Essentials of the Living World

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Lab 1 Worksheet – Intro to Biology Name _____________________

Objective: The objective of this lab is to introduce you to the study of Biology including how living organisms are classified into groups.

Reading Assignment: Read 15.6 and 15.7; The Kingdoms of Life and Domain: A Higher Level of Classification from the textbook Essentials of the Living World. There is a pdf of a power point for this lab.

Living organisms have many similarities, and many differences. For this worksheet you need to analyze the characteristics of organisms to determine which category they are in.

Fill out the following table, listing the domain and kingdom the organism belongs to and indicating if the organism has each structure (yes or no). You can find information in your book, in the power point for Week 1 or on the internet.

Data Table 1. Organization of Living Things

Domain

Kingdom

Cell Membrane

Cell Wall

Nucleus

Multicellular

E coli

Yeast

Paramecium

Volvox

Moss

Rose

Earthworm

Dragonfly

Use information from the Power Point to answer the following questions.

List one characteristic that E. coli shares with mushrooms.

List one characteristic that is different between E. coli and yeast.

List one characteristic that yeast share with earthworms.

List one characteristic that is different between mushrooms and moss.

List one characteristic that is different between E. coli and paramecium.

List one characteristic that rose bushes share with dragonflies.

This semester you will be labeling photographs, both from the internet, and photographs that you take. To practice this, take a photograph of a living organism. Add a total of three labels to the photograph including the name of the organism and two separate structures. Insert the photograph here. There are instructions on how to resize and label photographs in the Week 1 folder.

Open the pdf Research and Scientific Method . We will do this lab next week. This week you need to generate data. Look at the figures on page 10 measuring height, wingspan, forearm and forearm and hand. To measure a subject’s forearm, have the person bend his/her arm and measure from the elbow to the wrist bone. To measure a subject’s forearm, have the person bend his/her arm and measure from the elbow to the tip of the longest finger. Report these measurements on 5 subjects (can include yourself) and report them on the worksheet.

Data Table 2. Testing the Hypothesis

Individual

Age

Sex

Height (inches)

Wing span (inches)

Proportion

1

2

3

4

5

Height (inches)

Wingspan (inches)

To calculate the proportions divide

List proportions to two decimal places.

Once you have completed the worksheet you need to submit it using Blackboard.

Take Lab Quiz 1. This quiz covers the information from sections 15.6, 15.7.

 
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BIOMEDICAL ASSIGNMENT

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University of Strathclyde

Department of Biomedical Engineering

BE900 Tissue Mechanics Assessment #2

Unconfined Compression of biphasic and viscoelastic media

Body tissues are often modelled as being viscoelastic or biphasic. Since cellular activity depends on the mechanical environment, it is important to understand the mechanics of each type of material. You are required to submit a short report (no more than 1000 words and 8 figures) on the unconfined compression of biphasic and viscoelastic media. Using FEBio, please analyse the mechanics (stress, strain, fluid pressure etc.) of a 10 mm diameter and 3mm height cylindrical tissue in unconfined compression. You should compare two different materials:

1. Biphasic: The material should have an isotropic elastic solid phase, defined by E = 100 MPa, n=0.3, and a constant permeability of 1 x 10-15 m4/Ns. Take solid volume as 0.2.

2. Viscoelastic: The material should be based on isotropic elasticity, defined by E = 100 MPa, n=0.3. Coefficient 1 should be 0.5 and relaxation time 1 = 100. All other parameters should be left at their default values (G2-G6 = 0, t2-t6 = 1).

In class, it was shown that the relaxation modulus for a 3 parameter solid may be written as

= ‘ + ) + ,-.

This may be expressed as:

= ‘ 1 + ) ‘ +

, -. = 1 + 1+

, ,)

where ‘ = , 0. 01 = 1 and ) = 1. The value of 1 and 1 have been chosen to approximately make

the time history of the axial stress similar to that of the biphasic tissue. Please note they will not match perfectly.

Each cylinder of material should be subjected to axial unconfined compression to -0.1 strain at -0.01 s-1 by an impermeable, rigid platen. You are required to analyse, compare and contrast the mechanics of each material in the ramp phase and until equilibrium.

