BISC208 Exam 3

STUDY GUIDE

Name: Dhruv Yadav Test Date: May 11th, 2026

Subject: Introductory Biology II Topic: Exam III

Module 9 Introduction to Ecology

Chapter 54 April 17th 2026

Learning Objectives:

● Describe the biotic

and abiotic factors

that affect an

organism's

interaction with the

environment.

● Explain the different

levels at which

ecologists' study how

organisms interact

with the environment.

● Understand the

importance of

studying ecology in

terms of impacts on

the environment and

explaining the

distribution of

organisms.

Ecologists study how organisms interact with their

environment at several levels:

Ecology is the scientific study of the interactions of organisms

with their environments.

Organisms can be affected by different variables:

1. Biotic factors include all of the organisms in an area, the

living component of the environment.

2. Abiotic factors are the environment’s nonliving

component, the physical and chemical factors.

An organism’s habitat includes the biotic and abiotic factors

present in its surroundings.

Ecologists study interactions at different levels.

Organism: an individual.

Population: a group of individuals of the same species living in a

particular geographic area.

Community: all the populations of organisms living close enough

together for potential interaction (or different species).

Ecosystem: both the abiotic and biotic components of the

environment in an area.

Learning Objectives:

● Describe the biotic

and abiotic factors

that affect an

organism's

interaction with the

environment.

● Explain the different

levels at which

ecologists' study how

organisms interact

with the environment.

● Understand the

importance of

studying ecology in

terms of impacts on

the environment and

explaining the

distribution of

organisms.

Landscape: an array of ecosystems usually visible from the air as

distinctive patches.

Biosphere: all of Earth that is inhabited by life.

● Extends from the atmosphere several kilometers above

Earth to the depths of the oceans.

The science of ecology provides insight into

environmental problems:

In the 1950s, DDT was employed against crop pests and diseasecarrying insects such as mosquitoes.

● It was considered harmless to vertebrates.

By the late 1950s, a heated debate was raging over the

widespread use of chemical pesticides.

● Concerns about chemical residues in food.

● Scientists found that DDT remained in the soil or water long

after application of the pesticide.

● Birds of prey seemed to be especially vulnerable.

The publication of Silent Spring in 1962 brought widespread

attention to the pesticide issue.

● Written by Rachel Carson, a former marine biologist and

writer in the U.S. Fish and Wildlife Service, who compiled

evidence about the consequences of widespread pesticide

use.

● Awareness of the problems caused by pesticides quickly

developed into concern for a host of environmental issues.

Physical and chemical factors influence life in the

biosphere:

Important abiotic factors in an ecosystem include:

● Energy source – almost always solar energy

● Temperature

● Abundance and type of water

● Inorganic nutrients

● Other aquatic factors such as availability of oxygen

● Other terrestrial factors including wind and fire

● What are some potential biotic factors?

Organisms are adapted to abiotic and biotic factors by

natural selection:

Learning Objectives:

● Describe the biotic

and abiotic factors

that affect an

organism's

interaction with the

environment.

● Explain the different

levels at which

ecologists' study how

organisms interact

with the environment.

● Understand the

importance of

studying ecology in

terms of impacts on

the environment and

explaining the

distribution of

organisms.

One goal of ecology is to explain the distribution of organisms.

● A species may have evolved from ancestors living in that

location.

● Or, it may have dispersed to that location and been able to

survive once it arrived.

● Either way, it must be able to tolerate the biotic and abiotic

conditions in its environment.

The pronghorn is a highly successful herbivorous running mammal

of open country.

The pronghorn’s ancestors roamed North America more than a

million years ago.

● It is found nowhere else and is only distantly related to the

many antelope species in Africa.

A pronghorn’s habitat is arid, windswept, and subject to extreme

temperature fluctuations.

● Individuals able to survive and reproduce under these

conditions left offspring that carried their alleles into

subsequent generations.

Until around 12,000 years ago, a major pronghorn predator was

the now-extinct American cheetah.

