托福聽力Tpo真題-動(dòng)物專題

TPOListeningExercises

Subject:AnimalSciences

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TPO1Lecture4

isthemaintopicofthelecture

Thetypesofhabitatsmarmotsprefer

Methodsofobservingmarmotbehavior

Feedinghabitsofsomemarmotspecies

Differencesinbehaviorbetweenmarmotspecies

tothecasestudy,whyaremarmotsidealforobservationTheydonothidefromhumans

TheyresideinmanyregionsthroughoutNorthAmericaTheyareactiveinopenareasduringthedayTheirburrowsareeasytolocate

theappropriatedescriptionofeachmarmotspecies'behaviortotheboxbelowthemarmot'sname

Clickonaphrase.Thendragittothespacewhereit

belongs.

Oneofthephraseswillnotbeused

Displaysaggressivetendenciesisfamilyorientedsaysactiveduringthewinter

OlympicMarmotEasternMarmot

reasondoestheprofessorgiveforthedifferenceinmarmotbehaviourpatterns?

Typeoffoodavailable

Thesizeofthepopulation

Interactionwithothermarmotspecies

Adaptationstotheclimate

doestheprofessorsaythis( )

Toinformthestudentthathisdefinitionisincorrect

Tosuggestthatthestudentdidnotdothereading

Toencouragethestudenttotryagain

Tochangethetopicofdiscussion

doestheprofessorsaythis( )

Toexpressasimilarconcern

Toencouragethestudenttoexplainwhatshemeans

Toaddressthestudent'sconcern

Toagreewiththestudent

TPO4Lecture1

6.Whatisthelecturemainlyabout?

Methodsofobservingunusualanimalbehavior.

Atheoryaboutwaysbirdsattractmates.

Waysanimalsbehavewhentheyhaveconflictingdrives.

Criteriaforclassifyinganimalbehaviors.

7.Indicatewhethereachoftheactivitiesbelowdescribesa

displacementactivity.

Clickinthecorrectboxforeachphrase.

YesNo

Ananimalattacksthegroundinsteadofits

enemy.

Ananimalfallsasleepinthemiddleofa

matingritual.

Ananimal

eats

somefoodwhenconfrontedby

itenemy.

Ananimal

takes

adrink

of

water

after

groomingitself.

8.Whatdoestheprofessorsayaboutdisinhibition?

Itcanpreventdisplacementactivitiesfromoccurring.

Itcancauseanimalstoactonmorethanonedriveatatime.

C.Itisnotusefulforexplainingmanytypesofactivities.

displacement

Itisresponsiblefortheappearanceofseeminglyirrelevantbehavior.

9.Accordingtothelecture,whatisonepossiblereasonthat

displacementactivitiesareoftengroomingbehaviors?

Groomingmaycauseanenemyorpredatortobeconfused.

Groomingisaconvenientandaccessiblebehavior.

Groomingoftenoccursbeforeeatinganddrinking.

Groomingisacommonsocialactivity.

10.Whydoestheprofessormentionthewoodthrush?

Tocontrastitsdisplacementactivitieswiththoseofotheranimalsspecies.

Toexplainthatsomeanimalsdisplaydisplacementactivitiesotherthangrooming

Topointouthowdisplacementactivitiesareinfluencedbytheenvironment.

D.Tofiveanexampleofananimalthatdoesnotdisplaydisplacementactivities.

11.Replay:Whatdoestheprofessormeanwhenshesaysthis?

A.Sheisimpressedbyhowmuchthestudentknowsaboutredirecting.

B.Shethinksitistimetomoveontothenextpartofthislectures.

Thestudent’sanswerisnotanexampleofadisplacement

activity.

D.Thestudentshouldsuggestadifferentanimalbehaviortodiscussnext.

TPO7Lecture2

10.whatisthelecturemainlyabout?

Howanimalsemitultrasonicpulses

Howbatsuseacousticalsignals

Acomparisonofecholocationandradar

Variationsamongbatsintheuseofultrasound

whydoestheprofessordecideNOTtoaddmoreinformationtothediagramontheboard?

