a. White eyes. ![]() |
||
b. Red eyes. ![]() |
||
c. Pink eyes. ![]() |
||
d. This cannot be determined from the information given. ![]() |
a. The phenotype of two individuals' offspring. ![]() |
||
b. The sound Mendel made when he saw that his pea predictions were correct. ![]() |
||
c. The genotype of two individuals' offspring. ![]() |
||
d. The homozygous dominant genotype. ![]() |
a. Were each heterozygous for that trait. ![]() |
||
b. Were a heterozygous individual and a homozygous recessive individual. ![]() |
||
c. Were each homozygous recessive for that trait. ![]() |
||
d. Were made up (that is, the ratio is not possible). ![]() |
a. Were each heterozygous for that trait. ![]() |
||
b. Were a heterozygous individual and a homozygous recessive individual. ![]() |
||
c. Were each homozygous recessive for that trait. ![]() |
||
d. Were made up (that is, the ratio is not possible). ![]() |
a. It is the offspring of two purple-headed blennies and has a purple head. ![]() |
||
b. It is the offspring of a heterozygous mother and a homozygous recessive father. ![]() |
||
c. It is the offspring of a homozygous dominant mother and a homozygous recessive father. ![]() |
||
d. It has a purple head. ![]() |
a. 1/16. ![]() |
||
b. 4/16. ![]() |
||
c. 6/16. ![]() |
||
d. 8/16. ![]() |
a. Genes that affect more than one phenotype can be lethal. ![]() |
||
b. Each gamete only carries one allele for a particular trait. ![]() |
||
c. Genes that interact together may not assort independently. ![]() |
||
d. Recessive alleles for different traits are generally segregated from one another. ![]() |
a. Humans have much longer generation times than pea plants. ![]() |
||
b. Height in humans is X-linked. ![]() |
||
c. Height in humans is polygenic. ![]() |
||
d. Humans cannot self-pollinate (or reproduce asexually as well as sexually). ![]() |
a. It was immediately recognized as a breakthrough by the scientific community. ![]() |
||
b. It involved the study of traits that were present in discrete, rather than continuous, forms. ![]() |
||
c. It provided evidence for the fact that offspring receive one copy of an allele from each parent. ![]() |
||
d. It provided evidence for the fact that alleles for different traits assort independently. ![]() |
a. You cross the rooster with a hen that you know is heterozygous recessive. ![]() |
||
b. You cross the rooster with a hen that you know is homozygous recessive. ![]() |
||
c. You cross the rooster with a hen of unknown parentage and tufted feet. ![]() |
||
d. You cross the rooster with another rooster (just to be safe). ![]() |
a. 0 out of 4. ![]() |
||
b. 1 out of 4. ![]() |
||
c. 2 out of 4. ![]() |
||
d. 3 out of 4. ![]() |
a. 0 out of 4. ![]() |
||
b. 1 out of 4. ![]() |
||
c. 2 out of 4. ![]() |
||
d. 3 out of 4. ![]() |
a. Any son they have would be colorblind. ![]() |
||
b. No son they have would be colorblind. ![]() |
||
c. They have a 75% chance of having a colorblind son. ![]() |
||
d. They have a 50% chance of having a colorblind son. ![]() |
a. Any daughter they have would be colorblind. ![]() |
||
b. No daughter they have would be colorblind. ![]() |
||
c. Any daughter they have will either be a carrier or colorblind. ![]() |
||
d. They have a 25% chance of having a colorblind daughter. ![]() |
a. All of Frank's sons will be colorblind. ![]() |
||
b. All of Frank's daughters will be carriers. ![]() |
||
c. None of Frank's sons will be colorblind. ![]() |
||
d. None of Mariana's daughters will be carriers. ![]() |
a. 1/2 would have wavy hair and 1/2 would have straight hair. ![]() |
||
b. 1/4 would have curly hair, 1/4 would have wavy hair, and 1/2 would have straight hair. ![]() |
||
c. 1/4 would have curly hair, 1/2 would have wavy hair, and 1/4 would have straight hair. ![]() |
||
d. All children would have wavy hair. ![]() |
a. 1/4 would have red petals, 1/2 would have pink petals, and 1/4 would have white petals. ![]() |
||
b. 1/2 would have red petals and 1/2 would have white petals. ![]() |
||
c. 1/2 would have red petals and 1/2 would have pink petals. ![]() |
||
d. 1/2 would have pink petals and 1/2 would have white petals. ![]() |
a. States that chromosomes recombine, thus explaining how genetic variation is inherited. ![]() |
