1. CAMPBELL BIOLOGY Reece Urry Cain Wasserman Minorsky Jackson © 2014 Pearson Education, Inc. TENTH EDITION Clicker Questions by Roberta Batorsky 56 Conservation Biology and Global Change

2. © 2014 Pearson Education, Inc. From a biological viewpoint, diversity means different kinds of a)ecosystems. b)trophic levels. c)species. d)genotypes. e)both C and D.

3. © 2014 Pearson Education, Inc. From a biological viewpoint, diversity means different kinds of a)ecosystems. b)trophic levels. c)species. d)genotypes. e)both C and D.

4. © 2014 Pearson Education, Inc. Introduced species are sometimes a problem because they usually a)are predators. b)are better competitors. c)displace mutualists. d)exploit unused resources. e)are omnivores.

5. © 2014 Pearson Education, Inc. Introduced species are sometimes a problem because they usually a)are predators. b)are better competitors. c)displace mutualists. d)exploit unused resources. e)are omnivores.

6. © 2014 Pearson Education, Inc. Many endangered or extinct species live in freshwater habitats, such as along the Mississippi River. Eutrophication has been one major source of freshwater destruction and damage. Since nitrogen is a major contributor to eutrophication, one good solution would be to a)breed varieties of duckweed that absorb lots of phosphorus. b)fertilize cornfields during the summer instead of in spring. c)prevent runoff of nitrogen fertilizers from agricultural land. d)require all wastewater dumped in the Mississippi River to go through a wastewater treatment facility first. e)build more levees so the river runs to the Gulf of Mexico faster.

7. © 2014 Pearson Education, Inc. Many endangered or extinct species live in freshwater habitats, such as along the Mississippi River. Eutrophication has been one major source of freshwater destruction and damage. Since nitrogen is a major contributor to eutrophication, one good solution would be to a)breed varieties of duckweed that absorb lots of phosphorus. b)fertilize cornfields during the summer instead of in spring. c)prevent runoff of nitrogen fertilizers from agricultural land. d)require all wastewater dumped in the Mississippi River to go through a wastewater treatment facility first. e)build more levees so the river runs to the Gulf of Mexico faster.

8. © 2014 Pearson Education, Inc. The first graph shown below shows the Illinois prairie chicken population between 1970 and 2000. The second figure shows that egg viability declined sharply as the number of males decreased. However, the text says that there used to be millions of prairie chickens in Illinois in the 19th century. The graph doesn’t go back that far, but the most important reason for the large reduction in prairie chickens between 1850 and 1950 was a)a skewed sex ratio. b)habitat loss. c)an increase in feral dogs. d)a lack of genetically diverse males. e)that the population fell below its MVP.

9. © 2014 Pearson Education, Inc. The first graph shown below shows the Illinois prairie chicken population between 1970 and 2000. The second figure shows that egg viability declined sharply as the number of males decreased. However, the text says that there used to be millions of prairie chickens in Illinois in the 19th century. The graph doesn’t go back that far, but the most important reason for the large reduction in prairie chickens between 1850 and 1950 was a)a skewed sex ratio. b)habitat loss. c)an increase in feral dogs. d)a lack of genetically diverse males. e)that the population fell below its MVP.

10. © 2014 Pearson Education, Inc. The map below shows Earth’s biodiversity hot spots. There are several interesting patterns here, one of which is that there are no biodiversity hot spots a)north of the equator. b)on islands. c)in Europe. d)in areas with lots of people. e)near the poles.

11. © 2014 Pearson Education, Inc. The map below shows Earth’s biodiversity hot spots. There are several interesting patterns here, one of which is that there are no biodiversity hot spots a)north of the equator. b)on islands. c)in Europe. d)in areas with lots of people. e)near the poles.

12. © 2014 Pearson Education, Inc. The map shows the amount of land needed to protect the grizzly bear population in western Wyoming. Assuming there are no changes to park size in the future, you can predict that a)where there are grizzly bears, there will be wolves. b)grizzly bears will probably disappear from Wyoming. c)grizzly bears will learn to not bother people. d)there are 50 grizzly bears living in Yellowstone National Park. e)more bears live outside the parks than inside the parks.

13. © 2014 Pearson Education, Inc. The map shows the amount of land needed to protect the grizzly bear population in western Wyoming. Assuming there are no changes to park size in the future, you can predict that a)where there are grizzly bears, there will be wolves. b)grizzly bears will probably disappear from Wyoming. c)grizzly bears will learn to not bother people. d)there are 50 grizzly bears living in Yellowstone National Park. e)more bears live outside the parks than inside the parks.

14. © 2014 Pearson Education, Inc. Costa Rica has established an extensive network of national parks and buffer zones to protect its biodiversity. However, a recent study showed that habitat loss outside these zones is significant. This shows that a)Costa Rica is too small. b)habitat zones don’t work. c)biodiversity can take care of itself. d)protecting biodiversity is difficult. e)the laws need to be enforced better.

