANS: D
PTS: 1
DIF: Difficult
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: APPLICATION
16.
Which of the following characteristics must be true in order for a trait to be impacted by the forces of
natural selection and then play a role in the process of biological evolution?
a. The trait must be the result of environmental conditions.
b. The trait must be genetically based.
c. The trait must impact the social rank of its possessor.
d. The trait must be a physical characteristic of the organism.
e. The trait must be a behavioral characteristic of the organism.
ANS: B
PTS: 1
DIF: Difficult
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: COMPREHENSION
17.
Which of the following is true of a trait that creates a specific advantage for some organisms in the
struggle to survive?
a. It enables individuals with the trait to leave more offspring than other members of the population
leave.
b. It results in greater genetic diversity in the offspring of those organisms that possess it than in those
that do not possess the trait.
c. It causes the ratio of male and female offspring produced to be equal.
d. It results in offspring that are genetically different than the parents.
e. It results in non-heritable traits being passed from parent to offspring.
ANS: A
PTS: 1
DIF: Moderate
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: COMPREHENSION
18.
Which of the following is/are thought to be in part responsible for the evolutionary success of humans?
a. Humans possess strong opposable thumbs.
b Humans walk upright.
.
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c. Humans have complex brains, walk upright and have opposable thumbs
d Humans walk upright and have opposable thumbs
.
e. Humans walk upright, have opposable thumbs, complex brains and can use tools
ANS: E
PTS: 1
DIF: Moderate
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: KNOWLEDGE
19.
Genetic resistance to antibiotic drugs is an important example of
a. an adaptive trait in
humans
b. natural selection
c. a beneficial mutation
d. a harmful mutation
e. Evolution
ANS: B
PTS: 1
DIF: Moderate
TOP: 4-2 HOW DOES THE EARTH'S LIFE CHANGE OVER TIME?
BLOOM’S TAXONOMY: APPLICATION
20.
How has the geological process of plate tectonics influenced the process of evolution over geologic time?
a. The changing location of the plates across the Earth's surface exposes organisms to differing
concentrations of mutagens, thus increasing or decreasing the rate of evolution.
b. The rate of evolutionary change is directly proportional to the speed with which the Earth's tectonic
plates are moving.
c. The changing location of the plates across the Earth's surface results in changing climatic
environmental conditions for various communities and populations of organisms. This has driven
evolutionary change.
d. The movement of the Earth's geologic plates is the source of energy that ultimately drives the process
of evolution.
e. The movement of the Earth's geologic plates further away from the equator resulted in an increase in
the gravitational forces on the planet. This allowed for the initial accumulation of the gases that form
the Earth's atmosphere.
ANS: C
PTS: 1
DIF: Moderate
TOP: 4-3 HOW DO GEOLOGICAL PROCESSES AND CLIMATE CHANGE AFFECT
EVOLUTION?
BLOOM’S TAXONOMY: COMPREHENSION
21.
A major factor that allowed species to adapt to new environments and form new species through natural
selection happened
a. because Pangaea began splitting apart about 135 million years ago
b. about 18,000 years ago when South America and North America split apart
c. about 200-250 million years ago when India and Africa split apart
d. happened about 250 million years ago, because Pangaea began splitting
apart
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e. because Asia and North America split apart 180 million years ago
ANS: A
PTS: 1
DIF: Moderate
TOP: 4-3 HOW DO GEOLOGICAL PROCESSES AND CLIMATE CHANGE AFFECT
EVOLUTION?
BLOOM’S TAXONOMY: KNOWLEDGE
22.
The advance and retreat of ice sheets
a. happened most recently about 18,000 years ago at the lower latitudes
b. happened most recently about 350 million years ago at the lower latitudes
c. happened most recently about 18,000 years ago over much of the northern hemispheres
d. happened most recently about 18,000 years ago over much of the northern hemispheres and caused
alternating periods of heating and cooling
e. ice sheets were very stable throughout geologic time and did not advance or retreat
ANS: D
PTS: 1
DIF: Moderate
TOP: 4-3 HOW DO GEOLOGICAL PROCESSES AND CLIMATE CHANGE AFFECT
EVOLUTION?
BLOOM’S TAXONOMY: KNOWLEDGE
23.
Approximately how long has there been life on planet Earth?
a. 3.5 million years
b. 35 million years
c. 350 million
years
d. 3.5 billion years
e. 35 billion years
ANS: D
PTS: 1
DIF: Easy
TOP: 4-3 HOW DO GEOLOGICAL PROCESSES AND CLIMATE CHANGE AFFECT
EVOLUTION?
BLOOM’S TAXONOMY: KNOWLEDGE
24.
We can say that on a long-term basis, that the _____________principle of sustainability has especially
helped life on earth to adapt to drastic environmental conditions.
a. wise use
b. energy cycling
c. nutrient
cycling
d. Energy
e. Biodiversity
ANS: E
PTS: 1
DIF: Easy
TOP: 4-3 HOW DO GEOLOGICAL PROCESSES AND CLIMATE CHANGE AFFECT
EVOLUTION?
BLOOM’S TAXONOMY: COMPREHENSION
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25.
Which of the following statements is false?
a. In the process called speciation, one species splits into two or more different species.
b Geographic and reproductive isolation occur in sequence.
.
c. Sooner or later all species become extinct.
d By definition, the fittest animals are the largest and strongest animals.
.
e. Difference environmental conditions lead to different selective pressures.
