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AP Biology Summer Assignment Introduction 1. Materials
a. The worksheets follow the text exactly – everything in order unless the question says otherwise.
b. Some (not many) questions refer to online activities. For these, you must use the online version of the textbook. The
instructions on how to register for this are in the handout ―AP Biology 2011-2012‖, which you received during the last
week of school or from your guidance counselor if you registered late.
2. Try to maintain perspective
a. Don‘t forget that everything you will learn this year is about you and the world you live in. We know that you might
feel at times that it‘s just another worksheet to complete, but these worksheets will change you. When you‘re done
with this class, you will not look at the world the same way again. Everything around you – like it or not – you will see
as a biologist.
b. We know it‘s easy for us to say, but please try to remember that the letter grade is not the most important thing; the
learning is.
3. How to answer the questions
a. You should be able to answer all the questions in the space provided. Don‘t write essays, but don‘t give a one-word
answer if you‘re given two inches of space to write in. If you are asked to ―briefly explain‖ try to do so briefly.
b. Be aware of two-part questions, such as ―List and describe…‖
c. i.e. means ―that is‖, or ―in other words‖. e.g. means ―for example‖
d. Items with a ―•‖ do not require any writing.
e. We don‘t expect that the average AP student to be able to read and understand every single piece of information in
these chapters. (If you could, you wouldn‘t need teachers!) Do your best to answer each question. Don‘t freak out if
you can‘t answer 1 or 2 questions here and there.
f. Put a star by the concepts that you would like the teacher to explain during class when we cover this material during
August.
4. Themes of AP Biology
There are eight major themes that recur throughout the course. Students should use these themes to organize concepts
and topics into a coherent conceptual framework. We‘ll cover these in detail during August, but here they are:
1. Science as a Process (experiments)
2. Evolution
3. Energy Transfer
4. Continuity & Change
5. Relationship of Structure to Function
6. Regulation
7. Interdependence in Nature
8. Science, Technology, & Society
5. Collaborating vs. Cheating:
We don‘t mind if you help one another to understand any concepts in this or any other assignment. We do mind if
you copy work from another student. The former involves discussion and explanation; the latter does not. You are
encouraged to compare completed answers, discuss any differences, and make appropriate changes when you
feel that you have reached a more complete understanding of the concept together.
6. AP Biology Topic Outline (FYI)
I. Molecules and Cells 25%
A. Chemistry of Life 7%
Water, Organic molecules in organisms, Free energy
changes, Enzymes
B. Cells 10%
Prokaryotic and eukaryotic cells, Membranes,
Subcellular organization, Cell cycle and its
regulation
C. Cellular Energetics 8%
Coupled reactions, Fermentation and cellular
respiration, Photosynthesis
II. Heredity and Evolution 25%
A. Heredity 8%
Meiosis and gametogenesis, Eukaryotic
chromosomes, Inheritance patterns
B. Molecular Genetics 9%
RNA and DNA structure and function, Gene
regulation, Mutation, Viral structure and replication,
Nucleic acid technology and applications
C. Evolutionary Biology 8%
Early evolution of life, Evidence for evolution,
Mechanisms of evolution
III. Organisms and Populations 50%
A. Diversity of Organisms 8%
Evolutionary patterns, Survey of the diversity of life,
Phylogenetic classification, Evolutionary
relationships
B. Structure and Function of Plants and Animals 32%
Reproduction, growth, and development, Structural,
physiological, and behavioral adaptations,
Response to the environment
C. Ecology 10%
Population dynamics, communities and ecosystems
& global issues
Ch. 50 – An Introduction to Ecology and the Biosphere
Concept 50.1: ________________________________________________________________________
1. Organisms and the Environment, and a basic scientific concept
a. Complete the table on ecosystem components:
Definition Examples
Abiotic
factors
Biotic
factors
b. The description of red kangaroo habitats illustrates an important distinction: the difference between
Correlation (when 2 variables occur together) and Causation (when two variables occur together because
one causes the other). With what variable does a dense red kangaroo population most closely correlate?
•And yet, what other factors might be the real
underlying cause of this correlation?
