bowman5e_testbankwithchapterquiz_ch18.docx

c. gamma d. delta Answer : c Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.1 Define biogeography and explain how patterns of species diversity and composition are connected across different spatial scales. Bloom’s Level : 1. Remembering 8. Suppose that multiple sites in a large geographic region have been found to have very similar species compositions of herbivorous insects, even though each site has a large number of species. These herbivorous insects are therefore said to have low _______ diversity. a. alpha b. beta c. gamma d. turnover Answer : b Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.1 Define biogeography and explain how patterns of species diversity and composition are connected across different spatial scales. Bloom’s Level : 2. Understanding 9. Refer to the figure. In the figure, assume that the top line has a slope of 1 and the middle line a slope of 0.7. Which of the three relationships shown illustrates a scenario in which local processes most strongly limit species richness in a community? a. Top b. Middle c. Bottom © 2021 Oxford University Press

Which biogeographical region is represented by X? a. Caribbean b. Nearctic c. Palearctic d. Temperate Answer : b Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.1 Describe the two major biogeographic patterns— biogeographic regions and latitudinal gradients in species diversity—at the global scale. Bloom’s Level : 1. Remembering 16. Refer to the figure. © 2021 Oxford University Press

Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 1. Remembering 22. Which group shows greater species richness in the temperate regions than in the tropics? a. Seabirds b. Mammals c. Seed plants d. Amphibians Answer : a Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.3 Outline the hypotheses proposed to explain the latitudinal gradient in species diversity pattern. Bloom’s Level : 1. Remembering 23. Which climatic zone has the greatest land area? a. Boreal b. Temperate c. Subtropical d. Tropical Answer : d Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.3 Outline the hypotheses proposed to explain the latitudinal gradient in species diversity pattern. Bloom’s Level : 1. Remembering 24. Refer to the table. Time (in million years) Tropics Subtropics Temperate zone 50 mya 3 0 0 40 mya 14 0 0 30 mya 26 2 0 20 mya 35 13 7 10 mya 48 25 18 0 (the present) 58 36 30 The table shows the number of species of a group of mammals present in the tropics, the subtropics, and the temperate zone over the last fifty million years. Of the three broad categories of hypotheses that have been proposed to explain latitudinal gradients (diversification rate, diversification time, and productivity or carrying capacity), these data most clearly fit which hypothesis? © 2021 Oxford University Press

Learning Objective : 18.2.3 Outline the hypotheses proposed to explain the latitudinal gradient in species diversity pattern. Bloom’s Level : 5. Evaluating 29. Refer to the figure. Which of the following statements is most clearly supported by the data in the figure? a. The current latitudinal gradient in species richness is likely due to much higher speciation rates in the tropics than in temperate regions over millions of years. b. The current latitudinal gradient in species richness is likely due to greater environmental stability in the tropics across hundreds of millions of years. c. The current latitudinal gradient in species richness could invert if average global temperature decreased substantially. d. The current latitudinal gradient in species richness could invert if average global temperature increased substantially. Answer : d Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.3 Outline the hypotheses proposed to explain the latitudinal gradient in species diversity pattern. Bloom’s Level : 5. Evaluating 30. Refer to the figure. © 2021 Oxford University Press

d. Daniel Simberlof and Frances James. Answer : c Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.2 Explain regional species diversity for islands and island-like areas using the equilibrium theory of island biogeography. Bloom’s Level : 1. Remembering 34. Refer to the figure. The equilibrium point for species diversity on a small island near the mainland would be represented by which letter? a. A b. B c. C d. D Answer : c Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. © 2021 Oxford University Press

Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.2 Explain regional species diversity for islands and island-like areas using the equilibrium theory of island biogeography. Bloom’s Level : 2. Understanding 39. Which experimental manipulation was made on the island of Krakatau to test the equilibrium theory of island biogeography? a. Predators were prevented from coming to the island through the use of enclosures. b. The island was sprayed with insecticides to defaunate it. c. The island was exposed to a new predator. d. The island was not manipulated; it was a natural experiment. Answer : d Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.2 Explain regional species diversity for islands and island-like areas using the equilibrium theory of island biogeography. Bloom’s Level : 2. Understanding 40. Refer to the figure. The figure shows bird species richness for islands of different sizes that are close to New Guinea, far from New Guinea, or intermediate in distance from New Guinea. Based on this figure, which of the following statements is false ? a. Islands closer to New Guinea tend to have more bird species than islands that are farther away. b. Larger islands tend to have more species of birds, independent of distance from New Guinea. c. For a given island size, near islands tend to have more bird species than far islands. © 2021 Oxford University Press

Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.2 Explain regional species diversity for islands and island-like areas using the equilibrium theory of island biogeography. Bloom’s Level : 2. Understanding 44. Which of the following is a finding of the Biological Dynamics of Forest Fragments Project (BDFFP)? a. Similar numbers of species were retained in a single 1,000 hectare forest fragment as in ten 100 hectare forest fragments. b. The largest fragments maintained all of their previous species diversity. c. Edge effects were common and led to increases in local species extinctions. d. Edge effects were a significant issue only in the largest forest fragments since smaller fragments had very little edge due to their small size. Answer : c Textbook Reference : A Case Study Revisited: The Largest Ecological Experiment on Earth Learning Objective : Not aligned Bloom’s Level : 2. Understanding 45. Which statement about the Biological Dynamics of Forest Fragments Project (BDFFP) is true? a. It has shown that edge effects do not have a large impact on species diversity within fragments. b. It is a controlled experiment that probably provides a conservative estimate of species losses. c. It has shown that most of the forest fragments created by human activities are large enough to maintain most of their original species diversity. d. It demonstrated that although conserving large areas of forest might be desirable from an ecological perspective, this approach is too expensive, so protecting a large number of small fragments is a more practical way to avoid large-scale extinctions. Answer : b Textbook Reference : A Case Study Revisited: The Largest Ecological Experiment on Earth Learning Objective : Not aligned Bloom’s Level : 2. Understanding 46. Fire-tolerant plant species in the Amazon are _______ abundant at the edges of forest fragments than inside the forest. The result is a _______ feedback loop and a(n) _______ in the effective size of the forest fragment. a. more; positive; decrease b. more; positive; increase c. more; negative; decrease d. less; positive; increase Answer : a © 2021 Oxford University Press

Textbook Reference : A Case Study Revisited: The Largest Ecological Experiment on Earth Learning Objective : Not aligned Bloom’s Level : 2. Understanding Short Answer/Essay 1. Refer to the table. Table 1 Continent 1 Continent 2 Local richness Regional richness Local richness Regional richness 3 4 2 5 4 8 1 8 5 8 2 10 6 10 1 10 7 11 2 11 8 11 2 12 9 13 2 13 10 13 1 14 11 15 1 16 12 18 2 19 You are investigating patterns of species richness on two different continents (Continent 1 and Continent 2) to determine how species richness patterns differ between them. For multiple study sites on each of the two continents, you sample the local species richness and compare it to the species richness of the broader region to which each site belongs. The data on species richness are shown in the table. Using the data in Table 1, plot a graph of the relationship between local and regional species richness on the two continents (this will be referred to as Figure 1). Sketch a straight line that indicates the general pattern of the relationship. Add a line with a slope of 1 to the graph to indicate how the relationship between regional and local species diversity would look if regional and local species diversity were the same. Answer : Figure 1 © 2021 Oxford University Press

Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.3 Analyze the relative importance of species pools versus local scale processes in determining local community species diversity. Bloom’s Level : 3. Applying 2. Refer to the table and figure. Table 1 Continent 1 Continent 2 Local richness Regional richness Local richness Regional richness 3 4 2 5 4 8 1 8 5 8 2 10 6 10 1 10 7 11 2 11 8 11 2 12 9 13 2 13 10 13 1 14 11 15 1 16 12 18 2 19 Figure 1 © 2021 Oxford University Press

