Principles of taxonomy

To introduce you to principles of taxonomy as you look at morphological characteristics of sea shells and construct an evolutionary tree.

Directions
Go to the link http://media.hhmi.org/biointeractive/click/shells_online/index.html and work through the lab sorting sea shells based on morphological characteristics to study evolutionary relationships.
Please take notes for your laboratory report. You will add an introduction later. Write a short note describing each step of identifying and selecting snails as you work through the lab. Please take a screen shot of the final drawing showing the evolutionary relationship of all snails listed.
Please answer the following questions:

Why was the scallop among the snails? (HINT: Watch “Dr. Olivera discusses major molluscan groups”)
What additional tests could be used to examine evolutionary relationships among molluscs (snail species)? (HINT: Watch “Dr. Olivera discusses how to classify shells”)
How was the name of different cone snail specied decided? (HINT: Watch the video “Dr. Olivera discusses species names”)
Where are cone snails found and what are their feeding habits? (HINT: Click on snail images on the final evolutionary tree for more information about species).
Describe the evolutionary history of snails (Molluscs). In which eon, era and period did the first snails evolve? (HINT: Textbook, chapter 14.3)
The laboratory report will have a title page (APA format), and an introduction. Summarize the life history of cone snails. List your steps to classify the snails under methods, post the final picture of snail specis under results and discuss limits of morphological classification in the discussion section of the lab report. Suggest additional tests which may clarify cone shell taxonomy. You should also have a reference section, with the textbook and web page listed in APA format.
Save your completed lab report in .rtf, .doc, or .docx format. Name it as “Taxonomy Lab Report_Your Last Name.”
Submit your lab report via the submission link above. Please only submit the completed lab report for grading.
Please review the grading rubric for the assignment for additional details and grade criteria.

 
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BIOLOGY 2

Directions

Accurately measuring the volume of liquids, weighing chemicals, and adjusting the pH of solutions are routine procedures in a working laboratory environment. This assignment is designed to provide you with an overview of the general skills and knowledge you would need to perform such tasks.

Before completing this assignment, you should ensure you have read your textbook – particularly the section entitled pH, Buffers, Acids, and Bases. Answers should be concise and well written. Make sure you correctly explain your thought process and provide all the necessary information.

 

Question 1 

The pH of a solution describes its acidity or alkalinity: Describe how pH and H3O+ concentration are related and explain why diluting an acid raises the pH, but diluting a base lowers the pH.

 

Question 2

Phosphate Buffered Saline (PBS) is a commonly used buffer for experiments in biology because its pH and ion concentrations are similar to those in mammalian organisms. It works in a similar fashion to the blood plasma buffer mentioned in the textbook, but using dihydrogen phosphate ions and hydrogen phosphate ions for buffering through the following chemical reaction:

H2PO4- (aq)  ⇆  H+(aq) + HPO42–(aq)

 

The equilibrium arrows depict that the phosphate ion (H2PO4- ) is dissociating further into two component ions in solution, but at the same time H+ and HPO42- ions are combining simultaneously to form phosphate in solution. So, at any given point in time, and under the appropriate conditions, there is an equal quantity of dissolved ions and combined ions in solution. There is therefore always a hydrogen ion donor and an acceptor in solution.

 

Based on the equation above, which ion plays the role of hydrogen-ion donor (acid) and which ion plays the role of hydrogen-ion acceptor (base) in PBS?

 

Question 3

 

The composition of PBS is 0.137M NaCl, 0.012M Phosphate, 0.0027M KCl, pH 7.4. Below is the protocol to make 1 litre of 10x concentrate PBS.

Combine the following:

· 80g NaCl

· 2g KCl

· 14.4g Na2HPO4 (dibasic anhydrous)

· 2.4g KH2PO4 (monobasic anhydrous)

· 800mL distilled H2O

1. Adjust pH to 7.4 with HCl

2. Add H2O to 1L

3. Autoclave for 20 minutes on liquid cycle. Store at room temperature.

Which ions are being produced by this process, assuming that each of the chemical compounds dissociate into their constituent parts once they are dissolved in water?

