Biology

BIO 203 Introductory Biology II Lab SU 2020 (Remote)

Lab 2- Plant Diversity and Evolution

Plants are a dominant component of terrestrial ecosystems and are the source of energy for the majority of other terrestrial organisms. Modern plants descended from an ancestral plant that lived in an aquatic environment. We will study the evolutionary history of the plant kingdom to better understand the selective forces that have shaped plants’ development and led to the diversity of forms in existence today.

We will examine the similarities and differences between members of the Kingdom Plantae and the red, brown, and green algae. Of the three groups of algae, green algae are the closest living relatives to modern land plants. Adaptations for the transition from an aquatic to a terrestrial habitat distinguish members of the plant kingdom.

Plants have been evolving for at least 450 million years, and based on their major adaptive features, five major plant lineages (taxonomic groups) are currently recognized. This exercise will introduce each of these groups. Throughout the lab discussing plant evolution and diversity, a good strategy is to understand the major characteristics of each group, which characteristics are unique to a group, or are found across groups, and how these characteristics reflect adaptations to different environmental conditions.

By the end of this lab you should have a working understanding of:

The origins of plants and the major factors shaping their evolution.
Plant features that are adaptations to the terrestrial environment.
The major plant lineages and features that are characteristic of each group.
The evolutionary relationships among the nonvascular plants, seedless vascular plants, nonflowering seed plants, and flowering seed plants.

Use your BIO 202 Textbook and lecture materials to provide further background information on this evolutionary process.

The Evolutionary Process from Charophytes to Flowering Plants

For each of the evolutionary “steps” listed below between the four major groups of plants, identify the novel adaptation that sets the later-appearing group (listed second) from the first AND describe why this adaptation isbeneficial. (5 points possible each part, 20 points possible total)
Charophytes à Non-Vascular Plants (Bryophytes)
Non-vascular Plants àSeedless Vascular Plants (Pteridophytes)
Seedless Vascular Plants à Non-flowering Seedless Plants (Gymnosperms)
Non-flowering Seedless Plants à Flowering Plants (Angiosperms)

*Each part (a-d) must include an in-text citation and a matching entry in your literature cited section for any reference material used in generating your written answer.

** Your answer to Question 1 (parts a – d combined) must be at least 150 words.

Few, if any, liverworts, mosses or ferns are found growing in dry biomes. Why do you think this happens? Think about the biology of these plants and apply ecological ideas from lecture. (10 points possible each part, 20 points possible total)
List three DIFFERENT reasons why they would not be found growing in hot, dry environments.
What are some strategies used to survive by plants that are found in dry environments such as deserts to survive the harsh environment? Fully develop your thoughts and explain your answers.

*Each part (a-d) must include an in-text citation and a matching entry in your literature cited section for any reference material used in generating your written answer.

**Your answer to Question 2 (parts a and b combined) must be at least 100 words.

Some algae and most other eukaryotes (i.e., plants and animals) have both a haploid and diploid stage during their reproduction. In some organisms the diploid stage is the dominant form that is responsible for the majority of growth and resource acquisition, whereas in others the haploid stage is dominant. (10 points possible each part, 20 points possible total)
In your own words, briefly describe this idea of alteration of generations using the following terms as a part of your answer: haploid, diploid, sporophyte, gametophyte, mitosis, meiosis.
For each of the five groups listed in question 1 above, indicate which generation (i.e., sporophyte or gametophyte) each group is in for a majority of its life cycle.

*Each part (a-d) must include an in-text citation and a matching entry in your literature cited section for any reference material used in generating your written answer.

**Your answer to Question 3 (parts a and b combined) must be at least 100 words.

Reproduce and complete the following table, indicating “Yes” or “No” for each box. (10 points possible)

Table 1. A Comparison of Life History Characteristics for Three Major Plant Groups

Characteristics

Bryophyta

Pteridophyta

Coniferophyta

Airborne spores

Haploid gametophyte

Egg and sperm produced by mitosis

Flagellated sperm

Water-dependent fertilization

Diploid sporophyte

Dependent sporophyte

Independent photosynthetic gametophyte and sporophyte

Dependent gametophyte

Spores produced by meiosis

Ovules

Pollen

Embryo protected by seed coats (seeds)

Seed within fruit

Vascular tissue

Cell Division Study Questions

Answer each question in concise sentences.  Save your document and email it to your instructor.  Many thanks for your cooperation.  This assignment is worth 5 points of your completion score final score.

