54 Ecosystems Study Guide Answers
Chapter 54 Ecosystems Lecture Outline Overview: Ecosystems, Energy, and Matter. An ecosystem consists of all the organisms living in a community as well as all the abiotic factors with which they interact. The dynamics of an ecosystem involve two processes that cannot be fully described by population or community processes and phenomena: energy flow and chemical cycling. Energy enters most ecosystems in the form of sunlight.
It is converted to chemical energy by autotrophs, passed to heterotrophs in the organic compounds of food, and dissipated as heat. Chemical elements are cycled among abiotic and biotic components of the ecosystem. Energy, unlike matter, cannot be recycled. An ecosystem must be powered by a continuous influx of energy from an external source, usually the sun. Energy flows through ecosystems, while matter cycles within them. Concept 54.1 Ecosystem ecology emphasizes energy flow and chemical cycling.
54 ecosystems ap biology guide answers is free for downloading from our digital. Ecosystems answer key, holt biology test prep ecosystems, holt biology. Vocabulary words from the AP Edition of Campbell Biology, Chapter 54. Learn with flashcards, games, and more — for free.
Ecosystem ecologists view ecosystems as transformers of energy and processors of matter. We can follow the transformation of energy by grouping the species in a community into trophic levels of feeding relationships. Ecosystems obey physical laws. The law of conservation of energy states that energy cannot be created or destroyed but only transformed.
Plants and other photosynthetic organisms convert solar energy to chemical energy, but the total amount of energy does not change. The total amount of energy stored in organic molecules plus the amounts reflected and dissipated as heat must equal the total solar energy intercepted by the plant. The second law of thermodynamics states that some energy is lost as heat in any conversion process. We can measure the efficiency of ecological energy conversions.
Chemical elements are continually recycled. A carbon or nitrogen atom moves from one trophic level to another and eventually to the decomposers and back again. Trophic relationships determine the routes of energy flow and chemical cycling in ecosystems. Autotrophs, the primary producers of the ecosystem, ultimately support all other organisms. Most autotrophs are photosynthetic plants, algae or bacteria that use light energy to synthesize sugars and other organic compounds. Chemosynthetic prokaryotes are the primary producers in deep-sea hydrothermal vents. Heterotrophs are at trophic levels above the primary producers and depend on their photosynthetic output.
Herbivores that eat primary producers are called primary consumers. Carnivores that eat herbivores are called secondary consumers. Carnivores that eat secondary producers are called tertiary consumers. Another important group of heterotrophs is the detritivores, or decomposers.
They get energy from detritus, nonliving organic material such as the remains of dead organisms, feces, fallen leaves, and wood. Detritivores play an important role in material cycling. Decomposition connects all trophic levels. The organisms that feed as detritivores form a major link between the primary producers and the consumers in an ecosystem.
Detritivores play an important role in making chemical elements available to producers. Detritivores decompose organic material and transfer chemical elements in inorganic forms to abiotic reservoirs such as soil, water, and air. Producers then recycle these elements into organic compounds. An ecosystem’s main decomposers are fungi and prokaryotes. Concept 54.2 Physical and chemical factors limit primary production in ecosystems.
The amount of light energy converted to chemical energy by an ecosystem’s autotrophs in a given time period is an ecosystem’s primary production. An ecosystem’s energy budget depends on primary production. Most primary producers use light energy to synthesize organic molecules, which can be broken down to produce ATP.
The amount of photosynthetic production sets the spending limit of the entire ecosystem. A global energy budget can be analyzed. Every day, Earth is bombarded by approximately 1023 joules of solar radiation. The intensity of solar energy striking Earth varies with latitude, with the tropics receiving the greatest input.
Most of this radiation is scattered, absorbed, or reflected by the atmosphere. Much of the solar radiation that reaches Earth’s surface lands on bare ground or bodies of water that either absorb or reflect the energy.
Only a small fraction actually strikes algae, photosynthetic prokaryotes, or plants, and only some of this is of wavelengths suitable for photosynthesis. Of the visible light that reaches photosynthetic organisms, only about 1% is converted to chemical energy. Although this is a small amount, primary producers produce about 170 billion tons of organic material per year. Total primary production in an ecosystem is known as gross primary production (GPP).
This is the amount of light energy that is converted into chemical energy per unit time. Plants use some of these molecules as fuel in their own cellular respiration. Net primary production (NPP) is equal to gross primary production minus the energy used by the primary producers for respiration (R): NPP = GPP - R.
To ecologists, net primary production is the key measurement, because it represents the storage of chemical energy that is available to consumers in the ecosystem. Primary production can be expressed as energy per unit area per unit time, or as biomass of vegetation added to the ecosystem per unit area per unit time.
This should not be confused with the total biomass of photosynthetic autotrophs present in a given time, which is called the standing crop. Primary production is the amount of new biomass added in a given period of time. Although a forest has a large standing cross biomass, its primary production may actually be less than that of some grasslands, which do not accumulate vegetation because animals consume the plants rapidly. Different ecosystems differ greatly in their production as well as in their contribution to the total production of the Earth. Tropical rain forests are among the most productive terrestrial ecosystems. Estuaries and coral reefs also are very productive, but they cover only a small area compared to that covered by tropical rain forests.
The open ocean has a relatively low production per unit area but contributes more net primary production than any other single ecosystem because of its very large size. Overall, terrestrial ecosystems contribute two-thirds of global net primary production, and marine ecosystems contribute approximately one-third. In aquatic ecosystems, light and nutrients limit primary production. Light is a key variable controlling primary production in oceans, since solar radiation can only penetrate to a certain depth known as the photic zone. The first meter of water absorbs more than half of the solar radiation. If light were the main variable limiting primary production in the ocean, we would expect production to increase along a gradient from the poles toward the equator, which receives the greatest intensity of light.
There is no such gradient. There are parts of the ocean in the tropics and subtropics that exhibit low primary production, while some high-latitude ocean regions are relatively productive. More than light, nutrients limit primary production in aquatic ecosystems.
A limiting nutrient is an element that must be added for production to increase in a particular area. The nutrient most often limiting marine production is either nitrogen or phosphorus. In the open ocean, nitrogen and phosphorous levels are very low in the photic zone but are higher in deeper water where light does not penetrate. Nitrogen is the nutrient that limits phytoplankton growth in many parts of the ocean. This knowledge can be used to prevent algal blooms by limiting pollution that fertilizes phytoplankton.
Some areas of the ocean have low phytoplankton density despite their relatively high nitrogen concentrations. For example, the Sargasso Sea has a very low density of phytoplankton.
Nutrient-enrichment experiments showed that iron availability limits primary production in this area. Marine ecologists carried out large-scale field experiments in the Pacific Ocean, spreading low concentrations of dissolved iron over 72 km2 of ocean.
A massive phytoplankton bloom occurred, with a 27-fold increase in chlorophyll concentration in water samples from test sites. Why are iron concentrations naturally low in certain oceanic areas?. Windblown dust from the land delivers iron to the ocean, and relatively little dust reaches the central Pacific and Atlantic Oceans. The iron factor in marine ecosystems is related to the nitrogen factor.
