Owl pellet is used for educational purposes. When you dissect the pellet, you will find skeletons of mice, voles, birds and more. This is not just fascinating but also helps the kids to gain knowledge about the bird’s eating habits.
Wouldn’t you want to introduce your kids/students to something that would help them learn about the nature of the food chain and ecosystem?
Reference: https://www.educationalscience.com/owl-pellets-kits
Χρόνιες επιπλοκές του ΣΔΤ2: (Τέταρτο Μέρος): Η πρώιμη διάγνωση και αντιμετώπι...MedicalWeb.gr
Παρουσίαση από webminar που διοργάνωσε η Ελληνική Διαβητολογική Εταιρεία την Τετάρτη 6.11.2013 στο πλαίσιο των μετεκπαιδευτικών της μαθημάτων μέσω διαδικτύου.
Το θέμα του Webinar είναι: «Χρόνιες επιπλοκές του ΣΔΤ2: (Τέταρτο Μέρος): Η πρώιμη διάγνωση και αντιμετώπιση της διαβητικής νευροπάθειας και οι εισηγητές που το παρουσιάζουν είναι οι κ.κ. Αλέξανδρος Καμαράτος και Ηλίας Μυγδάλης.
http://www.ede.gr
Χρόνιες επιπλοκές του ΣΔΤ2: (Τέταρτο Μέρος): Η πρώιμη διάγνωση και αντιμετώπι...MedicalWeb.gr
Παρουσίαση από webminar που διοργάνωσε η Ελληνική Διαβητολογική Εταιρεία την Τετάρτη 6.11.2013 στο πλαίσιο των μετεκπαιδευτικών της μαθημάτων μέσω διαδικτύου.
Το θέμα του Webinar είναι: «Χρόνιες επιπλοκές του ΣΔΤ2: (Τέταρτο Μέρος): Η πρώιμη διάγνωση και αντιμετώπιση της διαβητικής νευροπάθειας και οι εισηγητές που το παρουσιάζουν είναι οι κ.κ. Αλέξανδρος Καμαράτος και Ηλίας Μυγδάλης.
http://www.ede.gr
Βία στον εργασιακό χώρο - Workplace Bullying Skywalker.gr
Ο ελέφαντας στο δωμάτιο: η βία στον εργασιακό χώρο, ένα τεράστιο πρόβλημα για το οποίο κανείς δεν μιλάει. Η παρουσίαση πραγματοποήθηκε σε μέλη της EUMA Ελλάδος, 27 Μαΐου 2015. Στόχος ήταν να αναδειχθούν:
1. Οι συχνότερες μορφές εργασιακής βίας
2. Οι ενέργειες στις οποίες πρέπει να προβεί ένας εργοδότης για πρόληψη, αποτροπή και εξάλειψη της βίας
3. Τι μπορεί να κάνει ένας εργαζόμενος που υπόκειται σε παρενόχληση και τι πρέπει να κάνουμε αν ζητήσει συνάδελφος ή φίλος τη βοήθειά μας.
Ένα από τα προσφερόμενα εργαλεία στο Twinspace είναι οι Ομάδες Συζήτησης (forums). Αν και οι ομάδες συζήτησης μπορούν να χρησιμοποιηθούν για την συνεργασία, αλληλεπίδραση και την επικοινωνία μεταξύ των συμμετεχόντων στο έργο, δεν έχουν όλοι τα ίδια δικαιώματα στην δημιουργία και διαχείρισή τους
This document provides an overview of an introductory agricultural zoology course. The course covers fundamental zoological concepts like the diversity of animal life, evolutionary relationships, and organ system structure and function. It includes both theoretical and laboratory components. The course is intended to help students understand the scientific perspectives and complexity of living organisms. Key topics that will be covered include biological principles of zoology, taxonomy and classification of animals, and an overview of the animal kingdom.
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
This document discusses ecosystems, habitats, food chains, and the relationships between different organisms within an environment. It provides examples of how different animals such as seals, squirrels, and fish are adapted to their environments. It also explains producers and consumers within food chains, with plants being producers, herbivores being primary consumers, carnivores being secondary consumers, and omnivores consuming both plants and animals. Predator-prey relationships and complex food webs are described. The document closes by discussing endangered species and reasons why animals become threatened or extinct.
This document discusses ecosystems, habitats, food chains, and the relationships between different organisms within an environment. It provides examples of how different animals such as seals, squirrels, and fish are adapted to their environments. It also explains producers and consumers within food chains, with plants being producers, herbivores being primary consumers, carnivores being secondary consumers, and omnivores consuming both plants and animals. Predator-prey relationships and complex food webs are described. Threats to habitats and organisms becoming endangered or extinct are also covered.
