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Ecology Concepts And Applications 7Th Edition By Manuel Molles – Test Bank
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Chapter 02
Life on Land
Multiple Choice Questions
- A biome is characterized primarily by
A. flora and fauna.
B. temperature and moisture.
C. climate and predominate plant types.
D. global weather patterns.
E. None of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.02 Describe the climatic differences among the biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- Earth’s climatic variation is due to
A. the spherical shape of the earth.
B. earth’s axial rotation as it orbits the sun.
C. uneven heating of the earth’s surface.
D. All of the choices are correct.
E. None of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.02 Define biome.
Section: 02.01
Topic: Biomes and Ecosystems
- Which of the following soil horizon profiles is ordered correctly?
A.A, B, C, O
B. O, A, B, C
C. O, B, A, C
D. C, B, O, A
E. None of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 02.02.01 Draw a soil profile, including typical soil horizons.
Section: 02.02
Topic: Biomes and Ecosystems
- Coriolis effect causes winds in the
A.Northern Hemisphere to deflect to the left.
B. Northern Hemisphere to deflect to the right.
C. Southern Hemisphere to deflect to the right.
D. Northern and Southern Hemispheres to deflect to the left.
E. Northern and Southern Hemispheres to deflect to the right.
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.04 Explain the influence of the Coriolis effect on wind direction.
Section: 02.01
Topic: Biomes and Ecosystems
- All of the following statements concerning wind are true except:
A.northeast trade winds blow toward the poles.
B. southeast trade winds blow toward the equator.
C. polar easterlies blow toward the equator.
D. westerlies blow toward the south pole in the southern hemisphere.
E. westerlies blow toward the north pole in the northern hemisphere.
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.04 Explain the influence of the Coriolis effect on wind direction.
Section: 02.01
Topic: Biomes and Ecosystems
- Warm tropical air
A.is dense and sinks.
B. has a low evaporative potential.
C. cools as it ascends.
D. warms as it ascends.
E. meets cool polar air causing precipitation in the tropics.
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.02 Define biome.
Section: 02.01
Topic: Biomes and Ecosystems
- All of the following statements are true except:
A.A horizon: mixture of organic and mineral materials.
B. B horizon: deposition of clay and humus.
C. C horizon: weathered parent material.
D. O horizon: organic layer.
E. All of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 02.02.02 Describe the characteristics of each of the typical soil horizons.
Section: 02.02
Topic: Biomes and Ecosystems
- Heating of the earth’s surface causes
A.cool air to rise and warm air to sink.
B. warm air to rise and cool air to sink.
C. warm and cool air to condense.
D. warm and cool air to mix.
E. None of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.02 Define biome.
Section: 02.01
Topic: Biomes and Ecosystems
- Which soil horizon is most influenced by climate?
A.A
B. B
C. C
D. O
E. All are equally influenced.
Bloom’s Level: 1. Remember
Learning Outcome: 02.02.03 Discuss how climate, organisms, topography, parent material, and time can influence soil development and structure.
Section: 02.02
Topic: Biomes and Ecosystems
- Which of the following terrestrial biomes are maintained by fires?
A.tropical dry forests
B. temperate forests and mountains
C. Mediterranean woodlands and shrublands
D. tropical savannas and temperate grasslands
E. boreal forests and tundra
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.02 Describe the climatic differences among the biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- There are(is) _______ convective air cell(s) per hemisphere, _______ total for the earth.
A.1; 2
B. 2; 4
C. 3; 6
D. 4; 8
E. 5; 10
Bloom’s Level: 4. Analyze
Learning Outcome: 02.01.02 Define biome.
Section: 02.01
Topic: Biomes and Ecosystems
- Climatic diagrams provide all of the following information except:
A.wind patterns.
B. average minimum temperature above and below 0°C.
C. temperature and precipitation variations.
D. wet and dry season durations.
E. None of the choices are correct.
Bloom’s Level: 5. Evaluate
Learning Outcome: 02.01.03 Interpret a climate diagram.
Section: 02.01
Topic: Biomes and Ecosystems
- Most of the earth’s deserts are
A. located at 0° latitude.
B. located at 30° north and south latitudes.
C. located at 60° north and south latitudes.
D. located at 90° north and south latitudes.
E. randomly scattered around the earth’s surface.
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.02 Describe the climatic differences among the biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- The Northern and Southern Hemispheres receive approximately equal amounts of solar radiation on the
A. spring equinox.
B. northern summer solstice.
C. autumnal equinox.
D. southern winter solstice.
E. both spring equinox and autumnal equinox.
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.01 Describe how natural history has helped with restoration of tropical dry forest in Costa Rica.
