Organism of the Day: Tokay Gecko - Bainbridge …...Organism of the Day: Tokay Gecko ` 2 Biology...
Transcript of Organism of the Day: Tokay Gecko - Bainbridge …...Organism of the Day: Tokay Gecko ` 2 Biology...
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is a nocturnal arboreal gecko, ranging from northeast India and Bangladesh, throughout Southeast Asia, Philippines to Indonesia and western New Guinea. Its native habitat is rainforest trees and cliffs.
The 2nd largest species of gecko. It is nocturnal. The underside of each foot is covered with tiny hairlike projections that gives them more surface area for "sticking" to surfaces.The gecko feeds on insects.
Question:If a population of gecko in a geographic range decreases and it's density remains constant, then how is the population changing?
Tokay Gecko (Animalia)
Organism of the Day: Tokay Gecko`
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BiologyTuesday/Wednesday September 25/26, 2012
1. Organism of the Day 52. Chapter 4 Quiz 203. Lecture 304. Duckweed Lab Part 2 30
AnnouncementsPay the $15 class fee to Sarah Spray in the Main office.
Due Today: Prepare for Chapter 4 Quiz!
Due Thursday/Friday: Finish Duckweed Lab Part 2.
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Chapter 4 Quiz
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Lecture: PopulationsTo study populations, scientists examine • Geographic Range
• Density
• DistributionA. Random
B. Uniform
C. Clumped
• Growth Rate
• Age Structure
During the lecture: Add to the outline you have by defining terms, drawing pictures and diagrams, and making other notes.
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Lecture: PopulationsPopulation GrowthFour factors influence population growth:A. Birthrate/Death rate
B. Immigration/Emigration
Exponential Population Growth
A. Organisms that reproduce rapidly
B. Organisms that reproduce slowly
C. Organisms in new environments
Problem Clue:
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Lecture: PopulationsLogistic Growth: Phases of Growth:
Phase 1: Exponential Growth
Phase 2: Growth Slows
Phase 3: Growth Stops
Logistic Growth:
Carrying Capacity:
Question: How are logistic and exponential growth related?
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Period 3Group 1 Group 5
Matthew D Bowman Jessica C Markowitz
Casey A Brink Cristen H McCann
Ana M Bucy Bryce A Miller
Sophie K Carson Talbot N Miller
Group 2 Group 6
Cassandra R Christean Truman H Miller
Kamryn H Coryell Hannah M Pratt
Lauren M Cummings Albert C Ragsdale
Connor W Dalton Cole K Schardein
Group 3 Group 7
Carter J Daniels Conner T Vacca
Alyssa L James Christian M VanWagner
Ciaran M Krantz Lauren T Vchulek
Lindsay B Wienkers Elizabeth N Viele
Finnian AWeappa
Mickelson
Group 4 Group 8
Caroline T Lant Karen E Ware
Alexander W Larsen
Joseph S Lee
Britt P Lindquist
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Period 5Group 1 Group 5
Natalie H Allen Chase E Lehotsky
Tara N Bieber Ciana L Maasen
Lucas Burzycki Sienna M Mander
Myron E Butler Glynnis R Marcus
Group 2 Group 6
Aidan Z Carlisle Angeline P Mead
Quinn H Dassel Morgan L Merillat
Lucinda M DeBolt Gregory G Millican
Zachary M Dinniman Erik P Nimb
Group 3 Group 7
Forrest L Englin Sonia K Olson
Isabella A Frawley Avery Schuelke
Rory L Frieda Georgia R Seltzer
Hayden S Tutty Jake M Sullivan
Group 4 Group 8
Oliver Godfrey Shelby W Sundquist
Jade C Greer Parker R Taylor
Keivan Kehlhofer
Kailyn J Wise
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Period 6Group 1 Group 5
Nathan A Agne Shaine E McMahon
Natalie T Beatie Alexandra R McWilliams
Madeleine J Cole Caitlyn P Munter
Annie E Comstock Natalya C Niehaus
Group 2 Group 6
Elanor S Davidson Larissa N Nowjack
Lars N Erickson Caleb J Olalia
David Goon Klaudia Prodani
Bryce T Hamilton Garret W Riely
Group 3 Group 7
Robert M Hobbs Mira I Rosenkotz
Isaac J Holloway Blake A Swanson
Ryan B Ieropoli Brandon J Swindle
Lucas F Weyand Reed T Thomas
Group 4 Group 8
Abigail L Leigh Kathryn P Tibbens
Cole A Magrini Chaney A Weaver
Erin A McGee
Andrew B Yalung
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Duckweed Lab Part 2
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Name_____________________________ Period _____ Date Due ___________________________
___/22 Points
DUCKWEED LAB: PART 2
Data Analysis (10 Points) 1. Count the number of fronds in each beaker. It may be difficult to decide how to count the fronds, and
which are too small to count. The important thing is to be consistent so that your results will be comparable across treatments.
