...Name: Professor Tyra Hall – Pogar Assignment: SCIE207 Phase 5 Lab Report Title: Taxonomy Lab to Show Organism Relationships Instructions: You will need to fill out the data table and answer a set of questions. When your lab report is complete, post it in Submitted Assignment files. Part 1: Using the lab animation, fill in the following data tables to help you answer the questions that follow: Table 1: Samples 1–5 Phylum/Division | Sample 1: Chrysophyta | Sample 2: Annelida | Sample 3: Arthropoda | Sample 4: Amphibia | Sample 5: Aves | Common Feature | Unicellular, primary producers| Segmented body | External skeleton and segmented body | Can obtain oxygen from aquatic and terrestrial biomes | Able to fly; covered with feathers | NutritionHow does the organism break down and absorb food? | Autotrophic | Heterotrophic: Earthworms eat their way through dirt, so they are detritivores. | Heterotrophic: Some are vegetarian, some are carnivorous, and some are decomposers. | Heterotrophic: These are usually vegetarian as tadpoles and carnivores as adults. | Heterotrophic | Circulatory System (Transport)How does the organism get what it needs to cells (open, closed, diffusion only)? | Diffusion only | Closed with 5 aortic arches (hearts) | Open circulatory system with a heart pumping hemolymph | Closed with 3-chambered heart | Closed with 4-chambered heart | Respiratory SystemHow does the organism get oxygen and release carbon dioxide? | Diffusion only | Diffusion...
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...Virtual Systematics Lab: Introduction to Systematics Worksheet Learning Goal: To learn how biologists classify species based on their evolutionary relationships. Prerequisite Knowledge: Before beginning this lab, you should be familiar with these concepts: • why biologists today use the three-domain system of classification • how evolutionary trees depict biologists’ understandings about the evolutionary relationships among groups of organisms Introduction: Almost every place on Earth, from the surface of your skin to the bottom of the ocean, is teeming with living things. To keep track of the vast diversity of life, biologists historically named and classified organisms according to their appearance. The system of categorizing organisms is known as taxonomy. Today, scientists classify organisms into taxonomic groups (taxa) according to their evolutionary history. This discipline is known as systematics. The Virtual Systematics Lab features a collection of pictures and descriptions of diverse species that represent major evolutionary pathways. In the Systematics Lab, you can explore five different taxonomic classification schemes that biologists have used--from the traditional Linnaean scheme to the current three-domain system. In this activity, you will learn how to use the Virtual Systematics Lab to identify the characteristics that various organisms share and to determine the relatedness of different taxa. Part A Enter the Systematics Lab Room by clicking...
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...Diversityof Life Lab Manual Stephen W. Ziser Department of Biology Pinnacle Campus for BIOL 1409 General Biology: The Diversity of Life Lab Activities, Homework & Lab Assignments 2013.8 Biol 1409: Diversity of Life – Lab Manual, Ziser, 2013.8 1 Biol 1409: Diversity of Life Ziser - Lab Manual Table of Contents 1. Overview of Semester Lab Activities Laboratory Activities . . . . . . . . . 2. Introduction to the Lab & Safety Information . . . . . 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 15 30 39 46 54 68 81 104 147 3. Laboratory Exercises Microscopy . . . . . . Taxonomy and Classification . Cells – The Basic Units of Life . Asexual & Sexual Reproduction Development & Life Cycles . . Ecosystems of Texas . . . . The Bacterial Kingdoms . . . The Protists . . . . . . The Fungi . . . . . . . The Plant Kingdom . . . . The Animal Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 13 17 22 26 29 . 32 . 42 . 50 . 59 . 89 4. Lab Reports (to be turned in - deadline dates as announced) Taxonomy & Classification...