● Ecologists hypothesize that the selection pressure of the

cheetah’s pursuit led to the pronghorn’s blazing speed,

which far exceeds that of its main present-day predator, the

wolf.

Like many large herbivores that live in open grasslands, the

pronghorn also derives protection from living in herds.

Populations of organisms are adapted to local environmental

conditions, which limits the distribution of organisms.

Summary: ● Described the biotic and abiotic factors that affect an

organism

● Understood different levels of distribution for an organism

● Evaluated the importance of studying ecology

Module 9 Biomes

Chapter 54 April 20th 2026

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

Regional climate influences the distribution of terrestrial

communities:

Climate (especially temperature and moisture) often determines

the distribution of communities.

Solar radiation varies with latitude.

● Equatorial regions receive sunlight more directly.

● Higher latitudes receive sunlight at more of a slant.

The Earth’s permanent tilt causes the seasons.

● In June, the Northern Hemisphere of the Earth is tipped

toward the sun, while in December, it is tipped away from

the sun.

● The reverse is true for the Southern Hemisphere.

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

As the air rises in the tropics, it cools and releases much of its

water content.

● This produces abundant precipitation.

High-altitude air masses spread away from the equator and

descend again at latitudes of about 30° north and south, where the

descending dry air absorbs moisture from the land, creating

deserts.

Ocean Currents, have a profound effect on regional climates.

● The Gulf Stream brings warm water from the Caribbean up

the coast of North America and then over to northern

Europe.

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

Air temperature declines about 6°C with every 1,000-m increase in

elevation.

Rainfall is affected by the location of mountains and prevailing

winds.

Different climate conditions support different biomes, major types

of ecological associations that occupy broad geographic regions.

Sunlight and substrate are key factors in the distribution

of marine organisms:

Aquatic biomes are shaped by the availability of sunlight and

nutrients (usually from the ocean floor).

● Near the surface is the photic zone, where light penetration

is sufficient for photosynthesis.

● Coastal areas have high productivity (and high diversity)

because there are more nutrients in the photic zone (due to

run-off and shallower water).

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

Current, sunlight, and nutrients are important abiotic

factors in freshwater biomes:

Lakes and ponds

● Phytoplankton grow in the photic zone.

● Amount of phytoplankton depends on nitrogen and

phosphorous concentrations.

● Too much nitrogen or phosphorus causes algal “bloom,”

which decomposes, leading to oxygen depletion.

Rivers and streams:

● Near the source: narrow, fast-moving, cold, low in nutrients,

clear.

● Downstream: wide, slow, warm, high in nutrients and

microorganisms, murky.

Wetlands:

● Water storage reduces flooding.

● Filtration of pollutants improves water quality.

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

Terrestrial biomes reflect regional variations in climate:

The nine major terrestrial biomes are distinguished

primarily by their predominant vegetation.

The nine major terrestrial biomes are distinguished primarily by

their predominant vegetation.

● The distribution of plants largely depends on climate,

especially temperature and precipitation

The same biome may occur in geographically distant places if the

climate is similar, due to convergent evolution.

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

The global water cycle connects aquatic and terrestrial

biomes:

Biomes are linked by the water cycle.

Driven by solar energy, water moves between the land, oceans,

and atmosphere.

● Over the oceans, evaporation exceeds precipitation.

● Over the land, precipitation exceeds evaporation and

transpiration.

Learning Objectives:

● Explain how the

climate depends on

temperature and

precipitation.

● Know role of ocean

currents in

influencing the

regional climate.

● Describe the aquatic

biomes and their

features.

● Understand the

distribution of

terrestrial biomes

and the link to

vegetation.

● Define the global

water cycle and the

connection to the

biomes

Human activities affect the global water cycle.

● Surface water can carry toxins long distances.

● Some pollutants also move via atmospheric water vapor.

● The destruction of tropical rain forests reduces the amount

of water vapor in the air.

