講 Professor:h-ha?Nowwhenthey inthe第一實

fromhibernation,the

begins.ForTPO1LectureNarrator:Listentopartofalectureina Professor:Fortoday’sdiscussion,we’llreviewthecasestudyonhowsomeanimalshave adaptedtotheirenvironments.Nowyouhadtoreadabouttwo ,theEasternmarmotandtheOlympic are .Theyarelarge ,aboutthe ofanaveragehouse

well,theycometogethertomateandthentheygo ways.Thenaboutsixtoeightweeksafterbirth,the leavetheirmothers.Student:Really?Justsixweeks?Isthatpossiblefortheoffspringtomakeitontheirownsoyoung?Professor:Well,it’snotasiftheyaren’treadyfortherealworldbecausetheyare.Remember,theymaturequicklyandtheweather’snice.AlsotheyliveinopenfieldswherethereislotsAndtheyliveinavarietyof .Andeventhough

vegetation.

sixweeksspendthesignificantportionoftheyear accordingtothiscasestudy,marmotsarestillconsideredexcellent foranimalbehavioralstudies.WhyisStudent:Well,whentheyarenothibernating,youcanfind

birth,Easternmarmotsarejustoldenoughtotaketheirchancesofsurvivinginthetemperateenvironment.Sohowdoesthisrelatetotheirbehavior?Student:Oh,Igetit.Sincetheclimate’snottoobad,theEasternmarmotsdon'thaveto oneachothertoomuchinopenareas.Andtheyare

duringthe

theyreallydon'tneedtostaytogetherasafamilytowhichmakesthemeasytoobserve,Professor:Uh-ha,sofirstlet’sdiscusstheEasternmarmots.

Professor:Uh-ha.Andin ,theOlympic throughoutthe

of

WhataboutAmericawherethereisa climate,wherethegrowingseason atleastfivemonthsofthe

Student:Well,theylivetogetherasafamilyandtakecareoftheiryounguntiltheyare twoyearsold.They’rewhichiswhentheydoalltheir

,playing

friendlywitheachother.AndwhatIreallylikeisthattheyevenhave .AndtheyarenotatStudent:Oh,Isee.AtfirstIwasn’tsurewhatgrowingseasonmeant,justfromthereading.ButnowIgetit.It'stheamountoftimeittakesforthemtogrow,right?Soitwouldbefivemonths?Professor:Umm?Oh,uh…I’msorrybutno.Ithasnothingtodowiththat.It'snotaboutthetimeittakesforEasternmarmotstogrow.It’swhenthefoodis .Thatiswhenit’s insnowandthereisno

aggressiveandterritorialliketheEasternmarmots.SotheirsocialbehaviorissodifferentfromEasternmarmotsbecauseoftheclimatewheretheylive?Thatseemsso Professor:Well,theOlympicmarmots highintheOlympicMountainswheretheweatherconditionsaremuch .Sothereisalotmorewindandsnow.Thegrowingseasononly abouttwo

threemonths.Sointhatmuchshorter oftime, andtheflowersthemarmotsliketoeat.Sogrowingseason totheavailabilityofthefoodtheyeat,OK?SonowhowwouldyoudescribetheEastern

theOlympicmarmots,maleandfemale,eat,play,work theyoungtogether.Becausetheclimateissoharsh, increasesthesurvivalrateoftheOlympicmarmots.Theykeeptheiryoungathomeuntilthey

abletosurviveontheirown.Thiscould ,andjustso evenwith whythesocialbehavioroftheOlympicmarmotsissounlikeEasternmarmots.Andtheir

isjust

oftheEastern

lasts2.23.ontheir7.28.29. at第一篇TPO1LectureNarrator:Listentopartofalectureinabiologyclass.Professor:Fortoday’sdiscussion, Nowyouhadtoreadabouttwoanimalspecies,theEasternmarmotandtheOlympicmarmot.Marmotsarerodents. Andtheyliveinavarietyof

Professor:Umm?Oh,uh…I’msorrybut That (30).growingseasonreferstotheavailabilityofthefoodtheyeat,Professor:h- WhyisStudent:Well,whentheyarenothibernating,youcanfindtheminopenareas.Forthem,well, Student:Really?Justsixweeks?Professor:Uh-sofirstlet’sdiscusstheEastern Student:Oh,I (13).ButnowIgetit. right?Soitwouldbefive

Remember,theymaturequicklyandtheweather’snice.roughlysixweeksafterbirth,howdoesthisrelatetotheirbehavior?Student:Oh,Igetit.

