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© 2011 Pearson Education, Inc. 01.01 What is the difference between a sea and an ocean? (Ch. 1, Section “How Many Oceans Exist on Earth?”) A. B. C. D. E. Seas are smaller in area Seas are shallower in average depth Seas are partly enclosed by land Seas have a salinity that is different from the main oceans All of the above © 2011 Pearson Education, Inc. 01.01 What is the difference between a sea and an ocean? (Ch. 1, Section “How Many Oceans Exist on Earth?”) A. B. C. D. E. Seas are smaller in area Seas are shallower in average depth Seas are partly enclosed by land Seas have a salinity that is different from the main oceans All of the above Correct answer: E. All of these answers are correct statements about the difference between a sea and an ocean. © 2011 Pearson Education, Inc. 01.02 What invention made accurate open ocean navigation possible by determining longitude? (Ch. 1, Fig. 1D, Box 1.2 “How do Sailors Know Where They Are at Sea?”) A. B. C. D. E. Alidade Sextant Chronometer Orrery Magnetic compass © 2011 Pearson Education, Inc. 01.02 What invention made accurate open ocean navigation possible by determining longitude? (Ch. 1, Fig. 1D, Box 1.2 “How do Sailors Know Where They Are at Sea?”) A. B. C. D. E. Alidade Sextant Chronometer Orrery Magnetic compass Correct answer: C. John Harrison’s chronometer allowed longitude to be accurately calculated (for the time) which made it possible to reliably map islands and distant coasts. The other items are all navigation instruments, but not the correct answer to the question. © 2011 Pearson Education, Inc. 01.03 What is a scientific theory? (Ch. 1, Section “Theories and the Truth”) A. A proven fact B. An explanation for a natural phenomenon that is supported by many observations C. The same thing as a hypothesis D. An explanation for a natural phenomenon that has the approval of scientific leaders E. An explanation for a natural phenomenon that is thought by most people to be true © 2011 Pearson Education, Inc. 01.03 What is a scientific theory? (Ch. 1, Section “Theories and the Truth”) A. A proven fact B. An explanation for a natural phenomenon that is supported by many observations C. The same thing as a hypothesis D. An explanation for a natural phenomenon that has the approval of scientific leaders E. An explanation for a natural phenomenon that is thought by most people to be true Correct answer: B. A and C are incorrect. D and E are common fallacies. © 2011 Pearson Education, Inc. 01.04 Why does the Earth have a nickel-iron core at its center, surrounded by silicate mantle? (Ch. 1, Section “Density and Density Stratification”) A. The core formed first from metallic meteorites B. The intense pressure at the center of the Earth caused primordial nebular material to transmutate into metal C. A metal core occurs at the center of most planets D. Because it is more massive, the core material sank to the center of the Earth E. Silicates are less rigid than metal, so the mantle and crust flowed outward to the exterior © 2011 Pearson Education, Inc. 01.04 Why does the Earth have a nickel-iron core at its center, surrounded by silicate mantle? (Ch. 1, Section “Density and Density Stratification”) A. The core formed first from metallic meteorites B. The intense pressure at the center of the Earth caused primordial nebular material to transmutate into metal C. A metal core occurs at the center of most planets D. Because it is more massive, the core material sank to the center of the Earth E. Silicates are less rigid than metal, so the mantle and crust flowed outward to the exterior Correct answer: D. Not long after the initial accretion of the Earth as a planet, the interior melted and this allowed denser materials (i.e., the metals) to sink to the center while lighter silicates formed a shell around them. A is incorrect because metallic meteorites are thought to have formed in a planetary interior and are not therefore precursors. B is nonsense. C is correct but not an answer to the question. E is incorrect because the rigidity was not at issue. © 2011 Pearson Education, Inc. 01.05 Why is continental crust higher than ocean crust? (Ch. 1, Section "Density and Density Stratification" A. Continental crust is higher because it has more material beneath it B. Ocean crust has to cover 70% of the Earth’s surface, so it is spread out and therefore thinner C. Continental crust is less massive and higher because it is hotter than ocean crust D. The granite-type rock that makes up much of continental crust naturally forms mountains E. Continental crust is thicker and less dense than ocean crust, so it floats higher on the mantle © 2011 Pearson Education, Inc. 01.05 Why is continental crust higher than ocean crust? (Ch. 1, Section "Density and Density Stratification" A. Continental crust is higher because it has more material beneath it B. Ocean crust has to cover 70% of the Earth’s surface, so it is spread out and therefore thinner C. Continental crust is less massive and higher because it is hotter than ocean crust D. The granite-type rock that makes up much of continental crust naturally forms mountains E. Continental crust is thicker and less dense than ocean crust, so it floats higher on the mantle Correct answer: E. A is incorrect because the crust has no more material beneath it (when considered in terms of mass) because of isostatic balance. C is incorrect because continental crust is actually cooler. B and D are nonsense. © 2011 Pearson Education, Inc. 01.06 According to the Nebular Hypothesis, the Sun, Earth, and other planets in our solar system formed from an enormous cloud of gas and dust. Which of the following is not true about the Earth shortly after its formation? (Ch. 1, Section “How Were Earth and the Solar System Created?”) A. There were no oceans B. Metals had not yet coalesced in the Earth’s center to form the core C. The atmosphere was composed mostly of oxygen D. The surface was bombarded by meteorites E. There was not yet a Moon © 2011 Pearson Education, Inc. 01.06 According to the Nebular Hypothesis, the Sun, Earth, and other planets in our solar system formed from an enormous cloud of gas and dust. Which of the following is not true about the Earth shortly after its formation? (Ch. 1, Section “How Were Earth and the Solar System Created?”) A. There were no oceans B. Metals had not yet coalesced in the Earth’s center to form the core C. The atmosphere was composed mostly of oxygen D. The surface was bombarded by meteorites E. There was not yet a Moon Correct answer: C. If the Earth had an atmosphere shortly after accretion, it probably did not have significant free oxygen. Oxygen would not be significant until about 2 billion years later. Answers A, B, D, and E are all true statements and can be used to