● Pumping large amounts of groundwater to the surface for

irrigation can increase the rate of evaporation and deplete

groundwater supplies.

Summary: ● Understood how the climate depends on temperature and

precipitation.

● Analyzed the different terrestrial and aquatic biome

features.

● Understood the process of the global water cycle and the

role it plays in determining the climate.

Module 10 Behavior and Population Ecology

Chapter 55 April 22nd 2026

Learning Objectives:

● Understanding what

are innate behaviors

and how they are

influenced by

learning and

genetics.

● Describe the types of

behaviors shown by

animals focusing on

the costs and

benefits.

● Analyzing the

populations and their

patterns of density,

dispersion and

growth.

● Understanding the

different types of

survivorship curves

and growth models.

Genetics and learning influence behavior:

Behavior is an observable response to external or internal

stimulus.

These behaviors are caused by a combination of genes and the

organism’s environment.

Behaviors that happen from birth are innate and involve

something that triggers their release.

Innate behaviors do not need to be learned, but most behaviors

seen in nature are a mixture of innate and learned behavior.

Learning can be coupled with innate behavior only for a limited

time period of development.

● Example: Imprinting

Learning Objectives:

● Understanding what

are innate behaviors

and how they are

influenced by

learning and

genetics.

● Describe the types of

behaviors shown by

animals focusing on

the costs and

benefits.

● Analyzing the

populations and their

patterns of density,

dispersion and

growth.

● Understanding the

different types of

survivorship curves

and growth models.

Defending territories:

Predation and territory size might also influence foraging behavior.

A territory is an area where individuals exclude members of their

own species, adjusted according to the costs and benefits of

maintaining them.

Benefits: Access to food, mates and shelter.

Costs: Energy costs, injury or death.

Communication:

Communication is behavior that depends upon the environment

an organism lives

Communication can be of the following different types:

● 1. auditory: sound, calls

● 2. visual: courtship dances, visual signals

● 3. chemical: scent trails, pheromones

● 4. tactile: touching, grooming

Learning Objectives:

● Understanding what

are innate behaviors

and how they are

influenced by

learning and

genetics.

● Describe the types of

behaviors shown by

animals focusing on

the costs and

benefits.

● Analyzing the

populations and their

patterns of density,

dispersion and

growth.

● Understanding the

different types of

survivorship curves

and growth models.

Kin selection and Costly Behavior:

Altruism is a central paradox of Darwinism.

Charles Darwin viewed the apparent existence of altruism as a

”special difficulty, which at first appeared to me insuperable, and

actually fatal to my whole theory.”

Selection could theoretically favor traits that decreased an

individual’s fitness, IF they increase the fitness of a close relative.

Learning Objectives:

● Understanding what

are innate behaviors

and how they are

influenced by

learning and

genetics.

● Describe the types of

behaviors shown by

animals focusing on

the costs and

benefits.

● Analyzing the

populations and their

patterns of density,

dispersion and

growth.

● Understanding the

different types of

survivorship curves

and growth models.

Altruism and Kin selection:

Some organisms use altruism, meaning behavior benefits others

at cost to oneself.

Group selection suggests natural selection produces outcomes

beneficial to a group.

However, current ideas suggest altruistic behaviors benefit

individuals closest to the one performing the behavior, called

kin-selection.

Population ecology is the study of how and why

populations change.

A population is a group of individuals of a single species that

occupy the same general area.

● The boundaries of a population are typically based on the

research question being asked

Population ecology is concerned with changes in population size

and factors that regulate populations over time.

● Birth and immigration increase population size.

● Death and emigration reduce population size

Population density is the number of individuals of a species per

unit area or volume. For example:

Learning Objectives:

● Understanding what

are innate behaviors

and how they are

influenced by

learning and

genetics.

● Describe the types of

behaviors shown by

animals focusing on

the costs and

benefits.

● Analyzing the

populations and their

patterns of density,

dispersion and

growth.

● Understanding the

different types of

survivorship curves

and growth models.

