1.

a.

(3 marks) Lets say that youve been hired by Environment Canada to do an interdisciplinary
study of the beluga whales in the St. Lawrence Estuary.
What does interdisciplinary mean? Give an example of one activity you might undertake for
your beluga study, which would demonstrate an interdisciplinary approach.

Answer:
Interdisciplinary (1 mark): Different disciplines contribute their expertise to find a solution to a
problem. [OR] People bring different perspectives from different disciplines, and together they add up
to more than the individual contributions.
Example (2 marks): The example has to be something one might reasonably do in a beluga study,
and it needs to demonstrate an interdisciplinary approach. Only two disciplines required.
One possibility: Biologists would do field work to monitor what the belugas are eating, and chemists
would analyze the composition of what they are eating to see if there are pollutants in it.
b.

(2 marks) To show that you understand how the scientific method works, put these steps in
order by numbering them from 1 to 8.

Answer: (0.5 marks each):

c.

__4__ Make predictions

__2__ Ask questions about observations

__6__ Analyze results

__3__ Formulate a hypothesis

__1__ Observe phenomena

__8__ Publish results

__7__ Submit results for peer review

__5__ Test prediction

(3 marks) What is carrying capacity? What is ecological footprint? How are the two related?

Answer:
Carrying capacity (1 mark): The maximum population size that a given environment [or ecosystem]
can sustain, without undergoing permanent damage.
Ecological footprint (1 mark): The amount [or area] of land [and water] required to support a
population of a given size. [OR] The area of land/water necessary to provide the raw materials a
person or population consumes and to absorb the waste that is produced.
Relationship (1 mark): Ecological footprint is the inverse of carrying capacity.
d.

(2 marks) Briefly, what happened to the people of Rapa Nui (Easter Island), and why is it
relevant to modern society?

Answer: Looking for the idea of resource depletion leading to population collapse.
What happened (1 mark): They used up all of their resources, mainly through deforestation.
[AND/OR] The population of the island grew too big to be supported by the islands available
resources. The islanders population collapsed as a result of resource depletion.
Why relevant (1 mark): We are rapidly depleting many different types of resources today. Perhaps
we should take a lesson from Rapa Nui, about what can happen to societies that dont take care of
the environment.

2.

Youre vacationing on Mars. The Martians are wondering some things about Earth. Help them out.
a.

(1 mark) What are two planetary characteristics that make Earth similar to Mars, but different
from Jupiter?

Answer: (0.5 marks each) Any two of the characteristics that distinguish terrestrial from jovian planets:
density Mars and Earth high; Jupiter low
mass/size Mars and Earth small; Jupiter huge
distance from Sun Mars and Earth close; Jupiter far
composition Mars and Earth rock, metallic; Jupiter icy, gaseous
There might be other possible answers but these are the obvious ones.
b.

(1 mark) What are two important planetary characteristics that Earth has, but Mars doesnt.

Answer: (0.5 marks each) Any two of the characteristics that make Earth unique:
Nitrogen- and oxygen-rich composition of the atmosphere
Occurrence of water as a solid, liquid, and vapour at surface conditions
Ecosphere and biosphere (region where life is possible; existence of life itself)
Dynamic nature of rock weathering; nature of soil
Dynamic nature of the lithosphere; plate tectonics [There actually is a form of tectonics on Mars
but we would not expect students to know that.]
c.

(2 marks) The Martians know that Earth was formed about 4.6 billion years ago, but they are
wondering why there arent any rocks that old on Earths surface. Please give two reasons why.

Answer: (0.5 marks each) Any two of the following:

The surface is constantly changed, recycled, and refreshed by:
plate tectonics
volcanism
weathering
erosion, sedimentation
d.

(2 marks) Why was early Earth such a hostile place for life? Please mention four reasons.