||
b. Argues that chromosomes were elements entirely separate from genes which functioned as the basic unit of inheritance. ![]() |
||
c. States that chromosomes are physical elements of cells and contain genes, thus explaining how the process of inheritance occurs. ![]() |
||
d. Has been discredited by modern science. ![]() |
a. Females are the heterogametic sex (the sex with two different chromosomes). ![]() |
||
b. Males cannot inherit such traits from their fathers. ![]() |
||
c. The expression of such traits is often more common in men than women. ![]() |
||
d. For individuals with two X chromosome, one copy is turned off in each cell. ![]() |
a. It results in the production of four haploid daughter cells. ![]() |
||
b. DNA is replicated during Metaphase. ![]() |
||
c. It allows for crossing over between homologous chromosomes. ![]() |
||
d. It is the most common type of cell division in eukaryotic cells. ![]() |
a. Just as democracy was developed using a small group of individuals representing a larger group's interest, meiosis developed as a means of representing all stem-cell-level genes within gametes. ![]() |
||
b. Just as democracy developed to prevent political cheating, meiosis developed as a means to prevent meiotic drivers from increasing their genes' chance of being inherited. ![]() |
||
c. Just as democracy requires the consensus of a majority, meiosis requires the involvement of many intracellular components. ![]() |
||
d. Just as democracy involves plurality and multiplicity, meiosis ensures variation. ![]() |
a. A ![]() |
||
b. AB ![]() |
||
c. O ![]() |
||
d. Any of the above. ![]() |
a. Direct benefits. ![]() |
||
b. "Good genes." ![]() |
||
c. Runaway selection. ![]() |
||
d. "Sexy sons." ![]() |
a. Darwin's, because it addresses the concept of evolutionary change occurring over many generations. ![]() |
||
b. Lamarck's, because it deals with the concept of offspring inheriting acquired characteristics. ![]() |
||
c. Darwin's, because it posits a specific hypothesis in order to explain an adaptation. ![]() |
||
d. Lamarck's, because it reflects the belief, common at that time, that evolution was a punishment inflicted on poorly-behaved species. ![]() |
a. Disruptive. ![]() |
||
b. Stabilizing. ![]() |
||
c. Directional. ![]() |
||
d. Sexual. ![]() |
a. Disruptive. ![]() |
||
b. Stabilizing. ![]() |
||
c. Directional. ![]() |
||
d. Sexual. ![]() |
a. Disruptive. ![]() |
||
b. Stabilizing. ![]() |
||
c. Directional. ![]() |
||
d. Sexual. ![]() |
a. Disruptive. ![]() |
||
b. Stabilizing. ![]() |
||
c. Directional. ![]() |
||
d. Sexual. ![]() |
a. Darwin suspected that nature did not make leaps and that gaps in the fossil record would be filled, better supporting his argument for evolution; since then, transitional fossils have been found for many species. ![]() |
||
b. Darwin suspected that humans were animals (an unpopular idea at the time); since then, geneticists have found that the genomes of all living things include some genes that are shared across all kingdoms, proving our common ancestry. ![]() |
||
c. Darwin suspected that understanding embryonic development would illuminate evolution; since then, developmental biologists have discovered that much variation is caused by shared "master genes" which are turned on and off in different ways for different organisms. ![]() |
||
d. All of these are predictions of Darwin's. ![]() |
a. Direct benefits. ![]() |
||
b. "Good genes." ![]() |
||
c. Runaway selection. ![]() |
||
d. "Sexy sons." ![]() |
a. Disruptive selection. ![]() |
||
b. Directional selection. ![]() |
||
c. Stabilizing selection. ![]() |
||
d. Sexual selection. ![]() |
a. You survey five more mussel populations and find that in every case where there are predatory snails present, mussels' shells are much thicker. ![]() |
||
b. You raise offspring of mussels from both populations in the lab, without any predators present, and find that none of the offspring grow thick shells. ![]() |
||
c. You transfer adult snails from the Plymouth population to Halibut Point and find that they are eaten more than native mussels are. ![]() |
||