reinforce the idea that primitive Earth was vastly different from its present state. © 2011 Pearson Education, Inc. 01.07 Continental and ocean crust have different levels because oceanic crust is denser and “floats” lower on the asthenosphere than continental crust because of isostasy. Assuming no difference in structure, what would happen if the two types of crust were made of the same material? (Ch. 1, Section 1.4, Section “Earth’s Internal Structure”) A. The height difference would remain the same B. There would still be a difference because continental crust is thicker than ocean crust, but the heights would be nearly the same C. Continental crust is thicker, so the height difference would increase D. Isostasy would no longer apply since both types would have the same mass E. Because the oceanic crust is thinner, it would float higher © 2011 Pearson Education, Inc. 01.07 Continental and ocean crust have different levels because oceanic crust is denser and “floats” lower on the asthenosphere than continental crust because of isostasy. Assuming no difference in structure, what would happen if the two types of crust were made of the same material? (Ch. 1, Section 1.4, Section “Earth’s Internal Structure”) A. The height difference would remain the same B. There would still be a difference because continental crust is thicker than ocean crust, but the heights would be more nearly the same C. Continental crust is thicker, so the height difference would increase D. Isostasy would no longer apply since both types would have the same mass E. Because the oceanic crust is thinner, it would float higher Correct answer: B. The crust would still be lighter than asthenosphere, so thicker crust would be higher, although less so because the density difference would be removed. Answers A, C, D, and E are incorrect statements. © 2011 Pearson Education, Inc. 01.08 Charles Darwin considered a career as a minister. What would have happened to the theory of evolution had he not become a scientist instead? (Ch. 1, Box 1.3 “The Voyage of HMS Beagle”) A. The theory of evolution would not exist B. Somebody else would have proposed the same idea at about the same time C. Somebody else would have proposed the same idea, but probably not until much later D. The theory of evolution would be much different than it is today E. He would have still published the theory of evolution anyway © 2011 Pearson Education, Inc. 01.08 Charles Darwin considered a career as a minister. What would have happened to the theory of evolution had he not become a scientist instead? (Ch. 1, Box 1. 3 “The Voyage of HMS Beagle”) A. B. C. D. E. The theory of evolution would not exist Somebody else would have proposed the same idea at about the same time Somebody else would have proposed the same idea, but probably not until much later The theory of evolution would be much different than it is today He would have still published the theory of evolution anyway Correct answer: B. Often great ideas are “in the air”. Alfred Wallace published research with nearly the same idea at the same time as Darwin published “On the Origin of Species.” Some historians think the coincidence occurred because Darwin held his ideas until he was afraid of being “scooped.” Answer A assumes that only Darwin could have come up with the idea. Answer C probably gives Darwin too much credit for being ahead of his time. Answer D assumes that theories have differences that are personality related, which misunderstands the scientific process. Answer E seems unlikely if Darwin did not make his Beagle observations and was distracted by other duties. In counterpoint, Einstein came up with his the theory of relativity while working as a patent clerk. © 2011 Pearson Education, Inc. 01.09 A rock sample has 6 billion K40 atoms (parent isotope), and 6 billion Ar40 atoms (daughter isotope). After two half lives, what is the content of the rock sample? (Ch. 1, Section “Radiometric Age Dating”) A. B. C. D. E. 9 billion K40 atoms and 3 billion Ar40 atoms 1.5 billion K40 atoms and 10.5 billion Ar40 atoms 0 K40 atoms and 12 billion Ar40 atoms .75 billion K40 atoms and 11.25 billion Ar40 atoms 3 billion K40 atoms and 9 billion Ar40 atoms © 2011 Pearson Education, Inc. 01.09 A rock sample has 6 billion K40 atoms (parent isotope), and 6 billion Ar40 atoms (daughter isotope). After two half lives, what is the content of the rock sample? (Ch. 1, Section “Radiometric Age Dating”) A. B. C. D. E. 9 billion K40 atoms and 3 billion Ar40 atoms 1.5 billion K40 atoms and 10.5 billion Ar40 atoms 0 K40 atoms and 12 billion Ar40 atoms .75 billion K40 atoms and 11.25 billion Ar40 atoms 3 billion K40 atoms and 9 billion Ar40 atoms Correct answer: E. One half life has already passed, given the stable daughter product. The second half life involves halving the 6 billion, which would equal 3 billion. © 2011 Pearson Education, Inc. 01.10 Which of the following would isostatic adjustment apply to? (Ch. 1, Section “Earth’s Internal Structure”) A. The floating of the lithosphere upon denser mantle beneath B. The adjustment of species’ behavior/structures (adaptations) to new environments C. The adjustment of the amounts of CO2 released during photosynthesis D. The formation of our solar system © 2011 Pearson Education, Inc. 01.10 Which of the following would isostatic adjustment apply to? (Ch. 1, Section “Earth’s Internal Structure”) A. The floating of the lithosphere upon denser mantle beneath B. The adjustment of species’ behavior/structures (adaptations) to new environments C. The adjustment of the amounts of CO2 released during photosynthesis D. The formation of our solar system Correct answer: A. Isostacy refers to the buoyancy of a lithospheric plate on top of the asthenosphere. The other answers are incorrect. © 2011 Pearson Education, Inc. 01.11 Which of the following is NOT true about the oxygen on Earth? (Ch. 1, Section “The Importance of Oxygen to Life”) A. B. C. D. E. It shields the Earth from ultraviolet radiation It is necessary for respiration for many organisms It is essential for anaerobic bacteria’s survival It is a byproduct of photosynthesis When oxygen concentrations are high, speciation occurs rapidly © 2011 Pearson Education, Inc. 01.11 Which of the following is NOT true about the oxygen on Earth? (Ch. 1, Section “The Importance of Oxygen to Life”) A. B. C. D. E. It shields the Earth from ultraviolet radiation It is necessary for respiration for many organisms It is essential for anaerobic bacteria’s survival It is a byproduct of photosynthesis When oxygen concentrations are high, speciation occurs rapidly Correct answer: C. Oxygen was not present in Earth’s troposhphere when anaerobic bacteria (by definition, without oxygen) evolved. The other answers are all correct statements. © 2011 Pearson Education, Inc. 05.01 Many