15. © 2014 Pearson Education, Inc. Costa Rica has established an extensive network of national parks and buffer zones to protect its biodiversity. However, a recent study showed that habitat loss outside these zones is significant. This shows that a)Costa Rica is too small. b)habitat zones don’t work. c)biodiversity can take care of itself. d)protecting biodiversity is difficult. e)the laws need to be enforced better.

16. © 2014 Pearson Education, Inc. We are concerned about carbon dioxide increases in our global atmosphere. Imagine that we planted trees to grow into a forest, over a large area perhaps the size of Australia. Would this be a good way to stop or slow the accumulation of carbon dioxide in the atmosphere? a)No, because plants release carbon dioxide when they do photosynthesis. b)Yes, because the trees would convert carbon dioxide into wood. c)Perhaps, but when the trees died and decayed, the carbon dioxide would be returned to the atmosphere. d)It is unlikely that plants could make much difference in global air concentrations. e)Yes, because it would show the world we were serious about stopping global warming.

17. © 2014 Pearson Education, Inc. We are concerned about carbon dioxide increases in our global atmosphere. Imagine that we planted trees to grow into a forest, over a large area perhaps the size of Australia. Would this be a good way to stop or slow the accumulation of carbon dioxide in the atmosphere? a)No, because plants release carbon dioxide when they do photosynthesis. b)Yes, because the trees would convert carbon dioxide into wood. c)Perhaps, but when the trees died and decayed, the carbon dioxide would be returned to the atmosphere. d)It is unlikely that plants could make much difference in global air concentrations. e)Yes, because it would show the world we were serious about stopping global warming.

18. © 2014 Pearson Education, Inc. The graph below shows carbon dioxide levels and average global temperatures from 1958 to 2009. We can conclude several things from the graph, including which of the following? a)Over the 50 years of data, there appears to be a positive correlation between carbon dioxide levels and average global temperatures. b)Over the 50 years of data, carbon dioxide concentrations have increased. c)Over the 50 years of data, average global temperatures have increased. d)There was more variation in temperature than in carbon dioxide concentrations. e)All of the above are correct.

19. © 2014 Pearson Education, Inc. The graph below shows carbon dioxide levels and average global temperatures from 1958 to 2009. We can conclude several things from the graph, including which of the following? a)Over the 50 years of data, there appears to be a positive correlation between carbon dioxide levels and average global temperatures. b)Over the 50 years of data, carbon dioxide concentrations have increased. c)Over the 50 years of data, average global temperatures have increased. d)There was more variation in temperature than in carbon dioxide concentrations. e)All of the above are correct.

20. © 2014 Pearson Education, Inc. Which of the following is the biggest reason for the massive decline in biodiversity? a)habitat destruction b)introduced species c)overhunting d)disruption of the food chain

21. © 2014 Pearson Education, Inc. Which of the following is the biggest reason for the massive decline in biodiversity? a)habitat destruction b)introduced species c)overhunting d)disruption of the food chain

22. © 2014 Pearson Education, Inc. Which of the following is an example of biomagnification? a)increased productivity due to fertilizer runoff b)toxins accumulating in tissues in higher trophic levels c)creating reserves and parks to protect wildlife d)linking together a previously fragmented habitat

23. © 2014 Pearson Education, Inc. Which of the following is an example of biomagnification? a)increased productivity due to fertilizer runoff b)toxins accumulating in tissues in higher trophic levels c)creating reserves and parks to protect wildlife d)linking together a previously fragmented habitat

24. © 2014 Pearson Education, Inc. The data in the table show the average CO 2 concentrations (in parts per million) at the Mauna Loa, Hawaii monitoring station for each month in 1990, 2000, and 2010. Scientific Skills Exercises

25. © 2014 Pearson Education, Inc. a) the months January through December b) the years 1990, 2000, and 2010 c) the months January 1990 through December 2010 d) the average CO 2 concentration Suppose that you want to plot the data for all three years on one graph. You need to choose axes and scales that would allow you to clearly see the patterns of CO 2 concentration changes, both during each year and from decade to decade. What should you plot on the x-axis?

26. © 2014 Pearson Education, Inc. a) the months January through December b) the years 1990, 2000, and 2010 c) the months January 1990 through December 2010 d) the average CO 2 concentration Suppose that you want to plot the data for all three years on one graph. You need to choose axes and scales that would allow you to clearly see the patterns of CO 2 concentration changes, both during each year and from decade to decade. What should you plot on the x-axis?

27. © 2014 Pearson Education, Inc. a) the months January 1990 through December 2010 b) the average CO 2 concentration c)the years 1990, 2000, and 2010 d)the location of the monitoring station What should you plot on the y-axis?