2. Record your data in the table below and make notes about any plants that are yellow, rootless, or sinking, or that otherwise appear unhealthy.
3. Using Graph 1, graph the mean (average) for each treatment. Then graph the class data using a different colored pen. Finally, analyze your data using the guidelines below.
Table 1:
YOUR GROUP’S DATA Notes about growth of duckweed plants in each solution
CLASS DATA
pH Treatment Total # of Fronds Average # of Fronds
N/A: Original Pond Water
7 0.0000001 M H 2SO4
5 0.00001 M H 2SO4
3 0.001 M H 2SO4
1 0.1 M H 2SO4
Analysis: Comparison to the Control:
The first thing to check is your control. The purpose of the control is to identify how well the duckweed will grow under unmanipulated conditions.
You can expect the number of fronds to roughly double in the control beakers during the weeklong incubation period. If your control plants did not grow much or do not look healthy, something may have gone wrong in your experiment. Perhaps the nutrient solution was too strong or too weak, or the plants were not healthy to begin with. Could there have been a problem with the environmental conditions?
Analysis of Trends: Looking at your graph, do you notice any trends? For example, does the toxicity of the sulfuric acid appear to increase as the concentration increases, or does it stay the same from one concentration to the next? Are there any data that does not seem to make sense?
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Name_____________________________ Period _____ Date Due ___________________________
Y
x
Figure 1:
A Look at Variability: Graphing your data and the class data.
Questions (12 Points)
1. Did the duckweed colonies grow well in the control beaker? Do your control plants appear healthy? ___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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Graphing Directions:
A. Your manipulated variable should be recorded on the Xaxis and your responding variable is graphed on the Yaxis. For the manipulated variable, use pH instead of concentration of H 2SO 4 .
B. First, create a line graph for your group’s data. C. Second, create a line graph for the class’s average using a different colored pen. D. Include a descriptive title for your graph. E.g. “The effect of _____ on _____” Write this after the term
“Figure 1.”
E. Answer the analysis questions below.
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Name_____________________________ Period _____ Date Due ___________________________
2. Estimate the TC50 (Toxic Concentration that causes organisms to grow 50% as well as the control group) and LC50 (Lethal Concentration that kills 50% of your control). Examples:
Control frond count (start)
Control frond count (end) Increase
Then TC50 total frond count would be = Start + ½ increase
Then LC50 total frond count would be = ½ start
TC50: If the pond water control started with 10 fronds and ended with 24, there was an increase of 14 in the control. If a solution is slightly toxic and has a TC50, that means it will only grow half as well as the control. Since the control grew 14 fronds, a solution with a TC50 would have only a 7 frond increase. All samples started with 10 fronds. So if a solution has 10 + 7 fronds it only grew half as well as the control, and would be declared the TC50 solution. Look at Example 2 and determine how the TC50 was calculated. LC50: If the pond water control started with 10 fronds, it makes no difference how many grew. The
LC50 is always ½ the starting number. So a solution that kills off ½ the original number would be declared the LC50 solution.
A. Calculate the TC50 for your Group’s data:
B. Calculate the LC50 for your Group’s data:
C. Calculate the TC50 for the Class’ data:
D. Calculate the LC50 for the Class’ data:
3. What were the apparent affects of acid on duckweed at the macro, or visible level?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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Name_____________________________ Period _____ Date Due ___________________________
4. Using the internet or other sources, research what happens to organisms at the molecular level in highly acidic environments. Compare this answer to your hypothesis. Cite your source.
___________________________________________________________________________________
___________________________________________________________________________________
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___________________________________________________________________________________
Source: ____________________________________________________________________________
5. How does your group’s research (or the class’ research) compare to your original prediction of what acid does to living organisms?
___________________________________________________________________________________
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6. If you were to repeat this experiment, what would you do differently to improve the experimental
design so that more reliable scientific data could be obtained?
__________________________________________________________________________________
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Duckweed Lab Class Data
Pond Water pH 7 0 M H2SO4
pH 5 0.00001 M H2SO4
pH 3 0.001 M H2SO4
pH 1 0.1 M H2SO4
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Average
Number of fronds after 96 hoursPeriod 3
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Duckweed Lab Class Data
Pond Water pH 7 0 M H2SO4
pH 5 0.00001 M H2SO4
pH 3 0.001 M H2SO4
pH 1 0.1 M H2SO4
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Average
Number of fronds after 96 hoursPeriod 5
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Duckweed Lab Class Data
Pond Water pH 7 0 M H2SO4
pH 5 0.00001 M H2SO4
pH 3 0.001 M H2SO4
pH 1 0.1 M H2SO4
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Average
Number of fronds after 72 hoursPeriod 6
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Reminders:
Exit QuestionsCompare and contrast exponential and logistic growth.
Announcements
Pay the $15 class fee to Sarah Spray in the Main office.
Due Thursday/Friday: Finish Duckweed Lab Part 2.