ecology
Animal_Tissues_LR.docx
Lab Report 4
Animal Tissues
Student Name:
Introduction
Define the following terms.
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Tissue |
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Organ |
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Organ system |
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I. Epithelial Tissue
Define the following terms.
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Epithelial cells |
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Basement membrane |
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Simple epithelium |
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Goblet cell |
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Microvilli |
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Stratified tissues |
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A. Simple Epithelium
EXERCISE 1 – Simple squamous epithelial tissue
Step 1:
· Simple squamous epithelial tissue is associated with what type of areas?
EXERCISE 2 – Simple cuboidal epithelial tissue
Step 1:
Examine the image of a cross section of kidney and identify the structures indicated.
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B. |
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C. |
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D. |
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EXERCISE 3 - Simple columnar epithelial tissue
Step 2:
· Describe the structure of these epithelial cells that line the intestine.
B. Stratified Squamous Epithelium
· Where is this tissue located?
EXERCISE 4 - Stratified squamous epithelial tissue
Step 2:
· What is the function of these cells?
EXERCISE 5 - Cheek cells
· What does stratified mean?
· Why are cheek swabs used for DNA analysis?
II. Connective Tissue
Define the following terms.
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Connective tissues |
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Matrix |
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Fibroblasts |
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Loose connective tissue |
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Collagen |
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Elastin |
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Dense irregular connective tissue |
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Dense regular tissue |
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Tendon |
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Ligament |
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Adipose tissue |
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Cartilage |
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Chondrin |
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Chondrocytes |
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Hyaline cartilage |
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Elastic cartilage |
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Bone |
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Osteocytes |
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Lamellae |
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Central canals |
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Lacunae |
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Canaliculi |
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A. Connective Tissue Proper
EXERCISE 6- Loose connective tissue
Step 1:
· Which of the labeled structures is responsible for that quality?
EXERCISE 7 - Dense irregular connective tissue
· Where can this tissue be found?
EXERCISE 8 - Dense regular connective tissue
Step1:
· Why is the orientation of the fibers important for the function of the tissue?
· Which of the tissues would be found in ligaments and tendons?
· Which of the tissues supports most epithelial tissue and many organs?
B. Specialized Connective Tissue
1. Adipose Tissue
EXERCISE 9 - Adipose tissue
Step 1:
· Which letter indicates an area of adipose tissue?
2. Cartilage
EXERCISE 10 - Cartilage
Step 1:
Examine the image of hyaline cartilage and identify the labeled structures.
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3. Bone
EXERCISE 11 - Compact bone
Step 1:
· Why is such an elaborate system of canals needed in bone more than in cartilage?
· Why is it necessary to have living cells within the osteon?
Step 2:
Observe the model of compact bone and identify the labeled structures.
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B. |
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C. |
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4. Blood
Examine the image of a human blood smear and identify the labeled structures.
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B. |
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C. |
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D. |
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· Why is blood considered connective tissue?
III. Muscle Tissue
Define the following terms.
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Muscle tissue |
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Actin and myosin filaments |
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Skeletal muscle |
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Smooth muscle |
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Cardiac muscle |
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Intercalated disks |
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EXERCISE 12- Skeletal muscle
Step 1:
· What are the bands or stripes you see running perpendicular to the muscle fiber?
EXERCISE 13 - Smooth muscle
Step 1:
· In which organs would you find smooth muscle?
EXERCISE 14 - Cardiac muscle
Identify the three types of muscle depicted and label each.
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B. |
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C. |
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IV. Nervous Tissue
Define the following terms.
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Nervous tissue |
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Neuron |
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Neuroglia |
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Cell body |
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Dendrites |
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Axons |
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EXERCISE 15 - Nervous tissue
Step 1:
· Where in the human body would you be most likely to find these cell bodies?
V. Skin
Define the following terms.
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Skin |
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Epidermis |
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Dermis |
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Hypodermis layer |
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Keratinization |
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Keratin |
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Keratinized layer |
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EXERCISE 16 - Skin
Step 1:
Examine the model of the skin and identify the labeled layers.