28. © 2014 Pearson Education, Inc. a) the months January 1990 through December 2010 b) the average CO 2 concentration c)the years 1990, 2000, and 2010 d)the location of the monitoring station What should you plot on the y-axis?

29. © 2014 Pearson Education, Inc. a) 0 to 400 ppm b) 340 to 380 ppm c) 340 to 400 ppm d) 360 to 420 ppm What would be an appropriate scale for the y-axis

30. © 2014 Pearson Education, Inc. a) 0 to 400 ppm b) 340 to 380 ppm c) 340 to 400 ppm d) 360 to 420 ppm What would be an appropriate scale for the y-axis

31. © 2014 Pearson Education, Inc. a)The CO 2 concentration is highest in October– November and lowest in March–April. b)The CO 2 concentration is highest in November– December and lowest in September–October. c)The CO 2 concentration is highest in April–May and lowest in September–October. d)The CO 2 concentration is highest in May–June and lowest in March–April. Within each year, what is the pattern of change in CO 2 concentration?

32. © 2014 Pearson Education, Inc. a)The CO 2 concentration is highest in October– November and lowest in March–April. b)The CO 2 concentration is highest in November– December and lowest in September–October. c)The CO 2 concentration is highest in April–May and lowest in September–October. d)The CO 2 concentration is highest in May–June and lowest in March–April. Within each year, what is the pattern of change in CO 2 concentration?

33. © 2014 Pearson Education, Inc. a) It is impossible to tell without measuring CO 2 concentrations in the Southern Hemisphere directly. b) The CO 2 concentrations would remain fairly constant over the course of the year. c) The pattern would be similar to that in the Northern Hemisphere. d) The CO 2 concentrations would be lowest in April–May and highest in September–October. The measurements taken at Mauna Loa represent average atmospheric CO 2 concentrations for the Northern Hemisphere. Suppose you could measure CO 2 concentrations under similar conditions in the Southern Hemisphere. What pattern would you expect to see in measurements taken in the Southern Hemisphere over the course of a year?

34. © 2014 Pearson Education, Inc. a) It is impossible to tell without measuring CO 2 concentrations in the Southern Hemisphere directly. b) The CO 2 concentrations would remain fairly constant over the course of the year. c) The pattern would be similar to that in the Northern Hemisphere. d) The CO 2 concentrations would be lowest in April–May and highest in September–October. The measurements taken at Mauna Loa represent average atmospheric CO 2 concentrations for the Northern Hemisphere. Suppose you could measure CO 2 concentrations under similar conditions in the Southern Hemisphere. What pattern would you expect to see in measurements taken in the Southern Hemisphere over the course of a year?

35. © 2014 Pearson Education, Inc. a) 352.6 ppm b) 353.9 ppm c) 354.5 ppm d) 356.3 ppm Consider the changes in CO 2 concentration that occurred between the years 1990 and 2010. Begin by calculating the average CO 2 concentration for the 12 months of each year. What was the average CO 2 concentration in 1990

36. © 2014 Pearson Education, Inc. a) 352.6 ppm b) 353.9 ppm c) 354.5 ppm d) 356.3 ppm Consider the changes in CO 2 concentration that occurred between the years 1990 and 2010. Begin by calculating the average CO 2 concentration for the 12 months of each year. What was the average CO 2 concentration in 1990

37. © 2014 Pearson Education, Inc. a) 366.8 ppm b) 368.5 ppm c) 369.4 ppm d) 370.1 ppm What was the average CO 2 concentration in 2000?

38. © 2014 Pearson Education, Inc. a) 366.8 ppm b) 368.5 ppm c) 369.4 ppm d) 370.1 ppm What was the average CO 2 concentration in 2000?

39. © 2014 Pearson Education, Inc. a) 388.5 ppm b) 389.8 ppm c) 390.3 ppm d) 391.2 ppm What was the average CO 2 concentration in 2010?

40. © 2014 Pearson Education, Inc. a) 388.5 ppm b) 389.8 ppm c) 390.3 ppm d) 391.2 ppm What was the average CO 2 concentration in 2010?

41. © 2014 Pearson Education, Inc. a)3.7% b)4.0% c)4.2% d)5.1% By what percentage did the average CO 2 concentration change between 1990 and 2000?

42. © 2014 Pearson Education, Inc. a)3.7% b)4.0% c)4.2% d)5.1% By what percentage did the average CO 2 concentration change between 1990 and 2000?

43. © 2014 Pearson Education, Inc. a)4.2% b)9.1% c)10.0% d)12.2% By what percentage did the average CO 2 concentration change between 1990 and 2010?

44. © 2014 Pearson Education, Inc. a)4.2% b)9.1% c)10.0% d)12.2% By what percentage did the average CO 2 concentration change between 1990 and 2010?