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. All living things are adapted to their environments in ways that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that keep seals warm. An animal's habitat is the place it lives and finds what it needs to survive, like food, water, shelter and mates. Living things depend on each other for food, with plants and some animals producing food (primary producers) and other animals consuming food (
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
The document is a seminar presentation by Vivek Shukla and Ritesh on the phylum Vertebrata, specifically focusing on the class Mammalia. It discusses the key characteristics of mammals including being warm-blooded, having hair and mammary glands, and giving live birth. The presentation covers the classification, anatomy and physiology of mammals such as their organ systems, diet, and evolutionary history from early apes to humans.
Βία στον εργασιακό χώρο - Workplace Bullying Skywalker.gr
Ο ελέφαντας στο δωμάτιο: η βία στον εργασιακό χώρο, ένα τεράστιο πρόβλημα για το οποίο κανείς δεν μιλάει. Η παρουσίαση πραγματοποήθηκε σε μέλη της EUMA Ελλάδος, 27 Μαΐου 2015. Στόχος ήταν να αναδειχθούν:
1. Οι συχνότερες μορφές εργασιακής βίας
2. Οι ενέργειες στις οποίες πρέπει να προβεί ένας εργοδότης για πρόληψη, αποτροπή και εξάλειψη της βίας
3. Τι μπορεί να κάνει ένας εργαζόμενος που υπόκειται σε παρενόχληση και τι πρέπει να κάνουμε αν ζητήσει συνάδελφος ή φίλος τη βοήθειά μας.
Ένα από τα προσφερόμενα εργαλεία στο Twinspace είναι οι Ομάδες Συζήτησης (forums). Αν και οι ομάδες συζήτησης μπορούν να χρησιμοποιηθούν για την συνεργασία, αλληλεπίδραση και την επικοινωνία μεταξύ των συμμετεχόντων στο έργο, δεν έχουν όλοι τα ίδια δικαιώματα στην δημιουργία και διαχείρισή τους
This document provides an overview of an introductory agricultural zoology course. The course covers fundamental zoological concepts like the diversity of animal life, evolutionary relationships, and organ system structure and function. It includes both theoretical and laboratory components. The course is intended to help students understand the scientific perspectives and complexity of living organisms. Key topics that will be covered include biological principles of zoology, taxonomy and classification of animals, and an overview of the animal kingdom.
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
This document discusses ecosystems, habitats, food chains, and the relationships between different organisms within an environment. It provides examples of how different animals such as seals, squirrels, and fish are adapted to their environments. It also explains producers and consumers within food chains, with plants being producers, herbivores being primary consumers, carnivores being secondary consumers, and omnivores consuming both plants and animals. Predator-prey relationships and complex food webs are described. The document closes by discussing endangered species and reasons why animals become threatened or extinct.
This document discusses ecosystems, habitats, food chains, and the relationships between different organisms within an environment. It provides examples of how different animals such as seals, squirrels, and fish are adapted to their environments. It also explains producers and consumers within food chains, with plants being producers, herbivores being primary consumers, carnivores being secondary consumers, and omnivores consuming both plants and animals. Predator-prey relationships and complex food webs are described. Threats to habitats and organisms becoming endangered or extinct are also covered.
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. All living things are adapted to their environments in ways that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that keep seals warm. An animal's habitat is the place it lives and finds what it needs to survive, like food, water, shelter and mates. Living things depend on each other for food, with plants and some animals producing food (primary producers) and other animals consuming food (
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
An ecosystem refers to all the animals and plants that live together in one place and interact with each other. Different ecosystems can exist close together and some animals belong to multiple ecosystems. Every aspect of an animal's environment, including where it lives and the other organisms it interacts with, affects it. Animals are adapted to their environments through traits that help them survive, such as streamlined bodies that aid fish in swimming or thick layers of fat that insulate seals. A habitat is the place where an animal lives and finds what it needs to survive, like food, water and shelter. All living things require food and organisms in an ecosystem depend on each other for nourishment, with some animals eating plants or other animals. Food chains illustrate pred
The document is a seminar presentation by Vivek Shukla and Ritesh on the phylum Vertebrata, specifically focusing on the class Mammalia. It discusses the key characteristics of mammals including being warm-blooded, having hair and mammary glands, and giving live birth. The presentation covers the classification, anatomy and physiology of mammals such as their organ systems, diet, and evolutionary history from early apes to humans.
- Animals are multicellular, heterotrophic organisms that lack cell walls and have tissues that allow movement and response to stimuli. They have complex internal structures and usually bilateral or radial symmetry.
- Organisms are classified based on their physical characteristics and internal structures, grouping those with greater similarities together into taxonomic ranks like kingdom, phylum, class, order, family, genus and species.
- The scientific name uses binomial nomenclature, specifying both the genus and species of the organism. This provides a standardized classification system.
Food chains show how organisms within an ecosystem rely on each other for energy and nutrients. Plants are producers as they produce their own food through photosynthesis. Herbivores consume plants and carnivores consume herbivores or other carnivores. Lions are an example of an apex predator, occupying the top of some terrestrial food chains, as no other animals prey on them. Disruptions anywhere in a food chain can impact the entire ecosystem.
