APES Fall 2024 Key Midterm Review PDF

## KEY APES Fall 2024 Midterm Review ### Unit 1: The Living World: Ecosystems 1. Describe and give an example of each of the following species interactions. | Relationship | Description | Example | |---|---|---| | Predator-Prey | One organism (predator) consumes another (prey). | Lion + Zebra | |...

## KEY APES Fall 2024 Midterm Review ### Unit 1: The Living World: Ecosystems 1. Describe and give an example of each of the following species interactions. | Relationship | Description | Example | |---|---|---| | Predator-Prey | One organism (predator) consumes another (prey). | Lion + Zebra | | Mutualism | Symbiotic relationship in which both organisms benefit | Bees + Flowers | | Commensalism | Symbiotic relationship in which one organism benefits at no harm to the other | + | | Parasitism | One benefits other to its harmed. | Fleas on dogs | 2. What information does the following graph show? ↑ temp ↓ rainfall = desert biome 3. Fill in the table with examples of freshwater and marine biomes and their importance to living organisms. | Type of Biome | Examples of Biomes | Importance to Living Organisms | |---|---|---| | Freshwater | Rivers, lakes, streams, ponds, freshwater wetlands | Source of drinking water, carbon sink | | Marine | Oceans, coral reefs, saltwater marshes, mangroves, estuaries | Oxygen | ### 4. Match the terrestrial biome name to the correct environmental characteristics. a. Cold year-round with little rain. Permafrost and a short growing season prevent tree growth. Plants primarily consist of fast-growing grasses, lichen, and moss. **Tundra** b. Hot summers and cold winters with seasonal rainfall. Plants primarily consist of broadleaf trees that lose their leaves in the fall. **Temperate Seasonal Forest** c. Warm temperatures year-round with high levels of rainfall. High diversity of plants includes vines, palms, orchids, and ferns. The canopy prevents sunlight from reaching the ground. **Tropical Rainforest** d. Hot summers and cold winters with moderate rainfall. Plants primarily consist of grasses that regrow each year. **Temperate Grassland** e. Cold, long, snowy winters and short summers. Plants primarily consist of trees that produce cones and keep leaves year-round. **Taiga** f. Hot and dry summers and winters that are cool and moist. Plants primarily consist of shrubs that are adapted to fire. **Shrubland** g. Warm temperatures year-round with hot daytime temperatures and cold nighttime temperatures. Plants primarily consist of cacti that are adapted to very little rainfall. **Desert** h. Moderate temperatures and heavy rainfall year-round. Plants primarily consist of large trees that create an extensive canopy. **Temperate Rainforest** i. Warm temperatures year-round with rainfall occurring during one season. Plants primarily consist of grasses and a few widely spaced trees that are adapted to seasonal wildfires. **Savanna** ### 5. In the diagram below, fill in the names of the processes that move carbon between sources and sinks. Then answer the questions that follow. - **Atmosphere: ** Photosynthesis, Respiration, Combustion - **Oceans: ** Exchange, Compaction - **Plants: ** Photosynthesis, Decomposition, Respiration - **Marine Organisms: ** Exchange, Decomposition - **Animals: ** Respiration, Decomposition - **Sediments & Limestone: ** Compaction - **Fossil Fuels: ** Decomposition, Combustion 1. Place a star next to the reservoirs that store carbon for the longest periods. *Sediments & Limestone*, *Fossil Fuels* 2. Circle the reservoirs that store carbon for relatively short periods. *Atmosphere*, *Plants*, *Marine Organisms*, *Animals* 3. Underline the processes that cycle carbon in living organisms. Photosynthesis, Respiration, Decomposition 4. How are humans altering the carbon cycle? Humans are altering the carbon cycle in a variety of ways, including by burning fossil fuels, which releases carbon dioxide into the atmosphere, and by deforestation, which reduces the amount of carbon that is stored in trees. These activities are contributing to climate change, which is having a profound impact on the planet. ### Unit 2: The Living World 1. The giant panda lives in the Yangtze River Basin at an altitude of 4,200-12,000 feet. The giant panda only eats bamboo and must consume between 26-84 pounds of bamboo per day. The golden eagle lives in various locations worldwide, including the Yangtze River Basin. Golden eagles feed on a variety of small to medium-sized mammals as well as rotting animal flesh. a. Which species is considered a generalist and which is considered a specialist? - **Generalist:** Golden Eagle - **Specialist:** Giant Panda b. Which species is more likely to be impacted first by habitat loss and why? Giant panda is more likely to be impacted first by habitat loss because they have a narrow habitat range and a limited diet. This makes them very vulnerable to changes in their environment, such as deforestation or habitat fragmentation. 