of the unique properties of water, such as cohesion and its reputation as a universal solvent, come from its atomic structure. What causes these properties? (Ch. 5, Section “The Water Molecule”) A. Atoms in water molecules are stuck together with atomic bonds B. Atoms in water molecules are stuck together with covalent bonds C. Water molecules are electrically polarized D. Water molecules contain sodium (Na) ions that break down substances E. Many other ions can substitute for the hydrogen (H) atoms in a water molecule © 2011 Pearson Education, Inc. 05.01 Many of the unique properties of water, such as cohesion and its reputation as a universal solvent, come from its atomic structure. What causes these properties? (Ch. 5, Section “The Water Molecule”) A. B. C. D. Atoms in water molecules are stuck together with atomic bonds Atoms in water molecules are stuck together with covalent bonds Water molecules are electrically polarized Water molecules contain sodium (Na) ions that break down substances E. Many other ions can substitute for the hydrogen (H) atoms in a water molecule Correct answer: C. The electrical polarization causes water molecules to stick together with hydrogen bonds. This gives them cohesion. The polarization also allows water to break down substances whose molecules are glued by ionic bonds by attracting the constituent ions. Answer A is nonsense; B is correct, but not the answer. Answers D and E are nonsense. © 2011 Pearson Education, Inc. 05.02 What is the unit that is equivalent to raising the temperature of 1 gram of water by 1 degree centigrade? (Ch. 5, Section “Water’s Thermal Properties”) A. B. C. D. E. Calorie Van der Waals Heat capacity Kilocalorie Joule © 2011 Pearson Education, Inc. 05.02 What is the unit that is equivalent to raising the temperature of 1 gram of water by 1 degree centigrade? (Ch. 5, Section “Water’s Thermal Properties”) A. B. C. D. E. Calorie Van der Waals Heat capacity Kilocalorie Joule Correct answer: A. The definition of a calorie is “the amount Of energy required to raise the temperature of 1 gram of water by 1 degree centigrade, the other answers are not correct. © 2011 Pearson Education, Inc. 05.03 Why does ocean temperature change little from day to night? (Ch. 5, Section “Water’s Thermal Properties”) A. Marine ice caps keep ocean water from heating up too much B. Lesser cloudiness over the oceans allows them to soak up more solar energy than land C. Salts in ocean water absorb sunlight during the day and release it at night D. Stronger, more consistent winds over the ocean distribute heat evenly E. High heat capacity absorbs solar energy quickly and releases it slowly © 2011 Pearson Education, Inc. 05.03 Why does ocean temperature change little from day to night? (Ch. 5, Section “Water’s Thermal Properties”) A. Marine ice caps keep ocean water from heating up too much B. Lesser cloudiness over the oceans allows them to soak up more solar energy than land C. Salts in ocean water absorb sunlight during the day and release it at night D. Stronger, more consistent winds over the ocean distribute heat evenly E. High heat capacity absorbs solar energy quickly and releases it slowly Correct answer: E. Water is capable of storing a tremendous amount of heat and is a conductor of energy. Air is an insulator and does not make for the effective transfer of energy A–D are incorrect statements. © 2011 Pearson Education, Inc. 05.04 What does the principle of constant proportions tell us? (Ch. 5, Section “Determining Salinity”) A. No matter where ocean salinity is measured, the result is the constant B. No matter the salinity of ocean water, the ratios of major dissolved ions remains the same C. The amount of chloride ions (Cl-) in ocean water is constant D. Remove a major dissolved salt from ocean water and other salts increase to keep the salinity constant E. Ocean water salts are dissolved ions © 2011 Pearson Education, Inc. 05.04 What does the principle of constant proportions tell us? (Ch. 5, Section “Determining Salinity”) A. No matter where ocean salinity is measured, the result is the constant B. No matter the salinity of ocean water, the ratios of major dissolved ions remains the same C. The amount of chloride ions (Cl-) in ocean water is constant D. Remove a major dissolved salt from ocean water and other salts increase to keep the salinity constant E. Ocean water salts are dissolved ions Correct answer: B. Answers A, C, and D are incorrect statements. Answer E is a correct statement but not the answer to the question. © 2011 Pearson Education, Inc. 05.05 Which of the following processes is NOT part of the hydrologic cycle? (Ch. 5, Section “Dissolved Components Added to and Removed from Seawater”) A. Water soaks into the soil to form groundwater B. Water is locked up in ice in polar caps C. Water flows from rivers to the oceans D. Water is added to the oceans and atmosphere by volcanic activity E. Water is evaporated from the oceans to form water vapor and clouds © 2011 Pearson Education, Inc. 05.05 Which of the following processes is NOT part of the hydrologic cycle? (Ch. 5, Section “Dissolved Components Added to and Removed from Seawater”) A. B. C. D. Water soaks into the soil to form groundwater Water is locked up in ice in polar caps Water flows from rivers to the oceans Water is added to the oceans and atmosphere by volcanic activity E. Water is evaporated from the oceans to form water vapor and clouds Correct answer: D. The hydrologic cycle concept has water moving from one reservoir to another. The addition of new water to the system is therefore not part of the cycle because it cannot cycle back to that reservoir. A sharp student could point out that water could recycle to volcanoes. How? Water subducted in sediments and ocean crust at convergent plate boundaries is released into the upper mantle and eventually makes its way to island arc volcanoes through magma ascent. This is a slow process and tiny compared to other parts of the hydrologic cycle, so it is usually not included. Answers A, B, C, and E are all parts of the cycle. © 2011 Pearson Education, Inc. 05.06 How does the latent heat of evaporation (and its equivalent, the latent heat of condensation) moderate climate? (Ch. 5, Section “Why Does Water Have Such Unusual Chemical Properties?”) A. It retards the formation of ice, keeping the oceans warmer B. By absorbing energy on evaporation and releasing it on condensation, it keeps water cool when the air is hot and warm when the air is cool C. The endothermic reaction does not allow salt to build up past a certain concentration D. The latent heat helps generate winds, which help keep the oceans cool when the air is hot E. It gives water a higher heat capacity, which allows it to stay cool when the air is warm and warm when the air is cool © 2011 Pearson