Research an Ecosystem (possible

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Project 1

Evaluation 31

Biology 1 (SCIH 025 062)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!

This project contains a total of 100 points possible and will count for 14% of your overall grade for this course. Be sure to read all the instructions and assemble all the necessary materials before you begin. You can complete this entire project electronically by downloading and saving this editable copy of Project 1. You can complete all three parts using your word processing program, and save them in either .pdf (Portable Document Format), or .doc (Microsoft Word Document) format. When you have completed this project you can submit it electronically through the online course management system. Remember that a file that is larger than 5,000 K will NOT go through the online system. Check the instructions in the online course for more information.

This needs to be your own work. DO NOT copy and paste information from the sources that you use. You need to write everything you learn in your own words. REMEMBER: failing to cite sources or submitting another person’s work as your own is PLAGIARISM, which will result in a failing grade.

Part A – Research an Ecosystem (possible 60 points)

Follow the procedures below to complete this part of the project. Save it as SCIH025062Project1A.doc

Objective

The objective of the first part of this project is for you to demonstrate your understanding of the complex interrelationships between organisms in an ecosystem, and their living and nonliving environment.

Procedure

Your job is to choose an ecosystem that interests you and research it. It can be one near your home, or far away. You are investigating an ecosystem NOT a biome, so if you wanted to investigate a ‘wetland’, chose a ‘wetland’ in a particular area, don’t investigate ‘wetlands’ in general.

You can organize your research in one of several different ways for submission. Be sure to pick the format that you enjoy the most to present your research and make the most of the tools that are available to you. You can choose between one of the following formats:

1. Informational brochure

2. Essay format

3. Web site

4. PowerPoint Presentation

Regardless of the format you choose, you should be sure to include all the required information as well as any pictures, graphics, web resource URLs, and other additional information that will make your project interesting as well as informational. DO NOT just fill in the outline with pertinent details. Create your project for an audience that is not familiar with your ecosystem. Include all the information they need to get the full understanding of the ecosystem that you are researching! Feel free to add pages to this document to make sure you have all the space you need.

**If you choose to complete your project in a non-document format, be sure your name, course number, and student ID are on the project so that your teacher can give you the credit you earn with your hard work.

Required Elements:

DEFINITION of an ecosystem (1.5 pts) and DESCRIPTION of the ecosystem (1.5 pts) of your choice (wetland, desert, riparian forest, etc.).

DESCRIBE and EXPLAIN aspects of the ecosystem and how they relate to one another.

A. Animals (fauna)

species that are a part of the ecosystem (3 pts)

food web (Hint: Please include an image of a food web for your ecosystem. Please explain the image such as what they eat, what the flow of energy arrows represent and how it is related to the environment.) Create your own image or properly cite from the Internet. (3 pts)

relationships to plants (Hint: Between plants and animals—this is different than explaining feeding relationships, i.e. symbiotic relationships such as mutualism, commensalism and parasitism.) (3 pts)

adaptations (Hint: What adaptations do the animals show to this specific ecosystem, to the climate, or geological features?) (3 pts)

B. Climate

seasons (Duration of/when do they occur?) (3 pts)

weather patterns. (Hint: For example, grasslands located in Nebraska would/could experience tornadoes or thunderstorms in the spring. Discuss the type of weather that occurs during each season. Try to be more specific than simply indicating it’s cold in the winter and warm in the summer.) (3 pts)

temperature range and variation (Quantify by month or season) (3 pts)

rainfall (Quantify by month or season) (3 pts)

wind (Quantify by month or season) (3 pts)

humidity (Quantify by month or season) (3 pts)

extreme events: hurricanes, tornadoes, flash floods, etc. (3 pts)

C. Plants (flora)

species that are a part of the ecosystem (3 pts)

adaptations: (Hint: What adaptations do the plants show to this specific ecosystem, to the climate, or geological features?) (3 pts)

D. Geological Features

soil/substrate types (3 pts)

terrain (mountains, plains, valleys, etc.) (3 pts)

continental orientation (coastal, island, interior, etc.) (3 pts)

rock structures (3 pts)

hemispheric orientation: where the ecosystem is on the face of Earth (3 pts)

E. Other

Indicate how humans have are positively and/or negatively affecting the ecosystem. (3 pts)

Part A of your project will be graded using the following rubric:

Objective

Exceeds minimum project expectations

Meets minimum project expectations

Approaches course expectations

Does not meet course expectations

 

60 Points Possible

60-50

50-40

40-30

29 and below

 

Demonstration of content knowledge

 

Project content applies, identifies, and uses appropriate course-related scientific concepts. Student went beyond the course-based resources to incorporate additional information.

