Part -1:
1. Use the following classifications to determine which organism is least related out of the three. Explain your rationale.
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Table 2: Classifications |
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Classification Level |
American Green Tree Frog |
European Fire- Bellied Toad |
Eastern Newt |
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Domain |
Eukarya |
Eukarya |
Eukarya |
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Kingdom |
Animalia |
Animalia |
Animalia |
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Phylum |
Chordata |
Chordata |
Chordata |
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Class |
Amphibia |
Amphibia |
Amphibia |
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Order |
Anura |
Anura |
Caudata |
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Family |
Hylidae |
Bombinatoridae |
Salamandridae |
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Genus |
Tursipops |
Bombina |
Notophthalmus |
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Species |
cinerea |
bombina |
viridescens |
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2. How has DNA sequencing affected the science of classifying organisms?
3. You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it.
Post-Lab Questions
1. What do you notice about the options of each step as they go from number one up?
2. How does your answer from Question 1 relate to the Linnaean classification system?
Post-Lab Questions
1. Did this series of questions correctly organize each organism? Why or why not?
2. What aIDitional questions would you ask to further categorize the items within the kingdoms (Hint: think about other organisms in each of the kingdoms and what makes them different than the examples used here)?
3. What questions would you have asked instead of the ones that you answered above when classifying the organisms?
Part -2:
Pre-Lab Questions
1. Would you expect endangered species to be more frequently generalists or specialists? Explain your answer.
2. How does temperature affect water availability in an ecosystem?
3. Choose a species and describe some adaptations that species developed that allow them to survive in their native habitat.
Post-Lab Questions
1. Compare and construct a line graph based on the data from Table 1 in the space below. Place the day on the x axis, and the number of seeds germinated on the y axis. Be sure to include a title, label the x and y axes, and provide a legend describing which line corresponds to each plate (e.g., blue = acetic acid, green = sodium bicarbonate, etc…).
2. Was there any noticeable effect on the germination rate of the radish seeds as a result of the pH? Compare and contrast the growth rate for the control with the alkaline and acidic solutions.
3. According to your results would you say that the radish has a broad pH tolerance? Why or why not? Use your data to support your answer.
4. Knowing that acid rain has a pH of 2 – 3 would you conclude that crop species with a narrow soil pH range are in trouble? Explain why, or why not, using scientific reasoning. Is acid rain a problem for plant species and crops?
5. Research and briefly describe a real world example about how acid rain affect plants. Be sure to demonstrate how pH contributes to the outcome, and proposed solutions (if any). Descriptions should be approximately 2 – 3 paragraphs. Include at least three citations (use APA formatting).
Attachment:- Bio.zip