When iron is limiting, adding iron stimulates the growth of cyanobacteria that fix nitrogen. Phytoplankton proliferate, once released from nitrogen limitation. Iron - cyanobacteria - nitrogen fixation- phytoplankton production. In areas of upwelling, nutrient-rich deep waters circulate to the ocean surface. These areas have exceptionally high primary production, supporting the hypothesis that nutrient availability determines marine primary production.
Areas of upwelling are prime fishing locations. Nutrient limitation is also common in freshwater lakes. Sewage and fertilizer pollution can add nutrients to lakes. Additional nutrients shifted many lakes from phytoplankton communities dominated by diatoms and green algae to communities dominated by cyanobacteria. This process is called eutrophication and has a wide range of ecological impacts, including the loss of most fish species.
David Schindler of the University of Alberta conducted a series of whole lake experiments that identified phosphorus as the nutrient that limited cyanobacteria growth. His research led to the use of phosphate-free detergents and other water quality reforms. In terrestrial ecosystems, temperature and moisture are the key factors limiting primary production. Tropical rain forests, with their warm, wet conditions, are the most productive of all terrestrial ecosystems. By contrast, low-productivity ecosystems are generally dry (deserts) or dry and cold (arctic tundra). Between these extremes lie temperate forest and grassland ecosystems with moderate climates and intermediate productivity.
These contrasts in climate can be represented by a measure called actual evapotranspiration, which is the amount of water annually transpired by plants and evaporated from a landscape. Actual evapotranspiration increases with precipitation and with the amount of solar energy available to drive evaporation and transpiration. On a more local scale, mineral nutrients in the soil can play a key role in limiting primary production in terrestrial ecosystems. Primary production removes soil nutrients. A single nutrient deficiency may cause plant growth to slow and cease. Nitrogen and phosphorus are the soil nutrients that most commonly limit terrestrial production. Scientific studies relating nutrients to terrestrial primary production have practical applications in agriculture.
Farmers can maximize crop yields with the right balance of nutrients for the local soil and type of crop. Concept 54.3 Energy transfer between trophic levels is usually less than 20% efficient.
Chapter 54 Ecosystems Reading Guide Answers
The amount of chemical energy in consumers’ food that is converted to their own new biomass during a given time period is called the secondary production of an ecosystem. We can measure the efficiency of animals as energy transformers using the following equation:. production efficiency = net secondary production / assimilation of primary production. Net secondary production is the energy stored in biomass represented by growth and reproduction.
Assimilation consists of the total energy taken in and used for growth, reproduction, and respiration. Production efficiency is thus the fraction of food energy that is not used for respiration. This differs among organisms. Birds and mammals generally have low production efficiencies of between 1% and 3% because they use so much energy to maintain a constant body temperature. Fishes have production efficiencies of around 10%. Insects are even more efficient, with production efficiencies averaging 40%.
Trophic efficiency is the percentage of production transferred from one trophic level to the next. Trophic efficiencies must always be less than production efficiencies because they take into account not only the energy lost through respiration and contained in feces, but also the energy in organic material at lower trophic levels that is not consumed. Trophic efficiencies usually range from 5% to 20%.
In other words, 80–95% of the energy available at one trophic level is not transferred to the next. This loss is multiplied over the length of a food chain.
If 10% of energy is transferred from primary producers to primary consumers, and 10% of that energy is transferred to secondary consumers, then only 1% of net primary production is available to secondary consumers. Pyramids of net production represent the multiplicative loss of energy in a food chain. The size of each block in the pyramid is proportional to the new production of each trophic level, expressed in energy units.
Biomass pyramids represent the ecological consequences of low trophic efficiencies. Most biomass pyramids narrow sharply from primary producers to top-level carnivores because energy transfers are so inefficient. In some aquatic ecosystems, the pyramid is inverted and primary consumers outweigh producers. Such inverted biomass pyramids occur because the producers—phytoplankton—grow, reproduce, and are consumed by zooplankton so rapidly that they never develop a large standing crop. They have a short turnover time, which means they have a small standing crop biomass compared to their production. turnover time = standing crop biomass (mg/m2) / production (mg/m2/day). Because the phytoplankton replace their biomass at such a rapid rate, they can support a biomass of zooplankton much greater than their own biomass.
Because of the progressive loss of energy along a food chain, any ecosystem cannot support a large biomass of top-level carnivores. With some exceptions, predators are usually larger than the prey they eat. Top-level predators tend to be fairly large animals. As a result, the limited biomass at the top of an ecological pyramid is concentrated in a small number of large individuals. In a pyramid of numbers, the size of each block is proportional to the number of individuals present in each trophic level.
The dynamics of energy through ecosystems have important implications for the human population. Eating meat is an inefficient way of tapping photosynthetic production. Worldwide agriculture could feed many more people if humans all fed as primary consumers, eating only plant material. Herbivores consume a small percentage of vegetation: the green world hypothesis. According to the green world hypothesis, herbivores consume relatively little plant biomass because they are held in check by a variety of factors, including predators, parasites, and disease.
How green is our world?. 83 × 1010 metric tons of carbon are stored in the plant biomass of terrestrial ecosystems. Herbivores annually consume less than 17% of the total net primary production. The green world hypothesis proposes several factors that keep herbivores in check:. Plants have defenses against herbivores. Nutrients, not energy supply, usually limit herbivores.
Animals need certain nutrients that plants tend to supply in relatively small amounts. The growth and reproduction of many herbivores are limited by availability of essential nutrients. Abiotic factors limit herbivores. Temperature and moisture may restrict carrying capacities for herbivores below the level that would strip vegetation.
Intraspecific competition can limit herbivore numbers. Territorial behavior and competitive behaviors may reduce herbivore population density.
Interspecific interactions check herbivore densities. Parasites, predators, and disease limit the growth of herbivore populations. This applies the top-down model of community structure. Concept 54.4 Biological and geochemical processes move nutrients between organic and inorganic parts of the ecosystem. Chemical elements are available to ecosystems only in limited amounts.
Life on Earth depends on the recycling of essential chemical elements. Nutrient circuits involve both biotic and abiotic components of ecosystems and are called biogeochemical cycles. There are two general categories of biogeochemical cycles: global and regional. Gaseous forms of carbon, oxygen, sulfur, and nitrogen occur in the atmosphere, and cycles of these elements are global. Elements that are less mobile in the environment, such as phosphorus, potassium, calcium, and trace elements generally cycle on a more localized scale in the short term. Soil is the main abiotic reservoir for these elements. We will consider a general model of chemical cycling that includes the main reservoirs of elements and the processes that transfer elements between reservoirs.
Each reservoir is defined by two characteristics: whether it contains organic or inorganic materials and whether or not the materials are directly available for use by organisms. Reservoir a.
The nutrients in living organisms and in detritus are available to other organisms when consumers feed and when detritivores consume nonliving organic material. Reservoir b. Some materials move to the fossilized organic reservoir as dead organisms and are buried by sedimentation over millions of years. Nutrients in fossilized deposits cannot be assimilated directly. Reservoir c. Inorganic elements and compounds that are dissolved in water or present in soil or air are available for use by organisms.
