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Q1:Environmental Impacts of Deforestation Using your own words, write a short descriptive essay that defines and explains selected environmental impacts of deforestation. See Answer
Q2:Theory holds that sympatric large mammalian herbivores (LMH) must partition food resources to coexist, and LMH are traditionally categorized along a spectrum from grass-eating grazers to non-grass-eating browsers. Yet it has never been clear how well LMH within these broad functional groups partition the enormous local plant species diversity. By sequencing plant DNA from LMH fecal (poop) samples, researchers analyzed the diets of an African LMH assemblage in Kenya. Consider the multivariate plot below (Fig. 4A from Kartzinel et al. 2015) showing how LMH species differ with respect to diet, based on the observed variation in plant species DNA found in each fecal sample. In NMDS plots, each point represents a multidimensional sample (in this case, diet composition of a given animal) and the relative distance between points is indicative of the degree of dissimilarity between two samples. Points that are far apart are less similar (i.e., more dissimilar) to each other than are points that are close together. A NMDS2 -1.0 -0.5 0.0 0.5 1.0 1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 NMDS1 Plains zebra Grevy's zebra Buffalo Cattle A Elephant A Impala Dik-Dik Fig. 4A. Niche partitioning within and among feeding guilds. Non-Metric Multidimensional Scaling (NMDS) ordination of Bray-Curtis dissimilarity values of diet samples from individuals representing all seven LMH species (pseudo F6,285 = 59.0, P ≤ 0.0001). Symbols distinguish "grazers" (circles), "mixed feeders" (triangles), and "browsers" (squares). What is/are the independent variable(s) in this analysis? species identity (e.g., zebra, buffalo, elephant, etc.) O feeding guild (functional group defined as species that eat similar things) both A and B O diet composition (as measured by plant DNA in animal fecal samples) O diet composition (as measured by field observations of feeding animals)See Answer
Q3:What does the shape of each point in panel 4A represent? O the species identity of an individual animal the feeding guild to which an individual animal belongs the geographic area from which an individual sample was collected the overall (dis)similarly of diet composition of an individual animal, relative to the diets of other individuals nothing: there is no variation in that parameterSee Answer
Q4:What do the error bars in panel 4A represent? the 95% confidence interval of mean diet composition in LMH the range of diet composition in LMH the variance in diet composition in LMH O the standard deviation of diet composition in LMH there are no error bars in this figureSee Answer
Q5:These data_____ the idea that LMH diversity may be more tightly linked to local plant diversity than is currently recognized. O prove O are consistent with O disprove O are inconsistent with O are not relevant toSee Answer
Q6:Figure 1. Bumble bee colonies exposed to the fungicide chlorothalonil had (A) fewer workers, (B) lower total bee biomass and (C) smaller mother queens than control colonies. Statistics for each life stage comparison can be found in Table 1. O number of larvae, pupae, and adult bumble bees O biomass of larvae, pupae, and adult bumble bees O both A and B O exposure to fungicide O species of flowering plantSee Answer
Q7:What was the control group in this experiment? O no fungicide O larvae O pupae O adult bee O oats, Avena barbataSee Answer
Q8:What is/are the response/dependent variable(s) in this experiment? O number of larvae, pupae, and adult bumble bees O biomass of larvae, pupae, and adult bumble bees O both A and B OOO O exposure to fungicide O species of flowering plantSee Answer
Q9:What was the experimental unit to which the treatment was applied in this experiment? O individual bee O bee colony in a mesh cage field plot O species of flowering plant O not enough information to decideSee Answer
Q10:What does the color of each bar in panel 1A represent? O bee life stage (larvae, pupae, or adult) O number or biomass of bees O exposure to fungicide O species of flowering plant O nothingSee Answer
Q11:The observed suggest(s) that exposure to fungicide had a negative effect on bee colony success. O differences in number of bees in each treatment O differences in biomass of bees in each treatment O both A and B O similarity in numbers and biomass of bees in each treatment O all of the aboveSee Answer
Q12:What is/are the independent variable(s) in this observational study? O date and time O location of iButton data logger (river bed or floating mat) O both A and B O temperature O the Eel RiverSee Answer
Q13:Where was temperature most variable, according to the data in Figure 2? river bed floating mat GirlyMon Pool O Merganser Pool not enough information to decideSee Answer