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B. |
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C. |
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D. |
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Summary Questions
Complete the following tables after referring to the various tissue types studied.
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Tissue Type Epithelial |
Appearance |
Function |
Location |
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Simple squamous |
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Simple cuboidal |
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Simple columnar |
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Stratified squamous |
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Tissue Type Connective |
Appearance |
Function |
Location |
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Loose connective tissue |
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Dense regular connective tissue |
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Dense irregular connective tissue |
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Adipose tissue |
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Cartilage |
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Bone |
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Tissue Type Muscle |
Appearance |
Function |
Location |
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Skeletal |
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Smooth |
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Cardiac |
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Tissue Type |
Appearance |
Function |
Location |
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Nervous tissue |
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Give the term that matches the following:
1. Groups of cells that have the same structure and function.
2. Organs that work together to carry out a specific function.
3. A structure with a definite shape and function composed of more than one tissue.
4. Give an example of an organ.
5. Give an example of an organ system.
6. Name two fibers found in connective tissue that allow for flexibility, support, and elasticity.
7. Give an example of dense connective tissue.
Name the tissue described in statements 8-19.
8. A single layer of cells that is taller than they are wide.
9. Type of tissue whose functions include protection, absorption, and secretion.
10. Type of tissue used for energy storage and insulation; cells appear like signet rings.
11. Type of muscle that is striated, multinucleated, and voluntary.
12. Type of tissue that allows point to point communication in the body.
13. Type of connective tissue that has a jellylike and flexible matrix; found at the ends of bones, in the ear, and in the nose.
14. Type of involuntary muscle made up of elongated, spindle-shaped cells; found around many internal organs.
15. Type of striated muscle tissue that contains intercalated disks.
16. Type of tissue made up of a single layer of cube-shaped cells.
17. The category of tissue that has a matrix and fibers.
18. Type of tissue that lines your mouth.
19. Type of epithelial tissue that is more likely to be involved in absorption (simple or stratified).
20. Name the two main layers of skin and their major characteristics, including the tissues found in each layer.
21. What is the function of the keratin in the skin?
22. Name and describe the layer that separates the skin from other parts of the body. Which types of tissues are found in this layer?
1
Population_Ecology_LR.docx
Lab Report 3
Population Ecology
1
Student Name:
2
I. Population Growth
EXERCISE 1 Natural population growth
· What is the variable being measured in this investigation?
· What is the variable that will affect the number of yeast cells?
· State a hypothesis for this investigation. What do you think is going to happen to the number of yeast cells?
Step 3: Enter the number of yeast cells shown in the online lab for each time interval in the table below.
Step 4: Total the columns and divide by 5 to get the average number of yeast cells for the samples.
Reminder: all average counts after 15 hours must be multiplied by 10 to account for the dilution factor.
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Age of Culture Hours |
Population Density |
Total |
Average Population Density |
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2 |
3 |
4 |
5 |
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0 |
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3 |
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6 |
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9 |
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12 |
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15 |
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18 |
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21 |
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24 |
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27 |
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30 |
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Average Multiplied by 10
Population density data
Step 5: Make a line graph of the yeast population growth at 3 hour intervals. Double click on the graph and manually enter the data into the spreadsheet that pops up.
· Why was each culture agitated before pipetting the sample?
· Why were five different squares used to count the cells?
· When the yeast cells were multiplying most rapidly, what was the time needed for the population to double?
EXERCISE 2 Determine theoretical population growth
Step 1: Fill in the table below by doubling each population to find the next population size.
Use the formula y = 2 x-1 where y is the population size and x is the generation. (hint: 20 = 1)
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Generation |
Population Size |
Generation |
Population Size |
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6 |
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2 |
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7 |
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3 |
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8 |
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4 |
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9 |
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5 |
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10 |
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Step 2: Graph the theoretical population growth by plotting the generation on the X-axis and the population size on the Y-axis. Double click on the graph and manually enter the data into the spreadsheet that pops up.
· Does the actual population growth curve have the same shape as the theoretical growth curve?
· How are the two growth curves different?
· Design an experiment to investigate the effect of food supply on a yeast population. What two variables are held constant while food supply is varied?
