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Chapter 6 Study Guide
Page 162
Chapter 6 Study Guide
Study Tip
Divide the class into four groups, and
assign one section to each group. Tell
students that each group will serve as
the “class experts” on the assigned
sections. Also, explain that they can
divide the section’s material among
the group members in any way they
wish. Encourage students to think of
the kinds of questions other students
might ask and to be prepared to
answer them. Encourage groups to
meet at least once to review their
understanding of the sections.
6–1 A Changing Landscape
Key Concept
• Among human activities that affect the biosphere
are hunting and gathering, agriculture, industry,
and urban development.
Vocabulary
agriculture, p. 141 • monoculture, p. 141
green revolution, p. 142
Vocabulary
biodiversity, p. 150 • ecosystem diversity, p. 150
species diversity, p. 150 • genetic diversity, p. 150
extinction, p. 151 • endangered species, p. 151
habitat fragmentation, p. 151
biological magnification, p. 152
invasive species, p. 153 • conservation, p. 154
Thinking Visually
1. Renewable
6– 4 Charting a Course for the Future
Key Concept
2. Nonrenewable
• Researchers are gathering data to monitor and
evaluate the effects of human activities on
important systems in the biosphere. Two of these
systems are the ozone layer high in the atmosphere and the global climate system.
6–2 Renewable and
Nonrenewable Resources
Key Concepts
Chapter 6 Assessment
Reviewing Content
1. d
2. c
3. c
4. c
5. d
6. b
7. d
8. b
9. c
10. b
11. a
Understanding Concepts
• Environmental goods and services may be
classified as either renewable or nonrenewable.
• Human activities can affect the quality and
supply of renewable resources such as land,
forests, fisheries, air, and fresh water.
6–3 Biodiversity
Key Concepts
• Biodiversity is one of Earth’s greatest natural
resources. Many species have provided us with
foods, industrial products, and medicines—
including painkillers, antibiotics, heart drugs,
antidepressants, and anticancer drugs.
Thinking Visually
Using information from this chapter, complete the
following concept map:
Natural
Resources
can be classified as
1
2
such as
such as
A tree
Coal
CHAPTER RESOURCES
Print:
Technology:
• Teaching Resources, Chapter Vocabulary
Review, Graphic Organizer, Chapter 6 Tests:
Save
Levels A and B
e
• Laboratory Assessment, Laboratory
Assessment 2
• Computer Test Bank, Chapter 6 Test
• iText, Chapter 6 Assessment
r
Chapter 6
Vocabulary
ozone layer, p. 157
global warming, p. 159
Vocabulary
renewable resource, p. 144
nonrenewable resource, p. 144
sustainable development, p. 145
soil erosion, p. 145 • desertification, p. 145
deforestation, p. 146 • aquaculture, p. 147
smog, p. 148 • pollutant, p. 148
acid rain, p. 148
Tim
12. The greatest source of change in
the biosphere is human activity.
13. The green revolution introduced
farming strategies such as high-yield
varieties of major food crops, which
greatly increased agricultural production.
14. Answers may vary. A typical
response might mention pollution
and destruction of habitats.
15. Forests remove carbon dioxide
from the atmosphere and produce
oxygen.
16. Examples of environmental pollutants include sewage dumped into
streams, oil spills at sea, pesticides
that enter the food chain, and acidic
gases from burning fossil fuels.
162
• Human activity can reduce biodiversity by altering
habitats, hunting species to extinction, introducing toxic compounds into food webs, and introducing foreign species to new environments.
• Today, conservation efforts focus on protecting
entire ecosystems as well as single species.
Protecting an ecosystem will ensure that the
natural habitats and interactions of many different species are preserved at the same time.
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Chapter 6 Assessment
Interactive textbook with
assessment at PHSchool.com
Reviewing Content
Choose the letter that best answers the question or
completes the statement.
1. Which of the following human activities was NOT
important in transforming the biosphere?
a. agriculture
b. industry
c. urban development
d. aquaculture
11. Examine the food web below and determine
which of the following organisms would accumulate the highest levels of a chlorinated pesticide.
Snake
Fox
Hawk
(Continued from page 162)
2. Civilizations could not develop without
a. monoculture.
c. agriculture.
b. hunter-gatherers.
d. crop exchange.