● The number of oak trees per square kilometer in a forest.

● The number of earthworms per cubic meter in forest soil.

Ecologists use a variety of sampling techniques to estimate

population densities.

The dispersion pattern of a population refers to the way

individuals are spaced within their area.

Density and dispersion patterns are important

population variables:

Clumped: individuals are grouped in patches.

● Can be due to unequally distributed resources.

● Can help protect against predators.

Uniform: individuals are equally spaced in the environment.

● Typically due to territorial interactions.

Random: individuals in a population are spaced in an

unpredictable way.

● Can result from the random dispersal of windblown seeds.

Learning Objectives:

● Understanding what

are innate behaviors

and how they are

influenced by

learning and

genetics.

● Describe the types of

behaviors shown by

animals focusing on

the costs and

benefits.

● Analyzing the

populations and their

patterns of density,

dispersion and

growth.

● Understanding the

different types of

survivorship curves

and growth models.

Summary:

● Understood innate behaviors and their link to genetics and

learning.

● Described the types of behaviors shown by animals and the

costs and benefits involved.

● Analyzed population growth and density patterns. ● Understood the different types of survivorship curves and

growth models.

Module 11 Species Interactions

Chapter 57 April 27th 2026

Learning Objectives:

● Understanding what

are the forms of

interspecific

interactions for

members of a

community.

● Describe the role of

parasites and

pathogens in

determining

community structure.

● Analyzing how

trophic structure

determines

community

dynamics.

A community includes all the organisms inhabiting a

particular area:

A community is an assemblage of all the populations of

organisms living close enough together for potential interaction.

Ecologists define the boundaries of the community according to

the research questions they want to investigate.

A community can be described by its species composition.

Learning Objectives:

● Understanding what

are the forms of

interspecific

interactions for

members of a

community.

● Describe the role of

parasites and

pathogens in

determining

community structure.

● Analyzing how

trophic structure

determines

community

dynamics.

Competition may occur when a shared resource is

limited:

An ecological niche is the sum of an organism’s use of the biotic

and abiotic resources in its environment.

● Interspecific competition occurs when the niches of two

populations overlap and both populations need a resource

that is in short supply.

Ecologists often measure the effects of interspecific competition by

removing one of the competitors and observing the effect on the

other species.

Mutualism benefits both partners:

Reef-building corals and photosynthetic dinoflagellates have a

mutualistic relationship.

The dinoflagellates gain a secure shelter with access to light, and

use the coral’s waste products, including carbon dioxide (CO2)

and ammonia (NH3), a source of nitrogen for making proteins.

In return, they produce sugars by photosynthesis that provide at

least half of the energy used by the coral animals.

Predation leads to diverse adaptations in prey species:

Predation benefits the predator but kills the prey.

Prey adapt using protective strategies that include:

● Camouflage, to avoid being seen.

Learning Objectives:

● Understanding what

are the forms of

interspecific

interactions for

members of a

community.

● Describe the role of

parasites and

pathogens in

determining

community structure.

● Analyzing how

trophic structure

determines

community

dynamics.

● Mechanical defenses such as shells.

● Behavioral defenses such as travelling in herds.

● Chemical defenses, often accompanied by warning

coloration.

Herbivory leads to diverse adaptations in plants:

Plant defenses against herbivores include:

● Spines and thorns.

● Chemical toxins, often the substances that we use

medicinally or for other purposes.

Herbivores and plants undergo coevolution, a series of reciprocal

evolutionary adaptations in which each species acts as a

constantly evolving selective force on the other species.

Parasites and pathogens can affect community

composition:

A parasite lives on or in a host (a plant or animal) from which it

obtains nourishment.

● Internal parasites include nematodes and tapeworms.

● External parasites include mosquitoes, ticks, and aphids.

Pathogens are disease-causing microscopic parasites that include

bacteria, viruses, fungi, or protists.

Trophic structure is a key factor in

community dynamics

Decomposers are mainly prokaryotes and fungi.