Reservoir d. Inorganic elements present in rocks are not directly available for use by organisms. These nutrients may gradually become available through erosion and weathering. Describing biogeochemical cycles in general terms is much simpler than trying to trace elements through these cycles. Ecologists study chemical cycling by adding tiny amounts of radioactive isotopes to the elements they are tracing. There are a number of important biogeochemical cycles. We will consider the cycling of water, carbon, nitrogen, and phosphorus.
The water cycle. Biological importance. Water is essential to all organisms and its availability influences rates of ecosystem processes. Biologically available forms. Liquid water is the primary form in which water is used.
Reservoirs. The oceans contain 97% of the water in the biosphere. 2% is bound as ice, and 1% is in lakes, rivers, and groundwater.
A negligible amount is in the atmosphere. Key processes.
The main processes driving the water cycle are evaporation of liquid water by solar energy, condensation of water vapor into clouds, and precipitation. Transpiration by terrestrial plants moves significant amounts of water. Surface and groundwater flow returns water to the oceans. The carbon cycle. Biological importance. Organic molecules have a carbon framework. Biologically available forms.
Autotrophs convert carbon dioxide to organic molecules that are used by heterotrophs. Reservoirs. The major reservoirs of carbon include fossil fuels, soils, aquatic sediments, the oceans, plant and animal biomass, and the atmosphere (CO2). Key processes.
Photosynthesis by plants and phytoplankton fixes atmospheric CO2. CO2 is added to the atmosphere by cellular respiration of producers and consumers. Volcanoes and the burning of fossil fuels add CO2 to the atmosphere. The nitrogen cycle. Biological importance. Nitrogen is a component of amino acids, proteins, and nucleic acids.
It may be a limiting plant nutrient. Biologically available forms. Plants and algae can use ammonium (NH4+) or nitrate (NO3?).
Various bacteria can also use NH4+, NO3?, or NO2. Animals can use only organic forms of nitrogen.
Reservoirs. The major reservoir of nitrogen is the atmosphere, which is 80% nitrogen gas (N2).
Nitrogen is also bound in soils and the sediments of lakes, rivers, and oceans. Some nitrogen is dissolved in surface water and groundwater. Nitrogen is stored in living biomass. Key processes. Nitrogen enters ecosystems primarily through bacterial nitrogen fixation. Some nitrogen is fixed by lightning and industrial fertilizer production. Ammonification by bacteria decomposes organic nitrogen.
In nitrification, bacteria convert NH4+ to NO3?. In denitrification, bacteria use NO3?
For metabolism instead of O2, releasing N2. The phosphorus cycle. Biological importance.
Phosphorus is a component of nucleic acids, phospholipids, and ATP and other energy-storing molecules. It is a mineral constituent of bones and teeth. Biologically available forms.
The only biologically important inorganic form of phosphorus is phosphate (PO43?), which plants absorb and use to synthesize organic compounds. Reservoirs. The major reservoir of phosphorus is sedimentary rocks of marine origin. There are also large quantities of phosphorus in soils, dissolved in the oceans, and in organisms. Key processes. Weathering of rocks gradually adds phosphate to soil.
Some phosphate leaches into groundwater and surface water and moves to the sea. Phosphate may be taken up by producers and incorporated into organic material. It is returned to soil or water through decomposition of biomass or excretion by consumers.
Decomposition rates largely determine the rates of nutrient cycling. The rates at which nutrients cycle in different ecosystems are extremely variable as a result of variable rates of decomposition. Decomposition takes an average of four to six years in temperate forests, while in a tropical rain forest, most organic material decomposes in a few months to a few years. The difference is largely the result of warmer temperatures and more abundant precipitation in tropical rain forests. Like net primary production, the rate of decomposition increases with actual evapotranspiration.
In tropical rain forests, relatively little organic material accumulates as leaf litter on the forest floor. 75% of the nutrients in the ecosystem are present in the woody trunks of trees. 10% of the nutrients are concentrated in the soil. In temperate forests, where decomposition is slower, the soil may contain 50% of the organic material.
In aquatic ecosystems, decomposition in anaerobic mud of bottom sediments can take 50 years or more. However, algae and aquatic plants usually assimilate nutrients directly from the water. Aquatic sediments may constitute a nutrient sink. Nutrient cycling is strongly regulated by vegetation. Long-term ecological research (LTER) monitors the dynamics of ecosystems over long periods of time. The Hubbard Brook Experimental Forest has been studied since 1963. The study site is a deciduous forest with several valleys, each drained by a small creek that is a tributary of Hubbard Brook.
Preliminary studies confirmed that internal cycling within a terrestrial ecosystem conserves most of the mineral nutrients. Some areas were completely logged and then sprayed with herbicides for three years to prevent regrowth of plants.
All the original plant material was left in place to decompose. Water runoff from the altered watershed increased by 30–40%, apparently because there were no plants to absorb and transpire water from the soil. The concentration of Ca2+ in the creek increased four-fold, while concentration of K+ increased by a factor of 15. Nitrate loss was increased by a factor of 60. This study demonstrates that the amount of nutrients leaving an intact forest ecosystem is controlled by the plants. Results of the Hubbard Brook studies assess natural ecosystem dynamics and provide insight into the mechanisms by which human activities affect ecosystem processes.
Concept 54.5 The human population is disrupting chemical cycles throughout the biosphere. Human activities and technologies have disrupted the trophic structure, energy flow, and chemical cycling of ecosystems worldwide. The human population moves nutrients from one part of the biosphere to another. Human activity intrudes in nutrient cycles.
Nutrients from farm soil may run off into streams and lakes, depleting nutrients in one area, causing excesses in another, and disrupting chemical cycles in both places. Humans also add entirely new materials—many toxic—to ecosystems.
In agricultural ecosystems, a large amount of nutrients are removed from the area as crop biomass. After a while, the natural store of nutrients can become exhausted.
The soil cannot be used to grow crops without nutrient supplementation. Nitrogen is the main nutrient lost through agriculture. Plowing and mixing the soil increase the decomposition rate of organic matter, releasing usable nitrogen that is then removed from the ecosystem when crops are harvested.
Recent studies indicate that human activities have approximately doubled the worldwide supply of fixed nitrogen, due to the use of fertilizers, cultivation of legumes, and burning. This may increase the amount of nitrogen oxides in the atmosphere and contribute to atmospheric warming, depletion of ozone, and possibly acid precipitation. The key problem with excess nitrogen seems to be critical load, the amount of added nitrogen that can be absorbed by plants without damaging the ecosystem. Nitrogenous minerals in the soil that exceed the critical load eventually leach into groundwater or run off into freshwater and marine ecosystems, contaminating water supplies, choking waterways, and killing fish. Lakes are classified by nutrient availability as oligotrophic or eutrophic. In an oligotrophic lake, primary productivity is relatively low because the mineral nutrients required by phytoplankton are scarce.
Overall productivity is higher in eutrophic lakes. Human intrusion has disrupted freshwater ecosystems by cultural eutrophication. Sewage and factory wastes and runoff of animal wastes from pastures and stockyards have overloaded many freshwater streams and lakes with nitrogen. This results in an explosive increase in the density of photosynthetic organisms, released from nutrient limitation. Shallow areas become choked with weeds and algae.