Answer: (0.5 marks each) Any four of the following:

Constant volcanic activity
Meteorite impact bombardment
Intense ultraviolet radiation from the Sun
No free oxygen in the atmosphere [reducing]
No liquid water
Hot [very high surface temp]
Atmosphere dense [high atmospheric pressure]
Inhospitable atmospheric composition [CO2, CH4, etc.]
Acidic precipitation

e.

(3 marks) The atmosphere on Mars is 95% carbon dioxide, which makes things uncomfortable.
Inquiring Martians want to know: What are three ways in which carbon dioxide has been
removed from Earths atmosphere over the course of Earth history?

Answer: (1 mark each) Any three of the following:

photosynthesis
subduction
deposition of organic-rich sediments
formation of limestones
long-term storage [sequestration] of carbon dioxide in sediments and sedimentary rocks

f.

(1 mark) This drawing illustrates an important process

that happened to Earth, Mars, and all other planets and
large planetary objects early in the history of our solar
system. What is this process called?

Answer: Differentiation
[OR] Planetary differentiation
[OR] Core formation

3.

a.

(2 marks) What fundamentally important process is described by the following relationship?

Briefly describe how the process works.

6CO2 + 6H2O + energy from the Sun C6H12O6 (sugar/carbohydrate) + 6O2

Answer:
What is it (1 mark): Photosynthesis
How it works (1 mark): Photosynthetic organisms use energy from the Sun to convert carbon
dioxide and water into sugars [carbohydrates], and release oxygen in the process.
[OR] The process by which green plants and some other organisms use sunlight to synthesize
food and build tissues [organic matter] from carbon dioxide and water.
b.

(3 marks) Which three variables decrease as you move from the lowest trophic level to the
highest level in a trophic pyramid?

Answer: (1 mark each)

c.

i.

numbers of individuals [OR] numbers of organisms

ii.

energy [OR] energy content

iii.

biomass

(2 marks) What is the difference between a community and an ecosystem?

Answer: (1 mark each, but also looking for clarity what is the difference between them?)
Ecosystem (1 mark): An environment consisting of all the organisms living in a particular area,
as well as all the nonliving [abiotic] components of the environment with which the organisms
interact. [OR] All organisms and nonliving entities that occur and interact in a particular area at
the same time.
Community (1 mark): A group of populations of organisms that live in the same place at the
same time; an assemblage of interacting species, affected by abiotic processes.
The difference is that an ecosystem is a grouping of communities. Ecosystems are most often
viewed in terms of energy or matter fluxes rather than individual organisms or species.
d.

(3 marks) Match the descriptions in the lefthand column to the terms in the righthand column.

Answer: (0.5 marks for each correct match)

__2__ a cow eats grass

1. predation

__5__ a fungus infects the brain of an ant, directing its behaviour

2. herbivory

__1__ a lion eats a zebra

3. commensalism

__6__ two lions are fighting over the same zebra

4. mutualism

__3__ a bird hitches a ride on a rhino; the rhino doesnt notice it

5. parasitism

__4__ a bee picks up pollen from flowers, spreads the pollen to

other flowers, then makes honey with it

6. intraspecific competition

4.

a.

(2 marks) Owls are efficient nocturnal predators of small mammals such as mice. To locate their
prey, owls need to be able to see and hear small movements in dim light, and fly very quietly.
Describe two potential adaptations in mice and two potential adaptations in owls that could be
part of the coevolutionary arms race between owls and mice

Answer: (0.5 marks each) Any two of the following, for each animal.
Owls will likely:
develop better nighttime eyesight
develop quieter flight [special feathers, wing structure]
develop keener hearing
become faster at swooping to scoop up the prey
etc.
Mice will likely:
become faster or more agile
develop better camouflage
become quieter
develop better hearing to detect owls
develop better nighttime eyesight to detect owls
etc.
b.

(3 marks) Consider two species of deer. Species A is relatively short and eats leaves from small
and medium-height shrubs. Species B is relatively tall and eats leaves from medium-height and
large shrubs. Species A and B used to have geographically distinct ranges, but due to climate
change they now live in the same area and compete for the same food resources.
Over several generations, what might happen to the body size and food habits of Species A and
Species B as a result of this direct competition for food? What is the name given to this
phenomenon?