This document provides an overview of mammalian feeding specializations and digestive adaptations. It discusses how mammals are categorized based on their diets as insectivores, carnivores, omnivores, or herbivores. Each category has distinct dental, digestive, and behavioral adaptations. For example, herbivores have teeth adapted for grinding and multi-chambered stomachs containing bacteria to break down cellulose. The document also describes how seasonal changes impact food availability and how some mammals cache or migrate to cope.
This document provides information about food chains. It begins by defining a food chain as a sequence of organisms through which energy flows as each organism obtains energy from the one below it in the chain. Producers, such as plants, are at the bottom of the food chain as they can produce their own food. Herbivores, as primary consumers, eat the producers. Carnivores eat herbivores or other carnivores. Omnivores both eat plants and other animals. Decomposers, like fungi and bacteria, break down waste and dead organisms, recycling nutrients in the ecosystem. The document includes examples of food chains and defines the roles of producers, consumers, and decomposers. It also
Arthropoda is coming under the Kingdom of animals,
Arthropoda is the largest group of animals. These found everywhere on the Earth.
GK. artho = jointed ; podos = foot
Mandibles refer to the feeding appendages (or jaws) using which food.pdfpritikulkarni20
Mandibles refer to the feeding appendages (or jaws) using which food is ingested. Depending on
the type of organism and the prey that has to be captured, the structure of the mandible has
evolved over the ages. There are evolutionary and phylogenetic relationships to be considered
with regard to common features in the development of mandibles in insects and vertebrates too.
This is because several insect and crustacean adult mandibles are built in such a way that food is
mainly handled with the lower portion of the jaw.
Insect mandibles have evolved in accordance with the type of food or prey different species need
to catch. Common food sources for insects include algae,other insects, fish, other plants etc.
Insects may pierce the surface of their food and suck out fluids,or graze their food to separate it
from mud and ingest it. They can even bite off some portions of their food before ingestion or
engulf their food as a whole.Some insects chew leaves and other parts of plants. Their mandibles
have evolved accordingly.
Vertebrates have a variety of food sources and do not depend on any single trophic level for their
survival. The muscles that enable mastication of food move the lower jaw of vertebrate
mandibles. In humans, the voice box also moves the mandible. Most vertebrates either engulf
their food or shred it. Many have teeth for feeding, and can be either herbivores or carnivores.
Octopuses are invertebrates having a clever feeding mechanism. They use their long tentacles to
explore crevices for their prey. On capturing their prey, they immediately inject their poisonous
saliva to immobilize it, after which they use their beaks to crush and ingest their prey. They
mostly eat crabs, mollusks, lobsters etc. If the shell of their prey is too tough to break, they use
salivary papilla to drill a pinhole and eat the meat of their prey. Thus, the octopus has evolved a
feeding mechanism suitable to it.
Solution
Mandibles refer to the feeding appendages (or jaws) using which food is ingested. Depending on
the type of organism and the prey that has to be captured, the structure of the mandible has
evolved over the ages. There are evolutionary and phylogenetic relationships to be considered
with regard to common features in the development of mandibles in insects and vertebrates too.
This is because several insect and crustacean adult mandibles are built in such a way that food is
mainly handled with the lower portion of the jaw.
Insect mandibles have evolved in accordance with the type of food or prey different species need
to catch. Common food sources for insects include algae,other insects, fish, other plants etc.
Insects may pierce the surface of their food and suck out fluids,or graze their food to separate it
from mud and ingest it. They can even bite off some portions of their food before ingestion or
engulf their food as a whole.Some insects chew leaves and other parts of plants. Their mandibles
have evolved accordingly.
Vertebrates have.
The document discusses key concepts around niches and interactions between species in an ecosystem. It defines niche as the role and habitat of a species, including biotic and abiotic factors. It explains that species compete for resources if their niches overlap too much. Specialized species have narrow niches and are more vulnerable to extinction from environmental changes. Convergent evolution and coevolution can cause different species to evolve similar traits to fill similar niches or as they interact and exert selection pressures on each other over time.
The living world - chapter 1 - class 11 Biology by Dr. Saiful Alom SiddiqueDR. SAIFUL ALOM SIDDIQUE
This document discusses characteristics of living organisms and taxonomy. It outlines 6 key characteristics of living things: growth, metabolism, sensitivity, reproduction, cellular organization, and movement. It then discusses biodiversity and describes taxonomy, including taxonomic categories and hierarchies. Key taxonomic aids are also summarized, such as herbaria, botanical gardens, museums, zoological parks, and keys.
This document summarizes two biology lab reports by a student. The first lab involved classifying 10 organisms found around the student's school into their scientific kingdoms, phyla, and classes. The second lab investigated interdependence between organisms by constructing food chains and a food web of 10 organisms and their food sources. Key findings were that organisms can be classified into taxonomic groups and that living things rely on each other through predator-prey relationships and the transfer of energy up the food chain from producers to consumers.