As photosynthetic organisms die and organic materials accumulate at the lake bottom, detritivores use all the available oxygen in the deeper waters. This can eliminate fish species. Combustion of fossil fuels is the main cause of acid precipitation.
The burning of fossil fuels releases oxides of sulfur and nitrogen that react with water in the atmosphere to produce sulfuric and nitric acids. These acids fall back to earth as acid precipitation—rain, snow, sleet or fog with a pH less than 5.6. Acid precipitation is a regional or global problem, rather than a local one.
The tall exhaust stacks built for smelters and generating plans export the problem far downwind. Acid precipitation lowers the pH of soil and water and affects the soil chemistry of terrestrial ecosystems. With decreased pH, calcium and other nutrients leach from the soil. The resulting nutrient deficiencies affect the health of plants and limit their growth. Freshwater ecosystems are very sensitive to acid precipitation.
Lakes underlain by granite bedrock have poor buffering capacity because of low bicarbonate levels. Fish populations have declined in many lakes in Norway, Sweden, and Canada as pH levels fall. Lake trout are keystone predators in many Canadian lakes. When they are replaced by acid-tolerant species, the dynamics of food webs in the lakes change dramatically. Environmental regulations and new industrial technologies have led to reduced sulfur dioxide emissions in many developed countries. The water chemistry of many streams and freshwater lakes is slowly improving as a result.
Ecologists estimate that it will take another 10 to 20 years for these ecosystems to recover, even if emissions continue to decline. Massive emissions of sulfur dioxide and acid precipitation continue in parts of central and eastern Europe. Toxins can become concentrated in successive trophic levels of food webs. Humans introduce many toxic chemicals into ecosystems. These substances are ingested and metabolized by organisms and can accumulate in the fatty tissues of animals.
These toxins become more concentrated in successive trophic levels of a food web, a process called biological magnification. Magnification occurs because the biomass at any given trophic level is produced from a much larger biomass ingested from the level below.
Thus, top-level carnivores tend to be the organisms most severely affected by toxic compounds in the environment. Many toxins cannot be degraded by microbes and persist in the environment for years or decades. Other chemicals may be converted to more toxic products by reaction with other substances or by the metabolism of microbes.
For example, mercury was routinely expelled into rivers and oceans in an insoluble form. Bacteria in the bottom mud converted it to methyl mercury, an extremely toxic soluble compound that accumulated in the tissues of organisms, including humans who fished in contaminated waters. Human activities may be causing climate change by increasing atmospheric carbon dioxide. Since the Industrial Revolution, the concentration of CO2 in the atmosphere has increased greatly as a result of burning fossil fuels and wood removed by deforestation. The average CO2 concentration in the environment was 274 ppm before 1850.
Measurements in 1958 read 316 ppm and have increased to 370 ppm today. If CO2 emissions continue to increase at the present rate, the atmospheric concentration of this gas will be double what it was at the start of the Industrial Revolution by the year 2075.
Increased productivity by vegetation is one consequence of increasing CO2 levels. Because C3 plants are more limited than C4 plants by CO2 availability, one effect of increasing CO2 levels may be the spread of C3 species into terrestrial habitats previously favoring C4 plants. For example, corn may be replaced on farms by wheat and soybeans. To assess the effect of rising levels of atmospheric CO2 on temperate forests, scientists at Duke University began the Forest-Atmosphere Carbon Transfer and Storage (FACTS-1) experiment.
The FACTS-1 study is testing how elevated CO2 influences tree growth, carbon concentration in soils, insect populations, soil moisture, understory plant growth, and other factors over a ten-year period. Rising atmospheric CO2 levels may have an impact on Earth’s heat budget. When light energy hits the Earth, much of it is reflected off the surface. CO2 causes the Earth to retain some of the energy that would ordinarily escape the atmosphere. This phenomenon is called the greenhouse effect. If it were not for this effect, the average air temperature on Earth would be?18°C.
A number of studies predict that by the end of the 21st century, atmospheric CO2 concentration will have doubled and average global temperature will rise by 2°C. An increase of only 1.3°C would make the world warmer than at any time in the past 100,000 years.
If increased temperatures caused the polar ice caps to melt, sea levels would rise by an estimated 100 m, flooding coastal areas 150 km inland from current coastlines. A warming trend would also alter geographic distribution of precipitation, making major U.S. Agricultural areas much drier. Scientists continue to construct models to predict how increasing levels of CO2 in the atmosphere will affect Earth. Global warming is a problem of uncertain consequences and no certain solutions.
Stabilizing CO2 emissions will require concerted international effort and the acceptance of dramatic changes in personal lifestyles and industrial processes. Many ecologists think that this effort suffered a major setback in 2001, when the United States pulled out of the Kyoto Protocol, a 1997 pledge by industrialized nations to reduce their CO2 output by 5% over a ten-year period. Human activities are depleting atmospheric ozone. Life on earth is protected from the damaging affects of ultraviolet radiation (UV) by a layer of O3, or ozone, that is present in the lower stratosphere. Studies suggest that the ozone layer has been gradually “thinning” since 1975. The destruction of ozone probably results from the accumulation of CFCs, or chlorofluorocarbons—chemicals used in refrigeration, as propellant in aerosol cans, and for certain manufacturing processes.
The breakdown products from these chemicals rise to the stratosphere, where the chlorine they contain reacts with ozone to reduce it to O2. Subsequent reactions liberate the chlorine, allowing it to react with other ozone molecules in a catalytic chain reaction. At middle latitudes, ozone levels have decreased by 2–10% during the past 20 years. The result of a reduction in the ozone layer may be increased levels of UV radiation that reach the surface of the Earth.
Some scientists expect increases in skin cancer and cataracts, as well as unpredictable effects on crops and natural communities. Even if all chlorofluorocarbons were banned globally today, chlorine molecules already present in the atmosphere will continue to reduce ozone levels for at least a century. The impact of human activity on the ozone layer is one more example of how much we are able to disrupt ecosystems and the entire biosphere.
Lecture Outline for Campbell/Reece Biology, 7th Edition, © Pearson Education, Inc.
2014-2015 Tentative Semester 1 AP US History Reading Guide Scheduled Reading Sources: Newman, John J., and John M. United States History: Preparing for the Advanced Placement Examination. Des Moines: Amsco, 2015. Tindall, George, and David Shi. America: A Narrative History. New York, NY: W.W.
Norton & Company, 2013. Zinn, Howard. A People's History of the United States. New York: HarperCollins, 2005.
Unit One Unit One Essential Questions 1. Abraham Lincoln, American Civil War, Articles of Confederation 837 Words 5 Pages. Chapter 25 Reading Guide Questions- “The Consolidation of Latin America, 1830-1920” 1.
What philosophical values did Latin American leaders share with Western leaders? How did both the American and French Revolutions set examples for Latin America? Who led the revolt and independence movement in Haiti? How did Napoleon’s activities in Europe lead to many independence movements in Latin America? Who was Simon Bolivar? What was Gran Colombia? Where did Jose the San Martin lead.
