Individual Project

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Individual Project

Purpose: The purpose of this assignment is to use cladograms from the textbook, scholarly websites, primary literature, and your accumulated knowledge of the evolutionary relationships of Animals, as a guide to reconstruct an accurate cladogram of 15 Animal species. You will also analyze musculoskeletal system diversity within Animals.

Skills: This assignment will help you practice the skills required by professionals, including:

· Practice synthesizing, comparing & contrasting, and presenting information in summative charts/tables.

· Practice using models (cladograms, in this case) to organize new information, and to create visual representations of that information.

· Searching for and identifying relevant peer-reviewed literature to help you construct your cladogram, and citing it using APA style.

Task:

· Observe 15 Animal species in or around Seattle. You can do this in a variety of ways: If you don’t mind paying, you may visit the Seattle Aquarium or Woodland Park Zoo. If you would rather not pay, then you may visit the Burke Museum of Natural History and Culture, for free, on the first Thursday of any month. If you want to make it really fun, find 15 species on your own: there are dozens of visible bird species alone in Seattle public parks, and Arthropods of all variety. If you choose this latter method, the Map of Life is a valuable tool for accurately identifying animal species.

· Accurately identify each species, noting both common and scientific name on your cladogram. Use current, published cladograms or phylogenetic trees (taken from your book, the following websites, or recent, peer-reviewed research papers) as guides to reconstruct an accurate cladogram ( without polytomies ) of the animals you observed (15 points).

· Map the evolution of each musculoskeletal system onto your cladogram, indicating which type of system each of your species possesses (10 points).

· Cite all references that you used to reconstruct your tree in a Works Cited section; two useful websites you may want to use and cite are: Burke Museum , UCMP Berkeley .

· Create a table that compares and contrasts the anatomy, functions, and mechanisms of action of each of the three types of musculoskeletal systems found in Animals, regardless of whether all three appear in your Animal species.

Rubric:

· Accurate cladogram of 15 species labeled with both common and scientific name.

· Evolution of each type of endoskeleton mapped onto your cladogram and identification of which type of skeleton each species possesses.

· A summative table that compares and contrasts each of the three major types of musculoskeletal systems (whether or not all three are represented in your species) in the following categories:

· Materials that comprise the structure of each type of skeleton.

· Primary functions of each type of skeleton.

· Muscle attachment sites, if any.

· Mechanism of action of each musculoskeletal system.

· Advantages and Disadvantages of each type of skeleton.

 
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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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