11 Fungi used to be thought as relatives of the plants Wha.pdf

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11. Formulate a one-day menu (for example, 3 meals and 1 snack) for a person with hypertension, and like to eat arabic/middle eastern food. Please distribute in the table the number of servings of all groups and then formulate your diet (10% - Refer to Rubrics) ***rubric: Diet plan is designed accurately in accordance to the macronutrient distribution and Exchange list (number of servings and serving sizes). All Food groups are accurately distributed over meals and snacks please make the one day meal plan in a chart.

Education

11. Fungi used to be thought as relatives of the plants. What features do they share with plants?
Now, wo know that fimgi ane actually more clascly related to animak Erelain why. (3 points)2.
Explain, in your own words, the 4 possible steps of early cellular life on earth? (3 points)3. "The
evolution of plants has resulied in a trend of reduced size of the eametophyte generation. "Explsin
this staleinent unios moss, ferms; and angiospeams ar example. Fout out the structures involved. (
3 peists)4. Why are animals like a centipede, a borseshoe crab and a barnacle, which all look very
different, considered to be in the same group? (3 points)5. Which structure in the gymnosperm's is
roughly equivalent to the anther in the angiosperms? Why? (2 Points)7. "Annelids and arthropods
are the only groups of animals which are segmented." True or false? Why? (3 points)

Lab 12 Building Phylogenies Objectives In this laboratory exercise, you will examine six species of agaricomycetes and predict the evolutionary relationships among them. After completing this exercise you will be able to • define ancestral characteristics, derived characteristics, branch point, and phylogeny. • predict ancestral and derived characteristics for agaricomycetes. • construct a phylogeny (phylogenetic tree). • support the phylogeny with data. • explain how evolutionary biologists discover evolutionary relationships. Introduction One of the most compelling pieces of evidence for evolution is that organisms have amazing similarities. An example that almost everyone has heard before is that the limbs of birds, bats, horses, moles, cats, frogs, humans, turtles, and other vertebrates have virtually the same skeletal plan. Furthermore, even snakes and whales show structural remnants of the limbs of their ancestors. The evolutionary interpretation of these similarities is that the vertebrate limb has been modified by natural selection to perform different functions (for example, running, digging, flying). Another commonly used example is that the embryos of turtles, mice, humans, chickens, and many other vertebrates are amazingly similar. Furthermore, the proteins and DNA of organisms are remarkably similar. Why, do you suppose, can human diabetics use insulin extracted from pigs to control their blood sugar levels? Well, the reason is that the chemical structure of human and pig insulin is very similar. In addition to these similarities, we discover that organisms that appear similar in one respect are often similar in other respects (we can say the patterns are “concordant”). For example, organisms that are similar morphologically (in shape) have similar protein structures. Organisms that are less similar morphologically have less similar protein structures. This pattern holds for traits that are not easily modified by evolution, but not so often by traits that are easily modified by selection. For example, flower color might not be a good trait to use when looking for concordance because it is easily changed genetically. The concordance of traits is an important support of evolution. Imagine that we saw that organisms similar in one set of characteristics were very different in a second set of characteristics and different again in a third set of characteristics. This situation would be chaotic and we would be forced to question the reality 1 of evolution. The development of methods of DNA and protein analysis has shown dramatically that organisms that are similar morphologically are also similar at the genetic level. So, similarity among organisms provides evidence for evolution. We can then turn around and use the similarities to try to reconstruct evolutionary relationships. That is the purpose of today’s lab: to construct a hypothes ...