ANS: D
PTS: 1
DIF: Difficult
TOP: 4-4 HOW DO SPECIATION, EXTINCTION, AND HUMAN ACTIVITIES AFFECT
BIODIVERSITY?
BLOOM’S TAXONOMY: COMPREHENSION
26.
The process by which members of isolated populations become so different in genetic makeup that they
cannot produce live, fertile offspring if they are rejoined is best described as
a. geographic isolation
b. reproductive isolation
c. evolutionary
isolation
d. endemic isolation
e. niche isolation
ANS: B
PTS: 1
DIF: Easy
TOP: 4-4 HOW DO SPECIATION, EXTINCTION, AND HUMAN ACTIVITIES AFFECT
BIODIVERSITY?
BLOOM’S TAXONOMY: KNOWLEDGE
27.
Which of the following is not true of the process of biological extinction?
a. The extinction of an organism can be reversed if enough government funding is provided.
b. There has always been a certain low-level amount of ongoing background extinction
occurring.
c. Completely natural processes can cause population extinctions.
d. Human activities have resulted in population extinctions.
e. a, b and c are all correct, but not d
ANS: A
PTS: 1
DIF: Moderate
TOP: 4-4 HOW DO SPECIATION, EXTINCTION, AND HUMAN ACTIVITIES AFFECT
BIODIVERSITY?
BLOOM’S TAXONOMY: COMPREHENSION
28.
Geographic isolation may result from
a. a volcanic eruption
b. an earthquake
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c. a mountain range
d. all of these answers
e. none of these answers
ANS: D
PTS: 1
DIF: Easy
TOP: 4-4 HOW DO SPECIATION, EXTINCTION, AND HUMAN ACTIVITIES AFFECT
BIODIVERSITY?
BLOOM’S TAXONOMY: KNOWLEDGE
29.
Which of the following is not true with regards to the concept of niches?
a. A niche is the place where an organism lives.
b. A niche is the general method by which an organism attains its energy.
c. A species that is able to survive in a great range of environmental conditions and utilize a wide variety
of food resources is a generalist species.
d. The giant panda feeds almost exclusively on various types of bamboo. This being the case, these
organisms are said to have a narrow specialized niche.
e. In a rapidly-changing environment it is a great benefit to have a wide niche.
ANS: A
PTS: 1
DIF: Moderate
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
30.
Which of the following organisms would best be described as a specialist species?
a. Flies
b. Cockroaches
c. white-tailed deer
d. panda bears
e. Humans
ANS: D
PTS: 1
DIF: Easy
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
31.
An organism's niche is analogous to its
a. Address
b. way of life
c. food source
d. trash dump
e. all of these
answers
ANS: B
PTS: 1
DIF: Moderate
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN AN ECOSYSTEM?
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BLOOM’S TAXONOMY: COMPREHENSION
32.
Which of the following best describes an organism's habitat?
a. the nutrient relationships with other species
b the location where a species lives
.
c. the types of resource requirements
d the range of tolerance to different physical and chemical conditions
.
e. the types of competitors
ANS: B
PTS: 1
DIF: Moderate
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: KNOWLEDGE
33.
The bird species known to forage in shrublands after they have experienced a wildfire are very different
from the bird species that forage in shrublands that have not burned. In fact, the bird species foraging in burned
shrublands are closely correlated with the age of the burn, or the number of years that have passed since the fire.
Certain birds forage at one-year post fire, different birds forage at three-years post fire, and so on. These birds
could be called
a. foundation species
b. keystone species
c. generalist species
d. indicator species
e. newly evolved species
ANS: D
PTS: 1
DIF: Difficult
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN AN ECOSYSTEMS?
BLOOM’S TAXONOMY: APPLICATION
34.
An intertidal species of seastar helps to maintain the diversity of the intertidal region by controlling the
mussel population. Without the seastar, the mussel population would crowd out other species and take over their
territory. The seastar could be called a(n)
a. indicator species
b keystone species
.
c. foundation species
d aggressive species
.
e. repressor species
ANS: B
PTS: 1
DIF: Moderate
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN AN ECOSYSTEM?
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BLOOM’S TAXONOMY: APPLICATION
35.
Specialist species
a. are very adaptable
b. tolerate a wide range of environments
c. are more likely to become extinct
d. eat a wide variety of food
e. all of these answers
ANS: C
PTS: 1
DIF: Moderate
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
36.
Amphibians are
a. frogs, toads, and salamanders.
b. fish, frogs, and salamanders.
c. salamanders, sea anemone, and frogs
d. clams, oysters, frogs, and toads.
e. toads, sea urchins and frogs
ANS: A
PTS: 1
DIF: Easy
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN ECOSYSTEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
37.
Approximately what percentage of amphibian species is threatened with extinction and declining
worldwide?
a. 43%
b. 33%
c. 33%, 43%
d. 80%
e. 43%, 53%
ANS: C
PTS: 1
DIF: Moderate
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN ECOSYSTEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
38.
Which of the following is not a factor that is contributing to the decline in amphibian populations?
a. habitat loss and fragmentation
b viral and fungal diseases and parasites
.
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c. increase in UV radiation
d prolonged drought
.
e. hunting of frogs for froglegs, a delicacy that is served in
restaurants
ANS: E
PTS: 1
DIF: Easy
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN ECOSYSTEMS?
BLOOM’S TAXONOMY: COMPREHENSION
39.