Education, Inc. 05.06 How does the latent heat of evaporation (and its equivalent, the latent heat of condensation) moderate climate? (Ch. 5, Section “Why Does Water Have Such Unusual Chemical Properties?”) A. It retards the formation of ice, keeping the oceans warmer B. By absorbing energy on evaporation and releasing it on condensation, it keeps water cool when the air is hot and warm when the air is cool C. The endothermic reaction does not allow salt to build up past a certain concentration D. The latent heat helps generate winds, which help keep the oceans cool when the air is hot E. It gives water a higher heat capacity, which allows it to stay cool when the air is warm and warm when the air is cool Correct answer: B. The two latent heats tend to work against temperature swings. Answers A, C, and D are incorrect statements. Answer E is almost correct, but it is the molecular properties that determine the heat capacity, not the latent heat itself. © 2011 Pearson Education, Inc. 05.07 Hydrothermal vents are considered both a source and sink for ocean salts. How can one factor both add and take away salt? (Ch. 5, Section “Dissolved Components Added to and Removed from Seawater”) A. As water interacts with hot rock, some materials are dissolved whereas others are deposited B. Due to random variations in chemical reactions, salts are both deposited and dissolved in the vents C. The dissolved material cycles round and round in the vents, first being precipitated and then dissolved, then repeating again and again D. Hot vents give off material first as gas, which precipitates salt, only to be dissolved by fluids moving through the vent plumbing E. The statement is incorrect. Hydrothermal vents are only a source for salts, not a sink © 2011 Pearson Education, Inc. Hydrothermal vents are considered both a source and sink for ocean salts. How can one factor both add and take away salt? (Ch. 5, Section “Dissolved Components Added to and Removed from Seawater”) As water interacts with hot rock, some materials are dissolved whereas others are deposited Due to random variations in chemical reactions, salts are both deposited and dissolved in the vents The dissolved material cycles round and round in the vents, first being precipitated and then dissolved, then repeating again and again Hot vents give off material first as gas, which precipitates salt, only to be dissolved by fluids moving through the vent plumbing The statement is incorrect. Hydrothermal vents are only a source for salts, not a sink 05.07 A. B. C. D. E. Correct answer: A. the hotter a fluid is, the more readily it is able to dissolve a rock, and when the water temperature cools, precipitation occurs. Answers B–E are incorrect statements. © 2011 Pearson Education, Inc. 05.08 In the oceans, all of the following processes decrease local salinity except for one. Which process increases salinity? (Ch. 5, Sections: “Processes Affecting Seawater Salinity,” and “Dissolved Components Added to and Removed from Seawater”) A. B. C. D. E. Precipitation River runoff Evaporation Sea ice melting Icebergs melting © 2011 Pearson Education, Inc. 05.08 In the oceans, all of the following processes decrease local salinity except for one. Which process increases salinity? (Ch. 5, Sections: “Processes Affecting Seawater Salinity,” and “Dissolved Components Added to and Removed from Seawater”) A. B. C. D. E. Precipitation River runoff Evaporation Sea ice melting Icebergs melting Correct answer: C. Evaporation increases local salinity by removing water from the ocean and leaving salts behind. The other answers (A, B, D, and E) are all processes that add water to the ocean without adding salt, thereby decreasing local salinity. © 2011 Pearson Education, Inc. 05.09 How does water have such strong surface tension? (Ch. 5, Section “The Water Molecule”) A. Water molecules are constantly bumping against each other, creating strong surface tension B. Water is the universal solvent, and so has extremely strong surface tension C. Hydrogen bonds form between adjacent molecules due to water’s polarity, thus giving it strong surface tension D. Water has high kinetic energy, resulting in strong surface tension © 2011 Pearson Education, Inc. 05.09 How does water have such strong surface tension? (Ch. 5, Section “The Water Molecule”) A. Water molecules are constantly bumping against each other, creating strong surface tension B. Water is the universal solvent, and so has extremely strong surface tension C. Hydrogen bonds form between adjacent molecules due to water’s polarity, thus giving it strong surface tension D. Water has high kinetic energy, resulting in strong surface tension Correct answer: C. The oxygen side of a water molecule sticks to the hydrogen side of another water molecule, holding the mass together. Answers A and B are correct statements; however, they do not answer the question. © 2011 Pearson Education, Inc. 05.10 Why are lakes like the Dead Sea and Great Salt Lake so buoyant? (Ch. 5, Section “Salinity Variations”) A. The water is brackish; it has a high amount of dissolved solids, making it extremely dense and buoyant B. The water is hypersaline; it has a high amount of dissolved solids, making it extremely dense and buoyant C. Salt water meets freshwater at these lakes, making them extremely buoyant D. None of the above © 2011 Pearson Education, Inc. 05.10 Why are lakes like the Dead Sea and Great Salt Lake so buoyant? (Ch. 5, Section “Salinity Variations”) A. The water is brackish; it has a high amount of dissolved solids, making it extremely dense and buoyant B. The water is hypersaline; it has a high amount of dissolved solids, making it extremely dense and buoyant C. Salt water meets freshwater at these lakes, making them extremely buoyant D. None of the above Correct answer: B. Evaporation has occurred at a rapid pace, which causes pure water to leave the water bodies, and leaves behind the salts that were weathered from terrestrial rocks. The other statements are false—the saltier the water, the more buoyant the water will be. © 2011 Pearson Education, Inc. 05.11 Water in the ocean combines with carbon dioxide to form a weak acid called carbonic acid. But the ocean’s pH is 8.1 on average, which is slightly basic. How is this so? (Ch. 5, Section “The Carbonate Buffering System”) A. B. C. D. Water has a set pH and never fluctuates Because of ocean water’s salt content, it is always basic A and B There is a natural buffer system © 2011 Pearson Education, Inc. 05.11 Water in the ocean combines with carbon dioxide to form a weak acid called carbonic acid. But the ocean’s pH is 8.1 on average, which is slightly basic. How is this so? (Ch. 5, Section “The Carbonate Buffering System”) A. B. C. D. Water has a set pH and never fluctuates Because of ocean water’s salt content, it is always