Chapter 2 Animals Where they live and How they get foods4oconne
The document discusses animal life cycles and how babies resemble their parents. It covers how different types of animals, such as birds, spiders, insects, fish, frogs, and mammals, develop from eggs or live births. Their life cycles often involve stages from embryo to adult. Babies learn skills both through instincts as well as watching and learning from parents and other adults of their species. Animals continue learning through making mistakes and practicing behaviors important for survival.
Microbial characterisation and identification, and potability of River Kuywa ...Open Access Research Paper
Water contamination is one of the major causes of water borne diseases worldwide. In Kenya, approximately 43% of people lack access to potable water due to human contamination. River Kuywa water is currently experiencing contamination due to human activities. Its water is widely used for domestic, agricultural, industrial and recreational purposes. This study aimed at characterizing bacteria and fungi in river Kuywa water. Water samples were randomly collected from four sites of the river: site A (Matisi), site B (Ngwelo), site C (Nzoia water pump) and site D (Chalicha), during the dry season (January-March 2018) and wet season (April-July 2018) and were transported to Maseno University Microbiology and plant pathology laboratory for analysis. The characterization and identification of bacteria and fungi were carried out using standard microbiological techniques. Nine bacterial genera and three fungi were identified from Kuywa river water. Clostridium spp., Staphylococcus spp., Enterobacter spp., Streptococcus spp., E. coli, Klebsiella spp., Shigella spp., Proteus spp. and Salmonella spp. Fungi were Fusarium oxysporum, Aspergillus flavus complex and Penicillium species. Wet season recorded highest bacterial and fungal counts (6.61-7.66 and 3.83-6.75cfu/ml) respectively. The results indicated that the river Kuywa water is polluted and therefore unsafe for human consumption before treatment. It is therefore recommended that the communities to ensure that they boil water especially for drinking.
Recycling and Disposal on SWM Raymond Einyu pptxRayLetai1
Increasing urbanization, rural–urban migration, rising standards of living, and rapid development associated with population growth have resulted in increased solid waste generation by industrial, domestic and other activities in Nairobi City. It has been noted in other contexts too that increasing population, changing consumption patterns, economic development, changing income, urbanization and industrialization all contribute to the increased generation of waste.
With the increasing urban population in Kenya, which is estimated to be growing at a rate higher than that of the country’s general population, waste generation and management is already a major challenge. The industrialization and urbanization process in the country, dominated by one major city – Nairobi, which has around four times the population of the next largest urban centre (Mombasa) – has witnessed an exponential increase in the generation of solid waste. It is projected that by 2030, about 50 per cent of the Kenyan population will be urban.
Aim:
A healthy, safe, secure and sustainable solid waste management system fit for a world – class city.
Improve and protect the public health of Nairobi residents and visitors.
Ecological health, diversity and productivity and maximize resource recovery through the participatory approach.
Goals:
Build awareness and capacity for source separation as essential components of sustainable waste management.
Build new environmentally sound infrastructure and systems for safe disposal of residual waste and replacing current dumpsites which should be commissioned.
Current solid waste management situation:
The status.
Solid waste generation rate is at 2240 tones / day
collection efficiently is at about 50%.
Actors i.e. city authorities, CBO’s , private firms and self-disposal
Current SWM Situation in Nairobi City:
Solid waste generation – collection – dumping
Good Practices:
• Separation – recycling – marketing.
• Open dumpsite dandora dump site through public education on source separation of waste, of which the situation can be reversed.
• Nairobi is one of the C40 cities in this respect , various actors in the solid waste management space have adopted a variety of technologies to reduce short lived climate pollutants including source separation , recycling , marketing of the recycled products.
• Through the network, it should expect to benefit from expertise of the different actors in the network in terms of applicable technologies and practices in reducing the short-lived climate pollutants.
Good practices:
Despite the dismal collection of solid waste in Nairobi city, there are practices and activities of informal actors (CBOs, CBO-SACCOs and yard shop operators) and other formal industrial actors on solid waste collection, recycling and waste reduction.
Practices and activities of these actor groups are viewed as innovations with the potential to change the way solid waste is handled.
CHALLENGES:
• Resource Allocation.
ENVIRONMENT~ Renewable Energy Sources and their future prospects.tiwarimanvi3129
This presentation is for us to know that how our Environment need Attention for protection of our natural resources which are depleted day by day that's why we need to take time and shift our attention to renewable energy sources instead of non-renewable sources which are better and Eco-friendly for our environment. these renewable energy sources are so helpful for our planet and for every living organism which depends on environment.