· Design an experiment to test the effect of temperature on yeast population growth. What two variables are held constant while temperature is manipulated?
II. Population Dynamics
Define Terms
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Natality |
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Mortality |
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Immigration |
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Emigration |
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Population growth |
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Zero population growth |
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Theoretical growth |
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EXERCISE 3 Population Growth
Step 1: If a family (first generation) has two children (second generation), how many descendants will there be in the third generation if each child produces the same number of offspring as their parents (22)?
· How many descendants will there be in the fifth generation (24)?
· How many will there be in the tenth generation (29)?
· Plot the data of 10 generations on a line graph. Record the data into the table below, then double click on the proceeding graph and manually enter the data again into the spreadsheet that pops up.
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Generation |
Descendants |
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1 |
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2 |
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5 |
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6 |
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7 |
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8 |
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9 |
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10 |
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Step 2: If a family has four children, how many descendants will there be in the third generation if each child produces the same number of offspring as their parents? (42)
· How many descendants will there be in the fifth generation (44)?
· How many descendants will there be in the tenth generation (49)?
· Plot the data for this family for 10 generations on a line graph. Record the data into the table below, then double click on the proceeding graph and manually enter the data again into the spreadsheet that pops up.
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Generation |
Population Size |
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III. Carrying Capacity
EXERCISE 4 Human Population Growth
· What will happen if humans exceed the carrying capacity of the earth?
· What is the relationship between population growth and the spread of contagious disease? Explain.
· Examine the human population growth curve in the lab and determine when the Black Death or plague occurred.
· What do you think will eventually control human population growth?
IV. Technology and the Ecosystem
EXERCISE 5 - Impact of technology on a primitive village
Step 1:
· Describe the areas bordering the village.
· Describe how the various environmental zones of the area contributed to environmental stability.
· What factor initially stabilized the human population size?
· What factors changed the balance of the village’s ecosystem?
· If you had been the mayor of this village, what would you have done?
Summary Questions
1. What is the difference between theoretical and actual population growth?
2. What factors stabilize population size?
3. How does a dilution make cell counting easier and more accurate?
4. Suggest ways to limit human population growth.
5. Suggest ways to increase the carrying capacity of the yeast cultures.
6. Suggest ways to reduce growth rate of the yeast cultures.
7. Explain why the human population has increased dramatically.
Descendants 1 2 3 4 5 6 7 8 9 10
Generation
Number of decendents
Descendants 1 2 3 4 5 6 7 8 9 10
Generation
Number of descendants
5
0
0.2
0.4
0.6
0.8
1
1.2
036912151821242730
Age of cultures (hours)
Population density
0
0.2
0.4
0.6
0.8
1
1.2
12345678910
Generation
Population size
Taxonomy_LR-v2.docx
BioLab3
Lab Report 1
Taxonomy
Student Name______ Alicia Allen Womack ___________________________
1
I. Unity
In the table below, define the following levels of organization, and rank them (1-13) from smallest to most encompassing.
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Rank |
Term |
Definition |
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1 |
Subatomic particles |
Unit of energy and mass that make up an atom |
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4 |
Organelles |
A small part inside a cell that has a specific job |
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5 |
Cell |
The basis unit of life |
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12 |
Ecosystems |
A community of organisms together with the nonliving components of their environment |
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8 |
Organ system |
A set of organs that interact closely in a collective task |
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9 |
Multicellular organism |
An organism that consist of multiple cells |
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11 |
Community |
Two or more populations of different organisms adapted to a given environment |
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6 |
Tissue |
One or more types of cells interacting as a structured unit |
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3 |
Molecule |
Two or more atoms joined by chemical bonds |
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13 |
Biosphere |
All regions of Earth where organisms live |
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2 |
Atom |
Fundamental building block of all matter that consists |
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10 |
Population |
Group of organisms of the same kind in one location |
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7 |
Organ |
A structure that consists of tissues engaged in a collective task |
II. Diversity and Classification
A. Linnaean Classification
Exercise 1- Classification of Plants and Animals
1. Using Table 2 and Table 3 in the printed document, group the lab specimens into their proper phyla and indicate the characteristics that place each specimen in a particular group.