It can be said that amphibian populations are declining worldwide,
a. but only in areas that are greatly disturbed by human activities
b. in all areas except in protected wildlife preserves, where they are increasing somewhat
c. except in the Arctic where they are surviving okay
d. in all areas, even in protected wildlife preserves and parks
e. in all areas, except tropical rainforests where the very large populations can withstand some
disturbance
ANS: D
PTS: 1
DIF: Moderate
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN ECOSYSTEMS?
BLOOM’S TAXONOMY: KNOWLEDGE
40.
Which of the following statements is true regarding keystone species?
a. Animals can be keystone species, but plants cannot.
b. Top predators can be keystone species, but other animals cannot.
c. Insects can never be keystone species because they are pests.
d. Some keystone species are more vulnerable to extinction than other species.
e. A species must have a very large population size in order to be a keystone species.
ANS: D
PTS: 1
DIF: Moderate
TOP: 4-5 WHAT ROLES DO SPECIES PLAY IN AN ECOSYSTEM?
BLOOM’S TAXONOMY: COMPREHENSION
TRUE/FALSE
1.
When local environmental conditions change, background extinction can cause loss of species.
ANS: T
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: COMPREHENSION
2.
In speciation, two species interbreed to form one new species.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
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3.
The size of the planet has significant influences that impact life on the planet.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
4.
Houseflies would probably adapt to an environmental change much more quickly than a human.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: APPLICATION
5.
Extinction results in the permanent loss of genetic diversity.
ANS: T
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: KNOWLEDGE
6.
One of the reasons that sharks are hunted is for their fins which are widely used as a soup ingredient in
Asia.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
7.
It is impossible for a shark to drown.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
8.
Heritable traits that give an individual some advantage over other individuals in the population are called
adaptive traits.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
9.
Genes mutate, individuals are selected and populations evolve.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
10.
The biological diversity of the Earth is only a function of the number of species on the Earth.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
11.
Organisms develop certain traits because they need them.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
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12.
The location of continents has greatly influenced the earth’s climate, but the location of oceanic basins
has not.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
13.
Ice sheets in high latitudes are known to have advanced and retreated over much of the northern
hemisphere throughout the Earth’s long history.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
14.
Geographic isolation and reproductive isolation can both lead to speciation.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
15.
Sharks are all carnivorous.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
16.
Cockroaches have a wide range of tolerance of environmental conditions. They are known as a specialist
species.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
17.
Niches are only occupied by native species.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
COMPLETION
1.
A(n) ____________________ includes an organism's range of tolerance for physical and chemical
conditions.
ANS: niche
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
2.
Biological evolution is the process by which the genetic composition of a(n) ____________________
changes over time.
ANS: population
PTS:
1
DIF:
Moderate
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BLOOM’S TAXONOMY: KNOWLEDGE
3.
Most of the historic evidence that supports the scientific theory of evolution comes from
____________________.
ANS: fossils
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
4.
____________________ are random changes in the structure or number of DNA molecules in a cell.
ANS: Mutations
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
5.
If a species of frogs becomes threatened because they can only live in a narrow range of temperatures,
they would be classified as a(n) ____________________.
ANS: specialist species
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: APPLICATION
6.
Mutations can occur in any cell type, however only those that occur in ____________________ are
passed on to offspring, thus allowing for evolution.
ANS: reproductive cells
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
7.
Current environmental conditions will dictate which traits are beneficial, and will ultimately drive
evolution through the process of ____________________.
ANS: natural selection
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
8.
The shifting of tectonic plates can cause ____________________.
ANS: earthquakes
PTS:
1
DIF:
Easy
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BLOOM’S TAXONOMY: KNOWLEDGE
9.
Typically speaking, organisms that are described as ____________________ tend to have broad niches.
ANS: generalist species
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
10.
Species that are found in only one area are called ____________________ and are especially vulnerable
to extinction.
ANS: endemic species
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
11.
Genes mutate, ____________________ are selected, and populations____________________.
ANS: individuals, evolve
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: COMPREHENSION
12.
A practice that involves cutting off fins of a shark and then returning the shark to the ocean without the
fins they need to survive is called ____________________.
ANS: finning
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
13.
Species whose roles have a large effect on the types and abundance of other species in an ecosystem are
called ___________ _____________.
ANS: keystone species
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
14.
____________________ is a significant rise in extinction rates above the background level.
ANS: Mass extinction
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
15.
The scientific theory of evolution explains how life on earth changes over time due to changes in the
genes of____________________.
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ANS: populations
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
16.
In the 1960’s, E.O. Wilson and other scientists developed the theory of _______________
____________________.
ANS: island biogeography
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
17.
____________________ occupy narrow niches.
ANS: Specialist species
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
18.
Holding the pen or pencil for taking this exam is one of the things you can do as a human because you
have____________ ____________.
ANS: opposable thumbs
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
19.
Deserts, forests, and grasslands are all examples of ____________.
ANS: biomes
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
MATCHING
Match the type of diversity with the proper choice below.
a. functional
c. ecological diversity
diversity
b. genetic diversity
d. species diversity
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1.
Caribbean snails of the same population exhibit a variety of shell colors and banding patterns.
2.
Coastal states in the United States typically have more ecosystems than land-locked states.
3.
Some tropical forests contain thousands of producer species.
4.
Nutrients typically cycle much faster in tropical areas than in polar areas.
5.
Estuaries and wetlands have very high primary productivity.
6.
Coral reefs are known for their very high number of species.
7.
Areas with both mountain ranges and coastal ecosystems have high diversity.
8.
An early fox population evolved into the grey fox and arctic fox.
1.
ANS: B
PTS:
1
DIF:
Difficult
2.