Answer:
What will happen (2 marks): Species A will get smaller/shorter and will preferentially eat from shorter
shrubs. Species B will get taller/bigger and will preferentially eat from taller shrubs.
What is it called (1 mark): Any of the following:
Character displacement
Shift in realized niche
Resource partitioning
Disruptive selection
Divergent evolution
Answers that are not OK (too vague): adaptation, selection, evolution
c.

(3 marks) Consider a forest that is facing a disturbancethe invasion of a leaf-eating beetle.

How would the forest change if it was resistant to the disturbance? How would it change if it was
resilient to the disturbance? What is the name of the property that describes a system that is
stable, self-regulating, and resistant or resilient to change?

Answer:
If the forest is resistant (1 mark): There will be little or no change.
If the forest is resilient (1 mark): The forest community will change [probably some of the infected
trees will die; clearings will form; etc.], but then it will recover to something like its former state.
What is it called (1 mark): homeostasis [OR] dynamic equilibrium

d.

(2 marks) Contrast the concepts of habitat and niche. OR

Contrast the concepts of fundamental niche and realized niche.

Answer: (1 mark for acceptable explanation of each term; not necessary to have a separate detailed
statement contrasting them, as long as the difference is clear)
Habitat vs. niche:
Habitat is the specific environment in which the organism lives.
Niche is its use of resources and functional role in the community in other words, habitat
is where it lives, whereas niche is what it does its job or role.
OR
Fundamental niche vs. realized niche:
Fundamental niche is the niche (role) that an organism would fill in the absence of any
competition; its full niche.
Realized niche is a portion of the fundamental niche, the part of the fundamental niche that
an organism is able to fill if there is competition.

5.

a.

(1 mark) This cross-section of Earth, generated by a

computer model, illustrates a fundamental mechanism of
heat transfer from Earths interior, which is also the driving
force for plate tectonics. What is it called?

Answer: Convection

b.

(3 marks) Choose one of the following tectonic environments. Briefly describe it, and give a real,
modern-day example.
divergent plate boundary, oceanic
convergent plate boundary, continent-continent
convergent plate boundary, continent-ocean
transform fault plate boundary

Answer: (1 mark for explaining divergent, convergent, or transform + 1 mark for one additional descriptive
point + 1 mark for a correct example; there are other possible examples besides the ones listed here)
divergent plate boundary, oceanic: plates are moving apart; an ocean is splitting or
rifting, and widening; new crust is created by magma welling up along the rift

Example: mid-Atlantic rift [or] mid-Atlantic ridge [or] the Red Sea

convergent plate boundary, continent-continent: plates are coming together; collision

zone where the two continents collide and crumple up into large mountain ranges;
earthquakes but no volcanism

Example: Himalayas [or] India-Asia

convergent plate boundary, continent-ocean: plates are coming together; subduction

the oceanic plate will subduct under the continent; earthquakes + volcanism;

Example: the Andes [or] Juan da Fuca

transform fault plate boundary: plates are sliding laterally or horizontally [translationally]
past one another; earthquakes but no volcanism

c.

Example: San Andreas Fault, California

(3 marks) Can a reservoir be a system? Explain (and include the definitions of both terms in your
answer).

Answer: (0.5 marks for Yes + 0.5 marks for explanation + 1 mark for reservoir definition + 1 mark for
system definition)
Reservoir (1 mark): A location where materials in a cycle remain [or, are stored] for a period of
time, before moving to another reservoir. [Also called a pool.]
System (1 mark): A network of relationships among a group of parts, elements, or components
that interact with and influence one another [through the exchange of energy, matter, and/or
information]. [OR] A portion of the universe that can be separated by boundaries, for the purpose
of studying changes that occur within the system under changing conditions.
Yes (0.5 marks).
Explanation (0.5 marks): A reservoir can be a system because a reservoir can consist of subreservoirs. [OR] A reservoir can be a system because it can have interacting parts. [OR] A
reservoir can be a system because it can consist of a network of relationships and exchange of
matter and energy to and from different parts of the reservoir.

d.

