UMUC Biology 102/103 Lab 6: Taxonomy

/in /by

UMUC Biology 102/103 Lab 6: Taxonomy.

 

Full Name:

 

 

UMUC Biology 102/103

Lab 6: Taxonomy

INSTRUCTIONS:

 

·         On your own and without assistance, complete this Lab 6 Answer Sheet electronically and submit it via the Assignments Folder by the date listed in the Course Schedule (under Syllabus).

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

·         Save your Lab 6 Answer Sheet in the following format:  LastName_Lab6 (e.g., Smith_Lab6).

·         You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

 

Pre-Lab Questions

 

  1. Use the following classifications to determine which organism is least related out of the three. Explain your rationale.
Table 2: Classifications
  Classification Level American Green Tree Frog European Fire- Bellied Toad Eastern Newt
Domain Eukarya Eukarya Eukarya
Kingdom Animalia Animalia Animalia
Phylum Chordata Chordata Chordata
Class Amphibia Amphibia Amphibia
Order Anura Anura Caudata
Family Hylidae Bombinatoridae Salamandridae
Genus Tursipops Bombina Notophthalmus
Species cinerea bombina viridescens

 

 

  1. How has DNA sequencing affected the science of classifying organisms?

 

 

 

 

  1. You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it.

 

 

Exercise 1: Dichotomous Key Practice

 

Table 3: Dichotomous Key Results
Organism Binomial Name
i  
ii  
iii  
iv  
v  
vi  
vii  
viii  
ix  
x  
xi  
xii  
xiii  

 

 

Post-Lab Questions

1.    What do you notice about the options of each step as they go from number one up?

 

 

2.    How does your answer from Question 1 relate to the Linnaean classification system?

 

 

 

Exercise 2: Classification of Organisms

Data Tables and Post-Lab Assessment

Table 2: Key Characteristics of Some Organisms

Organism Kingdom  

Domain

 Defined Nucleus Motile Cell Wall Photosynthesis Unicellular
E. coli         Yes   Yes
Protozoa     Yes Yes     Yes
Mushroom     Yes   Yes    
Sunflower     Yes   Yes Yes  
Bear     Yes Yes      

 

lab006fig004
Figure 4:Exercise 2 – Classification of Organisms Flow Chart

 

 

Post-Lab Questions

 

1.    Did this series of questions correctly organize each organism? Why or why not?

 

2.    What additional questions would you ask to further categorize the items within the kingdoms (Hint: think about other organisms in each of the kingdoms and what makes them different than the examples used here)?

 

 

3.    What questions would you have asked instead of the ones that you answered above when classifying the organisms?

UMUC Biology 102/103 Lab 6: Taxonomy

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Straighterline MEDICAL 101 Midterm Exam

/in /by

Straighterline MEDICAL 101 Midterm Exam. 01. Question number three has multiple sections. Please answer all parts

I. We know that the most common form of color blindness results from an X- linked recessive gene. A couple with normal color vision has a daughter with normal vision and a son who is color-blind. What is the probability that the daughter is a carrier for the color-blindness allele? In other words, what is the probability that the daughter is heterozygous for the trait?

II. When black pigeon is crossed with a test cross (White) pigeon gives you 100% brown pigeons. What are the genotypes and phenotypes of a cross between F1*F1

III. In the pedigree below, the shaded symbols represent people affected with a neurological disorder caused by an X-linked recessive allele. Let’s call the normal allele D and the recessive allele d. What are the genotypes of every person in this pedigree?

First generation

 

 

 

Third generation

second generation

 

 

 

 

 

 

 

IV. What are the genotype and phenotypes of the following individuals

Brown skin, Long tail * Black Skin * short tail

 

(F1) Brown skin * long tail (100%)

 

If cross F1*F1 ( what are the possible gene typical and phenotypical ratio

V. Color of the lotus flower is determined by the allele red (R ). Shape of the petals is determined by the allele long (L). Cross between two homozygous dominant and homozygous recessive gives pink lotus with flower with long petals. What are the possible genotypes and phenotypes of a cross between two pink, long petals flowers.

VI. Suppose two parents who are both heterozygous haired and heterozygous eyed produce a child.  What are the possible genotypes and phenotypes in the offspring? Black hair over blond and Black eye over blue

VII. What are the genotypes and phenotypes of possible children results in a following crosses

a) Hemophilia carrier mother and healthy father ( X linked mutation)

b) Hemophilic mother and hemophilic father

c) Healthy mother and colorblind father

d) Genetic disorder a is caused by a genetic mutation on the Y chromosome. If so, what are the genotypes of children of unhealthy father and healthy mother

Straighterline MEDICAL 101 Midterm Exam

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

“Phytoplankton, Chemosynthesis, and Mitochondria”

/in /by

“Phytoplankton, Chemosynthesis, and Mitochondria”. “Phytoplankton, Chemosynthesis, and Mitochondria”

For your primary post, please respond to one of the following three topics with a post of at least 125 words that addresses each point given in the instructions. Also, please reply to at least one fellow student on any topic.