ANS: C
PTS:
1
DIF:
Difficult
3.
ANS: D
PTS:
1
DIF:
Difficult
4.
ANS: A
PTS:
1
DIF:
Difficult
5.
ANS: A
PTS:
1
DIF:
Difficult
6.
ANS: D
PTS:
1
DIF:
Difficult
7.
ANS: C
PTS:
1
DIF:
Difficult
8.
ANS: B
PTS: 1
DIF:
BLOOM’S TAXONOMY: COMPREHENSION
Difficult
SHORT ANSWER
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1.
Look at all of the bird species shown in the diagram above. What can be said about the birds?
ANS:
They all occupy different ecological niches in the same ecosystem.
PTS: 2
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
2.
Critical Thinking
In what way are the birds labeled A, B, C, and D similar?
ANS:
They all occupy specialist niches.
PTS: 2
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
3.
Critical Thinking
How does the bird labeled E compare with the birds labeled A, B, C, and D?
ANS:
The bird labeled E occupies a generalist niche.
PTS: 2
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
4.
Critical Thinking
Briefly describe the concept of functional diversity.
ANS:
Functional diversity is the variety of processes such as energy flow and matter cycling that occur within
ecosystems as species interact with one another in food chains and webs.
PTS: 3
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
5.
What is meant by the term ‘biophilia’ that was coined by Edward O. Wilson?
ANS:
Biophilia, which literally means ‘love of life’, is the hypothesis that humans have a natural affinity for
wildlife and wild places.
PTS: 2
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
ESSAY
1.
Clearly explain the relationship between the geologic process of plate tectonics and the biological process
of evolution over geologic time.
ANS:
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As the plates that cover the planet have gradually drifted and changed location across the surface of the
planet, they have drifted into locations with significantly different climatic conditions. In order to cope
with changing environmental conditions, organisms that inhabit these locations would have been forced to
relocate or to gradually evolve, developing adaptations more appropriate to the new climatic conditions.
PTS: 3
DIF: Moderate
BLOOM’S TAXONOMY: SYNTHESIS
2.
Clearly explain how large-scale mass extinctions can actually lead to evolutionary opportunities.
ANS:
In the event of large-scale mass extinctions, an enormous diversity of ecological niches become vacant.
These open niches provide ecological, and therefore evolutionary, opportunities for which organisms can
evolve adaptations.
PTS: 2
DIF: Easy
BLOOM’S TAXONOMY: SYNTHESIS
3.
Using specific examples, explain why sharks can actually be beneficial to the human population if we
change our view of their role.
ANS:
Most individuals view sharks as predators, and dangerous animals to be avoided. This viewpoint is
encouraged by the popular press, which profits from casting sharks in a negative light.
However, sharks possess some physiological attributes that would benefit humans if we choose to study
the underlying processes. Sharks almost never get cancer. In addition, sharks have highly effective
immune systems that allow their wounds to heal without infection. Cancer and infectious diseases are
leading causes of death in the United States. Drug-resistant strains of bacteria are becoming an increasing
concern worldwide.
If we can study the physiology of healthy sharks, much can be gained that would contribute to the wellbeing of humans.
PTS: 4
DIF: Difficult
BLOOM’S TAXONOMY: EVALUATION
4.
In the 1960’s Edward O. Wilson, along with other scientists, developed the theory of island
biogeography. Explain the relevance of this theory in today’s world
ANS:
Island biogeography examines how the species diversity of islands is affected by the size and locations of
given islands. It can also be applied to areas or ecosystems that resemble islands because of their
isolation. For example, a mountain forest that is surrounded by human development could be considered
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an island. A wildlife preserve that is surrounded by areas disturbed by human activities could be
considered an island.
PTS: 4
DIF: Moderate
BLOOM’S TAXONOMY: SYNTHESIS
CHAPTER 5—BIODIVERSITY, SPECIES INTERACTIONS, AND POPULATION
CONTROL
MULTIPLE CHOICE
1.
The southern sea otter population, although hunted to near extinction, recovered during the years
a. 1850 to 1900
b. 1900 to 1938
c. 1938 to 2010
d. 1938 to 1968
e. 1948 to 1988
ANS: C
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
2.
TOP:
The key reason we should care about recovery of the southern sea otter population is
a. the fact that they are a keystone species
b their charismatic personality, which makes them pleasant to observe
.
c. because they are a food source for humans
d because they are a food source for tuna, which is a food source for humans
.
e. the fact that they are a keystone species and because they are a food source for
tuna
ANS: A
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
3.
TOP:
CORE CASE STUDY
Sea otters play a role in maintaining the biodiversity of which ecosystem?
a. Tidepools
b. coastal kelp forests
c. coastal sandy beaches
d. open ocean areas
e. Estuaries
ANS: B
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
4.
CORE CASE STUDY
TOP:
CORE CASE STUDY
Which of the following best categorizes the most common form of interspecific species interactions?
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a.
b.
c.
d.
Competition
Mutualism
Parasitism
Commensalis
m
e. Predation
ANS: A
PTS: 1
DIF: Easy
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: KNOWLEDGE
5.
Hawks typically forage for their rodent prey species during the daytime. While owls may eat similar prey
species, and live in the same area, they forage during the night. This is best described as an example of
a. interspecific competition
b. Mutualism
c. parasitism
d. Predation
e. resource partitioning
ANS: E
PTS: 1
DIF: Difficult
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: APPLICATION
6.