Project content applies, identifies, and uses most of the appropriate course-related scientific concepts.

 

Project content sometimes applies, identifies or uses appropriate course related scientific concepts.

Project content does not apply, identify or use appropriate course related scientific concepts.

 

Integrating and organizing content

 

In addition to all required elements, student provided clearly articulated descriptions for someone who knows little or nothing about the topic. Student went beyond the course-based resources to incorporate additional information.

Student incorporated the required elements as well as provided clearly articulated descriptions for someone who knows little or nothing about the topic.

Student incorporated most of the required elements in the project.

Student did not incorporate the required elements in the project.

 

Use of resources

Student went beyond the course-based resources to incorporate personal ideas, additional information and described or developed additional media to enhance the activity.

Student critically analyzed resources and used most or all available course-related resources in the project.

Student used some course related resources in the project.

 

Student did not use resources effectively in the project.

 

 

Part B – Lab Activity 3 (20 points possible)

Complete MiniLab 2: Prepare a Scientific Argument on page 77 of your textbook. See Lesson 3 for additional instructions about completing this lab. Save it as SCIH025062Project1B.doc

Part C – Lab Activity 4 (20 points possible)

Complete Data Analysis Lab 4.1 of your textbook. See Lesson 4 for additional instructions about completing this lab. Save it as SCIH025062Project1C.doc

This project can be submitted electronically. Check the Project page under “My Work” in the UNHS online course management system or your enrollment information with your print materials for more detailed instructions.

Project 1 PAGE * MERGEFORMAT 102 SCIH 025

Name I.D. Number

Project 1 PAGE * MERGEFORMAT 99 SCIH 025

 
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Bio 101 Experiment Species Interactions: Competition

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How to Proceed

  • Read through the introductory materials below.
  • Open the Unit 8 Experiment Answer Sheet and complete the following Experiment exercises this unit:
    • Experiment 8 Exercise 1 – Species Interactions: Competition
    • Experiment 8 Exercise 2 – Biomes

Species Interactions: Competition – Introduction

This unit we are learning about species-species interactions and how species influence each other (see pp 428-432 and our online lecture). One important interaction is interspecific competition, in which two or more species compete for limited resources. Competition, along with predation and symbioses (e.g., commensalism, mutualism, and parasitism) are important biological interactions that affect the size of species populations.

In the first exercise, we will examine the population growth of two species of freshwater ciliates. Populations of these species initially grow exponentially (see p 408), but the population does not increase in size forever. Eventually it reaches what is known as the carrying capacity of the environment, or the maximum population size the environment can support due to limitations in food, water or other resources.

Competitive exclusion (see p 429) may occur between two species that compete for the same resources. In this situation, only one species will be successful, such that the other species is forced to move elsewhere or die out. This rarely happens in nature though, since the species on the losing end typically switches to an alternate resource. However, under artificial situations, elimination of one species can occur.

The purpose of this exercise is to use a simulation to model competitive exclusion using the microscopic organisms that Gause used to come up with his competitive exclusion principle (see p 429). You will need to use the following website. Be sure you can access it and use it:

Glencoe/McGraw Hill. No date. Population Biology
http://www.mhhe.com/biosci/genbio/virtual_labs/BL_04/BL_04.html (Links to an external site.)

When you are ready to begin, go to the above website and open the Unit 8 Experiment Answer Sheet and follow the instructions.

In Biomes – Introduction

This unit we have learned about the large scale ecosystems called Biomes. They have developed over millions of years and the flora and fauna found in each biome type have adapted to the long term climate conditions (e.g., average rainfall, average temperatures). The purpose of this exercise is to see how well you understand the biotic and abiotic factors that shaped the various biomes. Review pp 384-390 and our online lecture this unit before beginning.

You will need to use the following websites. Be sure you can access them and use them:

NASA. No date. The Great Graph Match
http://earthobservatory.nasa.gov/Experiments/Biome/graphmatch_advanced.php  (Links to an external site.)

NASA. No date. To Plant or Not to Plant
http://earthobservatory.nasa.gov/Experiments/Biome/plant_it.php (Links to an external site.)

When you are ready to begin, open the Unit 8 Experiment Answer Sheet to complete this exercise.

WEEK 8 EXPERIMENT ANSWER SHEET Please submit to the Week 8 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 8 EXPERIMENT ASSIGNMENT

· Experiment 8 Exercise 1 – Species Interactions: Competition

· Experiment 8 Exercise 2 – Biomes (Part I and II)

Experiment 8 Exercise 1: Species Interactions: Competition

In this exercise you will be evaluating the effect of competition on the population size of two species of microorganisms. Be sure you have read through the readings for Week 8 as well as the introductory information for the Week 8 Experiment. When you are ready to begin, open in the following website:

Glencoe-McGraw Hill. No date. Population Biology http://glencoe.mcgraw-hill.com/sites/dl/free/0078759864/383928/BL_04.html

Procedure

A. Click on the Information button on the bottom and read through the material before beginning. You will need to scroll down to read all of the information. Close the window when you are done. Note that the two species we will be using will be competing for the same food source; bacteria.