Exam 2 Study Guide. All questions will be over these concepts, voc.docx

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Exam 2 Study Guide. All questions will be over these concepts, vocabulary, and facts Chp 10: Cell Cycle Genome Mitosis Chp11: Meiosis Gamete Haploid & Diploid cell Sexual reproduction Chp12: Gregor Mendel Traits Genotype & Phenotype Allele Dominant Trait & Recessive trait Homozygous & Heterozygous Punnet Square (concept. You will not do one on the exam) Predictable Genetic frequencies (pedigree, farming genetic disorders) Wild Type Law of Segregation Law of Independent assortment Chp14: DNA Backbone Nucleic Acid Nucleotides Base Base Pair Codon Gene Chromosome DNA Polymerase (concept, vocab word) Helicase (concept, vocab word) Okazaki Fragment (concept, vocab word) Proof Reading Telomeres DNA bases (4) and which bind RNA: Uracil Steps of DNA Replication (just listing the steps: min 5 max 10, depending on word choice) Chp 15: The Central Dogma of Biology Transcription (steps, concepts) Translation (steps, concepts) tRNA Mutation Biotechnology Chp 18: Evolution Natural Selection Charles Darwin & Alfred R. Wallace “Survival of the fittest” is incorrect. Adaptation Species Hybrid (species): Postzygotic & Prezygotic Speciation Allopatric Speciation Sympatric Speciation Adaptive Radiation Gradual Speciation & Punctuated Equilibrium Chp 19: Evolution Evolution cumulative functions of: (know each) Mutation, Genetic Drift, Migration, Natural Selection Chance (involved with Evolution): Fixation, Founder Effect, Population Bottleneck Natural Selection: 3 conditions for occurrence; what it looks like; what it does/does not do Convergent Evolution Evolution’s influence over, but not its “purpose” Species are the basic unit of Biodiversity Chp 20: Phylogeny Phylogenetic Trees/models Concept of “shared ancestry” Taxonomy: concept, define, & list 8 hierarchical categories Convergent Evolution Molecular Systematics & DNA Homology Compare Phylogeny verse the “species concept” Chp 21-29: Biodiversity Flora, Fauna, Biota Virus (concept, importance to Evolution by Natural Selection) Importance of “Domain” Prokaryotes: Define, importance/role in Nature Stromatolites as evidence Biofilms Protists: define, importance/role in Nature Fungi: Define, importance/role in Nature 3 descriptors of Fungi Fungal DNA Hyphae & Mycelium Decomposer Mycorrhizae Plants: Ancestry (phylogeny) Plants: Define, importance/role in nature 3 defining descriptors of Plants Specific adaptations for evolution to land 3 problems all plants (as a phylogenetic group) face Non-vascular Plant Vascular Plant Vascular Seed Plant Vascular Tissue: Xylem & Phloem Roots, True leaves Waxy Cuticle Important role of Ecological Succession of Plants to Life Seed Plants: Seed: define, role/importance of to a plant, water & reproduction Spermatophytes Gymnosperm Angiosperm, Flower & Fruit Flower: Stamen, Carpel, Petal, Ovary) Herbivory Pollination & Pollinators: Trickery, Bribery, coevolution of Importance of Plants to Humans Humans and Plants coevolution The life of a bee is very different f ...

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Questions: 1. Know all of the ranks within the Linnaean taxonomic hierarchy, including the more recent addition of domains. How does the three domain system differ from the 5 kingdom system? Know how to write a species name. 2. Be familiar with the extensive diversity within the prokaryotes: shape, organization, Gram-staining, habitats, metabolic diversity, ecological importance. Many of these features are scattered on the cladogram (i.e. they do not define clades). What is a possible explanation for this? 3. Be familiar with the extensive diversity within the protists: form, motility. lifecycles, nutrition, habitats, ecological importance. Give examples of each. 4. Do the "plant-like" protists ("algae") form a monophyletic group? What about the "animal-like" protists ("protozoa"), or the "fungus-like" protists? Do the "seaweeds" form a monophyletic group? 5. Which protists form symbiotic relationships to form lichens? Which protists form symbiotic relationships with coral? Which protists are part of the phytoplankton? And which bacteria are part of the phytoplankton? 6. What features link the green algae to the land plants? The green algae are paraphyletic, with some members more closely related to the land plants. Which green algal group is closest to the land plants? (Hint refer to the land plant phylogeny handout) 7. Know the major stages of land plant evolution (movement onto land, vascular plants, seeds, flowers). Know which plant groups have vascular tissue, seeds and flowers. Be able to map important features onto a cladogram. 8. What were some features of the first land plant macrofossils (i.e. whole plant fossils)? For example, did they have leaves or roots? 9. What steps are hypothesized in the derivation of the land plant life cycle (altemation of generations) from the Charophycean green algal Iffe cycle? 10. During what era did land plants first appear? The transition from an aquatic to a terrestrial environment presented many challenges for early land plants. What adaptive features do we see in land plants that help overcome these challenges? 11. The main groups of seedless plants are the bryophytes, lycophytes, and monilophytes (ferns, whisk ferns, horsetails). Which of these groups is paraphyletic? What are some features that characterize each of these groups? What do the life cycles of lycophytes, horsetails and ferns have in common? 12. Lycophytes and horsetails share similar histories in that both had peak diversity during the Carboniferous (Age of Coal), including huge tree forms. How would you describe the habitats of these extinct giant trees? What environmental shifts occurred with the onset of the Mesozoic (often called the Age of Gymnosperms) that may have contributed to the demise of these giants and the success of plants that produce seeds and pollen? Would you expect to find giant bryophytes in the fossil record (we haven't yet)? 13. What are the five major groups of seed plants? What are the benefits of having see.