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...Information, National Library of Medicine, National Institutes of Health, Building 38A, 8600 Rockville Pike, Bethesda, MD 20894, USA and 2University Clinic of Blood Group Serology and Transfusion Medicine, Medical University of Graz, Auenbruggerplatz 3, A-8036 Graz, Austria Received September 16, 2010; Revised October 29, 2010; Accepted November 1, 2010 ABSTRACT In addition to maintaining the GenBank nucleic acid sequence database, the National Center for Biotechnology Information (NCBI) provides analysis and retrieval resources for the data in GenBank and other biological data made available through the NCBI Web site. NCBI resources include Entrez, the Entrez Programming Utilities, MyNCBI, PubMed, PubMed Central (PMC), Entrez Gene, the NCBI Taxonomy Browser, BLAST, BLAST Link (BLink), Primer-BLAST, COBALT, Electronic PCR, OrfFinder, Splign,...
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...phylogeneic in sequence and evolutionary relationship to species of cleaner shrimp Thor amboinensis to evaluating the promise and molecular taxonomy of individuals comparative to described taxa and DNA led discovery of novel species. Those aspects are rely on a solid taxonomic base, including sufficient sampling of disparity within species and enclosure proves the efficacy of mtDNA CO1 gene sequence based approach in recognizing fish species at a earlier pace. Acknowledgements The authors are thankful to the supports form SERB Sanction order No. SR /FT / LS-125/2011 and University Grants Commission, Govt of India research project No: F. No: 41- 4/2012 (SR) for providing funds and authority of Annamalai Unveristy for providing facility for this...
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...------------------------------------------------- LEARNING Submitted to: Prof. Ma. Corazon Cabigao Constantino PSYC1013 Th 10:30am-1:30pm Submitted by: Apiladas, Jessa Marie Bestal, Vanesa Billones, Joanne Camangian, Mae-Ann Cortez, Shayna Dela Cruz, Carlo BSA I-1, GROUP 2 What is “learning”? In ordinary language, this term is applied to many different cases—the development of new skills, the acquisition of new knowledge, and more. Although most people think of learning as “studying”, a lot of situations nonetheless take place outside a classroom. Psychologists define it more broadly as the process of acquiring new and relatively enduring information or behaviors. It is a relatively permanent change in behavior due to experience. Notice that this definition excludes temporary changes caused by motivation, fatigue, maturation, disease, injury, or drugs. Each of these can alter our behavior, but none qualifies as learning. Merely repeating a response will not necessarily produce learning. You could close your eyes and swing a tennis racket hundreds of times without learning anything about tennis. Merely repeating a response will not necessarily produce learning. You could close your eyes and swing a tennis racket hundreds of times without learning anything about tennis. For one to learn something, one must experience it first, whether directly from the person’s own experience or indirectly through the experiences of others. Learning must also be able to produce...
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...Multiple-Choice Exams Dawn M. Zimmaro, Ph.D. Measurement and Evaluation Center Telephone: (512) 232-2662 Web: www.utexas.edu/academic/mec Location: Bridgeway Building, 2616 Wichita Street Address: P.O. Box 7246, Austin, TX 78713-7246 Last revised August 19, 2004 1 Table of Contents SECTION Goals of the workshop The KEY to Effective Testing Summary of How Evaluation, Assessment, Measurement and Testing Terms Are Related Course Learning Objectives Abilities and Behaviors Related to Bloom’s Taxonomy of Educational Objectives Illustrative Action Verbs for Defining Objectives using Bloom’s Taxonomy Examples of Instructional Objectives for the Cognitive Domain Resources on Bloom’s Taxonomy of the Cognitive Domain and Writing Educational Objectives Test Blueprint Description of Multiple-Choice Items Multiple-Choice Item Writing Guidelines Guidelines to Writing Test Items Preparing Your Students for Taking Multiple-Choice Tests Sample Multiple-Choice Items Related to Bloom’s Taxonomy More Sample Multiple-Choice Items Good versus Poor Multiple-Choice Items Activity: Identifying Flawed Multiple-Choice Items Scenario-Based Problem Solving Item Set An Alternative Multiple-Choice Method Guidelines for Administering Examinations Analyzing Multiple-Choice Item Responses Activity: Item Analysis PAGE 2 3 4 5 6 7 8 9 10 11-14 15-17 18 19 20-22 23-24 25-26 27-29 30-32 33-34 35 36-38 39 Last revised August 19, 2004 2 Goals of the Workshop Multiple-choice exams are commonly used...