d. You raise offspring of mussels from both populations in the lab, without any predators present, and find that the offspring of Halibut-Point mussels grow thicker shells. ![]() |
a. You survey five more mussel populations and find that in every case where there are predatory snails present, mussels' shells are much thicker. ![]() |
||
b. You raise offspring of mussels from both populations in the lab, without any predators present, and find that none of the offspring grow thick shells. ![]() |
||
c. You transfer adult snails from the Plymouth population to Halibut Point and find that they are eaten more than native mussels are. ![]() |
||
d. You raise offspring of mussels from Plymouth in the lab in the presence of snail predators and find that none of the offspring grow thick shells. ![]() |
a. The cost of making a thicker shell is too great to be worth doing except in the presence of many snail predators. ![]() |
||
b. Selection can only act on induced traits. ![]() |
||
c. Constitutive shell thickness results in less genetic variability, leading to less variation in shell thickness for the next generation. ![]() |
||
d. Induced traits are expressed more strongly than constitutive traits, making the mussels less vulnerable to predators. ![]() |
a. The turtle population is located in a pond that connects to a series of rivers, allowing many turtles to enter and leave the population each year. ![]() |
||
b. Among this population of turtles, males exhibit a preference for females with rougher shells. ![]() |
||
c. Researchers found a remarkably low level of genetic mutation across generations of these turtles. ![]() |
||
d. Slower-growing juvenile turtles are more regularly eaten by fish predators than faster-growing juveniles. ![]() |
a. Most recessive alleles are beneficial and so are therefore selected for. ![]() |
||
b. Mutations will lower the frequency of the dominant allele by changing it to the recessive, thus keeping the recessive trait in the population. ![]() |
||
c. The recessive allele is also present in heterozygous individuals, ensuring that the trait will reappear in further generations. ![]() |
||
d. Immigration of individuals with the recessive trait will increase its frequency in a population. ![]() |
a. Genetic drift. ![]() |
||
b. Selection. ![]() |
||
c. Neither one is responsible for the majority of observed variation. ![]() |
||
d. Both are very important; usually it is impossible to tell which is more important. ![]() |
a. The population will maintain genetic variability, ensuring that there will be variation for any future selective forces to act on. ![]() |
||
b. Alleles present at high frequencies will remain present at high frequencies, ensuring that assortative mating can occur between individuals with similar phenotypes. ![]() |
||
c. The population will have reduced genetic variability, ensuring that deleterious traits will not increase in frequency. ![]() |
||
d. The population will by definition not be affected by natural selection, ensuring that they are less likely to be affected by mutations or disease. ![]() |
a. Some mutations in DNA end up coding for the same amino acid as the original code. ![]() |
||
b. Some amino acids are interchangeable within proteins; if one is substituted for the other, the protein remains functional. ![]() |
||
c. Some mutations are lethal and gametes with such mutations cannot develop to adulthood. ![]() |
||
d. Some areas of DNA are never transcribed. ![]() |
a. Only twelve people, one of whom has a rare allele, survive a crash-landing on an uninhabited island. Four hundred years later, a huge proportion of the island's inhabitants have this rare allele. ![]() |
||
b. A species of South American monkey is hunted to near extinction. One hundred years later, the monkeys' abundance has increased, but each individual is a near genetic twin of every other monkey. ![]() |
||
c. A population of guppies in a large lake becomes divided when an earthquake causes a barrier to form, splitting the lake in half. Many generations later, the guppies in one half are all bright-colored and those in the other are all dull-colored. ![]() |
||