B. First, you need to set up the experiment by distributing the two species to the three test tubes.

a. Click on the pipette (the purple bulb) in the flask containing P. caudatum, fill it and place the contents in Tube #1.

b. Then click on the pipette in the flask containing P. aurelia, fill it and place the contents in Tube #2.

c. Finish by putting a pipette full of both species in the Tube #3.

C. Answer the question below before proceeding.

Question

1. The number of P. caudatum and P. aurelia grown alone would be expected to increase until the population size reaches the carrying capacity of the test tube. What do you think will happen in terms of population growth in Tube #3 that contains both species combined and why (2 pts)?

Procedure (continued)

D. You now need to count the number of organisms in each Tube beginning on Day 0 and continuing every 2 days until you reach Day 16. These values will need to be recorded in Table 1 below (do NOT use the Table provided by the website).

a. Click on the Microscope to get started.

b. Click on Clean microscope slides and then Take Sample.

c. Click on the first slide and drag it on to the microscope. Count the number of P. caudatum (note its shape) and multiply by 2 to get the number of cells per ml (your slide holds 0.5 ml). Record this number in the Table below; this is Day 0.

d. Next, click on the second slide and drag it to the microscope. Count the number of P. aurelia (note its shape), multiply by 2 and record this number in the Table for Day 0.

e. Finally, drag the third slide on to the microscope and count the number of each type of organism, multiply by 2 and enter the data into the Table.

f. Click on Clear Slides (on the bottom) and then on the Calendar that says Day 0 to advance it two days.

g. Repeat steps b – f until you reach 16 days.

h. As the days go on, you will have more and more individuals to count. Click on the Grid On button on the microscope to make them easier to count.

Table 1. Results (4 pts).

  Grown Separately (cells per ml) Grown Together (cells/ml)
Day P. caudatum P. aurelia P. caudatum P. aurelia
0        
2        
4        
6        
8        
10        
12        
14        
16        

E. Now it is time to analyze your data.

a. You will need to generate two graphs, one which depicts the number of both species per day of culture when grown separately and one that depicts the number of both species per day of culture when grown together.

b. You must use the Scatter type graph in Excel and each graph should have two lines (one for each species).

c. Be sure you label your axes and your series; meaning you will need to indicate which line pertains to P. caudatum and which to P. aurelia.

Paste your two graphs below (4 pts):

Questions

2. What were the carrying capacities (maximum population size) for the two species when grown separately and on what day were they reached (1 pts)?

3. Describe what happened when the two species were grown together and explain why. Be sure to discuss the magnitude and timing of each species’ carrying capacity compared to when they were grown separately (3 pts).

4. Do these results support the principle of competitive exclusion; why or why not? Be sure to cite your sources. (4 pts).

Experiment 8 Exercise 2: Biomes

In these two relatively short exercises, we will be examining the biotic and abiotic factors that define a biome. You should have completed the readings for this week before beginning.

Procedure – Part I: The Great Graph Match

A. Open the following website:

NASA. No date. The Great Graph Match http://earthobservatory.nasa.gov/Experiments/Biome/graphmatch_advanced.php

B. In the Great Graph Match, you will need to match abiotic information (annual rainfall and temperatures) to the appropriate biome. Follow the instructions on the page and fill-in the Table below. For the Explanation column, you need to briefly explain why you chose the biome you did based on the data presented.

C. Be sure to provide complete citations for the sources used.

Table 2. Locations, biomes and explanations (4 pts).

Location Biome Explanation
Frogmore, England    
Goteborg, Sweden    
Koombooloomba, Australia    
Barrow, Alaska    
Alice Springs, Australia    
San Bernadino, California    
Centralia, Kansas    

Citations:

Procedure – Part II: To Plant or Not to Plant

A. Open the following website:

NASA. No date. To Plant or Not to Plant http://earthobservatory.nasa.gov/Experiments/Biome/plant_it.php

B. In the To Plant or not to Plant, you will need to determine which in which biomes to plant various plants, based on the information presented. Follow the instructions on the page and fill-in the Table below. For the Explanation column, you need to briefly explain why you chose the biome you did.

C. Be sure to provide complete citations for the sources used.

Table 3. Plants, biomes and explanations (4 pts).