Americas, Brazil, Latin America 452 Words 3 Pages. AP World History Chapter 3 Reading Guide CHAPTER PREVIEW If you preview this chapter prior to completing this study guide, you are far more likely to comprehend the reading as well as identify areas in which you know you will need help. Remember that you must ALWAYS search for connections to the 5 AP World History Themes (see syllabus for explanation of each theme).
CAREFULLY read the title and chapter outline on p. 55 and preview the change and comparison questions in the margins throughout. Ancient Near East, Civilization, Civilizations 581 Words 4 Pages. AP Biology Reading Guide Fred and Theresa Holtzclaw Chapter 54: Community Ecology NamePeriod Chapter 54: Community Ecology Concept 54.1 Community interactions are classified by whether they help, harm, or have no effect on the species involved.
What is a community? List six organisms that would be found in your schoolyard community.
This section will look at interspecific interactions. Be clear on the meaning of the prefix!
To begin, distinguish. Biodiversity, Charles Sutherland Elton, Ecological niche 972 Words 8 Pages. Reading Guide for Chapter 35 – The Vertebrates 1. What are the five features of the chordates?. A hollow dorsal nerve cord just beneath the dorsal surface of the animal. In vertebrates this differentiates into the brain and spinal cord. A flexible rod called the notochord that’s on the dorsal side of the primitive gut in the early embryo, present at some developmental stage in all chordates, located just below the nerve cord.
May persist in some chordates; in others, it is replaced. Blood, Chordate, Fish 2061 Words 7 Pages.
Chapter 32 Latin America 1) What distinguishes those regions referred to as the 'Third World' from other societies? Page Ref: 773 - lack of industrialization 2) The 'Second World' refers to what? Page Ref: 773 -industrialized communist nations 3) Which nations are part of the 'First World'? Page Ref: 773 -all but the Soviet Union 4) In which “world” did Latin America belong? Page Ref: 773 -third world 5) How much has Latin America institutions and patterns of politics changed?
Americas, Central America, Cold War 1278 Words 5 Pages. Phosphorylation and reduction, what more needs to happen in the Calvin cycle? Addition of a pair of electrons from NADPH b. Inactivation of RuBP carboxylase enzyme c.
Regeneration of ATP from ADP d. Regeneration of rubisco e.
A gain of NADPH 54 If ATP used by this plant is labeled with radioactive phosphorus, in which molecules will the radioactivity be measurable after one 'turn' of the cycle? In B and C only c. In B, C, and D only d. In B and E only e. In B, C, D, and. Adenosine triphosphate, C4 carbon fixation, Calvin cycle 1467 Words 6 Pages.
Chapter 15 – Reading and Study Guide The Resurgence of Empire in East Asia A. Identification – State in your own words what each of the following terms means and why it is significant to a study of world history.
Those terms with an asterisk may be defined in the glossary. Xuanzang Yang Jian Sui Yangdi Tang Taizong An Lushan Huange Chao Du Fu Song Taizu Li Bo Zhu Xi Murasaki Shikibu Sui Grand Canal Tang Chang’an Equal-field System Bureaucracy of merit Middle Kingdom Uighurs Song Khitan Jurchen Foot. China, Emperor Yang of Sui, Heian period 319 Words 4 Pages. Chapter 1 Reading and Study Guide Why This Chapter Matters 1. We are living in the golden age of biology. Biological discoveries revolutionize medicine, change agriculture, and impact human culture.
Life is united not by a single trait, but by a common set of characteristics. Appreciating what it means to be living is as complex as life itself. Life exists at many levels of biological organization. Understanding how these levels interrelate provides insight into the mechanisms of living.
Bacteria, DNA, Eukaryote 1243 Words 7 Pages. Spread of Chinese Civilization: Japan Chapter Summary. The peoples on China’s borders naturally emulated their great neighbor. Japan borrowed heavily from China during the 5th and 6th centuries when it began forming its own civilization. To the north and west of China, nomadic peoples and Tibet also received influence. Vietnam and Korea were part of the Chinese sphere by the last centuries b.c.e. The agrarian societies of Japan, Korea, and Vietnam blended Chinese influences with their.
China, Chinese character, Japan 888 Words 6 Pages. The Americans Unit 1: American Beginnings to 1783 Chapter 1: Three Worlds Meet: Beginnings to 1506 Section 1: Peopling the Americas Main Idea: In ancient times, migrating peoples settled the Americas, where their descendants developed complex societies. Why It Matters: Patterns of immigration have always shaped and continue to shape American history. Personal Connections: America has been described as a nation of immigrants.
Do you know when your family migrated to the United States? Americas, Caribbean, Central America 698 Words 6 Pages. AP European History Study Guide Chapter 15 This study guide is to help you get ready for the test.
Some of the information asked is found in the notes, and some in the textbook. This is typical of MOST college classes and this style of study guide is designed to prepare you! Also, while most test questions come from this guide, anything in the notes and textbook could be on the test! You MUST do this study guide for points!
You may NOT type this study guide out! You also MUST do the.
18th century, Age of Enlightenment, Communism 769 Words 4 Pages. To PDF Ebook Modern Chemistry Chapter 15 Vocabulary at our Ebook Library MODERN CHEMISTRY CHAPTER 15 VOCABULARY PDF Download: MODERN CHEMISTRY CHAPTER 15 VOCABULARY PDF MODERN CHEMISTRY CHAPTER 15 VOCABULARY PDF - Are you looking for Ebook Modern Chemistry Chapter 15 Vocabulary PDF? You will be glad to know that right now Modern Chemistry Chapter 15 Vocabulary PDF is available on our online library. With our online resources, you can find Modern Chemistry Chapter 15 Vocabulary or just about any. Book, Chemistry, File format 1483 Words 4 Pages. Exam: Chapter 1 Study Guide 1. What are the 11 levels of organization?
Briefly define each. Atom - fundamental units of matter, building block of all substances Molecule - atoms joined in chemical bonds (an association of 2 or more atoms) Cell - smallest unit of life Tissue - organized array of cells and substances that interact in a collective task Organ - structural unit of interacting tissues Organ System - a set of interacting organs Multicelled Organism - individual that consists. Animal, Archaea, Bacteria 827 Words 5 Pages. BIOLOGY 1201, Section #2 Spring, 2014 (MWF 9:30-10:20 AM) Instructor: Dr. Bricker Office: A606 Life Science Annex (Laboratory, A623 – check the lab if I am not in the office!) Phone: 225-578-1555 E-mail: btbric@lsu.edu - E-mail is an excellent way to contact me or ask questions. Office Hours: M,Tu 3:30-4:30, or by appointment. Please see me if you have questions or problems.
COURSE: BIOL 1201, General Biology, 3 credit hours. Biology 1201 is a course intended for students that are. Biology, DNA, Education 731 Words 2 Pages. Survival of the Sickest Reading Guide Task: The following questions should be answered and typed. They will be electronically submitted to turnitin.com and a paper copy will be given to me. Introduction 1.
What is the “big” question the book will attempt to answer? The author points out many ways in which iron impacts life. Identify/describe at least five. In the context of this chapter, explain the author’s reference to Bruce Lee and to the barber pole. Chapter II 4. Cancer, DNA, Evolution 647 Words 4 Pages.