Presented by The Global Peatlands Assessment: Mapping, Policy, and Action at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
Improving the viability of probiotics by encapsulation methods for developmen...Open Access Research Paper
The popularity of functional foods among scientists and common people has been increasing day by day. Awareness and modernization make the consumer think better regarding food and nutrition. Now a day’s individual knows very well about the relation between food consumption and disease prevalence. Humans have a diversity of microbes in the gut that together form the gut microflora. Probiotics are the health-promoting live microbial cells improve host health through gut and brain connection and fighting against harmful bacteria. Bifidobacterium and Lactobacillus are the two bacterial genera which are considered to be probiotic. These good bacteria are facing challenges of viability. There are so many factors such as sensitivity to heat, pH, acidity, osmotic effect, mechanical shear, chemical components, freezing and storage time as well which affects the viability of probiotics in the dairy food matrix as well as in the gut. Multiple efforts have been done in the past and ongoing in present for these beneficial microbial population stability until their destination in the gut. One of a useful technique known as microencapsulation makes the probiotic effective in the diversified conditions and maintain these microbe’s community to the optimum level for achieving targeted benefits. Dairy products are found to be an ideal vehicle for probiotic incorporation. It has been seen that the encapsulated microbial cells show higher viability than the free cells in different processing and storage conditions as well as against bile salts in the gut. They make the food functional when incorporated, without affecting the product sensory characteristics.
Epcon is One of the World's leading Manufacturing Companies.EpconLP
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
Climate Change All over the World .pptxsairaanwer024
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...Open Access Research Paper
Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...Joshua Orris
Results of geophysics and pneumatic injection pilot tests during 2003 – 2007 yielded significant positive results for injection delivery design and contaminant mass treatment, resulting in permanent shut-down of an existing groundwater Pump & Treat system.
Accessible source areas were subsequently removed (2011) by soil excavation and treated with the placement of Emulsified Vegetable Oil EVO and zero-valent iron ZVI to accelerate treatment of impacted groundwater in overburden and weathered fractured bedrock. Post pilot test and post remediation groundwater monitoring has included analyses of CVOCs, organic fatty acids, dissolved gases and QuantArray® -Chlor to quantify key microorganisms (e.g., Dehalococcoides, Dehalobacter, etc.) and functional genes (e.g., vinyl chloride reductase, methane monooxygenase, etc.) to assess potential for reductive dechlorination and aerobic cometabolism of CVOCs.
In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
The results of the MetaArray™ analysis’ support vector machine (SVM) identified groundwater monitoring wells with a 80% confidence that were characterized as either Limited for Reductive Decholorination or had a High Reductive Reduction Dechlorination potential. The results of MetaArray™ will be used to further optimize the site’s post remediation monitoring program for monitored natural attenuation.
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...Joshua Orris
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
Wildlife-AnIntroduction.pdf so that you know more about our environment
Owl Pellet Dissection Lesson Plan
1. LESSON PLAN LIFE SCIENCE
Owl Pellet Dissection
https://www.educationalscience.com/owl-pellets-kits Grade 4
Lesson Concept: Carnivores and herbivores have different teeth structures that are adapted for
the type of food they eat.
Conceptual Flow:
The sun is the ultimate source of energy entering the food chain.
All organisms need energy to live and grow.
Living things have different roles in energy transfer.
a) A food chain represents the movement of food energy and food matter through a
sequence of living things.
b) A food web is the overlapping of food chains in an ecosystem.
c) There are producers, consumers, and decomposers in nature.
Producers, consumers (herbivores, carnivores, and omnivores) and decomposers
interact in food chains and food webs in an ecosystem.
A producer makes its own food (plants).
A consumer must eat other living things.
All animals are consumers.
A carnivore is an animal that eats only other animals.
An herbivore is an animal that eats only plants.
An omnivore is an animal that eats plants and animals.
A decomposer consumes plant and animal waste, a step that returns nutrients to
the soil (fungi, bacteria).
A scavenger is an animal that eats dead plants and animals.
Owls are consumers who are carnivores.
Owls and their prey are part of a food chain
Owls are predators that eat carnivores, omnivores, and herbivores.
Owl pellets show what an owl eats.
Owls have a physical mechanism for producing a pellet.
Bones inside the pellet can be identified.
Decomposers will break down a pellet once it is regurgitated.
2. Owl Pellet Dissection (GRADE 4, LIFE SCIENCE) page 2
Based on the contents of the owl pellet (and what we can find out about its prey), we can begin
drawing a food web of the owl’s ecosystem. (For example: grass, vole, owl; grass,
insects, shrew, owl)
Living things interact and depend on each other.
Living things compete with each other within an ecosystem.
Teacher Background:
The flow of energy and matter through an ecosystem is called a food chain. The combination of
several interconnected food chains in an ecosystem is called a food web. To determine the place
of an owl in a food web, a scientist looks at what an owl eats, and asks “Is the owl an herbivore,
carnivore, or omnivore?” A scientist can tell what an owl ate by looking at the owl pellets that
the owl regurgitates. By looking at the bones in an owl pellet, a scientist can tell if the owl ate an
herbivore or a carnivore by identifying the skulls in the owl pellet. Carnivores and herbivores
have different teeth structures that are adapted for the type of food they eat.
