...Biology B | Activity | Points | % of Total | Discuss | 75 | 4% | Exam | 100 | 5% | Final Exam | 100 | 5% | Journal | 100 | 5% | Lab | 250 | 13% | Practice | 125 | 6% | Quiz | 740 | 38% | Test (CST) | 250 | 13% | Test (TST) | 200 | 10% | | Total Points for the Course : 1940 | Unit 1: DNA and Heredity | Lesson 1.1: The Code of Life | (Documents: Key Terms) | Activity 1.1.1: Study - Organization of DNA | (Documents: Study Sheet) | Learn about the organization of DNA into alleles genes and chromosomes. | | Duration: 40 min | | | Activity 1.1.2: Quiz - Organization of DNA | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 20 | Points Earned: _____ | Activity 1.1.3: Study - Mitosis | (Documents: Study Sheet) | Learn about the process of mitosis. | | Duration: 40 min | | | Activity 1.1.4: Quiz - Mitosis | Take a quiz to assess your understanding of the material. | | Duration: 20 min | Scoring: 20 | Points Earned: _____ | Activity 1.1.5: Journal - Your Traits | (Documents: Journal) | Reflect on the uniqueness of human traits. | | Duration: 40 min | Scoring: 20 | Points Earned: _____ | Lesson 1.2: Passing On Traits | (Documents: Key Terms) | Activity 1.2.1: Study - Meiosis | (Documents: Study Sheet) | Learn about the process of meiosis. | | Duration: 40 min | | | Activity 1.2.2: Quiz - Meiosis | Take...
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...Lab 3 – Biodiversity Demonstration 1: Interdependence of Species Table 1: Interdependence of Species Results Round Species Missing (Bead Color and Name) 1 Yellow – Bees 2 Blue - Humans 3 Red – Flowers 4 White - Lichen POST LAB QUESTIONS 1. Explain how the ecosystem was affected by the missing species for each round of the demonstration. a. Round 1 = without bees, trees and plants could not be pollinated; humans would no longer have honey or enjoy the fruit the sweet taste of fruit due to lack of pollination. b. Round 2 = without humans, perhaps there would be a reverse effect. The ecosystem would perhaps be in better shape if humans were not in the equation since they are the ones who have the biggest impact. c. Round 3 = without flowers, bees would go without part of their food source d. Round 4 = without lichens, plants and trees would suffer because there would not be the necessary nutrients present in the soil around them. 2. Provide one action we as humans engage in that leads to the extinction of each of these components. Action affecting Lichens = Lichens depends on air and water for nutrients which is affected by things such as air travel and exhaust fumes. Action affecting Trees = People cutting down trees is one main way that leads to extinction. Action affecting Flowers = People are clearing off land in order to plant crops and trees Action affecting Bees = There is intensive farming being done and as a result eliminate food that bees...
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...Lab 3 – Biodiversity Demonstration 1: Interdependence of Species |Table 1: Interdependence of Species Results | |Round |Species Missing (Bead Color and Name) | |1 | | |2 | | |3 | | |4 | | POST LAB QUESTIONS 1. Explain how the ecosystem was affected by the missing species for each round of the demonstration. a. Round 1 = b. Round 2 = c. Round 3 = d. Round 4 = 2. Provide one action we as humans engage in that leads to the extinction of each of these components. Action affecting Lichens = Action affecting Trees = Action affecting Flowers = Action affecting Bees = 3. Provide three specific actions that humans can take to minimize...
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...Invasive species and their effects on certain ecosystems are becoming increasingly problematic. In certain ecosystems such as a Brazilian island, these types of species have greatly influenced and reduced species richness (Mello 2016). The reason these organisms are so successful in implementing themselves into an environment is due to a major concept in ecology, competition. Some invasive species use a variety of methods to ensure they get the resources necessary for survival and rapid reproduction/expansion, while decreasing the overall fitness of another individual (Lang 2013). An invasive species has the potential to change the structure of an ecosystem and it is of importance to know how and why this is occurring to better protect our ecosystems. In this experiment we looked at how an invasive species affects other neighboring species. As the invasive species moves closer to the native species,...