 

 

 

Your report should contain the following sections:

Introduction (5%): Provide a very brief introduction. The introduction should finish with precise aims and objectives of the activity.

Methods (20%): The methods section should fully describe your model. Include information regarding the mesh, materials, boundary and loading conditions along with anything else you think relevant.

Results (40%): Use appropriate figures to help you describe the mechanics of each material in unconfined compression. Every figure must be cited and described in the text, highlighting the important aspects of the figure.

Discussion (30%): Compare and contrast the materials and discuss the implications of this difference when describing the cellular stress environment.

Conclusion (5%): A short conclusion will suffice.

Hand in deadline: Noon, Monday 17 April

I will activate an online submission through the class page on MyPlace.

You should submit your report and two .feb files: one for the viscoelastic material and one for the poroelastic medium.

PLEASE NOTE:

• There is not one perfect model. Many models will achieve the aim, but some will be better than others.

• The more nodes and elements you have, the longer the solution time. The smaller the element size, the more accurate the solution. However, too many and you may be waiting hours/days for a solution. Think about how to use symmetry to reduce the problem’s geometry.

• You can use a bias in your mesh, if you wish, to concentrate nodes and elements in regions of steep gradients of fluid pressure.

Marks will be deducted if:

• Your report is late (see Penalties in the handbook) • Your report is < 750 words, or > 1250 words (0.1% per word) • You include more than 8 figures (5% per figure). Note, using a numbering system such as Figure

3a and Figure 3b will not enable to have more figures. This will still be counted as two figures. • You do not communicate in clear English. Technical clarity is of utmost importance.

You will receive a mark of zero if there is evidence of collusion or plagiarism for ALL those involved. I advise you NOT to share your electronic files with anyone. When you leave a computer, ensure you log out. You may chat and discuss the coursework, but the creation of the .feb files, along with the written report must be uniquely your own work.

 
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2100 Anthropology Exam.

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ATH2100L LAB 5: READING

 

DIRECTIONS: Please read the materials that follow and then complete the Lab 5 Quiz on PILOT.

 

By the time you finish reading these materials, you should be able to answer the following questions about primates:

1. What ancestral traits do primates share with other mammals?

2. What derived traits characterize primates compared to other mammals?

3. What is the value of studying primates to understand human evolution?

 

Primates are mammals (and therefore, so are you!)

Taxonomic classification organizes organisms based on shared characteristics due to common ancestry. The Linnean classification system is a nested hierarchy that becomes more exclusive with each taxonomic level (for example, a phylum contains more groups than a class and so on). Below is the taxonomic classification for modern humans.

 

Linnean Classification of Human

 

GENERAL KINGDOM Animalia (we’re ANIMALS)

(inclusive)

PHYLUM Chordata (we’re animals with SPINAL CORDS)

 

CLASS Mammalia (we’re a kind of spined animal MAMMALS)

 

ORDER Primates (we’re a type of mammal called a PRIMATE)

 

FAMILY Hominidae (includes us and apes, aka HOMINIDS)

 

GENUS Homo (this is us and closely related enchephalized bipeds)

SPECIFIC

(exclusive) SPECIES Homo sapiens (we’re a special group called HUMANS)

 

From this classification, we see that modern humans are grouped within the order Primates which falls within the class Mammalia. This means that humans are primates, a special type of mammal that shares a common ancestry with OTHER mammals. As a result of this ancestry, primates and mammals share many ANCESTRAL TRAITS.

 

Mammals are diverse. On the surface, it may seem hard to find similarities between humans and a dog or cat, etc. However, we all share traits found in our common mammalian ancestor that indicate a closer evolutionary relationship among all animals grouped within the Class Mammalia than other animals.

 

 

Mammalian characteristics

 

1. Homeothermy/endothermy: Mammals have the ability to regulate body temperature. This means mammals can adapt to different climates.

 

2. Heterodonty: Mammals have different types of teeth. Mammals have four kinds of teeth with different shapes and characteristics: incisors, canines, premolars, and molars. Other animals, such as crocodiles and sharks are homodonts (the teeth are all the same).

