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water supply and wastewater removal solutions manualNative Plant Society of Texas 2015 Symposium, Austin, Texas. Christmas Mountains Research Symposium 2015, Terlingua Ranch, Texas. Christmas Mountains Research Symposium 2015, Terlingua Ranch, Texas. Annual meeting of the Southwestern Association of Naturalists, San Diego State University. Annual meeting of the Texas Academy of Science, University of the Incarnate Word, San Antonio. Christmas Mountains Research Symposium 2014, Terlingua Ranch, Texas. Christmas Mountains Research Symposium 2014, Terlingua Ranch, Texas. Christmas Mountains Research Symposium 2013, Terlingua Ranch, Texas. Annual meeting of the Southwestern Association of Naturalists, McNeese State University, Lake Charles, Louisiana. Annual meeting of the Texas Academy of Science, Schreiner University, Kerrville, Texas. It looks like your browser needs updating. For the best experience on Quizlet, please update your browser. Learn More. To exhibit a control group so as to see the difference What is an experiement. A conducted test to support or dissprove a hypothesis In science, what is a theory. An explanation that is generally accepted by the scientific community because it is well-supported by experiemtnal sevidence or observation. Less than 350 If you conduct an experiment and the results to not support your hypothesis, what must you do. Revise hypothesis; retry experiment. Give an example of a hypothesis that could have been tested in the mouthwash experiment. Mouthwash will effect how many germs are removed from your mouth. Could the following question be answered using the scientific method. State the missing step: Prediction Briefly summarize what is happening to the Kidney Beans in this series of graphs. They are surviving natural selection and are reproducing. Name one type of interaction that can occur between organisms in an ecological community. Predation Who proposed the theory of natural selection.http://www.mariapitanga.com.br/admin/uploads/bully-dog-triple-dog-gt-tuner-manual.xml
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Charles Darwin What was the purpose of adding four of the same variety of bean to each of the 20 beans left in the habitat. To demonstrate reproduction and the passing on of favorable characteristics. What trait was being selected for in the bean experiment. Appearance What was the wide variety of bean colors and patterns in our simulation supposed to represent. The differnt characteristics in a population True or False.Alternate What do the reproductive structures on the underside of this fern contain. Spores What type of compound leaf is this. Once-Pinnately What is the difference between the growth habit of a tree and a shrub. Tree has single woody main, while a shrub has several woody mains. Why do mosses and liverworts not grow very large. Non-vascular What is the largest and most diverse group of plants on Earth today. Flowering Plants Name one vegetative structure and one reproductive structure in a typical flowering plant. Blade Name two important roles plants play in our lives. Cones and Fruits Where is the axillary bud located on a flowering plant, and how does it help you determine whether you are looking at a simple or a compound leaf. The leaf axil; You can count the leafs after the axillary bud so as to defrentiate between simple and compound. Choose the one segmented organism from the choices below and state its name. Earthworm How many appendages (legs) does a hissing roach have? 6 Name an organism in our lab last week that exhibited bilateral symmetry. Exoskeleton What type of skeleton does an earthworm have.Dichotomous two main groups of animal kingdowm we studied. The detail in printing What did you see when viewing the acquatic plant. Chloroplasts What did you see when viewing the pond water. Moving specimens How to carry a microscope properly At waist level, with one hand on arm and the other beneath the base. Only ever pull from the plug.The fine adjustment know.http://www.proactiveparents.ca/userfiles/bully-dog-programmer-manual.xml The use of a microscope to view objects, or parts of objects, that are too small to be easily seen with the naked eye. Nane one organism that can be found in the freshwaters of Texas Rotifer; Amoeba What is the classification pyramid. Kingdom, division, class, order, family, genus, species. Chapters have been divided into three parts describing methods for protein production in the test tube, in prokaryotes, and in eukaryotes. Written in the highly successful Methods in Molecular Biology series format, chapters include introductions to their respective topics, lists of the necessary materials and reagents, step-by-step, readily reproducible laboratory protocols, and tips on troubleshooting and avoiding known pitfalls. Authoritative and practical, Noncanonical Amino Acids: Methods and Protocols aims to provide readers with techniques that enable them to design new experiments and create new areas of research. Students finish by conducting their own analysis on a collection of skeletons representing the major phyla of vertebrates, a collection of primate skulls, or a collection of hominid skulls. Given evolution's central role in modern biology, the absence of abundant curricula is surprising. Important evolutionary concepts are also covered by simulations and virtual activities (see ““Understanding Evolution,”” ). The importance of evolution as a unifying principle demands engaging activities based on real species and the exploration of real evolutionary questions. The activities described here begin to explore such questions. What is the evidence for or against current relationships between species. What kind of evidence do biologists use to develop phylogenetic trees.Students begin with a materials-based problem set that introduces them to concepts of phylogenetic analysis, including