Define the following terms:
Mitosis
Meiosis
Gamete
Cell cycle
Cancer
Diploid
Haploid
Briefly describe each phase of mitosis
Prophase
Metaphase
Anaphase
Telophase
Explain the difference between mitosis and meiosis.
What is a gamete and how is it produced?
What happens during each phase of the cell cycle?
What are the types of tumors?
What is metastasis?
List two ways that meiosis increases genetic variability.
What is one evolutionary advantage of sexual reproduction?
What is one evolutionary disadvantage of sexual reproduction?
Describe Mendel’s principle of the segregation of alleles.
Describe Mendel’s principle of independent assortment.
In what ways does the behavior of chromosomes explain Mendel’s discoveries?

2000 word summary of:

· Microbial classifications

· Oral microflora in health and disease

· Acquisition of oral microflora

· Plaque biofilm formation

· Calculus formation

· Factors that affect the growth of microorganisms in the oral cavity

· Etiology of dental caries and gingivitis

Do not use direct quotes at all in this paper. That is plagiarism in science even if you cite it.
Title page
Introduction paragraph
Should include thesis statement that summarizes the main points of body paragraphs / subject of entire paper
Broadly introduce topic. Explain enzymes, what affects them, what the paper is about, etc.
Body paragraphs
Should be at least 3 paragraphs – meaning you have 3 main points to explain about the topic
Should have one sentence that summarizes the paragraph or introduces what the paragraph is talking about.
Explain how different environmental variables affect enzymes and their function
For example, each paragraph could be a different environmental variable, like pH or temp.
Conclusion
One paragraph that resummarizes the entire research paper
Make sure to restate the thesis statement
Don’t plagiarize your introduction
Literature cited
Put 3 sources in apa format in alphabetical order
Be sure you cited each source in the text

Introduction (some of this may be written before you begin your investigation)
explain the topic with relevant background information
what you already know about the topic
why is it interesting to you?
what are you are interested in learning?
Review (summary of sources read)
write as if you are summarizing the sources for others’ benefit
you may include interesting facts that make the topic interesting to you but keep this a review
for most topics, include a discussion of current research and/or recent important discoveries
Discussion (of papers or books read during your research)
what did you learn?
what surprised you?
how does this impact your future study?
anything disappoint you?
how might you contribute to research or work in this field?
Bibliography You may use APA, Harvard, Chicago, MLA, whichever format you are comfortable with as long as you are consistent
PLEASE ONLY USE-
-Use of NVCC academic databases and/or librarians featuring academic articles. Google-only sources are not allowed; popular magazines and newspapers should be used sparingly. Consult librarians for assistance. AS SOURCES, PROVIDE A WORK CITED PAGE

Watch: First GMO Fish for Human Consumption Will Be Produced in Indiana (Aug 10,2018 report).

What macroenvironmental implications do you see here?
Which target markets are likely to be most vs. least receptive of this product?
Would you eat it? Why/Why not?

Watch:Generation Y Entitled?

and Gen Z

Do marketers need to create separate products and marketing products for each generation?

Assume that you are the market manager at Lenovo.What key information from outside the company would be important to help in the design of a new laptop for small and medium-sized businesses?

Alumni director at your institution wants to know how to serve the alumni better. Design a survey of no more than 10 questions that the alumni director can use to ask alumni about their interest in getting more involved with their school.

Phytoremediation Report

Phytoremediation is a form of bioremediation. Some plants are better at cleaning up soils and/or water than others. In this lab please use any seeds that germinate and grow fast, making them suitable for a lab in a short timeframe. Some plants are better at photoremediation than others, but for this lab you can use anything. From my experience sunflowers grow pretty fast and grass seed took several weeks to germinate. Seeing others plants that they chose, there was a variety such as snap peas, garden beans, pinto beans, corn, green onions, marigolds, wheat, and more.

The point of this assignment is to determine what happens to plants growing with some general contaminants. This is a qualitative lab because each person will be choosing different seeds, different containers, and different contaminants.

Supplies needed:

Seeds, such as wheat seeds or grass or beans or flowers that will grow quickly. If they are wheat seeds you will need 10 per pot. If other seeds, you will have to make that judgement.

15 containers for seed, such as paper cups, plastic cups, or small clay pots. Â Make a cut for drainage, if needed.

A tray to contain your pots is optional but recommended. I use a box.

• Soil.

• Water.

• Access to sunlight.