 

http://inside.ucumberlands.edu/academics/biology/faculty/kuss//courses/Digestive%20system/HomodontHeterodont.jpg

 

3. Viviparity: Mammals have internal gestation and give birth to live young (there are a few exceptions). Young are then dependent upon the mother for milk produced by mammary glands.

 

4. Pentadactyly: Mammals have five fingers and toes. The basic structure of the mammalian “hand” and “foot” is similar, but many groups have modified this condition (i.e. ungulates have hooves, felids have paws with claws). Primates retain the primitive structure of pentadactyly.

http://www.evolutionnews.org/Panda%27s%20Thumb.jpg

5. Brain: The mammalian brain tends to be larger for body size compared to other vertebrates. Mammals also have a unique area of the brain known as the neocortex. The neocortex is involved in higher level functions such as spatial reasoning and sensory perception. This area reaches its greatest expansion among primates.

 

 

What makes primates different from other mammals?

 

Primates are defined by a group of features, known as DERIVED TRAITS. Derived traits are modified from the ancestral (in this case, mammalian) condition. The tricky thing about ancestral and derived traits is that their status (or polarity) depends on the context. For example, if we are comparing mammals and primates, the features below are considered DERIVED. However, if we are comparing different groups of primates, those same features are considered ANCESTRAL because all primates share them.

 

In the next lab, you will explore more in-depth what distinguishes primates from other mammals. Here are a few key features of primates:

 

1. Vision: Vision is the most important sense for most primates. They have forward-facing eyes and stereoscopic vision. This means that a primate’s eyes are located in the front of the skull. This allows the fields of vision to overlap, and provides depth perception (very important if you primarily live in the trees). Furthermore, the primate eye socket features post-orbital closure or a post-orbital bar. You will explore this characteristic more in Lab 6.

 

2. Hands, feet, and limbs: Primates retain the ancestral condition of pentadactyly. They also have prehensile (gripping) fingers and toes, nails instead of claws (with some exceptions), tactile pads, and an opposable thumb. Primates also have very flexible and generalized limbs that allow us to locomote (move) in many different ways.

 

3. Brains and speed of growth: As mentioned above, primate brains are more complex than other mammals, and our brains tend to be larger than expected for body size (this is seen to the extreme among hominins). Primates also feature longer gestation periods and slower postnatal growth than most other mammals.

 

The utility of non-primates for understanding evolution

 

Non-human primates (NHP) are fascinating because they are so like us in both appearance and behavior (and many are very cute!) NHP studies help us to understand:

a) the relationship between dental and skeletal form and their behavioral functions (to reconstruct things like locomotion, group structure, and diet in fossil species),

b) the evolutionary underpinnings of some of our behaviors (tool use, group living, social politics, etc.)

c) evolutionary processes, adaptation, and speciation.

 

HOWEVER, we have to remember that extant NHP are not “living fossils,” and they were evolving and changing long before hominins (our ancestors) ever came on the scene. Therefore, we must be cautious in our use of NHP as analogies for hominin evolution.

 

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The Epipelagic Is Divided Into Two Components: The Oceanic Waters And The

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Question

1 of 25

The epipelagic is divided into two components: the oceanic waters and the

photic zone.

neritic zone.

pelagic realm.

upper photic zone.

subtidal zone.

Question

2 of 25

Most of the primary production carried out in the open ocean is performed by

seaweeds.

kelps.

phytoplankton.

seagrasses.

zooxanthellae.

Question

3 of 25

Net phytoplankton consist mostly of

copepods.

diatoms and dinoflagellates.

nanoplankton.

cyanobacteria (blue-green algae).

nanoplankton and diatoms.

Question

4 of 25

Typically the most abundant group in the zooplankton are the.

larvaceans.

krill.

fish larvae.

nanoplankton.

copepods.

Question

5 of 25

Which of these is least likely to be seen in the epipelagic?

Suspension feeders

Deposit feeders

Primary production

First-level carnivores

Second-level carnivores

Question

6 of 25

Which of these groups builds a mucus “house?”

Copepods

Arrow worms

Larvaceans

Planktonic snails such as pteropods

Snail larvae

Question

7 of 25

Which of the following accounts for about 50% of the primary production in epipelagic waters?