Shewantsstudentstocompletethediagramthemselvesasanassignment

Sheneedstolookupsomeinformationinordertocompletethediagramaccurately

Theadditionalinformationisnotrelevanttothetopicthatshe

wantstodiscussnext

Studentsalreadyhavetheadditionalinformationintheirtextbook

12.Accordingtotheprofessor,whataretwowaysinwhichamothmightreactwhenitdetectsthepresenceofabat?

Clickon2answers

Themothmightstopbeatingitswings

Themothmightemithigh-frequencysounds

Themothmightleavethearea

Themothmightchangeitscolortomatchitssurroundings

13.Whatsurprisinginformationdidarecentexperimentrevealabout

lesserspear-nosedbats?

Theyfilteroutechoesfromsometypesoftrees

Theycananalyzeechoesfromstationaryobjectswithcomplex

surfaces

Theycannotanalyze"jagged"echoes

Theycannotanalyzeechoesfromcertaintypesofsmallmoving

objects.

14.Accordingtotheprofessor,whydoesapinetreeproducea"smooth"echo?

Becauseithasasmoothtrunk

Becauseithaslargebranchesspacedatregularintervals

Becauseithasmanysmall,denselypackedneedles

Becauseitremainsstationaryinalltypesofweather

15.Whydoestheprofessorsaythis( )

ToansweraquestionthatCarolasked

TocorrectastatementthatCarolmade

TopraiseCarolforanexamplethatshegave

TogiveanexampleofaprinciplethatCarolstated

TPO8Lecture1

1.Whatisthemainpurposeofthelecture?

A.Tocompareactivehabitatselectionwithpassivehabitatselection

Toshowthatmosthabitatpreferencesinanimalsarelearned

Tocomparethehabitatrequirementsofseveralbirdspecies

Toexaminetheconsequencesofhabitatselectionbyanimals

Whatelementofthelover’shabitatinCaliforniawasthreatened?

Theavailabilityoffood

Theavailabilityofwater

Thesafetyofnestsfromhumanactivity

Theprotectionofnestsfrompredatorybirds

3.

Whatdoestheprofessorillustratewiththeexampleof

warbler?

the

blue

Therelationshipbetweenhumanactivityandhabitatloss

Therelationshipbetweenhabitatandreproductivesuccess

Theadvantagesofhabitatswithlowvegetationdensity

Thereproductiveadvantagethatyoungwarblershaveoverolderwarblers

4.Whydoestheprofessormentionthepopulationdensityofblackcapsintwodifferenthabitats?

A.Toexplainthesimilarreproductiveratesinthetwohabitats

5.

B.Toexplaintherelationbetweenaspecies’populationdensityand

itsnestingbehavior

C.Toillustratetheadvantagesofapreferredhabitatoverasecondary

habitat

D.Toillustratethepossibleimpactofmakingapoorhabitatselection

Accordingtotheprofessor,whydidsomeblackcapschooseasecondary

habitat?

Theywerefollowingamovingfoodsupply

Theirpreferredhabitatwastakenoverbyanotherbirdspecies

Theirnestingsitesweredisturbedbyhumanactivity

Theirpreferredhabitatbecametoocompetitive

6.

Listeningagaintopartoftheconversation.Thenanswerthequestion.

Whatcanbeinferredabouttheprofessorwhenshesaysthis?

A.Sherealizesthatshejustcontradictedastatementshemadeearlier

Sheisabouttodiscussanotheraspectofthetopic

Shethinkstheanswertoherquestionisobvious

D.Shewantsstudentstorecallacasethatshehasalreadydiscussed.

TPO10Lecture1

6Whatisthelecturemainlyabout

Recentfossilevidenceconnectingwhalesandthehippopotamus

○Difficultiesinthedeterminingtheevolutionaryhistoryofwhales

Similaritiesamongancientancestorsofwhales

○Similaritiesbetweenwhalesandothermodern-dayanimals

7Accordingtotheprofessor,whatthreeaspectsoftheAmbulocetusfossilmakeAmbulocetusalikelybridgebetweenlandmammalsandseamammals?