•Sometimes, spotting a correlation is the first step to
determining the causation, as shown in the
cartoon.
c. Read the following description of a real study, taken
from a textbook on scientific reasoning:
Several years ago, a large-scale study of the factors related to the use of contraceptives was
conducted in Taiwan. A large research team of social scientists and physicians collected data on a wide
range of behavioral and environmental factors. The researchers were interested in seeing what factors
were often associated with a couple’s adoption of birth control methods. After testing all the variables,
they found that the one that was most strongly related to contraceptive use was the number of electric
appliances (toasters, fans, etc.) in the home (Li, 1975).
Hmm… Did this mean that in order for the Taiwanese government to reduce its country‘s birth rate, all it
needed to do was to give each newlywed couple a toaster, fan and coffeemaker to greatly increase their
chances of using some form of birth control? Unlikely. With that factor is birth control correlated?
•What do you think is the real reason (the cause) for the correlation between appliances and birth control?
d. Define the following important terms:
population
community
ecosystem
Concept 50.2: ________________________________________________________________________
2. Experimental Design Terms Review (nothing to write – just read)
Here are the parts of a well-designed experiment, followed by an appropriate example in a simple
experiment exploring the best way to prepare for the upcoming cross country season. You begin by
dividing the Mills cross-country team into 4 groups. (FYI – in case you‘re not familiar with the sport, cross-
country athletes train for a 5000-meter race.)
a. Independent variable (IV) this is what is controlled by the experimenter; it is the factor that you think can
help explain some other factor. This is the factor that you are doing the whole experiment on – the thing
that you want to investigate the effects of. It is the CAUSE. Most experiments can have only one of these.
It is placed on the X-axis. When graphed, it can be as simple as time or trial number.
o The control and experimental groups should be identical in every way except one – the IV. (So
the IV is the only difference between the groups.)
o There must be more than one level of the IV, so that each group can be different.
o e.g. There are several types of special training beyond the regular running. These types of traning
are the 3 levels of the IV: Yoga, Wii Track & Field, and cycling. The X-axis will be labeled ―Type of
special training‖.
b. Dependent variable (DV)—This is how you measure the response to the IV. This is the factor that you are
measuring in your experiment. It shows the EFFECT of what you‘re experimenting on; it depends on the
independent variable, & is placed on the Y-axis.
o e.g. All runners compete in a race during the first week of school. The Y-axis will be labeled ―Time
in race‖.
c. Controls - all the factors that you keep the same for all groups; usually more than one in an experiment;
also called constants.
o e.g. Each group has the same average ―before‖ time (i.e. they average the same time over a
5000-meter race as of June 1.) Each group also includes equal numbers of male and female
runners, they run the same number of miles per week, they eat similar diets over the summer, each
group spends exactly 3 hours weekly doing their special training, and none of them uses
performance-enhancing drugs of any kind.
d. Experimental group(s) the group or groups that receive the experimental treatment
o e.g. Three different groups spend 3 hours per week either doing yoga, Wii Track & Field or cycling.
e. Control group the group that does not receive the experimental treatment. These results are used as a
basis for comparison. This group shows what would be expected to happen normally, without changing
anything.
o e.g. The 4th group spends 3 hours per week sitting quietly thinking fast thoughts.
f. A Hypothesis no longer defined as an educated guess. It is a prediction about the relationship between
the two variables – the IV and the DV. The hypothesis MUST contain both the IV and the DV. It expresses
a cause & effect relationship. It can be written as an ―if…then‖ statement.
o e.g. Spending time doing yoga over the summer will make high school cross country runners faster.
g. Trial numbers – the numbe r of repetitions, objects or organisms tested at each level of the IV. (e.g. if you
wanted to know how long it takes your best friend to tie her shoes, you wouldn‘t just time her once, you
would have her tie them several times and take the average.) In some experiments, this might simply be
the number of subjects.
o e.g. Make sure that there are several runners in each group.
3. Applying your newfound Experimental Design knowledge
a. In Fletcher‘s seaweed experiment, identify the following:
IV- DV-
b. Underline the dependent variable and circle the independent variable for each of the following
sentences.
e.g. Different study methods produce different AP Biology exam results.
- The more caffeine you consume, the faster your reaction time is.
- As the temperature increases, reptiles become more active.
- Risk of heart disease increases as dietary fat increases.