Insect-eating warblers reduce interspecific competition by which of the following?
a. They migrate into the forests at different times of the year, so that they are not present at the same
time.
b. They build their nests in different portions of the same trees.
c. They do not utilize the same tree type or habitat type.
d. They spend a significant portion of their time foraging for insects in different parts of the same trees.
e. They hybridize and produce broods of mixed genetic ancestry.
ANS: D
PTS: 1
DIF: Difficult
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: COMPREHENSION
7.
The obvious relationship demonstrated by a food chain is
a. Competition
b. Predation
c. Parasitism
d. Mutualism
e. Commensalis
m
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ANS: B
PTS: 1
DIF: Moderate
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: KNOWLEDGE
8.
Prey are least likely to defend themselves against predators by
a. Camouflage
b. acute senses of sight and
smell
c. protective shells
d. warning coloration
e. pursuit and ambush
ANS: E
PTS: 1
DIF: Easy
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: COMPREHENSION
9.
You are an evolutionary entomologist. You have observed beetles that can raise their abdomens and give
off a defensive chemical that generally repels predators. You discover a new species of beetle that raises its
abdomen in a threatening way similar to the first species, but no defensive chemical is given off. You are most
likely to characterize this defensive strategy as a form of
a. Camouflage
b. chemical warfare
c. Mimicry
d. flight mechanism
e. warning
coloration
ANS: C
PTS: 1
DIF: Moderate
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: APPLICATION
10.
____________________are a source of algin, a product that humans use in cosmetics and ice cream.
a. Whales
b. Sharks
c. Sea urchins
d. Kelp forests
e. Honeycombs
ANS: D
PTS: 1
DIF: Moderate
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: KNOWLEDGE
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11.
A relationship in which a member of one species obtains its nourishment by living on, in, or near a
member of another species over an extended time is best labeled
a. Competition
b. Predation
c. Mutualism
d. Parasitism
e. Commensalis
m
ANS: D
PTS: 1
DIF: Easy
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: KNOWLEDGE
12.
A relationship in which one species benefits while the other is neither helped nor harmed to any
significant degree is best labeled
a. Competition
b. Predation
c. Commensalis
m
d. Parasitism
e. Mutualism
ANS: C
PTS: 1
DIF: Easy
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: KNOWLEDGE
13.
A relationship in which both species benefit is best labeled
a. Competition
b. Predation
c. Mutualism
d. Parasitism
e. Commensalis
m
ANS: C
PTS: 1
DIF: Easy
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: KNOWLEDGE
14.
All of the following are external parasites except
a. fleas and ticks
b. Mosquitoes
c. Mistletoe
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d. Tapeworms
e. athlete's foot
fungus
ANS: D
PTS: 1
DIF: Moderate
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: KNOWLEDGE
15.
All of the following illustrate the relationship of mutualism except
a. oxpeckers and black rhinoceros
b. Epiphytes
c. clownfish and sea anemone
d. bacteria in the digestive system of
animals
e. flowering plants and insects
ANS: B
PTS: 1
DIF: Difficult
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: COMPREHENSION
16.
The relationship between clownfish and sea anemones is
a. Competition
b. Predation
c. Parasitism
d. Mutualism
e. Commensalis
m
ANS: D
PTS: 1
DIF: Easy
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: KNOWLEDGE
17.
An old elk dies during a snowstorm in Yellowstone National Park. When the storm clears, coyotes forage
on the fresh flesh of the elk. Following this, birds such as vultures forage on the rotting meat. Lastly, insects and
worms consume the last of the fragments of tissue of this once large and magnificent animal. This is an example
of
a. Predation
b. Extinction
c. niche modification
d. resource
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partitioning
e. all of these answers
ANS: D
PTS: 1
DIF: Moderate
TOP: 5-1 HOW DO SPECIES INTERACT?
BLOOM’S TAXONOMY: APPLICATION
18.
Carrying capacity refers to
a. reproductive rate
b. interaction of natality and mortality
c. the maximum size of population the environment will
support
d. the proportion of males to females
e. the intrinsic rate of increase
ANS: C
PTS: 1
DIF: Moderate
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: KNOWLEDGE
19.
A logistic growth curve depicting a population that is limited by a definite carrying capacity is shaped like
the letter ____.
a. J
b. L
c. M
d. S
e. U
ANS: D
PTS: 1
DIF: Easy
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: KNOWLEDGE
20.
A human population crash occurred
a. in Ireland in the 1800’s following the destruction of the potato crop
b in Idaho in the 1800’s following the destruction of the potato crop
.
c. in Japan in 2011 following the tsunami
d in the United States in the 1800’s following the Civil War
.
e. in both Japan and Idaho
ANS: A
PTS: 1
DIF: Difficult
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: KNOWLEDGE
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21.
Factors that act to limit the growth of populations are collectively called
a. carrying capacity
b. Death
c. Emigration
d. environmental resistance
e. environmental capacity
ANS: D
PTS: 1
DIF: Easy
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: KNOWLEDGE
22.
In a certain population of rabbits one year, 25 new rabbits are born and 5 move into the population from
surrounding areas. However, 10 rabbits die, and 5 leave the population. What is the population change?
a. 25
b 10
.
c. 30
d 15
.
e. There is no change because birth and immigration equaled the deaths and emigration.
ANS: D
PTS: 1
DIF: Moderate
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: ANALYSIS
23.
