Transcript FINAL SPRING WRITTEN REVIEW

Spring Written Final Review
What are the parts of an experiment?
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Observation
Hypothesis
Experiment
Data Collection
Analysis
Conclusion
Retest
DISCUSSION ACTIVITY 1!
– List the best ways to communicate results in the
scientific world
• Publish your findings in a Scientific journal
• 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.
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.
Control
• The control group is used for comparison. This
way there is valid data to compare to the
experimental group.
DISCUSSION ACTIVITY 3!
• With your neighbor
– Explain the difference between a constant and a
control
Construct a data table
Size of bird (grams)
Lean (21.5-25.5 g)
Number of
birds
150
Intermediate (25.6-31.5 g)
652
Large (31.6-36.0 g)
175
Results of experiment
• The intermediate mass birds had a higher rate of
survival than the lean birds and the larger birds.
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.
Survival of birds from 0%-100%
Graph the survival rates
vs size of bird
Low-----------Intermediate-----------High
Mass of birds
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.
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.
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
• 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.
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.
#8 Energy Pyramid and Food Chain
The owl is an apex predator
in this food chain because no
other organism preys upon it.
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.
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.
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
#8 GENETICS
• WIDOWS PEAK PEDIGREE
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?
• 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.
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
qq
Q Q Q
Q Q
q Q q
qq
q q q
qq
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.

Q
• Both parents
would have
dominant genes
for widows peak
and any child
they had would
also have
widows peaks.

q
q
Both parents
would have the
recessive genes
for widows
peak and any
child they had
would also have
widows peaks.
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?
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.
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.
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.
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.
• 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.
ANTIBIOTIC RESISTANCE
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)