4. Climate
a. Which factors determine an areas‘ climate?
b. It‘s not really correct to say that the equator gets more sunlight. Rather, the equator gets
________________________________________ sunlight than the poles.
c. What causes the seasons?
d. Use the diagram to explain global air circulation
patterns.
e. Bodies of water: Our summers in Millbrae don‘t get very hot, and our winters don‘t get very cold. Explain
why:
f. Mountains: We get more rain in Millbrae than they do in the East
Bay. Use the diagram to explain why:
g. Seasonality: What happens to lakes over the course of a year?
(Don‘t worry about the details – just the main ideas here.)
h. Long-term climate change: Briefly explain why this might create problems for trees like the beech tree:
Concept 50.3: ________________________________________________________________________
5. Aquatic Biomes
a. What is the approximate salt concentration of marine biomes? _____
of freshwater biomes? ___________
b. Reasons we should care about marine ecosystems:
-Evaporation from the oceans…
-Marine algae and photosynthetic bacteria…
c. Label the photic and benthic aquatic zones.
d. What makes the photic zone special?
e. Where is the benthic zone, what is its main food source, and
what are the deepest portions of the ocean benthic zones
called?
f. How does temperature vary with depth?
g. Complete the table comparing types of lakes:
Level of
Nutrients
Oxygen levels How much organic
guck on bottom
Rates of photosynthesis
Oligotrophic
Eutrophic
h. Reasons we should care about wetlands (including swamps, marshes and bogs): wetlands have a high
capacity to:
i. What is an estuary? (FYI: The description exactly describes the way the water works coming in from the SF
Bay estuary up the Sacramento River…)
j. Pelagic biomes: What sort of organisms makes up…
phytoplankton:
zooplankton:
k. Coral reefs: Reefs can only exist within a temperature range of ___-___ C. They are formed largely from
the ___________ _________________________________ of corals. Various types of algae live within the coral,
providing the coral with __________________________________________.
l. Benthic zones: Most of the ocean‘s benthic zone receives __________ sunlight, and the very deep zones
(called the ________________ zone) have a constant temperature of about _______ C. Food producers at
great depths where there is no _______________ use a different energy source – they oxidize ________ that
they get from deep-sea __________________________________________.
Concept 50.4: ________________________________________________________________________
6. Climate and Terrestrial Biomes
a. Our best guess suggests that what two factors determine an area‘s biome?
b. Which biome or term: (these are not in the same order as in the text)
1. includes the Bay area (plus much of Italy and Spain)?
2. could also be called a tropical grassland, with wet and dry seasons?
3. includes a canopy and understory?
4. is the largest (land) biome on earth?
5. has the highest rainfall and the greatest biodiversity?
6. has a layer of permafrost?
7. occur in 2 places: a band around 30 north or south, plus on the leeward sides of mountains?
8. contains shrubs that may germinate best after fires?
9. also called a taiga?
10. cover most of the Arctic and very high mountaintops even in the tropics?
11. is located almost entirely between the tropics?
12. is the boundary area between biomes?
13. includes the plains and prairies of central North America ideal for growing grains?
14. When climbing a mountain, we can observe transitions in biological communities that are
analogous to the changes in biomes at different ____________________________.
Ch. 51 – Behavioral Ecology
Concept 51.1: ________________________________________________________________________
1. Animal behavior Intro
a. Define the following:
ethology:
FAP
sign stimulus
b. Describe the behavior of the stickleback, including the proximate (immediate) and the ultimate
(evolutionary) cause:
c. What is Imprinting, and how is it related to a Sensitive Period? Again, include
both the proximate and the ultimate causes:
•The image shows Dr. Lorenz followed by 7 ducklings which imprinted on the
middle-aged Swiss professor, rather than on their real mother.
Concept 51.2: ________________________________________________________________________
2. Innate Behaviors
a. Innate behaviors are mostly controlled by your _____________________________.
b. Define Kinesis.
c. Define Taxis.
d. Positive taxis involves moving ________________ a stimulus; negative taxis involves moving _____________ a
stimulus.
e. Define Signal:
f. Define Pheromones:
-Pheromones often function in what sort of behavior?
Concept 51.3: ________________________________________________________________________
3. Experimental design practice - In Etges‘ experiment with the flies, identify the following:
a. Independent variable: c. Dependent variable:
b. How many levels of the IV did he use?