(13).(16). Professor:Uh- theOlympicmarmots?Whataboutthem?Student:Well, They’rereallyfriendlywitheachother.AndwhatIreallylikeisthattheyevenhavegreetingceremonies.And (12).So Thatseemssobizarre.Professor:Well,the (16).thereisalotmorewindandsnow.Thegrowingseasononlylastsabouttwotothreemonths. Becausetheclimateisso Theykeeptheiryoungathomeuntiltheyarephysicallyabletosurviveontheirown. 第一筆記TPO1Lecture4behavioradapt,2E,1stxgrowing

EMsocialSixRelatetoContrast?Because第一做TPO1LectureWhatisthemaintopicoftheThetypesofhabitatsmarmotsMethodsofobservingmarmotFeedinghabitsofsomemarmotDifferencesinbehaviorbetweenmarmotAccordingtothecasestudy,whyaremarmotsidealforTheydonothidefromTheyresideinmanyregionsthroughoutNorthTheyareactiveinopenareasduringtheTheirburrowsareeasytoDragtheappropriatedescriptionofeachmarmotspecies'behaviortotheboxbelowthemarmot'snameClickonaphrase.Thendragittothespacewhereitbelongs.OneofthephraseswillnotbeusedDisplaysaggressivetendenciesIsfamilyorientedSaysactiveduringtheOlympic EasternWhatreasondoestheprofessorgiveforthedifferenceinmarmotbehaviorpatterns?TypeoffoodThesizeoftheInteractionwithothermarmotAdaptationstotheWhydoestheprofessorsayToinformthestudentthathisdefinitionisTosuggestthatthestudentdidnotdotheToencouragethestudenttotryTochangethetopicofWhydoestheprofessorsayToexpressasimilarToencouragethestudenttoexplainwhatsheToaddressthestudent'sToagreewiththe第二實TPO7LectureNarrator:ListentopartofalectureinageologyPro:Lasttime,westartedtotalkaboutthe ,and

withoutanyiceactuallyNow,thereareacoupleofthefactorsthataffectstheamountsofdeformationthattakesplaceorthespeedoftheglaciersmovement,forexample.Deformationismorelikelythesemassesoficeformsfrom snow,andsomeof the theices,becauseofthegravityofwere athowhugesomeofthetheseglaciersare.Now,eventhoughitmaybedifficulttounderstandhowahugemassoficecanmoveorflow,it’sanotherwordforit,it’sreallynosecretthattheglaciersflow,becauseof .Buthowtheyflow,thewaythey needssomeexplaining.Now,thefirsttypeoftheglaciersflowiscalled:basalslip.Basalsliporitsslidingasit’softencalled,basicallyrefersto orslidingofglacieracross ,actuallyacrossathinlayerofwater,ontopofthebedrock.So,thisprocessshouldn’tbetoohardtoimagine.Whathappensisthattheiceatthebaseoftheglacierisunderagreatdealofpressure--thepressurecomingfromtheweightsofthe ice.Andyouprobablyknowthatunderpressure,the temperatureofwater,oftheiceImean,is .So,iceatthebasisof

weighttheice.Andtemperaturealsoplaysparthere,inthatcoldicedoesnotmovesaseasilyasicethatisclosetothemeltingpoints,infact,itisnottodifferentfrom…thewhiteoilis,thickeratlowertemperature.So,ifyouhaveaglacierintheslightlywarmerregion,itwillflowfasterthantheglacierinthecoolerregion.Ok,um…Now,Iliketotouchitbrieflyon compression.You includesthisastypeasaparticulartypeofglaciermovement,butyouwillseethattheseare…causemanytextbooksthat astypeofmovementasincluded.AndImightnotincluderightnow,iftherewon’tinyourtextbooks.But,basically,the partsoftheglacierhavelesspressureonthem.So,theydon’t aseasily,theytendtobemorebrittle.Andcrevassescanforminthismelts,eventhoughit’sbelowzero