Diatoms

Cyanobacteria

Dinoflagellates

Coccolithophorids

Silicoflagellates

Question

8 of 25

The following are an adaptation to the planktonic way of life except

spines.

small size.

decrease in drag.

substitution of heavy ions by light ones.

gas-filled bladders.

Question

9 of 25

The storage of lipids within the body is an adaptation in plankton since lipids

make cells heavier.

increase body density.

contain air pockets so they help in buoyancy.

contain a larger amount of energy.

are less dense than water.

Question

10 of 25

The neuston consists of animals that

swim against currents.

sink to the bottom portion of the water column.

are top carnivores in the pelagic realm.

spend their entire lives in the plankton.

live at the surface, but remain underwater.

Question

11 of 25

Counter shading is a form of

shading with bioluminescence.

warning coloration.

structural coloration.

protective coloration.

cryptic coloration.

Question

12 of 25

The rete mirabile found in some fishes is involved in.

increasing speed.

decreasing buoyancy.

digesting food.

increasing buoyancy.

conserving body heat.

Question

13 of 25

Zooplankton that migrate vertically

hibernate at night and feed during the day.

feed at the surface during the day, and migrate below the photic zone at night.

feed in the photic zone during the day, and migrate to the surface at night.

stay below the photic zone during the day, and feed at the surface at night.

migrate up and down but always stay below the photic zone.

Question

14 of 25

Most animals in the epipelagic are omnivores. This means that they eat

producers and consumers.

part of the neuston.

zooplankton.

detritus.

phytoplankton.

Question

15 of 25

What is the relationship between dissolved organic matter (DOM) and bacteria in the epipelagic?

Bacteria feed on the DOM, making it available to other animals in the food chain that feed on bacteria.

Bacteria supply most of the DOM.

Bacteria feed on DOM and thus it is unavailable to other animals.

Bacteria cannot utilize DOM and thus feed on detritus, depleting it through most of the epipelagic.

Bacteria cannot utilize DOM, making it available to animals.

Question

16 of 25

The most common limiting nutrient in the ocean is

silicon.

oxygen.

nitrogen.

carbonate.

phosphorus.

Question

17 of 25

The fall bloom in temperate waters is caused when

primary production decreases as nutrients increase.

primary production decreases due to light limitation.

primary production decreases as nutrients decrease.

primary production increases as nutrients increase.

primary production increases as the number of zooplankton increases.

Question

18 of 25

Equatorial upwelling occurs as a result of

temperature changes at the Equator.

the divergence of equatorial surface currents.

the convergence of equatorial surface currents.

winds causing the Ekman transport of surface water offshore.

El Niño conditions north and south of the Equator.

Question

19 of 25

The Southern Oscillation can be best described as

relative changes between two pressure systems.

variation in wind speed over the Pacific Ocean.

relationship between sea-surface and high-altitude pressures.

tidal differences between the Indian and Pacific Oceans.

wind-speed differences along the Equator.

Question

20 of 25

The long spines and projections seen in many epipelagic plankton are used for

feeding.

reproduction.

increasing drag.

increasing buoyancy.

gathering nutrients.

Question

21 of 25

Most epipelagic fish have a tail that is

short and wide.

short and narrow.

short and thin.

high and wide.

high and narrow.

Question

22 of 25

Which of the following adaptations is least likely to be seen in epipelagic fish?

Stiff fins

A smooth, scaleless body

Increased white muscle

Grove in body for fins

Eyes flush with body

Question

23 of 25

The largest source of dissolved organic material (DOM) in the epipelagic is

viruses.

bacteria.

phytoplankton.

zooplankton.

nekton.

Question

24 of 25

The lateral line system in fishes functions in ________________.

sensing vibrations in the water

detecting magnetic lines of force in water

sensing light in aphotic zones

sweeping surrounding water for plankton

bioluminescence

Question

25 of 25

The remote sensing system found in dolphins and some other cetaceans is ___________.

communal mutualistic behavior

extrasensory perception

echolocation

underwater acoustic sensitivity

heightened smell

 

 

 

 
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