Exam Results: 09/25/2013 Please do NOT start changing your water yet!
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Transcript of Exam Results: 09/25/2013 Please do NOT start changing your water yet!
Exam Results: 09/25/2013
Please do NOT start changing your water yet!
Exam Results: 09/25/2013
3rd Period: 87.08 % Average 5th Period: 89.42% Average
4 Grades Over 100% 7 Grades Over 100%Highest Grade: 105 Highest Grade: 1051 Failure 1 Failure
6th Period: 83.10% Average
5 Grades over 100%Highest Grade: 1094 Failures
Most-Missed questions
While you are fishing in the Atlantic Ocean you catch a fish with
HUGE eyes in comparison to the rest of its body. You accidentally
drop it on the deck of your boat and it intentionally flops into the
shadows before flopping back into the water. This fish most likely
came from the:
a) Epipelagic
b) Mesopelagic
c) Bathypelagic
d) Abyssopelagic
Most-Missed questions
pH is the measure of
a) Hydronium
b) Hydroxide
c) Water
d) Total Ammonia and Nitrogen
Most-Missed questions
Which of the following locations is at the lowest latitude:
a) The Arctic
b) New England
c) The Equator
d) The Antarctic
Most-Missed questions
Most aquatic organisms live in the ____________.
a) Epipelagic
b) Benthic
c) Benthopelagic
d) Abyssopelagic
All hands on deck water change & tank cleaning:1. Check all your tank chemistry
2. Change your filters:
1. Unplug your filter
2. If you have a canister filter, turn the valves at the end of the hoses 90 degrees into the “off” position
3. Remove your entire filter and take it to a sink
4. Dump the contents of your filter into the sink
5. Rinse out the inside of the filter with lots of water (Do not use soap)
6. Put your old filters pads in a bucket outside
7. Add new filter pads of the appropriate size, place the filter back onto your tank and fill with water.
8. Plug the filter back in and make sure water is flowing
3. Change 25% of your water or more if the filter belches out nastiness into your water
Bellwork: 10/01/20131. What percent of water on the planet is freshwater?
2. What are the categories and percentages of the different forms of freshwater? Where would you find each?
Bellwork: 09/30/2013
1) 6-Weeks Tank data is due to [email protected] by Friday.
2) Expectations for this data:
a) Excel Spreadsheet
b) Data for each day should be present, including a general evaluation of
the health of your tank.
c) Proportional Graphs need to be made for each chemical test.
d) Each Chart needs to be labeled & contain units (ppm)
e) Your tank number & all members of your group must be at the top of the
excel file.
Bellwork: 09/28/2012
1) What is a buffer? Why are buffers important for the function of aquatic
systems?
2) If an aquatic system has a high concentration of bicarbonate, what will the pH
of that system be? Is this within the ideal range for aquatic organisms?
3) What role does limestone/other similar minerals play in the carbonate cycle?
Bellwork: 10/02/2013
In the first 30 minutes of class you must complete the following:Change 10% to 25% of your tank’s water depending on how turbid your water appears. Scrub algae from the glass & the filter intakesMake sure to refill your tank to the top binding of the tankTurn in a copy of the following to Mr. Young & keep a copy for yourself:
Freshwater tanks: DO, nitrate, nitrite, ammonia, pH, temperature, Saltwater tanks: DO, nitrate, nitrite, ammonia, pH, temperature, water hardness
(kH), calcium, phosphateClean out the test tubes once you are finished!Leave the lids with the color indicator charts on the front desk!Once you are finished, or if you are not helping your group with your tank, continue to work on your microscope investigation.
Instructions: Classroom Samples & Prepared Slides
**In groups of THREE OR LESS!
1.You will sketch each of the following as well as record the magnification that you think is ideal for observing this organism.2.Each sketch must be signed off by Mr. Young and this must be done while you have the specimen in focus!3.Using complete sentences (-10), write where each organism is most likely to be found.