Bird
3. A resource that cannot be replenished by natural
processes is called
a. common.
c. nonrenewable.
b. renewable.
d. conserved.
Owl
Frog
4. The conversion of a previously soil-rich area to a
sandy desert is called
a. habitat fragmentation.
b. deforestation.
c. desertification.
d. acid rain.
5. The burning of fossil fuels may cause all of the
following EXCEPT
a. acid rain.
c. smog.
b. global warming.
d. the ozone hole.
6. The sum total of the variety of organisms on Earth
is referred to as
a. ecosystem.
c. forest.
b. biodiversity.
d. agriculture.
7. When land development divides a habitat into
isolated “islands,” the result is called
a. deforestation.
c. magnification.
b. reforestation.
d. fragmentation.
8. A species that enters an environment where it has
not lived before is called a(an)
a. endangered species. c. threatened species.
b. invasive species.
d. predator.
9. A species whose population size is declining so
rapidly that it could soon become extinct is
a. nonnative.
c. endangered.
b. fragmented.
d. invasive.
10. The concept of using natural resources at a rate
that does not deplete them is called
a. conservation.
b. sustainable development.
c. reforestation.
d. successful use.
If your class subscribes to the iText,
your students can go online to access
an interactive version of the Student
Edition and a self-test.
Rabbit
Grasshopper
Mouse
Grasses
a. hawk
b. rabbit
c. frog
d. grasses
Understanding Concepts
12. What has been the greatest source of change in
the biosphere?
13. What was the green revolution?
14. Identify two ways in which industrial development
has affected ecosystems.
17. Biodiversity is the sum total
of the genetically based variety of
organisms in the biosphere.
18. The increasing concentration
of DDT released into the food chain
from zooplankton to fish to eagles is
an example of how biological
magnification occurs.
19. CFCs are carried into the upper
atmosphere, where UV radiation
breaks them apart. A series of chemical reactions follows, breaking down
ozone into ordinary oxygen.
20. In ecology, the term conservation
is used to describe the wise management of natural resources, including
preservation of habitats and wildlife.
The modern science of conservation
biology seeks to protect biodiversity.
21. Students should name any 4 of
the 11 ecosystem services listed in
Figure 6–22 on page 160.
15. Why have forests been called the “lungs of the
Earth”?
16. List three examples of an environmental
pollutant.
17. Define biodiversity.
18. Give an example of biological magnification. How
does it occur?
19. Describe the process by which chlorofluorocarbons deplete the ozone layer.
20. Speaking ecologically, what is conservation? What
is the role of conservation biology?
21. Name four natural services that ecosystems
provide for the biosphere.
HOMEWORK GUIDE
Section 6–1
1, 2, 12–14, 25
Section 6–2
Section 6–3
3–4, 10, 15, 16, 26, 28, 30, 31
Save 20, 22, 23, 27
6–9, 11,e17, 18,
Section 6–4
5, 19, 21, 24, 29
Tim
Questions:
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Section:
Humans in the Biosphere
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Chapter 6 Assessment
Chapter 6 Assessment
Critical Thinking
Critical Thinking
22. The loss of biodiversity may
mean the loss of potential sources of
material with significant value to
humans. Students may suggest
examples such as the loss of plants
that can be used for medicines.
23. Species diversity refers to the
number of species in the biosphere,
and ecosystem diversity refers to the
variety of different habitats, communities, and ecological processes in the
living world.
24. a. The change in temperature,
expressed in °C, is plotted on the
y-axis. The unit 0.0 represents the
global temperature in 1850. b. The
world temperature change in 2000
was ⫹0.7, or 0.7 degrees higher than
in 1850. c. The data between 1970
and 2000 show an overall increase in
temperature. d. The graph by itself
does not predict the pattern of global warming in the future, because
many different variables interact to
produce temperature averages for a
given year and can also modify climate trends in unpredictable ways.
25. Students may hypothesize that
because the cotton crop was made
up of plants that were all the same in
their inability to resist disease, the
new disease was able to sweep
through and destroy the cotton crop.
26. Students’ experiments should
compare erosion of soil that is protected in various ways with erosion of
unprotected soil.
27. To determine the concentration
at each trophic level, multiply by 10.