Name: Period: Chapter Review: 10 Mendel & Meiosis College Biology 1. An organism that is true breeding for a trait is said to be (a) homozygous (b) heterozygous (c) a monohybrid (d) a dihybrid 2. At the end of meiosis, how many haploid cells have been formed from the original cell? (a) one (b) two (c) three (d) four 3. When Mendel transferred pollen from one pea plant to another, he was the plants. (a) self pollinating. Allele, Dominance, Gene 842 Words 5 Pages.
AP World History Course Requirements 2013-2014 Ms. Binn (binnj@flaglerschools.com) Phone #: 447-1575 ext 5135 Link to Course Standards:. I. Course Requirements: 1.
NOTEBOOK: Students will have to keep a class notebook. The notebook will be for notes/handouts/assignments/ and VOCABULARY (unless you have a separate notebook for vocabulary). Notebook MUST be a three ring binder-so papers can be added where necessary.
Advanced Placement, Harlan Hanson, Homework 1674 Words 6 Pages. AP Biology, Chapter 9 Cellular Respiration and Fermentation Life is Work 9.1 Catabolic pathways yield energy by oxidizing organic fuels Intro Catabolic Pathways and Production of ATP 1. Distinguish fermentation and cellular respiration. Fermentation Partial degradation of glucose Uses no O2 Yields some ATP Cellular respiration Complete degradation to CO2 and H2O Requires O2 = aerobic Yields much more ATP 2.
Describe the summary equation for. Adenosine triphosphate, Cellular respiration, Citric acid cycle 1336 Words 7 Pages. NamePeriod Chapter 6: A Tour of the Cell Concept 6.1 Biologists use microscopes and the tools of biochemistry to study cells 1.
The study of cells has been limited by their small size, and so they were not seen and described until 1665, when Robert Hooke first looked at dead cells from an oak tree. His contemporary, Anton van Leeuwenhoek, crafted lenses and with the improvements in optical aids, a new world was opened.
Magnification and resolving power limit. Bacteria, Cell, Cell wall 3599 Words 12 Pages. AP World History - Chapter 20: Northern Eurasia Study Guide Name: Short Answer Questions: 1. What did the Russian and Qing Empires have in common, and how did these common features affect the relationship between the two? How and why did the role of the Jesuits as transmitters of European ideas differ in Russia, China, and Japan? What role did foreign trade play in the economy of the Qing Empire? How and why did Peter the Great’s attitude toward the west differ.
China, Chinese language, Emperor of China 480 Words 3 Pages. Chapter 54 - Community Ecology Homework 1. Explain the differences between competition, predation, parasitism, mutualism, and commensalism and give an example of each. Competition- (–/– interaction) occurs when species compete for a resource in short supply example when an invasive species moves in it cause competition. Large insects defend feeding sites on cottonwood leaves by kicking and shoving smaller aphids from better sites. Predation- (+/– interaction) refers to an interaction in which. Adaptation, Competitive exclusion principle, Ecological niche 950 Words 6 Pages.
AP Biology ® Course Planning and Pacing Guide 2 Ed Braddy J. Mitchell High School New Port Richey, Florida © 2012 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners.
Visit the College Board on the Web: www.collegeboard.org. Except where otherwise noted, this work is licensed under Creative Commons Attribution 3.0 license (CC-BY). Advanced Placement, Cell, DNA 24244 Words 92 Pages. AP Biology Chapter 2 and 26 Guided Reading Assignment 1.
An Element is a substance that cannot be broken down to other substances by chemical reactions, while a compound is a substance consisting of two or more different elements combined in a fixed ratio. Electron cloud: Area around the nucleus where electrons are likely to be found. Electron: particle with a negative charge Neutron: a subatomic particle with no charge Electron shell: the energy. Atom, Chemical bond, Chemical element 1372 Words 5 Pages.
Chapter 3 review components of a neuron (i.e., dendrites, axons, terminal buttons) dendrites A branched fiber that extends outward from the main cell body and carries information into the neuron. Axon In a nerve cell, an extended fiber that conducts information from the soma to the terminal buttons. Information travels along the axon in the form of an electric charge called the action potential.
Terminal buttons Tiny bulblike structures at the end of the axon, which contain neurotransmitters. Acetylcholine, Action potential, Axon 887 Words 8 Pages.
Chapter 20: DNA Technology Biotechnology: Use of living organisms to perform tasks. Wine & cheese.
Selective breeding. Antibiotic production. Recombinant DNA Restriction Enzymes. Bacterial enzymes: cut up foreign DNA. Specific: only but at recognition sequences.
Palindromic: cut at the same base sequence on each strand, but in the opposite direction. The exposed bases provide “sticky ends”. H-bond to compliment bases of segments cut with same restriction. DNA, DNA replication, DNA sequencing 756 Words 4 Pages. Calvin Williams Chapter 20 1.
Advances in recombinant DNA technology allow scientists to work with smaller fragments of DNA, give them more tools to dissect and analyze DNA, and also allow for them to make many copies of a strand of DNA. Restriction enzymes are made by bacteria to cut up invading DNA.
They target specific base sequences in the DNA and then work to cut out those sequences from the DNA. When a restriction enzyme cuts out a portion of DNA, it will sometimes leave a sticky. DNA, DNA sequencing, Gene 1001 Words 3 Pages.
What is the first thing you check? Is File and Printer Sharing installed? Is the NetBEUI protocol installed? Are the lights on the adapter functioning correctly? Has the computer been assigned a computer name? Are the lights on the adapter functioning correctly? You work in the Accounting Department and have been using a network drive to post Excel spreadsheets to your workgroup as you complete them.
When you attempt to save a spreadsheet to. Domain Name System, Dynamic Host Configuration Protocol, Ethernet 1262 Words 4 Pages. Name: Chapter 612 Study Guide The Catcher in the Rye Directions: Make a copy of this document into your drive before you type anything! Then, type your responses directly into this document per the directions stated. Vocabulary chapters 5 & 6: Define the term and use it in a sentence. Vocab: Pacifist a e Study Guide chapter 5: 49.
What is the traditional Saturday night meal at Pencey? Why does Holden think that the school does this? 83, Eisenstein prime, Green Line 1192 Words 5 Pages. Proteins are used for growth and repair.
Carbohydrates provide the body with energy. Proteins aid in growth and repair in the body. They also provide the body with 8 essential amino acids that the body cannot produce by itself. The Food Guide Pyramid classifies foods into six groups and indicates how many servings from each group should be eaten every day in order to keep a balanced diet. Swallowed food does not enter the airway leading to the lungs because as the food is swallowed. Acid, Digestion, Metabolism 896 Words 4 Pages. AP Bio Evolution Study Guide (Ch 22-25) Chapter 22: Descent with Modification Know the basic ideas that predated the ideas of Darwin Natural Theology Cuvier Lyell Linneaus Lemarck Theory of Use and Disuse Theory of Acquired Characteristics Darwin Voyage of the Beagle (How did this lead to his ideas regarding evolution?) Adaptations (What are they?