Section: 02.01
Topic: Biomes and Ecosystems
- Tropical dry forests are located between
A.0° and 10° north and south latitudes.
B. 0° and 25° south latitude.
C. 10° and 25° north and south latitudes.
D. 10° and 25° south latitude.
E. None of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.02 Describe the climatic differences among the biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- All of the following statements are true except:
A.Tropical rain forests are continuously warm and wet.
B. Tropical dry forests have rainy and dry seasons.
C. In a desert, evaporation exceeds precipitation.
D. Taigas have moderate temperatures with occasional droughts.
E. Tundras are cold and dry.
Bloom’s Level: 5. Evaluate
Learning Outcome: 02.03.02 Describe the climatic differences among the biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- All of the following components influence soil structure except:
A.age.
B. parent material.
C. climate.
D. organisms.
E. None of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 02.02.03 Discuss how climate, organisms, topography, parent material, and time can influence soil development and structure.
Section: 02.02
Topic: Biomes and Ecosystems
- Atmospheric circulation and precipitation patterns are influenced by which of the following?
A.rising and sinking of warm and cool air masses
B. uneven heating of the earth’s surface and atmosphere by the sun
C. differential ability of cool and warm air masses to hold water vapor
D. Coriolis effect
E. All of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.02 Define biome.
Section: 02.01
Topic: Biomes and Ecosystems
- The _______________ is a depositional horizon that contains clays, humus, and other materials which may form distinct banding patterns.
A.A horizon
B. B horizon
C. C horizon
D. D horizon
E. O horizon
Bloom’s Level: 2. Understand
Learning Outcome: 02.02.02 Describe the characteristics of each of the typical soil horizons.
Section: 02.02
Topic: Biomes and Ecosystems
- Which of the following is true for the Palmer Drought Severity Index?
A.It uses temperature and precipitation to calculate moisture conditions relative to long-term averages.
B. Negative values reflect drought conditions.
C. Values near zero reflect average rainfall conditions.
D. It demonstrates both temporal and spatial climatic variation.
E. All of the choices are correct.
Bloom’s Level: 5. Evaluate
Learning Outcome: 02.Applications.02 Describe the Palmer Drought Severity Index.
Section: Applications
Topic: Biomes and Ecosystems
- Which of the following is not a characteristic of the boreal forest?
A.dominated by evergreen conifers such as spruce and fir
B. home to moose and migratory caribou
C. sparse plant cover
D. thick layer of plant litter that ties up nutrients
E. low fertility, thin, acidic soil
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.04 Describe the types of vegetation, animals, and other organisms characteristic of the terrestrial biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- Which of the following biomes have fertile soils that contain large quantities of organic matter?
A.tropical rain forest
B. temperate forest
C. temperate grassland
D. All of the choices are correct.
E. both temperate forest and temperate grassland
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.03 Contrast the soils typical of the terrestrial biomes.
Section: 02.03
Topic: Biomes and Ecosystems
True / False Questions
- Mycorrhizae are parasitic fungi that are depleting tropical trees of nutrients.
FALSE
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.04 Describe the types of vegetation, animals, and other organisms characteristic of the terrestrial biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- As altitude increases, temperatures decrease, likewise, as latitude decreases, temperatures decrease.
FALSE
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.02 Describe the climatic differences among the biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- Trade winds move toward the equator.
TRUE
Bloom’s Level: 1. Remember
Learning Outcome: 02.01.04 Explain the influence of the Coriolis effect on wind direction.
Section: 02.01
Topic: Biomes and Ecosystems
- In general, warm air can hold more moisture than cool air and therefore has a stronger evaporative effect.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.02 Define biome.
Section: 02.01
Topic: Biomes and Ecosystems
- The dispersal of the quanacaste tree’s (Enterolobium cyclocarpum) seeds was performed by herbivores that have since become extinct; consequently, the tree is now on the verge of extinction.
FALSE
Bloom’s Level: 2. Understand
Learning Outcome: 02.00.01 Describe how natural history has helped with restoration of tropical dry forest in Costa Rica.
Section: 02.00
Topic: Biomes and Ecosystems
- The precipitation in moist temperate regions is caused by the meeting of cool polar air and warm subtropical air.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.02 Define biome.
Section: 02.01
Topic: Biomes and Ecosystems
- Environments located at low latitudes at high elevations have similar climates as those environments located at high latitudes.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.02 Describe the climatic differences among the biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- Proximity to large bodies of water moderates terrestrial temperatures.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.02 Describe the climatic differences among the biomes.