d. Being heterozygous for sickle-cell anemia (healthy but a carrier) makes people less susceptible to malaria. In areas where the malaria is common, a higher number of people have the allele for sickle-cell anemia. ![]() |
a. Only twelve people, one of whom has a rare allele, survive a crash-landing on an uninhabited island. Four hundred years later, a huge proportion of the island's inhabitants have this rare allele. ![]() |
||
b. A species of South American monkey is hunted to near extinction. One hundred years later, the monkeys' abundance has increased, but each individual is a near genetic twin of every other monkey. ![]() |
||
c. A population of guppies in a large lake becomes divided when an earthquake causes a barrier to form, splitting the lake in half. Many generations later, the guppies in one half are all bright-colored and those in the other are all dull-colored. ![]() |
||
d. Being heterozygous for sickle-cell anemia (healthy but a carrier) makes people less susceptible to malaria. In areas where the malaria is common, a higher number of people have the allele for sickle-cell anemia. ![]() |
a. It contributes to evolutionary change. ![]() |
||
b. It can result in one allele representing 100% of the gene pool. ![]() |
||
c. It can prevent the maintenance of Hardy-Weinberg equilibrium. ![]() |
||
d. It results in populations of better-adapted individuals. ![]() |
a. Mutation and recombination are different terms for the same occurrence. ![]() |
||
b. Mutations are often triggered by the recombination process and, in large populations, will then increase in frequency. ![]() |
||
c. The effects of mutation and recombination are generally considered to be at odds. ![]() |
||
d. In large populations, recombination can produce so much variation on its own that mutation is not necessary for hundreds of generations. ![]() |
a. It appears to be quite common in nature. ![]() |
||
b. It includes the process called "assortative mating." ![]() |
||
c. It can prevent the maintenance of Hardy-Weinberg equilibrium. ![]() |
||
d. It helps to ensure that gene frequencies remain constant over generations. ![]() |
a. Haploid organisms produce more offspring than diploid organisms, meaning more individuals on whom selection can act are present. ![]() |
||
b. Diploid organisms generate less variation in each generation, leading to less genetic variability on which selection can act. ![]() |
||
c. Haploid organisms have only one copy of each gene, which allows selection to act directly without recessive alleles being hidden in dominant phenotypes. ![]() |
||
d. Diploid organisms have to reproduce sexually, which dilutes each individual's genomic material in the next generation. ![]() |
a. The ratio of natural selection to neutral evolution can be identified and used to estimate evolutionary relationships. ![]() |
||
b. The number of neutral mutations that are fixed over a given period of time can be predicted, and these can be used to estimate evolutionary relationships. ![]() |
||
c. The number of times that genetic mechanisms were developed to repress certain types of mutations can be counted to estimate evolutionary relationships. ![]() |
||
d. Neutral evolution is an important factor in evolutionary change, but it cannot be used to estimate evolutionary relationships. ![]() |
a. Sexual reproduction, and especially recombination, provides much more genetic variation on which any or all selective pressures can act. ![]() |
||
b. Sexual reproduction dilutes the deleterious alleles of the heterogametic sex (the sex with two different sex chromosomes). ![]() |
||
c. Sexual reproduction is not considered to be beneficial, but once it is present in a species it is too hard to select against. ![]() |
||
d. Sexual reproduction leads to offspring being produced much more quickly, and the faster generation time leads to swifter evolutionary change. ![]() |
a. Paraphyletic. ![]() |
||
b. Monophyletic. ![]() |
||
c. Polyphyletic. ![]() |
||
d. Hemiphyletic. ![]() |
a. Paraphyletic. ![]() |
||
b. Monophyletic. ![]() |
||
c. Polyphyletic. ![]() |
||
d. Hemiphyletic. ![]() |
a. Allopatric speciation. ![]() |
||
b. Sympatric speciation. ![]() |
||
c. Parapatric speciation. ![]() |
||
d. Adaptive radiation. ![]() |