.And

layersofglacier.Whentheglaciercomesintocontactresultsinathinlayerofwaterbetweentheglacierandground.Thislayerofwaterreduces is...islikea .Anditallowstheglacierto orslipoverthebedrock,ok.

bedrockwallsorisotherwiseundersomekindsofstresses,butcandeformquicklyenough.So,theicewouldexpandor ,andthatcancauseNowthenexttypemovementwewilltalkaboutis ,bigcracktoforminthesurfacelayeroftheofice,deformation.Youalreadyknownthattheice ,ifyouhititwith ,itwill glass.Buticeisalso youcanchangetheshapeswithoutbreakingit.Ifyouleave,

thatbrittlesurfaceasicemoving,issometimesconsideredatypeofglaciermovementdependingonwhichsourceyoucanconsultto.Now,asyouprobablyknow,glaciersgenerallymoveexample,abaroficesupportedonlyatoneend,theyend,

slowly.Butsometimes,they

,andunsupportedendwilldeformunderitsownweight,they’ll---kindof oneendgetdistorted,deformed.Think asaveryslow .Dependingonthestressesontheglacier,theicecrystalwithinitre-organized.Andduringthisre-organizationtheicecrystal inawaythatallows

thesesurges,insomeplaces,theycanmoveatspeedsashighas7000metersperyear.Now,speedslikethatareprettyunusual,100oftimesfasterthantheregularmovementofglaciers,butyoucanactuallyseeglaciermoveduringthesesurges,thoughitisrare. 19.28. 20.29. 21.30. 22.31. 23.re-32. 24.33. 25.34. 26. 27.第二篇TPO7Lecture

Narrator:Listentopartofalectureinageology (21).AndtemperaturealsoplayspartPro:Lasttime,westartedtotalkaboutthe (10),and

(19),infact,itisnottoodifferentfrom…thewhiteoilis, (5). Buthowtheyflow,thewaytheyflowneedssomeexplaining.Now,thefirsttypeoftheglaciersflowiscalled:basalslip. (31).

Ok, thisprocessshouldn’tbetoohardto pressurecomingfromtheweightsoftheoverlayingice.Andyouprobablyknowthatunderpressure, So,iceatthebasisofglaciermelts,eventhoughit’sbelowzerodegreeCelsius. Anditallowstheglaciertoslideorslipoverthebedrock.Ok?Nowthenexttypemovementwewilltalkaboutiscalled: (30).you they’llkindofflattenoutatoneend,getdistort,deformed.Thinkofdeformationaveryslowoozing. (32).Andsotheglacieroozesdownhillwithoutanyiceactuallymelting. (24).For

But, Andcrevassescanformintheseupperlayerofthese So,theicewouldexpandor (18),andthatbrittlesurfaceicemoving, Now,asyouprobablyknow,glaciersgenerallymovereally Now,speedslikethatareprettyunusual,100oftimesfasterthantheregularmovementofglaciers, 第二筆記TPO7Lecture4Glacial,form,huge,Move,gravity,Bedrock,Pressure,overlying,melting,reduce,Melts,→water,reducefrictionbrittle,glass,plastic,xbreakunsupported,deformreorganize,reline,slidepass,oozedownhillthicker,temperature,oil,thicklowertemp,omit,brittle,expandconstrict,fissureformsurge,unusual,see,第二做TPO7LectureWhatisthelecturemainlyExplanationsofhowglaciersLandscapechangescausedbyglacialClimatechangesthatinfluenceglacialCausesofglacialTheprofessordiscussestheprocessofbasalslip.Putthestepsinthecorrectorder.Clickonasentence,thendragittothespacewhereitbelongs.AnswerFrictionbetweentheglacierandbedrockis

