考试吧整理了“2016年新GRE考试阅读理解模拟试题(二)”供考生参考,更多关于GRE考试模拟试题相关信息,请访问考试吧GRE考试网。
查看汇总:2016年新GRE考试阅读理解模拟试题汇总
新GRE阅读理解模拟练习题如下,希望能为你的新GRE考试增分。
Many theories have been formulated to explain the role of grazers such as zooplankton in controlling the amount of planktonic algae (phytoplankton)in lakes. The first theories of such grazer control were merely based on observations of negative correlations between algal and zooplankton numbers. A low number of algal cells in the presence of a high number of grazers suggested, but did not prove, that the grazers had removed most of the algae. The converse observation, of the absence of grazers in areas of high phytoplankton concentration, led Hardy to propose his principle of animal exclusion, which hypothesized that phytoplankton produced a repellent that excluded grazers from regions of high phytoplankton concentration. This was the first suggestion of algal defenses against grazing.
Perhaps the fact that many of these first studies considered only algae of a size that could be collected in a net (net phytoplankton), a practice that overlooked the smaller phytoplankton (nannoplankton)that we now know grazers are most likely to feed on, led to a de-emphasis of the role of grazers in subsequent research. Increasingly, as in the individual studies of Lund, Round, and Reynolds, researchers began to stress the importance of environmental factors such as temperature, light, and water movements in controlling algal numbers. These environmental factors were amenable to field monitoring and to simulation in the laboratory. Grazing was believed to have some effect on algal numbers, especially after phytoplankton growth rates declined at the end of bloom periods, but grazing was considered a minor component of models that predicted algal population dynamics.
The potential magnitude of grazing pressure on freshwater phytoplankton has only recently been determined empirically. Studies by Hargrave and Geen estimated natural community grazing rates by measuring feeding rates of individual zooplankton species in the laboratory and then computing community grazing rates for field conditions using the known population density of grazers. The high estimates of grazing pressure postulated by these researchers were not fully accepted, however, until the grazing rates of zooplankton were determined directly in the field, by means of new experimental techniques. Using a specially prepared feeding chamber, Haney was able to record zooplankton grazing rates in natural field conditions. In the periods of peak zooplankton abundance, that is, in the late spring and in the summer, Haney recorded maximum daily community grazing rates, for nutrient-poor lakes and bog lakes, respectively, of 6.6 percent and 114 percent of daily phytoplankton production. Cladocerans had higher grazing rates than copepods, usually accounting for 80 percent of the community grazing rate. These rates varied seasonally, reaching the lowest point in the winter and early spring. Haney’s thorough research provides convincing field evidence that grazers can exert significant pressure on phytoplankton population.
20. The author most likely mentions Hardy’s principle of animal exclusion in order to
(A)give an example of one theory about the interaction of grazers and phytoplankton
(B)defend the first theory of algal defenses against grazing
(C)support the contention that phytoplankton numbers are controlled primarily by environmental factors
(D)demonstrate the superiority of laboratory studies of zooplankton feeding rates to other kinds of studies of such rates
(E)refute researchers who believed that low numbers of phytoplankton indicated the grazing effect of low numbers of zooplankton
21. It can be inferred from the passage that the “first theories” of grazer control mentioned in line 4 would have been more convincing if researchers had been able to
(A)observe high phytoplankton numbers under natural lake conditions
(B)discover negative correlations between algae and zooplankton numbers from their field research
人教新起点三年级下册全册教案-Unit11 After School Activities
2017春人教版(新起点)英语六下Unit 4《Free Time》(Lesson 2)教学设计
2017春人教版(新起点)英语六下Unit 3《Daily Life》(Lesson 2)教学设计
人教新起点二年级下册全册教案-Unit12 Revision
2017春人教版(新起点)英语六下Unit 5《Nature and Culture》(Lesson 1)教学设计
人教新起点二年级下册全册教案13
2017春人教版(新起点)英语六下Unit 4《Free Time》(Project Time)教学设计
人教新起点三年级下册全册教案-Unit15 Family Activities
2017春人教版(新起点)英语六下Unit 5《Nature and Culture》(Project Time)教学设计
人教新起点二年级下册全册教案15
人教新起点三年级下册全册教案-Unit13 My Home
2017春人教版(新起点)英语六下Unit 4《Free Time》单元教学目标
人教新起点一年级下册全册教案-Unit 15 Food and Drink
2017春人教版(新起点)英语六下Unit 4《Free Time》(Lesson 3)教学设计
人教新起点英语四下《Unit 16 revision》(lesson92)word教案
人教新起点二年级下册全册教案12
人教新起点一年级下册全册教案-Unit 9 Classroom
2017春人教版(新起点)英语六下Unit 5《Nature and Culture》(Lesson 2)教学设计
人教新起点二年级下册全册教案10
人教新起点一年级下册全册教案-Unit 11 Toys
人教新起点英语四下《Unit 10 my city》(lesson59-60)word教案
人教新起点二年级下册全册教案9
人教新起点二年级下册全册教案-Unit15 The Days of the Week
人教新起点英语四下《Unit 13 travel plans》(lesson77)word教案
2017春人教版(新起点)英语六下Unit 2《All Around Me》(Lesson 2)教学设计
2017春人教版(新起点)英语六下Unit 3《Daily Life》(Lesson 3)教学设计
2017春人教版(新起点)英语六下Unit 2《All Around Me》(Story Time)教学设计
2017春人教版(新起点)英语六下Unit 2《All Around Me》(Project Time)教学设计
人教新起点英语四下《Unit 9 my community》(lesson51)word教案
人教新起点英语四上《Unit 8 revision》(lesson47-48)word教案