Transcript LifeBootCamp_5.9B_Part

Life Boot Camp
5.9B Part 2
Describe how the flow of energy derived from
the sun, used by producers to create their own
food, is transferred through a food chain and
feed web to consumers and decomposers.
36. The raccoon in this food chain represents a—
A
B
C
D
Prey
Predator
Decomposer
Producer
36. The raccoon in this food chain represents a—
A
B
C
D
Prey
Predator
Decomposer
Producer
37. A simple food chain depends on interactions between
producers and consumers. The best description of a simple
interaction between a producer and a consumer states that—
A
B
C
D
a producer eats the food made by a consumer
a producer and a consumer compete for food
a consumer eats the food made by a producer
both producers and consumers make their own food
37. A simple food chain depends on interactions between
producers and consumers. The best description of a simple
interaction between a producer and a consumer states that—
A
B
C
D
a producer eats the food made by a consumer
a producer and a consumer compete for food
a consumer eats the food made by a producer
both producers and consumers make their own food
38. Which path shows how humans might get
energy from the sun?
A
B
C
D
sun  cow  human
sun  cow  grass  human
sun  grass  cow  human
sun  grass  sheep  cow  human
38. Which path shows how humans might get
energy from the sun?
A
B
C
D
sun  cow  human
sun  cow  grass  human
sun  grass  cow  human
sun  grass  sheep  cow  human
39.
39.
40. Some insects, earthworms, and bacteria break
down dead material for food. Organisms that play
this role in the food chain are classified as—
A
B
C
D
producers
predators
decomposers
consumers
40. Some insects, earthworms, and bacteria break
down dead material for food. Organisms that play
this role in the food chain are classified as—
A
B
C
D
producers
predators
decomposers
consumers
41. Which of the following BEST describes a role of
mushrooms in ecosystems?
A
B
C
D
Capturing energy from sunlight
Consuming living plant material
Taking energy from animal hosts
Breaking down dead plant material
41. Which of the following BEST describes a role of
mushrooms in ecosystems?
A
B
C
D
Capturing energy from sunlight
Consuming living plant material
Taking energy from animal hosts
Breaking down dead plant material (decomposer)
42. What is the niche of the bird in the picture above?
A
B
C
D
producer
consumer
decomposer
ecosystem
42. What is the niche of the bird in the picture above?
A
B
C
D
producer
consumer
decomposer
ecosystem
43. A fungus breaks down a dead log. Which type of
organism is a fungus?
A
B
C
D
Decomposer
Predator
Prey
Carnivore
43. A fungus breaks down a dead log. Which type of
organism is a fungus?
A
B
C
D
Decomposer
Predator
Prey
Carnivore
44. Most of the bacteria in a forest ecosystem are
BEST classified as which of the following types of
organisms?
A
B
C
D
Decomposers
Consumers
Predators
Producers
44. Most of the bacteria in a forest ecosystem are
BEST classified as which of the following types of
organisms?
A
B
C
D
Decomposers
Consumers
Predators
Producers
45. An example of a predator-prey relationship
would be—
A
B
C
D
tree - water
cow - grass
hawk - mouse
tick - dog
45. An example of a predator-prey relationship
would be—
A
B
C
D
tree - water
cow - grass
hawk - mouse
tick - dog
46.
46.
47. In a forest, how do decomposers help other
organisms survive? Decomposers—
A release oxygen into the air that animals
breathe
B put nutrients into the soil that plants use to
grow
C provide shelter in forests where animals can
hide
D use sunlight to make food for plants and
animals
47. In a forest, how do decomposers help other
organisms survive? Decomposers—
A release oxygen into the air that animals
breathe
B put nutrients into the soil that plants use to
grow
C provide shelter in forests where animals can
hide
D use sunlight to make food for plants and
animals
48. Where do living organisms get their energy?
A
B
C
D
From the Earth
From the moon
From the galaxy
From the sun
48. Where do living organisms get their energy?
A
B
C
D
From the Earth
From the moon
From the galaxy
From the sun
49. Green plants get the energy they need to make
food from—
A
B
C
D
air
sunlight
soil
water
49. Green plants get the energy they need to make
food from—
A
B
C
D
air
sunlight
soil
water
50. When plants and animals die, which
organisms help return nutrients to the food
chain?
A
B
C
D
Decomposers
Predators
Prey
Producers
50. When plants and animals die, which
organisms help return nutrients to the food
chain?
A
B
C
D
Decomposers
Predators
Prey
Producers
51.
51.
52.
52.