a. Allopatric speciation. ![]() |
||
b. Sympatric speciation. ![]() |
||
c. Parapatric speciation. ![]() |
||
d. Adaptive radiation. ![]() |
a. Allopatric speciation. ![]() |
||
b. Sympatric speciation. ![]() |
||
c. Parapatric speciation. ![]() |
||
d. Adaptive radiation. ![]() |
a. Allopatric speciation. ![]() |
||
b. Sympatric speciation. ![]() |
||
c. Parapatric speciation. ![]() |
||
d. Adaptive radiation. ![]() |
a. Temporal isolation. ![]() |
||
b. Gametic isolation. ![]() |
||
c. Behavioral isolation. ![]() |
||
d. Habitat isolation. ![]() |
a. Habitat isolation. ![]() |
||
b. Temporal isolation. ![]() |
||
c. Mechanical isolation. ![]() |
||
d. Gametic isolation. ![]() |
a. Habitat isolation. ![]() |
||
b. Temporal isolation. ![]() |
||
c. Mechanical isolation. ![]() |
||
d. Zygotic mortality. ![]() |
a. Mechanical isolation. ![]() |
||
b. Hybrid inviability. ![]() |
||
c. Behavioral isolation. ![]() |
||
d. Hybrid sterility. ![]() |
a. A population of interbreeding organisms that does not or cannot breed with other populations, even given the opportunity to do so. ![]() |
||
b. A cluster or organisms that is phylogenetically distinct from other clusters of organisms. ![]() |
||
c. A cluster of organisms that is genetically distinct from other clusters of organisms. ![]() |
||
d. All of these are proposed, and to some degree acceptable, definitions. ![]() |
a. They are organisms that are evolutionarily diverse but morphologically indistinguishable. ![]() |
||
b. They include many salamanders, ciliates, and the algae living in corals. ![]() |
||
c. Cryptic species of bacteria have interchangeable housekeeping genes (core groups of genes). ![]() |
||
d. They are extremely difficult to identify taxonomically without performing genetic analyses. ![]() |
a. Groups 1-4. ![]() |
||
b. Groups 2-4. ![]() |
||
c. Group 2. ![]() |
||
d. Group 1. ![]() |
a. Groups 1 and 2. ![]() |
||
b. Group 2. ![]() |
||
c. Groups 2-4. ![]() |
||
d. Group 1. ![]() |
a. Aquatic lifestyle and live birth. ![]() |
||
b. Aquatic lifestyle and heterodonty (different types of teeth). ![]() |
||
c. Aquatic lifestyle, live birth, fins, and a third eye. ![]() |
||
d. Aquatic lifestyle, live birth, and fins. ![]() |
a. Live birth. ![]() |
||
b. Fins. ![]() |
||
c. Aquatic lifestyle. ![]() |
||
d. Heteredonty. ![]() |
a. Analogy. ![]() |
||
b. Synapomorphy. ![]() |
||
c. Homoplasy. ![]() |
||
d. Polyphyly. ![]() |
a. The Endosymbiotic Theory states that all organelles originally contained their own DNA but that this trait was lost in less complex organelles; since mitochondria are complex, this explains why they still have their own DNA. ![]() |
||
b. The Endosymbiotic Theory addresses the mutation of bacterial cells and so cannot explain this phenomenon. ![]() |
||
c. The Endosymbiotic Theory states that viral DNA is often incorporated into host cells during infection; the DNA in mitochondria is derived from this incorporation. ![]() |
||
d. The Endosymbiotic Theory states that eukaryotic cells came from prokaryotic cells that ingested other, independent cells that became the new cell's organelles; if mitochondria were once independent cells, they would have needed their own DNA. ![]() |
a. Hyostyly. ![]() |
||
b. Synapomorphy. ![]() |
||
c. Homoplasy. ![]() |
||
d. Polyphyly. ![]() |
a. Aristotle. ![]() |
||
b. Carl Linnaeus. ![]() |
||
c. Charles Darwin. ![]() |
||
d. Robert Whittaker. ![]() |
a. Control the same set of aspects of development and are an example of molecular homology. ![]() |
||
b. Control similar behavioral traits and represent an example of convergence. ![]() |
||
c. Are chromosomal formations that have been identified as homoplasies. ![]() |
||
d. Control poikilothermy and homeothermy, respectively, and represent an early point of divergence between the groups. ![]() |
a. Were rained down from outer space within meteorites. ![]() |
||
b. Were synthesized from inorganic molecules in the early atmosphere. ![]() |
||
c. Were synthesized through the processes taking place and chemicals formed in deep-sea hydrothermal vents. ![]() |
||
d. Were synthesized through the processes taking place and chemicals formed in geysers. ![]() |