4. Learning
a. Define Learning:
b. Define Habituation:
c. Define Associative Learning:
5. Pavlov:
Classical conditioning occurs when a normally Neutral Stimulus is paired with an Unconditioned Stimulus that
automatically produces an innate behavioral response called the Unconditioned Response. After the
pairing, the irrelevant stimulus produces the same automatic response that the neutral stimulus always did, so
it is then called a Conditioned Stimulus. Use the description of Ivan Pavlov‘s famous experiment to identify
the following items: (Thanks to Wikipedia!)
a. neutral stimulus
b. unconditioned stimulus
c. conditioned stimulus
d. unconditioned response
6. Operant Conditioning
a. Operant conditioning is a type of _________________________________ learning in which an animal learns to
associate one of its own behaviors with a _____________________ or _____________________ and then tends
to repeat or avoid that behavior; it is also called ________________________________ learning.
b. Give an example of this type of learning:
c. Briefly describe a way you could use this type of learning to help Mills freshmen learn to behave properly:
Concept 51.4: ________________________________________________________________________
7. Define foraging
Concept 51.5: ________________________________________________________________________
The original and most famous example of classical conditioning involved the
salivary conditioning of Pavlov's dogs. During his research on the physiology of
digestion in dogs, Pavlov noticed that, rather than simply salivating in the
presence of meat powder, the dogs began to salivate in the presence of the lab
technician who normally fed them. Pavlov called these psychic secretions. From
this observation he predicted that, if a particular stimulus in the dog’s
surroundings were present when the dog was presented with meat powder, then
this stimulus would become associated with food, and it would cause salivation
on its own. In his initial experiment, Pavlov used bells to call the dogs to their
food and, after a few repetitions, the dogs started to salivate in response to the
bell. Thus, a neutral stimulus became a conditioned stimulus as a result of
consistent pairing with the unconditioned stimulus.
8. Mating Behavior and Mate Choice
a. Mating behavior is a type of _____________________ selection called _____________________ selection. As
such, it always enhances __________________________________ success in some way.
b. Why do you suppose the females of polyandrous species are the
non-decorated ones, while the males of polygynous species are the
decorated?
c. Remember – all mating choices must have a reason. There must be
some evolutionary advantage to all choices, no matter how
arbitrary these choices may seem to us humans who observe the
animals and try to figure out why the heck they do what they do.
Skip down to the description of stalk-eyed flies, and briefly explain
the evolutionary basis for why female flies think long eyestalks are
sexier than short ones:
Game theory: This will not be on the test, and you are under no
obligation to read any more of section 51.5, but it is a fascinating
concept if you have some spare time to explore it. Have you seen
the movie A Beautiful Mind? That‘s the same John Nash mentioned in the text. If you find this concept
interesting, try Googling something called the Prisoner's Dilemma. It might hurt your head a bit, but you
could find yourself applying it to everyday situations…
Concept 51.6: ________________________________________________________________________
9. Altruism
a. Define altruism.
b. Altruism at first seems to disobey the ‗survival of the fittest‘ rule. How do the concepts of Kin Selection
and Inclusive Fitness explain this apparent contradiction? (Don‘t worry about the coefficient thing – just
explain the main idea.)
10. Misc.
a. Sociobiology is the study of _____________________ behavior based on _______________________________
theory. Again, this is a fascinating area that we don‘t have time to study in AP Biology.
Ch. 52 – Population Ecology
Concept 52.1: ________________________________________________________________________
1. Population basics
a. Density: Give two examples of density measurement – one from the text, and one of your own. (It doesn‘t
need to be real.)
b. Define Dispersion:
c. You decide to use the mark-recapture method to estimate the number of freshmen at Great America.
You capture 80 of them and mark them (writing ―frosh‖ with red sharpie on their forehead.) The next day
you recapture 20 of them, of which 2 had been previously marked. Based on this data, what is your
estimate of the number of freshmen at Great America on that day? (Please show your work)
d. Label the 4 ways in which a population size can change. Then circle the two
that causes an increase in size.
e. Sketch and label the 3 types of population dispersion:
2. Demography
a. Label types I and III.
b. Complete the table on the 2 types. If you need help finding the answers, try the activity ―‖Investigating
Survivorship Curves.‖
Number of
offspring
Offspring
Survival Rate
Amount of
parental Care
Type
I
Type
III
Concept 52.3: ________________________________________________________________________
(No questions on 52.2; 52.3 and 52.4 questions are combined)
Concept 52.4: ________________________________________________________________________
3. Per Capita Rate of Increase
a. Explain the terms of the equation r = b – m
b. ZPG stands for ________________________________________________and occurs when:
4. Types of Growth
a. On the axes, sketch and label two curves, one for exponential growth
and one for logistic growth.
b. Makes sure to label each axis; the units are not important, but the type
of measurement is.
c. Define carrying capacity:
d. Label carrying capacity on the graph.
e. Complete the table comparing the 2 types of growth:
Type of
growth
Letter the
curve
resembles
Under what circumstances
does each type of growth
occur?