Clickon3answers

Ithadanelongatedskeletalstructure

Itstronglyresembledamodernhippopotamus

Ithadanunusuallykindandthintailforawhale

○Ithadlimbsthatcouldhavebeenusedforwalking

Itsskullhadearbonescharacteristicoflandmammals

8Accordingtotheprofessor,whatdoesthediscoveryofAmbulocetusmeantoresearchers?

Itfillsagapinthefossilevidenceforwhaleevolution

○IthasbecomelesssignificantsincethediscoveryofBasilosaurus

○Itcallintodoubtthetheorythatwhaleevolvedfromlandmammals

○Itsuggeststhatwhalesevolvedmorerecentlythanwaspreviously

believed

9Whatevidencesuggeststhatwhalearedescendantsofthe

hippopotamus

SimilaritiesbetweenhippopotamusfossilsandtheAmbulocetus

fossil

Similaritiesinthegenesofhippopotamusesandwhales

○Similaritiesinthehabitatsofmodernhippopotamusesandancient

whales

○Similaritiesintheskeletalstructuresofmodeandancientwhales

rnhippopotamuses

10Whatistheprofessor'sopinionaboutrecentgeneticstudiesrelatingtowhaleevolution?

○Theysolvealong-standingmysteryinvolvingfossilevidence

Theycontainsignificanterrors

○Theypresentevidencethatconflictswithfossilevidence.

Thefindingsofthevariousstudiesshouldnothavesurprisedresearchers

11.WhatdoesDNAevidenceindicateaboutrelationshipsamongwhales?

Allmodernwhalesdescendfromspermwhales

○Differencesamongtoothedwhalespreviouslythought

arelesssignificantthatwas

Notalltoothedwhalesarecloselyrelated

Spermwhalearemorecloselyrelatedtokillerwhalesthanwaspreviouslythought

TPO11Lecture1

2.whatisthetalkmainlyabout?

Variouspredatorsthatthreatenyoungbirds

Variouspatternsofgrowthinyoungbirds

Onewaythatbirdsprotecttheiryoung

Onewaythatbirdsprovidefoodfortheiryoung

3.accordingtothelecture,whatdobirdsusuallydowhenputtingonadistractiondisplay?

Clickon2answers

Theyimitateanotherkindofanimal

Theyflyincirclesaroundtheirnest

Theycovertheirnestwiththeirwings

Theypretendtheyaresickorinjured

4.accordingtothelecture,whendobirdsputontheirmostconspicuousdistractiondisplays?

Justbeforetheylaytheireggs

Immediatelyaftertheyhavelaidtheireggs

Justbeforetheiryoungbecomeindependent

Immediatelyafteryounghaveleftthenest

5.whydoestheprofessorsaythis( )

Tointroduceanexplanation

Toexpressuncertainty

Topointoutanerror

Toemphasizeapointthatshouldbeobvious

6.Whydoestheprofessorsaythis( )

Toexplainthebehaviorofthepredator

Toemphasizethatpredatorshaveexcellenthuntingskills

Tostatethepurposeofbirds'behavior

Toemphasizetherisksinvolvedinadistractiondisplay

7.whydoestheprofessorsaythis( )

Todescribethebehaviorofaninjuredsandpiper

Togiveanexampleofawell-performedbroken-wingdisplayToshowwhysomesandpipersfailtodistractpredators

Todistinguishthesandpiper'sdisplayfromanotherkindof

display

TPO14Lecture2

Part3

1.Whatisthelecturemainlyabout?

Difficultiesanimalshaveinregulatingtheirbodytemperatures

Howpeoplecanaffectanimals’microclimates

Waysofidentifyingdifferenttypesofmicroclimates

Theimportanceofmicroclimatestosomeanimals

Whattwofactorsdoestheprofessorsaycanaffectamicroclimate?Clickon2answers.

Thesizeoftheanimalpopulationinthearea

Thenumberofothermicroclimatesinthearea

TheelevationofthelandwherethemicroclimateislocatedHumanactivityintheareawherethemicroclimateislocated

3.Whatpointdoestheprofessormakewhenshementionssquirrels?

Studyingsquirrelshashelpedbiologistsidentifydifferentmicroclimates.

Mammalshavemorethanonewayofregulatingtheirbody

temperature.