Aliquidlayerformsatthebaseoftheglacier.Theglacierbeginstoslide.PressureisincreasedontheWhatfactorsareinvolvedintheamountofdeformationaglacierundergoes?Clickon2answersThethicknessofglacialThehardnessofglacialTheamountofwaterbeneaththeglacialThetemperatureoftheglacialWhatdoestheprofessorimplyaboutcompressionandHebelievesitaccountsforagreatdealofglacialHethinksitisaslowertypeofaglacialmovementthanbasalHeisnotconvincedthatitisatypeofglacialHedoesnotagreethatitcausesfissuresinWhatdoestheprofessorsayaboutthespeedofItaffectstheamountofglacialicethatItcanbefastenoughformovementtobeItisreducedbycracksintheItisunusuallyhighincolderwhatdoestheprofessorexplainwhenhesaysAcharacteristicoficethatisrelatedtoglacialHowscientistsfirstdiscoveredthatglacierscouldThatfactorsliketemperaturecanaffectthestrengthofWhydeformationisthemostcommontypeofglacial第三實TPO8LectureNarrator:Listentopartofalectureinan

becausefinallywomencouldstudyartinaformal .Andtherewasanotherbenefittothegroupsettingintheseclasses.Theclassesincludedweekly .AndtheteacherPro:Wehadbeentalkingabouttheartworldofthelatenineteen theartofallthestudentsintheclassfrombesttocenturyinParis.AndtodayI’dliketolookatthewomanwho .HowwouldyoulikeifIdidthatinthisclass?wenttoParisatthattimeto eartists.NowfromyourreadingwhatdoyouknowaboutParisabouttheartworldofParisduringthelatenineteencenturies?Stu:PeoplecametherefromallovertheworldtoStu:Theyhadalotofartschoolsandartistswhotaughtpainting.Therewere,ourbookmentionisclassesforwomenartists.Anditwasagoodplacetogotostudyart.Pro:Ifyouwantto eanartist,Pariswasnotagoodplacetogo;PariswasTHEplacetogo.Andwomencouldfindskilledinstructorsthere.Beforethelate19century.Iftheywomenwhowant eartisthavetotake lessonsorlearn

Stu:Hah…NoStu:Butourtestbooksaidthecompetitive… wasgoodforwomen.Ithelpsthemseewheretheyneedtoimprove.Pro:Isn’tthatinteresting?Onewomanartist,hernamewasMarryBashkirtseff.Bashkirtseffoncewrotehowshefeltaboutclassmate’swork.Shethoughtherclassmates’artwasmuchbetterthanherownanditgaveheran todobetter.Overallthecompetitioninthewomen’sartclassesgavewomenmore .Confidencethattheycouldalsocompeteintheartworldaftertheirschooling.AndeventhoughBashkirtseffcouldnotstudyinthesameclassesasman,shewashavingfamilymembers.Theyhavemore optionsthanmen asanartist.Justlooklikethesalon,whatdoyouButaround1870s,someartistsinParisbeganto forfemalestudents.Theseclasseswereforwomenonly.Andbytheendofthe19century,itbecamemuchmorecommonforwomanandmantostudytogetherinthesameclasses.Sowithinfew ,thingshadchangedsignificantly.Okletbackupagainandtalkaboutthetimeperiodfrom1860tothe1880sandtalkmoreaboutwhathadhappenedinwomanartclasses.In1868,aprivateart openinParis,andfordecadesitwastheprobablythemostfamousprivateartschoolintheworld. RudolphJulianwasa businessman.Andquicklyestablishhisschoolasa destinationfor

abouttheStu:Itwasabig ,abigartshowandtheyhadinPairseveryyear.Theyarthadtobeacceptedby Stu:ItwasabigdealyoucanmakeanameforPro:Youcanhaveapaintingorsculptureinthe andgobacktoyourhomecountrysayingyouwerebeensuccessintheParis.Itwassortof,aseaof .Itwasagreatencouragementforanartistcareer.Andbythelasttwodecadesofthe19century,onefifthofthepaintingsinthesalonwerebywoman,muchhigherthaninthepast.Infact,MarryBashkirtseffherselfhadapaintinginthesaloninthe1881.Interestinglyartists.Whathedidwas,afteraninitialtrailperiodof

masterpiececalledIntheStudioisapainting

class,Hechangedtheschools' .Hecompleyseparatedthemanandwomanstudents.Stu:AnyreasonwhyhedidPro:Well.LikeIsaidJulianwasabrilliantbusinessman, ideas.Hethoughtanothersmallprivateartschoolwhereallthestudentswerewomenwasverypopularatthattime.Andthat’sprobablywhyheadoptedthewomenonlyclasses.Theseclassesweretypicallyofferbyanestablishedartistandwereheldinthe ,theplacewheretheypainted.Thiswasabig

Julian’sartschool.ItisnotinyourtestbookIwillshowyouthepaintingnextweek,thepainting anactivecrowdstudiowithwomandrawingandpaintinglifemodel.Itwasactually,BashkirtseffactuallyfollowJulian suggestionandpaintedherfellowstudentsinaclassattheschoolwiththeartistherselfatfarright.Agreatadvertisementfortheschoolwhenthepaintingeventually atthesalon,forawomanstudiohadneverbeenpaintedbefore.art

e

第三篇TPO8LectureNarrator:Listentopartofalectureinanarthistoryclass.