Digest organic molecules and convert them into

inorganic forms in the process of decomposition.

Trophic structure is a key factor in

community dynamics

The transfer of chemicals and energy up a series of trophic

levels is known as a food chain.

Producers are autotrophs that support allther trophic

levels. Quaternary

consumers

Consumers are heterotrophs. Killer whale Hawk

Tertiary

consumers Herbivores are primary

consumers.

Snake Tuna

Secondary

consumers

Secondary consumers

eat herbivores.

Mouse Herring

Primary

consumers

Tertiary consumers eat

secondary consumers.

Grasshopper Zooplankton

Plant

A terrestrial food chain

Producers

Phytoplankton

An aquatic food chain

Summary:

● Understood the forms of interspecific interactions for

members of

a community. ● Described the role of parasites and pathogens in

determining community structure.

● Analyzed how trophic structure determines community

dynamics.

Module 11 Communities and Ecosystem

Chapter 58 April 29th 2026

Learning Objectives:

● Understanding how

to define species

diversity and the

importance of

keystone species.

● Describe the process

of ecological

succession and its

role in communities.

● Analyzing how

energy is limited over

trophic levels.

● Describing the

biogeochemical

cycles that shape the

ecosystem.

Species diversity includes relative abundance and

species richness:

Species diversity is defined by two components:

1. Species richness: the number of species in a community.

2. Relative abundance: the proportional representation of a

species in a community.

Plant species diversity in a community has important

consequences for the species diversity of animals in the

community.

Low species diversity is characteristic of most modern agricultural

ecosystems.

● When many potential hosts are living close together, it is

easy for a pathogen to spread from one to another.

● Many farmers and forest managers rely heavily on chemical

methods of controlling pests.

Learning Objectives:

● Understanding how

to define species

diversity and the

importance of

keystone species.

● Describe the process

of ecological

succession and its

role in communities.

● Analyzing how

energy is limited over

trophic levels.

● Describing the

biogeochemical

cycles that shape the

ecosystem.

Disturbance is a prominent feature of most communities:

Disturbances are events that damage biological communities,

including storms, fires, floods, drought, and human activity.

● Alter the availability of resources.

● Small-scale disturbances often have positive effects,

increasing diversity

● However, communities change drastically following a

severe disturbance that strips away vegetation and

removes significant amounts of soil.

The disturbed area may be colonized by species that are gradually

replaced by other species, in a process called ecological

succession.

● Primary succession begins in a virtually lifeless area with

no soil, such as the rubble left by a retreating glacier or

fresh volcanic lava flows.

● Secondary succession occurs when a disturbance

destroys an existing community but leaves the soil intact,

such as when an abandoned farm field returns to forest.

Learning Objectives:

● Understanding how

to define species

diversity and the

importance of

keystone species.

● Describe the process

of ecological

succession and its

role in communities.

● Analyzing how

energy is limited over

trophic levels.

● Describing the

biogeochemical

cycles that shape the

ecosystem.

Primary production sets the energy budget for

ecosystems:

The amount of solar energy converted to chemical energy (in

organic compounds) by an ecosystem’s producers for a given area

and during a given time period is called primary production.

Ecologists call the amount, or mass, of living organic material in

an ecosystem the biomass.

Learning Objectives:

● Understanding how

to define species

diversity and the

importance of

keystone species.

● Describe the process

of ecological

succession and its

role in communities.

● Analyzing how

energy is limited over

trophic levels.

● Describing the

biogeochemical

cycles that shape the

ecosystem.

Learning Objectives:

● Understanding how

to define species

diversity and the

importance of

keystone species.

● Describe the process

of ecological

succession and its

role in communities.

● Analyzing how

energy is limited over

trophic levels.

● Describing the

biogeochemical

cycles that shape the

ecosystem.

Energy supply limits the length of food chains:

Most food chains limited to 3-5 trophic levels.

● Not enough energy to support more.

Top level consumers require a lot of geographic territory.

