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