homology, convergence, parsimony, and ancestral versus derived characters.http://eco-region31.ru/bosch-ra1171-owners-manual The project concludes with students conducting a phylogenetic study on a set of vertebrate skeletons, primate skulls, or hominid skulls and then giving presentations comparing their findings with published results. Because of the modular nature of this lesson plan, the series of activities can be further broken down into any number of sessions to allow for various scheduling needs. These activities were originally designed for undergraduates in an introductory biology course, but several components have been used for 7th and 11th graders during an outreach program funded by Howard Hughes Medical Institute (HHMI) and sponsored by Bryn Mawr College (for suggested adaptations for various age groups, see Table 1 ). The outreach project is fully archived at. The bone material is readily available from various teaching-supply companies, and Mesquite is a free, Web-based phylogenetic software package ( ) that is easy to run from any computer with up-to-date Web browsers (for a materials list, see Figure 1 ). View large View Large If descent with modification is the mechanism of phylogeny, or the patterns of relationship among organisms, then similarities exist between organisms because they share a common ancestor. Based on the same principles that make siblings more similar than cousins, similarity between species can be used to make inferences about the evolutionary relationships between them. Similar characteristics are called ““homologous characters”” if the similarity is due to common ancestry. Not all similarities are homologous. Convergent evolution can result in similarities because selection pressures push widely divergent species into similar forms. Marsupial sugar gliders of Australia and placental flying squirrels of North America are two of many examples of similarities in morphology that resulted from convergent evolution.http://chougantravel.com/images/brock-grain-bin-manual.pdf Through the study of homologous characters —— whether by comparing molecules like DNA, physical characteristics like anatomical traits, or fossil characters —— phylogenetic trees can be made that reflect the relationships among organisms. Understanding and scrutinizing this process is how evolutionary theory advances. When considering bones, relative position is, in part, a proxy for watching the development of that bone. Because bones, especially limb bones, can be morphologically variable as a result of adaptations, relative position is a useful tool to help determine homology. Two bones in different organisms may look significantly different but articulate with the exact same types of bones. This is a good indication of bone homology, even if the bones look vastly different, because change in the complex, interconnected developmental program for an entire limb is much less likely than the final shape of any one particular bone in that limb. Imagine that a novel character has just evolved in a new species. As this species radiates and gives rise to other new species, the novel character can either stay the same or change. If the character changes and that variation is passed on to new species, the original form of the character is known as the ““ancestral character state,”” whereas the new form is referred to as the ““derived character state.”” For example, assume that a parent population of vertebrates had short limbs and gave rise to daughter species that had long limbs and short limbs. Short limbs would be considered the ancestral character state and long limbs would be considered derived. This information can then be used to reconstruct the evolutionary relationships among a group of extant species. Given that there is no way to look back in time to discover how characters —— and, thus, species —— have changed, fossils give the best evidence for determining character polarity. In lieu of fossils, out-group analysis can be used.http://www.vitrierbxl.be/wp-content/plugins/formcraft/file-upload/server/content/files/16289e54d2e46a---canon-fax-l140-manual-download.pdf Out-group analysis starts by finding a living species distantly related (but not too distantly) to the group of organisms in which the character polarity is under question. Assuming that the out-group also shared a common ancestor, but less recently, one can predict that the shared form of the characteristic is ancestral. For example, if the in-group of organisms under consideration has some members with long limbs and some with short limbs, the question becomes ““which came first?”” —— that is to say, which was the character state of the common ancestor. If the out-group has short limbs, it can be inferred that short limbs were the ancient state of the in-group. Why is that the case. It is more likely that short limbs evolved only once in a common ancestor and were passed down to both the in-group and the out-group, rather than evolving separately in both. If long limbs were assumed to be the ancestral trait of the in-group, then short limbs would have had to evolve once in the out-group and another time in some of the members of the in-group. This concept will be explored in more detail during the laboratory exercises. If scheduling requires, this portion of the module can be broken into one session on morphological features and another on molecular features. Further, DNA and protein alignments can be printed from NCBI, and the time needed to learn to use the NCBI database can be avoided altogether. I use this activity as an opportunity for students to begin learning about the powerful tools and resources available through NCBI. There is a station with a collection of forelimbs, a station with ungulate and human hindlimbs, another with vertebrate skeletons of the major phyla, one with great ape skulls plus a human and a dog skull, and a final collection of hominid