Smalleranimalshavemoresuccessthanlargeranimalsinadapting

todifferentmicroclimates.

Squirrelsdonotrelyonmicroclimatesasmuchasothermammalsdo.

Whatdoestheprofessorimplytheprofessorimplyaboutreptilesandmicroclimates?

Microclimatescanbebothhelpfulandharmfultoreptiles.

Microclimatesareoneofthemanywaysreptilescontroltheirbodytemperature.

Manyreptilespositionthemselvesinmicroclimateswhenwaitingfortheirprey.

Manyreptilesspendmostoftheirtimeinonetypeofmicroclimate.

5.Accordingtotheprofessor,howdodecomposing

microclimates?

Decomposingleavesformlayersthatpreventsunlight

leavesaffect

fromwarming

thegroundbelowtheleaves.

Decomposingleavesinsulateburrows,keepingtheburrowscool.

Decomposingleavesgenerateheat,creatingawarmmicroclimate.

Decomposingleavesbringmoisturetodrymicroclimates.

Listenagaintopartofthelecture.Thenanswerthequestion.

Whydoesthestudentsaythis:

Torefertoawell-knowmisconceptionaboutreptiles

Toindicatethatheunderstandstheprofessor

’sexplanations

Toprovide

anexamplethat

maybeanexception

totheprofessor

’s

statement

Toindicate

thatthereismorethanoneexplanation

foraphenomenon

TPO15Lecture4

Whydoestheprofessordiscusstheexplorationofhydrothermalvents?

Toshowhowtheexplorationhelpedresearcherstodeterminethecompositionofoceanwater.

Toshowhowtheexplorationchallengedanassumptionaboutbiologicalcommunities.

Tocomparetwocompetingtheoriesconcerningchemosynthesis.

Tocomparethelifecycleofunderwaterplantstothelifecycleofunderwateranimals.

Whatarethreeoftheconditionsofwaternearhydrothermalventsthatmaderesearchersthinktheywould

notfindlivingorganismsthere?Clickon3answers

Extremeheat

Extremepressure

Fastcurrents

Lackofminerals

Lackofsunlight

31.Whatdoestheprofessorimplyabouttheresearchers’

reactiontothebiologicalcommunitydiscoveredontheocean

floor?

Theyweresurprisedatthelargevarietyoforganismsliving

nearhydrothermalvents.

Theyweresurprisedtofindanybacterialivingwithoutsunlight.

Theyweredisappointedatnotfindinganyanimallife.Theycouldnotagreeonthesignificanceofthedatathattheycollected.

32.Accordingtotheprofessor,whatistheroleof

chemosynthesisinbiologicalcommunitiesthatarefoundhydrothermalvents?

Itenablesorganismstoconverthydrogensulfideintofood.

Itenablesorganismstoconverttinyamountsoflightinto

energy.

Itenablesorganismstowithstandlargeamountsofcarbondioxide.

Itenablesorganismstoregulatetheirtemperature.

Whydoestheprofessormentionthebacteriathatliveinsideatubeworm?

Togiveanexampleoforganismsthatposeathreattotubeworms.

Toexplainwhatprovidestheorganicmaterialthattubewormsuseforenergy.

Togiveanexampleofotherorganismsthatcanwithstandextremeheat.

Togiveanexampleoforganismsthatareinvolvedinbothchemosynthesisandphotosynthesis.

WhatdoestheprofessorimplywhenshesaysthisShewillreviewinformationfromtheassignedchapter.Shewillpresentadditionalinformationrelatedtotheassignedchapter.

Thequizontheassignedchapterwillbelongerthanotherquizzes.

Theclasshasspenttoomuchtimeontheassignedchapter.

TPO16Lecture3

6.Whatisthelecturemainlyabout?

A.Differentforagingstrategiesamonganimals.

B.Methodsbeaversusetogatherbuildingmaterials.

C.Decisionsbeaversmakeaboutwheretolive.

D.Choicesbeaversfacewhenforaging.

7.Whatdifferencesbetweenaspentreesandashtreesdoestheprofessorpoint

out?

A.Aspentreesareeasiertotransport.

B.Aspentreesprovidebetterwoodforconstruction.