Rodents, like the vole, have a pair of upper and lower incisors (front teeth). These teeth are long
and curved and continue to grow throughout a rodent’s life. The presence of grinding molars
(teeth in the back) and no canines indicate that the vole is an herbivore. Herbivore teeth have a
space between the incisors and the molars (called the diastema).
Carnivores require a more stable jaw with upper and lower teeth which fit closely together for
grasping and tearing meat. They have a fewer number of molars than herbivores. Shrews and
moles, both insectivores, have many small pointed teeth with very little difference between the
incisors, canines, and premolars. As specialized carnivores, their teeth help them to break into
the hard exoskeletons of insects.
The figures below provide numbers of prey of a Barn Owl’s general diet, based on 100 skulls
found in owl pellets. The numbers of prey species vary according to the time of the year, type of
ecosystems, and populations of prey and predators.
3. Owl Pellet Dissection (GRADE 4, LIFE SCIENCE) page 3
California Oregon Washington Texas
Rats 2 1 1 32
Voles 50 58 55 2
Mice 32 20 30 40
Shrews 1 11 5 15
Mole 1 1 1 1
Gophers 9 7 6 4
Rabbits 1 1 1 3
Birds 4 1 1 1
Data from: Resource Manual for Owl Pellet Labs by James P. Key
How Owl Pellets Are Formed1
Birds (including owls) do not have teeth, so they cannot chew their food. Birds swallow their
food whole or tear it into small pieces to swallow.
Unlike seed-eating birds, owls do not have a crop (a sac in the esophagus that can hold
swallowed food before it enters the stomach)2
. In owls, the food goes down the esophagus
directly into a two-part stomach. The first part of the stomach is glandular and has enzymes
that digest (break down) soft tissue. The second part of the stomach is muscular and is called
the gizzard3
.
The swallowed food enters the glandular stomach where the soft tissue is digested, but the
bones, feathers, and hair are not digested. The food then moves into the muscular gizzard,
which pushes the digested soft tissue through to the intestine (to be absorbed as nutrients into
the blood stream) and retains the indigested bones, feathers, and hair. The muscles of the
gizzard then compress the indigested food into a pellet (that is the shape and size of the gizzard).
This pellet is eventually pushed back up into the glandular stomach, and (after a few hours)
regurgitated (coughed up).
After a pellet is formed, but before it is regurgitated, the owl cannot eat because the pellet
partially blocks the digestive tract. It must wait for the pellet to be expelled. Owls usually wait
to cough up their pellets at their home roost. Consequently, when you find a pile of owl pellets
at the base of a tree, you know that an owl lives there.
Owls tend to eat their food whole, whereas other birds of prey usually tear their food into small
pieces, thereby avoiding most of the feathers and hair. Hawks and eagles also regurgitate pellets,
1
Based on material in: Lewis, DP (2008) Digestion in owls. The Owl Pages.
(www.owlpages.com/articles.php?section=Owl+Physiology&title=Digestion) and Warhol, T (2008)
Animal Ways: Owls. Marshall Cavendish Benchmark. Tarrytown, New York.
2
See www.earthlife.net/birds/digestion.html for more information on bird digestive tracts
3
Diagram in www.owlpages.com/image.php?image=articles-Owl+Physiology-Digestion-1.5
4. Owl Pellet Dissection (GRADE 4, LIFE SCIENCE) page 4
but the pellets are small because hawks and eagles have very acidic enzymes in their glandular
stomachs, which can partially digest the feathers, bones, and hair that they might swallow.
Grade 4 Science Framework — Life Science
“Food chains and food webs represent the relationships between organisms (i.e., which
organisms are consumed by which other organisms). Generally, food chains and food webs
must originate with a primary producer, such as a plant that is producing biomass. Herbivores
and omnivores eat the plants; carnivores (secondary consumers) in turn eat the herbivores and
omnivores.” (Science Framework for Public Schools: Kindergarten Through Grade Twelve,
2003)
Materials Needed for the Lesson:
Owl pellets may be obtained from the following sources (other sources may be found by
searching the web for other websites that feature owl pellets):
Educational Science Co. PO BOX 747 League City, TX 77574-0747;
www.educationalscience.com 281-554-9783 800-832-3596
Texagen Life Science www.texagenLS.com 281-554-8450
Most commercially bought owl pellets will contain voles and/or mice (herbivores).
It is rare to find skulls of moles or shrews (carnivores – insectivores) even when
pellets are collected in the “wild”. However (depending on the ecosystem) gophers
may be more readily found in owl pellets found in the “wild”.
