Biology Final Spring 2017
starstarstarstarstarstarstarstarstarstar
by Kathy Egbert
| 69 Questions
1
0
Last Name, First Name
2
0
Class Period
3
0
Date
You have already collected data on your Redbud seed samples and recorded that information individually and also as a class section. The hard copy Table that you used to record that information will be returned to you for your use in this final. The first thing you need to do is to convert your class totals to percent so they can be compared to one another. To do this take each of the 4 category count (Good Seeds, Aborted Seeds, Bruchid, Chalcid) and divide each by the total number of seeds analyzed by your class. Round off your number to a whole number (ie 3.87 rounds off to 4).

For example: Good Seeds 50/Total Number of Seeds 200 = .25 or 25%

Do this in order and place your answers in the following question boxes for each of the categories. Your entry should be a number (25) versus the decimal (.25) equivalent. Do not enter the % percent sign.
4
1
Good Seeds = ___________%
5
1
Aborted Seeds = __________%
6
1
Bruchid Infested Seeds = ___________%
7
1
Chalcid Infested Seeds = ___________%
8
1
Now, insert the percents you just calculated into the Table so you can compare your class results to the total results for all 5 sections of biology classes.
9
1
Describe how your individual class percents compared to the total percent for all 5 classes.
A Our class results were very similar, all were less than 2 percent differences + or - from the Total 5 Classes.
B Our class results were about the same, at least one number was between 3 to 5 percent differences + or - from the Total 5 Classes.
C Our class results were substantially different from the Total 5 Classes (at least one number was greater than 5% difference).
10
1
Based on your results and using them to support your view, explain whether you think the total infestation percentage poses a threat to reproductive potential of the Redbud tree. (Reproductive potential is the number of good seeds available that could grow into a new plant.)
A No. The combined infestation percentages were low (less than 10%) compared to the total viable (good) seeds.
B Yes. The combined infestation percentages were high (greater than 10%) compared to the total viable (good) seeds.
11
1
Select a possible hypothesis for the experiment.
A If Redbud seeds are infested, then reproductive potential will be low.
B The Redbud reproductive potential will be high if there is no infestation by insects.
C If the Redbud seed reproductive potential is high, then there will be a large insect infestation and aborted seeds.
D Infestation by insects causes a low Redbud seed reproductive potential.
12
1
Identify a constant in the experiment.
A the Redbud tree species
B the students who did the experiment
C the redbud seeds
D the amount of light in the room where each student examined the seeds
13
1
Quantitative data was collected because students had to judge whether the seeds were good, aborted or infested, however, qualitative data was finally collected when students counted and tabulated the number of seeds in each of the categories.
True
False
14
1
Explain the benefit of increasing the sample size. (Why did we use the class totals compared to one set of individual data?)
A The larger the sample size the greater potential for accuracy.
B The larger the sample size the more likely it will be that the hypothesis is correct.
C The larger the sample size the less likely it will be that the hypothesis is incorrect.
D The larger sample size doesn't effect the outcome of an experiment.
15
1
State whether you think this study ( underestimated or overestimated ) the reproductive potential of the Redbud tree and why.
A underestimated because a better process was needed to determine viability of the seeds (aborted seeds were determined only by sight).
B underestimated because the samples were taken from only one tree in Lawrence.
C overestimated because a better process was needed to determine viability of the seeds (good seeds were determined by sight only)
D overestimated because not enough samples were surveyed (opened and had the seeds examined)
16
1
Observe the bar graph drawn above showing the Totals from all 5 class sections. Is this a correct possibility for a graph of the data?
A Yes
B No
17
1
(Select the best answer). The Redbud tree in our study can be classified as a
A producer.
B consumer.
C producer and autotroph.
D consumer and heterotrop.
18
1
(Select the best answer). The Bruchid Beetle in our study can be described as a
A herbivore and primary consumer.
B herbivore and secondary consumer.
C carnivore and primary consumer.
D carnivore and secondary consumer.
19
1
(Select the best answer.) The Chalcid Wasp in our study can be described as a
A carnivore and primary consumer.
B carnivore and secondary consumer.
C carnivore, primary consumer and a parasite.
D carnivore, secondary consumer and a parasite.
20
1
The Bruchid Beetle and Chalcid Wasp go through
A complete metamorphosis.
B incomplete metamorphosis.
C different types of metamorphosis - beetle complete and wasp incomplete.
D different types of metamorphosis - beetle incomplete and wasp complete.
21
3
Based on your knowledge of food webs and chains, trophic levels and cycling of matter in ecosystems, insert the three organisms in this study (Redbud Tree (R), Beetles (B), Wasps (W)) into the Energy Pyramid. You can make it easier for yourself by using abbreviations listed after each organism.
22
5
Insert the organisms in this study into the bubbles in this Conceptual Model of Carbon Flow Through the Redbud-Bruchid Beetle-Chalcid Wasp Ecosystem. The 5 terms you will insert are: Atmosphere (A), Bruchid beetles (B), Chalcid wasps (C), Decomposers (D), and Redbud tree (R). To make this easier abbreviate the terms by using the letter provided after each term.
In 2014 biology class students collected the same type of data that you did in your experiment (2017). Study the graphs below comparing the two sets of data.
23
1
The data collected in 2014 and 2017
A shows that there was a large difference in the number of good and aborted seeds.
B shows that the redbud reproductive potential was the same.
C shows that the infestations in 2014 were almost double of those in 2017.
D shows that the students in 2014 didn't do as good of a job as you did in 2017.
24
1
Since seeds need water to grow and plants continue to need water to stay healthy, grow and reproduce by making flowers with seeds in them, consider the table showing yearly actual rainfall compared to the average expected rainfall per year for 2013, 2014, 2015 and 2016.