Plant Biome Explanation
Creosote bush    
Spruce    
Flowering dogwood    
Orchid    
Lichen    
Bluestem grasses    
White sage    
Saguaro cactus    

Citations:

Week 8 Questions

1. Are most invasive (exotic) species K-selected or r-selected species? Explain your choice and why that makes sense in terms of their ecological success.

 

Citation(s):

2. Briefly define a community and an ecosystem and describe how the two are interrelated.

 

Citation(s):

3. Which of the following levels of organization are in order, from simplest to most complex.

a.  population, organism, community, ecosystem b.  community, ecosystem, population, organism c.  organism, community, population, ecosystem d.  population, ecosystem, organism, community e.  organism, population, community, ecosystem

4. Mosses growing on bare rock will eventually help to create soil.  These mosses are involved in ___ succession.

a.  primary b.  secondary c.  tertiary

5. If a farmer sprays a pesticide onto a field and kills half of the insect pests, he has caused a reduction in________.

a.  field capacity b. carrying capacity c. population size d. More than one of the above

6. What type of survivorship curve would you expect for a plant species in which only a few seeds are produced and most of these survive to produce adult plants?

a.  type I b.  type II c.  type III

7.  An ecological niche is an organism’s_______ in an ecosystem.

a. location b.  habitat         c.  resources         d.  function

8. No matter how rapidly populations grow, they eventually reach a limit and begin to stabilize. This is called the ______________.

9. Unicellular algae live in the tissues of coral animals.  The algae provide food for the coral, while the coral provides a stable home for the algae. This is an example of

a.  Parasitism b.  Commensalism c.  Mutualism

10. The vast majority of energy taken into an ecosystem is____________.

a.  converted into biomass by plants. b.  utilized by secondary consumers. c.  lost as heat. d.  used by the primary consumers. e.  concentrated in the decomposers.

11. A farmer is using an insecticide to treat his crops. While most insects do not survive their first exposure to the insecticide some have a gene that enables them to survive. When these survivors reproduce they will likely pass along this resistance to their offspring. This results in an increase in numbers of the insects over time. Which of the following processes applies to this survival?

a. cloning b. mutation c. natural selection d. genetic engineering

12. What is the ecological relationship between insects and crops?

a. mutualism  b. competition c. predation

13. Sea anemones growing on the backs of crabs without damaging the crabs are an example of

a.  Parasitism b.  Commensalism c.  Mutualism

14. Which of these is a population density-independent regulating factor?

a.  Competition b.  Predation c.  Size of population d.  Weather e.  Resource availability

15. Producers are_________.

a.  Autotrophs b.  Herbivores c.  Omnivores d.  Carnivores

16.If biological magnification occurs, the ___ will have the highest levels of toxins in their systems.

a.  producers b.  herbivores c.  primary carnivores d.  top carnivores

17. Given the amount of sunlight that hits the plants on our planet, and the ability of plants for rapid growth and reproduction, how come we aren’t all hip deep in dead plants?

 

Citation(s):

 

Week 8 Experiment Grading Rubric

Component Expectation Points
Experiment 8 Exercise 1 Correctly conducts experiment, records data (Table 1) and generates two graphs. 8 pts
Experiment 8 Exercise 1 Demonstrates an understanding competition between species and the effect it has on population growth (Questions 1-4). 10 pts
Experiment 8 Exercise 2 Develops an appreciation of the diversity of ecosystems around the globe and understands the environmental conditions that lead to their development (Tables 2 and 3). 8 pts
TOTAL  

 26 pts

Updated October 2013

 
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Diamond Biology B – Spring — Orange — Quintero, Crystal – Activities

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Bio U7 Practice Test 1 A

1.

2.

Which of these point mutations to DNA triplet CGG would affect the protein made?

A lone wolf travels hundreds of miles from his original pack and joins a new pack in a different range, affecting the gene pool through which mechanism?

CGA

CGT

TGG

AGG

recombination of alleles

genetic drift

no effect

gene flow

 

 

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3.

4.

5.

6.

Which of these correctly shows ecological succession in a lava field?

Bob has red hair. Where is the genetic code for red hair found?

In primroses, red, the dominant flower color, has incomplete dominance or intermediate expression. What will happen to the offspring if a heterozygous red primrose is bred with a homozygous white primrose? White is recessive.

A palm tree’s roots grow downward to the water source and anchor the tree so it is not easily uprooted by the wind. The roots growing downward is what type of plant response?

Soil is created. Moss and lichen arrive by birds to barren lava field. Fountain grass grows. Monkeypod trees grow.

Moss and lichen arrive by birds to barren lava field. Soil is created. Fountain grass grows. Monkeypod trees grow.