Which reproductive pattern is most common, if one considers patterns seen in all animals?
a. Producing large numbers of offspring at short intervals, and providing no parental care or protection.
b. Producing few offspring later in life, and providing extensive parental care and protection.
c. A reproductive pattern that is somewhere between the two extremes described in a and b.
d. Most living organisms actually switch between the two patterns described in a and b.
e. No such patterns have ever been observed in nature.
ANS: C
PTS: 1
DIF: Difficult
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: COMPREHENSION
24.
An exponential growth curve depicting an ever-growing population is shaped like the letter ____.
a. J
b. L
c. M
d. S
e. U
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ANS: A
PTS: 1
DIF: Easy
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: KNOWLEDGE
25.
A population crash occurs when
a. A population approaches its carrying capacity.
b. Environmental resistance comes into play gradually.
c. Resources are essentially unlimited.
d. A population greatly overshoots carrying capacity, and resulting environmental pressures cause
effects.
e. The population growth rate slows.
ANS: D
PTS: 1
DIF: Moderate
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: KNOWLEDGE
26.
Which of the following is characteristic of the reproductive pattern of most animals such as whales and
elephants?
a. tend to produce high numbers of offspring
b give very little parental care
.
c. low survival rate of offspring
d long gestation periods
.
e. high offspring mortality
ANS: D
PTS: 1
DIF: Moderate
TOP: 5-2 WHAT LIMITS THE GROWTH OF POPULATIONS?
BLOOM’S TAXONOMY: COMPREHENSION
27.
Which of the following terms best describe the ability of a living system to repair damage after an
external disturbance?
a. Inertia
b. Persistence
c. Constancy
d. Resilience
e. Diversity
ANS: D
PTS:
1
DIF:
Easy
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TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
BLOOM’S TAXONOMY: KNOWLEDGE
28.
Which of the following would exhibit primary succession?
a. rock exposed by a retreating glacier
b an abandoned farm
.
c. a forest that has been clear-cut
d newly flooded land to create a reservoir
.
e. a forest that has been burned
ANS: A
PTS: 1
DIF: Moderate
TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
BLOOM’S TAXONOMY: COMPREHENSION
29.
Which of the following would undergo secondary succession?
a. cooled volcanic lava
b. an abandoned parking lot
c. a heavily polluted stream that has been cleaned
up
d. a bare rock outcrop
e. a newly created shallow pond
ANS: C
PTS: 1
DIF: Easy
TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
BLOOM’S TAXONOMY: COMPREHENSION
30.
A climax community is a(n)
a. community in primary succession
b. community in secondary
succession
c. mature community
d. immature community
e. balanced community
ANS: E
PTS: 1
DIF: Easy
TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
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BLOOM’S TAXONOMY: COMPREHENSION
31.
Which of the following is accurate with regards to the balance of nature hypothesis?
a. It is currently viewed as the most accurate description of how ecological succession can arise at a
climax community.
b. It is the historically held equilibrium model of succession in which, once achieved, a climax
community will be dominated by a few long-lived plant species.
c. It suggests that there are always an appropriate number and diversity of producers to allow an everincreasing number of primary consumers to inhabit a changing community.
d. It suggests that the pathway of ecological succession is not predictable.
e. It is an example of something that scientists were able to disprove conclusively.
ANS: B
PTS: 1
DIF: Difficult
TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
BLOOM’S TAXONOMY: COMPREHENSION
32.
Which of the following best describes the two important aspects needed to stabilize living systems?
a. resilience and flexibility
b. inertia and resilience
c. environmental resistance and
persistence
d. persistence and inertia
e. persistence and flexibility
ANS: B
PTS: 1
DIF: Moderate
TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
BLOOM’S TAXONOMY: COMPREHENSION
33.
A large mountain just south of Reno, Nevada, is called Slide Mountain. This name refers to the fact that in
the early 1980s, after weeks of heavy precipitation, a large section of this mountain became a destructive
mudslide that slid down the east slopes and destroyed the vegetation and homes in its path. In the decades since
the mudslide, the vegetation has completely regrown, and the slide area is no longer visible. This is an example
of
a. Primary succession.
b. Secondary succession.
c. During the first 10 years following the mudslide it was primary succession, and after that it was
secondary succession.
d. Tertiary succession.
e. Inertia.
ANS: B
PTS: 1
DIF: Moderate
TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
BLOOM’S TAXONOMY: APPLICATION
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34.
Inertia could also be called
a. Resilience
b. Persistence
c. a lack of ecological succession
d. persistance and resilience
e. a faster rate of ecological succession
ANS: B
PTS: 1
DIF: Moderate
TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
BLOOM’S TAXONOMY: COMPREHENSION
35.
Which of the following is NOT one of the chapter’s three big ideas?
a. There are always limits to population growth in nature.
b. Certain interactions among species affects their use of resources and their population sizes.
c. The balance of nature theory only.
d. The balance of nature theory and the concept of restoration of ecosystems by humans.
e. Changes in environmental conditions cause communities and ecosystems to gradually alter their
species composition and population sizes.
ANS: D
PTS: 1
DIF: Difficult
TOP: 5-3 HOW DO COMMUNITIES AND ECOSYSTEMS RESPOND TO CHANGING
ENVIRONMENTAL CONDITIONS?
BLOOM’S TAXONOMY: KNOWLEDGE
TRUE/FALSE
1.
The southern sea otter is a keystone species because it is a top predator.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
2.
Predation and parasitism are examples of ecological interactions in which one species takes advantage of
another species.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
3.
One of the reasons sharks are especially vulnerable to over fishing is because they grow slowly, mature
late, and have only a few young each generation.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
4.