The rainfall amounts for 2013 and 2014 would have influenced the health and growth ability of the redbud tree and the seed collected in 2014.

The 2016 rainfall amount would influence the health and growth ability of the redbud tree in the seeds collected in 2017. (Be sure to consider the rainfall amounts in 2015.)

Select a hypothesis that might be drawn based on this observation.
A If yearly rainfall is equal to or above the average rainfall, then redbud reproductive potential increases.
B If yearly rainfall is less than the average rainfall, then redbud reproductive potential increases.
C When the amounts of rainfall are equal to or greater than the average, the redbud reproductive potential will decrease.
D When the amounts of rainfall are less than the average rainfall, the redbud reproductive potential will increase.
25
1
The percentage of aborted seeds in 2014 is very high, 67%. One of the causes of aborted seeds is a lack of fertilization from pollination.

A recent concern about the sudden death of honeybee populations has been in the news. Scientists and bee keepers haven't been able to determine the reason behind the deaths. Speculation is that continued use of pesticides has caused increased reservoirs of the chemicals in the bee's ecosystem and the higher concentrations are now causing them to die. Should there be a concern about the loss of pollinators?
A Yes. Without pollinators we would lose our plant based food sources.
B No. There are lots of other pollinators besides honeybees, so we don't have to worry about losing our plant based food source.
For now, you are done analyzing and commenting on the data you collected in your class experiment.
26
1
What happens to a food web's energy at each link?
A Some energy is stored within the organism; the rest is lost to the environment as heat.
B All energy is stored within the organism.
C All energy is dissipated (lost) into the environment as heat.
D Some energy is stored within the organism; the rest reverts back to the producer.
27
1
Why do all living things depend on the cycling of matter?
A Living things are part of the cycles.
B Living things need the energy that comes from cycling of matter.
C Living things create new matter, which is then added to the cycle.
D Matter cannot be created, so resources must be recycled to support continued life processes.
28
1
You want to know if you give a plant more water if it will grow taller.

The experiment you design is to use five (5) pepper plants that are already 10 centimeters tall and to give each of them a different amount of water every three (3) day for a month.

