托福聽力Tpo真題——動物專題托福聽力Tpo真題——動物專題托福聽力Tpo真題——動物專題xxx公司托福聽力Tpo真題——動物專題文件編號：文件日期：修訂次數(shù)：第1.0次更改批準(zhǔn)審核制定方案設(shè)計，管理制度TPOListeningExercisesSubject:AnimalSciencesYourName:YourClass:TPO1Lecture412.WhatisthemaintopicofthelectureThetypesofhabitatsmarmotspreferMethodsofobservingmarmotbehaviorFeedinghabitsofsomemarmotspeciesDifferencesinbehaviorbetweenmarmotspecies13.Accordingtothecasestudy,whyaremarmotsidealforobservationTheydonothidefromhumansTheyresideinmanyregionsthroughoutNorthAmericaTheyareactiveinopenareasduringthedayTheirburrowsareeasytolocate14.Dragtheappropriatedescriptionofeachmarmotspecies'behaviortotheboxbelowthemarmot'snameClickonaphrase.Thendragittothespacewhereitbelongs.OneofthephraseswillnotbeusedDisplaysaggressivetendenciesisfamilyorientedsaysactiveduringthewinterOlympicMarmotEasternMarmot15.Whatreasondoestheprofessorgiveforthedifferenceinmarmotbehaviourpatterns?TypeoffoodavailableThesizeofthepopulationInteractionwithothermarmotspeciesAdaptationstotheclimate16.Whydoestheprofessorsaythis()ToinformthestudentthathisdefinitionisincorrectTosuggestthatthestudentdidnotdothereadingToencouragethestudenttotryagainTochangethetopicofdiscussion17.Whydoestheprofessorsaythis()ToexpressasimilarconcernToencouragethestudenttoexplainwhatshemeansToaddressthestudent'sconcernToagreewiththestudentTPO4Lecture16.Whatisthelecturemainlyabout?A.Methodsofobservingunusualanimalbehavior.B.Atheoryaboutwaysbirdsattractmates.C.Waysanimalsbehavewhentheyhaveconflictingdrives.D.Criteriaforclassifyinganimalbehaviors.7.Indicatewhethereachoftheactivitiesbelowdescribesadisplacementactivity.Clickinthecorrectboxforeachphrase.YesNoAnanimalattacksthegroundinsteadofitsenemy.Ananimalfallsasleepinthemiddleofamatingritual.Ananimaleatssomefoodwhenconfrontedbyitenemy.Ananimaltakesadrinkofwateraftergroomingitself.8.Whatdoestheprofessorsayaboutdisinhibition?A.Itcanpreventdisplacementactivitiesfromoccurring.B.Itcancauseanimalstoactonmorethanonedriveatatime.C.Itisnotusefulforexplainingmanytypesofdisplacementactivities.D.Itisresponsiblefortheappearanceofseeminglyirrelevantbehavior.9.Accordingtothelecture,whatisonepossiblereasonthatdisplacementactivitiesareoftengroomingbehaviors?A.Groomingmaycauseanenemyorpredatortobeconfused.B.Groomingisaconvenientandaccessiblebehavior.C.Groomingoftenoccursbeforeeatinganddrinking.D.Groomingisacommonsocialactivity.10.Whydoestheprofessormentionthewoodthrush?A.Tocontrastitsdisplacementactivitieswiththoseofotheranimalsspecies.B.ToexplainthatsomeanimalsdisplaydisplacementactivitiesotherthangroomingC.Topointouthowdisplacementactivitiesareinfluencedbytheenvironment.D.Tofiveanexampleofananimalthatdoesnotdisplaydisplacementactivities.11.Replay:Whatdoestheprofessormeanwhenshesaysthis?A.Sheisimpressedbyhowmuchthestudentknowsaboutredirecting.B.Shethinksitistimetomoveontothenextpartofthislectures.C.Thestudent’sanswerisnotanexampleofadisplacementactivity.D.Thestudentshouldsuggestadifferentanimalbehaviortodiscussnext.TPO7Lecture2whatisthelecturemainlyabout?HowanimalsemitultrasonicpulsesHowbatsuseacousticalsignalsAcomparisonofecholocationandradarVariationsamongbatsintheuseofultrasoundwhydoestheprofessordecideNOTtoaddmoreinformationtothediagramontheboard?ShewantsstudentstocompletethediagramthemselvesasanassignmentSheneedstolookupsomeinformationinordertocompletethediagramaccuratelyTheadditionalinformationisnotrelevanttothetopicthatshewantstodiscussnextStudentsalreadyhavetheadditionalinformationintheirtextbookAccordingtotheprofessor,whataretwowaysinwhichamothmightreactwhenitdetectsthepresenceofabat?Clickon2answersThemothmightstopbeatingitswingsThemothmightemithigh-frequencysoundsThemothmightleavetheareaThemothmightchangeitscolortomatchitssurroundingsWhatsurprisinginformationdidarecentexperimentrevealaboutlesserspear-nosedbats?TheyfilteroutechoesfromsometypesoftreesTheycananalyzeechoesfromstationaryobjectswithcomplexsurfacesTheycannotanalyze"jagged"echoesTheycannotanalyzeechoesfromcertaintypesofsmallmovingobjects.Accordingtotheprofessor,whydoesapinetreeproducea"smooth"echo?BecauseithasasmoothtrunkBecauseithaslargebranchesspacedatregularintervalsBecauseithasmanysmall,denselypackedneedlesBecauseitremainsstationaryinalltypesofweatherWhydoestheprofessorsaythis()ToansweraquestionthatCarolaskedTocorrectastatementthatCarolmadeTopraiseCarolforanexamplethatshegaveTogiveanexampleofaprinciplethatCarolstatedTPO8Lecture1Whatisthemainpurposeofthelecture?TocompareactivehabitatselectionwithpassivehabitatselectionToshowthatmosthabitatpreferencesinanimalsarelearnedTocomparethehabitatrequirementsofseveralbirdspeciesToexaminetheconsequencesofhabitatselectionbyanimalsWhatelementofthelover’shabitatinCaliforniawasthreatened?

TheavailabilityoffoodTheavailabilityofwaterThesafetyofnestsfromhumanactivityTheprotectionofnestsfrompredatorybirdsWhatdoestheprofessorillustratewiththeexampleofthebluewarbler?TherelationshipbetweenhumanactivityandhabitatlossTherelationshipbetweenhabitatandreproductivesuccessTheadvantagesofhabitatswithlowvegetationdensityThereproductiveadvantagethatyoungwarblershaveoverolderwarblersWhydoestheprofessormentionthepopulationdensityofblackcapsintwodifferenthabitats?ToexplainthesimilarreproductiveratesinthetwohabitatsToexplaintherelationbetweenaspecies’populationdensityanditsnestingbehaviorToillustratetheadvantagesofapreferredhabitatoverasecondaryhabitatToillustratethepossibleimpactofmakingapoorhabitatselectionAccordingtotheprofessor,whydidsomeblackcapschooseasecondaryhabitat?TheywerefollowingamovingfoodsupplyTheirpreferredhabitatwastakenoverbyanotherbirdspeciesTheirnestingsitesweredisturbedbyhumanactivityTheirpreferredhabitatbecametoocompetitiveListeningagaintopartoftheconversation.Thenanswerthequestion.Whatcanbeinferredabouttheprofessorwhenshesaysthis?SherealizesthatshejustcontradictedastatementshemadeearlierSheisabouttodiscussanotheraspectofthetopicShethinkstheanswertoherquestionisobviousShewantsstudentstorecallacasethatshehasalreadydiscussed.TPO10Lecture16Whatisthelecturemainlyabout○Recentfossilevidenceconnectingwhalesandthehippopotamus○Difficultiesinthedeterminingtheevolutionaryhistoryofwhales○Similaritiesamongancientancestorsofwhales○Similaritiesbetweenwhalesandothermodern-dayanimals7Accordingtotheprofessor,whatthreeaspectsoftheAmbulocetusfossilmakeAmbulocetusalikelybridgebetweenlandmammalsandseamammals?Clickon3answers○Ithadanelongatedskeletalstructure○Itstronglyresembledamodernhippopotamus○Ithadanunusuallykindandthintailforawhale○Ithadlimbsthatcouldhavebeenusedforwalking○Itsskullhadearbonescharacteristicoflandmammals8Accordingtotheprofessor,whatdoesthediscoveryofAmbulocetusmeantoresearchers?