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.
Life Boot Camp
Feb 17, 2016
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 Prey B Predator - PowerPoint PPT Presentation
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Life Boot Camp5.9B 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 PreyB PredatorC DecomposerD Producer
36. The raccoon in this food chain represents a—
A PreyB PredatorC DecomposerD 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 a producer eats the food made by a consumerB a producer and a consumer compete for foodC a consumer eats the food made by a producerD 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 a producer eats the food made by a consumerB a producer and a consumer compete for foodC a consumer eats the food made by a producerD both producers and consumers make their own food
38. Which path shows how humans might get energy from the sun?
A sun cow humanB sun cow grass humanC sun grass cow humanD sun grass sheep cow human
38. Which path shows how humans might get energy from the sun?
A sun cow humanB sun cow grass humanC sun grass cow humanD 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 producersB predatorsC decomposersD 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 producersB predatorsC decomposersD consumers
41. Which of the following BEST describes a role of mushrooms in ecosystems?
A Capturing energy from sunlightB Consuming living plant materialC Taking energy from animal hostsD Breaking down dead plant material
41. Which of the following BEST describes a role of mushrooms in ecosystems?
A Capturing energy from sunlightB Consuming living plant materialC Taking energy from animal hostsD Breaking down dead plant material (decomposer)
42. What is the niche of the bird in the picture above?
A producer B consumer C decomposer D ecosystem
42. What is the niche of the bird in the picture above?
A producer B consumer C decomposer D ecosystem
43. A fungus breaks down a dead log. Which type of organism is a fungus?
A DecomposerB PredatorC PreyD Carnivore
43. A fungus breaks down a dead log. Which type of organism is a fungus?
A DecomposerB PredatorC PreyD Carnivore
44. Most of the bacteria in a forest ecosystem are BEST classified as which of the following types of organisms?
A DecomposersB ConsumersC PredatorsD Producers
44. Most of the bacteria in a forest ecosystem are BEST classified as which of the following types of organisms?
A DecomposersB ConsumersC PredatorsD Producers
45. An example of a predator-prey relationship would be—
A tree - waterB cow - grassC hawk - mouseD tick - dog
45. An example of a predator-prey relationship would be—
A tree - waterB cow - grassC hawk - mouseD 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 growC provide shelter in forests where animals can hideD 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 growC provide shelter in forests where animals can hideD use sunlight to make food for plants and
animals
48. Where do living organisms get their energy?
A From the EarthB From the moonC From the galaxyD From the sun
48. Where do living organisms get their energy?
A From the EarthB From the moonC From the galaxyD From the sun
49. Green plants get the energy they need to make food from—
A airB sunlightC soilD water
49. Green plants get the energy they need to make food from—
A airB sunlightC soilD water
50. When plants and animals die, which organisms help return nutrients to the food chain?
A DecomposersB PredatorsC PreyD Producers
50. When plants and animals die, which organisms help return nutrients to the food chain?
A DecomposersB PredatorsC PreyD Producers
51.
51.
52.
52.
53. In this prairie food web, which organism captures energy from the sun?
A PlantB HawkC MouseD Grasshopper
53. In this prairie food web, which organism captures energy from the sun?
A PlantB HawkC MouseD Grasshopper
54. Which of the following would complete the food chain below?
Grass Rabbit Hawk A SoilB SunC BeetleD Mouse
54. Which of the following would complete the food chain below?
Grass Rabbit Hawk A SoilB SunC BeetleD Mouse
55. What most likely would happen if the frog population decreased in the area?
A The grass would grow much taller.B The heron would have more fish to eat.C The fish population would increase.D The grasshopper population would increase.
55. What most likely would happen if the frog population decreased in the area?
A The grass would grow much taller.B The heron would have more fish to eat.C The fish population would increase.D The grasshopper population would increase.
56. Which group is NOT represented in the food web above?
A ProducersB Primary consumersC Secondary consumersD Decomposers
56. Which group is NOT represented in the food web above?
A ProducersB Primary consumersC Secondary consumersD 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 Primary consumerB Secondary consumerC DecomposerD Producer
58. What is the primary role of the rabbit in the food chain pictured above?
A Primary consumerB Secondary consumerC DecomposerD Producer
M.S. ?’s
59. Which event below would affect the most organisms?
A. The extinction of killer whalesB. Exhausting the fishery through overfishingB. Removing the algae from the oceanD. A decrease in the bird population
Organism Niche Prey Predators
Algae Producer Fish
Killer whales Consumer Fish, seals
Fish Consumer Algae Seals, killer whales
Roles of Antarctic Organisms
M.S. ?’s
59. Which event below would affect the most organisms?
A. The extinction of killer whalesB. Exhausting the fishery through overfishingB. Removing the algae from the oceanD. A decrease in the bird population
Organism Niche Prey Predators
Algae Producer Fish
Killer whales Consumer Fish, seals
Fish Consumer Algae Seals, killer whales
Roles of Antarctic Organisms
M.S. ?’s
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 whalesB. sealsB. algaeD. birds
Organism Niche Prey Predators
Algae Producer Fish
Killer whales Consumer Fish, seals
Fish Consumer Algae Seals, killer whales
Roles of Antarctic Organisms
M.S. ?’s
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 whalesB. sealsB. algaeD. birds
Organism Niche Prey Predators
Algae Producer Fish
Killer whales Consumer Fish, seals
Fish Consumer Algae Seals, killer whales
Roles of Antarctic Organisms
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 chainsB. multiple food websC. single food chainD. an energy pyramid
66. The diagram above is an example of—
A. Interconnected food chainsB. multiple food websC. single food chainD. an energy pyramid
67. Which organism above is both predator and prey?
A. GrassB. red foxC. green horned owlD. weasel
67. Which organism above is both predator and prey?
A. GrassB. red foxC. green horned owlD. 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 foodB. each organism in a food chain represents multiple feedingsC. most organisms depend on just one species for foodD. 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 foodB. each organism in a food chain represents multiple feedingsC. most organisms depend on just one species for foodD. 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 usedB. type of bread usedC. amount of time bread is left out in the bagsD. 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 usedB. type of bread usedC. amount of time bread is left out in the bagsD. number of mold spots that grow
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