Chapter 3 science
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This document contains a science test with multiple choice and short answer questions about environments, traits, populations, fossils, and classifications of organisms as thriving, threatened, endangered, or extinct. Students are asked to write T for true answers and F for false ones. The final question asks students to choose two environments studied in the chapter and compare them by listing three ways they are alike and three ways they are different.
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Edited by Jessica E. Fultz for the Department of Biology.U.docx
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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a free and unpublished manual that has not seen reviewers or editors; there are errors.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,
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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 ecol-
ogy, 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
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tems.
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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 environ-
mental 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.
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The document summarizes a self-learning activity that teaches the concepts of reality versus fantasy. It includes 5 activities where students must identify statements as expressing reality or fantasy. The main points are:
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Edited by Jessica E. Fultz for the Department of Biology.U.docx
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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 ecol-
ogy, describe their niches in terrariums, construct a hypothesis, make a prediction, and
calculate the diversity (Shannon-Weiner Diversity Index) for each niche type.
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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 ecosys-
tems.
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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 environ-
mental 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 ...
Our sense organs and their uses
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This document contains a 20 question multiple choice science test about plants, animals, and environmental conservation for 5th grade students. The test covers topics like the Endangered Species Act, CITES, habitat restoration, and specific endangered species like the Queen Alexandra's Birdwing butterfly. It instructs students to write only the letter of the correct answer in the corresponding blanks.
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The document summarizes key facts about dinosaurs from 100 million years ago:
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Here is the sorting of animals by their eating habits:
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CRANE
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Assignment 2 Purpose: The purpose of this assignment is to help organize your thoughts for the paper and to ensure that you have done all the needed research prior to beginning the writing of the paper.
**Note: This is a hypothetical example to give you an idea of how to format your outline and include the required sections. It is not necessary to follow all parts of this outline, as it is an example. The bolded headings are required the rest of the headings and details will depend on your species and information found in reference sources.**
Assignment 2 Profile Outline: Giant Monkey Tree Frog
Required Introduction Categories: Common and scientific names, Geographic range, Specific location (country, state, city), Specific location biome.
I. Introduction
A. Common and Scientific Names
Formatting: Note the format with the Roman numerals. Each subheading under the Roman Numeral (e.g. the capital letter) is required.
1. Common names: giant monkey tree frog. Also known as: blue and yellow frog, bicolored tree frog, giant monkey frog, giant leaf frog or waxy-monkey tree frog.
2. Scientific name: Phyllomedusa bicolor
B. Geographic Range
1. Amazon Basin (Frost, 2009)
a. Brazil
This is the correct way to write a scientific name! Scientific names are italicized and the genus capitalized and species name lower case.
b. Colombia
c. Bolivia
d. Peru
C. Specific Location (Country, State, City)
1. Brazil (Frost, 2009)
2. Columbia
D. Specific Location Biome
1. Brazilian Atlantic Rainforest (de Paula Lima et al, 2010)
Types of biomes: http://www.ucmp.berkeley.edu/glossary/gloss5/biome/
E. Background and Description
1. Not at risk of extinction. (Frost, 2009)
2. Morphology
a. Unique from similar frogs by a pupil that is vertically elliptical (Gagliardo, 2009)
b. Nocturnal (Gagliardo, 2009)
c. Males 91-103 mm, females 111-119 mm (Encyclopedia of Life)
d. Dark green back with a white or cream belly (Encyclopedia of Life)
e. Spots can be found all over the organism, especially on the flank and back legs (Encyclopedia of Life)
f. Fingers are clear brown and have green adhesive discs (Encyclopedia of Life)
The required categories (minimum) of the Outline and Profile Paper are: Introduction/ Background, life cycle, structure & function, etc.), and evolution and additional interests.
g. Dark colored iris (Encyclopedia of Life)
3. Physiology (Folger, 1995)
a. Skin Pigments
The life cycle subcategories will depend on whether your species is an animal, a plant, a fungus, or a microbe.