(3 marks) Can a source be a sink? Explain (and include the definitions of the two terms in your
answer).

Answer: (0.5 marks for Yes + 0.5 marks for explanation + 1 mark for source defn + 1 mark for sink defn)
Source (1 mark): A reservoir that releases [emits, gives out, loses] more of a particular material
than it takes in. [OR] A reservoir from which material [or energy] flows into another reservoir.
Sink (1 mark): A reservoir that takes in [gains, absorbs] more of a particular material than it
releases. [OR] A reservoir into which material [or energy] flows from another reservoir.
Yes (0.5 marks).
Explanation (0.5 marks): A source can be a source for one material but a sink for a different
material. [OR] A source can be a sink under certain conditions, but if the conditions change it
might become a sink for the same material.

6.

a.

(6 marks) Fill in this chart, summarizing the characteristics of various biogeochemical cycles.
Largest reservoir

Size of the atmospheric

reservoir
(huge, negligible, or
somewhere in-between)

Two ways in which human activity affects

the cycle
Any two of the following, for each cycle
(0.5 marks each):

Water

Ocean (0.25
marks)

In-between (0.25 marks)

1. creating hard [impermeable] surfaces

2. deforestation
3. damming rivers
4. withdrawing water from wells
5. water pollution
6. etc.

Carbon

Rock [OR]
sedimentary rock
[OR] geosphere
(0.25 marks)

In-between (0.25 marks)

1. burning fossil fuels

2. deforestation
3. agriculture
4. climate change this is an acceptable
answer; both a cause and an effect

Nitrogen

Atmosphere (0.25
marks)

Huge (0.25 marks)

1. burning fossil fuels [industry]

2. fertilizer manufacture/use
3. runoff to aquatic systems
4. soil degradation

Phosphorus

Rock [OR]
geosphere (0.25
marks)

Negligible (0.25 marks)

1. mining
2. fertilizer manufacture/use
3. detergents

b.

(3 marks) The carbon cycle operates on short, medium, and long time scales. Give an example
of a process that occurs on each of these time scales in the carbon cycle.

Answer: (If the answer says rates of it should be marked down.)

Short-term: (1 mark) One of:
photosynthesis
respiration/decay
Medium-term: (1 mark) One of:
deposition and burial of organic matter [organic sediment]
weathering of rock
Long-term: (1 mark) One of:
subduction
volcanism
limestone formation
plate tectonics
c.

(1 mark) What is nitrogen fixation?

Answer (1 mark): Process by which [inert] nitrogen gas from the atmosphere combines with hydrogen to
form ammonium ions (NH4+), which are chemically and biologically active and can be taken up by plants.
[OR] Nitrogen is converted from a biologically inactive form into a biologically available form.
[OR] A biologically-mediated process by which microbes in soil convert nitrogen from the atmosphere into a
form that is available for plant uptake.

7.

a.

(2 marks) What is a logistic growth curve? Describe it in words. OR Provide a simple, welllabelled diagram to explain it.

Answer (2 marks for a complete explanation OR a well-labelled diagram):

Explanation (2 marks; all bolded points must be included for full marks): A plot that shows how the initial
exponential growth of a population slows and finally levels off as a result of limiting factors, yielding
an S-shaped [or sigmoidal] growth curve.
OR
Diagram (2 marks; full labelling and/or accompanying explanation to be included for full marks):

b.

(2 marks) Consider polar bears. They eat fish and seals, and they live in the Arctic.
What is one example of a density-dependent factor and one example of a density-independent
factor that could exert an influence on polar bear population?