2. A __specialist__ species is impacted more by the introduction of an invasive species. Explain why. Specialist species are more likely to be impacted by invasive species because they have a narrow range of tolerance for changes in their environment. This means they are less able to adapt to the presence of a new species, which can compete for resources or prey on them. 3. What is an indicator species? An indicator species is a species that is particularly sensitive to changes in the environment. They can be used to identify changes to an environment because their populations fluctuate in response to environmental changes. ### Island Biogeography: 4. Islands __A__ and __E__ most likely have more species diversity than the other islands because one of the islands is __closer to__ South America and the other island is __larger than__ the same size as the other islands and likely has __more__ available resources. 5. Why have most species on islands evolved to become specialists? Islands have fewer resources than mainland so 1 competition. Organisms who have adapted to use resources requiring less competition are more likely to survive & reproduce. 6. A glacier melted and retreated, leaving behind a large amount of barren rock. Answer the following questions about how the rock could become a diverse ecosystem through succession. a. Organisms that colonize the barren rock could __adapt__ to its extreme conditions over time, which could lead to a new species. b. The first organisms to arrive are known as pioneer species. What role do these organisms play in the ecosystem? __Break up rock into soil & adding nutrients__. c. As succession continues, biomass will __increase__, species richness will __increase__, and net productivity will __increase__ in the ecosystem. d. The ecosystem will be known as a __climax__ community in its last stage of succession. e. This is an example of __primary__ succession. This differs from __secondary__ succession, which happens much faster because soil is already present. 7. Can an ecosystem maintain normal function and structure if a keystone species is removed? Why or why not? No. Keystone species play a significant role in maintaining #'s of other species in an ecosystem. Apex predators are often Keystone species - think wolves of Yellowstone. ### Unit 3: Populations Fill in the table below comparing and contrasting K-selected vs r-selected species regarding the following factors: | Factors | K-selected Species | r-selected Species | |---|---|---| | Organism size | Typically large | Typically Small | | Number of offspring | Typically few | Typically many | | Number of reproduction events | Reproduce more than once/yr. | Typically reproduce once/yr. | | Parental care | High Parental care | Parental care | | Age of maturity | Mature later in life | Mature early in life. | | Life spans | Have long life span | Have short life span | | Level of competition | ↑ competition | ↓ competition | | Level of impact by invasive species | Affected more by invasive species | Affected less by invasive species. | | Likely to be an invasive species | Not likely | More likely | 1. Label the three curves on the survivorship graph below as type I, II, or III. - *Type I* - Late Loss - *Type II* - Constant Loss - *Type III* - Early Loss 2. Label the species in each of the following statements by the survivorship curve they likely experience (Type I, Type II, or Type III). a. Many of the offspring die before reaching reproductive maturity due to low parental care. *Type III* b. Members of the species are as likely to survive to old age as they are to die at a young age. *Type II* c. Only give birth to a few offspring since most are likely to survive and reproduce. *Type I* d. Species that are categorized as K-selected. *Type I* 3. Sketch a curve on the graph below showing a deer population growing towards carrying capacity, overshooting the carrying capacity, and leveling off at the carrying capacity. Label the axes and the carrying capacity and answer the following questions. - y axis: Population Size - x axis: Time 4. What would happen to the deer population size and population growth rate if the food supply for the population decreased and why? ↓ because less food resources would lower carrying capacity. ### 5. Match the following population growth rates with the correct age structure diagram descriptions. a. A narrow pyramid shape where younger age groups are