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...ABSTRACT The ecosystem is an ecological system formed by the relationship reciprocity is inseparable between living things and their environment. Aquatic ecosystems lab course pooled aims to acknowledge and study of the characteristics of the aquatic ecosystem is pooled. This lab course held on Sunday, 29 August 2010 in Situ Gede region Quadrant II at station 6. Methods undertaken in this lab course is sampling (sampling methods) which includes interviews, field observation and data collection techniques with some parameters, as the nature of physics, chemistry, and biology, then conducted the analysis ofsamples in laboratory. The General characteristics of the physical parameters murky brown waters is the color, brightness ranges from 27-31 cm, depth ranging from 105-138 cm, type of substrate in the form of fine mud and temperatureon the third substations was 31 ºc. The result of the chemical parameters,...
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...|[pic] |Syllabus | | |College of Natural Sciences | | |BIO/101 Version 2 | | |Principles of Biology | Copyright © 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course is designed to introduce biology at an entry level by examining the hierarchy that ranges from the fundamentals of cell biology to the physiology of organisms, and the interactions among those organisms in their environment. The topics in this course include cell biology, genetics, molecular biology, evolution, physiology, and ecology. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies...
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...Exam Review: Lab Essays At least one essay (FRQ) on the exam will be based on an AP laboratory. To prepare for this question, review the objectives for all twelve laboratory exercises. The College Board does not necessarily expect that you have completed that lab, but rather that you have investigated the objectives of the lab. You may be asked to “design an experiment to determine….” You don’t necessarily need to create a new lab; if you have done an activity that would answer the question, simply describe it. For a good response, you should include the following. 1. State a hypothesis [as an “if…..(conditions), then….(results)” statement] Be sure your hypothesis is testable. 2. Identify the variable factor. 3. Identify the control. Be certain to explain the control for the experiment. 4. Hold all other variables constant. 5. Manipulate the variable. 6. State how you would measure the results. 7. Discuss the expected results. Relate the results to your hypothesis. 8. Include steps to replicate or verify. You may be asked to graph data. Be sure to use a graph that is appropriate for you data. Bar graphs are used when data points are discrete (not related to one another), while line graphs are used with the data are continuous. If there is a data point at zero, be certain to extend your line to 0, but do not extend the line to 0 if there is no data point at zero. Other points to keep in mind: 1. Label a...
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...Diversity A diverse ecosystem is a stable ecosystem. Without it an ecosystem would have a much harder time recovering from disturbances and resisting perturbations. To measure diversity it is as simple as using a formula called the Simpsons Diversity Index. In the lab we surveyed two separate plots to calculate their diversity. In the species diversity lab we started off by taking a field trip from south campus to Wafer Creek Ranch. The purpose of the field trip was to split into two separate groups and measure the diversity on them. The two plots were marked off with biodegradable flagging and everything in the flagging was examined and recorded. To do the second plot we underwent the same instructions as on the first plot, but the plots were three chains apart. The information gathered on the field trip was then plugged into the formula and the diversity of the two plots was calculated. The results are in the following tables. Site 1 | | Total Trees | Diversity | Location | Sweetgum | 18 | 0.052 | Midstory | Honeysuckle | 1 | 0 | Understory | Water Oak | 1 | 0 | Understory | Smilax | 40 | 0.297 | Midstory | Red Oak | 4 | 0.002 | Understory | White Oak | 8 | 0.011 | Understory | Carolina Buckthorn | 1 | 0 | Understory | | Diversity= 1-.368 | | Site 2 | | Total Trees | Diversity | Location | Black Gum | 1 | 0 | Midstory | Black Cherry | 6 | 0.046 | Midstory | White Oak | 7 | 0.065 | Midstory | Mockernut HIckory | 1 | 0 | Midstory | ...