Andtherewasanotherbenefittothegroupsettinginthese NowfromyourreadingwhatdoyouknowaboutParisabouttheartworldofParisduringthelatenineteencenturies?

Stu:Hah…Noway.Stu:Butourtestbooksaidthecompetitive…competitionwasgoodforwomen.Ithelpsthemseewheretheyneedtoimprove. Stu:Ithadalotofartschoolsandartistswhotaughtpainting. Therewere,ourbookmentionisclassesforwomenartists.And itwasagoodplacetogotostudyart. (10s).Okletbackupagainandtalkaboutthetimeperiodfrom1860tothe1880sandtalkmoreaboutwhathadhappenedinthewomanartclasses.In

Justlooklikethesalon,whatdoyouknowaboutthesalon? Stu:Anyreasonwhyhedidthat?

Infact,MarryBashkirtseffselfhadapaintinginthesaloninthe 第三筆TPO8Lecture

第三做TPO8LectureWhatisthelecturemainlyWhytheSalonexhibitionsbecamepopularamongwomenartistsinParisWhyFrenchsocietydidnotapproveofartschoolsorHowopportunitiesforwomenartistsinParisHowwomenartistsinPariscooperatedwithoneWhatpointdoestheprofessormakeaboutJulianwhenhementionsthatJulian’sartschoolofferedsomeclassesonlyforJulian’sschoolwasthefirstartschoolinParistoofferwomen-onlyclassesJulianwantedtoencouragethedistinctivestyleofwomeninJulianviewedhimselfasasocialJulianpossessedoutstandingbusinessWhatdoestheprofessoremphasizeasonebenefitofcompetitioninwomen’sclasses?WomengainedmoreconfidenceintheirartisticWomenbecameinstructorsinprivateartWomenwereabletoselltheirpaintingsforlargeamountsofWomencreatednewstylesofAccordingtotheprofessor,whatweretwowaysthatthesituationofwomenartistshadchangedbytheendofthenineteenthcenturyinParis?Clickon2answers.WomenandmentookartclassesWomenartistsplayedagreaterroleintheSalonMoreschoolswereestablishedbywomenFewerwomenartistsweretravelingtoWhatdoestheprofessorimplyaboutBashkirtseff’spaintingIntheStudio?Itwasoneofmanypaintingsthatdepictedawomen’sItdidnotbringBashkirtseffrecognitionforherartisticItwascriticizedforanunrealisticdepictionofwomenItwasbeneficialforbothBashkirtseffandtheschoolwhereshestudiedListeningagaintopartoftheconversation.Thenanswerthequestion.WhatdoestheprofessormeanwhenhesaysPariswasapopularplacetovisit,butnotthebestplacetostudyartPariswasthemostimportantplaceforanartisttostudyandLivinginPariswasdifficultforwomenartistsfromotherStudyinginPariswasbeneficialforsomeartists,butnotfor第四實TPO7LectureNarrator:ListentopartofalectureinabiologyPro:So,thatishowelephantuses .Now,let’stalk

advantageovermostother .Theycandetectultrasound;thismeansthatwhenthebatapproaches,themothcandetectthebat’spresence.So,ithastimetoescapetosafety,orelsetheycanjustremain .Since,whentheystopbeatingtheotherendoftheacoustic ,soundthatistoohigh ,theywillbemuchhardforthebatto humanstohear--- .Ultrasoundisusedbymanyanimalsthatdetectedandsomeofthemseedoutvery sounds.So,whatisagoodexample?Yes,

