Topic Outlines in Microbiology:' an Instructotes Guilae
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Backyard Food
Suggested Grades: 2nd - 5th BACKYARD FOOD WEB Wildlife Champions at Home Science Experiment 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats. What is a food web? All living things on earth are either producers, consumers or decomposers. Producers are organisms that create their own food through the process of photosynthesis. Photosynthesis is when a living thing uses sunlight, water and nutrients from the soil to create its food. Most plants are producers. Consumers get their energy by eating other living things. Consumers can be either herbivores (eat only plants – like deer), carnivores (eat only meat – like wolves) or omnivores (eat both plants and meat - like humans!) Decomposers are organisms that get their energy by eating dead plants or animals. After a living thing dies, decomposers will break down the body and turn it into nutritious soil for plants to use. Mushrooms, worms and bacteria are all examples of decomposers. A food web is a picture that shows how energy (food) passes through an ecosystem. The easiest way to build a food web is by starting with the producers. Every ecosystem has plants that make their own food through photosynthesis. These plants are eaten by herbivorous consumers. These herbivores are then hunted by carnivorous consumers. Eventually, these carnivores die of illness or old age and become food for decomposers. As decomposers break down the carnivore’s body, they create delicious nutrients in the soil which plants will use to live and grow! When drawing a food web, it is important to show the flow of energy (food) using arrows. -
Effects of Human Disturbance on Terrestrial Apex Predators
diversity Review Effects of Human Disturbance on Terrestrial Apex Predators Andrés Ordiz 1,2,* , Malin Aronsson 1,3, Jens Persson 1 , Ole-Gunnar Støen 4, Jon E. Swenson 2 and Jonas Kindberg 4,5 1 Grimsö Wildlife Research Station, Department of Ecology, Swedish University of Agricultural Sciences, SE-730 91 Riddarhyttan, Sweden; [email protected] (M.A.); [email protected] (J.P.) 2 Faculty of Environmental Sciences and Natural Resource Management, Norwegian University of Life Sciences, Postbox 5003, NO-1432 Ås, Norway; [email protected] 3 Department of Zoology, Stockholm University, SE-10691 Stockholm, Sweden 4 Norwegian Institute for Nature Research, NO-7485 Trondheim, Norway; [email protected] (O.-G.S.); [email protected] (J.K.) 5 Department of Wildlife, Fish, and Environmental Studies, Swedish University of Agricultural Sciences, SE-901 83 Umeå, Sweden * Correspondence: [email protected] Abstract: The effects of human disturbance spread over virtually all ecosystems and ecological communities on Earth. In this review, we focus on the effects of human disturbance on terrestrial apex predators. We summarize their ecological role in nature and how they respond to different sources of human disturbance. Apex predators control their prey and smaller predators numerically and via behavioral changes to avoid predation risk, which in turn can affect lower trophic levels. Crucially, reducing population numbers and triggering behavioral responses are also the effects that human disturbance causes to apex predators, which may in turn influence their ecological role. Some populations continue to be at the brink of extinction, but others are partially recovering former ranges, via natural recolonization and through reintroductions. -
Seventh Grade
Name: _____________________ Maui Ocean Center Learning Worksheet Seventh Grade Our mission is to foster understanding, wonder and respect for Hawai‘i’s Marine Life. Based on benchmarks SC.6.3.1, SC. 7.3.1, SC. 7.3.2, SC. 7.5.4 Maui Ocean Center SEVENTH GRADE 1 Interdependent Relationships Relationships A food web (or chain) shows how each living thing gets its food. Some animals eat plants and some animals eat other animals. For example, a simple food chain links plants, cows (that eat plants), and humans (that eat cows). Each link in this chain is food for the next link. A food chain always starts with plant life and ends with an animal. Plants are called producers (they are also autotrophs) because they are able to use light energy from the sun to produce food (sugar) from carbon dioxide and water. Animals cannot make their own food so they must eat plants and/or other animals. They are called consumers (they are also heterotrophs). There are three groups of consumers. Animals that eat only plants are called herbivores. Animals that eat other animals are called carnivores. Animals and people who eat both animals and plants are called omnivores. Decomposers (bacteria and fungi) feed on decaying matter. These decomposers speed up the decaying process that releases minerals back into the food chain for absorption by plants as nutrients. Do you know why there are more herbivores than carnivores? In a food chain, energy is passed from one link to another. When a herbivore eats, only a fraction of the energy (that it gets from the plant food) becomes new body mass; the rest of the energy is lost as waste or used up (by the herbivore as it moves). -