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...THE NERVOUS SYSTEM The nervous system allows the animal to quickly detect, communicate and co-ordinate information about its external and internal environment so it can make efficient appropriate responses for survival and/or reproduction. The two major parts of our nervous system are the central nervous system (CNS) and peripheral nervous system (PNS). The CNS is made of the brain and spinal cord. The cranial nerves, spinal nerves and ganglia make up the PNS. The cranial nerves connect to the brain. The cranial and spinal nerves contain the axons (fibres) of sensory and motor nerve cells. Nerve cells areas are also known as neurons. Neurons are the basic unit of the nervous system. They carry information or impulses as electrical signals from one place to another in the body. There are 3 types of neurons: Sensory Neurons- Sensory neurons carry electrical signals (impulses) from receptors or sense organs to the CNS. Sensory neurons are also called afferent neurons. The cell body of sensory neurons is outside the CNS in ganglia. Motor Neurons- Motor Neurons Carry Impulses From The CNS To Effector Organs Motor Neurons Are Also Called Efferent Neurons. The Cell Bodies Of Motor Neurons Are Inside The CNS. Interneurons- These are also called intermediate, relay, or associative neurons. They carry information between sensory and motor neurons. They are found in the CNS. TOP The Structure of Neurons A Neuron consists of THREE MAIN PARTS: A. CELL...
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...grass into sugar Energy—biofuels (methane, ethanol—from sugar cane) produced from microbial Disease—Cause & Treatment * More death-causing bacteria in 1900’s than today (in US!) Food—Microbes make food—bread, beer, cheese, 1665—Hooke; first to describe microorganisms through primitive microscope; drew picture of sprouting bodies 1676—Leeuwenhoek; first to describe bacteria; tiny microscope; drew multiple pictures of dfrnt kinds Four Types of Light Microscopy: 1. Brightfield: simplest; stained and illuminated, 10x 100x 1000x 2. Phase Contrast: cast shadow; shows depth 3. Darkfield: black background; light refracted 4. Fluorescent: fluorescent stained; naturally fluorescent; *requires UV light source Compound Light Microscope: all listed above * Limit of resolution: ~0.2microns *e.coli smallest cells in see in lab; two can be so close they look like one Electron microscopes * PURPOSE: to magnify specimen; higher resolution with transmission * Scanning: outside viewing purposes; scans surface characteristics: i.e. cilia *...
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...Biology guide First assessment 2016 Biology guide First assessment 2016 Diploma Programme Biology guide Published February 2014 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: www.ibo.org © International Baccalaureate Organization 2014 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted...
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...INTRODUCTION Rationale of the Study Fusarium proliferatum is known as the conidial stage of Giberellafujikuroi, which is an ascomycetous seed-borne fungus that causes bakanae, a disease that influences rice (Nelson, 1994). There are over 100 species of the genus, Fusarium, and they are most common in tropical and subtropical areas. The presence of pathogenic conidia may cause the discoloration in kernels. F. proliferatum is a filamentous fungus or mould found in aerobiologic surveys worldwide. It is a major parasite of rice, sugar cane, sorghum, bean, soybean, and is especially common on maize grains (Pitt, et al. 1994). According to (De Leon and Pandey 1989; King and Scott 1981; Ochor et al. 1987), F. proliferatum causes a disease called Fusarium kernel rot. In parts of the USA and lowlands tropics, this is one of the most important ear diseases and is associated with warm, dry years and insect damaged fields. Czembor, et al. (2015) stated that maize is one of the most important crops in Poland. Diseases caused by Fusarium spp. can affect the yield and grain quality of maize because of contamination with numerous mycotoxins produced by these fungi. Similar results were obtained from 148 samples of maize from the Philippines, and 82 samples of maize from Indonesia. F. proliferatum persisted in high numbers in stored maize from the both countries (Pitt, et al.,1993). (Zainudinet al., 2008b; NurIzzati and Salleh, 2009), stated that F. proliferatum have been isolated...