1. Mixed Green Algae 9. Ascaris (Cross-Section)
2. Cyclops 10. Diatoms
3. Volvox 11. Amoeba
4. Euglena 12. Scale Types – 4 sketches
5. Spirogyra 13. Zooplex Wet Slide
6. Planaria 14. Phytoplex Wet Slide
7. Planaria Combo 15 – 20: A – F Depth Slides
8. Hydra (Depth does not need to be initialed)
Instructions: Classroom Samples
**In groups of THREE OR LESS!
1. Get a microscope, plastic slide, plastic pipette. Don’t use your water sample yet.2.Collect a sample from any tank within the classroom. You will need to collect two from freshwater tanks & two from salt water tanks.3.Make sure to note the tank number from which you got your sample as well as where in the tank it was found (sand, rocks, algae colony, etc.). 4.Place one or two drops from your water sample onto the slide & use the lower two objectives of the microscope to find any large & mobile organisms in the sample. Draw a detailed picture of the organism you find & describe its movement. Mr. Young must sign off on each sample!
5.From what you observed, which of the previously mentioned organisms does your sample most resemble? Describe why you think this.
6.Rinse off the slide and repeat the above steps with different organisms.
Instructions: Classroom Samples – Analysis Questions
1. Diatoms are the most commonly found specimen in this classroom. What does this tell you about the adaptability, evolution, and niche of these organisms?
2. Concerning the organisms that were taken from the sand/gravel/surface of rocks, etc: Which of these organisms are benthic, nektonic, or planktonic? How do you know this?
3. Look up the approximate pH for the following: bleach, liquid plumber, battery acid, ammonia, DEET, motor oil.
Bellwork: 10/01/2012
1) How is a salt formed?
2) Define Alkalinity:
3) Review Expectations for cumulative data
Bellwork: Drinking Water Quality
Source Treatment Distribution What do consumers care about?
How can that be protect and provided?
What are the most important chemical parameters?
HOMEWORK: Bring a sample of outdoor water. Examples: water in a horse trough, creek, ditch, puddle in a yard. Your sample needs to be at least 4 fluid ounces.
Bellwork: 10/02/2012
1) What is the difference in species abundance & species richness? Give an example of each.
2) When considering microbial biology, what is a guild?
3) What is the percentage of global fresh water that is in glacial form?
4) Important dates: Friday – Extra credit is due, Aquarium data is due.
Bellwork: 10/0/2012
1) DO NOT change your water yet!
2) Arrange the carbonate compounds from the carbonate buffering system from most basic to most acidic. What defines an acid? Base?
3) Which of the toxins used yesterday & today are hydrophobic? How can you tell?
Bellwork: 10/05/2012
1. Describe the effects of the following situations on microbes within the environment, how that can effect higher-level organism, and how the situation could be remediated & prevented in the future:a) A factory that produces DEET uses water from a local bay to
cool its machinery. A small amount DEET leaks into the bay once a week when the machines are cleaned.
b) An explosion on an oil platform in the Gulf of Mexico causes oil to spew into Gulf for two straight weeks.
c) An individual who refuses to properly dispose of his trash chooses instead to dump his trash in the Brazos River. There is a very high concentration of half-filled drain cleaner in his trash that quickly moves into the water.
Extra Credit Opportunity (1/2 Exam Grade)
Create 10 LAMINATED note cards with the following information:
Front of Notecard:
Large, clear, color picture of an organism in the classroom
Common name & Scientific name
Back of the Notecard:
What are some unique and/or defining characteristics of the species?
What are the differences between males & females if there are any?
Where do they live?
What do they eat?
Due Friday: 10/05/2012
Instructions:
1. Get a microscope, plastic slide, and plastic pipette.2. Place one or two drops from your water sample onto the slide &
use the lower two objectives of the microscope to find any large & mobile organisms in the sample. Draw a detailed picture of the organism you find & describe its movement. Get your sketch initialed by Mr. Young.
3. Add one of the eight available toxins to your sample while your lab partner is looking through the microscope. After several minutes, draw & describe the resulting effect on the organism you were observing. Get your sketch initialed by Mr. Young.
4. Thoroughly rinse off the slide and repeat the above steps with similar organisms until you have used all eight toxins.