You are investigating patterns of species richness on two different continents (Continent 1 and Continent 2) to determine how species richness patterns differ between them. For multiple study sites on each of the two continents, you sample the local species richness and compare it to the species richness of the broader region to which each site belongs. The data on species richness are shown in the table. Which process, regional or local, is the dominant driver of the species richness pattern on each continent? Explain your answers. Answer : On continent 1, regional processes dominate over local processes, because although local richness values are lower than regional richness values, the values increase proportionally with regional species richness (with a slope not dramatically less than one). On continent 2, local processes limit local richness because local richness stays the same as regional richness increases. Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.3 Analyze the relative importance of species pools versus local scale processes in determining local community species diversity. Bloom’s Level : 4. Analyzing 3. Refer to the figure. Figure 2 © 2021 Oxford University Press

You are investigating patterns of species richness on two different continents (Continent 1 and Continent 2) to determine how species richness patterns differ between them. For multiple study sites on each of the two continents, you sample the local species richness and compare it to the species richness of the broader region to which each site belongs. Examine the data in Figure 2 closely. Would you ever expect to observe this relationship between regional and local species richness in nature? Why or why not? Answer : No, this pattern would never be observed in nature. In the plot, local richness is higher than regional richness. This pattern would never occur because regional richness is based on the numbers of species found at the local level, so regional richness must always be equal to or greater than local richness. Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.3 Analyze the relative importance of species pools versus local scale processes in determining local community species diversity. Bloom’s Level : 5. Evaluating 4. Refer to the figure. Figure 3 © 2021 Oxford University Press

Figure 3 shows long-term patterns of continental movement for five large land masses, illustrating the location of the land masses during an active period of land mass movement, at about 40 mya. The arrows indicate the direction of land mass movement and the numbers indicate the approximate timing (mya) of these events. Use the direction of the arrows and the timing of the events to answer the following questions: a) When did land mass 2 split from land mass 4? b) Which land masses joined between 180 and 20 mya? c) Which land masses joined most recently? d) What process could account for the movements of these land masses? Answer : a) Land mass 2 split from land mass 4 180 mya. b) Land masses 4 and 5 joined around 30 mya. c) Land masses 1 and 2 joined most recently (5 mya). d) Continental drift Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 5. Evaluating 5. Refer to the figure. Figure 3 © 2021 Oxford University Press

Figure 3 shows long-term patterns of continental movement for five large land masses, illustrating the location of the land masses during an active period of land mass movement, at about 40 mya. The arrows indicate the direction of land mass movement and the numbers indicate the approximate timing (mya) of these events. Based on Figure 3, describe the mostly likely path of land mass 5 through time by answering the following questions: a) Which land masses was land mass 5 most likely joined with 150 mya? b) Which other land masses was land mass 5 joined with 50 mya? c) Which other land mass(es) was land mass 5 joined with 30 mya? Answer : a) Land masses 2 and 3 b) Land mass 3 c) Land mass 4 Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 5. Evaluating 6. Refer to the figure. Figure 3 © 2021 Oxford University Press

Figure 3 shows long-term patterns of continental movement for five large land masses, illustrating the location of the land masses during an active period of land mass movement, at about 40 mya. The arrows indicate the direction of land mass movement and the numbers indicate the approximate timing (mya) of these events. Determine the most likely locations for the following geologic features and answer the following questions: a) The oldest mid-ocean ridge would be between which land masses? b) Subduction zones would be between which land masses? c) Which two areas would have the most recent mountain ranges? Answer : a) The oldest mid-ocean ridge would be between land masses 2 and 4. b) Subduction zones would be between land mass es 1 and 2 and land masses 4 and 5. c) The most recent mountain ranges would be between land masses 1 and 2 and land masses 4 and 5. Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 5. Evaluating 7. Refer to the figure. Figure 3 © 2021 Oxford University Press

Figure 3 shows long-term patterns of continental movement for five large land masses, illustrating the location of the land masses during an active period of land mass movement, at about 40 mya. The arrows indicate the direction of land mass movement and the numbers indicate the approximate timing (mya) of these events. Based on the movements of these land masses, answer the following questions about how the movements might have affected the evolutionary history of the resident species: a) What evolutionary phenomenon likely occurred when land mass 2 split from land mass 4? Give the name of this concept and explain it as it applies to the splitting of land masses 2 and 4. b) What additional information would you need to more confidently predict how the split of land mass 2 from land mass 4 would have affected the populations on each of these land masses? Answer : a) The splitting of land masses 2 and 4 likely resulted in vicariance. This evolutionary phenomenon occurs when barriers separate populations of species that were formerly connected. Vicariance is often a consequence of continental drift and is seen here with the splitting of land masses 2 and 4. b) You would need information on dispersal abilities of the species and the scale of the movement of the land masses. If individuals can easily disperse between the land masses (e.g., seabirds that can fly long distances over oceans), then genetic mixing might prevent populations on the separate land masses from diverging into new species. However, if the ocean does represent an effective barrier to dispersal, vicariance is much more likely to affect the evolutionary history of the species living on the two now-separate land masses. Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 5. Evaluating 8. Refer to the table and figure. Table 2 © 2021 Oxford University Press