Teacher Materials
Transparency of “Identifying Animals Found in Owl Pellets” (charts and illustrations
from “Elementary Owl Pellet Pak” by Genesis, Inc. 1-800-473-5538)
Skulls — herbivore (e.g., deer, cow, horse, beaver) and carnivore (e.g., fox, Mt. Lion,
mink, otter); optional: omnivore (e.g., brown bear; raccoon) (borrow from museum,
high school, or college).
Student Hands-on Materials
If possible, get enough skulls (one herbivore and one carnivore) for each group of
students.
Hand lenses
(1 per set of partners): Owl pellet, tweezers, extra long toothpicks, latex gloves, paper
plate, Zip-lock bags
5. Owl Pellet Dissection (GRADE 4, LIFE SCIENCE) page 5
Student Handout
“Owl Pellet Dissection Results”
“Identifying Animals Found in Owl Pellets”
Optional: Provide a copy of the background information in this lesson “How Owl
Pellets Are Formed” for students to read.
5E’s TLC Lesson: Owl Pellet Contents
Teacher Does Student Does Concept
ENGAGE:
If available, provide one herbivore and one
carnivore skull to each group of students.
Otherwise have students come to the table
where you have a variety of animal skulls
displayed.
What do you observe about the skulls in
front of you? Remember that observing is
more than looking, it is noticing details.
Hold up one herbivore and one carnivore
skull:
How are they the same and how are they
different?
Let’s focus on the teeth: how are they the
same?
How are they different?
What could teeth tell you about what an
animal eats?
Who can tell me something they know
about owl pellets?
Turn to your partner and tell how you think
we can tell what an owl eats.
Expected Student Response (ESR):
They are both skulls, they have teeth,
they are white, they have cracks.
ESR: Different sizes, different shape
ESR: One set of teeth is flat in the
back and the other is sharp and
pointy in the back.
ESR: Maybe whether they eat plants
or animals.
ESR: When an owl eats its prey, the
bones are compressed with the hair &
fur and the ball is spit up by the owl.
ESR: We could look at the skulls in
the pellet.
Carnivores and
herbivores have
different teeth
structures that are
adapted for the type
of food they eat.
EXPLORE:
Today you will explore the contents of an
owl pellet.
You and your partner will each receive an
owl pellet, gloves, a paper plate, tweezers,
and a toothpick.
You will carefully break apart the pellet and
look for skulls in the pellet. Take out the
The contents of an
owl pellet can be
used to identify what
the owl has eaten.
6. Owl Pellet Dissection (GRADE 4, LIFE SCIENCE) page 6
Teacher Does Student Does Concept
skull or skulls and set them aside on the
paper plate and save the rest of the pellet
and its contents by putting them into a zip-
lock baggie.
Use your tools to carefully clean off the skull
or skulls. You most likely find that your
skulls have become separated. The top part
of the skull is the cranium and the bottom
part is called the mandible. Each skull has a
left and right mandible.
Show the mandibles using a skull from the
skull collection.
Ask students to turn to their partners and
describe the directions.
Distribute the owl pellets and tools for
dissecting the pellets.
Use a hand lens to carefully observe the
skull and draw it in your notebook.
Show the transparency “Identifying Animals
Found in Owl Pellets” and distribute a handout
to students.
Use “Identifying Animals Found in Owl
Pellets” sheet to identify the skull you found.
You will identify and record what kind of
animal you have in the “Prey Found” box at
the upper left side of your paper.
Point to the box on the overhead.
Let’s look at the kinds of animals that might
be found in an owl pellet. Who thinks they
have the skull of a vole? Who thinks they
have a skull of a pocket gopher? What is
your determining factor for deciding what
animal the skull is?
Is it the size of a rat or a gopher or the size
of a field mouse (vole)?
On overhead, point to Class Findings and
record Class Findings of skulls on the chart.
NOTE TO TEACHER: Most commercially bought
owl pellets will contain voles and/or mice
(herbivores). It is rare to find skulls of moles or
shrews (carnivores – insectivores).
Show the skull of an herbivore (e.g., horse).
What does this animal eat?
ESR: Students share directions.
ESR: Students break apart pellet and
find skulls. Separate the skull or skulls
and put remaining contents in the zip
lock baggie. They draw the skull(s).
ESR: Because the skull is small.
ESR: It is very small.
7. Owl Pellet Dissection (GRADE 4, LIFE SCIENCE) page 7
Teacher Does Student Does Concept
Does anyone know what animals are called
that eat only plants?
Animals that eat only plants are called
herbivores.
Write “herbivore” on the board.
Does anyone see a familiar word that would
be a clue that these animals eat only
plants?
What are herbs?
What do you notice about the teeth of this
animal?
Using your hand lens look at the teeth of a
skull you found in your owl pellet. What do
you notice? Are these teeth similar or
different from this large skull of an
herbivore? (Are they sharp & pointy or are
the teeth in the back flat on top? Is there a
gap between the front and back teeth?)