Questions:
1. What were the responses the organisms had to the toxins?2. Which toxin seemed to have the greatest effect on the
microscopic organisms? The least? Why do you think this is?3. What are the expected effects to an ecosystem if the lower-level
organisms died off?4. Many of the water samples contain very high levels of nitrates
(TAN) and very low DO. Why can the microbes you found survive at these chemical levels?
5. Name some ideas of how to keep these toxins out of our water supplies. How can these toxins be removed from a water system once they are introduced?
6. List the toxic from most dangerous to least dangerous according to what you thought about these toxins before doing this lab.
Questions: Review
1. What were the responses the organisms had to the toxins?- Motor oil
- Transmission Fluid
- DEET
- Bleach
- Drain Cleaner
- Oxalic Acid (Stove Cleaner )
Questions: Review
1. What were the responses the organisms had to the toxins?- Motor oil relatively unreactive, less dense than water
- Transmission Fluid relatively unreactive, less dense than water
- DEET Causes cells to express caspase is apoptosis cascade
- Bleach Causes the proteins in cells to unravel
- Drain Cleaner Cell membranes lose integrity & lyse
- Oxalic Acid (Stove Cleaner) triggers apoptosis & overwhelms biochemical reactions
Questions:
2. Which toxin seemed to have the greatest effect on the microscopic organisms? The least? Why do you think this is?
Questions:
3. What are the expected effects to an ecosystem if the lower-level organisms died off?
Questions:
4. Many of the water samples contain very high levels of nitrates (TAN) and very low DO. Why can the microbes you found survive at these chemical levels?
Questions:
5. Name some ideas of how to keep these toxins out of our water supplies. How can these toxins be removed from a water system once they are introduced?
Questions:
6. List the toxic from most dangerous to least dangerous according to what you thought about these toxins before doing this lab.
Water Chemistry
Drinking Water Quality
Source Treatment Distribution
What do consumers care about?
How can that be protect and provided?
What are the most important chemical parameters?
Chemical Compounds in Water
Inorganic
Salts dissolve in water and become ions
NaCl Na+ + Cl- H2SO4 2H+ + SO4-2
Acids and bases dissociate depending on pH
Organic (contain C, H, O and other elements)
Hydrophilic compounds associate with water
Ex. Organic acids and phenols dissociate depending on pH
CH3CO2H H+ + CH3CO2-
Alkalinity
Alkalinity is a measure of water’s ability to buffer
against addition of an acid, i.e., ability to resist change
of pH upon addition of an acid
Must understand carbonate system in water to
understand alkalinity
CO2(g)
CO2(aq)
H2O
H2CO3
H+
HCO3–
H+
CO32-
CaCO3(s)limestone
Ca2+
Carbonate SystemCarbonic Acid
Bicarbonate
Carbonate
pH
8 1064
Bellwork: 09/29/2014
1. As carbonic acid reacts to for bicarbonate and finally carbonate, which ion is liberated out into the surrounding water?
2. What percent of the planet’s water is considered fresh water? Of that percent, what percent is groundwater?
3. Your aquarium data in the form of an excel spread sheet with graphs is due to [email protected] by midnight Friday night.
Carbonate Chemistry
-0.5
0.0
0.5
1.0
4 6 8 10 12Fra
ctio
n o
f CT
OT
pH
[HCO3–]
[HCO3–]
[HCO3–][H2CO3]
[H2CO3]
[CO32-]
[CO32-]
CTOT = [H2CO3] + [HCO3-] + [CO[CO33
2-2-]]
Alkalinity
Alkalinity = sum of equivalents of all species that can
neutralize an acid
Alk (eq/L) = (HCO3–)+(CO3
2-)+(OH–)-(H+)
Microbial Examples
Diatoms:
“Brown Algae” – most common type of phytoplankton
Fresh and Salt Water phytoplankton
Microbial Examples
Microbial Examples
Microbial Examples
Microbial Examples
Microbial Examples
Euglena:
Single-Celled Protist
Has both plant and animal features (chloroplasts &
consumes other organisms)
Microbial Examples
Microbial Examples
Volvox:
Type of green algae
Heavily flagellated
Rolling/swimming algae cities
Microbial Examples
Microbial Examples
Microbial Examples
Paramecium:
Single-Celled Protist
Covered in cilia
Freshwater organisms that generally feed on bacteria
Microbial Examples
Microbial Examples
Hydra:
Simple fresh water animal
Has a unique regenerative ability
Microbial Examples
Daphnia:
“Water fleas”
Used as an indicator species
Consumes yeast, algae, and detritus
Microbial Examples
Amoeba:
Single-Celled Protist
Uses “arms” to move
Consumes other organisms via phagocytosis
Bellwork: 10/03/2013
Don’t start working with the microscopes yet!