How are they involved in evolution? How do they come about in a species?) Descent with Modification (modify preexisting structures) Natural. Biology, Charles Darwin, Evolution 505 Words 3 Pages. AP Biology Reading Guide Fred and Theresa Holtzclaw Chapter 33: Invertebrates Name Period Chapter 33: Invertebrates Chapters 31, 32, and 33 should be considered as a single unit, and you should try to put all of them together in a single conceptual framework. Due to the scope of our course, you are likely to see more general questions on individual phyla. For each of the phyla that we highlight in the questions that follow, try to know the characters that are. Animal, Annelid, Arthropod 1610 Words 11 Pages.
Marketing Reading Guide Chapter 2 The Market Plan What is a SWOT analysis and would does the acronym stand for. Strength, Weakness, Opportunities, and Threats What are the internal factors of SWOT analysis? Some internal factors of SWOT analysis are the three C’s. Company, customers, and competition What are the external factors of SWOT analysis? Opportunities and threats Discuss some of the questions that would be involved with both analysis? Questions Include: reviews of the staff. Management, Market research, Market segmentation 536 Words 3 Pages.
Chapter 1 Regulation of water content Exercise Multiple-choice questions (p. 24) 1 A 2 D 3 C 4 C 5 D 6 B 7 C Short questions (p. 25) 8 a Urea is a nitrogenous compound produced from deamination of excess amino acids in liver. 1m Urine is a liquid containing water, salts, urea and other unwanted substances.
It is produced after ultrafiltration and reabsorption in the kidney. 1m b Plasma is the liquid portion of blood. It contains water and substances including glucose, amino acids. Acid, Ammonia, Blood 669 Words 3 Pages. Artem Ilyayev Ap Bio 1) An element is to a(n) as an organ is to a(n) Answer - b - compound; organism 2) In the term trace element, the modifier trace means Answer - a - the element is required in very small amounts.
3) Compared to 31P, the radioactive isotope 32P has Answer - b - one more neutron 4) Atoms can be represented by simply listing the number of protons, neutrons, and electrons - for example, 2P+; 2n0; 2e- for helium. Which atom represents the 18O isotope. Atom, Chemical bond, Covalent bond 997 Words 7 Pages. AP World History Chapter 17- American Colonial Societies Name: Study Guide Short Answer Questions: Like “Big Pictures” Questions 1. What role did religion play in European settlement of the Americas? (Be specific as to Spanish, Portuguese, French, and British uses of Christianity as a tool of colonization.) 2.
The chapter describes several different types of forced labor practices. Describe each practice and explain why each one was preferred in different locations. Americas, Colonialism, Colony 613 Words 2 Pages. Important characteristics and easily compare one civilization with another. This method breaks down a civilization or culture into seven components. For the first two chapters, go through the AP World History textbook, The Earth and Its People, and analyze each of the five ancient civilizations.
Use the provided questions as a guide. Not every question will be answered for each civilization. Include specific and general information. Then complete one each for the classical civilizations and Han. Alexander the Great, Ancient Rome, China 294 Words 3 Pages. Extremely challenging. Each question has 5 possible responses.
The raw score for this section is figured by adding one point for each correct answer and subtracting 1/4 point for each one that is answered incorrectly. The incorrect answers are called distractors, and some of them will seem like they could be right. But there is always only one correct answer, and if you fill in more than one oval for a particular question on your response sheet, you will have that response marked as incorrect. 19th century, 21st century, 2nd millennium 1379 Words 4 Pages. AP Human Geography Chapter 2 Study Guide Terms: population density - a measurement of the number of people per given unit of land arithmetic population density - the population of a country or region expressed as an average per unit area physiologic population density - the number of people per unit area of arable land population distribution - description of locations on the Earth's surface where populations live dot maps - maps where one dot represents a certain number of a phenomenon. Demographic economics, Demography, Life expectancy 1036 Words 4 Pages.
Emily East November 22, 2014 AP Biology: 4th Hour Mitosis & Meiosis Test Corrections 3.) At which phase are centrioles beginning to move apart in animal cells? Prophase This answer can be found in the book on page 232, “Prophase – centrosomes move away from each other, propelled partly by the lengthening microtubules between them.” 4.) If cells in the process of dividing are subjected to colchicine, a drug that interferes with the formation of the mitotic spindle apparatus, at which stage will. Cell cycle, Cell division, Cell nucleus 1044 Words 4 Pages. Social Studies 11 Unit 1-1 Reading Guide Name: / 55 A Different Canada Resource: Counterpoints: Exploring Canadian Issues, Chapter 1 Introduction 1. Describe five changes in Canada’s borders between 1905 and 2005.
What was Canada’s population in:. 1911. 2000 Society and Manners 3. Where did most Canadians live in 1900?
Identify several Victoria era values in Canada. Describe how women were treated. Aboriginal peoples in Canada, Canada, First Nations 635 Words 4 Pages.
Study Guide for Exam 3 This will be a terminology-heavy exam. Make sure to study definitions. Compare your tables to a couple of classmates’ tables. Be familiar with life cycles as indicated.
Do qs listed on Moodle –both the exam forum III and qs I’ve posted with power points Focus on the power point lectures, posted Remember, this is only a guide. Use your class notes, textbook, and all materials on Moodle General comments: The format of this exam MAY include fill in the blank, diagrams. Algae, Apicomplexa, Brown algae 620 Words 4 Pages. The Hot Zone Reading Guide PART ONE: THE SHADOW OF MOUNT ELGON Something in the forest: 1. Describe three ways the Kinshasa Highways quickened the spread of the HIV virus.
Drivers were the carriers of this disease and spread it when they traveled from town to town b. Prostitues and truck stops c. Drivers often enter different towns 2. In what ways can a deadly virus be spread to humanity? AIrborne, in water, direct contact, through blood.
Monet has 'crashed'. AIDS, Blood, Bone marrow 1216 Words 5 Pages. American History AP Mid Term Study Guide-2012 Mr. Lester I have provided you with a basic guideline to study from. Below is a list of units and sample topics from which you need to prepare from. The list is NOT all inclusive, it is a guideline.
Also use old reading quizzes, tests, and links that I have placed on Moodle. You also might look in your AP review book and read through the outlines and look at some sample questions. Columbus - Colonization. Columbian Exchange. St.
American Civil War, Andrew Jackson, Compromise of 1850 786 Words 6 Pages. picEffective Reading skills Reading daily, Reading deeply, Reading widely are the few important skills of reading from which we can enhance our understanding of passage, ameliorate our vocabulary, correct our grammatical mistakes, increase our thinking capacity and helps in improving or learning any part of a language. The more you read the one thing you realize the key to doing well in the examination, and the key to perform or present any task in a well equipped way. There are many techniques. Comprehension, Learning, Learning to read 1870 Words 7 Pages. AP Biology Name: Chapter 51 Guided Reading 1. How do behavioral ecologists define behavior?
Behavioral ecologists define behavior as everything an animal does and how it does it 2. What is the focus of: a. Proximate questions of behavior? Focuses on the environmental stimuli, if any, that trigger a particular behavioral act, as well as the genetic, physiological, and anatomical mechanisms underlying it.
Ultimate questions of behavior? Focuses on the evolutionary significance. Altruism, Animal, Behavioral ecology 1506 Words 5 Pages. Name Per Date Chapter 28 Study Guide- Crisis of Imperial Order 1900-1929 Directions: Using complete sentences, answer the following questions. Use the question as the stem of your response.
