Unit 3 Test Study Guide (KEY) (1).pdf

Name: __________________________________________________________ Date: ________________ Unit 3 Test Study Guide Chapter 6 Lesson 1 1) Groups of terrestrial ecosystems that share biotic and abiotic conditions are called Biomes. 2) The primary determination of a biome is based on its average yearly...

Name: __________________________________________________________ Date: ________________ Unit 3 Test Study Guide Chapter 6 Lesson 1 1) Groups of terrestrial ecosystems that share biotic and abiotic conditions are called Biomes. 2) The primary determination of a biome is based on its average yearly temperature and precipitation. 3) Climate is the average conditions, including temperature and precipitation, over long periods of time in each area. 4) The day-to-day conditions in Earth’s atmosphere is weather. 5) Label each of the climatographs below. Tropical Rain Forest Tropical Dry Forest Desert Boreal Forest 6) Describe the difference between gross primary production and net primary production. • Gross primary production (GPP) describes the rate of photosynthesis that occurs in an ecosystem. • Net primary production (NPP) describes how much biomass is available for consumers, after producers have utilized what they need. 7) Explain why a Tropical Rainforest has both a greater gross primary production and net primary production than that of a Tundra. Being near the equator, tropical rainforests have year-round warmth, sunlight, and moisture. These factors allow for an explosion of plant life, in turn creating high rates of photosynthesis (GPP) and large amounts or available biomass (NPP). The opposite is true for the Tundra. These biomes are very cold, dry, and receive much less sunlight. These factors in turn reduce GPP and NPP in these biomes. Lesson 2 8) A Tropical Rain Forest biome has the greatest diversity of life, and year-round warm and wet conditions. 9) Tropical Dry Forest are warm year-round with highly seasonal rainfall. Most of the trees are deciduous and lose their leaves part of the year. 10) Savannas receive less precipitation than tropical dry forests, but more than deserts; usually has a distinct rainy season. Lots of grasses interspersed with limited groups of trees. Tree growth is limited by frequent fires and strong winds. 11) Desert biomes receive less than 25 cm (9.8 in.) of precipitation per year and temperatures vary widely from day to night. Plants tend to have thick, leathery leaves, store water in their tissues and have shallow roots. Animals get most of their water from the food they eat, and they tend to be nocturnal. 12) Temperate Rain Forests have year-round moderate temperatures and extreme rainfall. They are characterized by tall evergreen trees, such as cedars and hemlocks, that don’t lose leaves annually; many are conifers (produce seed-bearing cones). 13) Temperate Forests have precipitation evenly spread throughout the year, varied temperatures (hot summers, cold winters), plants tend to be broad-leafed and deciduous. Soil is enriched with nutrients from annual leaf drop. 14) Temperate Grasslands (Prairie) have moderate seasonal precipitation and fairly extreme seasonal temperatures. There isn’t enough precipitation to support large trees. grasses, which grow from their base, thrive despite droughts, fires, and animals grazing dominate the landscape. 15) Chaparral biomes have highly seasonal conditions with mild, wet winters and warm, dry summers. Plants are drought -resistant; many have thick, waxy leaves or leaves with hairs that trap moisture; succulents are common. 16) Boreal Forests (Taiga) have long, cold winters; short, cool summers. They possess low species diversity, and coniferous trees with waxy needles and conical shape, adapted to harsh, snowy conditions are common. 17) The Tundra is extremely cold, dark winters, relatively sunny and cool summers. They are found at very high latitudes in the Northern Hemisphere. It is characterized by permafrost (underground soil that is frozen year-round). 18) Polar Ice and Mountains are not classified as biomes. There is NO land under polar ice in the Northern Hemisphere; ice sits atop Antarctica in Southern Hemisphere. Mountain communities change with elevation, like how biome communities change with latitude. Lesson 3 19) Salinity is the amount of dissolved salt present in water. Ecosystems are classified as salt water, fresh water, or brackish depending on this. 20) The littoral and photic zones possess the greatest amount of life. 21) Why do these zones have such high levels of life? Both of these zones are in shallow, warm waters, with plenty of light penetration. As a result, floating and submerged plants thrive in these zones. The plants create cover (habitat), provide sources of food, and increase dissolved oxygen levels. These plants, high levels of photosynthesis, and increased levels of dissolved oxygen allow life to thrive in these zones. 22) Wetlands are areas of land flooded with water at least part of the year, they include freshwater marshes, swamps, and bogs. 23) Label the image below with the correct zones of a freshwater ecosystem. Littoral Limnetic Photic Aphotic Benthic 24) Wetlands prevent flooding, recharge aquifers, filter pollution, and provide habitats. 