L3：
讲座
1. What does the professor mainly discuss?
Hypotheses about why certain behaviors have developed in juvenile fish
Possible explanations for a fish-grouping behavior
Predator-prey relationships among various marine organisms
Evidence that grouping behaviors are more beneficial for adult fish for juvenile fish
2. What type of evidence does the professor refer to in support of the meeting-point hypothesis?
The large number of species of fish that form schools
The types of floating objects under which tuna aggregate
The percentage of fish species that aggregate under floating objects
The size of schools formed by tuna that aggregate under floating objects
3. What is the professor’s opinion of the paper written by researchers in Spain?
A. Its challenge to the meeting-point hypothesis is convincing.
It raises more questions about fish aggregation than it answers.
It effectively shows that the shelter-from-predators hypothesis is not true for most fish species
It supports the food-supply hypothesis.
4. Why does the professor discuss fish coloration?
To support the shelter-from-predators hypothesis
To point out a difference between tuna and other fish species
To emphasize the connection between a fish’s diet and its coloration
D. To explain why not all fish species aggregate under floating algae
5. Why does the professor discuss ocean currents?
To explain one way in which fish form schools
To explain one way in which floating debris aids fish in obtaining food
To explain why some fish species do not need to aggregate
To indicate where commercial fishers often place fish-aggregating devices
6. What points-about tuna does the professor emphasize when she discusses artificial fish-aggregating devices, or FADs?
That tuna continue to aggregate as adults
That tuna rely on FADs for most of their food
That FADs are usually placed in areas where juvenile tuna do not live
D. That juvenile tuna are seldom found in coastal waters