Moss and lichen arrive by birds to barren lava field. Fountain grass grows. Monkeypod trees grow. Soil is created.

Soil is created. Moss and lichen arrive by birds to barren lava field. Monkeypod trees grow. Fountain grass grows.

tRNA in the cytoplasm

DNA in the nucleus

in the mRNA in the ribosomes

the proteins assembled by the ribosomes

100% will be pink.

100% will be white.

50% will be red; 50% will be pink.

50% will be pink; 50% will be white.

photoperiodism

photosynthesis

phototropism

geotropism

 

 

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7.

8.

9.

How would deforestation in the Amazon affect the carbon cycle?

An ivy is placed on a counter. The vines begin to grow toward a window. What plant response causes this?

Transcription occurs in which organelle?

Carbon in biomass stays the same.

Carbon in biomass increases.

Atmospheric carbon increases.

Atmospheric carbon decreases.

photoperiodism

phototropism

photosynthesis

geotropism

nucleus

mitochondrion

ribosome

chloroplast

 

 

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10.

11.

Which of these molecules represents a protein?

Howard looks at a sample of pond water in the microscope. He sees cyanobacteria and plasmodium, a type of protist. What is one difference between the plasmodium and the cyanobacteria?

The plasmodium has a nuclear membrane.

The cyanobacteria is unicellular.

The cyanobacteria has a nuclear membrane.

The plasmodium is unicellular.

 

 

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12.

13.

14.

15.

A lizard in a desert is colored brown to match the color of the sand. A few lizards have an adaptation that makes their top half blue. A new shrub with blue flowers is introduced to the desert. What is likely to occur in future generations?

In field mice, brown fur is dominant and white fur is recessive. If a field mouse that is heterozygous for brown fur breeds with a field mouse that is homozygous for white fur, what is the probability that their offspring will have white fur?

Every tRNA has an anticodon. What is the purpose of an anticodon?

A human baby weighs 8 pounds at birth and 150 pounds as an adult. Which statement is true about the person’s growth?

The population of brown and blue lizards will stay the same.

The population of brown lizards will increase.

All the brown lizards will die out and only blue lizards will be left.

The population of blue lizards will increase as they can use the flower for shelter and camouflage.

100%

75%

25%

50%

Anticodons tell the tRNA when to begin retrieving amino acids.

Anticodons help the tRNA retrieve the correct amino acid.

Anticodons tell the tRNA when to stop retrieving amino acids.

Anticodons help the tRNA retrieve the correct nucleic acid.

The number of cells increased because of mitosis.

The cells grew bigger during the G1 and G2 growth phases.

The cells grew bigger as the person developed.

The number of cells increased because of meiosis.

 

 

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16.

17.

18.

19.

The zebra mussel is an invasive species. Which statement is most likely true if the zebra mussel is introduced to a new environment without predators?

Proteins are assembled on which part of the cell?

This type of cell can develop into different types of blood cells in a body.

A Pacific island receives a large quantity of precipitation. This enables bacteria to grow and reproduce rapidly. What is true of an island in the tropics?

Zebra mussels will disrupt the community and cause native species to decline as they eat all the food.

Zebra mussels will not cause a significant change in the community.

Zebra mussels will become the keystone species.

Zebra mussels will become part of the climax community.

smooth ER

rough ER

Golgi apparatus

nucleus

pluripotent stem cell

totipotent stem cell

ectoderm

multipotent stem cell

The bacteria eat oil in an oil spill.

People are more easily infected with bacterial disease.

Decomposition of a dead mouse occurs rapidly.

Bacteria are in competition with fungi.

 

 

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20.

21.

22.

23.

Fossils of whales and whale ancestors show a change in species over time. The ancestral species are no longer in existence. What type of evolution most likely occurred with whales?

A golf course is next to a river. The fertilizers they use for the golf course get washed into the river. What might happen as a result of the excess fertilizer?

What is the name of the organization level that is missing from this picture?

A runner uses all available oxygen for respiration. She then notices that her legs are becoming sore. Which of these statements is most representative of respiration?

equilibrium

punctuated gradualism

punctuated equilibrium

gradualism

The water warms due to excess nitrogen.

Fish die due to algae blooms.

Nitrogen-fixing bacteria die off.

Fish die due to nitrogen-fixing bacteria.

organelle

tissue

cell

organ

Her body is producing lactic acid because she is breathing too hard.

Her body is producing lactic acid as a result of doing aerobic respiration.

She has been running too long.

Her body is producing lactic acid as a result of doing anaerobic respiration.

 

 

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24. What type of molecule is shown in the picture?

amino acid

nucleic acid

RNA

DNA

 

 

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25. Which two species are the most closely related?

guinea pig and rabbit

tree shrew and manatee

duck-billed platypus and elephant shrew

lemur and bonobo

 

 

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26.

