【正文】 f water near hydrothermal vents that made researchers think they would not find living organisms there? Click on 3 answersExtreme heatExtreme pressureFast currentsLack of mineralsLack of sunlight31. What does the professor imply about the researchers’ reaction to the biological munity discovered on the ocean floor?They were surprised at the large variety of organisms living near hydrothermal vents.They were surprised to find any bacteria living without sunlight.They were disappointed at not finding any animal life.They could not agree on the significance of the data that they collected.32. According to the professor, what is the role of chemosynthesis in biological munities that are found hydrothermal vents?It enables organisms to convert hydrogen sulfide into food.It enables organisms to convert tiny amounts of light into energy.It enables organisms to withstand large amounts of carbon dioxide.It enables organisms to regulate their temperature.33. Why does the professor mention the bacteria that live inside a tube worm?To give an example of organisms that pose a threat to tube worms.To explain what provides the organic material that tube worms use for energy.To give an example of other organisms that can withstand extreme heat.To give an example of organisms that are involved in both chemosynthesis and photosynthesis.34. What does the professor imply when she says this She will review information from the assigned chapter.She will present additional information related to the assigned chapter.The quiz on the assigned chapter will be longer than other quizzes.The class has spent too much time on the assigned chapter.TPO16 Lecture 36. What is the lecture mainly about?A. Different foraging strategies among animals.B. Methods beavers use to gather building materials.C. Decisions beavers make about where to live.D. Choices beavers face when foraging.7. What differences between aspen trees and ash trees does the professor point out?A. Aspen trees are easier to transport.B. Aspen trees provide better wood for construction.C. Aspen trees provide less nutrition for beavers.D. Aspen trees have more overall value to beavers.8. What does the professor identify as the two central issues involved in beavers’ behavior? Click on 2 answers.A. How far from home to forage.B. How to cope with petition.C. What size tree to cut down.D. What time of year material for construction is available.9. What does the professor say about the cutting down of large trees?A. Beavers generally prefer cutting down large trees to small trees.B. Beavers generally do not travel long distances to cut down large trees.C. Beavers will not cut large trees of certain species.D. Beavers use large trees mainly for the purpose fo building shelters.10. According to the professor, why do beavers generally forage at night?A. Beavers are safe from predators if they forage at night.B. Foraging at night requires less energy than foraging in the daytime.C. Beavers stay with their offspring during the daytime.D. Beavers face less petition for food from other animals during the night.11. Why does the professor say this?A. To explain her reasoning.B. To indicate why her belief was wrong.C. To give an example of a decision beavers make.D. To explain the reason beavers travel far for wood.TPO17 Lecture 41. What is the lecture mainly about?A. Different kinds of color vision in sea animals.B. Differences in appearance between various species of octopus.C. Ways that octopuses attract their prey.D. Ways that octopuses protect themselves from predators.2. Why does the professor first mention Proteus?A. To explain how the octopus got its scientific name.B. To introduce the octopus’ exceptional abilities.C. To point out that the octopus played an important role in Greek mythology.D. To provide an example of a mythological character that was part animal and part human.3. How does an octopus change color to match the colors in its environment? Click on 2 answersA. By raising its papillae.B. By releasing colored ink.C. By reflecting light from its environment.D. By contracting the muscles around its chromatophores.4. What does the professor say about the function of the papillae?A. They produce dye in different colors.B. They propel the octopus through the water.C. They change the texture of the octopus’ skin.D. They help the octopus contract into a smaller shape.5. What two examples does the professor mention to describe the octopus’ ability to change its shape? Click on 2 answersA. A small round stoneB. The leaves of a plantC. A cloud of ink.D. A piece of coral.6. Why does the professor say this?A. To point out an error.B. To illustrate a point.C. To propose an explanation.D. To correct a misunderstanding. TPO 18 Lecture 429. What is the main purpose of the lecture?To explain the biological advantages of a physical change that occurs in North American wood frogsTo explain why the North American good frog39。 To indicate that he understands the professor’s explanations178。 Deposing leaves bring moisture to dry microclimates.6. Listen again to part of the lecture. Then answer the question.Why does the student say this:178。 Deposing leaves insulate burrows, keeping the burrows cool.178。 Many reptiles spend most of their time in one type of microclimate.5. According to the professor, how do deposing leaves affect microclimates?178。 Microclimates are one of the many ways reptiles control their body temperature.178。 Squirrels do not rely on microclimates as much as other mammals do.4. What does the professor imply the professor imply about reptiles and microclimates?178。 Mammals have more than one way of regulating their body temperature.178。 Human activity in the area where the microclimate is located3. What point does the professo