discussion board responses anthropology 2 questions Question #1 (Chimpanzees and Bonobos) In this Chapter, you were introduces to primate classification and taxonomy. After reading the sections on Chimpanzees and Bonobos you will have seen some fundamental differences between them. Discuss the differences and similarities of Bonobos and Chimpanzees. Provide examples to support your statements. respond to these three posts / only five sentences long each 1. Chimpanzees and Bonobos are species belonging to the genus Pan and a taxonomy known as Hominins, the super family where humans and apes belong. Both Bonobos and Chimps have the same fluid structure, where temporary smaller groups form within a larger community. When searching for food both species eat plants and animals, having a widespread diet. To live a primate life both Chimps and Bonobos must be flexible to difficult circumstances, injuries, new foods, social arrangements, and demographics. Although both species live this life style they differ in some ways. First the location of Chimpanzees is found in eastern and western Africa while Bonobos are in central and south Africa. Bonobos are built with shorter upper limbs and longer lower limbs, and a less rugged build then Chimps. When Bonobos socialize, bonds between females are strong and they play a big role in their society. Also, females of this species are willing to mate and have a high degree of sexual play between males and females. Differ to Bonobos, Chimpanzees have stronger bonds within the males and are not known for a high degree of sexual play. Lastly, how both species survive and collect for food differs. Chimpanzees make literal tools to help find food. For an example, they prepare sticks to catch insects like termites and ants or leaf sponges to retain water from tree hollows. Since they also eat meat, male chimps hunt for it and kill it to share with the rest of their community. Bonobos have never been observed hunting for food with tools. Overall Chimpanzees are the most studied ape and Bonobos are getting an increase of observation in the wild and captivity. 2. From observations of both Chimpanzees and Bonobos there are some similarities and differences between the two. Beginning with the similarities, Bonobos and Chimpanzees are from the same genus. Another similarity is their omnivorous diet of plant and animal substances. They general organization of their social groups is similar in the fact that they both form small, interchanging groups within a much larger group. Despite the similarities in their group organizations, the bonding patterns of the two species appear quite different. For example, unrelated chimpanzee males can often be found forming a group, whereas this is not commonly observed among Bonobos. However, the relationships between Bonobo females, and opposite gender relationships are much stronger than that of Chimpanzees. This explains the greater role female Bo ...