Question 4

Preparation of the correct buffer is key to any good biological experiment and it is important that you understand how to calculate the mass of each chemical required to make that buffer and what the resulting concentration of those constituents will be in moles per litre.

Your text book explains that moles are just a way to express the amount of a substance, such that one mole is equal to 6.02 x 1023 particles of that substance. These particles can be can be atoms, molecules, ions etc, so 1 mole of water is equal to 6.02 x 1023 water molecules, or 1 mole of Na+ is equal to 6.02 x 1023  Na+ ions. Since different chemicals have different molecular weights (based on the number of protons and neutrons each atom contains) 1 mole or 6.02 x 1023 atoms of oxygen (O) will have a mass of 16g whereas 1 mole or 6.02 x 1023 atoms of sodium (Na) will have a mass of 23g

If you need more information on moles, please read Encyclopedia Britannica’s Moles website.

Although you may sometimes see it written as g/litre, the concentration of solutions is more often described in term of molarity since it better defines the chemical properties of a solution because it is proportional to the number of molecules or ions in solution, irrespective of molecular mass of its constituents. However, it is not possible to measure moles on a laboratory balance, so in the first instance chemicals are measured by mass (milligrams, grams, kilograms etc) and the number of moles is calculated using the known molecular mass (often called molecular weight and abbreviated to M.W.) of the chemical. As indicated earlier, the molecular mass of a chemical is based on the number of protons and neutrons that is contained in each atom (eg NaCl is made up of one molecule of Na, M.W. = 22.99g and one molecule of Cl, M.W. = 35.45g, so the M.W. of NaCl is 58.44g). These values can be found in the periodic table however the molecular mass of chemicals is generally provided by any vendors of the products and so can also be found on various suppliers’ websites.

 

When the concentrations of solutions are as described as ‘molar’, this refers to number of moles per litre eg a 3-molar solution of NaCl will contain 3 moles of NaCl in 1 litre of water. As indicated above, the M.W. of NaCl is 58.44g, so in 58.44g there are 6.02 x 1023 NaCl molecules ie 1 mole. So, for 3 moles of NaCl you would need to dissolve 175.32g in 1 litre of water (175.32/58.44 =3) whereas If you only dissolved 29.22g of NaCl in 1 litre of water this would result in a 0.5 molar solution (29.22/58.44= 0.5)

 

1. As directed you need to check the periodic table and pick up the atomic masses for each of the component atoms in the compounds. For example, for NaCl you need to pick the atomic weight of both sodium and chlorine and then add them to two decimal places to obtain the molecular mass of NaCl. Be sure to multiply the atomic masses by the number of individual atoms of the same element present in each compound before finally adding to the masses of other component atoms of other elements to make up the total molecular masses.

 

2. From there you can calculate the number of ‘moles’ of each compound by multiplying the provided weight of compound used in the PBS solution by their respective molar mass conversion factors (i.e. 1L divided by the molecular mass you have calculated in the first step)

 

3. Now, the molarity in Mol per Litre (mol/l) is given by the ‘number of moles’ of each compound (calculated in step 2 above) divided by the given volume of the solution.

For more information on how to calculate morality, refer to wikiHow’s 4 Ways to Calculate Molarity.

Using periodic table found in your textbook, calculate (to 2 decimal places) the molecular mass for each of the compounds used to make PBS.

Create the following table and fill it in with the mass of each component required to make 1 litre of 10 x PBS (the recipe for 10x PBS is below question 2) and their final molar concentration in the buffer calculated as described above.

 

Compound formula

 

 

Molecular mass (in g/mol) Mass of compound per litre of 10x PBS (in g) Molar concentration (in mol/l)
NaCl      
KCl      
Na2HPO4      
KH2PO4      

 

Question 5

As previously stated, the concentration of NaCl, KCl and Phosphate in working strength 1 x PBS is 0.137M NaCl, 0.012M Phosphate, 0.0027M KCl,  pH 7.4   How do they compare to the concentrations you calculated for 10x PBS?

