Think Critically

    1. Form a Hypothesis The deep ocean lies within the aphotic zone and is very cold. Suggest some of the unique characteristics that enable animals to live in the deep ocean.

    2. Form an Opinion A developer has proposed filling in a salt marsh to create a coastal resort. What positive and negative effects do you think this proposal would have on wildlife and local residents? Would you support the proposal?

    Connecting Concepts

    Use Science Graphics

    The following table presents primary productivity (measured in grams of organic matter produced per year per square meter) for several ecosystems. Use the table below to answer questions 33–36.

    A table of 'Productivity of Aquatic and Land Ecosystems' is shown with data for 'Ecosystem' and 'Average Primary Productivity'. ddd

    1. Interpret Tables According to the table, which ecosystem is most productive? Use what you know to explain that fact.

    2. Infer The open ocean is among the least productive ecosystems, yet it contributes greatly to the overall productivity of the biosphere. How do you explain this paradox?

    3. Apply Concepts For each set of ecosystems, aquatic and land, explain how abiotic factors may account for the differences in primary productivity seen. Give two examples.

    4. Infer Review the description of the Northwest coniferous forest on page 114. Do you think its average primary productivity is greater or less than that of the tropical savanna? Explain your answer.

    Write About Science

    1. Explanation Choose one of the ten major biomes, and write an overview of its characteristics. Explain how abiotic factors and common plants and wildlife are interrelated. Support your explanation with specific examples.

    2. Assess the How do abiotic factors influence what kinds of organisms are involved in the primary succession in an area following a volcanic eruption?

    Analyzing Data

    The graph here summarizes the changes in the total volume of ice in all the world's glaciers since 1960. Note that the volume changes on the y-axis are negative, meaning an overall loss of volume.

    A line graph captioned 'Global Glacier Volume Change' shows the changes in the total volume of ice in all the world’s glaciers since 1960. d

    1. Interpret Graphs The greatest volume of glacial ice was lost

      1. between 1960 and 1970.

      2. between 1980 and 1990.

      3. between 1995 and 2000.

      4. before 1960.

    1. Relate Cause and Effect The most reasonable explanation for the loss of glacier mass since 1960 is

      1. an increase in the total productivity of the world's oceans.

      2. a gradual rise in Earth's average temperature.

      3. an increase in the total amount of ice at Earth's poles.

      4. an increase in the sun's output of radiant energy.

    End ofPage 126

    Table of Contents

    Miller & Levine Biology
    About the Authors
    Changing the World of Biology Education
    Contents
    Diversity of Life: A Visual Guide DOL•1–DOL•64
    Labs and Activities
    Features
    UNIT 1 The Nature of Life
    1 The Science of Biology
    2 The Chemistry of Life
    Unit Project
    UNIT 2 Ecology
    3 The Biosphere
    4 Ecosystems and Communities
    5 Populations
    6 Humans in the Biosphere
    Unit Project
    UNIT 3 Cells
    7 Cell Structure and Function
    8 Photosynthesis
    9 Cellular Respiration and Fermentation
    10 Cell Growth and Division
    Unit Project
    UNIT 4 Genetics
    11 Introduction to Genetics
    12 DNA
    13 RNA and Protein Synthesis
    14 Human Heredity
    15 Genetic Engineering
    Unit Project
    UNIT 5 Evolution
    16 Darwin's Theory of Evolution
    17 Evolution of Populations
    18 Classification
    19 History of Life
    Unit Project
    UNIT 6 From Microorganisms to Plants
    20 Viruses and Prokaryotes
    21 Protists and Fungi
    22 Introduction to Plants
    23 Plant Structure and Function
    24 Plant Reproduction and Response
    Unit Project
    UNIT 7 Animals
    25 Introduction to Animals
    26 Animal Evolution and Diversity
    27 Animal Systems I
    28 Animal Systems II
    29 Animal Behavior
    Unit Project
    UNIT 8 The Human Body
    30 Digestive and Excretory Systems
    31 Nervous System
    32 Skeletal, Muscular, and Integumentary Systems
    33 Circulatory and Respiratory Systems
    34 Endocrine and Reproductive Systems
    35 Immune System and Disease
    Unit Project
    A Visual Guide to The Diversity of Life
    HOW TO USE THIS GUIDE
    THE TREE OF LIFE
    Bacteria
    Protists
    Fungi
    Plants
    Animals
    Appendices
    Appendix A Science Skills
    Appendix B Lab Skills
    Appendix C Technology & Design
    Appendix D Math Skills
    Appendix E Periodic Table
    Glossary
    A
    B
    C
    D
    E
    F
    G
    H
    I
    J
    K
    L
    M
    N
    O
    P
    Q, R
    S
    T
    U
    V
    W
    X, Y, Z
    Index
    A
    B
    C
    D
    E
    F
    G
    H
    I
    J
    K
    L
    M
    N
    O
    P
    Q
    R
    S
    T
    U
    V
    W
    X
    Y
    Z
    Credits
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