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Biology 1108L – Laboratory Exercises Phylogenetics Kennesaw State University Departments of Ecology, Evolution, and Organismal Biology & Molecular & Cell Biology Lab modified from Gendron, R. P. 2000. The classification and evolution of Caminalcules. The American Biology Teacher 62: 570-576. Edits made by Joe Dirnberger, Sigurdur Griepsson, Paula Jackson, Thomas McElroy, Joel McNeal, and Heather Sutton. CLASSIFICATION AND EVOLUTION Humans classify almost everything, including each other. This habit can be quite useful. For example, when talking about a car someone might describe it as a 4-door sedan with a fuel injected V-8 engine. A knowledgeable listener who has not seen the car will still have a good idea of what it is like because of certain characteristics it shares with other familiar cars. Humans have been classifying plants and animals for a lot longer than they have been classifying cars, but the principle is much the same. In fact, one of the central problems in biology is the classification of organisms on the basis of shared characteristics. As an example, biologists classify all organisms with a backbone as "vertebrates." In this case the backbone is a characteristic that defines the group. If, in addition to a backbone, an organism has mammary glands and hair it is a mammal, a subcategory of the vertebrates. This mammal can be further assigned to smaller and smaller categories down to the level of the species. The classification of organisms in this way aids the biologist by bringing order to what would otherwise be a bewildering diversity of species. The field devoted to the classification of organisms is called taxonomy [Greek. taxis, to arrange, put in order + nomos, law]. The modern taxonomic system was devised by Carolus Linnaeus (1707-1778). It is a hierarchical system because organisms are grouped into ever more inclusive categories from species up to kingdom. Figure 1 illustrates how four species are classified using this taxonomic system. (Note that it is standard practice to italicize the genus and species names.) Figure 1 Keep in mind that Linnaeus’ system of classification does not imply inherited relationships between different taxa. Indeed Linneaus, like most other scientists of his time, considered species to be fixed entities that had been created in their present form. According to this view, Linnaeus' system of classification was simply a useful means of cataloging the diversity of life. This static view of taxonomy began to change at the 1859 publication of Charles Darwin’s On The Origin of Species. As a consequence of Darwin's work it is now recognized that taxonomic classifications are actually reflections of evolutionary history. For example, Linnaeus put humans and wolves in the class Mammalia within the phylum Chordata KINGDOM Animalia Plantae PHYLUM Chordata Arthropoda Angiospermophyta ...

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Edited by Jessica E. Fultz for the Department of Biology. Updated January 10, 2014 Concepts in Biology Laboratory Biol 1100L Spring 2014 Please note that this manual is a work in progress and was compiled specifically for the ISU Biology department. It changes each semester/session depending on the interests of the instructors. It is a free and unpublished manual that has not seen reviewers or editors; there are errors. The first step in the acquisition of wisdom is silence, the second listening, the third memory, the fourth practice, the fifth teaching others. ~Solomon ibn Gabirol (1021 -1058 AD) 1-1 Biol 1100L Ecology1 Lab 1 1. Define hypothesis using your textbook. Name:_______________________________ Section:____ In lab this week you will gather observational data about arthropod distributions and ecology, describe their niches in terrariums, construct a hypothesis, make a prediction, and calculate the diversity (Shannon-Weiner Diversity Index) for each niche type. Arthropods are a major component of all terrestrial ecosystems and their behavior has been the object of many famous ecological studies. All arthropod species are in the Kingdom Animalia and Phylum Arthropoda but they are in many different classes, orders, and families. A large proportion of arthropods are plant detritivores, i.e. organisms that feed on dead and decaying plant material. These organisms hasten the conversion of biomass to soil, speed up rates of nutrient cycling, and as a result, increase the productivity of ecosystems. In this lab you will learn about three very important ecological concepts: diversity, niche and the competitive exclusion principle. Diversity can be measured in a number of different ways, and you will use the Shannon-Weiner Diversity Index. The niche is a set of environmental factors necessary to the continued existence of a species. The niche describes anything you might be able to think of that an organism requires. This includes what it eats, where it eats, when it eats, when it sleeps etc. The competitive exclusion principle states that two species with identical niches cannot coexist indefinitely (Gausse 1934). It makes sense that species that coexist will have different niches. If they didn’t they would either be in the process of going extinct or driving their competitor into extinction. The way species subdivide niche space has been called niche partitioning. Figure 1-1. Diagram of an arthropod terrarium. Part 1. Defining Niches One of the members of your group will obtain a terrarium and poking / digging tools from the west end of the lab. Do not do anything to the terrarium yet. Note the overall structure of the terrarium ecosystem (Fig. 1-1). As a group talk about the different ...

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