53. In this prairie food web, which organism captures
energy from the sun?
A
B
C
D
Plant
Hawk
Mouse
Grasshopper
53. In this prairie food web, which organism captures
energy from the sun?
A
B
C
D
Plant
Hawk
Mouse
Grasshopper
54. Which of the following would complete the
food chain below?
 Grass  Rabbit  Hawk
A
B
C
D
Soil
Sun
Beetle
Mouse
54. Which of the following would complete the
food chain below?
 Grass  Rabbit  Hawk
A
B
C
D
Soil
Sun
Beetle
Mouse
55. What most likely would happen if the frog
population decreased in the area?
A
B
C
D
The grass would grow much taller.
The heron would have more fish to eat.
The fish population would increase.
The grasshopper population would increase.
55. What most likely would happen if the frog
population decreased in the area?
A
B
C
D
The grass would grow much taller.
The heron would have more fish to eat.
The fish population would increase.
The grasshopper population would increase.
56. Which group is NOT represented in the food web
above?
A
B
C
D
Producers
Primary consumers
Secondary consumers
Decomposers
56. Which group is NOT represented in the food web
above?
A
B
C
D
Producers
Primary consumers
Secondary consumers
Decomposers
57. Which statement BEST
compares how two things in this
food web are alike?
A The shrew and the mouse only
need caterpillars to survive.
B The leaves and the seeds get
their energy from minerals in the
soil.
C The cicada and the mouse eat
organisms that get their energy
from the sun.
D The snake and the caterpillar
have the same diet because they
have the same body shape.
57. Which statement BEST
compares how two things in this
food web are alike?
A The shrew and the mouse only
need caterpillars to survive.
B The leaves and the seeds get
their energy from minerals in the
soil.
C The cicada and the mouse eat
organisms that get their energy
from the sun.
D The snake and the caterpillar
have the same diet because they
have the same body shape.
58. What is the primary role of the rabbit in the food chain
pictured above?
A
B
C
D
Primary consumer
Secondary consumer
Decomposer
Producer
58. What is the primary role of the rabbit in the food chain
pictured above?
A
B
C
D
Primary consumer
Secondary consumer
Decomposer
Producer
M.S. ?’s
Roles of Antarctic Organisms
Organism
Niche
Prey
Algae
Producer
Killer whales
Consumer
Fish, seals
Fish
Consumer
Algae
Predators
Fish
Seals, killer
whales
59. Which event below would affect the most organisms?
A. The extinction of killer whales
B. Exhausting the fishery through overfishing
B. Removing the algae from the ocean
D. A decrease in the bird population
M.S. ?’s
Roles of Antarctic Organisms
Organism
Niche
Prey
Algae
Producer
Killer whales
Consumer
Fish, seals
Fish
Consumer
Algae
Predators
Fish
Seals, killer
whales
59. Which event below would affect the most organisms?
A. The extinction of killer whales
B. Exhausting the fishery through overfishing
B. Removing the algae from the ocean
D. A decrease in the bird population
M.S. ?’s
Roles of Antarctic Organisms
Organism
Niche
Prey
Algae
Producer
Killer whales
Consumer
Fish, seals
Fish
Consumer
Algae
Predators
Fish
Seals, killer
whales
60. If the organisms in the table were placed in their correct places on the
food web, which organism would start the flow of energy?
A. killer whales
B. seals
B. algae
D. birds
M.S. ?’s
Roles of Antarctic Organisms
Organism
Niche
Prey
Algae
Producer
Killer whales
Consumer
Fish, seals
Fish
Consumer
Algae
Predators
Fish
Seals, killer
whales
60. If the organisms in the table were placed in their correct places on the
food web, which organism would start the flow of energy?
A. killer whales
B. seals
B. algae
D. birds
61. Which question cannot be answered using the diagram above?
A. What would happen if one of the organisms was removed form the food
chain?
B. What are consumers?
C. Which organism is a producer?
D. What might a food chain from a marine environment look like?
61. Which question cannot be answered using the diagram above?
A. What would happen if one of the organisms was removed form the food
chain?
B. What are consumers?
C. Which organism is a producer?
D. What might a food chain from a marine environment look like?
62. Which statement below best describes how energy flows in a food chain
or food web?
A. Energy from the sun is used by consumers and transferred to producers
and decomposers.
B. Energy from the sun is used by producers and transferred to consumers
and decomposers.
C. Energy from the sun is used by decomposers and transferred to producers
and consumers.
J. Energy from the sun is used by producers and transferred to scavengers and
decomposers.