C.Aspentreesprovidelessnutritionforbeavers.

D.Aspentreeshavemoreoverallvaluetobeavers.

Whatdoestheprofessoridentifyasthetwocentralissuesinvolvedinbeavers’behavior?

Clickon2answers.

Howfarfromhometoforage.

Howtocopewithcompetition.

Whatsizetreetocutdown.

Whattimeofyearmaterialforconstructionisavailable.

Whatdoestheprofessorsayaboutthecuttingdownoflargetrees?A.Beaversgenerallyprefercuttingdownlargetreestosmalltrees.

B.Beaversgenerallydonottravellongdistancestocutdownlargetrees.C.Beaverswillnotcutlargetreesofcertainspecies.

D.Beaversuselargetreesmainlyforthepurposefobuildingshelters.

Accordingtotheprofessor,whydobeaversgenerallyforageatnight?

A.Beaversaresafefrompredatorsiftheyforageatnight.

B.Foragingatnightrequireslessenergythanforaginginthedaytime.

C.Beaversstaywiththeiroffspringduringthedaytime.

D.Beaversfacelesscompetitionforfoodfromotheranimalsduringthenight.

Whydoestheprofessorsaythis?A.Toexplainherreasoning.

B.Toindicatewhyherbeliefwaswrong.

C.Togiveanexampleofadecisionbeaversmake.D.Toexplainthereasonbeaverstravelfarforwood.

TPO17Lecture4

1.Whatisthelecturemainlyabout?

Differentkindsofcolorvisioninseaanimals.

Differencesinappearancebetweenvariousspeciesofoctopus.

Waysthatoctopusesattracttheirprey.

Waysthatoctopusesprotectthemselvesfrompredators.

2.WhydoestheprofessorfirstmentionProteus?

A.Toexplainhowtheoctopusgotitsscientificname.

B.Tointroducetheoctopus’exceptionalabilities.

TopointoutthattheoctopusplayedanimportantroleinGreekmythology.

Toprovideanexampleofamythologicalcharacterthatwaspartanimalandparthuman.

3.Howdoesanoctopuschangecolortomatchthecolorsinitsenvironment?Clickon2answers

Byraisingitspapillae.

Byreleasingcoloredink.

Byreflectinglightfromitsenvironment.

Bycontractingthemusclesarounditschromatophores.

Whatdoestheprofessorsayaboutthefunctionofthepapillae?A.Theyproducedyeindifferentcolors.

B.Theypropeltheoctopusthroughthewater.

C.Theychangethetextureoftheoctopus’skin.

D.Theyhelptheoctopuscontractintoasmallershape.

Whattwoexamplesdoestheprofessormentiontodescribetheoctopus’abilitytochangeitsshape?Clickon2answers

A.AsmallroundstoneB.Theleavesofaplant

Acloudofink.

Apieceofcoral.

Whydoestheprofessorsaythis?A.Topointoutanerror.

B.Toillustrateapoint.

C.Toproposeanexplanation.

D.Tocorrectamisunderstanding.

TPO18Lecture4

29.Whatisthemainpurposeofthelecture?

Toexplainthebiologicaladvantagesofaphysicalchangethatoccurs

inNorthAmericanwoodfrogs

ToexplainwhytheNorthAmericangoodfrog'shabitatrangehas

expanded

TodescribethefunctioningofthecirculatorysystemoftheNorth

Americanwoodfrog

TointroducestudentstoanunusualphenomenonaffectingNorth

Americanwoodfrogs

30.Whydoestheprofessorfirstmentionthearrivalofspring?

Toencouragestudentstolookforthawingwoodfrogs

Topointoutthetimeperiodwhenfrogsbeginmating

ToexplainwhytheclasswillsoonbedoingexperimentswithwoodfrogsToemphasizethespeedofthethawingprocess

Whathappenstoawoodfrogasitbeginstofreeze?Bloodisconcentratedinthecenterofitsbody.

Bloodstopsproducingsugar

Watermovesoutofitsinternalorgans.

Waterfromlustbeneaththeskinbeginstoevaporate

32.Whataretwopointstheprofessormakesaboutthethawing

ofthewoodfrog?Clickon2answers.

process

Thethawingprocessisnotfullyunderstood.