basic A and B There is a natural buffer system Correct answer: D. The carbonate rocks in the ocean are able to absorb the carbonic acid and keep the pH of the seawater at 8.1. The other answers are incorrect. © 2011 Pearson Education, Inc. 12.01 Plankton are organisms that float. Why is a copepod, which can swim and propel itself through the water, classified as plankton? (Ch. 12, Section “Plankton”) A. It lives at the surface of the ocean where plankton live B. It was classified as a plankton before it was known that copepods are swimmers C. It has a swim bladder that keeps it from sinking, so it is a floater D. It spends part of its life floating and part swimming, so it is classified as plankton because of the floating part E. Because of its small size, it cannot swim very fast or very far, so its location is determined by currents © 2011 Pearson Education, Inc. 12.01 Plankton are organisms that float. Why is a copepod, which can swim and propel itself through the water, classified as plankton? (Ch. 12, Section “Plankton”) A. It lives at the surface of the ocean where plankton live B. It was classified as a plankton before it was known that copepods are swimmers C. It has a swim bladder that keeps it from sinking, so it is a floater D. It spends part of its life floating and part swimming, so it is classified as plankton because of the floating part E. Because of its small size, it cannot swim very fast or very far, so its location is determined by currents Correct answer: E. There is a common misconception that an organism that can swim must therefore be a nekton, but the deciding factor is whether the organism can swim well enough to move significant distances through the water, irrespective of currents. © 2011 Pearson Education, Inc. 12.02 Of Earth’s total number of species, why are the fewest in the marine pelagic realm? (Ch. 12, Section “How Many Marine Species Exist?”) A. There is more area on land for different species B. Uniform conditions in the pelagic realm make fewer specialized environments for organism adaptation as different species C. Organisms need a hard substrate (either land or sea bottom) in order to evolve into different species D. Evolution of differing species is triggered by extinction, but extinction is rare in the pelagic environment E. The pelagic realm contains the photic zone, and solar radiation in the photic zone suppresses the number of new species that evolve © 2011 Pearson Education, Inc. 12.02 Of Earth’s total number of species, why are the fewest in the marine pelagic realm? (Ch. 12, Section “How Many Marine Species Exist?”) A. There is more area on land for different species B. Uniform conditions in the pelagic realm make fewer specialized environments for organism adaptation as different species C. Organisms need a hard substrate (either land or sea bottom) in order to evolve into different species D. Evolution of differing species is triggered by extinction, but extinction is rare in the pelagic environment E. The pelagic realm contains the photic zone, and solar radiation in the photic zone suppresses the number of new species that evolve Correct answer: B. The dark, cold, nutrient-poor pelagic zone is not biodiverse. Answers C. D. and E. are incorrect statements. © 2011 Pearson Education, Inc. 12.03 Why do most fish and marine mammals have the same torpedo-like, streamlined shape? (Ch. 12, Section “Water’s Viscosity”) A. A streamlined shape presents a greater surface area to volume ratio, which allows easier regulation of internal heat B. If you are going to move through a substance, like water, it is necessary to have a head and eyes at one end and a tail at the other C. Streamlining looks better to the opposite sex, so it leads to greater reproduction D. The streamlined shape minimizes energy expended to move through the water E. They can swim faster with streamlined shapes © 2011 Pearson Education, Inc. 12.03 Why do most fish and marine mammals have the same torpedo-like, streamlined shape? (Ch. 12, Section “Water’s Viscosity”) A. A streamlined shape presents a greater surface area to volume ratio, which allows easier regulation of internal heat B. If you are going to move through a substance, like water, it is necessary to have a head and eyes at one end and a tail at the other C. Streamlining looks better to the opposite sex, so it leads to greater reproduction D. The streamlined shape minimizes energy expended to move through the water E. They can swim faster with streamlined shapes Correct answer: D. Water is more viscous than air, so all aquatic nekton have to be designed to move efficiently through this viscous substance. Swimming faster (Answer E) is partly correct, but not the most basic answer because not all fish rely on being fast swimmers, but almost all have streamlined shapes. © 2011 Pearson Education, Inc. 12.04 Most fresh water fish are hypertonic, meaning their body cells contain more salt than the surrounding water. Since osmosis should push water into their cells, why don’t they explode? (Ch. 12, Section “Salinity”) A. They urinate a lot, so the water does not build up B. They don’t drink any water, since they get so much from osmosis C. Their cells have adapted to absorb salt D. They have adapted to live with high osmotic pressure E. All of the above © 2011 Pearson Education, Inc. 12.04 Most fresh water fish are hypertonic, meaning their body cells contain more salt than the surrounding water. Since osmosis should push water into their cells, why don’t they explode? (Ch. 12, Section “Salinity”) A. They urinate a lot, so the water does not build up B. They don’t drink any water, since they get so much from osmosis C. Their cells have adapted to absorb salt D. They have adapted to live with high osmotic pressure E. All of the above Correct answer: E. All of the above are true statements. © 2011 Pearson Education, Inc. 12.05 What is the primary difference between pelagic environment zones below the photic zone? (Ch. 12, Section “What Are Living Things, and How Are They Classified?”) A. B. C. D. E. Increasing pressure with increasing depth Decreasing oxygen with increasing depth Decreasing light with increasing depth Increase in salinity with decreasing temperature Decreasing food abundance with increasing depth © 2011 Pearson Education, Inc. 12.05 What is the primary difference between pelagic environment zones below the photic zone? (Ch. 12, Section “What Are Living Things, and How Are They Classified?”) A. B. C. D. E. Increasing pressure with increasing depth Decreasing oxygen with increasing depth Decreasing light with increasing depth Increase in salinity with decreasing temperature Decreasing food abundance with increasing depth Correct answer: A. Light (Answer B) is almost absent in the Mesopelagic zone and absent in the Bathypelagic and Abyssalpelagic