Number of individuals (in thousands) present on land mass B over time Time (mya) Species A Species B Species C Species D Species E Species F 50 10 5 6 3 2 0 40 10 5 6 3 0 0 30 10 5 6 3 0 0 20 9 5 6 0 0 2 10 4 5 6 0 0 5 0 0 5 6 0 0 10 Figure 4 You are studying the long-term effects of plate movement for two land masses, land mass A and land mass B. Your goal is to understand how land mass movement has affected the species found on each land mass. Land mass B joined with land mass A 30 million years ago. Table 2 shows the number of individuals of each species (species A–F) found living on land mass B over time. Figure 4 shows these data plotted. Use the data in Table 2 and Figure 4 to answer the following questions: a) Sketch a vertical line on Figure 4 to indicate the time when land masses A and B joined (this will be referred to as Figure 5). b) Which species on land mass B became extinct before land masses A and B joined? c) Which species on land mass B became extinct after land masses A and B joined? © 2021 Oxford University Press

d) Which species was not originally found on land mass B but could have dispersed there from land mass A f ollowing the joining of the two land masses? e) Which species showed no change in the number of individuals as a result of the joining of the two land masses? Answer : a) Figure 5 b) Species E c) Species D and A d) Species F e) Species B and C Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 5. Evaluating 9. Refer to the table and the figure. Table 2 © 2021 Oxford University Press

Number of individuals (in thousands) present on land mass B over time Time (mya) Species A Species B Species C Species D Species E Species F 50 10 5 6 3 2 0 40 10 5 6 3 0 0 30 10 5 6 3 0 0 20 9 5 6 0 0 2 10 4 5 6 0 0 5 0 0 5 6 0 0 10 Figure 4 You are studying the long-term effects of plate movement for two land masses, land mass A and land mass B. Your goal is to understand how land mass movement has affected the species found on each land mass. Land mass B joined with land mass A 30 million years ago. Table 2 shows the number of individuals of each species (species A–F) found living on land mass B over time. Figure 4 shows these data plotted. Use the data in Table 2 and Figure 4 to answer the following questions: a) Create a line graph of the species richness of land mass B over time (this will be referred to as Figure 6). The x -axis should be time in mya, ranging from 50–0 mya, and the y -axis should be species richness, ranging from 0–6. © 2021 Oxford University Press

b) What was the overall effect of the joining of land masses A and B on the species richness of land mass B? c) Describe the similarities and differences in the patterns of change in species richness and composition through time. Answer : a) Figure 6 b) Species richness on land mass B declined slightly, following the joining of the two land masses. c) Over the last 50 million years, the species composition on land mass B has changed due to loss of extant species and gain of new species. By 40 mya, one extant species had become extinct, which caused a slight drop in overall species richness. Species richness and species composition did not change between 40 and 20 mya. At 20 mya, species composition changed with the addition of a new species, likely from land mass A , and the loss of one of the native species (species D). This caused a turnover in species composition, while species richness remained the same (because the loss of one species was offset by the gain of another species). Species richness and species composition remained stable from 20 mya until the present, when the extinction of species A led to a decrease in species richness and a change in species composition. Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 5. Evaluating 10. Refer to the table and figure. © 2021 Oxford University Press