What type of increase (r) is
shown?
Type of
selection
(K or r)
(see 4f )
Exponential constant
Logistic
f. K-selection tends to maximize _______. By contrast, r-selection tends to maximize the ______. K-selection
populations tend to have few kids, but to give lots of parental care to ensure a high survival rate, while r-
selected populations tend to have as many kids as possible, with virtually no parental care, in hops that at
least some of them will survive. Give an example of each (preferably one that begins with the letters K
and R, to make them easy to remember…)
Concept 52.5: ________________________________________________________________________
5. Negative feedback
•You can read more about this concept in chapter 1 if you wish, but here is the Sparknotes
version:
•The levels of many naturally varying items are controlled by something called negative
feedback. Examples include human blood sugar level, the stock market, the number of
rabbits in Yosemite, and the temperature in your apartment.
•Technically, it is defined as the process by which the product of a process shuts odd its own production.
•An example is a thermostat: when enough heat is produced, the furnace is shut down (i.e. no more heat is
produced.) When the level of heat drops enough, the production of heat resumes. The graph looks like
this, with time on the X axis, and the level of whatever on the Y axis. You an see that the level of the item
in question doesn‘t stay exactly constant, but it is kept within a narrow range.
6. Density-Dependent Population Regulation
a. A density-dependent death rate goes up as __________________________________________ happens, while
a density-________________________________ death rate is not affected by it. Therefore density-dependent
factors exert their effects via _______________________ feedback.
b. List 6 examples of density-dependent factors on population size:
c. Explain how one of those density-dependent factors exerts negative feedback.
d. Give some examples of density-INdependent factors that limit population
size.
e. Population cycles: Label and briefly explain the hare/lynx cycle.
Concept 52.6: ________________________________________________________________________
7. Human Population
a. What letter shape is it? ______ What type of growth is it? ____________________________; Can this be
sustained? ______
b. In the demographic transition, a nation‘s _____________ rate drops first due to better
____________________________________ . This leads to a drop in the _____________ rate. Together, these lead
to a stabilization of that nation‘s ____________________________________.
c. Label the 3 pyramids: rapidly expanding, slowly expanding, shrinking.
d. What do the bulges in the middle pyramid represent?
e. What problems will we face as the bulges move up the pyramid?
f. Label the pyramids that best represent 2 types of nations: developing
and industrialized.
g. Which of the pyramids represents nations that probably have the highest infant mortality rates?
8. Human Population Growth (online Activity)
a. Label each of the 5 important events in human population history.
9. Global Carrying Capacity
a. What is the best estimate of human carrying capacity?
b. What sort of items are included in the ecological footprint?
c. All of these are converted into units of ___________.
d. All of the nations above the blue line are already above their _____________________________________ .
Ch. 54 – Ecosystems
Overview:
1. Definition of ecosystem:
2. Describe 2 important processes that affect the dynamics of an ecosystem.
Concept 54.1: ________________________________________________________________________
1. Ecosystems and Physical Laws
a. Label the energy and nutrient dynamics
diagram.
b. Explain how the principle of conservation of
energy relates to this diagram.
c. How does the 2nd Law of Thermodynamics
apply to this diagram?
2. Trophic Relationships
a. How do scientists determine which trophic level an organism belongs to?
b. Which trophic level supports all others?
c. Draw an energy flow chart using arrows to show the direction of energy flow. Be sure to at include at
least 4 trophic levels.
3. Decomposition
a. Why are decomposers considered the major link between producers and consumers in an
ecosystem?
Concept 54.2: ________________________________________________________________________
1. Ecosystem Energy Budget
a. What is primary production?
b. Why do ecologists use the rate of photosynthesis as the basis for the energy budget in an ecosystem?
c. Why is only a small portion of the solar energy that strikes the Earth‘s surface stored by primary
producers?
d. Why is an ecosystem‘s net primary production lower than its gross primary production?
e. How can measuring biomass be used to determine net primary productivity?
f. Using the graph:
Which 2 types of ecosystems have
the highest NPP PER UNIT AREA?