zones. The salinity, temperature, food abundance, and oxygen content do not vary much (Answers B, D, and E). The pressure change is the greatest variable. © 2011 Pearson Education, Inc. 12.06 Why don’t fish (right) have spines like the foraminifera (left) to keep them from sinking? (Ch. 12, Section “How are Marine Organizations Adapted for the Physical Conditions of the Ocean?”) A. The drag would use up too much energy in swimming B. The fish is too heavy, so the drag would not slow its sinking by much C. The drag would hinder the fish from catching prey D. None of the above E. Answers A, B, and C © 2011 Pearson Education, Inc. 12.06 Why don’t fish (right) have spines like the foraminifera (left) to keep them from sinking? (Ch. 12, Section “How are Marine Organizations Adapted for the Physical Conditions of the Ocean?”) A. The drag would use up too much energy in swimming B. The fish is too heavy, so the drag would not slow its sinking by much C. The drag would hinder the fish from catching prey D. None of the above E. Answers A, B, and C Correct answer: D. The drag from the spines would use up much of the fish’s energy and slow it down so it couldn’t easily catch prey. Besides, the drag wouldn’t help the fish much because it is much heavier and larger than a foraminifera. © 2011 Pearson Education, Inc. 12.07 Which of the following organisms is in the same kingdom as humans (kingdom: animalia)? (Ch. 12, Section “What Are Living Things, and How are They Classified?”) A. B. C. D. E. Giant kelp Blue-green algae Eel grass Bat star Bacteria © 2011 Pearson Education, Inc. 12.07 Which of the following organisms is in the same kingdom as humans (kingdom: animalia)? (Ch. 12, Section “What Are Living Things, and How are They Classified?”) A. B. C. D. E. Giant kelp Blue-green algae Eel grass Bat star Bacteria Correct answer: D. The bat star is also in kingdom animalia. The giant kelp (Answer A) is in kingdom protoctista. The bluegreen algae (Answer B) is in kingdom monera. The eel grass (Answer C) is in kingdom plantae. The bacteria (Answer E) is also in kingdom monera. © 2011 Pearson Education, Inc. 12.08 Which of the following is an incorrect statement about the marine environment? (Ch. 12, Section “What Are the Main Divisions of the Marine Environment?”) A. Pressure is generally greater than on land B. Free oxygen is more abundant than the terrestrial environment C. Temperatures are more stable than on land D. Salinity is an issue in the ocean but not on land E. Because of the viscosity difference between water and air, it is much easier for organisms to move through the air © 2011 Pearson Education, Inc. 12.08 Which of the following is an incorrect statement about the marine environment? (Ch. 12, Section “What Are the Main Divisions of the Marine Environment?”) A. Pressure is generally greater than on land B. Free oxygen is more abundant than the terrestrial environment C. Temperatures are more stable than on land D. Salinity is an issue in the ocean but not on land E. Because of the viscosity difference between water and air, it is much easier for organisms to move through the air Correct answer: B. All of the statements above correctly reflect differences between land and ocean environments except for Answer B. Free oxygen is not abundant in the oceans and most oxygen is dissolved. © 2011 Pearson Education, Inc. 12.09 Which of the following is the most specific way to group organisms according to the current taxonomic classification system? (Ch. 12, Section “What Are Living Things, and How Are They Classified?”) A. B. C. D. E. Genus Phylum Species Order Family © 2011 Pearson Education, Inc. 12.09 Which of the following is the most specific way to group organisms according to the current taxonomic classification system? (Ch. 12, Section “What Are Living Things, and How Are They Classified?”) A. B. C. D. E. Genus Phylum Species Order Family Correct answer: C. The most specific label one can give an organism is to refer to it by its species names. Answers A, B, D, and E are higher-order taxonomic classifications and refer to groups of species with similar traits. © 2011 Pearson Education, Inc. 12.10 What marine organism represents the vast majority of the ocean’s biomass? (Ch. 12, Section “How Are Marine Organisms Classified?”) A. B. C. D. E. Plankton Sea cucumbers Shrimp Fish Crustaceans © 2011 Pearson Education, Inc. 12.10 What marine organism represents the vast majority of the ocean’s biomass? (Ch. 12, Section “How Are Marine Organisms Classified?”) A. B. C. D. E. Plankton Sea cucumbers Shrimp Fish Crustaceans Correct answer: A. Plankton dominate the ocean in terms of biomass. Answers B–E are common organisms, but in no way rival the biomass of plankton. © 2011 Pearson Education, Inc. 12.11 What is a probable reason why land species represent 86% of the world’s species, whereas marine species only represent 14%? (Ch. 12, Section “How Many Marine Species Exist?”) A. There is more land on Earth than there is ocean B. Water slows down the evolutionary process C. The more variable the environment, the more chances there will be for new species to form and the ocean is more stable than the land environment D. An underwater cataclysmic event during the Pleistocene killed many marine species which reduced the previously abundant marine species count to less than the number of land species © 2011 Pearson Education, Inc. 12.11 What is a probable reason why land species represent 86% of the world’s species, whereas marine species only represent 14%? (Ch. 12, Section “How Many Marine Species Exist?”) A. There is more land on Earth than there is ocean B. Water slows down the evolutionary process C. The more variable the environment, the more chances there will be for new species to form and the ocean is more stable than the land environment D. An underwater cataclysmic event during the Pleistocene killed many marine species which reduced the previously abundant marine species count to less than the number of land species Correct answer: C. The ocean being a stable, relatively unchanging environment means it makes sense that land species represent 86% of the world’s species, and marine species only represent 14%. Answers A, B, and D are incorrect statements. © 2011 Pearson Education, Inc. 13.01 Biological oceanographers discuss about biomass frequently. Just what is biomass? (Ch. 13, Section “What is Primary Productivity?”) A. B. C. D. E. The amount of organisms produced in a given time The total weight of protoplasm contained in a given organism The total mass of all organisms of a given class The total number of organisms within a given class The total number of organisms within a given class divided by the total weight of those organisms © 2011 Pearson Education, Inc. 13.01 Biological oceanographers discuss about biomass