,
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to accompany
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Animal Behavior, Twelfth Edition ht ht ht
John Alcock, Linda Green, Paul Nolan, Stefanie Siller, and Dustin Rubenstein
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Chapter 1: An Introduction to Animal Behavior h t ht h t h t h t h t
Multiple Choice Questions ht ht
1. “If female lizards with reddish throats produce more eggs than females with orangish throa ts,
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tthen the reddish throat is an evolved adaptation.” This statement
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a. is true, because this species has variation, a critical requirement for the evolution of
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adaptations by natural selection. ht ht ht
b. is false, because females with orangish throats could still have more offspring that live to
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reproduce than females with reddish throats. ht ht ht ht ht
c. is false, because there is no guarantee that females with reddish throats are the best for the
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long-term preservation of this species.
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d. could be true or false, because we cannot tell without knowing whether reddish femal es
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outnumber orangish females in this species. ht ht ht ht ht
Answer: b ht
Learning Objective: 1.1.1 Identify the conditions required to produce evolutionary change thro ug
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h natural selection and examine these conditions using the gene’s eye view.
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Bloom’s Level: 2. Understanding ht ht ht
2. The statement “Lemmings disperse from areas of high population density because th ey
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inherited this ability from a lemming-
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like ancestor in the past” is a hypothesis about
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a. evolved function. ht
b. genetics and development. ht ht
c. evolutionary history. ht
d. adaptive value. ht h
Answer: c
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Learning Objective: 1.1.3 Consider how proximate and ultimate levels of analysis can be used to p rov
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ide an integrative understanding of the development, mechanism, adaptive value, and evolution ary his
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tory of a behavior.
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Bloom’s Level: 2. Understanding ht ht ht
3. The infanticide hypothesis, which posits that infanticide is a reproduction-
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enhancing tactic practiced by males, is called a hypothesis because it
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a. can be proven. ht ht
b. is an explanation based on limited evidence that can be tested.
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c. is mutually exclusive to any other potential explanations.
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d. is a basic principle that can be applied widel
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y. Answer: b
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, Learning Objective: 1.1.2 Review how researchers use the scientific method to test hypothes
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e s and predictions related to a potentially adaptive behavior in order to consider its fitness costs a
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nd benefits, evaluate its adaptive value, and identify why it evolved.
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Bloom’s Level: 2. Understanding ht ht ht
4. In order for Darwinian natural selection to cause evolutionary change, a population mu st
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contain individuals that differ hereditarily in some characteristic because
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a. in a population without this kind of variation, the species is doomed to extinction.
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b. when all individuals have the same genes, then all individuals are exactly alike in all respects.
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c. uniform populations are evolutionary dead ends. ht ht ht ht ht
d. unless there is variation of this sort, parents cannot pass on their advantageous attributes to t
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heir offspring. ht
Answer: d ht
Learning Objective: 1.1.1 Identify the conditions required to produce evolutionary change thro u
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gh natural selection and examine these conditions using the gene’s eye view.
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Bloom’s Level: 2. Understanding ht ht ht
5. We observe variation in a population of lizard with respect to how fast individuals can ru
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n. We attempt to select for the ability to run slowly, not quickly. After six generations of sel e
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ctive breeding of only the slowest with the slowest, the mean running speed of the lizards ha
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s not changed. What is the appropriate scientific conclusion based on this work?
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a. After six generations of artificial selection, the frequency of slow runners in the population h as r
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emained unchanged. ht
b. After six generations of artificial selection, the frequency of slow runners in the population h as i
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ncreased.
c. The differences between the lizards in running speed in the original population were n ot
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caused by genetic differences among them. ht ht ht ht ht
d. The results are invalid because the researchers failed to maintain enough variation in runni ng
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speed in their selected lineage, so evolutionary change was impossible.
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Answer: c ht
Learning Objective: 1.1.1 Identify the conditions required to produce evolutionary change thro u
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gh natural selection and examine these conditions using the gene’s eye view.
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Bloom’s Level: 3. Applying ht ht ht
6. We observe a frog that carries its babies on its back away from where the eggs hatched. H ere
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are two questions about this observation:
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X. Does the frog do this to move the babies to a place where they will be safer and more likely to survive
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?
Y. Does the frog have specific morphological traits that enable it to hold and transfer its babies i
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n this way?
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Which of the two is a proximate question?