Why does the ocean the open
ocean account for almost 25%
Earth‘s primary production despites
its relatively low rate of primary
production?
2. Primary Production in Marine and Freshwater Ecosystems
a. Describe the 2 main limiting factors in aquatic environments and their effects on primary production.
b. How does upwellings relate to high primary productivity?
c. What is eutrophication?
d. What impacts might eutrophication have on aquatic environments?
3. Primary Production Terrestrial and Wetland Ecosystems
a. Describe the 2 key factors that control primary productivity in terrestrial and wetland environments.
b. Using the graph, list the biomes with the:
Highest productivity:
Lowest productivity:
c. Explain how evapotranspiration relates to primary
productivity.
d. What kind of soil nutrients are limiting factors to primary productivity?
Concept 54.3: ________________________________________________________________________
1. Production Efficiency
a. What is secondary production?
b. Label the diagram.
c. Circle the amount of secondary production for this diagram.
d. Write the equation for production efficiency.
e. If an insect that eats plant seeds containing 100J of energy uses 30J of that energy for respiration and
excretes 50J in its feces, what is the insect‘s net secondary production? What is its production
efficiency?
2. Trophic Efficiency and Ecological Pyramids
a. What is trophic efficiency?
b. Approximately how much energy is lost when moving up
each trophic level?
c. Label the energy pyramid diagram.
d. How do biomass pyramids differ from production pyramids?
e. In figure 54.12b, explain how a small standing crop of producers can sustain such a larger standing
crop of primary consumers.
f. Why is eating meat a relatively inefficient way of trapping photosynthetic production?
g. What implications does this have on addressing worldwide hunger?
Concept 54.4: ________________________________________________________________________
1. A General Mode of Chemical Cycling
a. What is a biogeochemical cycle?
b. Label the general model of nutrient cycling
diagram.
c. What are the 4 main biogeochemical cycles?
2. Water Cycle
a. Label the diagram.
b. What is the biological importance of water?
c. What are the forms available to life?
d. What are the main water reservoirs?
e. What is transpiration?
f. What single most important factor drives the
water cycle?
3. Carbon Cycle
a. Label the diagram.
b. What is the biological importance of carbon?
c. What are the forms available to life?
d. What are the main carbon reservoirs?
e. What is combustion?
f. How does carbon get from the environment into living systems?
4. Nitrogen Cycle
a. Label the diagram.
b. What is the biological importance of
nitrogen?
c. What are the forms available to life?
d. What are the main nitrogen reservoirs?
e. How does nitrogen go enter into living
systems?
f. What is denitrification?
5. Decomposition and Nutrient Cycling Rates
a. Label the diagram.
b. Describe the biological process that controls the rate of nutrient cycling in an ecosystem.
c. What 2 factors control the rate of decomposition?
d. Explain how it is possible for the tropical rainforest to thrive and have such high productivity while its
soils are so nutrient poor.
6. Vegetation and Nutrient Cycling: The Hubbard Brook Experimental forest
a. What did this study demonstrate?
b. Why does deforestation of a watershed increase the concentration of nitrates in streams draining the
watershed?
c. What 2 factors control the rate of decomposition?
d. Explain how it is possible for the tropical rainforest to thrive and have such high productivity while its
soils are so nutrient poor.
Concept 54.5: ________________________________________________________________________
Describe some ecological consequences to the growing human population size.
7. Nutrient Enrichment
a. How humans have disrupted the nutrient cycles?
b. Describe the impact that agriculture has had on the nitrogen cycle.
c. How can the addition of excess nutrients to a lake threaten its fish population?
8. Acid Precipitation
a. How does acid precipitation form?
b. Describe the effects of acid precipitation on aquatic and terrestrial
ecosystems.
9. Toxins in the Environment
a. Label the diagram.
b. Describe the process of biological magnification.
c. In the face of biological magnification of toxins, which trophic level
is the healthiest to feed on?
10. Atmospheric Carbon Dioxide
a. What trend does the graph show?
b. How might increased productivity lead to an increase in
atmospheric CO2?
c. How does an increase in atmospheric CO2 affect forest
ecology?
d. Explain the greenhouse effect.
e. How do humans affect the CO2 concentration in
the atmosphere?
f. Describe 2 consequences that would arise as a
result of global warming.