One plant will receive no water. One plant will receive 25 ml, one 50 ml, one 75 ml and one 100 ml of water. You will measure the plants after a month and record your data. All plants are placed in the same type of containers, soil and location.
A The plant species; same soil, container and location; and same watering schedule are all examples of constants in this experiment.
B A possible hypothesis for this experiment is: If plants will grow taller with more water, then the plant receiving the most water will be the tallest at the end of the experiment.
C The plant that received no water in this experiment is a control.
D All of the statements are true.
29
1
The results for an experiment to see what the addition of different quantities of water will do to the growth of a plant are shown in the Table above. One possible hypothesis for this experiment is: If plants grow taller with more water, then the plant receiving the most water will be the tallest at the end of the experiment. Based on the results in the Table above, what is correct about the hypothesis.
A You have to accept the hypothesis that it is true because the plants receiving 75 ml of water were the tallest.
B You have to reject the hypothesis because the plant with the most water wasn't the tallest at the end of the experiment.
C Your data is inconclusive, so you can't reject or accept the hypothesis.
D The data was inconclusive, so you need to rewrite the hypothesis and redo the experiment.
30
1
Explain why the experiment above had a group of plants that received no water.
A This was a control so you could tell the difference between plants that were watered and not watered.
B Since the original height of the plant was 10 cm, this showed that there was no grow without water.
C This was a constant so you could tell the difference between plants that were watered and not watered.
D This was the independent variable which was being manipulated in the experiment.
31
1
Why is it important to have only one independent variable in an experiment?
A Because it is too difficult to set-up an experiment with more than one independent variable.
B Because it costs too much to set-up an experiment with more than one independent variable.
C Because this is the only way to determine whether the independent variable is having an effect or not.
D Because this is the only way to determine whether the experiment designed the independent variable correctly.
32
1
If the hypothesis is: "If plants grow taller with more water, then the plant receiving the most water will be the tallest at the end of the experiment" ,
then the dependent variable in this experiment is _____________________.
A the amount of water used in the experiment for each group of plants.
B the watering schedule.
C the group of plants that didn't receive any water during the experiment.
D the height of the plants at the end of the experiment.
33
1
If the hypothesis is: "If plants grow taller with more water, then the plant receiving the most water will be the tallest at the end of the experiment" and you are asked to make a graph displaying the results. An appropriate title for the graph is _________________.
A The effect of water scheduling on plant height
B The effect of amounts of water on plant height
C Plant height resulting from different amounts of water used
D How tall can plants grow with different amounts of water
34
1
You are a roadrunner as seen in the animation at your textbook website and you have survived during the day by staying in the shelter of the bush to avoid the heat of the desert. This animation distinguishes between habitat and niche by......
A observing the hunting behavior of the roadrunner in its habitat.
B watching the roadrunner in its native habitat.
C observing that the roadrunner won't fit inside the burrow for shelter.
D watching the roadrunner in the bushes during the day.
35
1
This completed food web from classzone (your textbook website) shows that beetles are prey for......
A frogs.
B blackbirds.
C frogs and blackbirds.
D bulrushes.
36
1
Use the same food web from classzone. What would happen if a herbicide was used to kill all the cattails? Select the answer that isn't true.
A competition for food between the muskrat, snail, beetle and duck would increase.
B the caterpillars would die without their only food source.
C the caterpillars would die and then the blackbirds would die because they didn't have any food..
D the blackbirds would have to compete more with the frog for beetles.
37
1
Continue to use the same food web from classzone. Who is/are Teritary Consumer(s) in this food web?
A heron
B water snake
C heron and water snake
D heron, water snake and frog
38
1
Continue to use the same food web from classzone. A correct food chain could be shown from the food web as....
A bulrushes--> snail --> heron
B cattails-->muskrat--> heron
C snail --> frog --> water snake
D caterpillar --> frog --> heron
39
1
Continuing to use the same food web from classzone, what important group of organisms isn't shown in the food web?
A producers
B herbivores
C omnivores
D detrivores
40
1
Continuing to use the food web from classzone, if there is an omnivore in the food web who is it?
A there are no omnivores shown in this food web
B duck
C frog
D muskrat
41
1
Keystone species like the groundhog in the figure above increase the amount of biodiversity in an ecosystem.
True
False
42
1
List one of the biotic factors in a groundhog's ecosystem.
A gravel and sand
B moisture of the soil
C temperature of the soil
D soil bacteria
43
1
(Select the best answer.) Which of the following types of biomes is most likely to have the greatest amount of biodiversity?