Topic 1

: The phytoplankton that brought Earth to life. Review the video (1)* about the “phytoplankton that brought Earth to life” from the link given below. In this clip, which is under 5 minutes in length, Penny Chisholm discusses a tiny phytoplankton called Prochlorococcus. Based on that video, please address the following:

(a) What is the importance of Prochlorococcus for life on the planet Earth, both historically and in the present day?
(b) In the video, Dr. Chisholm tells us that Prochlorococcus samples from different environments are genetically different. What does this tell us about the relationships between organisms and their environments?
(c) Explain how this relates to this week’s lessons.
Topic 2 [article]: Snails that don’t eat. A recent article by JoAnna Klein (2)* describes a partnership between the snail Gigantopelta chessoia and a chemosynthetic bacterium. The bacterium is called an “endosymbiont” because it lives inside the snail.

(a) Describe the partnership between Gigantopelta chessoia and its endosymbiont.
(b) What is most surprising to you about this situation?
(c) Explain how this relates to this week’s lessons.
Topic 3 [article]: Exercise and mitochondria. Exercise is generally known to have many beneficial effects on our bodies at several different levels. Some studies have examined the effects of exercise at the level of muscle cells. Read the press release by Cell Press (3)*.

(a) What specifically did these researchers measure in their volunteers?
(b) What were their findings?
(c) Explain how this relates to this week’s lessons.
References (Writing Standards format).

PBS Newshour, March 5, 2014. The phytoplankton that brought Earth to life, https://youtu.be/m_43nR11PW8
JoAnna Klein, July 11, 2018. This snail goes through metamorphosis. Then it never has to eat again. https://www.nytimes.com/2018/07/11/science/snail-metamorphosis.html
Cell Press, March 7, 2017. How exercise — interval training in particular — helps your mitochondria stave off old age. https://www.sciencedaily.com/releases/2017/03/170307155214.htm

“Phytoplankton, Chemosynthesis, and Mitochondria”

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Population Questions

/in /by

Population Questions. Assignment

 

Assignment Icon Assignment 1

Drop Box Complete the following assignment and submit your work to the dropbox.

Before you upload your file, ensure your name appears on the top of every page of your document.

Population Questions

1. Explain the concept of survivorship.  What is Type I, Type II, and Type III survivorship?  Give an example of each type and explain how survivorship relates to population change.

2. Give 3 types of population dispersion with an example of each.

3. Name and explain two factors that affect population growth rates.

4. Define fecundity.

5. Define demography and explain the difference between population dynamics

6.   Explain carrying capacity and how it affects exponential growth.

7. Explain the difference between exponential, logistic, and sigmoidal growth.

8. What is the kind of growth that the human population is currently experiencing?   Explain and show your reference.

9. Give examples of competitive exclusion, and the Allee Effect.

10. What is predation and how does it affect evolution?

11. Explain the 3 symbiotic relationships with examples.

12. What happens if the top carnivore/predator is removed from an ecological community? Explain using an example.

13. What is succession and what type of disturbances can interrupt succession?

14. Explain the difference between mimicry and camouflage.  What are the types of mimicry and how do they differ?

Assignment Icon Assignment 2

Drop Box Complete the following assignment and submit your work to the dropbox.

Before you upload your file, ensure your name appears on the top of every page of your document.

Population Problems

1. A species of finches on the Galapagos Island has a geometric growth pattern. The island has  25 000 finches in the first year. In the same year, there are 5000 births and 3500 deaths.

a. What is the geometric growth rate

b. Calculate the population after 5 years

2. A population of walruses on an island in the South Pacific Ocean shows continuous growth.  The carry capacity of the environment is 10 000 and r = 0.5.  What is the rate of growth for populations of 100, 1000 and 2000 walruses.

3. The Metro Toronto Zoo has an endangered species called the Eastern cougar.  A pair of cougars have a fecundity of 5 offspring per year where all offspring survive to reproductive age (2.5 per parent per generation).

a. Explain the type of growth

b. Calculate the number of cougars after 5 years and 9 years.

4. In the summer, the Ottawa University has many pigeons.  A grade 12 biology student decided to estimate the population size.  She noticed that when she fed the pigeons in the atrium of Morriset Library, the same amount always returned.  She devised a way to tag them.  The first week she tagged 55 pigeons by luring them and feeding them.  The second week she recaptured 45 pigeons and of those only 8 had the original tag.  Estimate the population size.

5. A group of biology students are assisting a researcher from the University of Toronto on a project.  They are trying to determine the growth rate of frogs in a marsh near Owen Sound.  There are 200 frogs in the first year.  By the time the students are in grade 12, 40 frogs were born, 90 died and 5 frogs immigrated.

a. Dsetermine the growth rate

b. Do you think that tracking the frogs for one year is sufficient for this researcher?

6. An eager graduate student at Carleton, counts geese in the marshes off the Ottawa river. In 2004, they counted 2500 geese. During the next year, 500 goslings hatched, 45 immigrated, 200 died and 30 emigrated. Determine the following:

a. Population change in individuals, in  % and per capita

b. The expected  size of the population after 2, 4 and 8 years, given unlimited resources

c. The doubling time, where r = 0.1725

d. Assuming a carrying capacity of 4235 geese, when will the geese population reach carrying capacity under ideal conditions?

Population Questions

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"