○Itfillsagapinthefossilevidenceforwhaleevolution○IthasbecomelesssignificantsincethediscoveryofBasilosaurus○Itcallintodoubtthetheorythatwhaleevolvedfromlandmammals○Itsuggeststhatwhalesevolvedmorerecentlythanwaspreviouslybelieved9Whatevidencesuggeststhatwhalearedescendantsofthehippopotamus○SimilaritiesbetweenhippopotamusfossilsandtheAmbulocetusfossil○Similaritiesinthegenesofhippopotamusesandwhales○Similaritiesinthehabitatsofmodernhippopotamusesandancientwhales○Similaritiesintheskeletalstructuresofmodernhippopotamusesandancientwhales10Whatistheprofessor'sopinionaboutrecentgeneticstudiesrelatingtowhaleevolution?○Theysolvealong-standingmysteryinvolvingfossilevidence○Theycontainsignificanterrors○Theypresentevidencethatconflictswithfossilevidence.○ThefindingsofthevariousstudiesshouldnothavesurprisedresearchersWhatdoesDNAevidenceindicateaboutrelationshipsamongwhales?○Allmodernwhalesdescendfromspermwhales○Differencesamongtoothedwhalesarelesssignificantthatwaspreviouslythought○Notalltoothedwhalesarecloselyrelated○SpermwhalearemorecloselyrelatedtokillerwhalesthanwaspreviouslythoughtTPO11Lecture1whatisthetalkmainlyabout?VariouspredatorsthatthreatenyoungbirdsVariouspatternsofgrowthinyoungbirdsOnewaythatbirdsprotecttheiryoungOnewaythatbirdsprovidefoodfortheiryoungaccordingtothelecture,whatdobirdsusuallydowhenputtingonadistractiondisplay?Clickon2answersTheyimitateanotherkindofanimalTheyflyincirclesaroundtheirnestTheycovertheirnestwiththeirwingsTheypretendtheyaresickorinjuredaccordingtothelecture,whendobirdsputontheirmostconspicuousdistractiondisplays?JustbeforetheylaytheireggsImmediatelyaftertheyhavelaidtheireggsJustbeforetheiryoungbecomeindependentImmediatelyafteryounghaveleftthenestwhydoestheprofessorsaythis()TointroduceanexplanationToexpressuncertaintyTopointoutanerrorToemphasizeapointthatshouldbeobviousWhydoestheprofessorsaythis()ToexplainthebehaviorofthepredatorToemphasizethatpredatorshaveexcellenthuntingskillsTostatethepurposeofbirds'behaviorToemphasizetherisksinvolvedinadistractiondisplaywhydoestheprofessorsaythis()TodescribethebehaviorofaninjuredsandpiperTogiveanexampleofawell-performedbroken-wingdisplayToshowwhysomesandpipersfailtodistractpredatorsTodistinguishthesandpiper'sdisplayfromanotherkindofdisplayTPO14Lecture2Part3Whatisthelecturemainlyabout?DifficultiesanimalshaveinregulatingtheirbodytemperaturesHowpeoplecanaffectanimals’microclimatesWaysofidentifyingdifferenttypesofmicroclimatesTheimportanceofmicroclimatestosomeanimalsWhattwofactorsdoestheprofessorsaycanaffectamicroclimate?Clickon2answers.ThesizeoftheanimalpopulationintheareaThenumberofothermicroclimatesintheareaTheelevationofthelandwherethemicroclimateislocatedHumanactivityintheareawherethemicroclimateislocatedWhatpointdoestheprofessormakewhenshementionssquirrels?Studyingsquirrelshashelpedbiologistsidentifydifferentmicroclimates.Mammalshavemorethanonewayofregulatingtheirbodytemperature.Smalleranimalshavemoresuccessthanlargeranimalsinadaptingtodifferentmicroclimates.Squirrelsdonotrelyonmicroclimatesasmuchasothermammalsdo.Whatdoestheprofessorimplytheprofessorimplyaboutreptilesandmicroclimates?Microclimatescanbebothhelpfulandharmfultoreptiles.Microclimatesareoneofthemanywaysreptilescontroltheirbodytemperature.Manyreptilespositionthemselvesinmicroclimateswhenwaitingfortheirprey.Manyreptilesspendmostoftheirtimeinonetypeofmicroclimate.Accordingtotheprofessor,howdodecomposingleavesaffectmicroclimates?Decomposingleavesformlayersthatpreventsunlightfromwarmingthegroundbelowtheleaves.Decomposingleavesinsulateburrows,keepingtheburrowscool.Decomposingleavesgenerateheat,creatingawarmmicroclimate.Decomposingleavesbringmoisturetodrymicroclimates.Listenagaintopartofthelecture.Thenanswerthequestion.Whydoesthestudentsaythis:Torefertoawell-knowmisconceptionaboutreptilesToindicatethatheunderstandstheprofessor’sexplanationsToprovideanexamplethatmaybeanexceptiontotheprofessor’sstatementToindicatethatthereismorethanoneexplanationforaphenomenonTPO15Lecture429.Whydoestheprofessordiscusstheexplorationofhydrothermalvents?Toshowhowtheexplorationhelpedresearcherstodeterminethecompositionofoceanwater.Toshowhowtheexplorationchallengedanassumptionaboutbiologicalcommunities.Tocomparetwocompetingtheoriesconcerningchemosynthesis.Tocomparethelifecycleofunderwaterplantstothelifecycleofunderwateranimals.30.WhatarethreeoftheconditionsofwaternearhydrothermalventsthatmaderesearchersthinktheywouldnotfindlivingorganismsthereClickon3answersExtremeheatExtremepressureFastcurrentsLackofmineralsLackofsunlight31.Whatdoestheprofessorimplyabouttheresearchers’reactiontothebiologicalcommunitydiscoveredontheoceanfloor?

Theyweresurprisedatthelargevarietyoforganismslivingnearhydrothermalvents.Theyweresurprisedtofindanybacterialivingwithoutsunlight.Theyweredisappointedatnotfindinganyanimallife.Theycouldnotagreeonthesignificanceofthedatathattheycollected.32.Accordingtotheprofessor,whatistheroleofchemosynthesisinbiologicalcommunitiesthatarefoundhydrothermalvents?Itenablesorganismstoconverthydrogensulfideintofood.Itenablesorganismstoconverttinyamountsoflightintoenergy.Itenablesorganismstowithstandlargeamountsofcarbondioxide.Itenablesorganismstoregulatetheirtemperature.33.Whydoestheprofessormentionthebacteriathatliveinsideatubeworm?Togiveanexampleoforganismsthatposeathreattotubeworms.Toexplainwhatprovidestheorganicmaterialthattubewormsuseforenergy.Togiveanexampleofotherorganismsthatcanwithstandextremeheat.Togiveanexampleoforganismsthatareinvolvedinbothchemosynthesisandphotosynthesis.34.WhatdoestheprofessorimplywhenshesaysthisShewillreviewinformationfromtheassignedchapter.Shewillpresentadditionalinformationrelatedtotheassignedchapter.Thequizontheassignedchapterwillbelongerthanotherquizzes.Theclasshasspenttoomuchtimeontheassignedchapter.TPO16Lecture36.Whatisthelecturemainlyabout?