A tropical rain forests
B coral reefs
C tropical rain forests and coral reefs
D coral reefs, tropical rain forests, and tall grass prairies
44
1
The origin of energy in most ecosystems orginates from ...
A the plants that grow there.
B the sun.
C the chemicals used to make food.
D inside the earth as chemicals are released into waters or the atmosphere.
45
1
The process of ___________________________is what most producers use to obtain energy.
A fermentation
B respiration
C chemosynthesis
D photosynthesis
46
1
Why are specialists more susceptible to extinction than generalists?
A Specialists have poorer health because their diet is limited.
B Specialists depend on endangered organisms for food.
C There are fewer specialists than generalists.
D If the one species that a specialist eats should disappear, the specialist would most likely die without a food source.
47
1
Which organism isn't paired correctly with its feeding relationship?
A millipede - detritivore
B some humans - herbivore
C mushroom - decomposer
D rabbit - carnivore
48
1
How does energy flow in a food chain?
A From the lowest trophic level to the highest
B From the highest tropic level to the lowest
C From the sun to the producer
D From the consumer to the producer
49
1
What organism is in the second tropic level in the following food chain: producer--> herbivore--> omnivore--> carnivore
A owl
B most humans
C rabbit
D pine tree
50
1
What cycles through the environment in the hydrologic cycle?
A carbon
B oxygen
C water
D nitrogen
51
1
The majority of the earth's water is stored in .....
A the atmosphere as a gas.
B its oceans, lakes, rivers and other waterways as a liquid.
C aquifers underground as a liquid.
D the ice caps (Arctic and Antarctic) and glaciers as a solid.
52
1
How does oxygen enter the atmosphere in the oxygen cycle?
A Plants release oxygen to the atmosphere as a waste product of photosynthesis.
B Animals release oxygen to the atmosphere as a waste product of respiration.
C Plants release oxygen to the atmosphere as a waste product of cellular respiration.
D Animals release oxygen to the atmosphere during lactic acid fermentation.
53
1
Find the incorrect statement about the phosphorus cycle.
A It is very slow process due to weathering, sedimentation and geologic uplift processes.
B Phosphorus is never in a gaseous state.
C Animals get their phosphorus from eating plants.
D Phosphorus is stored in aqueous solutions.
54
1
Most of the nitrogen on the earth is stored
A as a gas in our atmosphere.
B as a liquid in our waters.
C as a solid in plants and animals.
D as a gas in our atmosphere and as a solid in plants and animals.
55
1
Nitrogen can only be used by organisms in its solid state.
True
False
56
1
Bacteria fix atmospheric nitrogen for use by plants and then another bacteria goes through denitrification to return it to the atmosphere.
True
False
57
1
Which of the following doesn't return carbon to the atmosphere?
A as a waste from the process of cellular respiration
B from the formation of carbonate rocks
C from burning any organic matter
D from the processes of decomposers
58
1
The storage reservoir(s) of carbon .....
A is our atmosphere.
B is our oceans.
C is all living organisms, especially plants.
D are plants and oceans.
59
1
Why is so much energy lost from one tropic level to another?
A Organisms must use energy to warm their bodies.
B Organisms stop growing as adults, so they don't need all the energy they take in.
C Cellular respiration is an efficient process.
D The conversion of biomass from one organism to another is inefficient.
60
1
If producers in a food chain take in 1000 kcal of energy, how much energy will likely be passed on to the second trophic level?
A more than 900 kcal
B about 100 kcal
C 1000 kcal
D less than 10 kcal
61
1
Which of the following is usually found in the largest number in a pyramid of numbers?
A primary consumers - phytoplankton
B primary consumers - zooplankton
C secondary consumers - herring or mackerel
D tertiary consumers - tuna
62
1
What type of pyramid would show how many grass plants can support a population of grasshoppers?
A energy pyramid
B pyramid of numbers
C biomass pyramid
D pyramid of matter
63
1
Humans can contract lime disease from ticks. Ticks are __________________.
A a parasite.
B an endoparasite.
C an ectoparasite.
D a parasite and autotroph.
64
1
Dandelions competing with grasses is an example of....
A interspecific competition.
B intraspecific competition.
C a predator - prey relationship.
D a parasite - host relationship.
65
1
These giant redwoods are an example of
A interspecific competition.
B intraspecific competition.
C a predator - prey relationship.
D a parasite - host relationship.
66
1
The picture above of a spider and grasshopper is an example of
A interspecific competition.
B intraspecific competition.
C a predator - prey relationship.
D a parasite - host relationship.
67
1
The picture above of a fungus growing on the side of a tree is an example of
A interspecific competition.
B intraspecific competition.
C a parasite - host relationship.
D a predator - prey relationship.
68
1
This bird nest in a tree is an example of a .........
A mutualistic relationship.
B commensalistic relationship.
C predator - prey relationship.
D symbiotic relationship.
69
1
The picture above of a honeybee on a flower is an example of....
A mutualistic relationship.
B commensalistic relationship.
C a parasite - host relationship.
D a predator - prey relationship.
Add to my formatives list

Formative uses cookies to allow us to better understand how the site is used. By continuing to use this site, you consent to the Terms of Service and Privacy Policy.