skulls (for a list of specimens at each station, see Figure 2 ). I include labeled figures and illustrations of all the specimens at all stations.dispatchplus.com/ckfinder/userfiles/files/carrier-58sx100-cc-1-manual.pdf The goal is for the students to use the figures and bones at the stations to answer a series of questions (for sample questions for each of the bone stations, see Figure 2 ). At the ungulate station, students are challenged to find homology in organisms with extreme adaptations and to compare ungulate ““feet”” to human feet. The goal at the vertebrate skeleton station is to use morphological evidence to support a hypothesis of evolutionary relationship based on overall similarity between the specimens. At the primate skull station, students are introduced to out-group analysis for determining character polarity by comparing the locations of the foramen magnum in a dog skull and in the various primate skulls. The final bone activity with hominid skulls challenges students to build a phylogenetic tree of the specimens, first using one character and then using several characters that they identify. Students go to the NCBI Web site and develop several alignments on a given sequence (for a detailed explanation of how to extract and analyze nucleotide sequences from GenBank, see Maier, 2001 ). This is a great way to introduce students to the site and some of the many tools available there, but it should be attempted only if time is allotted for leading students through the basic workings of the site. If the bones and molecular activities are to be completed in one 3-hour session, then the DNA alignments can be preprinted, thereby avoiding the steep learning curve. Figure 3 shows the preprinted alignments and the series of questions that require students to examine the meaning of molecular homology with regards to DNA. Alternatively, this molecular activity can be omitted if middle school students are unfamiliar with DNA and protein structure. I found 11th graders well prepared for this exercise as long as enough time and teacher guidance is planned (for suggested adaptations, see Table 1 ).http://www.grundys.com.au/wp-content/plugins/formcraft/file-upload/server/content/files/16289e55d00476---canon-fax-l120-manual-pdf.pdf How does the length of a sequence affect the amount of dissimilarity that is allowable. Do the sequences in question code for genes, introns, exons, microsatellites, or junk. What type of information would help in determining DNA homology? Figure 3. View large Download slide DNA sequence alignments from NCBI used in activity 1. (a) A comparison between 2 DNA sequences that have been aligned by Blastn at the NCBI website. How does the length of a sequence affect the amount of dissimilarity that is allowable. What type of information would help in determining DNA homology? The free visualizing software Cn3D should be preloaded on the computers to be used. The exercise begins with an alignment generated by Blastp from NCBI that shows the differences between two sequences. It is important to find two sequences that have crystal structure data in the NCBI database to allow for superimposed visualization of the two sequences. I used a conserved portion from the Period 2 gene associated with circadian rhythm, because we studied this gene and protein in a prior lab, adapted from an activity designed by HHMI ( ). The peptide sequence alignment ( Figure 4 ) shows little direct pairwise similarity, but the superimposed 3-D structures of the two sequences show significant overlap. The questions for this exercise probe the relationship between primary structure and final three-dimensional shapes of peptide sequences. Most students realize that because of some functional redundancy in amino acids, primary sequences can vary, whereas the final shape —— and, hence, function —— may be quite similar, especially if the proteins' active sites are similar. This leads to questions about distinguishing polypeptide homology versus convergence and the need to consider not only peptide sequence and final shape but also the DNA sequence coding for the peptide (for instruction on visualizing the crystal structure, see Appendix A ).https://webmodeli.com/wp-content/plugins/formcraft/file-upload/server/content/files/16289e55ed8689---Canon-fax-l280-user-manual.pdf The capital letters were determined by NCBI's protein homology algorithm to be the most chemically similar amino acids and have putative structural homology. Following the steps in Appendix A will allow for visualizing the superimposed 3-D crystalline models of 3PYP and 1DRM A. Then answer the following: From the pairwise comparison of AAs in both sequences, do you think these are homologous proteins. Why or why not? After seeing the 3-D models, do you think that 3PYP and 1DRM A are homologous proteins. Do you think they have a similar function. These two proteins have been aligned side-by-side to aid in a pairwise comparison. The capital letters were determined by NCBI's protein homology algorithm to be the most chemically similar amino acids and have putative structural homology. What evidence would lead you to believe that two amino acid sequences are homologous? One option is to reduce the number of bone stations to match the available collection. If no bone specimens or resources to purchase them are available, the Web site eSkeletons ( ), developed at the University of Texas at Austin by John Kappelman and sponsored in part by the National Science Foundation, offers a virtual tool that allows comparisons of human and primate bones. Next, students are given an expanded character matrix representing amino acid data from seven taxa and are again asked to choose a tree that reflects the data ( Figure 5 d). As students proceed with the worksheet, the taxa (horse, donkey, rabbit, birds, a moth, and a fly) are revealed, and students are ask to circle the taxonomic groups of