 

Watch the following videos and answer the remaining questions

ï‚· “Using an Electronic Balance” from Bio-Rad tutorials

ï‚· “Using a pH Meter” from Bio-Rad tutorials

ï‚· “ Making a PBS solution ” from Community College Consortium for Bioscience Credentials

Question 6

What is the first thing to do after putting a weighing boat on the balance?

 

Question 7

If you have excess reagent on the weighing boat, what should you avoid doing and why?

 

Question 8

If you had the choice between a 1-litre beaker and a 1 litre graduated cylinder, which one should you use to measure volumes with maximal precision when making 1 litre of PBS? (you can perform an internet search to find this if you are not sure of the answer)

 

Question 9

What should be done before measuring an unknown pH of a solution using a pH meter?

 

Question 10

The recipe for PBS says to dissolve compounds in 800 ml of water, adjust the pH to 7.4, then add water up to 1 litre. The final pH should still be 7.4, because the pH of buffer solutions remains stable when they are diluted as long as the concentration of its constitutive acid and base is not too low.

 

Why do you think the protocol does not say to dissolve compounds directly in 1 litre of water?

 

Question 11

The PBS protocol above says to adjust pH to 7.4 with HCl. What does this imply on the pH of 10x PBS before adjusting the pH, would it be greater or smaller than 7.4?

 

Question 12

The last step in the protocol is to autoclave the 10x PBS solution. Why do you think this step is important? Look up the definition of autoclave if you are unsure what it means.

 

Question 13

Taking into account your response to question 5, now that you have made a 10x PBS solution, describe how you would prepare 1 litre of 1x working solution PBS, including which glassware you would use. Will you need to adjust the pH again?

 

www.UoPeople.edu

 
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The Lower Limit Of The Intertidal Zone Is The

Question

1 of 25

The lower limit of the intertidal zone is the

average high tide.

average middle tide.

lowest tide.

lowest edge of the rocky substrate.

None of the above choices are correct: it varies according to type of substrate.

Question

2 of 25

The particular characteristic most widely used in classifying intertidal communities is which of the following?

Type of tides

Relative exposure to air

Type of substrate

Type of seaweeds

Relative immersion by water

Question

3 of 25

Which of the following strategies is not used to avoid desiccation in the intertidal?

Closing shells

Crowding in areas that are always moist

Burrowing into substrate

Mucus

Moving out of tide pools

Question

4 of 25

Most sessile animals living on rocky shores are which of the following?

Deposit feeders

Carnivores

Detritus feeders

Filter feeders

Grazers

Question

5 of 25

If a rocky shore highly exposed to wave action is compared to a similar rocky shore that is a lot less exposed to wave action, one should expect that barnacles living on the more exposed shore show a

wider vertical distribution.

narrower tolerance to salinity.

narrower tolerance to temperature.

narrower vertical distribution.

higher resistance to predators.

Question

6 of 25

Byssal threads are used by mussels to cope with.

desiccation.

wave shock.

restricted feeding.

salinity changes.

temperature changes.

Question

7 of 25

Vertical zonation on rocky shores is mostly the result of differences in tolerance to

 

wave action.

exposure.

predation.

light.

salinity.

Question

8 of 25

This organism is typical of the upper intertidal on rocky shores.

Mussels

Barnacles

Sponges

Sea anemones

Periwinkles

Question

9 of 25

The middle intertidal is characterized by which of the following?

Constant wetting by splash and spray

Long exposure to air

Steady immersion

Exposure and immersion on a regular basis

Splashing during high tide and complete exposure at low tide

Question

10 of 25

Intertidal organisms from exposed areas sometimes have thicker shells than their counterparts from less exposed areas. This is thought to be an adaptation to

desiccation.

restricted feeding.

wave shock.

salinity changes.

temperature changes.