27.

Look at the cross-section of a woody stem. Where is the xylem tissue located?

Cockroaches have low genetic diversity, yet are in no danger of going extinct. Which statement is most correct about the reproductive success of cockroaches?

only in the roots and not shown in the picture

toward the outside of the stem

throughout the stem

toward the center of the stem

Cockroaches have adaptations to be able to live in any environment.

Cockroaches have adaptations that allow for interbreeding without any harm.

Cockroaches have evolved to be generalists.

Cockroaches are the “fittest” of all beetles.

 

 

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28. Identify Creature X using the dichotomous key.

Creature X

Creature Y

 

 

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1 – a. Organism has a small head – go to 2 b. Organism has a large head – go to 3

2 – a. Organism has a narrow body – go to 6 b. Organism has a round body – go to 7

3 – a. Organism has a narrow body – go to 4 b. Organism has a round body – go to 5

4 – a. Organism has a curly antennae – go to 9 b. Organism has a straight antennae – go to 17

5 – a. Organism has short arms – go to 18 b. Organism has long arms – go to 19

6 – a. Organism has a curly antennae – go to 11 b. Organism has a straight antennae – go to 12

7 – a. Organism has a curly antennae – Roundus tricurlus b. Organism has a straight antennae – go to 8

8 – a. Organism has spots – Roundus trispottis b. Organism has no spots – Roundus squintus

9 -“ a. Organism has round eyes – Narrowus trifurrus b. Organism has narrow eyes – go to 16

10 – a. Organism has round eyes – Roundus diheadfuzzus b. Organism has narrow eyes – Roundus difuzzus

11 – a. Organism has round eyes – go to 15 b. Organism has narrow eyes – Narrowus trispottis

12 – a. Organism has short arms – go to 13 b. Organism has long arms – go to 14

13 – a. Organism has fur – Narrowus difuzzus b. Organism has no fur – Narrowus bareus

14 – a. Organism has spots – Narrowus longspottis b. Organism has no spots – Narrowus tippus

15 – a. Organism has a tail – Narrowus trifuzzus b. Organism has no tail – Narrowus quadspottis

16 – a. Organism has two feet – Narrowus curlus b. Organism has three feet – Narrowus squintflippus

17 – a. Organism has spots – Narrowus dispottis b. Organism has no spots – Narrowus fuzzflippus

18 – a. Organism has a curly antennae – Roundus bareus b. Organism has a straight antennae – Roundus puffus

19 – a. Organism has two feet – go to 10 b. Organism has three feet – Roundus headfuzzus

Narrowus trispottis

Narrowus longspottis

Roundus tricurlus

Narrowus dispottis

 

 

4/28/2020 Diamond Biology B – Spring — Orange — Quintero, Crystal – Activities

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29.

30.

31.

32.

What is one difference between photosynthesis and respiration?

A cat is in the same order as a dog, the same class as a monkey, and the same family as a tiger. Which animal is the cat least related to?

An eagle and a grizzly bear both hunt for salmon. What type of relationship does the eagle have with the salmon?

Cells need nutrients to perform their many functions. Which two organ systems interact to deliver nutrients to the cell?

Respiration is done by plants.

Photosynthesis creates useful energy.

Photosynthesis uses glucose as a reactant.

Respiration uses glucose as a reactant.

cat

dog

tiger

monkey

competition

commensalism

mutualism

predation

muscular and digestive

endocrine and digestive

circulatory and digestive

reproductive and digestive

 

 

4/28/2020 Diamond Biology B – Spring — Orange — Quintero, Crystal – Activities

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33.

34.

35.

Why is crossing over in meiosis important?

A cheetah is adapted for running at high speeds. This helps the cheetah be able to catch a gazelle. Lions also eat gazelles. What type of relationship does the cheetah have with a lion?

An influenza virus attacks a human. Which two organ systems fight the virus?

It aids in cytokinesis.

It decreases the probability for mutations.

It makes four unique daughter cells.

It increases genetic diversity.

predation

competition

mutualism

commensalism

nervous and cardiovascular

endocrine and immune

circulatory and immune

digestion and endocrine

 

 

4/28/2020 Diamond Biology B – Spring — Orange — Quintero, Crystal – Activities

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36.

37.

Which level of this trophic pyramid represents 10% of the energy?

Which two body systems would defend a person from a fire?

primary consumers

tertiary consumers

producers

secondary consumers

immune and integumentary

nervous and cardiovascular

integumentary and nervous

muscular and endocrine

 

 

4/28/2020 Diamond Biology B – Spring — Orange — Quintero, Crystal – Activities

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38.