only slightly larger than older age groups. **Slow growing population** b. An inverted pyramid shape where the post-reproductive age group is larger than the pre-reproductive age group. **Declining population** c. A box shape with almost equals numbers of individuals within each cohort. **Stable population** d. A broad-based pyramid shape where the pre-reproductive age group is significantly larger than post-reproductive age group. **Rapidly growing population** 6. Fill in the table below with the definition and factors that raise and lower each of the demographic measures. | Demographic Measure | Definition | Factors that Lower the Demographic Measure | Factors that Raise the Demographic Measure | |---|---|---|---| | Total fertility rate (TFR) | Average # of children cach woman has in lifetime | Having children later in life, education, soios for women, Access to family planning | Having children early in lite, & education, Opportunity | | Infant mortality rate (IMR) | # of infants that die per 1000 births. | Access to proper healthcare & nutrition for mother & infant | Limited access to proper healthcare & nutrition for mother's baby. | 7. Why is the replacement-level fertility for developed countries approximately 2.1 and approximately 2.5 for developing countries? Developing countries have ↑ infant mortality rate so have more children to ensure survival of some offspring. 8. What demographic changes, such as birth rate and death rate, would cause a human population to grow? Death rate < than birthrate 9. A population has a birth rate of 112 for every 1,000 people and a death rate of 87 for every 1,000 people. If the total population size is 26 million people, what is the population growth rate? (112 births - 87 deaths) / 1000 people * 100 = 2.5% 10. A population has a growth rate of 1.3% each year. Assuming this growth rate does not change, how long will it take this population to double in size? 70 / 1.3% = doubling time = 53.8 yrs 11. Match each of the following stages of the demographic transition model with the correct description. a. A developed country that has low birth rates and low death rates with little to no population growth. __Stage 4 - Postindustrial__ b. A developed country that has low death rates and is lowering birth rates. Because birth rates continue to drop closer to death rates, the population growth slows. __Stage 3 - Industrial__ c. An underdeveloped country that has high birth rates and high deaths with little to no population growth. __Stage 1 - Preindustrial__ d. A developing country that is lowering death rates, but birth rates remain high because children are an asset in the workforce which results in rapid population growth. __Stage 2 - Transitional__ ### Unit 4: Earth's Systems and Resources | Plate Boundary Type | How are the plates moving in relation to each other? | What geologic events and formations occur at this boundary? | |---|---|---| | Convergent | ←→ | Earthquakes, tsunamis, volcanoes, mountains, island arcs | | Divergent | <-> | Earthquakes | | Transform | <-> | Earthquakes | 6. In the chart below, compare the strength of the prevailing winds, the surface temperature of the Pacific Ocean near Peru, and the strength of the upwelling that occurs during the El Niño and La Niña phases of ENSO. | | El Niño | La Niña | |---|-------------------|-------------------| | | Weakend trade winds | Strengthened trade winds | | | Warmer ocean surface temp. | Cooler ocean surface temps. | | | Weakened upwelling | Strengthened upwelling | ### UNIT 5: Land and Water Use 1. Define "commons" and give some examples of commons. Public resources that anyone can use. Examples: Air, Water, ocean. 2. What is the tragedy of the commons? How can people prevent the tragedy of the commons? Overuse of a shared resource by few individuals for their own self interests. Prevented through regulation of shared resources or privatization. 3. What ecosystem services do forests provide? - Trees are carbon sinks (absorb CO2) - Tree roots prevent erosion of soil which also improves aeration. 4. Complete the following table with the environmental impacts of clearcutting and burning trees. | Forestry Practice | Environmental Impact | |---|---| | Clearcutting | Removes trees that take in and store CO2, Soil erosion, ↓ temperature due to lack of shade. | | Burning trees | Releases stored carbon, contributes to climate change. | 5. What was the Green Revolution and what practices did it involve? Shift in agricultural practices in 1940's to grow more food for a growing population. Boosted farming efficiency & profit. Includes monocropping, ↑ mechanizations, ↑ fertilizer & pesticide usage, ↑ irrigation. 