Section: 02.03
Topic: Biomes and Ecosystems
- In the region between the tropics of Cancer and Capricorn, seasonal variations in temperature and day length at low elevation are slight.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 02.01.01 Describe how natural history has helped with restoration of tropical dry forest in Costa Rica.
Section: 02.01
Topic: Biomes and Ecosystems
- A sample mean is a statistical estimate of the true population mean.
TRUE
Bloom’s Level: 1. Remember
Learning Outcome: Analyze and Interpret Data.
Section: Investigating the Evidence
Topic: Biomes and Ecosystems
Fill in the Blank Questions
- Desert soils are often termed _________________.
lithosols
Bloom’s Level: 1. Remember
Learning Outcome: 02.03.03 Contrast the soils typical of the terrestrial biomes.
Section: 02.03
Topic: Biomes and Ecosystems
Multiple Choice Questions
Warm air over the equator
rises and moves toward the poles.
cools and sinks over the equator.
rises and absorbs moisture.
absorbs moisture and moves toward the poles.
Bloom’s Level: 1. Remember
Learning Outcome: 02.01.02 Define biome.
Section: 02.01
Topic: Biomes and Ecosystems
Fill in the Blank Questions
- Irrigation of desert soils could lead to the formation of _________________.
caliches
Bloom’s Level: 2. Understand
Learning Outcome: 02.03.03 Contrast the soils typical of the terrestrial biomes.
Section: 02.03
Topic: Biomes and Ecosystems
Chapter 04
Population Genetics and Natural Selection
Multiple Choice Questions
- Darwin is often considered the father of evolutionary thought. Which of the following terms is/are not part of Darwin’s analysis?
A.gene frequencies
B. natural selection
C. adaptation
D. fitness
E. None of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 04.00.01 Summarize Darwin’s theory of natual selection.
Section: 04.00 Introduction
Topic: Evolution-Population Genetics
- Evolution results from
A.mutations.
B. natural selection.
C. genetic drift.
D. gene flow.
E. All of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 04.02.01 Define the Hardy-Weinberg principle and genetic drift.
Section: 04.02
Topic: Evolution-Population Genetics
- The Hardy-Weinberg principle states that
A.genotypic changes will result in phenotypic changes.
B. phenotypic changes will result in genotypic changes.
C. allelic frequencies within a population will not change unless certain conditions are met.
D. allelic frequencies within a population will change unless certain conditions are met.
E. None of the choices are correct.
Bloom’s Level: 5. Evaluate
Learning Outcome: 04.02.02 Distinguish between allele and genotype frequencies.
Section: 04.02
Topic: Evolution-Population Genetics
- Hardy-Weinberg equilibrium equation:
A.q2 – qp + p2 = 1.0
B. 2pq – q2 – 2p = 1.0
C. q2 – qp2 + p = 1.0
D. p2 + 2pq + q2 = 1.0
E. p2 + pq + q2 = 1.0
Bloom’s Level: 1. Remember
Learning Outcome: 04.02.01 Define the Hardy-Weinberg principle and genetic drift.
Section: 04.02
Topic: Evolution-Population Genetics
- All of the following conditions are included in the Hardy-Weinberg equilibrium principle except:
A.no mutation.
B. large population size.
C. non-random mating.
D. no immigration.
E. genotypes of equal fitness.
Bloom’s Level: 2. Understand
Learning Outcome: 04.02.03 Discuss the conditions required to achieve Hardy-Weinberg equilibrium in a population.
Section: 04.02
Topic: Evolution-Population Genetics
- In a population of birds, the average beak size is selected against and the large and small sized beaks are selected for. This is an example of
A.directional selection.
B. disruptive selection.
C. stabilizing selection.
D. natural selection.
E. balanced polymorphism.
Bloom’s Level: 2. Understand
Learning Outcome: 04.03.02 Outline the processes of stabilizing, directional, and disruptive selection.
Section: 04.03
Topic: Evolution-Population Genetics
- Within a population, if the average is selected for and the two opposing extremes are selected against, this is an example of
A.directional selection.
B. disruptive selection.
C. stabilizing selection.
D. natural selection.
E. balanced polymorphism.
Bloom’s Level: 2. Understand
Learning Outcome: 04.03.02 Outline the processes of stabilizing, directional, and disruptive selection.
Section: 04.03
Topic: Evolution-Population Genetics
- In a population of lizards, the average and long length tails are selected against and the short tails are selected for. This is an example of
A.directional selection.
B. disruptive selection.
C. stabilizing selection.
D. natural selection.
E. balanced polymorphism.
Bloom’s Level: 2. Understand
Learning Outcome: 04.03.02 Outline the processes of stabilizing, directional, and disruptive selection.