An area in primary ecological succession would be a suitable habitat for a population of hardwoods
because of the availability of resources.
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ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
5.
Limiting factors are physical or chemical factors that can determine the numbers of organisms in a
population.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
6.
A population's growth rate will increase as the population reaches its carrying capacity.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
7.
The human population can maintain an exponential growth rate indefinitely because of technology.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
8.
Carrying capacity is the population size (or density) at which the environment is saturated.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
9.
The process of secondary succession would typically follow a forest fire.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
10.
The most common interaction between species is intraspecific competition.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: KNOWLEDGE
11.
Births and deaths are the only two factors that determine population sizes.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
12.
There is a general tendency for succession to lead to more complex and stable ecosystems.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
13.
The interaction of two species with each can actually affect the evolution of those species.
ANS: T
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
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14.
Permanent equilibrium is a condition that most ecologists now recognize as existing in mature, latesuccessional ecosystems.
ANS: F
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
15.
Inertia is not a feature of grassland ecosystems, but resilience is.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
16.
The terms inertia and stability, with respect to ecosystems, are mutually exclusive.
ANS: F
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
17.
Parasitism occurs when one species feeds on another organism.
ANS: T
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
COMPLETION
1.
A common tick is an example of a(n) ____________________.
ANS: parasite
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
2.
Many large mammal species that have long generation times and low reproductive rates are prone to
____________________.
ANS: extinction
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
3.
The relationship between a lion and a zebra is said to be that of a(n) ____________________.
ANS: predator-prey relationship
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: APPLICATION
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4.
The interaction between a lion and a hyena fighting over a dead zebra on the African Savannah is best
described as ____________________.
ANS: interspecific competition
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: APPLICATION
5.
Specialized traits or behaviors that allow a reduction of interspecific competition through species
specialization in resource use, allow for ____________________.
ANS: resource partitioning
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: COMPREHENSION
6.
The ecological process that would result in a localized change in species composition following a severe
volcanic eruption would best be described as ____________________.
ANS: primary succession
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: APPLICATION
7.
____________________ is the combination of all factors that act to limit the growth of a population.
ANS: Environmental resistance
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
8.
The cattle egret is a large North American bird that commonly sits on the backs of grazing cattle and eats
insects that pester the cattle. This is an example of ____________________.
ANS: mutualism
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: APPLICATION
9.
Cowbirds are so named because they followed the large herds of cows that were driven throughout the
American west before large tracts of land were fenced. Cowbirds consumed the insects that invariably followed
the herds. There was no obvious benefit or other effect on the herds. This is an example of
____________________.
ANS: commensalism
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PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: APPLICATION
10.
Some predators hide in plain sight before ambushing their prey by virtue of their____________.
ANS: camouflage
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: APPLICATION
11.
When populations of two different species interact over time in a way that drives changes in their gene
pools, it can be said that __________________ occurs.
ANS: co-evolution
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
12.
Mistletoe is an example of a(n) _____________________.
ANS: parasite
PTS: 1
DIF: Easy
BLOOM’S TAXONOMY: KNOWLEDGE
13.
There are ____________________ limits to population growth in nature.
ANS: always
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: KNOWLEDGE
14.
____________________ starts slowly but then accelerates as the population increases.
ANS: Exponential growth
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
15.
Sea otters are considered a ____________________ species.
ANS: keystone
PTS: 1
DIF: Difficult
BLOOM’S TAXONOMY: KNOWLEDGE
16.
The non-poisonous viceroy butterfly gains protection by looking and acting like the poisonous monarch.
This adaptation is called______________.
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ANS: mimicry
PTS: 1
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
MATCHING
Match the items listed below with the appropriate choice
1.
On the ecological succession figure, choose the letter that represents the step in which shrubs grow.
2.
On the ecological succession figure, choose the letter that represents the initiation of secondary ecological
succession.
3.
On the ecological succession figure, choose the letter that represents a mature forest of hardwoods.
4.
On the ecological succession figure, choose the letter that represents the step in which perennial weeds
and grasses are plentiful.
5.
On the ecological succession figure, choose the letter that represents the stage in which the land can
support trees, shrubs, weeds, and grasses.
1.
ANS: C
PTS:
1
DIF:
Moderate
OBJ:
Labeling
2.
ANS: A
PTS:
1
DIF:
Moderate
OBJ:
Labeling
3.
ANS: E
PTS:
1
DIF:
Moderate
OBJ:
Labeling
4.
ANS: B
PTS:
1
DIF:
Moderate
OBJ:
Labeling
5.
ANS: D
PTS:
1
DIF:
Moderate
OBJ:
Labeling
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BLOOM’S TAXONOMY: COMPREHENSION
Match the items listed below with the appropriate choice
a. interspecific competition d. mutualism
b. Predation
e. commensalis
m
c. Parasitism
f. mimicry
6.
A tiny fish called a wrasse lives in and around the mouth of sharks. It cleans up the debris left after the
shark eats flesh, and it gains protection by living in the shark’s mouth.
7.
Epiphytes are plants that live on the branches or trunks of trees in the tropics. The epiphyte gains access
to water and sunlight, but does not hurt or help the tree.
8.
Fleas live in and on household pets.
9.
A kestrel (small hawk) and red-tailed hawk hunt for rodents in the same grassy meadow.
10.
Your housecat kills the mice in your yard and around your house.
11.
The Owl Butterfly is native to Costa Rica. Its hindwings have patterns in the shape and size of the eyes of
a large owl.