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...BIO 182 LAB SIGN OFF PAGE — LESSON 13 Name _______________________________ Please staple all of your lab pages for this Lesson together with this page as the top. You will use this page to get your Labs for Lesson 13 signed off by the Biology Learning Center staff. You need to have all of the following steps initialed by a staff member before you can receive your 15 labs points for Lesson 13 and be allowed to take Exam 7. After you have obtained all of your sign offs for this Lesson, be sure that a BLC staff member indicates on your Lab Card that you have completed all the Labs. Also, keep this sign off page, along with your completed lab worksheets, as proof of your lab completion If your Lab Card indicates that you have not completed the required Labs for this Lesson and you believe that you have, it is up to you to provide proof that you have indeed completed the Labs. Keep this page! __________ Lesson 13, Step 3A: Ecobeaker: Isle Royale (in BLC) Lesson 13, Step 3B: Ecobeaker: Isle Royale (in BLC) Lesson 13, Step 3C: Ecobeaker: Isle Royale (in BLC) Lesson 13, Step 3D: Ecobeaker: Isle Royale (in BLC) Lesson 13, Step 4A: Ecobeaker: Intermediate Disturbance Hypothesis (in BLC) Lesson 13, Step 4B: Ecobeaker: Intermediate Disturbance Hypothesis (in BLC) Lesson 13, Step 4C: Ecobeaker: Intermediate Disturbance Hypothesis (in BLC) __________ __________ __________ __________ __________ __________ *BLC Staff: After the student receives his/her last initial on this...
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...Lab Activity Question How Do Abiotic Factors Affect Distribution of Organisms? Answer Along with food and shelter, every organism needs some specific environmental conditions to survive. These conditions, if non-biological, are called abiotic. For survival and existence and growth of every organism, certain environmental conditions are necessary. For example, sun, wind, humidity, water, salts concentration etc. Without these specific required conditions animals would not be able to survive. If disturbance in survival of one single species of organisms will affect the others as well and as a result all ecosystem could get affected. If we talk about distribution of organisms the each and every organisms need some condition in its surrounding, to survive. If, by any chance, any one condition out of the required ones, is disturbed, animal will be disturbed. That animal will definitely prefer to migrate to some other place with better survival and with better environmental conditions. Air pollution can cause decrease in flowering of plants or it can affect health of organisms. Temperature if less can freeze things and if, it is more than required, can melt things. Change in temperature can affect photosynthesis, resulting in affecting both plants and animals. Depletion of ozone layer is one of the biggest threats to our ecosystem, or to all organisms currently. It is depleting day by day and temperature of Earth is increasing due to it. Some animals can regulate their body...
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...com/reports/sea-change/2013/sep/11/alaska-crab-industry/ http://apps.seattletimes.com/reports/sea-change/2013/sep/11/oysters-hit-hard/ Write a summary of the key findings from each article. What struck you the most, do you feel that we can overcome this issue Week Two Unit 2 Problem Set 1 page 163 - 170 Lab manual Unit 2 Exercise 1 Environmental Health (Handout) Unit 2 Lab 1 page 19 - 22 Lab Manual Week Three Unit 3 Problem Set 1 Ecosystem Diagram (PPT) Unit 3 Problem Set 2 Biogeochemical Concept Map page 173 - 174 Lab Manual Unit 3 Lab 1 Experimental Design (Handout) Week Four Unit 4 Exercise 1 Population Growth: http://www.learner.org/courses/envsci/interactives/demographics/ Unit 4 Lab 1 Initiative 522 Week Five Unit 5 Exercise 1 Trees and Carbon Handout Unit 5 Problem Set 1 Page 175 - 180 Unit 5 Problems Set 1Lab Manual Global Warming CO2 and You Applied Problem Set Unit 5 Lab 1 page 89 - 94 Global Climate Change and Automobiles Week Six Unit 6 Project Part 1 Project Proposal Unit 6 Lab 1 Waterways Presentation Week Seven Unit 7 Exercise 1 Project Feedback Unit 7 Project Part 2 Project Sources Unit 7 Lab 1 Week Eight Unit 8 Problem Set 1 Breakfast Interview page 213-216 Lab Manual Unit 8 Lab 1 Life Cycle page 33-36 Lab Manual Week Nine Week Ten Create a free website Powered by Start your own free website A surprisingly easy drag & drop site creator. Learn...