animals, invertebrates, vertebrates, birds, and mammals. If the groups they have circled on the chosen tree do not form nested, monophyletic groups, they are asked to redo the problem. This exercise introduces students to the concept of character matrices, the way in which trees reflect those matrices, and the relationship between monophyletic groupings and taxonomy of organisms.www.digitekprinting.com/bbaexchange/webroot/admin_upload/files/carrier-58sx080-bc-1-manual.pdf At this stage, all that is required for students to complete their own phylogenetic analysis is the concept of parsimony. Assuming descent with modification, characteristics are more likely to evolve only once and become passed on to descendants than the alternative, which would require traits to evolve more than once in independent lineages. This alternative can occur and is known as ““convergence,”” but the phylogenetic tree with the fewest changes overall should be considered simpler and thus ““better.”” I go over several examples with the class, one of which is an adaptation of Campbell and Reece's (2002) figure 25.16. This example compares two alternative trees of a lizard, bird, and mammal. The presence of a four-chambered heart is mapped onto the two alternative trees. The four-chambered heart appears only once in a tree with birds and mammals sharing the most recent common ancestor, whereas the trait occurs twice in the tree with lizards and birds sharing the most recent common ancestor. In this example, parsimony is misleading. During the class discussion, students recognize that parsimony will resolve the ““best”” tree only by considering many characters. The student teams choose to work on a set of seven full skeletons of the major phyla of vertebrates, seven primate skulls, or seven hominid skulls (they can be the same specimens from activity 1). Students begin by generating a list of characteristics that vary across their study specimens (for an in-depth activity on quantifying a hominid skull, see Robertson, 2007 ). Next they identify a method of qualifying or quantifying the variation and define the character states that describe the variation (all they need is a ruler, a protractor, and a string for measuring circumferences). This becomes a simplified representation of the morphological differences in the various organisms, known as a ““character matrix.”” Using Mesquite, student teams enter their data into a ““matrix”” file. Next, Mesquite generates a small subset of all possible trees that represent the most plausible phylogeny (on the basis of a defined selection criterion, like parsimony). Finally, students manipulate the trees with the simple drag-and-click interface designed to further investigate unresolved characters (e.g., those that have no clear best solution, possibly because of convergence). See Appendix B for instruction on using Mesquite. This creates opportunities for students to learn about the most recent theories of evolution in their group of organisms, as well as to comment on the differences between the two sets of findings. Because most of the students' findings are very close to recently published work, this reinforces the robustness of the methods while also pointing to some of their limitations. In addition, the presentations offer an opportunity for peer-to-peer learning as the class hears about the other sets of organisms studied. Recently, I assigned a final one-page report on the merits and limitations of phylogenetic analysis.Evolution is made tangible and the level of student engagement enhanced by using real species and real artifacts, rather than simulations or virtual species (cf. Lemke, 1992 ). Skeletal artifacts from hominid specimens are particularly interesting to students. The topic of human evolution is rife with controversy, misconception, and mystery. If handling a replica of ““Lucy's”” skull can stimulate further questions about evolution in general, then this laboratory module has served its purpose. Furthermore, combining this module with labs on Wisconsin FastPlant selection ( ) and reconstruction of fish phylogeny from protein electrophoresis data ( Bio-Rad Laboratories, 2006 ) offers students broad exposure to many key concepts of evolution from many subdisciplines of biology. Hercules, CA: Bio-Rad Laboratories. Bransford J.D. Brown A.L. Cocking R. Eds.. ( 1999 ). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. Google Scholar Campbell N.A. Reece J.B.. ( 2002 ). Biology, 6th Ed. San Francisco, CA: Benjamin Cummings. Google Scholar Dobzhansky T.. ( 1973 ). Nothing in Biology Makes Sense Except in the Light of Evolution. Google Scholar Crossref Search ADS Flory S.L. Ingram E. L. Heidinger B. J. Tintjer T.. ( 2005 ). Hands-on in the non-laboratory classroom: reconstructing plant phylogenies using morphological characters. Google Scholar Crossref Search ADS Kennington W.J. Killeen J.R. Goldstein D.B. Partridge L.. ( 2003 ). Rapid laboratory evolution of adult wing area in Drosophila melanogaster in response to humidity. Google Scholar Crossref Search ADS McCarty R.V. Marek E.A.. ( 1997 ). Natural selection in a petri dish. Google Scholar Crossref Search ADS As you move through the different characters' traces, take note of the characters that had to arise more than once (i.e., the color of the trace is on two or more separate branches). These are signs of multiple evolutionary events for the same character, which is not likely (not parsimonious). When you see this, try moving the branches together to make one clade of that particular character. Just click on the branch and, while holding the mouse button, drag to the branch you wish to attach it to. (See demonstration in class.) 