Section: 04.03
Topic: Evolution-Population Genetics
- Research on soapberry bugs (Jadera haematoloma) supports all of the following results except:
A.the soapberry bugs underwent developmental changes without genetic changes.
B. beak length positively correlated with fruit diameter.
C. genetic differences were observed between the populations in study.
D. natural selection occurred.
E. soapberry bugs underwent developmental changes without genetic changes and beak length positively correlated with fruit diameter.
Bloom’s Level: 5. Evaluate
Learning Outcome: 04.04.02 Discuss examples of stabilizing, directional, and disruptive selection that have been documented in natural populations.
Section: 04.04
Topic: Evolution-Population Genetics
- The populations of Chihuahua spruce (Picea chihuahuana) have been fragmented due to changing climatic conditions. This has resulted in
A.stabilizing selection.
B. large population sizes.
C. an increase in genetic diversity within populations.
D. genetic drift.
E. All of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 04.05.02 Summarize the evidence that small population size is associated with loss of genetic diversity.
Section: 04.05
Topic: Evolution-Population Genetics
- Research conducted on the Glanville fritillary butterfly (Melitaea cinxia) can be summarized in all of the following statements except:
A.inbreeding can contribute to local extinctions.
B. smaller meadows can contribute to local extinction.
C. a decrease in heterozygosity can contribute to local extinctions.
D. increase in predation can contribute to local extinctions.
E. None of the choices are correct.
Bloom’s Level: 5. Evaluate
Learning Outcome: 04.05.03 Explain the relationship between inbreeding and probability of extinction in populations.
Section: 04.05
Topic: Evolution-Population Genetics
- For thousands of years, humans have bred domesticated plants and animals to produce and maintain desirable traits, such as large fruits. Darwin used which term to describe this:
A.mutation.
B. artificial selection.
C. phenotypic plasticity.
D. genetic engineering.
E. natural selection.
Bloom’s Level: 2. Understand
Learning Outcome: 04.Applications.01 Distinguish between natural and artificial selection.
Section: Applications
Topic: Evolution-Population Genetics
- Adaptation to the environment by a population does not include
A.variation in characteristics among individuals in a population.
B. evolution.
C. improved ability to live in the environment.
D. anatomy, physiology, and behavior.
E. None of the choices are correct.
Bloom’s Level: 5. Evaluate
Learning Outcome: 04.00.01 Summarize Darwin’s theory of natual selection.
Section: 04.00 Introduction
Topic: Evolution-Population Genetics
- Evolution can be defined as
A.a process which favors the average phenotype within a population.
B. a process that increases the average size of individuals within a population.
C. a process of eliminating “bad” traits within a population.
D. a change in gene frequencies in a population.
E. the extent to which phenotypic variation is due to genetic variation.
Bloom’s Level: 5. Evaluate
Learning Outcome: 04.04.03 Explain why a trait that is not heritable cannot evolve.
Section: 04.04
Topic: Evolution-Population Genetics
- Which of the following is not part of Darwin’s theory of natural selection?
A.Offspring are like their parents.
B. There is variation between individuals within a species.
C. Fewer offspring are produced each generation than can be supported by the environment.
D. Some individuals have a higher chance of surviving and reproducing than others in the same population.
E. Heritable characteristics can be passed from parent to offspring.
Bloom’s Level: 5. Evaluate
Learning Outcome: 04.00.01 Summarize Darwin’s theory of natual selection.
Section: 04.00 Introduction
Topic: Evolution-Population Genetics
- What results could Clausen, Keck, and Hiesey have expected to see if alpine, mid-elevation, and lowland populations of sticky cinquefoil (Potentilla glandulosa) were not genetically different?
A.mid-elevation plants grew best at mid-elevations
B. alpine plants produced more flowers at alpine elevations
C. lowland plants did not produce the most flowers at any elevation
D. lowland plants grew better than alpine plants at lowland elevations
E. all plants would grew equally well at all elevations
Bloom’s Level: 5. Evaluate
Learning Outcome: 04.01.02 Explain the design of the common garden experiment used to test for genetic differences among populations of Potentilla glandulosa.
Section: 04.01
Topic: Evolution-Population Genetics
- Locally adapted and genetically distinctive populations within a species are referred to as
A.heterotypes.
B. metatypes.
C. genotypes.
D. ecotypes.
E. allotypes.
Bloom’s Level: 2. Understand
Learning Outcome: 04.01.01 Define phenotypic plasticity.