62. Which statement below best describes how energy flows in a food chain
or food web?
A. Energy from the sun is used by consumers and transferred to producers
and decomposers.
B. Energy from the sun is used by producers and transferred to consumers
and decomposers.
C. Energy from the sun is used by decomposers and transferred to producers
and consumers.
J. Energy from the sun is used by producers and transferred to scavengers and
decomposers.
63. Which statement correctly describes the role of bacteria as part of the
food chain?
A. Bacteria are decomposers that break down waste and remains of dead
plants and animals.
B. Bacteria cause plant and animal illnesses which are always harmful to the
environment.
C. Bacteria are predators which catch and consume their prey.
D. Bacteria are producers that make their own food from the sun’s energy.
63. Which statement correctly describes the role of bacteria as part of the
food chain?
A. Bacteria are decomposers that break down waste and remains of dead
plants and animals.
B. Bacteria cause plant and animal illnesses which are always harmful to the
environment.
C. Bacteria are predators which catch and consume their prey.
D. Bacteria are producers that make their own food from the sun’s energy.
64. The sun is important in many ways. What is the purpose of
the sun in a food chain?
A. They become food for decomposers.
B. The sun provides light for animals to see.
C. The sun provides warmth for plants to survive.
D. The sun provides energy for plants to make food.
64. The sun is important in many ways. What is the purpose of
the sun in a food chain?
A. They become food for decomposers.
B. The sun provides light for animals to see.
C. The sun provides warmth for plants to survive.
D. The sun provides energy for plants to make food.
65. What happens to plants and animals when they die?
A. They become food for decomposers.
B. They become food for producers.
C. They make their own food.
D. They provide energy for the sun.
65. What happens to plants and animals when they die?
A. They become food for decomposers.
B. They become food for producers.
C. They make their own food.
D. They provide energy for the sun.
66. The diagram above is an example of—
A. Interconnected food chains
B. multiple food webs
C. single food chain
D. an energy pyramid
66. The diagram above is an example of—
A. Interconnected food chains
B. multiple food webs
C. single food chain
D. an energy pyramid
67. Which organism above is both predator and prey?
A. Grass
B. red fox
C. green horned owl
D. weasel
67. Which organism above is both predator and prey?
A. Grass
B. red fox
C. green horned owl
D. weasel
68. A food web is more realistic model of the flow of energy
through an ecosystem than a food chain because –
A. most organisms depend on more than one species for food
B. each organism in a food chain represents multiple feedings
C. most organisms depend on just one species for food
D. each organism in a food web represents a single feeding
68. A food web is more realistic model of the flow of energy
through an ecosystem than a food chain because –
A. most organisms depend on more than one species for food
B. each organism in a food chain represents multiple feedings
C. most organisms depend on just one species for food
D. each organism in a food web represents a single feeding
69. Students created food chains to learn how energy flows
through an ecosystem. After completing several chains,
students noticed some of the same animals appeared on
several food chains. The students concluded that within an
ecosystem, food chains combine to create food webs. Did the
students reach a logical conclusion?
A. No, because most animals only eat one type of food.
B. Yes, because most living things consume a variety of foods in
order to survive.
C. No, because producers make their own food.
D. Yes, because food chains and food webs are the same.
69. Students created food chains to learn how energy flows
through an ecosystem. After completing several chains,
students noticed some of the same animals appeared on
several food chains. The students concluded that within an
ecosystem, food chains combine to create food webs. Did the
students reach a logical conclusion?
A. No, because most animals only eat one type of food.
B. Yes, because most living things consume a variety of foods in
order to survive.
C. No, because producers make their own food.
D. Yes, because food chains and food webs are the same.
70. In an investigation, students grow mold on bread to learn
about decomposers. They placed 20 mL of water into 2 bags.
In one of the bags, they placed a slice of white bread. In the
other bag, they placed a slice of wheat bread. The bags were
sealed, and students recorded notes about the growth of the
mold in their science notebooks. What was the variable in the
investigation?
A. amount of water used
B. type of bread used
C. amount of time bread is left out in the bags
D. number of mold spots that grow
70. In an investigation, students grow mold on bread to learn
about decomposers. They placed 20 mL of water into 2 bags.
In one of the bags, they placed a slice of white bread. In the
other bag, they placed a slice of wheat bread. The bags were
sealed, and students recorded notes about the growth of the
mold in their science notebooks. What was the variable in the
investigation?
A. amount of water used
B. type of bread used
C. amount of time bread is left out in the bags
D. number of mold spots that grow