UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: SELEÇÃO 2015 PROVA DE APTIDÃO A LEITURA DE INGLÊS INSTRUÇÕES: Escreva seu Nome Completo, Número do RG e Número de Inscrição nos espaços indicados abaixo; Não coloque seu nome nas folhas de resposta, somente o número de sua inscrição em todas as folhas utilizadas; A prova contém pequenos textos em inglês, questões em português e em inglês e deve ser respondida sucintamente no período de 02 horas; Antes de começar a responder verifique se recebeu a prova completa com as 08 questões, caso não, solicite outra prova; Será permitido somente o uso de dicionário (inglês – português ou inglês – inglês) versão impressa (excluindo dicionários eletrônicos), outras consultas bibliográficas não serão permitidas; Ressaltamos que as questões devem ser respondidas em português; Mantenha seu celular desligado durante a prova. Caso o celular seja manipulado ou toque durante a prova, o candidato será desclassificado; Não utilize outras folhas de papel que não sejam as fornecidas pela Comissão de Seleção; Não rasure a prova e não responda utilizando lápis. Utilize somente caneta azul ou preta. Questões rasuradas serão anuladas; NOME DO CANDIDATO: NOME DO CANDIDATO: Nº DO RG: ÓRGÃO DE EXP./UF: NÚMERO DE INSCRIÇÃO: X Assinatura do Candidato 1 UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: PROVA: Todos os textos e figuras desta prova foram retirados da Revista Science, de volumes publicados no ano de 2014. 1) Traduza integralmente o texto abaixo. (2 pontos) ANIMAL BEHAVIOR Competing bats jam one another’s signal Animals that live in large social colonies may benefit from many aspects of group living, but also have to contend with many of the downsides of living and foraging, with countless neighbors. Corcoran and Conner show that Mexican free-tailed bats, which live in colonies that can number in the hundreds of thousands, deal with this high level of competition for food by actively jamming competitors’ echolocation. The interfering bats produce an ultrasonic signal just as the foraging bat produces its feeding call, effectively jamming the echolocation signal and causing the forager to miss its target. — SNV, - Science R)__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2 UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: 2) Considerando o texto acima (Competing bats jam one another’s signal), explique qual a estratégia de competição utilizada pelos morcegos descritos no texto. (1 ponto) R)__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 3) Segundo o texto abaixo: BIOGEOGRAPHY Economic isolation limits biodiversity It’s an ecological truism that the more isolated an island, the fewer species it will have; isolation (along with island size) is thought to influence colonization, extinction, and speciation. But Helmus et al., mapping the distribution of anole lizard species across the Caribbean, suggest that economic, not geographic, isolation is determining species diversity. Anole lizards hitch rides on cargo ships, making it easier to reach far-flung islands, so the more trade an island participates in, the more species diversity it tends to have. Conversely, economic isolation might protect native lizards from imported competitors: Cuba would rapidly gain 1.65 lizard species if the United States lifted its trade embargo, the authors say. — LW - Nature 10.1038/nature13739 (2014). a) Os lagartos Anole pegam carona em navios cargueiros. (0.30 ponto) ( ) VERDADEIRO; ( ) FALSO b) Segundo Helmus et al., quais fatores mais afetam a diversidade de lagartos? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ c) O que aconteceria com o número de espécies em Cuba, caso os Estados Unidos suspendam o embargo econômico a Cuba? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3 UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: ____________________________________________________________________________ ____________________________________________________________________________ d) Segundo o texto acima, quanto maior o isolamento econômico de uma ilha, maior ou menor será o número de espécies? Por que? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 4) Segundo o texto abaixo: CLIMATE CHANGE ECOLOGY How elevated CO2 affects grassland Even after two decades, experiments to study the ecological effects of climate change continue to yield instructive results. Zelikova et al. studied the effects of elevated CO2 on grassland in in Wyoming over 8 years and found that the plant productivity stabilized over time. The abundance of two dominant plant species (western wheat grass and blue grama grass) decreased with elevated CO2, which led to the increased presence of subdominant species and hence greater evenness in community composition. Plant productivity stabilized as a result of such alterations community structure. This research highlights the potential for plant communities to change in the face of changing climates. — AMS - Proc. Natl. Acad. Sci. U.S.A. 111, 15456 (2014). Explique o que tem acontecido com a produtividade em ambientes com constante aumento na quantidade de CO2? (1 ponto) R)__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 4 UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: 5) Responda as questões abaixo referentes ao texto: LIMNOLOGY How many lakes are there on Earth? Most maps or databases of global lakes either omit small lakes or estimate their numbers, leaving accurate calculations of their net subaerial coverage uncertain. This makes it difficult to determine the role of lakes in Earth’s carbon cycle. Verpoorter et al. use high-resolution satellite images to create a database of all lakes with surface areas greater than 2000 square meters. The interpretation of satellite images can be hampered by the presence of features such as dark forests or mountain shadows, so the authors developed a special algorithm to overcome these problems. They conclude that there are 117 million lakes, covering 3.7% of Earth’s land area not covered by ice. They conclude that there are fewer lakes, but that those lakes cover more area, than previous estimates have indicated. — JFU a) Qual o interesse em saber qual a quantidade de lagos na Terra? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ b) Como fazer para contar o número de lagos no planeta? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ c) O que mais atrapalha na contagem? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 5 UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: ____________________________________________________________________________ ____________________________________________________________________________ d) Quais os novos resultados após a nova contagem? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6) Responda as questões abaixo referentes ao texto: ECOLOGY What’s killing the reindeer? Conservationists and herders in Norway differ about whether to blame predators or overpopulation By Eli Kintisch, in Nordkapp, Norway An ecologist’s study of reindeer has touched off a firestorm in this land of ice, tundra, and Sami herders, who tend vast numbers of the semidomesticated animals. Each year, the herders file compensation claims for tens of thousands of reindeer deaths that they blame on carnivores, primarily lynx and wolverines. Ecologist Torkild Tveraa, however, pins the blame on overpopulation: The land simply cannot support the herds, which number roughly 180,000 here in Finnmark, Norway’s most northern region. To receive compensation, a herder must prove that a dead reindeer was killed by a lynx or wolverine. That’s hard when herders find remains of only 5% to 10% of the reindeer that they lose. The government approved just a quarter of more than 60,000 such applications in 2011. The claims nonetheless are lucrative: That year, Sami herders in Norway received $11 million in predator payments, or two-thirds of what they received from meat sales. To find out how much damage the predators really do, Tveraa’s team combined their own data on reindeer health since 2000 with herd sizes reported by herders, observations of lynx and wolverines, and satellite data on grazing areas. They found that as a factor in reindeer mortality, food scarcity was two to three times more significant than lynx, and more than 20 times more significant than wolverines. a) What was the main cause of reindeer mortality according to Tveraa’s team? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 6 UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: b) Why herders disagree with Tveraa’s team findings? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ c) Will the Norway´s government spent more money after Tveraa’s team discoveries? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ___________________________________________________________________________ d) Which data sets Torkild Tveraa´s team have used to evaluate predator´s impact on herd? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ___________________________________________________________________________ 7) Responda as questões abaixo referentes ao texto: For the complex food webs of sub- Saharan Africa, hippo dung is an elixir. Just as salmon swim upstream in northern latitudes to spawn and die, infusing rivers with the stuff of life from their own decaying bodies, hippo dung transfers energy from land, where the animals graze, to Africa’s turbid rivers, fueling growth of the organisms at the base of the food web. “We think of hippos as megaton salmon,” says McCauley. By measuring telltale ratios of carbon isotopes, McCauley, working with Justin Brashares, a conservation biologist at UC Berkeley, and others, has traced the flow of energy through the food web, from hippo dung on up to crayfish and barbel fish. Their studies have revealed that hippos transport so much carbon and other nutrients in their prodigious excrement that they can support—or poison—an entire aquatic ecosystem. McCauley observed that increased irrigation demands for rice have reduced the flow, and the river now breaks up into pools much of the year. Some pools teem with 100 or so hippos, while others have none. In the hippo-clogged pools, nutrients from dung can set off an algal bloom, and as the dying 7 UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: algae sink and decompose, they draw own the oxygen, turning the water black. “There are few river animals that can cope with such conditions,” McCauley says. a) Qual a relação entre os salmões e a discussão presente no texto? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ b) De acordo com o texto, os ambientes aquáticos são prejudicados ou beneficiados? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ c) Qual a relação e o resultado da irrigação dos campos de arroz e os rios? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ d) Explique o que acontece com as algas? (0.30 ponto) R)_______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 8 UNIVERSIDADE FEDERAL DE MATO GROSSO INSTITUTO DE BIOCIÊNCIAS Programa de Pós-Graduação em Ecologia e Conservação da Biodiversidade NÚMERO DE INSCRIÇÃO: 8) Considerando a figura abaixo, marque V ou F nas alternativas. ( ) As águias monitoram lagartos, humanos e outros consumidores de peixe. (0.24 ponto) ( ) O ecossistema cuja teia trófica tem a presença de hipopótamos fica mais produtivo. (0.24 ponto) ( ) Os hipopótamos tornam as poças mais profundas. (0.24 ponto) ( ) Os hipopótamos afetam, direta ou indiretamente, todos os níveis tróficos que aparecem na figura. (0.24 ponto) ( ) Deve-se criar a profissão de engenheiro de ecossistemas para manter o bom funcionamento dos ambientes naturais. (0.24 ponto) 9