Answer:
Density-dependent: (1 mark for any one of the following; should be factors that are influenced by
polar bear population density, such as competition for food)
lack of seals density-dependent if there is competition for prey because there are too
many polar bears
lack of fish same comment; basically anything related to competition or crowding
Density-independent: (1 mark for any one of the following; should be factors that are external or
independent of polar bear population density)
loss of sea ice as a result of global warming
lack of seals [OR] lack of prey for food is density-independent if the seals or fish are dying
as a result of climate change or another outside factor
hunting or harvesting [either recreational or traditional]
c.

(4 marks) The human species is thought to have gone through a population bottleneck 70,000
years ago as a result of the eruption of supervolcano Toba and resulting environmental impacts.
What is a population bottleneck, and what was the impact of the bottleneck on surviving
humans?

Answer: What is (2 marks): A population bottleneck is an evolutionary event in which the number of
individuals in a population drops to a very low level. [OR] A population bottleneck is an
evolutionary event in which a large proportion of individuals of a particular species dies or is
unable to reproduce for whatever reason.
Impact (2 marks): The impact would have been extremely low genetic diversity among the
surviving individuals, resulting in relatively low genetic variation among modern humans who are
descended from that small population.
[Incorrect answer: anything to do with the impacts of the volcano, how the eruption killed people,
etc.; we are looking for the impacts of the bottleneck itself.]
d.

(2 marks) Here are three hypothetical population pyramids (or age structure diagrams).

Answer: (0.5 marks for each correct answer)

i.

Which one (A, B, or C*) shows a population that is contracting? __C__

ii.

Which one shows the population with the youngest overall population? __A__

iii.

Which one would be typical of a nation in the post-industrial stage of the demographic
transition? __C__

iv.

Which one shows a population that has stabilized? __B__

*Yes, you will need to repeat one of the letters to answer all four questions.

8.

a.

(3 marks) What is chemical weathering? What is physical weathering? What is biological

weathering? Give an example of how each can occur.

Answer: (0.5 marks for each definition + 0.5 marks for an example of how it can occur)
chemical weathering: Weathering that results when water or other substances chemically
interact with parent material.

Example: Acid rain or groundwater eats away and dissolves limestone.

physical weathering: [Also called mechanical weathering.] Weathering that breaks rocks
down without triggering a chemical change in the parent material.

Example: Wind carrying off loose material or abrading rock; water wearing
away rock; glacial ice scraping rock; water freezing and expanding in cracks.

biological weathering: Weathering can be either chemical or physical in which an

organism is the agent of weathering.

b.

Example: Trees roots prying apart rocks; earthworms or lichens digesting

rock bits.

(3 marks) There are five factors that affect soil formation. Please name three of them.

Answer: (1 mark each; any three of the following)

Parent material [rock/mineral] composition
Climate [temperature, precipitation]
Topography [steepness of slope]
Vegetation [root activity; protective cover]
Biological activity [soil microbes; decomposition and accumulation of organic matter]
Time [can take 1000s of years for a soil profile to form]
c.

(3 marks) Per capita food production, which grew dramatically over the past several decades,
has now begun to level off or even decline. Please give three factors that are likely contributing
to this decline.

Answer: (1 mark each; any three of the following)

world population is increasing, food production is not keeping up
effectiveness of fertilizers and pesticides is decreasing
costs of agricultural inputs [fossil fuels, agro-chemicals] is increasing
soils are in decline [OR] soils are eroding [OR] soils have been degraded/depleted/salinized
water for irrigation is being depleted
Incorrect answers: Anything to do with food distribution or cost of food products is probably not correct
the question has to do with production, rather than with issues of getting the food to people who need it.
d.

(1 mark) The soil cover is very thin in Northern Ontario. Why?

Answer: (two-part answer; 0.5 marks for each part soil was removed by glaciers + takes a long time for a
soil profile to form)
Northern Ontario was glaciated and the soil cover was scraped off [about 12,000 years ago]. It can take
1000s of years for a soil profile to form [especially in a cool environment].