Show a few carnivore skulls (mountain lion,
etc.).
What does a mountain lion eat?
Point to the canine teeth.
Describe these teeth. What do these teeth
do?
What are animals that eat mostly meat
called?
Animals that eat mostly meat are called
carnivores.
How are these teeth similar or different to
the teeth in the skull you found in the pellet?
Did any of you find a skull of a carnivore?
Use a magnifying lens to look at the skulls
found in the owl pellet. The carnivores that
could have been there are actually
insectivores (they eat insects) and they
include moles and shrews.
ESR: Grass, other plants.
ESR: No; vegetarians; herbivores.
ESR: Herb
ESR: Herbs are those plants (like
basil, oregano) that are used in
cooking (like in a spaghetti sauce).
ESR: There is a big gap between the
front long tooth and the back teeth.
The back teeth are (basically) flat on
top.
ESR: Similar. There is a big gap
between the front long tooth and the
back teeth. The back teeth are
(basically) flat on top.
ESR: Deer, rabbits
ESR: They are sharp and pointy.
ESR: They tear meat.
ESR: Carnivores
ESR: Different. The teeth in our skull
are not pointy.
Note that it is possible for students
to find a mole or shrew and in that
case the teeth would be similar to
that of the large skull of a
carnivore.
EXPLAIN:
Remember when we compared these two
skulls (show examples of herbivore and
ESR: There is a big gap between the
front long tooth and the back teeth.
8. Owl Pellet Dissection (GRADE 4, LIFE SCIENCE) page 8
Teacher Does Student Does Concept
carnivore) we noticed the kind of teeth each
animal uses to eat its food. What did you
notice about the teeth in the skull you
found? Describe to your partner what type
of teeth it has.
Turn to your partner and tell how you think
we can tell if an owl eats herbivores,
carnivores, or both?
Are owls herbivores or carnivores? How do
you know? Do you know this because of the
“teeth” that owls have?
Is there more than one way to find out
whether an animal is an herbivore or a
carnivore?
The back teeth are (basically) flat on
top.
ESR: We can look at the teeth of the
skulls found in the owl pellets.
ESR: Carnivores because they eat
meat – mice and stuff like that.
ESR: No. Owls don’t have teeth.
ESR: Yes, you can look at what they
eat.
EVALUATE:
Look at your owl pellet skulls and decide
whether your rodent (vole) is an herbivore
or a carnivore and explain your reasoning.
Provide each student with a copy of “Owl
Pellet Dissection Results” and ask them to
complete it.
When finished looking at the skull(s), place
it (them) into the baggie with the rest of the
owl pellet.
Could owls become herbivores? Why or
why not?
ESR: Students carefully look at the
skull from the owl pellet and
determine if it is a carnivore or an
herbivore.
Complete final assessment.
Carnivores and
herbivores have
different teeth
structures that are
adapted for the type
of food they eat.
EXTEND:
Have students separate and identify the rest
of the bones from the owl pellets.
Have students research what the owls’ prey
eat. Then have students make a food chain
using the owl and the prey found in the owl
pellets.
Ask students to draw a food web which
includes owls and its prey.
From the “Teacher Background” provide data
to students about a Barn Owl’s general diet in
various states in the US. Have students
develop a graph of the data.
Have students discuss in groups: If an owl
could not find any voles to eat in its habitat,
what could it do?
Discuss with your partner what you think
ESR: The owl could eat other small
animals that are found in its habitat or
fly to another area that might have the
food it needs.
ESR: The owls may die if they eat the
9. Owl Pellet Dissection (GRADE 4, LIFE SCIENCE) page 9
Teacher Does Student Does Concept
would happen to owls if voles were poisoned
in the owls’ habitat.
poisoned voles; or the owls may eat
other animals or fly somewhere else
to find food.
Input Question: Locate skulls in an owl pellet.
Process Question: Compare the teeth of an herbivore to a carnivore.
Output Question: Discuss what you think would happen to owls if voles were poisoned in the
owls’ habitat.
10. Owl Pellet Dissection
(GRADE 4, LIFE SCIENCE)
STUDENT HANDOUT
Owl Pellet Dissection Results
Was the skull you found in the owl pellet an herbivore or a carnivore?
_________________________________________________________________________________
Explain how you know:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
--------------------------------------------------------------------------------------------------------------------------------------------------------
Name: ______________________
STUDENT HANDOUT
Owl Pellet Dissection Results
Was the skull you found in the owl pellet an herbivore or a carnivore?
_________________________________________________________________________________
Explain how you know:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Name: ______________________
11. Owl Pellet Dissection
(GRADE 4, LIFE SCIENCE)
_________________________________________________________________________________
STUDENT HANDOUT
Identifying Animals Found in Owl Pellets
The best way to identify prey found in an owl pellet is to look at the skull
that you find present. Compare your skull with the skulls below.