A.Differentforagingstrategiesamonganimals.B.Methodsbeaversusetogatherbuildingmaterials.C.Decisionsbeaversmakeaboutwheretolive.D.Choicesbeaversfacewhenforaging.7.Whatdifferencesbetweenaspentreesandashtreesdoestheprofessorpointout?A.Aspentreesareeasiertotransport.B.Aspentreesprovidebetterwoodforconstruction.C.Aspentreesprovidelessnutritionforbeavers.D.Aspentreeshavemoreoverallvaluetobeavers.8.Whatdoestheprofessoridentifyasthetwocentralissuesinvolvedinbeavers’behavior

Clickon2answers.Howfarfromhometoforage.Howtocopewithcompetition.Whatsizetreetocutdown.Whattimeofyearmaterialforconstructionisavailable.9.Whatdoestheprofessorsayaboutthecuttingdownoflargetrees?A.Beaversgenerallyprefercuttingdownlargetreestosmalltrees.B.Beaversgenerallydonottravellongdistancestocutdownlargetrees.C.Beaverswillnotcutlargetreesofcertainspecies.D.Beaversuselargetreesmainlyforthepurposefobuildingshelters.10.Accordingtotheprofessor,whydobeaversgenerallyforageatnight?A.Beaversaresafefrompredatorsiftheyforageatnight.B.Foragingatnightrequireslessenergythanforaginginthedaytime.C.Beaversstaywiththeiroffspringduringthedaytime.D.Beaversfacelesscompetitionforfoodfromotheranimalsduringthenight.11.Whydoestheprofessorsaythis?A.Toexplainherreasoning.B.Toindicatewhyherbeliefwaswrong.C.Togiveanexampleofadecisionbeaversmake.D.Toexplainthereasonbeaverstravelfarforwood.TPO17Lecture4Whatisthelecturemainlyabout?Differentkindsofcolorvisioninseaanimals.Differencesinappearancebetweenvariousspeciesofoctopus.Waysthatoctopusesattracttheirprey.Waysthatoctopusesprotectthemselvesfrompredators.WhydoestheprofessorfirstmentionProteus?Toexplainhowtheoctopusgotitsscientificname.Tointroducetheoctopus’exceptionalabilities.TopointoutthattheoctopusplayedanimportantroleinGreekmythology.Toprovideanexampleofamythologicalcharacterthatwaspartanimalandparthuman.HowdoesanoctopuschangecolortomatchthecolorsinitsenvironmentClickon2answersByraisingitspapillae.Byreleasingcoloredink.Byreflectinglightfromitsenvironment.Bycontractingthemusclesarounditschromatophores.Whatdoestheprofessorsayaboutthefunctionofthepapillae?Theyproducedyeindifferentcolors.Theypropeltheoctopusthroughthewater.Theychangethetextureoftheoctopus’skin.Theyhelptheoctopuscontractintoasmallershape.Whattwoexamplesdoestheprofessormentiontodescribetheoctopus’abilitytochangeitsshape

Clickon2answers

AsmallroundstoneTheleavesofaplantAcloudofink.Apieceofcoral.Whydoestheprofessorsaythis?Topointoutanerror.Toillustrateapoint.Toproposeanexplanation.Tocorrectamisunderstanding.TPO18Lecture429.Whatisthemainpurposeofthelecture?ToexplainthebiologicaladvantagesofaphysicalchangethatoccursinNorthAmericanwoodfrogsToexplainwhytheNorthAmericangoodfrog'shabitatrangehasexpandedTodescribethefunctioningofthecirculatorysystemoftheNorthAmericanwoodfrogTointroducestudentstoanunusualphenomenonaffectingNorthAmericanwoodfrogs30.Whydoestheprofessorfirstmentionthearrivalofspring?ToencouragestudentstolookforthawingwoodfrogsTopointoutthetimeperiodwhenfrogsbeginmatingToexplainwhytheclasswillsoonbedoingexperimentswithwoodfrogsToemphasizethespeedofthethawingprocess31.Whathappenstoawoodfrogasitbeginstofreeze?Bloodisconcentratedinthecenterofitsbody.BloodstopsproducingsugarWatermovesoutofitsinternalorgans.Waterfromlustbeneaththeskinbeginstoevaporate32.Whataretwopointstheprofessormakesaboutthethawingprocessofthewoodfrog?Clickon2answers.Thethawingprocessisnotfullyunderstood.Thethawingprocesstakeslongerthanthefreezingprocess.Thefrog'sinternalorgansthawbeforeitsouterskinthaws.Thawingoccurswhenthefrog'sheartbeginspumpingglucosethroughitsbody.33.Whatimpactdoesfreezinghaveonsomethawedwoodfrogs?Itincreasestheirreproductivesuccess.Itdecreasestheirlifespan.Itcausesthemtobemorevocalandactive.Itreducestheirabilitytorecognizepotentialmates.34.Whatdoestheprofessorimplywhenshesaysthis:Shewantsthestudenttoclarifyhisquestion.Shewantsthestudenttodrawhisownconclusions.ShethinksthestudentdoesnotunderstandhowcarantifreezeworksShethinksthestudenthasmisunderstoodherpointTPO20Lecture412.Whatisthelecturemainlyabout?TypicalfeaturesofthesnowshoeharethatdonotresultfromadaptationVariousstrategiesusedbysnowshoeharestofindfoodduringthewinterCharacteristicsthatsnowshoehareshavedevelopedinresponsetotheirenvironmentInteractionsbetweensnowshoeharesandhumanpopulationsinthestateofMaine13.Accordingtotheprofessor,whatcausesthesnowshoehare’sfurtobeginturningwhite?

AdecreaseinthehoursthattheSunisupeachdayAsuddendropintemperatureTheincreasingamountofsnowonthegroundThechangingnatureofthefoodsupply14.Whymightanearlysnowfallbeaparticularlydangeroustimeforthesnowshoehare?Itsfeetwouldnotyethavegrowntoresemblesnowshoes.Itsbabieswouldnotyetbeabletokeepthemselveswarm.Itschancesofbeingseenbyapredatoraremuchhigher.Itmightnotbeabletolocatewhereitstoreditsfoodsupply.15.Theprofessorimpliesthatthesnowshoeharehasanadvantageoverotheranimalsbecauseofitsunusualfeet.Whatisthatadvantage?Itcanreachfoodinhigherlocationsbetterthanitscompetitors.Itcanstaywarmincoldweatherlongerthanitscompetitors.Itcanoutrunitspredatorsindeepsnow.Itcandigunderthesnowtohidefromitspredators.16.Theprofessorexplainsthatthesnowshoehare’sfoodsupplyisavailableyear-round.Whatdoestheavailabilityoffoodallowthesnowshoeharetodo?

StorebodyfatforthecoldmonthsRemainlightweightthroughthewinterGivebirthduringthewinterGrowfurquicklyduringthefirstyearafterbirth17.Whydoesthestudentsaythis:Hewantstosupporttheprofessor’spointwithanexample.Heisgratefultheprofessorhasansweredhisquestion.Theprofessor’sexplanationcontradictshisownexperience.Theprofessormaynotbelieveheistellingthetruth.TPO21Lecture36.Whatisthelecturemainlyabout?MethodsofanalyzingtoxicproteinsinsnakevenomInsightsaboutsnakeevolutionprovidedbyvenomanalysisHowsnakevenomdiffersfromlizardvenomWhycolubridsareconsiderednonvenomoussnakes7.Whydoestheprofessorreviewinformationabouttheclassificationofsnakesthatstudentsprobablylearnedinpreviouscourses?TodeterminewhetherthestudentshaveenrolledintheappropriatecourseTostresstheusefulnessoftheclassificationsystemforstudentsTopresentassumptionsthathaverecentlybeenchallengedTogiveanexampleofamethodthatshewillexplainingreaterdetail8.Accordingtotheprofessor,whatisamajorweaknessoftheclassificationsystemthatisbasedonanimals'physicalcharacteristics?Itcanshowtherelationshipsonlyamongasmallnumberofanimalspecies.Itrequirestechnologythatisnotwidelyavailable.Itcannotaccountforcharacteristicsthatfirstappearedintherecentgeologicpast.Itcannotdeterminewhethersimilarcharacteristicsdevelopedinsimilarways.9.Accordingtotheprofessor,inwhatwaydocolubridsnakesdifferfromothervenomoussnakes?Colubridsdidnotevolvefromlizards.Colubridsdonotusevenomtocatchtheirprey.Thefrontteethofcolubridsaremuchlargerthanthoseofothervenomoussnakes.Colubridsproduceamuchstrongertypeofvenomthanothervenomoussnakesdo.10.Whydoestheprofessormentionthebrowntreesnake?TosupportahypothesisabouttheevolutionofconstrictorsnakesTosupportahypothesisthatvenomoussnakesevolvedfromconstrictorsnakesTogiveanexampleofasnakespeciesthatwasnevervenomousTogiveanexampleofatypeofsnakethatcanchangeitscolor11.Whatistheprofessor'sattitudetowardtheresultsfrommedicalresearchonsnakevenomproteins?Sheisenthusiasticaboutthedrugsthathavebeentestedtodate.Sheisconcernedaboutthesideeffectsofdrugscreatedfromsnakevenomproteins.ShedoubtsthattheDNAdatabasewillbeusefulindevelopingnewdrugs.Shethinksitistooearlytotellhowsuccessfultheresearchwillbe.TPO22Lecture323.Whatisthelecturemainlyabout'AproposaltoidentifyalltheanimalsthatbecameextinctdiningthePleistoceneepochAstrategyforreintroducingnativeplantstoanecosystemAprocessforidentifyingalternativehabitatsforlargeanimalsAproposaltore-createfeaturesofecosystemsofthePleistoceneepoch24.Accordingtotheprofessor,whatarethetwomaingoalsofPleistocenerewindingClickon2answersTorestoresomeevolutionaryprocessesthatendedduringthePleistoceneepochTohelppreventtheextinctionofcertainspeciesofmegafaunaToincreasepopulationsofnativeanimalspeciesinthewesternUnitedStatesTocreatealivinglaboratorywhereanimalinteractionscanbeobserved25.Accordingtotheprofessor,howdidtheAmericancheetahinfluencethepronghornantelopeduringthePleistoceneepoch?Thecheetahpreventedtheantelope'spopulationfromgrowingtoolarge.Thecheetahwasafactorinthedevelopmentoftheantelope'sspeed.Thecheetahdispersedtheseedsofplantsthattheantelopeneededtosurvive.ThecheetahcausedtheantelopetomigrateoutofthewesternUnitedStates.26.Whatpointdoestheprofessormakewhenshediscussesthemacluratree?Thefeedinghabitsoflargeanimalscouldhelprevivesomediminishingplantspecies.TheclimatehaschangedinNorthAmericasincethePleistoceneepochMassextinctionsofanimalsaregenerallyprecededbymassextinctionsofplants.ThemacluratreehaschangedverylittlesincetheIceAge.27.WhydoestheprofessorsaythatplantsandsmallanimalshavecontinuedtoevolvesincethePleistocene?ToindicatewhythewesternUnitedStatesiswellsuitedforPleistocenerewildingTosuggestawaytobalanceanecosystemusingPleistocenerewildingToidentifyapotentialproblemwiththePleistocenerewildingconceptToexplainhowtheideaforPleistocenerewildingcameabout28.Whatdoestheprofessormeanwhenshesaysthis:PleistocenerewildinghasbeentriedbeforewithoutsuccessPleistocenerewildingshouldbetriedwithjustafewspeciesPleistocenerewildinghasalreadybeenthoroughlyresearchedPleistocenerewildingisanotherformofhumaninterference.PO23Lecture323.Whatisthelecturemainlyabout?Partsofthedolphin’sanatomythatallowittonavigateTwodifferenttypesofcommunicationusedbydolphinsThewaythatdolphinsstoreairwhileswimmingunderwaterThemeaningsofdifferentsignalsusedbydolphins24.Whydoestheprofessordiscussthespeedatwhichsoundtravels?TodescribewhysoundsmadeunderwatercantravellongdistancesTosh