frequently. Just what is biomass? (Ch. 13, Section “What is Primary Productivity?”) A. B. C. D. E. The amount of organisms produced in a given time The total weight of protoplasm contained in a given organism The total mass of all organisms of a given class The total number of organisms within a given class The total number of organisms within a given class divided by the total weight of those organisms Correct answer: C. Biomass is the total mass of all organisms of a given class. Answers A. B. D. and E. are not the definitions of biomass. © 2011 Pearson Education, Inc. 13.02 What is the difference between gross primary productivity and net primary productivity? (Ch. 13, Section “What Kind of Photosynthetic Marine Organisms Exist?”) A. Net productivity is the amount of organic material from photosynthesizers that can be caught in a net B. Gross productivity is the amount of organic carbon created by photosynthesis per unit of time and net productivity is the gross minus the amount of organic carbon consumed by the photosynthesizers C. Gross productivity is the total amount of organic carbon produced during a day, but net productivity is the amount left over after predation by grazing organisms D. Gross productivity is the amount of organic matter created in a unit time and net productivity is the amount that is recycled E. Gross productivity is the amount of energy that is created by photosynthesizers and net productivity is the energy passed on to grazing organisms © 2011 Pearson Education, Inc. 13.02 What is the difference between gross primary productivity and net primary productivity? (Ch. 13, Section “What Kind of Photosynthetic Marine Organisms Exist?”) A. Net productivity is the amount of organic material from photosynthesizers that can be caught in a net B. Gross productivity is the amount of organic carbon created by photosynthesis per unit of time and net productivity is the gross minus the amount of organic carbon consumed by the photosynthesizers C. Gross productivity is the total amount of organic carbon produced during a day, but net productivity is the amount left over after predation by grazing organisms D. Gross productivity is the amount of organic matter created in a unit time and net productivity is the amount that is recycled E. Gross productivity is the amount of energy that is created by photosynthesizers and net productivity is the energy passed on to grazing organisms Correct answer: B. Some of the other answers sound right or contain partly true statements, but the key factors are total organic carbon created minus the organic carbon used. Answer D sounds right, but it defines that part that is reused, not the net. © 2011 Pearson Education, Inc. 13.03 What are the two primary factors that control biologic productivity in the surface oceans? (Ch. 13, Section “Factors Affecting Primary Productivity”) A. B. C. D. E. Sunlight and temperature Temperature and sunlight Temperature and nutrients Sunlight and nutrients Sunlight and oxygen © 2011 Pearson Education, Inc. 13.03 What are the two primary factors that control biologic productivity in the surface oceans? (Ch. 13, Section “Factors Affecting Primary Productivity”) A. B. C. D. E. Sunlight and temperature Temperature and sunlight Temperature and nutrients Sunlight and nutrients Sunlight and oxygen Correct answer: D. the two primary factors that control biologic productivity in the surface oceans are sunlight and nutrients. Though A. B. C. and E., temperature, nutrients, and oxygen do control biological productivity at the surface of the oceans, these are minor factors relative to sunlight and nutrients. © 2011 Pearson Education, Inc. 13.04 What is the biological pump? (Ch. 13, Section “How Does Regional Productivity Vary?”) A. Osmosis pushes nutrients across cell membranes, allowing the nutrients to get from the bloodstream to where they are needed by the cells B. Photosynthetic organisms take in carbon dioxide and give off oxygen C. Photosynthetic organisms use sunlight, carbon dioxide, and water to create energy D. The removal of nitrogen from the water by biologic productivity E. The removal of organic matter and nutrients from surface water to deep water through the sinking of dead surfacedwelling organisms © 2011 Pearson Education, Inc. 13.04 What is the biological pump? (Ch. 13, Section “How Does Regional Productivity Vary?”) A. Osmosis pushes nutrients across cell membranes, allowing the nutrients to get from the bloodstream to where they are needed by the cells B. Photosynthetic organisms take in carbon dioxide and give off oxygen C. Photosynthetic organisms use sunlight, carbon dioxide, and water to create energy D. The removal of nitrogen from the water by biologic productivity E. The removal of organic matter and nutrients from surface water to deep water through the sinking of dead surface-dwelling organisms Correct answer: E. The biological pump involves the removal of organic matter and nutrients from surface water to deep water through the sinking of dead surface-dwelling organisms. Although statements B. C. and D. are correct, they do not pertain to the biological pump, and statement A. is false. © 2011 Pearson Education, Inc. 13.05 Why is upwelling such an important factor in creating areas of high biologic productivity? (Ch. 13, Section “How Does Regional Productivity Vary?”) A. Upwelling brings nutrient-rich deep water to the surface where productivity is limited by the availability of nutrients B. Upwelling delivers oxygen-rich water to the surface where productivity is limited by oxygen content in the water C. Upwelling brings cool deep waters to the surface where productivity is limited by high temperature D. Upwelling brings new phytoplankton to the surface where they can multiply rapidly E. Upwelling causes rain, which results in less salty surface waters that are better suited for primary productivity © 2011 Pearson Education, Inc. 13.05 Why is upwelling such an important factor in creating areas of high biologic productivity? (Ch. 13, Section “How Does Regional Productivity Vary?”) A. Upwelling brings nutrient-rich deep water to the surface where productivity is limited by the availability of nutrients B. Upwelling delivers oxygen-rich water to the surface where productivity is limited by oxygen content in the water C. Upwelling brings cool deep waters to the surface where productivity is limited by high temperature D. Upwelling brings new phytoplankton to the surface where they can multiply rapidly E. Upwelling causes rain, which results in less salty surface waters that are better suited for primary productivity Correct answer: A. Upwelling brings nutrient-rich deep water to the surface where productivity is limited by the availability of nutrients. Statements B. C. D. and E. are incorrect stataements regarding coastal