6. When you swap branches notice the ““Tree Length”” value. To obtain the most parsimonious, and thus most likely, tree topography, you want to minimize the ““Tree Length”” value. The tree length reflects the number of evolutionary changes that need to occur in order to map all the character states onto any given tree (any given topography). The more convergences the longer the tree length, because one character state will have had to arise more than once. Keep swapping branches around until you find the lowest value for tree length and the tree pattern (topography) that reflects the evolutionary relationships that make the most ““sense”” in your group of organisms. Be sure to capture PDF versions of all the trees you may want. You can always choose not to use them, but better to save many trees for your presentation. Consequently, if you try to insert the entire PDF file into PowerPoint, it will look awkward. 2. Therefore, open the PDF file, use the ““Image Copy”” tool to select only the tree parts of the file, and then paste into a PowerPoint slide. All rights reserved. Privacy policy Accessibility By continuing to use our website, you are agreeing to our privacy policy. Mini workshops are given to present novel curricular approaches to teaching biology. They are not strictly limited to presentations about teaching in a laboratory setting. They may be presented as a lecture, demonstration, computer laboratory, or hands-on wet-lab activity. All the mini-workshop presentations include some audience participation and discussion. Do your students come to value the spirit of scientific inquiry. By this, I mean; do they have diverse opportunities to experience the creativity involved in scientific discovery. Do they come to value the collaborative nature of science. Does that which motivates scientists to explore nature also motivate your students. In this first of a two-part workshop, participants will experience labs and associated pedagogies designed to foster student engagement, a creative mindset, independence of thought, and effective collaboration. At the end of the workshop, participants will be able to examine the entire inquiry-based lab approach utilized in our large-enrollment introductory biology labs along with samples of instructional resources provided to our graduate (Masters-level) lab teaching assistants. The lab is organized in four modules, providing flexibility and scalability for use in a variety of courses and settings. This workshop will introduce the first two modules. In the first module, students make observations and collect and interpret data that suggest that different lizard species display adaptations that fit their ecological niches. In the second module, students use phylogenetic trees to test hypotheses about the evolutionary history of these species and their adaptations. Participants of this workshop will experience the lab as a student, collecting data and answering questions through the virtual lab platform, while also gathering tips and suggested modifications from an educator who has used this virtual lab in her course. Connections to Vision and Change will be integrated into the presentation. Plantlet production is prolific, earning the plant its common name, Mother of Thousands (MOTs). The abundance of plantlets makes large scale experiments possible, and the fact that MOTs are relatively slow growing allows us to maintain them in the laboratory through the whole semester. At the start of term, each of our students (as many as 800 in a single semester) plant individual MOTs, divided among treatments with high or low light and high or low nutrition. As students observe the differences in growth under these various regimes, they study the evolution, physiology, and ecology of Kalanchoe. First, students practice making phylogenetic trees from both morphological traits and DNA sequence data for several members of the Crassulaseae, including Kalanchoe. Next, they investigate the response of MOTs and other plants to drought stress by measuring differences in leaf water potential. In their final module, students take what they have learned and propose and conduct an ecological experiment to test MOTs’ responses to population or community level factors. We are excited to share the benefits (and struggles!) of implementing this curriculum with the ABLE community. Using a method that I developed at our teacher’s college, participants will have a chance to compare a traditional grading exercise involving handwritten notes with a digital video-based delivery system that is free and downloadable for Windows and Mac devices. Consequently, participants are encouraged but not required to BYOD, My interests in sharing my experiences with video feedback also includes a pedagogical study of my own design involving my M.Ed. Although I have collected data of my undergraduate lab student experiences with video feedback (which I will also be sharing), I am hoping to add to it teacher perspectives from this workshop. With an ERB-approved consent form from my institution, participants (both new to or experts with video feedback) will be given the option to share their perspectives on this approach to assessment. Due to time restrictions of this workshop, however, participants may be asked to share these observations electronically outside of the workshop and at their earliest convenience. The two-credit research course serves as a capstone project in which students design and conduct authentic scientific research. One science faculty member carries teaching credit for the course and leads combined meetings on proposal writing, data analysis, poster construction, presentation skills and abstract writing. Additional full-time science faculty mentor 1-3 students per semester in their discipline. Students present their findings at an end-of-semester poster session open to the wider college community. Since the program’s formal implementation in 2009, our students have successfully presented their findings at national meetings, collaborated with community and university partners, made new contributions to science, and transferred to 4-yr institutions as science majors.