Question

11 of 25

Predation by sea stars on rocky shores ultimately results in

fewer species.

less wave action.

a decrease in the number of seaweeds.

an increase in the number of mussels.

more species.

Question

12 of 25

Ecological succession ultimately results in

a climax community.

an upper-limit stage.

competitive exclusion.

keystone predation.

vertical zonation.

Question

13 of 25

Which of the following is generally considered to be the greatest limiting resource in the rocky intertidal?

Salinity

Space

Prey

Availability of mates

Light availability

Question

14 of 25

Which of these organisms is typically a very rare component of soft-bottom intertidal communities?

Burrowing organisms

Detritus feeders

Seaweeds

Infauna

Deposit feeders

Question

15 of 25

Most animals living on sandy beaches are included among which of the following?

Infauna

Deposit feeders

Macrofauna

Producers

Grazers

Question

16 of 25

Fine sediments are characteristic of

shores exposed to wave action.

rocky shores.

areas with wide temperature fluctuations.

calm, less exposed shores.

areas that experience considerable water flow.

Question

17 of 25

The interstitial water in muddy bottoms

has plenty of oxygen since temperature is much higher than in the water column.

accumulates oxygen as a result of photosynthesis by inhabitants of the sediment.

recirculates oxygen very frequently so it is high.

is deficient in oxygen.

is deficient in oxygen but only during the day.

Question

18 of 25

The main source of food in muddy-bottom intertidal communities is

seaweeds

detritus

plankton

large prey

epifauna

Question

19 of 25

On Atlantic shores, the dog whelk (Nucella lapillus) has two color forms: white-shelled and brown-shelled. Survival of one form over the other form in a region appears to be related to

temperature.

salinity.

substrate type.

prey availability.

predators.

Question

20 of 25

What organism would be most likely to be found in the upper intertidal zone of a rocky shoreline?

Mussels

Seaweed

Encrusting algae

Barnacles

Irish moss

Question

21 of 25

In soft-bottomed intertidal communities, locations with strong waves and currents are most likely to have which type of bottom?

Gravel

Sand

Silt

Clay

Mud

Question

22 of 25

Meiofauna live

on rocky shores.

on sandy bottoms.

between grains of sediment.

in burrows.

in the water column.

Question

23 of 25

A species that significantly influences the structure and diversity of its community is a ______________.

predator species

keystone species

prey animal

primary producer

apex predator

Question

24 of 25

The best reason for putting a cage over certain organisms in an intertidal study area is so that __________________.

other organisms can be kept out of the study area

biologists can control when certain animals mate

their respiration rates can be measured

they can be removed from the area

body measurements can be taken

Question

25 of 25

Two sediments that are very rich in detritus are ______________.

sand and gravel

sand and clay

silt and gravel

clay and sand

silt and clay

 

 
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A+ Answers Of The Following Questions 136627

1. Among the advanced technologies used to study the brain’s structure and functions, which one provides detailed three-dimensional images of the brain’s structures and activities?

A. Transcranial magnetic stimulation

B. Positron emission tomography

C. Functional magnetic resonance imaging

D. Electroencephalogram

2. In conducting an experiment, the experimenter divides a sample group of 60 children into two groups of 30 called group A and group B. To make sure the two groups are similar in terms of age, IQ, and so on, the experimenter will assign people to either group A or B using a/an ________ assignment procedure, such as a coin toss, where heads sends a subject to group A and tails sends a subject to group B.

A. experimental

B. independent

C. random

D. subjective

3. Within the cerebral cortex, the _______ area is found in the occipital lobe.

A. visual

B. association

C. somatosensory

D. main auditory

1. By means of introspection, Dr. Marsh attempts to determine the components of things like perception, thinking, and consciousness. By contrast, Dr. Smyth wants to understand what the mind does in producing different kinds of behavior. We can reasonably assume that Dr. Marsh’s research is mainly guided by the principles of

A. Gestalt psychology.

B. functionalism.

C. structuralism.

D. objectivism.

2. According to a Gestalt principle called _______, when we’re looking at a crowd of people, we tend to perceive people grouped close together as belonging to a common or related group.