Thus, lst level⫽40 ppm; 2nd
level⫽400 ppm; 3rd level⫽4000
ppm; 4th level⫽40,000 ppm; 5th
level⫽400,000 ppm.
28. Predictions may vary. A typical
response might mention the
sustainable-development strategies
discussed in the text, including selectively harvesting mature trees, a
greater reliance on tree farms, and the
breeding of new, faster-growing tree
varieties that produce high-quality
wood.
29. Students’ plans may vary. All
guidelines should ensure that toxic or
otherwise dangerous trash is either
degraded before disposal or disposed
in a manner that guarantees no harm
will be done to the environment.
Students should also describe ways
22. Predicting How might the loss of biodiversity
adversely affect humans?
164
Chapter 6
23. Comparing and Contrasting Explain the
difference between species diversity and ecosystem diversity.
24. Using Tables and Graphs Study the graph
below that shows the change in global temperature from 1850 to 2000. Use the graph to answer
the questions.
Temperature Change (°C)
Changes in Global Temperature
28. Predicting Predict some ways in which scientific
research might help the forest industry preserve
forest ecosystems and maintain sustainable
development and jobs.
29. Applying Concepts Devise guidelines that your
biology class can use to dispose of the class’s nonlab
trash in a safe, “environment friendly” manner.
Where possible, include recycling in your plan.
30. Inferring Lakes that are affected by acid rain
often appear clear and blue. Why might this be so?
31. Formulating Hypotheses Different grades of
coal contain different amounts of sulfur. Explain
why burning low-sulfur coal can reduce acid rain.
1.0
0.5
Interdependence in Nature What environmental
factors make high levels of biodiversity possible in
most coastal waters? Refer to the discussion of abiotic
and biotic factors in Chapter 4 if you need help
answering this question.
0.0
-0.5
1850
1900
1950
2000
Year
a. In your own words, explain what is plotted on
the y-axis. What does the unit 0.0 represent?
b. How much did temperature change between
1850 and 2000?
c. Describe the trend in the data between 1970
and 2000.
d. Explain why this graph cannot predict global
temperature change in the future.
25. Formulating Hypotheses A monoculture of
cotton was planted in the 1980s in many southern states. A new disease invaded the cotton
plants, almost completely destroying them.
Explain how monoculture may have contributed
to the effect of the disease.
26. Designing Experiments Can covering soil with
mulch or compost near the bases of plants help to
reduce soil erosion? Design an experiment to
answer the question.
27. Calculating The concentration of a toxic chemical
is magnified 10 times at each trophic level. What
will be its concentration in organisms at the fifth
trophic level if producers store the substance at
concentrations of 40 parts per million?
to recycle paper, plastics, metals, and glass used in
the classroom.
30. Acid rain might change the water chemistry of
the lake, destroying life forms such as algae that
can make lake water look cloudy.
31. Sulfur dioxide, which forms when sulfurcontaining coal is burned, helps produce sulfuric
acid, a component of acid rain. Low-sulfur coal
produces less of the dioxide than high-sulfur
coal, and thus less sulfuric acid and less acid rain.
Write a paragraph explaining the value of wetlands to
human societies. In your paragraph, include the
concept of biodiversity as well as wetlands’ role in
maintaining water resources for human use. (Hint: To
help think of ideas, create a cluster diagram or
concept map with the word wetlands in the center. As
you think of ideas, add them to the diagram. Then,
group your ideas into related subtopics.)
Performance-Based Assessment
Designing an Educational Pamphlet You have
been asked to design a pamphlet for fifth-graders
about humans and the biosphere. The pamphlet must
be scientifically accurate and contain illustrations.
Create a thumbnail sketch of your pamphlet, including
an outline of topics and images.
For: An interactive self-test
Visit: PHSchool.com
Web Code: cba-2060
The productivity of an ecosystem in which organisms live, and hence the potential variety of species
(i.e., the level of biodiversity), depends on the
ecosystem’s abiotic and biotic factors. Most coastal
waters are in the photic zone. As a result, they
receive plenty of solar energy for the producers
that support the food chain. In addition, runoff
from rivers and streams may bring nutrients to
coastal waters that also increase the productivity of
coastal ecosystems. Finally, estuaries, the intertidal
zone, and the coastal ocean provide varied habitats that encourage biodiversity.