biological productivity. © 2011 Pearson Education, Inc. 13.06 Why are sessile, plant-like macroalgae (i.e., those attached to the ocean bottom) only found in littoral and sub-littoral environments? (Ch. 13, Sections 13.2, Section “Macroscopic (Large) Algae”) A. They need rocks for attachment and rocks are not found in the deep-sea B. They need nutrients that are found only in the littoral and sublittoral zones C. They cannot survive in clear waters offshore because of excessive solar ultraviolet radiation D. They require light to reach the ocean bottom, which only occurs in these two zones E. They need to live in an area where wave energy reaches to the seafloor, which only occurs in these two environments © 2011 Pearson Education, Inc. 13.06 Why are sessile, plant-like macroalgae (i.e., those attached to the ocean bottom) only found in littoral and sub-littoral environments? (Ch. 13, Sections 13.2, Section “Macroscopic (Large) Algae”) A. They need rocks for attachment and rocks are not found in the deep-sea B. They need nutrients that are found only in the littoral and sublittoral zones C. They cannot survive in clear waters offshore because of excessive solar ultraviolet radiation D. They require light to reach the ocean bottom, which only occurs in these two zones E. They need to live in an area where wave energy reaches to the seafloor, which only occurs in these two environments Correct answer: D. The light is the controlling factor. The other answers are incorrect statements. © 2011 Pearson Education, Inc. 13.07 Given what you know about surface productivity, where do you think that sunlight penetrates deepest into the ocean? (Ch. 13, Figure 13.6) A. B. C. D. E. North Atlantic Circum-Antarctic Middle gyre Equator Near continental margins © 2011 Pearson Education, Inc. 13.07 Given what you know about surface productivity, where do you think that sunlight penetrates deepest into the ocean? (Ch. 13, Figure 13.6) A. B. C. D. E. North Atlantic Circum-Antarctic Middle gyre Equator Near continental margins Correct answer: C. Light will penetrate farthest where there are least particles in the water, which means the surface productivity is low. This occurs in the middle gyre areas (Answer C). Productivity is higher in the North Atlantic (Answer A), Circum-Antarctic (Answer B), equatorial (Answer D), and continental margin (Answer E) zones. © 2011 Pearson Education, Inc. 13.08 Why are plankton greater in biomass than nekton and benthos? (Ch. 13, Section “Transfer Efficiency”) A. Plankton are eaten by both nekton and benthos and only 10% of the energy is transmitted across tropic levels B. Because plankton are small, they utilize nutrients more efficiently C. Benthos and nekton do not reproduce as quickly D. Phytoplankton use solar energy to create new biomass and this is more efficient than other mechanisms E. The statement is incorrect. Nekton and benthos together have greater biomass than plankton. © 2011 Pearson Education, Inc. 13.08 Why are plankton greater in biomass than nekton and benthos? (Ch. 13, Section “Transfer Efficiency”) A. Plankton are eaten by both nekton and benthos and only 10% of the energy is transmitted across tropic levels B. Because plankton are small, they utilize nutrients more efficiently C. Benthos and nekton do not reproduce as quickly D. Phytoplankton use solar energy to create new biomass and this is more efficient than other mechanisms E. The statement is incorrect. Nekton and benthos together have greater biomass than plankton. Correct answer: B. Because plankton are the food source for most nekton and benthos (ultimately, through detritus) and the transfer efficiency of energy is only 10%, there must be much greater biomass in plankton. Answers A, D, and E are incorrect statements. Answer C is mostly true, but does not address the question. © 2011 Pearson Education, Inc. 13.09 In photosynthesis, what two things must come together with light energy input to produce sugar and oxygen? (Ch. 13, Section “What Is Primary Productivity?”) A. B. C. D. E. Hydrogen and carbon dioxide Water and oxygen Hydrothermal vents and oxygen Water and hydrogen Water and carbon dioxide © 2011 Pearson Education, Inc. 13.09 In photosynthesis, what two things must come together with light energy input to produce sugar and oxygen? (Ch. 13, Section “What Is Primary Productivity?”) A. B. C. D. E. Hydrogen and carbon dioxide Water and oxygen Hydrothermal vents and oxygen Water and hydrogen Water and carbon dioxide Correct answer: E. Water and carbon dioxide are used to produce sugar and oxygen during photosynthesis. Answers A–D are incorrect statements. © 2011 Pearson Education, Inc. 13.10 What influences ocean color? (Ch. 13, Section “Light Transmission in Ocean Water”) A. The level of turbidity as a result of runoff B. The level of photosynthetic pigment which has a positive correlation with biological production C. The level of salinity D. Both A and B E. None of the above © 2011 Pearson Education, Inc. 13.10 What influences ocean color? (Ch. 13, Section “Light Transmission in Ocean Water”) A. The level of turbidity as a result of runoff B. The level of photosynthetic pigment which has a positive correlation with biological production C. The level of salinity D. Both A and B E. None of the above Correct answer: D. Ocean color is influenced by turbidity from runoff and the photosynthetic pigments in the water. Salinity does not influence color. © 2011 Pearson Education, Inc. 13.11 What is responsible for the red tide phenomenon? (Ch. 13, Section “Microscopic (Small) Algae”) A. The water appears red as a result of reduced levels of photosynthetic pigment B. It’s a phenomenon that usually coincides with storm surges; the name comes from the red kelp that often washes ashore as a result of rough weather C. Red tide occurs in patches of water where certain species of dinoflagellates flourish. They are so abundant that the water becomes discolored and takes on a red hue. D. Red tides occur once a year and in accordance with the lunar cycle © 2011 Pearson Education, Inc. 13.11 What is responsible for the red tide phenomenon? (Ch. 13, Section “Microscopic (Small) Algae”) A. The water appears red as a result of reduced levels of photosynthetic pigment B. It’s a phenomenon that usually coincides with storm surges; the name comes from the red kelp that often washes ashore as a result of rough weather C. Red tide occurs in patches of water where certain species of dinoflagellates flourish. They are so abundant that the water becomes discolored and takes on a red hue. D. Red tides occur once a year and in accordance with the lunar cycle Correct answer: C. Red tide is a natural phenomenon which occurs in patches of water where certain species of dinoflagellates flourish. Answers A, B, and D are incorrect. © 2011 Pearson Education, Inc.