• Marker for labeling

3 common contaminants, such as table or rock salt, isopropyl alchohol, hand cleaner with triclosan, automatic dishwashing detergent with phosphorus, motor oil, deicer, degreaser, or any other readily available household contaminants.

Prepare your 15 similar containers with soil. Ensure you have small openings at bottom of containers for drainage. Plant 10 wheat (or other) seeds in each container.

Label your containers with A-Control, A1, A2, A3, A4, B-Control, B1, B2, B3, B4, C-Control, C1, C2, C3, and C4. Obviously you have 3 controls, but to stay with the scientific method, each group of containers would have its own control.

After your plants have sprouted and are growing well: Add no contaminants to your control. Add a small measured amount of Contaminant A to A1, A2, A3, and A4. You can choose a slight amount of contaminant to add to A1, and increase the contaminant slightly for each A2, slightly more for A3, and slightly more for A4. Similarly, add Contaminant B to containers B1, B2, B3, B4, and add Contaminant C to containers C1, C2, C3, and C4.

Be sure to record what you planted and what contaminant and how much contaminant was added to each container.

Take notes and take at least one photo per week with your name and date for 4 weeks in each photo.

This is your formal paper. Your lab report which will be in APA style should consist of:

• Introduction with hypothesis, and answer to the following:
• Please name an environmental law and describe how it pertains to this topic. Also, discuss the role of government, a private entity such as a consultant, or an environmental advocacy group.
• Materials and methods
• Results and photos and a table or graph
• Discussion
• Conclusions
• At least 2 references from the School library with the library URL. For example, and it is okay to use this is you mention page numbers used:
Golubev, I. A. (2011). Handbook of Phytoremediation. New York: Nova Science Publishers, Inc. Retrieved from

*** Use the 3 pdfs attached with the name of “Reference requirement use” in context other than your other supportive references. These attachments are from the school library so that requirement will be checked off once used.

**** I will be attaching my data (Materials used, methods, progress photographs) from my lab experiment to plug in to your report.

__________________

Rubric

Introduction including background from two school library citations. Intro also states hypothesis. Intro list one environmental law related to the project gives and example of a role from government, private group such as an industry or consultant, or an environmental advocacy entity. 2 point

Materials and methods. 1 point

Results. Photos with your name and date in photos and table or graph. 2.5 points The photos are important so that each student can prove they completed the lab.

Discussion. 1 points

Conclusions. 0.5 point

Two APA references from the school library. 2 points

Total 9 points.

Learning Outcomes:a. compare primary types of mobile communications and how they are implemented on different platforms;b. review how mobile communications agencies function and the effectiveness of their business models. Description: Part 1: Prepare a written research report comparing and contrasting two forms of mobile communications (mobile banners, mobile text, YouTube videos, Facebook ads/posts, Instagram posts, SnapChat stories, etc) and how each of these are implemented on at least two different platforms (smartphones, tablets, web-based, desktop, etc).The comparison should include the strengths, weaknesses, target audience, effectivity, and remuneration models for each of the two mobile communication forms selected. Length: 1000 words

1. Whether the virus is a DNA or an RNA virus 2. The family and genus of the virus-you can find DNA/RNA, family and genus for most viruses in the big table in chapter 6. Please look here FIRST, because it will be most accurate. Please don’t jump straight to google for this.3. How the virus is transmitted 4. Signs and Symptoms of the virus 5. Complications of the virus-this is the most important part of the assignment. You may find viruses with symptoms like “fatigue, body aches” and think “Oh that’s not too bad”, but if death is a complication, it can be bad. 6. How the virus is either treated or prevented 7. Any other unique or helpful information about your virus Please cite your source using APA format (no need for in-text citations, just a reference list at the end of the post). Some of the best sources would be table 6.2 in your textbook, the CDC, and the WHO. Please make sure not to copy and paste. Try to put the info in your own words when possible. If you must use the direct words of the site, remember that it must be in quotes (but try to avoid quotes when possible).

Review the basic principles of energy metabolism (Lectures on Glycolysis, Krebs Cycle, and Electron Transport Chain), and review ch 7+8 on the effects of exercise on energy metabolism and weight management. Then, respond to the following question:1. In 6-10 sentences, explain to an endurance athlete with a background in nutrition why he/she has higher carbohydrate needs compared to the average person.  Use vocabulary from ch 1 and 7 in your response, and write to the athlete as if he/she has taken a biochemistry class. Make sure to discuss metabolic pathways including glycolysis, Krebs cycle, and electron transport chain in your response, as well as specific ways exercise, affects these pathways.