9.

a.

(3 marks) Briefly describe three positive impacts that reducing or eliminating meat from our diets
would have on the environment (not including ethical considerations or impacts on human
health).

Answer: (1 mark each; any three of the following)

would reduce the amount of land needed for production. [Land could be naturalized or used
for crop production for human consumption.]
livestock produce large amounts of greenhouse gases; fewer cows = less greenhouse gas
(esp. methane).
livestock produce large amounts of nitrogen-rich wastes, which contribute to eutrophication
of freshwater systems through agricultural runoff. Reducing livestock farming would reduce
the amount of pollution.
would reduce the amount of forest cleared for livestock production [rangeland].
hormones and antibiotics in meat production [as well as pathogens from fecal matter] enter
the ecosystem.
CAFOs (Concentrated Animal Feed Operations) produce a lot of water pollution, smells,
etc.
livestock often have negative impacts on soils and riparian systems [compacting soil,
digging up soil with hooves, etc.]
Incorrect answers: Meat-eating causes heart disease or Caloric intake too high or Infections from
exposure to pathogens in feces these are specific to human health.
b.

(3 marks) What three major developments in the history of humankind have allowed for rapid
population growth?

Answer: (1 mark each)

tool-making [OR] tool use [OR] Paleolithic Revolution
agriculture [OR] origin of agriculture and shift to sedentary life [OR] Neolithic Revolution
industrialization [OR] Industrial Revolution [OR] Industrial-Medical Revolution
c.

(2 marks) Suppose that a company develops a genetically modified strain of wheat that contains
high levels of Vitamin C (compared to other strains of wheat). The company wants to patent this
wheat and distribute it to developing countries.
The benefit of this scheme is fairly obviousit might be a way to provide an important
micronutrient to people at risk of malnutrition. What could be two potential problems associated
with the idea?

Answer: (1 mark each for any two of the following)

genes may escape to native populations with unknown consequences
there are ethical concerns about companies owning patents on food organisms as the
company then controls food supply
too expensive for farmers to acquire seeds
there may not be enough Vitamin C in the GM wheat to make a difference to human health
the wheat may not store well
the wheat might taste differently or be otherwise unacceptable to users
Incorrect answers: Health impacts is too general to be a useful answer; acceptable if the explanation is
added that someone might be allergic to either the Vitamin C or to another aspect of the GMO grain.
d.

(1 mark) What is one important difference between selective breeding and genetic modification
of organisms?

Answer: (1 mark; looking for the idea of direct manipulation, and/or shorter timescales, and/or
transgenic/cross-species manipulation)
Selective breeding indirectly affects the genetic makeup of a population by controlling who
leaves offspring in the next generation based on particular traits. Genetic modification

requires direct manipulation of the genetic material, introducing genes for particular traits
derived from other organisms into the genome of the target organism.
[AND/OR]
Selective breeding takes several generations; genetic modification can take effect in just
one generation.
[AND/OR]
Selective breeding still requires successful breeding within one species, whereas genetic
modification can involve transgenic modifications moving genes from one species to
another.
e.

(1 mark) A farm is an example of a managed or domesticated ecosystem. Please name two

more examples of managed or domesticated ecosystem types.

Answer: (0.5 marks each, for any two of the following)

aquarium
seed bank
aquaculture pens or cages
zoo
park
forest plantation
garden
green roof
botanical garden
feed lots

greenhouse
hatchery
man-made lake or swamp
biodome
aviary
conservatory
ant farm
cattle ranch
protected wildlife habitat
There are other possibilities.

10.

a.

(4 marks) Please list four services, useful to people, that are provided by ecosystems
(particularly those with high biodiversity).