Q14:Overall, these data some cyanobacteria. that thermal conditions in floating algal mats stress or kill common green algae and diatoms, while favoring O prove O are consistent with the idea are inconsistent with the idea disprove O do not address the ideaSee Answer
Q15:Overall, these data that cyanobacteria in the Eel River can produce neurotoxins that are potentially harmful to fish, cows, dogs, and perhaps even humans. O prove O are consistent with the idea O are inconsistent with the idea O disprove O do not address the ideaSee Answer
Q16:Scenarios Maggots living on a dead organism. The maggots feed on the available nutrients from the dead human or animal and utilize the moist environment to lay their eggs. Orchids Growing On Tree Branches. The best trees for orchids are those with bark that has good texture, and is "groovy". This gives the seed a place to nestle and be protected while it germinates and grows. Remora has special suckers attached to its fins. It attaches itself to the bodies of sharks, and uses the shark for transportation and protection from its predators. It also eats up the scraps of food that are left over when the shark eats its prey. Identify whether the relationship is Inquilinism, Metabiosis, Phoresy or Microbiota. (Show who is the Host, and the Commensal) Justify Your Answer. (How does the commensal benefits)See Answer
Q17: watch this video https://www.youtube.com/watch?v=rXJ3vmOWATk&ab_channel=biointeractive then, answer these questions: How can my understanding of ecological principles enhance my contribution to biodiversity conservation and sustainable environmental practices? What role do I play. as a scientist, as an ecologist — in helping to conserve our planet's biodiversity? 100 wordsSee Answer
Q18: TASK 1: I have attached a draft of my dissertation report, its a final year porject ( LAb report). I need help for rewrite in scientific report and add information on introduction and disscution, Need the report in 4000 words use all the informaton from the DRAFT REPORT, espicilly the methods, results and the aim and hypothese. Paraphrase everything writen on the DRAFT REPORT Abstract, Introduction, Materials and Methods, Results, dissuction and the reference should be in HAVARD style attached two papers, if you compare my reults with these papers and write it on the disscution Task 2: Need 12 slides + speaker notes(50-60 words per slides) about the report, if you add pictures please refrence everything add the reults on slides as well/n/n/n/nSee Answer
Q19:What are you required to include in/on your poster? 1. The name of your specific biome – Example: the northern coniferous forest of Maine. 2. A description of your biome's characteristics, specific to the actual region you listed above, in as much detail as you can research. Include average temperature (may be year-round or in seasonal climates, identify average for winter and summer), as well as annual precipitation rate. 3. Identify 4-6 plants and/or fungi typically found living in this biome, and specify which is the most dominant type of vegetation. For each one, describe the adaptations this organism has made to be able to survive in this environment - Example: thick waxy cuticle to prevent dehydration of tissues. (Collect images of these specimens as well while you are researching - you will need some of them for later - see below.) 4. Identify 4-6 animals typically found living in this biome, and specify which is the most dominant type of organism. For each one, describe the adaptations this organism has made to be able to survive in this environment - Example: thick fur to ensure body warmth is retained in winter. (Collect images of these specimens as well while you are researching - you will need some of them for later - see below.) 5. Identify current 2 threats to the biome and explain how each threat is impacting the ecosystem. At least one threat MUST BE caused by humans- Example: clearing of land for agricultural crops is a human-caused threat. The second threat can be a result of natural phenomena - Example: dry grasses in a drought period coupled with a lightning strike produces wildfires. 6. Using the plants and animals from items 3 and 4 above, construct a food web of the community. Be sure to indicate who are the primary producers, who are primary consumers/secondary consumers/tertiary consumers/decomposers (if you have chosen any that fit that category) etc. This can be done using words or photos - your preference. 7. Include pictures or photos (and credit their source alongside the picture/photo!) of at least plants/fungi/animals from points 3 and 4 above. These can be part of the food web, but must somehow be used in your design. You also need to include a map showing the biome location. 8. Collect your references for a "References Cited" section. Use at least 3 references in addition to your textbook. Wikipedia is not considered an acceptable reference - go to the original source. See the Rubric on the following page for how scoring will be done. See Answer
Q20:3. List the four assumptions that the mark/recapture technique is based upon.See Answer

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