Table 2 Number of individuals (in thousands) present on land mass B over time Time (mya) Species A Species B Species C Species D Species E Species F 50 10 5 6 3 2 0 40 10 5 6 3 0 0 30 10 5 6 3 0 0 20 9 5 6 0 0 2 10 4 5 6 0 0 5 0 0 5 6 0 0 10 Figure 4 You are studying the long-term effects of plate movement for two land masses, land mass A and land mass B. Your goal is to understand how land mass movement has affected the species found on each land mass. Land mass B joined with land mass A 30 million years ago. Table 2 shows the number of individuals of each species (species A–F) found living on land mass B over time. Figure 4 shows these data plotted. Suppose land mass A has a land area five times greater than the area of land mass B. Based on the species–area relationship, do you expect that species richness will be higher or lower on land mass A compared to land mass B? Why? © 2021 Oxford University Press

Answer : The species–area relationship predicts that there is a positive relationship between species richness and land area, so species richness should be higher on land mass A because it is larger than land mass B . Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 5. Evaluating COMPANION WEBSITE QUIZ QUESTIONS 1. Which statement about regional scale is true? a. Regional scales are the same for all species. b. The alpha diversity describes diversity on a regional scale. c. Regional scale is essentially equivalent to community scale. d. The physical geography (or landscape) of a region is a critical factor structuring within-region biogeography. Answer : d Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.1 Define biogeography and explain how patterns of species diversity and composition are connected across different spatial scales. Bloom’s Level : 2. Understanding 2. Across various sites within the rainforest of Panama, different species of trees are found with little overlap among sites. Based on this pattern of species turnover, Panama’s rainforest is best described as having _______ diversity. a. high alpha b. low alpha c. high beta d. low beta Answer : c Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.1 Define biogeography and explain how patterns of species diversity and composition are connected across different spatial scales. Bloom’s Level : 2. Understanding 3. Witman’s studies of marine invertebrate communities demonstrated that in the systems studied a. local, not regional, processes mostly determine local community species diversity. b. local species richness levels off at high regional species richness levels. c. local species richness is determined largely, but not completely, by regional species pools. d. local processes are unimportant in determining local community species diversity. © 2021 Oxford University Press

Answer : c Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.2 Outline the processes important to global-, regional-, and local-scale biogeography. Bloom’s Level : 2. Understanding 4. Which of the following is not a finding from the study on local and regional species richness by Witman et al. (2004)? a. Local species richness was always proportionally lower than regional species richness. b. Communities became saturated at high regional richness values. c. Local species richness never leveled off at high regional richness values. d. Regional species pools largely determined the number of species present. Answer: b Textbook Reference : 18.1 Patterns of species diversity and distribution vary at global, regional, and local spatial scales. Learning Objective : 18.1.3 Analyze the relative importance of species pools versus local scale processes in determining local community species diversity. Bloom’s Level: 1. Remembering 5. Which present-day continent was not part of Gondwana? a. North America b. Antarctica c. Africa d. India Answer : a Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.1 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 1. Remembering 6. Which of the following groups exhibits an atypical latitudinal species gradient? a. Seabirds b. Mammals c. Terrestrial plants d. Landbirds Answer : a Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.1 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 1. Remembering. 7. Which statement about plate tectonics is true? © 2021 Oxford University Press

a. Sections of Earth’s crust, known as plates, drift across Earth’s surface due to currents generated deep within Earth’s mantle. b. In some areas where plates meet, known as faults, one plate is pushed downward under the second plate. c. In some areas where plates meet, known as subduction zones, plates slide sideways past each other. d. Mid-ocean ridges occur in areas where plates are being pushed together. Answer : a Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.2 Explain the underlying forces thought to be important in creating biogeographic regions. Bloom’s Level : 1. Remembering 8. Which statement about global biogeographic patterns is true? a. All groups of organisms show more diversity at the tropics than at higher latitudes. b. Most groups of organisms show more diversity at the tropics than at higher latitudes. c. For any given latitude, the diversity of species is roughly constant for all longitudes. d. Broad species diversity patterns are better explained by differences in longitude than differences in latitude. Answer : b Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.3 Outline the hypotheses proposed to explain the latitudinal gradient in species diversity pattern. Bloom’s Level : 2. Understanding 9. Refer to the table. Time (in million years) Tropics Subtropics Temperate zone 50 mya 3 5 4 40 mya 12 11 7 30 mya 23 15 10 20 mya 32 21 15 10 mya 43 27 18 0 (the present) 51 35 23 The table shows the number of species of lizards present in the tropics, the subtropics, and the temperate zone over the last fifty million years. Of the three broad categories of hypotheses that have been proposed to explain latitudinal gradients (diversification rate, diversification time, and carrying capacity), these data best fit which hypothesis? a. Diversification rate b. Diversification time c. Carrying capacity d. Combination of diversification rate and diversification time Answer : a © 2021 Oxford University Press

Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.3 Outline the hypotheses proposed to explain the latitudinal gradient in species diversity pattern. Bloom’s Level : 5. Evaluating 10. Which statement is closest to Alfred Russel Wallace’s early hypothesis for the higher diversity of life in the tropics? a. The tropics have a larger land area than other parts of the globe, and thus can support species with larger population sizes. Such species are less prone to extinction. b. The tropics have a larger land area than other parts of the globe, and thus can support species with larger population sizes. Such species are more apt to produce new species. c. The tropics are more climatically stable than other parts of the globe, and thus can support species with larger population sizes. Such species are less prone to extinction. d. The tropics are more climatically stable than other parts of the globe, so tropical species have had more time to diversify than those in areas with severe climatic conditions. Answer : d Textbook Reference : 18.2 Global patterns of species diversity and composition are influenced by geographic area and isolation, evolutionary history, and global climate. Learning Objective : 18.2.3 Outline the hypotheses proposed to explain the latitudinal gradient in species diversity pattern. Bloom’s Level : 2. Understanding 11. Which statement comparing island biogeography to mainland biogeography is true? a. The slope of species richness to area should be steeper for mainland species than for island species. b. Mainland sites should experience higher rates of immigration than island sites. c. Mainland sites should experience higher rates of extinction than island sites. d. On the mainland, extinction rate increases with area faster than immigration rate does, whereas the opposite is true for islands. Answer : b Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.1 Graph and explain the species–area relationship and know why it differs between islands and mainland areas. Bloom’s Level : 2. Understanding 12. Refer to the figure. © 2021 Oxford University Press

Which position would best represent the equilibrium point for species diversity on a large island far from the mainland? a. A b. B c. C d. D Answer : b Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.2 Explain regional species diversity for islands and island-like areas using the equilibrium theory of island biogeography. Bloom’s Level : 3. Applying 13. In accordance with Wilson and MacArthur’s theory of island biogeography, the following equations represent the extinction and immigration rates of species of spiders on a small island. ( I = immigration rate of species per year; E = extinction rate of species per year; S = number of species currently on the island.) I = 3 0.1 ‒ S E = 0.2 S © 2021 Oxford University Press

If there are five species on the island, the expected immigration rate is _______ species per year and the expected extinction rate is _______ species per year. a. 1; 1 b. 1; 3.5 c. 2.5; 1 d. 5; 1.5 Answer : c Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.2 Explain regional species diversity for islands and island-like areas using the equilibrium theory of island biogeography. Bloom’s Level : 3. Applying 14. In accordance with Wilson and MacArthur’s theory of island biogeography, the following equations represent the extinction and immigration rates of species of spiders on a small island. ( I = immigration rate of species per year; E = extinction rate of species per year; S = number of species currently on the island.) I = 3 0.1 ‒ S E = 0.2 S Based on these equations, what is the expected equilibrium species diversity on this island? a. 3 b. 6 c. 10 d. 20 Answer : c Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.2 Explain regional species diversity for islands and island-like areas using the equilibrium theory of island biogeography. Bloom’s Level : 4. Analyzing 15. Which statement about Simberloff and Wilson’s test of the equilibrium theory of island biogeography using small mangrove islands in the Florida Keys is true? a. They sprayed some of the islands with insecticides to defaunate them. b. They fragmented the habitat on some of the islands, thereby increasing the extinction rate. c. They exposed some of the islands to a new predator. d. They prevented predators from coming to some islands through the use of enclosures. Answer : a Textbook Reference : 18.3 Regional differences in species diversity are influenced by area and distance, which determine the balance between immigration and extinction rates. Learning Objective : 18.3.2 Explain regional species diversity for islands and island-like areas using the equilibrium theory of island biogeography. Bloom’s Level : 1. Remembering © 2021 Oxford University Press