經(jīng)典word整理文檔，僅參考，雙擊此處可刪除頁(yè)眉頁(yè)腳。本資料屬于網(wǎng)絡(luò)整理，如有侵權(quán)，請(qǐng)聯(lián)系刪除，謝謝！生物＊adapt[?'d?pt]vi.適應(yīng)vt.使適應(yīng)marmot['mɑ?m?t][]土撥鼠rodent['r??d(?)nt]n.[脊椎]嚙齒動(dòng)物squirrel['skw?r(?)l]n.松鼠aggressive[?'gres?v]adj.侵略性的；好斗的；有進(jìn)取心的；有闖勁的ritual['r?t???l]n.儀式；慣例；禮制impersonal[?m'p??s(?)n(?)l]adj.沒有人情味的habitat['h?b?t?t]n.[]棲息地portion['p???(?)n]n.部分offspring['?fspr??]n.后代，子孫edible['ed?b(?)l]adj.可食用的survive[s?'va?v]v.幸存；活下來greetingceremony歡迎儀式hibernate['ha?b?ne?t]vi.（動(dòng)物）冬眠observe[?b'z??v]v.觀察region['ri?d?(?)n]n.地區(qū)；范圍temperate['temp(?)r?t]adj.溫和的mate[me?t]交配bizarre[b?'zɑ?]adj.奇異的inhabit[?n'h?b?t]vt.棲息；居住于；占據(jù)meadow['med??]n.草地；牧場(chǎng)harsh[hɑ??]adj.嚴(yán)厲的；嚴(yán)酷的nurture['n??t??]vt.養(yǎng)育available[?'ve?l?b(?)l]adj.用的territorial[,ter?'t??r??l]adj.領(lǐng)土的；區(qū)域的；土地的；地方的))))Fortoday’sdiscussion,we’llreviewthecasestudyonhowsomeanimalshavebehaviorallyadaptedtotheirenvironments.Nowyouhadtoreadabouttwoanimalspecies,theEasternmarmotandtheOlympicmarmot.Marmotsarerodents.Theyarelargegroundsquirrels,aboutthesizeofanaveragehousecat.Andtheyliveinavarietyofhabitats.Andeventhoughtheyspendthesignificantportionoftheyearhibernating冬眠,accordingtothiscasestudy,marmotsarestillconsideredexcellentsubjectsforanimalbehavioralstudies.Whyisthat?Student第二題Well,whentheyarenothibernating,youcanfindtheminopenareas.Andtheyareprettyactiveduringtheday,whichmakesthemeasytoobserve,right?ProfessorUhha,sofirstlet’sdiscusstheEasternmarmots.TheyresidethroughouttheeasternregionofNorthAmericawherethereisatemperateclimate,wherethegrowingseasonlastsforatleastfivemonthsoftheyear,whichiswhentheydoalltheirmating,playingandeating.StudentOh,Isee.AtfirstIwasn’tsurewhatgrowingseasonmeant,justfromthereading.ButnowIgetit.It'stheamountoftimeittakesforthemtogrow,right?Soitwouldbefivemonths?Professor第五題Umm?Oh,uh…I’msorrybutno.Ithasnothingtodowiththat.It'snotaboutthetimeittakesforEasternmarmotstogrow.It’swhenthefoodisavailable.Thatiswhenit’snotcoveredinsnowandthereisnofrostcoveringthegrassand,umm,vegetativepartsofaplant’sherbsandtheflowersthemarmotsliketoeat.Sogrowingseasonreferstotheavailabilityofthefoodtheyeat,OK?SonowhowwouldyoudescribetheEasternmarmots’socialhabits?StudentWell,theyarereallyterritorial,andloners,andjustsoaggressiveevenwithotherEasternmarmots.Andtheirmatingritualisjustsoimpersonal.ProfessorUhha?Nowwhentheyemergeinthespringfromhibernation,thematingprocessbegins.Forthem,well,theycometogethertomateandthentheygotheirseparateways.Thenaboutsixtoeightweeksafterbirth,theoffspringleavetheirmothers.StudentReally?Justsixweeks?Isthatpossiblefortheoffspringtomakeitontheirownsoyoung?Professor最后一題Well,it’snotasiftheyaren’treadyfortherealworldbecausetheyare.Remember,theymaturequicklyandtheweather’snice.Alsotheyliveinopenfieldswherethereislotsofediblevegetation.Soroughlysixweeksafterbirth,Easternmarmotsarejustoldenoughtotaketheirchancesofsurvivinginthetemperateenvironment.Sohowdoesthisrelatetotheirbehavior?StudentOh,Igetit.Sincetheclimate’snottoobad,theEasternmarmotsdon'thavetorelyoneachothertoomuchandtheyreallydon'tneedtostaytogetherasafamilytosurviveeither.ProfessorUhha.Anycontrast,theOlympicmarmots?Whataboutthem?StudentWell,theylivetogetherasafamilyandtakecareoftheiryounguntiltheyareatleasttwoyearsold.They’rereallyfriendlywitheachother.AndwhatIreallylikeisthattheyevenhavegreetingceremonies.AndtheyarenotatallaggressiveandterritorialliketheEasternmarmots.SotheirsocialbehaviorissodifferentfromEasternmarmotsbecauseoftheclimatewheretheylive?Thatseemssobizarre.ProfessorWell,theOlympicmarmotsinhabitmeadowshighintheOlympicMountainswheretheweatherconditionsaremuchharsher.Sothereisalotmorewindandsnow.Thegrowingseasononlylastsabouttwotothreemonths.Sointhatmuchshorterperiodoftime,alltheOlympicmarmots,maleandfemale,eat,play,workandnurturetheyoungtogether.第4題Becausetheclimateissoharsh,cooperationincreasesthesurvivalrateoftheOlympicmarmots.Theykeeptheiryoungathomeuntiltheyarephysicallyabletosurviveontheirown.ThiscouldexplainwhythesocialbehavioroftheOlympicmarmotsissounlikethatoftheEasternmarmots.Pro:So,thatishowelephantsuseinfrasound.Now,let’stalkabouttheotherandtheacousticspectrums,soundthatistoohighforhumanstohearultrasounds.Ultrasoundisusedbymanyanimalsthatdetectedandsomeofthemsendoutveryhighfrequencysounds.So,whatisagoodexample?Yes,Kayo.Kayo:Well,bats,sincetheyareallblind,betshavetousxplanatoresoundfor,youknow,tokeepthemfromflyinginthethings.Pro:Thatisecholocation.Echolocationisprettyselfexplanatory;usingechoesreflectedsoundwavestolocatethings.AsKayosaidbatusedfornavigationandorientation.Andwhatiselse.Make.Make:Well,findingfoodisalwaysimportant,andIguessnotbecomingfoodforotheranimals.Pro:Right,onbothaccounts.Avoidingotherpredators,andlocatingprey,typicallyinsectsthatflyarounditatnight.NowbeforeIgoon,letmejustrespondtosomethingKayowassaying---thisideathatisbatsareblind.Actually,therearesomespeciesofbats,theonesthatdon’tuseecholocationthatdorelyontheirvisionfornavigation,butitistruethatformanybats,theirvisionistooweaktocounton.Ok,soquicksomeraysifhowecholocationworks.Thebatemitstheultrasonicpulses,veryhighpitchsoundwavesthatwecannothear.Andthen,theyanalyzetheechoes,howthewavesboundback.Here,letmefinishthestylediagramIstarteditbeforetheclass.Sothebatsendsoutthesepulses,veryfocusedbirdsofsound,andechoYouknow,Idon’tthinkIneedtodrawtheechoes,you’rereadingassignmentforthenextclass;ithasdiagramthatshowsthisveryclearly.So,anyway,asIwassaying,byanalyzingthisecho,thebatcandetermine,say,ifthereiswallinacavethatneedstoavoid,andhowfarawayitis.／／Anotherthingusestheultrasoundtodetectisthesizeandtheshapeofobjects.Forexample,oneechotheyquicklyidentifiedisonewaythatassociatedwithmoth,whichiscommonpreyforabat,particularlyamothbeatingitswings.第3題However,mothhappenedtohaveamajoradvantageovermostotherinsects.Theycandetectultrasound;thismeansthatwhenthebatapproaches,themothcandetectthebat’spresence.So,ithastimetoescapetosafety,orelsetheycanjustremainmotionless.Since,whentheystopbeatingtheirwings,theywillbemuchhardforthebattodistinguishfrom,oh…aleaveorsomeotherobject.Now,wehavetendedtounderestimatejusthowsophisticatedtheabilitythatanimalstheyuseultrasoundare.Infact,wekindsofassumethattheywerefilteringalotout.Thewaysaresophisticatedradaronoursystemcanignoretheechofromthestationaryobjectontheground.Radararedoesthistoremovegroundclutter,informationabouthillsorbuildingsthattheydoesn’tneed.Butbats,wethoughttheywerefilteringoutkindsofinformation,becausetheysimplycouldn’tanalyzeit.But,itlooksaswearewrong.Recenttherewastheexperimentwithtreesandspecificspeciesofbats.Abatcalled:thelaserspearnosedbat.Now,atreeshouldbeahugeacousticchallengeforbat,right?Imeanit’sgotallkindsofsurfaceswithdifferentshapesandangles.So,well,theechoesfromtreesaregoingtobemassiveandchaoticacousticreflection,right,notliketheechofromthemoth.15題So,wethoughtforalongtimethatthebatstoppedtheirevaluationassimplythatisatree.Yet,itturnsoutthatisoratleastparticularspecies,cannotonlytellthatisatree,butcanalsodistinguishbetweensay,apinetreeandadeciduoustree,likeamapleoroaktree,justbytheirleaves.AndwhenIsay,leaves,Imeanpineneedlestoo.Anyideaonhowwewouldknowthat?Student:Well,likewiththemoth,couldbetheirshape?Pro:Youareontherighttrack---it’sactuallytheechoofalltheleavesaswholethatmatters.16題Now,think,apinetreeswithallthoselittledenselypackedneedles.Thoseproducedalargenumberoffainreflectionsinwhichwhat’swecalledas:asmoothecho.Thewaveformswereveryeven,butanoakwhichhasfewerbutbiggerleaveswithstrongerreflections,producesagigotswaveform,orwhatwecalled:aroughecho.Andthesebatscandistinguishbetweenatwo,andnotjustwithtrees,butwithanyechothatcomesinsmoothandroughshape.VOCABULARYacoustic[?'k?st?k]adj.聲學(xué)的；音響的；聽覺的n.原聲樂器；不用電傳音的ultrasound['?ltr?sa?nd]n.超聲；超音波echolocation[,?kolo'ke??n]n.回波定位；回聲測(cè)距；回聲定位能力orientation[or??n'te??n]fn.方向；定向；適應(yīng)；情況介紹；向東方predator['pr?d?t?]n.捕食者；食肉動(dòng)物；掠奪者moffgigot['d??ɡ?t]n.1.Whatisthelecturemainlyabout?A.HowanimalsemitultrasonicpulsesB.HowbatsuseacousticalsignalsC.AcomparisonofecholocationandradarD.Variationsamongbatsintheuseofultrasound2.WhydoestheprofessordecideNOTtoaddmoreinformationtothediagramontheboard?A.ShewantsstudentstocompletethediagramthemselvesasanassignmentB.SheneedstolookupsomeinformationinordertocompletethediagramaccuratelyC.TheadditionalinformationisnotrelevanttothetopicthatshewantstodiscussnextD.Studentsalreadyhavetheadditionalinformationintheirtextbook3.Accordingtotheprofessor,whataretwowaysinwhichamothmightreactwhenitdetectsthepresenceofabat?Clickon2answersA.ThemothmightstopbeatingitswingsB.Themothmightemithigh-frequencysoundsC.ThemothmightleavetheareaD.Themothmightchangeitscolortomatchitssurroundings4.Whatsurprisinginformationdidarecentexperimentrevealaboutlesserspear-nosedbats?A.TheyfilteroutechoesfromsometypesoftreesB.TheycananalyzeechoesfromstationaryobjectswithcomplexsurfacesC.Theycannotanalyze"jagged"echoesD.Theycannotanalyzeechoesfromcertaintypesofsmallmovingobjects.5.Accordingtotheprofessor,whydoesapinetreeproducea“smooth”echo?A.BecauseithasasmoothtrunkB.BecauseithaslargebranchesspacedatregularintervalsC.Becauseithasmanysmall,denselypackedneedlesD.Becauseitremainsstationaryinalltypesofweather6.Whydoestheprofessorsaythis()A.ToansweraquestionthatCarolaskedB.TocorrectastatementthatCarolmadeC.TopraiseCarolforanexamplethatshegaveD.TogiveanexampleofaprinciplethatCarolstated＊ashrub-free-off.12.Whatisthelecturemainlyabout?A.FactorsinvolvedintheincreasedgrowthofshrubsinArcticAlaskaB.HowtemperatureincreasesmightbeaffectingthepermafrostinArcticAlaskaC.WhynutrientproductionofmicrobesinthesoilinArcticAlaskaisdecliningD.ReasonsthatgrasslandsareturningintotundrainArcticAlaska13.Accordingtotheprofessor,whataretwofeaturesofshrubsthatallowthemtogrowwellinArcticregions?Clickon2answers.A.Theyhaverootsthatcanpenetratepermafrost.B.Theirheightallowsthemtoabsorbmoresunlight.C.Theyabsorbnutrientsfromthesoilefficiently.D.Theyhaveashallowrootsystem.14.WhatisonereasonfortheincreaseinshrubgrowthinArcticAlaska?A.Decreasesingrassandmostgrowthhavealteredthebalanceofnutrientsinthesoil.B.Increasesingroundtemperaturehaveledtoincreasedmicrobialactivity.C.Increasesinaveragewintertemperatureshavepermafrostpermeabletowater.D.Increasesinsnowfallhaveprovidedmorewaterforshrubs.15.WhyarenutrientsinthesoilNOTcarriedawaybyspringrunoff?A.Therootsofshrubspreventnutrient-filledsoilfrombeingwashedaway.B.Mostnutrientsarenotintheareaofthesoilmostaffectedbyrunoff.C.Mostnutrientsremainfrozeninthepermafrostwhenspringrunoffisatitspeak.D.Mostnutrientshavebeenabsorbedbyvegetationbeforetherunoffperiodbegins.16.Whydoestheprofessormentionshrubexpansionintootherenvironments,suchassemiaridgrasslands?A.TosuggestthatnewshrublandmaynotconvertbacktotundraB.ToexplainhowshrublandcanexpandinwarmclimateC.TociteasimilaritybetweenthetypesofshrubsinsemiaridgrasslandandtundraenvironmentsD.Toexplainhowabiologicalloopcancauseshrubexpansion17.Whatdoestheprofessorimplywhenshesaysthis:…A.Theinformationshegaveisimportantenoughtoberepeated.B.Climatescientistsareaskingthewrongquestions.C.Thephenomenonismorecomplexthatitappears.D.Studentsshouldbeabletosolvethepuzzleeasily.6.Whatisthelecturemainlyabout?A.RecentfossilevidenceconnectingwhalesandthehippopotamusB.DifficultiesinthedeterminingtheevolutionaryhistoryofwhalesC.SimilaritiesamongancientancestorsofwhalesD.Similaritiesbetweenwhalesandothermodern-dayanimals7.Accordingtotheprofessor,whatthreeaspectsoftheAmbulocetusfossilmakeAmbulocetusalikelybridgebetweenlandmammalsandseamammals?Clickon3answersA.IthadanelongatedskeletalstructureB.ItstronglyresembledamodernhippopotamusC.IthadanunusuallykindandthintailforawhaleD.IthadlimbsthatcouldhavebeenusedforwalkingE.Itsskullhadearbonescharacteristicoflandmammals8.Accordingtotheprofessor,whatdoesthediscoveryofAmbulocetusmeantoresearchers?A.ItfillsagapinthefossilevidenceforwhaleevolutionB.IthasbecomelesssignificantsincethediscoveryofBasilosaurusC.ItcallintodoubtthetheorythatwhaleevolvedfromlandmammalsD.Itsuggeststhatwhalesevolvedmorerecentlythanwaspreviouslybelieved9.WhatevidencesuggeststhatwhalearedescendantsofthehippopotamusA.SimilaritiesbetweenhippopotamusfossilsandtheAmbulocetusfossilB.SimilaritiesinthegenesofhippopotamusesandwhalesC.SimilaritiesinthehabitatsofmodernhippopotamusesandancientwhalesD.Similaritiesintheskeletalstructuresofmodernhippopotamusesandancientwhales10.Whatistheprofessor'sopinionaboutrecentgeneticstudiesrelatingtowhaleevolution?A.Theysolvealong-standingmysteryinvolvingfossilevidenceB.TheycontainsignificanterrorsC.Theypresentevidencethatconflictswithfossilevidence.D.Thefindingsofthevariousstudiesshouldnothavesurprisedresearchers11.WhatdoesDNAevidenceindicateaboutrelationshipsamongwhales?A.AllmodernwhalesdescendfromspermwhalesB.DifferencesamongtoothedwhalesarelesssignificantthatwaspreviouslythoughtC.NotalltoothedwhalesarecloselyrelatedD.SpermwhalearemorecloselyrelatedtokillerwhalesthanwaspreviouslythoughtListentoapartofalectureinanecologyclass.Professor:So,continuingourdiscussionofecologicalsystems—wholesystems.Themainthingtokeepinmindhereistheinterrelationships.Thespeciesinthesystemerr….andeventhelandscapeitself,theyareinterdependent.Let’