1.You 6-weeks aquarium data is due to [email protected] by midnight tomorrow. Remember, this is a major grade.
2.Define alkalinity:
3.What is the formula for bicarbonate & the approximate pH of a water source that is high in bicarbonate?
Bellwork: 10/07/2013
1. From carbon dioxide gas to limestone (calcium carbonate), draw out the reactions for the carbonate buffering system:
CO2(g)
CO2(aq)
H2O
H2CO3
H+
HCO3–
H+
CO32-
CaCO3(s)limestone
Ca2+
Carbonate SystemCarbonic Acid
Bicarbonate
Carbonate
pH
8 1064
The End of the 6-weeks is Friday: Current Failures
3rd Period: 87.52 % Average 5th Period: 90.05% Average
100040640 (64)
100022659 (64)(F1)*
4th Period: 85.96% Average 100023533 (68)**** 6th Period: 82.68% Average
100042538 (13)(M1,MP,F2)100041128 (36)(M2)**M = Missing
F = Failed1, 2 = Exam NumberP = Project* = an additional class
Ecological Concepts
Microbes account for ~ 50% of all biomass on Earth
They are ubiquitous on the surface and deep within
the earth
Ecological Concepts
The diversity of microbial species in an ecosystem can
be expressed in two ways
Species richness: the total number of different species
present
Species abundance: the proportion of each species in an
ecosystem
Microbial species richness and abundance is a function
of the kinds and amounts of nutrients available in a
given habitat
Microbial Species Diversity
Figure 23.1
High Species Richness and Low to Moderate Abundance
Low Species Richness and High Abundance
Microbial Ecosystems
Guilds
Metabolically related microbial populations
Sets of guilds form microbial communities that
interact with other larger organisms and abiotic
factors in the ecosystem
Populations, Guilds, and Communities
Environments and Microenvironments
The growth of microbes depends on resources and growth
conditions
Difference in the type and quantity of resources and the
physiochemical conditions of a habitat define the niche for each
microbe
For each organism there exists at least one niche in which that
organism is most successful (prime niche)
Microenvironment
The immediate environmental surroundings of a microbial
cell or group of cells
Bellwork: 10/04/2012
1. Give an example of a guild.
2. How is organic different than inorganic? Give two examples of
each.
Biofilms: Microbial Growth on Surfaces
Surfaces are important microbial habitats because
Nutrients adsorb to surfaces
Microbial cells can attach to surfaces
Biofilms: Microbial Growth on Surfaces
Biofilms
Assemblages of bacterial cells adhered to a surface
and enclosed in an adhesive matrix excreted by the
cells
The matrix is typically a mixture of polysaccharides
Biofilms trap nutrients for microbial growth and help
prevent detachment of cells in flowing systems
Examples of Microbial Biofilms
Cross-Sectional View of Experimental Biofilm
Natural Biofilm on a Leaf Surface
Biofilm of Iron-Oxidizing Prokaryotes Attached to Rocks
Biofilm on medical catheter
Biofilm Formation
Biofilms: Advantages and Control
Bacteria form biofilms for several reasons
Self-defense
Biofilms resist physical forces that sweep away
unattached cells, phagocytosis by immune system cells,
and penetration of toxins (e.g., antibiotics)
Allows cells to remain in a favorable niche
Allows bacterial cells to live in close association with
one another
Freshwater Environments
Biochemical Oxygen Demand (BOD)
The microbial oxygen-consuming capacity of a body of
water
Fish Kills from pollution resulting in increased BOD.
