Spring Written Final Review

1. Spring Written Final Review

2. What are the parts of an experiment? • Observation • Hypothesis • Experiment • Data Collection • Analysis • Conclusion • Retest

3. DISCUSSION ACTIVITY 1! • List the best ways to communicate results in the scientific world • Publish your findings in a Scientific journal

4. From 1993 through 2000, scientists captured, measured, tagged, released, and recaptured 70 to 100 percent of the Sociable weaver birds living in communal nests during the breeding season. Their field studies supported a prediction that body mass is a trade-off between risks of starvation and predation.

5. What are the variables of this experiment? Independent: Mass of bird Dependent: Survival rates Constants: Species of bird, same habitat, collection times, collection method, scale/measurement.

6. Control • The control group is used for comparison. This way there is valid data to compare to the experimental group.

7. DISCUSSION ACTIVITY 3! • With your neighbor • Explain the difference between a constant and a control

8. Construct a data table

9. Results of experiment • The intermediate mass birds had a higher rate of survival than the lean birds and the larger birds.

10. Suggest a reasonable conclusion weaver survival. • Foraging is not easy in this habitat, and lean birds do not store enough fat to avoid starvation. • The largest birds are more attractive to predators and not as good at escaping. • THEREFORE! The Intermediate birds have the selective advantage showing stabilizing selection.

11. Graph the survival rates vs size of bird Survival of birds from 0%-100% Low-----------Intermediate-----------High Mass of birds

12. Population Fluctuations • A population will increase if there are more births than deaths. • A population will also increase if there are more organisms immigrating into it. • A population will decrease if there are more deaths than births. • A population will also decrease if there are more organisms emmigrating out of it.

13. Organisms in the Environment • Apex predator • The top predator in an ecosystem. • Abiotic • Non-living factors like sunlight or rocks. • Biotic • Living factors like plants and animals. • Trophic Levels • The level of feeding relationships in ecosystems.

14. List the biotic and abiotic factors described in the Sociable weaver experiment. • Biotic- sociable weavers, food they eat (berries and bugs), trees, scientists • Abiotic- nests, sunlight, tags, measurement tools

15. Energy Pyramids • A visual representation of the amount of energy available at each trophic level. • Producer • An autotroph or plant that can produce its own food from inorganic (sunlight or chemical) substances. • Herbivore • An organism that eats only plant material, like a giraffe. • Carnivore • An organism that eats only meat, like a lion.

16. Energy Pyramids and Trophic Levels 90% of all energy is lost from one trophic level to the next, leaving only 10% to be passed up the food chain.

17. #8 Energy Pyramid and Food Chain The owl is an apex predator in this food chain because no other organism preys upon it.

18. DISCUSSION ACTIVITY 4! • In one paragraph describe the pyramid you drew for study guide question #8. Use the vocabulary from #5 (apex, abiotic, biotic, trophic levels, energy pyramid, producer, herbivore, and carnivore) • Exchange your paragraph with another classmate to check for understanding (have they used the vocabulary correctly?) • Write one positive statement about their paragraph and then hand it back to them.

19. Population, Community, Ecosystem • Population • A population is all the organisms of the same species living in the same place= BIOTIC • Like a population of grey mouse lemurs. • Community • All the organisms living together within an ecosystem=BIOTIC • Like the grey mouse lemur and crickets and trees. • Ecosystem • All the organisms (BIOTIC) living together within an ecosystem AND with the ABIOTIC factors (sunlight, temperature, water etc.) that surround them.

20. DISCUSSION ACTIVITY 2! • With your neighbor: • What additional information might you choose to record to increase your understanding of Sociable Weaver bird survivorship? • List 3 potential changes

21. #8 GENETICS • WIDOWS PEAK PEDIGREE

22. Widows Peak • Some people have a widows peak (hair line that meets in a point at the forehead), where others have no widows peak. • A husband and wife both have a widows peak, but two of their children do not. • Is the widow’s peak a dominant or recessive allele?

23. There are four scenarios for the parents genetics. • QQ x QQ • If this were the parents genetics, a widow’s peak would be dominant (because that’s what the parents display). • It would also mean that both children would have a widows peak because they could only inherit dominant genes. • qq x qq • If this were the parents genetics, a widows peak would be recessive (because that’s what the parents display). • It would also mean that both children would have a widows peak because they could only inherit recessive genes. • QQ x qq • In this possibility, only one parent would have a widow’s peak, because it would be either dominant (QQ) or recessive (qq). • Qq x Qq • If this were the parents genetics, their children could inherit QQ, Qq, or qq. • If the parents genetics are Qq, and they display a widows peak, then it is a dominant trait. • If their children inherit the qq alternative, they will have straight hairlines.

24. Widow’s Peak Possibility 1 Possibility 2 Possibility 3 Q Q Q q q q Q Q Q Q Q Q Q Q q q q q q q Q Q Q q q q q q Q Q Q q Q q q q • Each parent would display the dominant gene for a widows peak, but also have a recessive gene for a straight hairline. Their children would have a 25% chance of getting a straight hairline. • Both parents would have the recessive genes for widows peak and any child they had would also have widows peaks. • Both parents would have dominant genes for widows peak and any child they had would also have widows peaks.

25. Appendix Issues • A teenage girl has her appendix removed during an operation. 24 hours later the girl begins to run a fever, which quickly rises. She has contracted an internal infection (caused by the bacteria Staphylococcus aureus) during the surgery. Will she survive the infection?

26. Appendix Issues • 1925 • The girl becomes delirious from fever; in a few days, she dies. No antibiotics invented. • In 1925, because there were no antibiotics to combat the bacteria, the young girl dies. Staphylococcus aureus is perfectly suited for living inside and infecting the human body due to natural selection.

27. Appendix Issues • 1945 • The girl receives an injection of the antibiotic penicillin. Within 24 hours, her fever is reduced; she is released from the hospital and is on her way to recovery. • With the advent of penicillin, an antibiotic, doctors finally had a surefire way to combat Staphylococcus aureus. As a result, it was used on many cases of infection and saved many lives.

28. Appendix Issues • 1965 • The girl receives an injection of the antibiotic penicillin, within 24 hours, the girl dies. • Because penicillin had been used since 1945, it put selective pressure on Staphylococcus aureus. Staphylococcus aureus naturally had variations within its population, along with randomly occurring mutations in its DNA (gene), which had more resistance to penicillin. These versions of Staphylococcus aureus had higher fitness than older, more susceptible versions. Over time, those variations were selected for. As a result, penicillin became more and more useless in the face of a newly adapted, more resistant, strain of Staphylococcus aureus.

29. Bacteria vs. Viruses Bacteria reproduce through binary fission—a form of asexual reproduction. A virus reproduces by invading a host cell and taking over the cell causing it to make copies of the viral DNA/RNA. It destroys the host cell releasing new viruses.

30. The evolution of bacteria has caused many issues for our current day health care. Antibiotics are made to be stronger, but the more they are used the more the bacteria changes. • This is why it is important to take your entire dose of antibiotics; so that their full effect is utilized against the bacteria that causes your sickness.

31. ANTIBIOTIC RESISTANCE

32. Application to real world • The same resistance occurs in viruses as well. • Viruses have become resistant to anti-viral drugs and vacines. • That is why there is a new version of the flu shot every year (there are many strains of the flu virus)