Lay Hold Upon the Word of God: Melchizedek Priesthood Personal Study Guide 1 on Amazon.com. *FREE* shipping on qualifying offers. This study guide will. Melchizedek priesthood personal study guide. Lay Hold Upon the Word of God: Melchizedek Priesthood Personal Study. The Father in the Name of Jesus: Melchizedek Priesthood Personal Study Guide 3. Jun 24, 2014 - Lay Hold Upon the Word of God: Melchizedek Priesthood Personal Study Guide 1 by The Church of Jesus Christ of Latter-Day Saints 1. Come Follow Me: Melchizedek Priesthood Personal Study Guide 1983 on Amazon.com. *FREE* shipping on qualifying offers. Melchizedek Priesthood. Personal Study Guide...... The Church of Jesus Christ of Latter-day Saints. Salt Lake City, Utah.
Page numbers provided. Who fired the shots that ignited WWI? Give at least one example of Europeans meddling in Ottoman affairs.
In what 3 empires/regions was nationalism a dividing force? List the members. Egypt, Istanbul, Middle East 809 Words 3 Pages. AP Biology Summer Summaries There are many differences between proximate and evolutionary causes and explanations on why we are such easy targets for diseases.
The proximate explanations are described by its anatomy, physiology, and biochemistry. Evolutionary explanations go into detail on what would happen if we didn’t have the genes that cause us to get sick. Proximate causes look for what genes it is made up of and how it works. Evolutionary causes are why natural selection hasn’t eliminated. Allele, Bacteria, DNA 2601 Words 7 Pages. CHAPTER 1 INTRODUCTION The principle of humanism and egalitarianism has been the anchor of Philippine education.
Over the decades, Filipinos considered education as the key to success, or roughly translated, the key to a stable job and eventually to the elevation of their social status. The latter ensures that neither poverty nor difference in political creed and culture shall pose obstacles to the fulfillment of this basic need. The whole facet of the learning process shall ensure the provision. College, Education, High school 1355 Words 5 Pages.
Chapter 13: Meiosis and Sexual Life Cycles 1) Genes are the units of heredity, and are made up of segments of DNA. 2) In asexual reproduction, one parent produces genetically identical offspring my mitosis.
In sexual reproduction, two parents give rise to offspring that have unique combinations of genes inherited from the two parents. 3) Humans have somatic cells, which are any cell other than a gamete, have 23 pairs of chromosomes. A karyotype is an ordered display of the paired of chromosomes. Allele, Cell, Chromosome 1278 Words 4 Pages. BIOLOGY 1403 – ANIMAL BIOLOGY SP2013 Dr. Matthew Kaser Office: South Science 402 matthew.kaser@csueastbay.edu Office Hours: W 3:30-4:30 Objectives – To introduce students to the science of animals by:.
Comparing the structural and functional characteristics of different animal groups in an evolutionary and ecological context. Conducting experiments, collecting and analyzing data, and writing scientific papers, and through hands-on interaction with animal phyla. Academia, Academic dishonesty, Animal 659 Words 3 Pages.
Blah blah blah (now at the top of page 487) In 1791 the states ratified 10 amendments and the nation had a bill of rights. The BOR imposed limits on the national gov but not on state gov. So all in all I’m really not sure what the exact answer is. Difference between civil liberties and civil rights c. Civil liberties (sometimes referred to as “negative rights”) are freedoms that are guaranteed to an individual. These are restraints on the gov.
Civil liberties declare. Due process, First Amendment to the United States Constitution, Fourteenth Amendment to the United States Constitution 1893 Words 6 Pages. Chapter 15 Study Guide: The Age of Religious Wars and European Expansion 1. What caused the Revolt in The Netherlands? The Revolt of the Netherlands (1566-1587) By 1560s, Calvinism spread and appealed to the middle classes because of its intellectual seriousness, moral gravity, and emphasis on any form of labor well done Calvinism took deep root among the merchants and financiers in the northern provinces and working-class people also converted partly to please their employers In 1559, Philip. Age of Discovery, French Wars of Religion, Henry III of France 1777 Words 7 Pages.
Chapter 11 Study Guide Answer Key 1. Scattered oases, the highlands of Yemen, and interior mountains supported sedentary villagebased agriculture, and in the northern and southern regions of Arabia, small kingdoms had flourished in earlier times. Arabia also sat astride increasingly important trade routes, which connected the Indian Ocean world with that of the Mediterranean Sea and gave rise to cosmopolitan commercial cities, whose values and practices were often. Abu Bakr, Caliph, Caliphate 3151 Words 16 Pages. Geo 300 Instructor Peggy Lee, Reading Response 1 Question 1: Chapter 1 1) Identify and explain four basic causes of the environmental problems we face. “Population growth, wasteful and unsustainable resource use, poverty and failure to include in their market prices the harmful environmental costs of goods and services.” (p.15) 2) What is exponential growth? “Occurs when a quantity such as the human population increases at a fixed percentage per unit of time.
Biogeochemical cycle, Ecology, Environment 1275 Words 4 Pages. Chapter 14 Study Guide 1. Henyr the Navigator-(motives) were a blend of seeking a Christian kingdom as an ally against the Muslims, acquiring trade for Portugal, and extending Christianity. (things he done) founded a school for navigators, after that Portuguese fleets goes to Africa in search for gold but went to Atlas Mountain in Morocco. Facilitated trade in gold, ivory, and slaves 2.
Vasco da Gama-(motives) sail to Muslim merchant along East Africa then to Calicut and search of “Christian. Calvinism, Henry III of France, Malleus Maleficarum 1054 Words 3 Pages. Civil Liberties and Civil Rights Study Guide A. Chapter 4: a. Civil Liberties: The legal constitutional protections against government. Although our civil liberties are formally set down in the Bill of Rights, the courts, police, and legislatures define their meaning.
Bill of Rights: The first 10 amendments to the US Constitution, which define such basic liberties as freedom of religion, speech, and press and guarantee defendants' rights. First Amendment: The constitutional. Fifth Amendment to the United States Constitution, First Amendment to the United States Constitution, Fourteenth Amendment to the United States Constitution 1445 Words 5 Pages.
Their Eyes Were Watching God by Zora Neale Hurston Literature Guide Developed by Kristen Bowers for Secondary Solutions® ISBN 0-9772295-4-8 © 2006 Secondary Solutions. All rights reserved. A classroom teacher who has purchased this guide may photocopy the materials in this publication for his/her classroom use only. Use or reproduction by a part of or an entire school or school system, by for-profit tutoring centers and like institutions, or for commercial sale, is strictly prohibited. African American, African American Vernacular English, Dialect 927 Words 4 Pages.
World History Guided Reading 1 'The Origins of Agriculture to the First River-Valley Civilizations” TERMS: Culture - Socially transmitted patterns of action and expression Foragers - Hunting and food gathering people Animal domestication - The killing of animals for food Pastorialism - Way of life dependent on large herds of grazing livestock Matrilineal - Kinship with mother Patrilineal - Kinship with father Lineages - the holding of land by large kinship (blood relationship). Ancient Egypt, Bronze Age, Fertile Crescent 1567 Words 7 Pages.