6. What are some drawbacks of the Green Revolution practices? - Lack of genetic diversity. - Exploitation of water usage (irrigation). - Loss of usable soil (desertification). 7. Describe slash-and-burn farming used in tropical regions where soil is nutrient-poor and how does it impact the environment? - Vegetation cleared causing toxins in air & water. - Agricultural techniques used in tropical regions where soil is nutrient-poor is designed to add nutrients back to the soil, however, it leads to soil erosion, and shade = ↓ water quality. 8. How can over-irrigating impact plants and soil? - Irrigation depletes aquifers, waterlogs soil. Infiltration can cause ↑ soil salinity 9. Compare and contrast the following meat production methods. | Concentrated Animal Feeding Operations (CAFOS) | Free Range Grazing | |---|---| | ↑ efficiency in cattle production. | Fewer livestock can graze. | | Requires ↓ land. | Require ↑ land | | Less expensive | ↓ expense | | Crowding & disease so antibiotic use ↑ | Less crowding limits disease. Spread need for antibiotics | | Fed grain instead of grass. | Livestock graze on grass. | | Concentrated organic wastes can run off & contaminate water. | Organic waste is spread out over a large area & acts as fertilizer. | 10. Match each irrigation method with the correct description. a. This method saturates fields with water, which can result in waterlogging and the evaporation of large amounts of water. **Flood irrigation** b. This method commonly used on large-scale farms and uses mechanized equipment to water crops. **Spray irrigation** c. This method results in the least water lost to evaporation but is expensive to implement. **Drip irrigation** d. This method fills trenches between rows of crops and results in the evaporation of large amounts of water. **Furrow irrigation** 11. What negative impacts can result from grazing too many livestock in one area? Overgrazing causes ↓ vegetation since grasses are eaten faster than can be replenished, ↑ soil erosion & compaction which causes desertification. 12. What impacts can overfishing have? ↓ biodiversity in predatory fish causing a trophic cascade. Also impacts society by decreasing resources (fish). 13. Complete the following table with the definitions and environmental impacts of urbanization and urban sprawl. | Urbanization | Definition | Environmental Impacts | |---|---|---| | Urbanization | Movement of people from rural areas to urban areas. | Resource use ↑, waste production ↑, habitat can be removed, water can be depleted & air pollution ↑, impervious surfaces area built for roads & larger homes, & vehicle travel to urban areas ↑ CO2 emissions | | Urban Sprawl | Expansion of cities as people move from urban to suburban areas. | Impervious surfaces are built for roads & larger homes, & vehicle travel to urban areas ↑ CO2 emissions | 14. What are impervious surfaces and how do they impact the hydrologic cycle? Surfaces, such as concrete & asphalt, that do not allow water to pass through. Prevent water infiltration into the soil, ↑ runoff from surfaces & flooding. 15. What is saltwater intrusion and where is it most likely to occur? Occurs in coastal areas when the water table is lowered by overdrawing water from aquifers. As it falls below sea level then freshwater becomes replaced by saltwater. 16. Match each soil conservation practice with the correct description. a. Cutting steep slopes into level fields to reduce water erosion. **Terracing** b. Leaving crop residues on fields to prevent wind and water erosion. **No-till agriculture** c. Planting cover crops between rows of another crop to reduce wind and water erosion. **Strip cropping** d. Planting crops in rows that follow the elevation of slight slopes to reduce water erosion. **Contour plowing** e. Planting trees around fields to prevent wind erosion. **Windbreaks** f. Planting crops that do not need to be replanted each season to reduce wind and water erosion. **Perennial crops** 17. What sustainable practices can help improve soil fertility? Use of organic fertilizers, such as compost & green manure, adding sulfuron limestone to adjust the pH, crop rotation. 18. What is rotational grazing and what environmental impact does it prevent? Rotating livestock between multiple grazing fields allowing fields to "rest" can be used to reduce overgrazing. 19. Aquaculture is a highly efficient process that can be used to reduce overfishing in oceans. What is aquaculture and what environmental impacts does it have? Raising seafood on land or in nets in coastal areas. Because the fish are enclosed, there is ↑ disease such as sealice, ↑ antibiotic use & potential for disease to spread to wild fish outside the nets. Concentrated waste also contaminates water.