Unit 8: Ecology
Biology · Unit 8 · Paper 2

Ecology unit test

A test on this unit alone, marked as a percentage and a letter grade — for the test your class is actually sitting, rather than for May. Answer everything, then submit once: seeing the answer to question 3 before attempting question 4 makes the final percentage meaningless.

Each paper is built from this unit’s 42 terms and is the same for everyone, so a teacher can assign “Unit 8, Paper 2” and every student sits the identical test. Multiple choice is marked objectively; the written sections you mark yourself against the model answer and rubric.
Suggested time 31 min 28 points0/17 attempted
1

Ten percent rule

2

Logistic growth

3

Carrying capacity (K)

4

Symbiosis types

5

Aposematic coloration

6

Competitive exclusion principle

7

Simpson's diversity index

8

Trophic levels

9

Nitrogen fixation

10

Phosphorus cycle

11

Decomposers and detritivores

12

Primary vs secondary consumers

Short answer 1. Define or explain: Population growth rate

3 pts

Short answer 2. Define or explain: Biogeochemical cycling

3 pts

Short answer 3. Define or explain: Species richness vs evenness

3 pts

Short answer 4. Define or explain: Resource partitioning

3 pts

Free response

4 pts

Buffelgrass, an invasive grass in southwestern desert ecosystems, is threatening the saguaro cactus, a keystone species in those ecosystems. Buffelgrass is drought-tolerant and survives wildfires; the dry grass also acts as fuel, making fires more severe. Older saguaro cacti can survive wildfires, but many young cacti cannot. Scientists tested whether they could control the abundance of the buffelgrass population. They identified several native grass species that might reduce buffelgrass abundance when grown alongside it. They grew buffelgrass in the presence of several different native grass species in greenhouses, under either nondrought (watered every 3 days) or drought (watered every 9 days) conditions. After twelve weeks they measured the height and dry weight of the buffelgrass in each treatment group.

(a) Describe the effect that removing a keystone species will have on an ecosystem.

(b) Identify a control group the scientists should include in their experiment.

(c) State the null hypothesis of the experiment in which buffelgrass is grown in the presence of native grass species.

(d) Scientists have found that the population growth rates of native grasses are much slower than the population growth rate of buffelgrass following a wildfire. The scientists claim that wildfires will therefore increase the abundance of buffelgrass plants in the ecosystem. Based on the information given, justify the scientists’ claim.