Thethawingprocesstakeslongerthanthefreezingprocess.

Thefrog'sinternalorgansthawbeforeitsouterskinthaws.

Thawingoccurswhenthefrog'sheartbeginspumpingglucosethroughitsbody.

Whatimpactdoesfreezinghaveonsomethawedwoodfrogs?Itincreasestheirreproductivesuccess.

Itdecreasestheirlifespan.

Itcausesthemtobemorevocalandactive.

Itreducestheirabilitytorecognizepotentialmates.

Whatdoestheprofessorimplywhenshesaysthis:

Shewantsthestudenttoclarifyhisquestion.

Shewantsthestudenttodrawhisownconclusions.

ShethinksthestudentdoesnotunderstandhowcarantifreezeworksShethinksthestudenthasmisunderstoodherpoint

TPO20Lecture4

12.Whatisthelecturemainlyabout?

Typicalfeaturesofthesnowshoeharethatdonotresultfromadaptation

Variousstrategiesusedbysnowshoeharestofindfoodduringthe

winter

Characteristicsthatsnowshoehareshavedevelopedinresponsetotheirenvironment

InteractionsbetweensnowshoeharesandhumanpopulationsinthestateofMaine

13.Accordingtotheprofessor,whatcausesthesnowshoehare’sfurtobeginturningwhite?

AdecreaseinthehoursthattheSunisupeachdayAsuddendropintemperature

Theincreasingamountofsnowontheground

Thechangingnatureofthefoodsupply

14.Whymightanearlysnowfallbeaparticularlydangeroustimefor

thesnowshoehare?

Itsfeetwouldnotyethavegrowntoresemblesnowshoes.

Itsbabieswouldnotyetbeabletokeepthemselveswarm.

Itschancesofbeingseenbyapredatoraremuchhigher.

Itmightnotbeabletolocatewhereitstoreditsfoodsupply.

15.Theprofessorimpliesthatthesnowshoeharehasanadvantageoverotheranimalsbecauseofitsunusualfeet.Whatisthatadvantage?

Itcanreachfoodinhigherlocationsbetterthanitscompetitors.

Itcanstaywarmincoldweatherlongerthanitscompetitors.

Itcanoutrunitspredatorsindeepsnow.

Itcandigunderthesnowtohidefromitspredators.

16.Theprofessorexplainsthatthesnowshoehare’sfoodsupplyis

availableyear-round.Whatdoestheavailability

snowshoeharetodo?

Storebodyfatforthecoldmonths

Remainlightweightthroughthewinter

Givebirthduringthewinter

Growfurquicklyduringthefirstyearafterbirth

of

food

allow

the

17.Whydoesthestudentsaythis:

Hewantstosupporttheprofessor’spointwithanexample.

Heisgratefultheprofessorhasansweredhisquestion.

Theprofessor’sexplanationcontradictshisownexperience.

Theprofessormaynotbelieveheistellingthetruth.

TPO21Lecture3

6.Whatisthelecturemainlyabout?

Methodsofanalyzingtoxicproteinsinsnakevenom

Insightsaboutsnakeevolutionprovidedbyvenomanalysis

Howsnakevenomdiffersfromlizardvenom

Whycolubridsareconsiderednonvenomoussnakes

7.Whydoestheprofessorreviewinformationabouttheclassificationofsnakesthatstudentsprobablylearnedinpreviouscourses?

Todeterminewhetherthestudentshaveenrolledintheappropriatecourse

TostresstheusefulnessoftheclassificationsystemforstudentsTopresentassumptionsthathaverecentlybeenchallenged

Togiveanexampleofamethodthatshewillexplainingreaterdetail

8.Accordingtoclassification

the

system

professor,thatis

whatisbased

amajorweaknessonanimals'

ofthe

physical

characteristics?

Itcanshowtherelationshipsonlyamongasmallnumberofanimalspecies.

Itrequirestechnologythatisnotwidelyavailable.

Itcannotaccountforcharacteristicsthatfirstappearedintherecentgeologicpast.

Itcannotdeterminewhethersimilarcharacteristicsdevelopedinsimilarways.