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a. X, because it considers the adaptive value or function of the trait
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b. Y, because it asks about the developmental mechanisms that influence the components of t he
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animal
, TestBank ht
to accompany
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Animal Behavior, Twelfth Edition ht ht ht
John Alcock, Linda Green, Paul Nolan, Stefanie Siller, and Dustin Rubenstein
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Chapter 1: An Introduction to Animal Behavior h t ht h t h t h t h t
Multiple Choice Questions ht ht
1. “If female lizards with reddish throats produce more eggs than females with orangish throa ts,
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tthen the reddish throat is an evolved adaptation.” This statement
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a. is true, because this species has variation, a critical requirement for the evolution of
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adaptations by natural selection. ht ht ht
b. is false, because females with orangish throats could still have more offspring that live to
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reproduce than females with reddish throats. ht ht ht ht ht
c. is false, because there is no guarantee that females with reddish throats are the best for the
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long-term preservation of this species.
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d. could be true or false, because we cannot tell without knowing whether reddish femal es
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outnumber orangish females in this species. ht ht ht ht ht
Answer: b ht
Learning Objective: 1.1.1 Identify the conditions required to produce evolutionary change thro ug
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h natural selection and examine these conditions using the gene’s eye view.
h t h t h t h t ht ht h t ht h t h t ht
Bloom’s Level: 2. Understanding ht ht ht
2. The statement “Lemmings disperse from areas of high population density because th ey
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inherited this ability from a lemming-
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like ancestor in the past” is a hypothesis about
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a. evolved function. ht
b. genetics and development. ht ht
c. evolutionary history. ht
d. adaptive value. ht h
Answer: c
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Learning Objective: 1.1.3 Consider how proximate and ultimate levels of analysis can be used to p rov
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ide an integrative understanding of the development, mechanism, adaptive value, and evolution ary his
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tory of a behavior.
ht ht ht
Bloom’s Level: 2. Understanding ht ht ht
3. The infanticide hypothesis, which posits that infanticide is a reproduction-
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enhancing tactic practiced by males, is called a hypothesis because it
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a. can be proven. ht ht
b. is an explanation based on limited evidence that can be tested.
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c. is mutually exclusive to any other potential explanations.
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d. is a basic principle that can be applied widel
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y. Answer: b
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, Learning Objective: 1.1.2 Review how researchers use the scientific method to test hypothes
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e s and predictions related to a potentially adaptive behavior in order to consider its fitness costs a
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nd benefits, evaluate its adaptive value, and identify why it evolved.
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Bloom’s Level: 2. Understanding ht ht ht
4. In order for Darwinian natural selection to cause evolutionary change, a population mu st
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contain individuals that differ hereditarily in some characteristic because
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a. in a population without this kind of variation, the species is doomed to extinction.
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b. when all individuals have the same genes, then all individuals are exactly alike in all respects.
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c. uniform populations are evolutionary dead ends. ht ht ht ht ht
d. unless there is variation of this sort, parents cannot pass on their advantageous attributes to t
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heir offspring. ht
Answer: d ht
Learning Objective: 1.1.1 Identify the conditions required to produce evolutionary change thro u
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gh natural selection and examine these conditions using the gene’s eye view.
h t h t h t h t ht ht h t ht h t h t ht
Bloom’s Level: 2. Understanding ht ht ht
5. We observe variation in a population of lizard with respect to how fast individuals can ru
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n. We attempt to select for the ability to run slowly, not quickly. After six generations of sel e
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ctive breeding of only the slowest with the slowest, the mean running speed of the lizards ha
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s not changed. What is the appropriate scientific conclusion based on this work?
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a. After six generations of artificial selection, the frequency of slow runners in the population h as r
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emained unchanged. ht
b. After six generations of artificial selection, the frequency of slow runners in the population h as i
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ncreased.
c. The differences between the lizards in running speed in the original population were n ot
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caused by genetic differences among them. ht ht ht ht ht
d. The results are invalid because the researchers failed to maintain enough variation in runni ng
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speed in their selected lineage, so evolutionary change was impossible.
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Answer: c ht
Learning Objective: 1.1.1 Identify the conditions required to produce evolutionary change thro u
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gh natural selection and examine these conditions using the gene’s eye view.
h t h t h t h t ht ht h t ht h t h t ht
Bloom’s Level: 3. Applying ht ht ht
6. We observe a frog that carries its babies on its back away from where the eggs hatched. H ere
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are two questions about this observation:
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X. Does the frog do this to move the babies to a place where they will be safer and more likely to survive
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?
Y. Does the frog have specific morphological traits that enable it to hold and transfer its babies i
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n this way?
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Which of the two is a proximate question?
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a. X, because it considers the adaptive value or function of the trait
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b. Y, because it asks about the developmental mechanisms that influence the components of t he
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animal