39.

Which organisms are missing from this food web?

Which type of tissue forms the woody portion of a sycamore tree?

producers and decomposers

tertiary consumers and producers

producers

microorganisms

primary xylem

secondary phloem

primary phloem

secondary xylem

 

 

4/28/2020 Diamond Biology B – Spring — Orange — Quintero, Crystal – Activities

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40. Photosynthesis occurs in the ___ organelle in phytoplankton.

ER

mitochondria

chloroplast

nucleolus

 
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Experiment exercises will deal with Diffusion and Osmosis

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This unit’s Experiment exercises will deal with Diffusion and Osmosis. Read through the introductory material located below and complete the questions found in the Unit 3 Experiment Answer Sheet.

How to Proceed

  • Read through the Experiment Exercise Introductions below.
  • Open the Unit 3 Experiment Answer Sheet and complete the following Experiment exercises this unit:
    • Experiment 3 Exercise 1 – Diffusion (~1 hr)
    • Experiment 3 Exercise 2 – Osmosis (~1.5 hrs)
  • Save your completed Unit 3 Experiment Answer Sheet and submit it no later than Sunday midnight (CT).

Diffusion – Introduction

This unit we are learning about the structure and function of cells. The plasma membrane, for example, is an important structure of all cells and it is responsible for regulating the passage of materials into and out of the cell. Plasma membranes are differentially (selectively) permeable, meaning some substances are allowed to enter and exit the cell, while the movement of other materials is either carefully regulated or blocked. Two ways in which materials can move freely across the cell membrane are diffusion and osmosis.

Diffusion is the movement of solutes (material dissolved in liquid) from an area of high concentration to an area of low concentration. If these areas are separated by a membrane, that membrane may or may not be permeable to the solute. The membrane is always permeable to water though and the movement of water across a membrane is a special form of diffusion called osmosis.

In our first exercise, we will examine diffusion of solutes through a semipermeable membrane and the factors that affect their movement. You’ll want to be sure to review our online lecture this unit on Cell Structure and pp 83 – 86 in your book. View the following two animations BEFORE starting this exercise:

McGraw-Hill. 2006. How Diffusion Works
http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html (Links to an external site.)

McGraw-Hill. 2006. How Osmosis Works
http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html (Links to an external site.)

When you are ready to begin, open the Unit 3 Experiment Answer Sheet and answer the questions associated with the first exercise.

Osmosis – Introduction

In our second exercise this unit, we will to take a closer look at osmosis; the movement of water across a membrane. The direction water moves depends on the relative concentration of solute molecules on either side of the membrane (in this case, these solutes are not able to cross the membrane). Furthermore, the presence or absence of cell walls (e.g., in plant cells) influences how cells respond to osmotic fluctuations in their environment. This exercise will examine the forces that determine whether water moves into or out of a cell.

We will be using the following website in this exercise. Be sure you are able to access and use this website before starting.

The Biology Place. No Date. Osmosis: Movement of Water across Membranes
http://www.phschool.com/science/biology_place/biocoach/biomembrane1/osmosis.html  (Links to an external site.)

Open the Unit 3 Experiment Answer Sheet and complete the questions for this exercise.

WEEK 3 EXPERIMENT ANSWER SHEET Please submit to the Week 3 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 1 EXPERIMENT ASSIGNMENT

· Experiment 3 Exercise 1 – Diffusion: Movement of Solutes across a Membrane

· Experiment 3 Exercise 2 – Osmosis: Movement of Water across a Membrane

Experiment 3 Exercise 1: Diffusion – Movement of Solutes across a Membrane

We will be using dialysis tubing to simulate a semipermeable membrane. This tubing allows small molecules (e.g., water, ions, glucose) to pass while preventing large molecules (e.g., macromolecules like proteins, starch, glycogen) from moving across. Be sure you have read over the suggested material before starting this exercise and that you have reviewed the following animations:

McGraw-Hill. 2006. How Diffusion Works https://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html

McGraw-Hill. 2006. How Osmosis Works https://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

Experimental Design

A. The dialysis bag we will use is permeable to water and small molecules (e.g., less than 500 g/mol) and impermeable to large molecules (e.g., more than 500 g/mol).

B. The dialysis bag is filled with a mixture of glucose (molecular weight = 180 g/mol) and protein (molecular weight = 10,000 g/mol) dissolved in water. A small subsample of the dialysis bag contents is saved and will be used in Step 4.

C. The dialysis bag is then placed into a beaker of water. A small subsample of beaker water is also saved and is to be used in Step 4 as well.

image1.png

The presence or absence of glucose and protein will be determined using indicators. Indicators change colors in the presence certain materials. The two tests that we’ll use are the Benedict’s test for simple sugars (e.g., glucose) and the Biuret test for the presence of proteins.