stakewhatyou’vereadforthisweekendandseeifwecanapplythisinterdependenceidea.Mike?Student:Well,um…h(huán)owaboutbeavers—ecosystemswithbeaversinwaterways.Professor:Good,good,goon.Student:Like,well,youcanseehowit'ssoimportant,causeifyougobackbeforeEuropeansettledinnorthAmerica,likebeforethe1600s,backwhennativeAmericansweretheonlypeoplelivinghere,well,backthentherewerealotofbeavers,butlateron,afterEuropeans…Professor:OK,wait,Iseewhereyouareheadingwiththis,13題butbeforewegointohowEuropeansettlementaffectedtheecosystem,tellmethis—whatkindofenvironmentdobeaverslivein?ThinkaboutwhatitwaslikebeforetheEuropeansettlerscame.We’llcomebacktowhereyouwereheaded.Student:OK,well,beaverslivenearstreamsandriversandtheyblockupthestreamsandriverswithlikelogsandsticksandmud.Youknow,theybuilddamsthatreallyslowdowntheflowofthestream.Sothenthewaterbacksup,andcreateslikeapondthatfloodsthenearbyland.Professor:Andthatcreateswetlands.OK,tellmemore.Student:Wellwithwetlands,it'slikethereismorestandingwater,morestillwateraround,andthatwaterisalotcleanerthanswiftlyflowingwater,becausethedirtandsettlementandstuffhasachancetosinktothebottom.Professor:1415部分Moreimportantforourdiscussion,wetlandareassupportalotmorevarietiesoflifethanswiftlyflowingwater.Forexample,therearemorevarietiesoffish,ofinsects;lotsoffrogspices,andthenspeciesthatrelyonthosespeciesstarttolivenearthewetlandstoo.Student:Yes,likebirdsandmammalsthateatthefishandinsects,andyougettreesandplantsthatbegintogrownearthestandingwater,thatcan'tgrownearrunningwater.Oh,andthere'ssomethingaboutwetland,andgroundwatertoo.Professor:OK,good.Wetlandshaveabigaffectongroundwater,theamountofwaterbelowthesurfaceoftheland.Thinkofwetlandsasum…likeagiantsponge,theearthsoaksupalotofthiswaterthat'scontinuallyfloodingthesurface,whichincreasestheamountofwaterbelow.Sowheretherearewetlands,yougetalotofgroundwater,andgroundwaterhappenstobeabigsourceofourowndrinkingwatertoday.Allright…So,backtothebeavers,whatifthebeaversweren'tthere?Student:Youjusthavearegularrunningstream,becausethereisnodam,sotheecosystemwouldbecompletelydifferent,therewouldbefewerwetlands.Professor:Exactly,so,nowlet'sgobacktowhereyouwereheadedbefore,Mike.YoumentionedthechangethatoccurredafterEuropeanscametoNorthAmerica.Student:Yeah,well,thereusedtobebeaversallovertheplace,somethinglike200millionbeavers,justinthecontinentalUnitedStates.ButwhenEuropeanscame,theystartedhuntingthebeaversfortheirfur,becausebeaverfurisreallywarm,anditwasreallypopularformakinghatsinEurope.Sothebeaverswerehuntedalot,overhunted,theyarealmostextinctbythe1800s,so…thatmeantfewerwetlands,lessstandingwater.Professor:Andwhatdoesthatmeanfortheecosystem?Kate?Student:Wellifthereislessstandingwater,thentheecosystemcan’tsupportasmanyspecies,becausealotofinsectsandfishandfrogscan'tliveinrunningwater,andthenthebirdsandanimalsthateatthem,losetheirfoodsupply.Professor:Precisely,sothebeaverinthisecosystemiswhatwecallakeystonespecies.16題Thetermkeystonekindofexplainsitself.Inarchitecture,akeystoneinanarchwayordoorwayisthestonethatholdsthewholethingtogether,andkeepsitfromcollapsing.Well,that'swhatakeystonespeciesdoesinanecosystem.It'sthecrucialspeciesthatkeepsthesystemgoing.Now,beaverpopulationsareontheriseagain,butthereissomethingtothinkabout.Considerhumansaspartoftheseecosystems,you