25) Describe the primary difference between a freshwater marsh and swamp. • Marshes are wetlands primarily dominated by a variety of grass species. • Swamps are wetlands containing both grasses and trees. 26) Using the image below, explain what a watershed is. A watershed displays/explains how water moves from areas of higher elevation to areas of lower elevation. Precipitation in higher elevations move downwards via springs, streams, and creeks. These tributaries eventually flow into larger river systems. These rivers will then carry the water to oceans and seas. 27) Estuaries areas where rivers flow into oceans or seas. 28) Large ocean currents are driven by water temperature and density differences, wind, and gravity. 29) The intertidal zones of oceans are highly diverse, extreme range of temperature, moisture, and salinity. 30) Open ocean zones have low productivity due to low light penetration; phytoplankton base of food chain; deep sea organisms and hydrothermal vent communities. Chapter 7 Lesson 4 31) Biodiversity describes the variety of life across all levels of ecological organization. 32) Three types of biodiversity: • Genetic diversity: Differences in DNA among individuals. • Species diversity: Variety of species in a given area. • Ecosystem diversity: Variety of habitats, ecosystems, communities. 33) Which biome has greater ecosystem diversity a Tundra, or a Tropical Rainforest? Explain your choice. A tropical rainforest has much greater ecosystem diversity. There are many different types of habitats found within a tropical rainforest biome, while a tundra biome has very habitat diversity. 34) Species diversity has two components, species richness and evenness. 35) Genetic diversity provides adaptations to environmental conditions that may weed out genetic variants that are not successful. Populations benefit from some genetic diversity, so as to avoid inbreeding or disease epidemics. 36) When species are removed from an ecosystem, its stability will decrease. 37) Ecosystems are considered stable when they are both resilient and resistant. 38) Describe the species richness and evenness of the two woodlands pictured below. • Species Richness: Both of the woodlands have the same species richness (4 types of trees). • Evenness: The evenness in woodland B is much higher, being that there are 5 of each tree species. In Woodland A it far lower, being that one species of tree dominates the ecosystem (16 of the 20 trees are the same species). 39) Explain how the difference in evenness, found in Woodland B. makes it more stable. Woodland B would be considered more stable, being that it has good evenness. Looking at the image, you can see how the elimination of the one tree species only decreases the overall numbers by 5, while in Woodland A it decreases the overall number by 16. 40) Interdependence explains the direct and indirect relationship that exists between all organisms in an ecosystem. 41) Agriculture, medicine, and ecotourism are all benefits of biodiversity that humans utilize. Lesson 5 42) Naturally occurring extinctions, occurring one species at a time describes extinction background. 43) Mass extinction occurs when 75% or more of life goes extinct. 44) Before an organism becomes extinct it will be labeled as threatened, then endangered. 45) The Living Planet Index summarizes global population trends for terrestrial, freshwater, and marine species. 46) The number 1 cause of biodiversity loss is pictured below, this is called habitat fragmentation. Lesson 6 47) The Endangered Species Act is U.S. law that protects biodiversity. 48) In part because of the Endangered Species act 40% percent of once declining populations is now stable? 49) CITES and the Convention on Biological Diversity are examples of international treaties created to help conserve biodiversity. 50) Captive breeding, in zoos and aquariums, is utilized to help restore endangered species populations. 51) List a couple of reasons why the type of conservation listed in #50 is a “last resort” method. Captive breeding usually begins with a very small initial population, creating a very small gene pool. This small gene pool results in low genetic diversity and inbreeding. When organisms are released back into the wild, many times they are not successful, making it difficult to reestablish population numbers. 52) A whole ecosystem approach, such as Biodiversity Hotspots, protects all organisms and habitat. 53) Many endemic species are found in hot spots, and nowhere else in the world. 54) Describe TWO ways in which economics are used to conserve biodiversity. 1. Debt-for-nature swap: Conservation organizations raise money to pay off a nation’s debt in return for improved conservation measures. 2. Conservation concession: Conservation organizations buy the rights to conserve resources, instead of harvesting them. 55) The images below display Wildlife Corridors, which are used to connect habitat fragments enabling once-isolated populations to interbreed.