12.
Clownfish live amongst the stinging tentacles of sea anemone. They keep the sea anemone tentacles clean
by eating the debris, and they gain protection from other animals by living in the tentacles.
13.
Sea lampreys attach themselves to fish such as trout.
6.
ANS: D
PTS:
1
DIF:
Moderate
7.
ANS: E
PTS:
1
DIF:
Moderate
8.
ANS: C
PTS:
1
DIF:
Moderate
9.
ANS: A
PTS:
1
DIF:
Moderate
10.
ANS: B
PTS:
1
DIF:
Moderate
11.
ANS: F
PTS:
1
DIF:
Moderate
12.
ANS: D
PTS:
1
DIF:
Moderate
DIF:
Moderate
13.
ANS: C
PTS: 1
BLOOM’S TAXONOMY: APPLICATION
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SHORT ANSWER
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1.
As indicated in this image, when different species of warblers inhabit the same area, is food competition
reduced?
ANS:
Yes.
PTS: 1
DIF: Easy OBJ: Critical Thinking
BLOOM’S TAXONOMY: ANALYSIS
2.
How is food competition reduced based on this image?
ANS:
Each species eats somewhat different insect species and in a distinct part of the tree.
PTS: 1
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
Critical Thinking
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The three graphs above represent the niches of three different species of mammal on the African
Savannah.
3.
Which of the following is accurate based on the graphs represented?
a. Lions and hyenas have a great deal of niche overlap.
b. Hyenas and bat eared foxes have no niche overlap.
c. Lions frequently steal food from bat eared foxes.
d. Lions are more successful hunters than are hyenas.
e. Two of the above are true.
ANS:
A
PTS: 1
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
4.
Critical Thinking
Which of the following combinations likely has the highest level of interspecific competition?
a. hyenas competing with hyenas
b. lions competing with hyenas
c. hyenas competing with bat-eared foxes
d. lions competing with bat-eared foxes
e. bat eared foxes competing with bat-eared foxes
ANS:
B
PTS: 1
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
Critical Thinking
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The graph above shows the census count for two animal species, A and B, over a 31 year period.
Animal A and animal B have a predator-prey relationship.
5.
For the graph shown above of animal species A and animal species B, which animal is the predator and
which animal is the prey species?
ANS:
Animal A is the prey species and animal B is the predator species.
PTS: 1
DIF: Difficult
OBJ:
BLOOM’S TAXONOMY: ANALYSIS
Critical Thinking
6.
What description would apply to the predator species in the graph above if the prey species were its only
source of food? What assumptions could we make about that predator species if this were the case?
ANS:
The predator species would be described as a specialist. The specialist predator would be more prone to
extinction than a generalist predator that relied on several sources of food.
PTS: 1
DIF: Moderate
OBJ:
BLOOM’S TAXONOMY: SYNTHESIS
7.
Critical Thinking
Briefly state why cat litter is a problem for sea otters.
ANS:
Parasites that breed in cats may be harmful to sea otters. Some coastal cat-owners flush feces-laden cat
litter down their toilets, and this passes into coastal waters where sea otters live. Parasites then infect the
sea otters and can kill them.
PTS: 2
DIF: Easy
BLOOM’S TAXONOMY: COMPREHENSION
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ESSAY
1.
Clearly describe in what ways predation is actually beneficial to the prey population.
ANS:
Those individuals that are typically removed from a population through predation tend to be those that are
sick or weak. The pressures of predation remove the least fit individual from the population. The end
result is to improve the overall health and fitness of the prey population through the process of natural
selection.
PTS: 3
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
2.
Compare and contrast primary succession and secondary succession.
ANS:
Primary succession can also be described as bare rock succession, and is the extremely gradual process by
which bare rock is broken down and converted into soil. This is accomplished through the processes of
weathering and biological activities of early successional pioneer organisms, such as lichens and mosses.
As soils develop, the community can gradually change over time.
Secondary succession is the gradual ecological change in species composition of a community after some
kind of ecological disturbance that does not result in the destruction or removal of the soil. With soil
resources still in place, there is an ability for plant communities to gradually return to the disturbed area.
PTS: 4
DIF: Moderate
BLOOM’S TAXONOMY: ANALYSIS
3.
You are visiting a nature preserve in Costa Rica with a classmate. Your companion comments on the
bright colors and beauty of many species of frogs and insects that you encounter on your excursion. Explain to
this person the function that the bright colors serve in the context of ecosystem functioning.
ANS:
Brightly colored prey species are utilizing warning coloration as a way to fend off potential predators.
The bright colors inform predators that the prey species either tastes very bad or can actually poison or
kill a predator that eats them.
PTS: 3
DIF: Moderate
BLOOM’S TAXONOMY: SYNTHESIS
4.
Clearly explain the current view of succession in ecosystems.
ANS:
Scientists now believe that succession does not occur in an orderly sequence along an expected path.
Rather, the path cannot be predicted or viewed as an inevitable progression toward an ideally adapted
climax community. Late-succession ecosystems are not in a state of permanent equilibrium, but are in a
continual state of disturbance and change.
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PTS: 4
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
5.
State briefly the known threats to kelp forests.
ANS:
1. Sea urchin populations are increasing because sea otters (their predators) are declining.
2. Runoff of water that is contaminated with pesticdes, herbicides and fertilizers.
3. The warming of the world’s oceans because kelp forests require fairly cool water.
PTS: 6
DIF: Moderate
BLOOM’S TAXONOMY: COMPREHENSION
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