A. simplicity

B. closure

C. expectancy

D. proximity

3. Dr. Lombard’s research is focused on the capacity of the human mind to store and retrieve information. Her colleague, Dr. Fry, is a clinician who strives to help his clients be “the best that they can be.” As a fly on the wall listening to the two psychologists’ friendly disputes during coffee breaks, which of these assertions would you most likely expect from Dr. Fry?

A. People can’t be held responsible for their life choices.

B. A person’s basic assumptions about themselves are inevitably false.

C. Mental confusion is best compared to a deficiency in short-term memory.

D. If biology is destiny the concept of free will can be only an illusion.

1. Agatha maintains that people are capable of freely making voluntary choices. Constance is mainly focused on how aggression is caused by genetic inheritance. It seems reasonable to assume that Constance is not much interested in environmental factors impacting behavior while Agatha rejects

A. determinism.

B. mental processes.

C. heredity.

D. introspection.

2. Regarding the association areas of the cerebral cortex, which of the following statements is most accurate?

A. Association areas are to thinking as neuroplasticity is to language.

B. Changes in personality may indicate damage to the association areas.

C. Most association areas are located in the left cerebral hemisphere.

D. The association areas are largely responsible for neurogenesis.

3. In the ear, the basilar membrane and hair cells are found in the

A. oval window.

B. auditory nerve.

C. anvil and stirrup.

D. cochlea.

1. A clinical experiment is designed in such a way that neither the researchers dispensing a treatment nor the persons in the experimental or control groups know if they’re getting a sugar pill or a new drug. This sort of experimental design is employing a/an _______ procedure.

A. double-blind

B. reverse psychology

C. placebo

D. experimenter expectations

2. In his research, Dr. Caulfield wants to compare levels of test anxiety among high school students in grades 10 and 12. His hypothesis is that seniors will have higher levels of test anxiety than sophomores will. His _______ definition of test anxiety for each person in his sample will be a self-reported test-anxiety level, marked in a questionnaire as “high,” “moderate,” or “low.”

A. subjective

B. theoretical

C. functional

D. operational

3. I study a sample of 100 high school students and find that student IQ scores increase significantly as the level of reported parental income increases. I can conclude from this that

A. there’s a negative relationship between parental income and children’s IQ scores.

B. there’s a positive correlation between parental income and children’s IQ scores.

C. higher parental income causes an increase in children’s IQ scores.

D. students get smarter when their parents earn more money.

4. Jason argues that the pituitary gland’s main purpose is regulating the activity of other glands in the body. Barbara maintains that the pituitary gland also regulates growth. Who is correct?

A. Neither Jason nor Barbara is correct.

B. Barbara is correct.

C. Jason is correct.

D. Both Jason and Barbara are correct.

1. According to information provided in your text, circadian rhythms are associated with

A. the occurrence of anxiety attacks.

B. cycles of waking and sleeping.

C. attacks of sleep apnea.

D. the time of month that pregnant women are likely to go into labor.

2. During the _______ phase of problem solving, a means-ends analysis is a very common heuristic.

A. judgment

B. preparation

C. production

D. algorithm

3. In a lab devoted to sleep disorders Julio points to the brain wave monitor, turns to Laura and says, “Subject is going into non-REM Stage 2.” Laura looking at the monitor, says, “Got it; I’m recording the time.” What would Laura and Julio see on the monitor to assure them that the subject has entered Stage 2 sleep?

A. Brain waves are getting slower and more regular.

B. Sleep spindles appear.

C. Brain waves are irregular and episodic.

D. Sleep disturbance is indicated by sharp wave spikes.

 

 
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