Result: Asphyxiation
Open Oceans
Most of the primary productivity in the open oceans
is due to photosynthesis by prochlorophytes
Prochlorococcus accounts for
> 40% of the biomass of marine phototrophs
~50% of the net primary production
Bellwork: 10/08/2013
1. How is a psychrophilic organism different than a barotolerant organism?
2. Prochlorococcus cells are responsible for about how much primary production within the oceans?
3. What is the formula for: bicarbonate, carbonate, and carbonic acid?
Bellwork: 10/15/2013
1. What are prochlorococcus & why are they important?
2. What is BOD, and how can it be affected by an algal bloom?
3. When considering bacteria, what are three advantages in forming biofilms?
Percentage of Total Prokaryotes in the North Pacific Ocean
Figure 23.19
The Deep Sea and Barophilism
Deep sea microbes are
Psychrophilic (cold-loving) or psychrotolerant
Barophilic (pressure-loving) or barotolerant
Black SmokerHydrothermal vent
Growth of Barotolerant and Barophilic Bacteria
Figure 23.20
Hydrothermal Vent Microbial Ecosystems
Deep-sea hot springs
(hydrothermal vents)
support thriving animal
communities that are
fueled by
chemolithotrophic
microbes
Hydrothermal Vent Microbial Ecosystems
Diverse invertebrate communities
develop near hydrothermal vents,
including large tube worms, clams,
mussels
Chemolithotrophic prokaryotes that
utilize reduced inorganic materials
emitting from the vents form
endosymbiotic relationships with
vent invertebrates such as vent
tube worms
Tube Worms
Hydrothermal Vent Microbial Ecosystems
Black Smokers
Thermal vents that
emit mineral-rich hot
water (up to 350°C)
forming a dark cloud
of precipitated
material on mixing
with cold seawater
Microbial Ecology: Biogeochemical Cycles
The Carbon Cycle
Carbon is cycled through all of Earth’s major carbon reservoirs
(atmosphere, land, oceans, sediments, rocks, and biomass)
The Carbon Cycle
CO2 in the atmosphere is the most rapidly transferred
carbon reservoir
CO2 is fixed primarily by photosynthetic land plants and
marine microbes (autotrophs fix carbon dioxide)
CO2 is returned to the atmosphere by respiration of animals
and chemoorganotrophic microbes as well as by the
activities of humans.
Microbial decomposition is the largest source of CO2
released to the atmosphere
Nitrogen Cycle
Nitrogen is essential for amino acids, nucleic acids, etc.
80% of atmosphere is molecular nitrogen N2
For plants to use nitrogen it must be fixed (combined with other
elements). Only a few species of bacteria can fix nitrogen!!
Nitrogen fixation: nitrogen gas is converted to ammonia (requires
enzyme nitrogenase)
Free-living nitrogen-fixing bacteria
Symbiotic nitrogen-fixing bacteria
Nitrogen Cycle
Degradation of Chemical by Microbes
Bioremediation
Bioremediation
Refers to the cleanup of oil, toxic chemicals, or
other pollutants from the environment by
microorganisms
Often a cost-effective and practical method for
pollutant cleanup
Petroleum Biodegradation
Prokaryotes have been used in bioremediation of
several major crude oil spills
Oil Spilled into the Mediterranean Sea
Environmental Consequences of Large Oil Spills
Contaminated Beach in Alaska containing oil from the Exxon Valdez spill of 1989
Environmental Consequences of Large Oil Spills
Center rectangular plot (arrow) was treated with inorganic nutrients to stimulate bioremediation
Petroleum Biodegradation
Diverse bacteria, fungi, and some
cyanobacteria and green algae can oxidize
petroleum products aerobically
Oil-oxidizing activity is best if temperature and
inorganic nutrient concentrations are optimal
Hydrocarbon-degrading bacteria attach to oil
droplets and decompose the oil and dispense
the slick
Petroleum Biodegradation
Some microbes can produce petroleum
Particularly certain green algae
Plastics of various types are xenobiotics that are not readily
degraded by microbes
The recalcitrance of plastics has fueled research efforts into a
biodegradable alternative (biopolymers)
The green alga Botryococcus braunii shown here is excreting oil droplets