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Common name |
Phylum |
Characteristics |
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1 |
Boston fern |
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2 |
Geranium (angiosperm) |
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3 |
Nautilus (mollusk) |
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Sponge |
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5 |
Jellyfish |
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6 |
Starfish (echinoderm) |
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7 |
Earthworm (segmented worm) |
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8 |
Fish (chordates) |
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B. Cladistics
Exercise 2- Construct a Cladogram
1. Complete the table below using the information in Table 3 in the printed document. All specimens are autotropic. Determine the outgroup using the following characters: vascular system (having xylem & phloem), reproduces with seeds, bears fruit and flowers. Refer to Table 4 in the printed document as an example and indicate characteristics as present (+) or absent (–).
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Autotrophic |
Vascular |
Seeds |
Fruit Flowers |
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Sphagnum moss |
+ |
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Boston fern |
+ |
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Pine tree |
+ |
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Rose |
+ |
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2. Complete a cladogram illustrating the phylogenetic relationships of the organisms in the table above.
Sphagnum moss
Figure 4 Plant cladogram
Figure 4 Plant cladogram
Vasculature
· Based on the cladogram you constructed, which of the plant groups evolved first? Which evolved last?
· Which of the plants is most closely related to the rose? Explain your answer.
· Which groups reproduce by seeds?
· Which of the groups above would be considered the most derived?
· According to Linnaean classification, which phylum does the rose belong to?
III. Dichotomous Identification Keys
Exercise 3- Identify organisms using a dichotomous key
Exercise 4b- Construct a dichotomous key
Study the example in the printed document for how to create the footwear dichotomous key. Then refer back to the slides to complete the rest of the exercise below to create a dichotomous key for the group of students.
1. Record the student data provided in Exercise 3 in the table below.
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Student Name |
Height |
Gender |
Eye Color |
Hair Color |
Shoe Size |
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1. Aaron |
190 cm |
Male |
Blue |
Brown |
10 |
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2. Anabel |
170 cm |
Female |
Dark Brown |
Dark Brown |
9 |
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3. Anahi |
162 cm |
Female |
Dark Brown |
Dark Brown |
6 |
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4. Chris |
188 cm |
Male |
Brown |
Brown |
13 |
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5. Justin |
183 cm |
Male |
Blue |
Blonde |
11 |
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6. Khoa |
175 cm |
Male |
Black |
Black |
8 |
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7. Paul |
177 cm |
Male |
Brown |
Black |
10.5 |
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8. Trang |
153 cm |
Female |
Brown |
Black |
6 |
2. Using the student data from the table above, construct a key of the students’ information in the table below. (Answers may vary)
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1a |
Male |
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1b |
Female |
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2a |
Brown |
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2b |
Not brown eyes |
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3a |
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3b |
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4a |
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4b |
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5a |
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5b |
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6a |
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6b |
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7a |
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7b |
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8a |
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8b |
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· What is the purpose of a dichotomous key?
· What does dichotomous mean?
IV. Binomial Nomenclature
Exercise 5 – Identification of common trees
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Tree |
Key Steps |
Scientific Name |
Common Name |
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Summary Questions
1. Explain how living organisms are alike or have unity.
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Living organisms are alike and have unity because they share certain characteristics and transfer energy.
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2. Explain why the diversity of living organisms makes a system of classification useful.
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There is over 500,000 known species of plant and new species are being discovered each year, and some certain of system is needed to classify them.
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3. What is the difference between traditional (Linnaean) classification and phylogenetics?
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Linnaean classification names only clades and ranks groups while phylogenetics classification tells its history.
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4. Explain how a cladogram is organized.
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Cladogram is organized by clades
5. What is binomial nomenclature?
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The formal system for naming specifies of living items.
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6. List the levels of biological organization.
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7. List the levels of Linnaean classification from most specific to most inclusive.
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8. What are derived characters?
9. How are dichotomous keys organized?
Dichotomous is organized by species, genus, family, order, class, phylum, kingdom, and domain