oh…aleaveorsomeotherobject.Now,wehavetendedtounderestimatejusthow theabilitythatanimalsthatuseultrasoundare.Infact,wekindsofassumethattheyKayo:Well,bats,sincethereisall ,betshaveto alot .Thewaysaresophisticatedradarsoundfor,youknow,tokeepthemfromflyinginto canignoretheechofromthe objectonthePro:Thatis .Echolocationispretty ; aredoesthistoremoveground ,echoesreflectedsoundwavestolocatedthings.AsKayosaidthatbatusedfornavigationand .Andwhatiselse.Make:Well,findingfoodisalwaysimportant,andIguessnotingfoodforotheranimals.Pro:Right, .Avoidingotherpredators,andlocatingprey,typicallyinsectsthatflyarounditatnight.BeforeIgoon,letmejust somethingKayowassaying---thisideathatis

aboutthehillsorbuildingsthattheydoesn’tneed.Butbats,wethoughttheywerefilteringoutkindsofinformation,becausetheysimplycouldn’tyzeit.But,itlooksaswearewrong.Recenttherewastheexperimentwithtreesandspecificspeciesofbat.Abatcalled:thelaser bat.Now,atreeshouldbe andacousticchallengeforbat,right?Imeanitgotallkindsof withdifferentshapesandangles.So,well,theechoesfromtreesaregoingtobemassiveareblind.Actually,therearesomespeciesof ,the acousticreflection,right,notliketheechofromthatdon’tuseecholocationthatdorelyontheirvision moth.So,wethoughtforalongtimethatthebatstop ,butitstrueformanybats,theirvisionistooweak assimplythatistree.Yet,itturnsoutthatisoratcounton.Ok,soquick ifecholocationworks.Thebatsemittheultrasonic ,veryhigh soundwavesthatwecannothear.Andthen,theyyzetheechoes,howthewaves back.Here,letmefinishthestyle starteditbeforetheclass.Sothebatsendsoutthepulses,veryfocus ofsound,andechobouncesback.Youknow,Idon’tthinkIneedtodrawtheechoes,yourreading

particularspecies,cannotonlylthatistrees,butcanalsodistinguishbetweena tree, tree,likeamapleoroaktree,justbytheirleaves.AndwhenIsay,leaves,Imean too.Anyideaonhowwewouldknowthat?Stu:Well,likewiththemoth,couldbetheirshape?Pro:Youareontherighttrack---itactuallytheechoofalltheleavesaswholethematters.Now,think,apinetreeswiththenextclass;ithasdiagramshowsthisveryclearly.So, packedneedles.Thoseproducedalargenumberofanyway,asIweresaying, yzingthis ,thebat reflectioninwhichwhat’swecalledas:a determine,say,ifthereiswallina thatneeds echo.Thewaveformswereveryeven,butanoakwhich ,andhowfarawayitis.Anotherthingusesthe butbiggerleaveswithstrongerreflections,producesaultrasoundto isthesizeandtheshapeofobjects. waveform,orwhatwecalled:a echo.example,oneechotheyquicklyidentifiedisonewayassociatedwith ,whichiscommon forabat,particularlyamothmeetingitswings.However,mothhappenedtohave

thesebatscandistinguishbetweenatwo,andnotjustwastrees,butwithanyechocomeinsmoothandroughshape.

onboth

第四篇TPO7LecturePro:So,thatishowelephantuses

(6s).Now,wehavetendedtounderestimatejusthowsophisticatedtheabilitythatanimalsthatuseultrasoundare. (2s).So,whatisagoodexample?Yes,Kayo.

Butbats, Kayo:Well, (2s).Recent Pro:Thatisecholocation.

wastheexperimentwithtreesandspecificspeciesof (2s).Andwhat else?Mike:Well,findingfoodisalwaysimportant,andIguessnotingfoodforotheranimals.