Section: 04.01
Topic: Evolution-Population Genetics
- Which of the following are conditions necessary to maintain Hardy-Weinberg equilibrium?
A.no mutations
B. large population
C. equal fitness
D. random mating
E. All of the choices are correct.
Bloom’s Level: 2. Understand
Learning Outcome: 04.02.03 Discuss the conditions required to achieve Hardy-Weinberg equilibrium in a population.
Section: 04.02
Topic: Evolution-Population Genetics
- For a population in Hardy-Weinberg equilibrium, in a situation where there are only two alleles at a particular locus, the proportions of genotypes are: SS = 0.64, Ss = 0.32, and ss = 0.04. Calculate the allele frequency for the recessive allele.
A.0.04
B. 0.2
C. 0.32
D. 0.64
E. 0.8
Bloom’s Level: 4. Analyze
Learning Outcome: 04.02.02 Distinguish between allele and genotype frequencies.
Section: 04.02
Topic: Evolution-Population Genetics
- Over time, average phenotypes become less common and the population becomes phenotypically more diverse as a result of _____________ selection.
A.bimodal
B. directional
C. disruptive
D. stabilizing
E. disjointed
Bloom’s Level: 2. Understand
Learning Outcome: 04.03.02 Outline the processes of stabilizing, directional, and disruptive selection.
Section: 04.03
Topic: Evolution-Population Genetics
True / False Questions
- Phenotypic changes are always reflections of genotypic changes.
FALSE
Bloom’s Level: 2. Understand
Learning Outcome: 04.01.01 Define phenotypic plasticity.
Section: 04.01
Topic: Evolution-Population Genetics
- Vila-Aiub and colleagues found that populations of the weed Sorghum halepense that have been persistently exposed to the herbicide, glyphosate, were not resistant to its effects.
FALSE
Bloom’s Level: 2. Understand
Learning Outcome: 04.Applications.03 Discuss the evolution of herbicide resistance in Johnson grass.
Section: Applications
Topic: Evolution-Population Genetics
- Ecotypes are local populations within a species that are genetically and phenotypically distinct due in part to local environmental adaptation.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 04.01.01 Define phenotypic plasticity.
Section: 04.01
Topic: Evolution-Population Genetics
- The transplant experiment conducted on Potentilla glandulosa determined that morphological changes occurred, but no genetic changes occurred within the various experimental populations.
FALSE
Bloom’s Level: 2. Understand
Learning Outcome: 04.01.02 Explain the design of the common garden experiment used to test for genetic differences among populations of Potentilla glandulosa.
Section: 04.01
Topic: Evolution-Population Genetics
- Using microsatellite DNA, Douglas and Brunner concluded that populations of Coregonus found in the Alps were highly differentiated and should be managed as separate units.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 04.01.03 Contrast the methods used to study genetic variation in populations of P. glandulosa populations versus Coregonus in the Alps.
Section: 04.01
Topic: Evolution-Population Genetics
- The combination of genetics and environmental pressures can cause variations in phenotypes.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 04.01.01 Define phenotypic plasticity.
Section: 04.01
Topic: Evolution-Population Genetics
Fill in the Blank Questions
- The alternate form of a gene is called a(n) _________________________________.
allele
Bloom’s Level: 1. Remember
Learning Outcome: 04.00.02 Explain why Mendel discovered the basic laws of genetic inheritance, whereas Darwin did not.
Section: 04.00 Introduction
Topic: Evolution-Population Genetics
- The number of offspring contributed by an individual to future generations is called _________________.
fitness
Bloom’s Level: 1. Remember
Learning Outcome: 04.03.01 Define fitness.
Section: 04.03
Topic: Evolution-Population Genetics
- ______________________ can change population gene frequencies through random processes.
Genetic drift
Bloom’s Level: 1. Remember
Learning Outcome: 04.05.02 Summarize the evidence that small population size is associated with loss of genetic diversity.
Section: 04.05
Topic: Evolution-Population Genetics
True / False Questions
- Egg size in Ural owls is highly heritable and is currently undergoing stabilizing selection.
TRUE
Bloom’s Level: 2. Understand
Learning Outcome: 04.04.02 Discuss examples of stabilizing, directional, and disruptive selection that have been documented in natural populations.
Section: 04.04
Topic: Evolution-Population Genetics
- A recent study of the finch G. fortis on Santa Cruz Island showed that directional selection has resulted in larger beak size.
FALSE
Bloom’s Level: 2. Understand
Learning Outcome: 04.04.02 Discuss examples of stabilizing, directional, and disruptive selection that have been documented in natural populations.
Section: 04.04
Topic: Evolution-Population Genetics
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