Answer: (1 mark each, any four of the following)

provide food
provide shelter
provide fuel
purify air and water
detoxify wastes
generate and renew soil fertility
pollinate plants
control pests and disease
provide drugs and medicines
b.

protect shorelines
provide habitat for useful species
cultural, aesthetic, and spiritual benefits for
humans
stability for human economy in the face of
environmental change
ecotourism opportunities
genetic diversity/resiliency of crops
other possible answers

(6 marks) Consider two ecosystems, A and B. Your fieldwork has shown that Ecosystem A has
higher abundance and higher species richness, but Ecosystem B has greater evenness.
Complete the following table so that the numbers of individuals of each species reflect these
differences. Then summarize each diversity indicator in the spaces provided below.

Answer: There are other possible answers than the ones shown in the table.
Checklist (1 mark awarded for each of these items):
Total number of individuals must be higher for A than for B.
B must have some species with zero individuals; A should have fewer (or no) species with
zero individuals.
B species must have equal or approximately equal numbers (except for the zero species).
Ecosystem A

Ecosystem B

number of individuals

number of individuals

Species 1

100

10

Species 2

30

10

Species 3

20

10

Species 4

10

10

Species 5

Species 6

Species 7

171

40

Total:

Ecosystem A has higher abundance than Ecosystem B because the total number of
individuals in A is higher than the total number of individuals in B. (1 mark)
Ecosystem A has higher species richness than Ecosystem B because there are more different
species in A than in B [OR] there are some species present in A that are missing from B. (1
mark)
Ecosystem B has greater evenness than Ecosystem A because the species in B are present
in approximately the same numbers, whereas the species in A are very different in numbers of
individuals. (1 mark)

11.

a.

(3 marks) Please explain the concepts of -diversity, -diversity, and -diversity, with reference
to this diagram.

Answer: (1 mark for each; must refer to diagram)

-diversity is the number of different
species in a large area of
heterogeneous (varied) habitat,
such as the whole area shown in the
diagram
-diversity is the number of different
species in a local area of
homogeneous habitat, such as one of the smaller areas (medium-grey, light-grey, or darkgrey) shown in the diagram
-diversity is / [OR] -diversity refers to the turnover or change in species from one local
area to the next, within a larger area of diverse habitat; in this diagram, the -diversity is
high because the species change completely from one local area to the next
b.

(2 marks) Does the diagram illustrate a situation in which many of the species are generalists, or
a situation in which many of the species are specialists? Explain.

Answer: (1 mark for specialist vs. generalist + 1 mark for explanation)

It shows a situation in which many of the species are specialists.
Explanation: The -diversity is high [OR] there is very high turnover of species from one local
habitat area to the next. This means that the species are only adapted to live in one local habitat,
and cant survive in habitat with different characteristics in other words, they are specialists.
c.

(5 marks) Fill in the blanks to summarize the five main threats to biodiversity today:

Answer: (1 mark each)

H = Habitat loss [OR] Habitat fragmentation
I = Invasive species
P = Population [OR] Human population
P = Pollution
O = Over-harvesting [OR] Over-use [OR] Over-hunting/fishing

X1.

Please draw a simple box model showing the movement of PAHs from their source in aluminum
smelters, to the point where they end up in beluga whales in the St. Lawrence Estuary. Include at
least four reservoirs, and clearly label all processes and reservoirs.

Answer: (4 marks max.) Here are three possible answers. They wont be as detailed as this.
#1:

#2:

#3:

Note: X1 OR X2 can be completed, max. 4 marks extra credit.

X2.

Draw and clearly label a diagram illustrating the equilibrium theory of island biogeography as a
simple system consisting of one reservoir (the species on the island), a source, and a sink.

Answer: (4 marks max.) Drawing should show a box model of one reservoir (labelled island or species
on the island) + a source (labelled immigration) + a sink (labelled extinction) + an indication that the
inputs and outputs (sources-sinks or immigration-extinction) are balanced (equal; steady state).
The lefthand drawing is not really needed for full marks, but it is useful for indicating where the equilibrium
points are. (If only the lefthand drawing is included, max. 1 mark even if it is well-executed because it is
technically not correct; doesnt answer the question.)