Yet,itturnsout Pro:Right,onboth (1s).Anyideaonhowwewouldknowthat?Stu:Well,likewiththemoth,couldbetheirshape?Pro:Youareontherighttrack--- Here,letmefinishthisdiagramIstarteditbeforethe Forexample,

第四筆TPO7Lecture第四做TPO7LecturewhatisthelecturemainlyHowanimalsemitultrasonicHowbatsuseacousticalAcomparisonofecholocationandVariationsamongbatsintheuseofwhydoestheprofessordecideNOTtoaddmoreinformationtothediagramontheboard?ShewantsstudentstocompletethediagramthemselvesasanSheneedstolookupsomeinformationinordertocompletethediagramaccurayTheadditionalinformationisnotrelevanttothetopicthatshewantstodiscussnextStudentsalreadyhavetheadditionalinformationintheirAccordingtotheprofessor,whataretwowaysinwhichamothmightreactwhenitdetectsthepresenceofabat?Clickon2answersThemothmightstopbeatingitsThemothmightemithigh-frequencyThemothmightleavetheThemothmightchangeitscolortomatchitsWhatsurprisinginformationdidarecentexperimentrevealaboutlesserspear-nosedbats?TheyfilteroutechoesfromsometypesofTheycanyzeechoesfromstationaryobjectswithcomplexTheycannotyze"jagged"Theycannotyzeechoesfromcertaintypesofsmallmovingobjects.Accordingtotheprofessor,whydoesapinetreeproducea"smooth"echo?BecauseithasasmoothBecauseithaslargebranchesspacedatregularBecauseithasmanysmall,denselypackedBecauseitremainsstationaryinalltypesofWhydoestheprofessorsayToansweraquestionthatCarolTocorrectastatementthatCarolTopraiseCarolforanexamplethatsheTogiveanexampleofaprinciplethatCarol第五實TPO9LectureNarrator:ListentopartofalectureinanenvironmentalscienceLecturer:Sosincewe'rearoundthetopicof changeanditseffects,inAlaska,inthenorthern partofAlaska,overthelastthirtyyearsorso,temperatureshaveincreasedabouthalfadegree per ,andscientistshavenoticedthatthere'vebeenchangesinsurface duringthistime.Shrubsareincreasinginthe ".Tundra withverylittlevegetation.Justafewspeciesofplantsgrowtherebecausethetemperatureisverycold,andthere'snotmuch .Andbecauseofthecoldtemperatures,thetundrahastwo :toplayer,whichiscalled layer,is inthewinterandspring,but thesummer.Beneaththisactivelayeristhesecondlayercalled ",whichisfrozenallyeararound,andis FemaleStudent:Sobecauseofthepermafrost,noneofthe

shrubgrowthinthesummer,andhere'show:thereare ", thatliveinthesoil.Thesemicrobesenablethesoiltohavemore ,whichplantsneedtoliveandtheyremainquiteactiveduringthewinter.There'retworeasonsforthis:first,theyliveintheactivelayer,which,remember,containswaterthatdoesn't permafrost.Second,mostoftheprecipitationintheArcticisintheformofsnow.Andthesnow,which thegroundinthewinter,actuallyhasan effectonthesoil it.Anditallowsthetemperatureofthesoiltoremainwarmenoughformicrobestoremainactive.Sothere'sbeenincreaseinnutrientproductioninthewinter.Andthat'swhat'sresponsibleforthegrowthofshrubsinthesummerandtheirspreadtonewareasofthetundra.Areaswithmorenewnutrientsaretheareaswiththelargestincreaseinshrubs.Femalestudent:But,whatabout inthespring,whenthesnowfinally ?Won'tthenutrientsgetwashedaway?Springthawalwayswashesawaysoil,doesn'tit?Lecturer:Well,muchofthesoilisusuallystillfrozenthatgrowtherecanhavedeep ,can run-off.AndthenutrientsaredeepdownintheLecturer:No,andthat'soneofthereasonsthatshrubssurviveintheArctic.Shrubsarelittlebushes.They'renottallandbeinglowtothegroundprotectthemfromthecoldandwind.Andtheirrootsdon'tgrowverydeep,sothepermafrost withtheirgrowth.OK?NowsincethetemperatureshavebeenincreasinginArcticAlaska,thegrowthofshrubshasincreased.Andthisis toclimatescientistswith MaleStudent:I'msorry,whenyousaythegrowthofshrubshasincreased,doyoumeantheshrubsarebigger,orthattherearemoreshrubs?Lecturer:Goodquestion!Andtheansweris .Thesizeoftheshrubshasincreasedandshrubcoverhasspreadtowhat tundra.Ok,sowhat'sthepuzzle?Warmertemperaturesshouldleadtoincreasedvegetationgrowth,right?Well,theconnectionsarenotsosimple.Thetemperatureincreasehasoccurredduringthewin