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...NINTH EDITION Burton’s MICROBIOLOGY FOR THE HEALTH SCIENCES Paul G. Engelkirk, PhD, MT(ASCP), SM(AAM) Biomedical Educational Services (Biomed Ed) Belton, Texas Adjunct Faculty, Biology Department Temple College, Temple, TX Janet Duben-Engelkirk, EdD, MT(ASCP) Biomedical Educational Services (Biomed Ed) Belton, Texas Adjunct Faculty, Biotechnology Department Temple College, Temple, TX Acquisitions Editor: David B. Troy Product Manager: John Larkin Managing Editor: Laura S. Horowitz, Hearthside Publishing Services Marketing Manager: Allison Powell Designer: Steve Druding Compositor: Maryland Composition/Absolute Service Inc. Ninth Edition Copyright © 2011 Lippincott Williams & Wilkins, a Wolters Kluwer business © 2007 Lippincott Williams & Wilkins, © 2004 Lippincott Williams & Wilkins, © 2000 Lippincott Williams & Wilkins, © 1996 Lippincott-Raven, © 1992, 1988, 1983, 1979 JB Lippincott Co. 351 West Camden Street Baltimore, MD 21201 Printed in the People’s Republic of China All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their official duties as U.S. government employees...
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...assemblages were sampled using standard cores to N. Guil (&) Zoological Museum, Natural History Museum, University of Copenhagen, Universitetsparken 15, Copenhagen DK-2100, OE, Denmark e-mail: nguillopez@gmail.com J. Hortal NERC Centre for Population Biology, Division of Biology, Imperial College London, Silwood Park Campus, Ascot, Berkshire SL5 7PY, UK J. Hortal Á A. Machordom ´ Departmento de Biodiversidad y Biologıa Evolutiva, Museo Nacional de Ciencias Naturales (CSIC), Madrid, Spain ´ S. Sanchez-Moreno ´ Departamento de Proteccion Vegetal, Instituto Nacional ´ ´ de Investigacion y Tecnologıa Agraria y Alimentaria (INIA), Madrid, Spain collect leaf litter and mosses growing on rocks. General Linear Models were used to examine relationships between Tardigrada species richness and abundance, and macro- and micro-environmental variables (altitude, habitat characteristics, local habitat structure and dominant leaf litter...
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...Lichen /A lichen is a composite organism that emerges from algae[->0] or cyanobacteria[->1] (or both) living among filaments of a fungus[->2] in a mutually beneficial (symbiotic[->3]) relationship.[1][2][3] The whole combined life form has properties that are very different to properties of its component organisms. Lichens come in many colors, sizes, and forms. The properties are sometimes plant-like, but lichens are not plants. Lichens may grow like a tiny, leafless, branching shrub (fruticose[->4]), like it has leaves (foliose[->5]), like a crust of paint on a surface (crustose[->6]),[4] or have other growth forms.[5] A macrolichen is a lichen that is either bush-like or leafy. A microlichen is everything else.[1] Here, "macro" and "micro" do not refer to size, but to the growth form.[1] Common names for lichens[->7] may contain the word "moss" (e.g., "Reindeer moss[->8]", "Iceland moss[->9]"), and lichens may superficially look like and grow with mosses, but lichens are not related to mosses or any plant.[3]:3 Lichens don't have roots that absorb water and nutrients like in plants.[6]:2 Instead they produce their own food from sunlight, air, water, and minerals in their environment.[7] They are not parasites[->10] on the plants they may grow on, but only use them as a substrate to grow on or in. Lichens occur from sea level[->11] to high alpine[->12] elevations, in a very wide range of environmental conditions, and can grow on almost any surface.[7] Lichens are abundant...
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...Contemporary Educational Psychology 25, 54–67 (2000) doi:10.1006/ceps.1999.1020, available online at http://www.idealibrary.com on Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions Richard M. Ryan and Edward L. Deci University of Rochester Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed. © 2000 Academic Press To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who is energized or activated toward an end is considered motivated. Most everyone who works or plays with others is, accordingly, concerned with motivation, facing the question of how much motivation those others, or oneself, has for a task, and practitioners of all types face the perennial task of fostering more versus less motivation in those around...
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