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