Tip for Assignment 4: The introduction information plus background and description can be written in several introductory paragraphs. The first introduction paragraph should introduce the species and the rest of the paper as a standard writing practice.
i. Protect against sun damage
ii. Help in camouflage to blend into trees
iii. Regulate temperatures
b. Various secretions help
Please see additional help in the Assignment Instructions if you have a question on st ...
Chapter 1 section 4 (how are living things classified) 2011
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Assignment 2 Purpose To help organize your thoughts for the Final.docx
Assignment 2 Purpose: To help organize your thoughts for the Final Presentation and to ensure all necessary research is completed prior to starting the construction of the Presentation.
**Note: This is a hypothetical, general example covering material from a different subject (biology) to give you an idea of how to format your outline and include the required subtopics and subsections. Please construct your outline according to the instructions and subject-specific requirements/topics listed in the Assignments section.
Required Introduction Sections: (Common and scientific names, Geographic range, Specific location (country, state, city), Specific location biome.
Assignment 2 Outline: Giant Monkey Tree Frog
I. Introduction
A. Common and Scientific Names
Formatting: Note the format with the Roman numerals. Each subheading under the Roman Numeral (e.g. the capital letter) is required.
1. Common names: giant monkey tree frog. Also known as: blue and yellow frog, bicolored tree frog, giant monkey frog, giant leaf frog or waxy-monkey tree frog.
2. Scientific name: Phyllomedusa bicolor
B. Geographic Range
1. Amazon Basin (Frost, 2009)
a. Brazil
b. Colombia
Don’t forget to cite internally to your outline where appropriate, and be sure that all references listed in your reference list below are included internal to your outline and vice versa.
c. Bolivia
d. Peru
C. Specific Location (Country, State, City)
1. Brazil (Frost, 2009)
2. Columbia
D. Specific Location Biome
1. Brazilian Atlantic Rainforest (de Paula Lima et al, 2010)
E. Background and Description
1. Not at risk of extinction. (Frost, 2009)
2. Morphology
a. Unique from similar frogs by a pupil that is vertically elliptical (Gagliardo, 2009)
b. Nocturnal (Gagliardo, 2009)
c. Males 91-103 mm, females 111-119 mm (Encyclopedia of Life)
d. Dark green back with a white or cream belly (Encyclopedia of Life)
e. Spots can be found all over the organism, especially on the flank and back legs (Encyclopedia of Life)
f. Fingers are clear brown and have green adhesive discs (Encyclopedia of Life)
g. Dark colored iris (Encyclopedia of Life)
3. Physiology (Folger, 1995)
The required subtopics (minimum) of the Outline and Presentation are: Introduction/ Background, life cycle, structure & function, etc.), and evolution and additional interests.
Each subtopic should have a minimum of two subsections.
a. Skin Pigments
Tip for Assignment 4: The introduction information plus background and description can be written in several introductory paragraphs. The first introduction paragraph should introduce the species and the rest of the paper as a standard writing practice.
i. Protect against sun damage
ii. Help in camouflage to blend into trees
iii. Regulate temperatures
b. Various secretions help
i. Retain water
ii. Prevent infection
II. Life Cycle of the Organism
A. Egg Mass
1. Consist from anywhere of 10 – hundreds of eggs (Gagliardo, 2009)
2. Released on leaves near waterways(Gagliardo,.
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Chapter 1 section 4 (how are living things classified) 2011
This document provides an overview of biological classification and taxonomy. It discusses the history of classification from Aristotle to the modern system. Aristotle was the first to classify organisms into kingdoms but had problems with some organisms. Carolus Linnaeus improved the system by basing it on body structure. The modern system uses six kingdoms - Archaebacteria, Eubacteria, Protista, Fungi, Plants, and Animals. Organisms are classified based on traits like cell structure, DNA, and phylogeny into taxonomic groups from kingdom to species.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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- 1. Name ___________________________________ Date__________________ Chapter 3 Science Test (Open Book)
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