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...addresses two hypotheses; (1) life, since its inception, has greatly affected the planetary environment and (2) life has altered Earth’s environment in ways that have allowed life to persist. Do you agree with these two hypotheses? Why or why not? Energy and Food Supplies. The underlying theme of this course is energy. As a whole, the global society needs to find ways to reduce our energy consumption. The food pyramid is a prime example of energy transfer within individual ecosystems and the biosphere. As you increase the trophic levels, a greater amount of energy is lost. Some environmentalists argue that humans should eat a vegetarian diet in order to conserve energy. ====================================================================== ENV 322 Week 1 Assignment Model Ecosystems (Ash) For more course tutorials visit www.env322.com ENV 322 Week 1 Assignment Model Ecosystems Business - General Business Model Ecosystems. Review the virtual lab in Model Ecosystems. Within this laboratory exercise you will categorize various organisms into the correct trophic level for five different ecosystems. Once completed, you will calculate the amount of energy transferred between levels. Record your observations. Answer the journal questions and upload it as a Word document into the online course. ====================================== ENV 322 Week 1 DQ 1 Gaia Hypothesis (Ash) For more course tutorials visit www.env322.com ENV 322 Week 1 DQ 1 Gaia Hypothesis Business -...
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...ENV 322 Entire Course (Ash) For more course tutorials visit www.env322.com ENV 322 Complete Class Business - General Business Gaia Hypothesis. In Chapter 3, the Gaia hypothesis is introduced. It addresses two hypotheses; (1) life, since its inception, has greatly affected the planetary environment and (2) life has altered Earth’s environment in ways that have allowed life to persist. Do you agree with these two hypotheses? Why or why not? Energy and Food Supplies. The underlying theme of this course is energy. As a whole, the global society needs to find ways to reduce our energy consumption. The food pyramid is a prime example of energy transfer within individual ecosystems and the biosphere. As you increase the trophic levels, a greater amount of energy is lost. Some environmentalists argue that humans should eat a vegetarian diet in order to conserve energy. What are some of the pros and cons of this action? Consider the impact to the agricultural industry? How low on the food chain do you eat? Would you consider eating lower? Model Ecosystems. Review the virtual lab in Model Ecosystems. Within this laboratory exercise you will categorize various organisms into the correct trophic level for five different ecosystems. Once completed, you will calculate the amount of energy transferred between levels. Record your observations. Answer the journal questions and upload it as a Word document into the online course. Energy Policy. The U.S. Energy Policy is currently...
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...Lab 4 – Energy Sources and Alternative Energy Experiment 1: The Effects of Coal Mining |Table 1: pH of Water Samples | |Water Sample |Initial pH |Final pH (after 48 hours) | |Pyrite |6 |7 | |Activated Carbon |6 |6 | |Water |6 |6 | POST LAB QUESTIONS 1. Develop hypotheses predicting the effect of pyrite and coal (activated carbon) on the acidity of water? a. Pyrite hypothesis = If pyrite is in the water source, then it will make the specimen more acidic b. Coal (activated carbon) hypothesis = If coal is in the water source, then it will make the specimen less acidic 2. Based on the results of your experiment, would you reject or accept each hypothesis that you produced in question 1? Explain how you determined this. a. Pyrite hypothesis accept/reject = Rejected, The hypothesis “If pyrite is in the water source, then it will make...
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...QUESTION 1 * RsQ_013From Exercise 1, question 6.2, what does the diversity index when you stopped the simulation indicate about this system? * | * | * The diversity index was relatively low, and so there were a wide variety of species represented. | * | * | * The diversity index was relatively high, and so there were a wide variety of species represented. | * | * | * The diversity index was relatively high, and so there were few species represented. | * | * | * The diversity index was relatively low, and so there were few species represented. | * 2 points QUESTION 2 * RsQ_011From Exercise 1, question 9: What happened to the diversity value when you held the average # of fires/year constant at 0.2, but varied the chance of spread from 0.1 to 0.95? * | * | * The diversity value increased consistently as you went from a chance of spread of 0.1 to a value of 0.95. | * | * | * The diversity value decreased consistently as you went from a chance of spread of 0.1 to a value of 0.95. * | * | * | * The diversity value did not change significantly. | * | * | * The diversity value increased from 0.1 to about 0.5, and then decreased as the chance of spread reached 0.95. * | * | * | * The diversity value decreased from 0...
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