● Takes a lot of vegetation to support trophic levels the further

removed they are from photosynthetic production.

Learning Objectives:

● Understanding how

to define species

diversity and the

importance of

keystone species.

● Describe the process

of ecological

succession and its

role in communities.

● Analyzing how

energy is limited over

trophic levels.

● Describing the

biogeochemical

cycles that shape the

ecosystem.

The carbon cycle depends on photosynthesis and

respiration:

Carbon is the major ingredient of all organic molecules.

Photosynthesis and cellular respiration are mainly responsible for

the cycling of carbon between the biotic and abiotic worlds.

Normally, the return of CO2 to the atmosphere by cellular

respiration closely balances its removal by photosynthesis.

● Right now, the burning of fossil fuels is raising the level of

CO2 in the atmosphere.

The phosphorus cycle depends on the weathering of

rock:

Organisms require phosphorus for nucleic acids, phospholipids,

ATP and as a mineral component of bones and teeth.

The phosphorus cycle does not have an atmospheric component.

The breakdown of rocks is the only source of phosphorus for

terrestrial ecosystems.

Over time, phosphorus gradually leaves terrestrial ecosystems

through the process of soil erosion, and is washed downstream to

aquatic ecosystems.

Limiting plant nutrient.

Learning Objectives:

● Understanding how

to define species

diversity and the

importance of

keystone species.

● Describe the process

of ecological

succession and its

role in communities.

● Analyzing how

energy is limited over

trophic levels.

● Describing the

biogeochemical

cycles that shape the

ecosystem. The nitrogen cycle depends on bacteria:

Nitrogen is an ingredient of proteins and nucleic acids.

● It’s a crucial and often limiting plant nutrient.

About 80% of the atmosphere is N2 (nitrogen gas), but this

nitrogen is not available for organisms until it undergoes fixation

by certain bacteria.

Learning Objectives:

● Understanding how

to define species

diversity and the

importance of

keystone species.

● Describe the process

of ecological

succession and its

role in communities.

● Analyzing how

energy is limited over

trophic levels.

● Describing the

biogeochemical

cycles that shape the

ecosystem.

Summary: ● Understood species diversity and the importance of

keystone species.

● Described the process of ecological succession and its role

in communities.

● Analyzed how energy is limited over trophic levels.

● Described the biogeochemical cycles that shape the

ecosystem.

Module 12 Humans and the Environment

Chapter 59 May 1st 2026

Learning Objectives:

● Understanding the

role of humans in

modifying the

climate.

● Describe how

greenhouse gases

cause an increase in

temperature.

● Analyzing how

climate change can

act as an agent of

natural selection.

Learning Objectives:

● Understanding the

role of humans in

modifying the

climate.

● Describe how

greenhouse gases

cause an increase in

temperature.

● Analyzing how

climate change can

act as an agent of

natural selection.

Learning Objectives:

● Understanding the

role of humans in

modifying the

climate.

● Describe how

greenhouse gases

cause an increase in

temperature.

● Analyzing how

climate change can

act as an agent of

natural selection.

Summary: ● Understood the role of humans in modifying the climate.

● Described how greenhouse gases cause temperature

increases.

● Analyzed how climate change is linked to natural selection.

Module 12 Biodiversity

Chapter 60 May 6th 2026

Learning Objectives:

● Understanding the

different levels of

biodiversity.

● Describe the threats

to biodiversity posed

by humans.

● Analyzing the

concept of

biomagnification.

Learning Objectives:

● Understanding the

different levels of

biodiversity.

● Describe the threats

to biodiversity posed

by humans.

● Analyzing the

concept of

biomagnification.

Learning Objectives:

● Understanding the

different levels of

biodiversity.

● Describe the threats

to biodiversity posed

by humans.

● Analyzing the

concept of

biomagnification.

Summary:

● Understood the different levels of biodiversity. ● Described the loss of biodiversity based on actions of

humans.

● Analyzed the concept of biomagnification and microplastics.