a. a) They were classified as Bacteria until as recently as the late 1970s. ![]() |
||
b. b) They may be more closely related to Eukaryotes than to Bacteria. ![]() |
||
c. c) They are not considered part of a true kingdom because their RNA sequences are so similar to those of Bacteria. ![]() |
||
d. d) They include individuals that can thrive at near-boiling temperatures. ![]() |
a. Archea. ![]() |
||
b. Animalia. ![]() |
||
c. Protista. ![]() |
||
d. Fungi. ![]() |
a. a) Ribosomes contain DNA, and DNA sequences are then used to identify evolutionary relationships. ![]() |
||
b. b) Ribosomes are necessary for the transcription and translation of DNA, and so they do not change rapidly; thus, slight differences can be compared across many bacterial groups. ![]() |
||
c. c) Ribosomes in bacteria have been shown to affect the rate at which the bacteria reproduce, and by modeling this rate, researchers can determine their degree of evolutionary change over time. ![]() |
||
d. d) Ribosomes are only present in more recently evolved groups of bacteria, while more ancient groups have a primitive pseudo-ribosome-like structure; this helps identify the evolutionary age of the bacterial species. ![]() |
a. Parsimony, the concept that mutations are costly, is used to predict and estimate the evolutionary distant among different clades. ![]() |
||
b. Parsimony, the concept that there are as few species as possible in any one community, helps to determine the phylogenetic relationships among similar species in different regions. ![]() |
||
c. Parsimony, the concept that "genes are cheap," helps predict the time to loss of genetic variation in species and thus is used to estimate phylogenetic relationships. ![]() |
||
d. Parsimony, the concept that the fewest number of evolutionary steps is the most likely, is used to construct phylogenetic trees. ![]() |
a. Exponential. ![]() |
||
b. Planktotrophic. ![]() |
||
c. Logistic. ![]() |
||
d. None of the above. ![]() |
a. Giant clams. ![]() |
||
b. Crabs and fish. ![]() |
||
c. Snails. ![]() |
||
d. Bacteria. ![]() |
a. A parasitic symbiosis. ![]() |
||
b. A competitive interaction. ![]() |
||
c. A mutualistic symbiosis. ![]() |
||
d. A commensal symbiosis. ![]() |
a. A Galapagos-island tortoise and the cactus it eats. ![]() |
||
b. A virus and its host. ![]() |
||
c. Darwin and his finches. ![]() |
||
d. A coral and its zooxanthellae (algae). ![]() |
a. Exponential growth. ![]() |
||
b. Logistic growth. ![]() |
||
c. Serious paranoia. ![]() |
||
d. Unstable population sizes. ![]() |
a. The carrying capacity would increase. ![]() |
||
b. The carrying capacity would decrease. ![]() |
||
c. The carrying capacity would not change. ![]() |
||
d. With the limitation on prey removed, this population would no longer have a carrying capacity. ![]() |
a. They are often mosses or lichens. ![]() |
||
b. They are usually opportunists, able to colonize areas quickly. ![]() |
||
c. They will usually not be a part of climax communities. ![]() |
||
d. They consist of a wide variety and diversity of species. ![]() |
a. It will decline rapidly. ![]() |
||
b. It will decline slowly. ![]() |
||
c. It will remain stable. ![]() |
||
d. It will expand rapidly. ![]() |
a. It will decline rapidly. ![]() |
||
b. It will decline slowly. ![]() |
||
c. It will remain stable. ![]() |
||
d. It will expand rapidly. ![]() |
a. Primary: a patch of bare rock; secondary: an area that has been cleared for mining. ![]() |
||
b. Primary: a scrubland destroyed by an earthquake; secondary: a forest whose trees have been cut down. ![]() |
||
c. Primary: a woodland after a forest fire; secondary: a scrubland destroyed by an earthquake. ![]() |
||
d. Primary: a sand dune; secondary: a lava deposit. ![]() |
a. When killer whales are present in an area, the urchins that their otter prey eat are more abundant and devour kelp beds. ![]() |
||
b. When a voracious starfish predator is removed from a tidepool, some of its prey species disappear while others' abundance increases hugely. ![]() |
||
c. When raised alone, black-sided salamanders and yellow-sided salamanders each are present in lower densities than when raised together. ![]() |
||