· If glucose is present, the Benedict’s indicator will turn green. If no glucose is present, the solution will be blue.

· If protein is present, the Biuret indicator will turn violet. If the solution remains clear, then no protein is present.

D. The subsample of dialysis bag solution and the beaker water are tested for the presence of glucose and protein. See Table 1 below for the results.

E. The dialysis bag is then left in the beaker of water for 60 minutes.

F. At the end of 60 minutes, the dialysis bag solution and the beaker water are again tested for the presence of glucose and protein. See Table 1 below for the results.

Table 1. Results of testing of the dialysis bag and beaker contents at the beginning and end of the Experiment.

  Test for Glucose Test for Protein
  Beginning End Beginning End
Dialysis Bag Green Green Violet Violet
Beaker Blue Green Clear Clear

Questions

1. Summarize the results regarding the presence (+) or absence (-) of glucose and protein in the dialysis bag and beaker in Table 2 below (4 pts):

Table 2.

  Glucose Protein
  Beginning End Beginning End
Dialysis Bag        
Beaker        

2. Explain the movement or lack of movement of protein and glucose across the dialysis bag membrane (4 pts)

3. Which solution, that in the bag or that in the beaker, is hypotonic compared with the protein solution (2 pts)?

4. What factors affect the movement of molecules across a semipermeable membrane? Which factor plays the greatest role in biological systems (4 pts)?

5. Briefly explain what active transport is and how it differs from passive transport, especially in terms of concentration gradients (4 pts).

 

Experiment 3 Exercise 2: Osmosis – The Movement of Water across a Membrane

Before starting, let’s see what you know about the terms hypotonic, isotonic and hypertonic. Examine the diagrams below. Note that the small green circles represent dissolved solutes like salt, glucose, and amino acids. You can assume that the additional space surrounding the solutes is water and that the tan area is INSIDE the cell.

image2.png

Question

1. Define each term below in terms of solute concentration outside compared to the inside of the cell. You do not need to explain which direction water will move (3 pts).

a. Hypotonic –

b. Isotonic –

c. Hypertonic –

Procedure

A. Open the following website to get started:

The Biology Place. No Date. Osmosis: Movement of Water across Membranes http://www.phschool.com/science/biology_place/biocoach/biomembrane1/osmosis.html

B. Read over the information presented and then Click on image3.png

C. Then, Click on image4.png. Read through the information presented and be sure to click on Animate beneath the illustration.

Questions

2. What concentration of salt is isotonic to animal cells (1 pts)?

3. When cells are in isotonic solution, is there movement of water into or out of the cell? If so, describe this movement (3 pts).

 

Procedure (continued)

D. Click on image5.png.

E. Read through the information presented and be sure to click on Animate beneath the illustration. When ready, answer the following question.

Question

4. Describe the net movement of water molecules when cells are placed in a hypotonic solution. Explain why water moves this way (3 pts).

 

Procedure (continued)

F. Click on image6.png

G. Read through the information presented and be sure to click on Animate beneath each of the illustrations. Answer the following questions. Your answers should incorporate the terminology used in the animations.

Questions

5. What happens to an animal cell when placed in a hypotonic solution (2 pts)?

6. What happens to plant cells when placed in a hypotonic solution? What accounts for the difference in outcomes between animal cells and plant cells (3 pts)?

 

Procedure (continued)

H. Click on image7.png

I. Then, Click on image8.png. Read through the information presented and be sure to click on Animate beneath the illustration. Answer the following question.

Question

7. Describe the net movement of water molecules when cells are placed in a hypertonic solution. Explain why water moves this way (3 pts).

 

Procedure (continued)

J. Click on image9.png

K. Read through the information presented and be sure to click on Animate beneath the illustration. Answer the following questions.

Questions

8. Compare and contrast what happens to plant and animal cells when placed in a hypertonic solution. Be sure to use proper terminology (4 pts).

9. Based on what you learned in this exercise, explain why salt might make a good weed killer (3 pts).

 

Week 3 Experiment Grading Rubric

Component Expectation Points
Experiment 3 Exercise 1 Interpretation of results and demonstrated understanding of diffusion (Table 2 and Questions 1-5). 18 pts
Experiment 3 Exercise 2 Demonstrates understanding of isotonic solutions and no net movement of water (Questions 1-3). 7 pts
  Demonstrates understanding of hypotonic solutions and the movement of water (Questions 4-6). 8 pts
  Demonstrates understanding of hypertonic solutions and the movement of water (Questions 7-9). 10 pts
TOTAL  
 
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