9.Accordingtotheprofessor,inwhatwaydocolubridsnakesdifferfromothervenomoussnakes?

Colubridsdidnotevolvefromlizards.

Colubridsdonotusevenomtocatchtheirprey.

Thefrontteethofcolubridsaremuchlargerthanthoseofothervenomoussnakes.

Colubridsproduceamuchstrongertypeofvenomthanothervenomoussnakesdo.

10.Whydoestheprofessormentionthebrowntreesnake?

Tosupportahypothesisabouttheevolutionofconstrictorsnakes

Tosupportahypothesisthatvenomoussnakesevolvedfromconstrictorsnakes

Togiveanexampleofasnakespeciesthatwasnevervenomous

Togiveanexampleofatypeofsnakethatcanchangeitscolor

11.Whatistheprofessor'sattitudetowardtheresultsfrommedical

researchonsnakevenomproteins?

Sheisenthusiasticaboutthedrugsthathavebeentestedtodate.

Sheisconcernedaboutthesideeffectsofdrugscreatedfromsnake

venomproteins.

ShedoubtsthattheDNAdatabasewillbeusefulindevelopingnew

drugs.

Shethinksitistooearlytotellhowsuccessfultheresearchwill

be.

TPO22Lecture3

23.Whatisthelecturemainlyabout'?

Aproposaltoidentifyalltheanimalsthatbecameextinctdiningthe

Pleistoceneepoch

Astrategyforreintroducingnativeplantstoanecosystem

Aprocessforidentifyingalternativehabitatsforlargeanimals

Aproposaltore-createfeaturesofecosystemsofthePleistocene

epoch

24.Accordingtotheprofessor,whatarethetwomaingoalsof

Pleistocenerewinding?Clickon2answers

Torestoresomeevolutionaryprocessesthatendedduringthe

Pleistoceneepoch

Tohelppreventtheextinctionofcertainspeciesofmegafauna

ToincreasepopulationsofnativeanimalspeciesinthewesternUnited

States

Tocreatealivinglaboratorywhereanimalinteractionscanbe

observed

25.Accordingtotheprofessor,howdidtheAmericancheetahinfluence

thepronghornantelopeduringthePleistoceneepoch?

Thecheetahpreventedtheantelope'spopulationfromgrowingtoolarge.

Thecheetahwasafactorinthedevelopmentoftheantelope'sspeed.

Thecheetahdispersedtheseedsofplantsthattheantelopeneeded

tosurvive.

ThecheetahcausedtheantelopetomigrateoutofthewesternUnitedStates.

26.Whatpointdoestheprofessormakewhenshediscussesthemaclura

tree?

Thefeedinghabitsoflargeanimalscouldhelprevivesomediminishing

plantspecies.

TheclimatehaschangedinNorthAmericasincethePleistoceneepoch

Massextinctionsofanimalsaregenerallyprecededbymassextinctions

ofplants.

ThemacluratreehaschangedverylittlesincetheIceAge.

WhydoestheprofessorsaythatplantsandsmallanimalshavecontinuedtoevolvesincethePleistocene?

ToindicatewhythewesternUnitedStatesiswellsuitedforPleistocenerewilding

TosuggestawaytobalanceanecosystemusingPleistocenerewilding

ToidentifyapotentialproblemwiththePleistocenerewildingconceptToexplainhowtheideaforPleistocenerewildingcameabout

Whatdoestheprofessormeanwhenshesaysthis:PleistocenerewildinghasbeentriedbeforewithoutsuccessPleistocenerewildingshouldbetriedwithjustafewspeciesPleistocenerewildinghasalreadybeenthoroughlyresearchedPleistocenerewildingisanotherformofhumaninterference.

PO23Lecture3

23.Whatisthelecturemainlyabout?

Partsofthedolphin’sanatomythatallowittonavigate

Twodifferenttypesofcommunicationusedbydolphins

Thewaythatdolphinsstoreairwhileswimmingunderwater

Themeaningsofdifferentsignalsusedbydolphins

24.Whydoestheprofessordiscussthespeedatwhichsoundtravels?

Todescribewhysoundsmadeunderwatercantravellongdistances