11. Depletion of Atmospheric Ozone
a. Label the diagram.
b. Describe the consequences to the depletion of
ozone in the atmosphere.
Chp 55: Conservation Biology and Restoration Ecology
Overview: The Biodiversity Crisis
3. What is conservation biology?
4. What is restoration ecology?
5. What is biodiversity?
6. If extinction is a natural phenomenon that has been occurring since life has evolved, why should we be
concerned with it today?
Concept 55.1: ________________________________________________________________________
4. The Three Levels of Biodiversity
Label the 3 levels of biodiversity in the diagram.
a. Genetic Diversity
Genetic diversity comprises the individual genetic variation
___________________ a population but also the genetic variation
___________________ populations that is often associated with
adaptations to local conditions.
b. Species Diversity
Species diversity, or __________________________, is the variety of
species in an ecosystem or throughout the entire biosphere.
What is the difference between an endangered and threatened
species?
c. Ecosystem Diversity
The variety of the ______________________ ecosystems is the third level of biological diversity.
The local extinction of one species, especially a _______________ ________________, can affect an
entire community.
5. Biodiversity and Human Welfare
a. Habitat destruction
Human alteration of habitat is the single greatest _______________ to biodiversity throughout the
biosphere.
The IUCN states that destruction of physical habitat is responsible for the ____________ of species
designated extinct, endangered, vulnerable, or rare.
Approximately ________ of the tropical dry forests of Central America and Mexico have been cut
down.
About _________ of the world‘s coral reefs have been damaged by humans.
The prairies of southern Wisconsin now occupy less than 0.1% of the ________________ hectares they
covered when the Europeans arrived in North America.
Aquatic habitat destruction and species loss also result from dams, reservoirs, channel
modification, and flow regulation affecting most of the world‘s _____________________.
b. Introduced Species
Introduced species, also called __________________ species,
are those that humans move from native locations to new
geographic regions.
Describe how non-native species arrive to new habitats.
Why are some invasive species so successful in their new
environment?
Choose an example of an invasive species and describe its
affected on its new environment.
c. Overexploitation
Overexploitation refers to the human harvesting of wild plants and animals at rates that exceed
the ability of those populations to ______________________.
Large organisms with low intrinsic _______________________ rates are especially susceptible to
overexploitation.
Species with restricted _________________________, such as small islands, are also especially
vulnerable to overexploitation.
d. Disruption of Interaction Networks
Ecosystem dynamics depend on networks of ___________________ interactions within biological
communities.
The extinction of one species can doom others, especially if the extinction involves a
_______________________ species, an ecosystem engineer, or a species with a highly specialized
________________________ with other species.
Concept 55.2: ________________________________________________________________________
4. Small Population Approach
g. Explain why small populations tend to experience an
extinction vortex.
h. Label the diagram.
i. Explain why low genetic variability does not necessarily lead
to permanently small populations.
j. How small does a population need to be before it starts down an extinction vortex?
k. What does MVP stand for and how does it relate to population changes?
l. What is PVA?
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5. Declining Population Approach
e. Contrast the small-population and declining-population approaches in terms of the remedies they
recommend for preventing extinction of a species.
6. Weighing Conflicting Demands
a. Describe some focuses for conservation biologists.
Concept 55.3: ________________________________________________________________________
3. Landscape Ecology
f. Why is landscape ecology important in conservation efforts?
g. Why are boundaries or edges defining features of landscapes?
h. How can corridors connecting habitat fragments help protect endangered population? How might
such corridors harm populations?
4. Establishing Protected Areas
a. What are some challenges that conservation biologists
face when setting up protected areas?
b. What is a biodiversity hotspot?
c. How do zoned reserves provide economic incentives for long-term protection of protected areas?
Concept 55.4: ________________________________________________________________________
a. What are the goals of restoration ecology?
b. How do bioremediation and biological augmentation differ?
c.
Concept 55.5: ________________________________________________________________________
d. What is meant by the term sustainable development?
e. How might biophilia influence environmental ethics?
Issue Recovery Efforts
Truckee River, NV
Australia
Kissimmee River, FL
Tropical Dry Forest,
CR
Rhine River, Europe
Coastal Japan
Succulent Karoo, SA