d. In the presence of a fish predator, small prey species are more abundant, but when the fish is removed large prey species are more abundant. ![]() |
a. The removal of Species A leads to an increase in the density, number of offspring, and growth rate of Species B. ![]() |
||
b. Species A is present in the high intertidal area of a beach and Species B occupies the same niche in the lower intertidal. ![]() |
||
c. When raised alone, Species A and Species B are each present in lower densities than when raised together. ![]() |
||
d. When Species A is removed from an area, the range of Species B within that area increases. ![]() |
a. Nearer to the poles than the equator. ![]() |
||
b. Nearer to the equator than the poles. ![]() |
||
c. Nearer to a large body of water. ![]() |
||
d. On an island rather than the mainland. ![]() |
a. The intertidal zone. ![]() |
||
b. The photic zone. ![]() |
||
c. The abyssal zone. ![]() |
||
d. The neritic zone. ![]() |
a. The abyssal zone. ![]() |
||
b. The aphotic zone. ![]() |
||
c. The bathypelagic zone. ![]() |
||
d. The neritic zone. ![]() |
a. Benthic community. ![]() |
||
b. Planktonic community. ![]() |
||
c. Pelagic community. ![]() |
||
d. Estuarine community. ![]() |
a. Salmon, which prey on smaller fish that in turn prey on tiny animals in the plankton. ![]() |
||
b. Tilapia, which eat insect larvae, shellfish, and tiny animals in the plankton. ![]() |
||
c. Tuna, which eat fish, squid, and other swimming animals that in turn eat smaller animals. ![]() |
||
d. Catfish, which eat seaweed and other algae that cover the water bottom. ![]() |
a. In a community without keystone predators than one with keystone predators. ![]() |
||
b. On a coral reef than in the open ocean. ![]() |
||
c. In the tropics than in the tundra. ![]() |
||
d. In the grasslands than in the desert. ![]() |
a. Phosphorous cycle. ![]() |
||
b. Nitrogen cycle. ![]() |
||
c. Hydrologic cycle. ![]() |
||
d. Carbon cycle. ![]() |
a. Phosphorous cycle. ![]() |
||
b. Nitrogen cycle. ![]() |
||
c. Hydrologic cycle. ![]() |
||
d. Carbon cycle. ![]() |
a. The octopuses, because they would have more types of species to eat. ![]() |
||
b. The snails, because they are present at a higher trophic level. ![]() |
||
c. The octopuses, because they expend less energy in getting what they need to eat than snails do. ![]() |
||
d. The snails, because energy is lost at each trophic level and they are lower in the food chain. ![]() |
a. Temperature and precipitation. ![]() |
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b. Primary productivity and aridity (dryness). ![]() |
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c. Temperature and primary productivity. ![]() |
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d. Biodiversity and precipitation. ![]() |
a. On the leeward side of a large mountain range (a rain shadow). ![]() |
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b. On the windward side of a large mountain range. ![]() |
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c. Near a large body of salt water. ![]() |
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d. At approximately 0 degrees latitude (the equator). ![]() |
a. They are generally highly complex. ![]() |
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b. They can affect the behavior of organisms within them. ![]() |
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c. They can affect the habitat preference of organisms within them. ![]() |
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d. They have been shown to have little effect on the rate of energy flow. ![]() |
a. It forces species living in the deep sea to migrate to the surface, positively affecting the food chains near the surface. ![]() |
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b. It brings up nutrients from cold, deep water that are necessary for the growth and survival of species. ![]() |
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c. It prevents detritus that settles on the floor of the ocean from suffocating the organisms that live there. ![]() |
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d. It creates localized whirlpools that re-oxygenate marine waters. ![]() |