Laboratory Exercises in Microbiology: Discovering the Unseen World Through Hands-On Investigation
City University of New York (CUNY) CUNY Academic Works Open Educational Resources Queensborough Community College 2016 Laboratory Exercises in Microbiology: Discovering the Unseen World Through Hands-On Investigation Joan Petersen CUNY Queensborough Community College Susan McLaughlin CUNY Queensborough Community College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/qb_oers/16 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Laboratory Exercises in Microbiology: Discovering the Unseen World through Hands-On Investigation By Dr. Susan McLaughlin & Dr. Joan Petersen Queensborough Community College Laboratory Exercises in Microbiology: Discovering the Unseen World through Hands-On Investigation Table of Contents Preface………………………………………………………………………………………i Acknowledgments…………………………………………………………………………..ii Microbiology Lab Safety Instructions…………………………………………………...... iii Lab 1. Introduction to Microscopy and Diversity of Cell Types……………………......... 1 Lab 2. Introduction to Aseptic Techniques and Growth Media………………………...... 19 Lab 3. Preparation of Bacterial Smears and Introduction to Staining…………………...... 37 Lab 4. Acid fast and Endospore Staining……………………………………………......... 49 Lab 5. Metabolic Activities of Bacteria…………………………………………….…....... 59 Lab 6. Dichotomous Keys……………………………………………………………......... 77 Lab 7. The Effect of Physical Factors on Microbial Growth……………………………... 85 Lab 8. Chemical Control of Microbial Growth—Disinfectants and Antibiotics…………. 99 Lab 9. The Microbiology of Milk and Food………………………………………………. 111 Lab 10. The Eukaryotes………………………………………………………………........ 123 Lab 11. Clinical Microbiology I; Anaerobic pathogens; Vectors of Infectious Disease….. 141 Lab 12. Clinical Microbiology II—Immunology and the Biolog System………………… 153 Lab 13. Putting it all Together: Case Studies in Microbiology…………………………… 163 Appendix I. -
Thesis Evaluations That Increase Value for Pork
THESIS EVALUATIONS THAT INCREASE VALUE FOR PORK EXPORT PRODUCTS Submitted by Dan Sewald Department of Animal Sciences In partial fulfillment of the requirements For the degree of Master of Science Colorado State University Fort Collins, Colorado Fall 2017 Master’s Committee: Advisor: Dale R. Woerner Keith E. Belk Gary Mason Copyright by Dan Robert Sewald 2017 All Rights Reserved ABSTRACT EVALUATIONS THAT INCREASE VALUE FOR PORK EXPORT PRODUCTS Experiment 1: An evaluation of the suitability of porcine lung tissue for human consumption This study was conducted to provide evidence of the safety of pork lungs for human consumption via an assessment of prevalence of potentially pathogenic bacteria and infectious agents. Specifically, the goal was to collect evidence that could be used to petition the current regulation disallowing use of pork lungs for human food. Pork lungs have been labeled by the U.S. Meat Export Federation as a widely consumed product across Asia as well as South and Central America. It was believed that there is profit potential in saving pork lungs and exporting them to specified countries. Pork lungs must first be deemed safe and edible before they can be sold on the export market. Lungs (N = 288) were collected from a total of six federally inspected young market barrow/gilt or sow processing facilities. In an attempt to obtain a representative sample of production at each facility on a given day, lungs were randomly selected throughout the entire production day. All collected lungs were removed and processed using aseptic techniques to prevent any exogenous contamination. Lung samples were tested for the presence of pathogens and other physical contamination. -
Plants Are Producers! Draw the Different Producers Below
Name: ______________________________ The Unique Producer Every food chain begins with a producer. Plants are producers. They make their own food, which creates energy for them to grow, reproduce and survive. Being able to make their own food makes them unique; they are the only living things on Earth that can make their own source of food energy. Of course, they require sun, water and air to thrive. Given these three essential ingredients, you will have a healthy plant to begin the food chain. All plants are producers! Draw the different producers below. Apple Tree Rose Bushes Watermelon Grasses Plant Blueberry Flower Fern Daisy Bush List the three essential needs that every producer must have in order to live. © 2009 by Heather Motley Name: ______________________________ Producers can make their own food and energy, but consumers are different. Living things that have to hunt, gather and eat their food are called consumers. Consumers have to eat to gain energy or they will die. There are four types of consumers: omnivores, carnivores, herbivores and decomposers. Herbivores are living things that only eat plants to get the food and energy they need. Animals like whales, elephants, cows, pigs, rabbits, and horses are herbivores. Carnivores are living things that only eat meat. Animals like owls, tigers, sharks and cougars are carnivores. You would not catch a plant in these animals’ mouths. Then, we have the omnivores. Omnivores will eat both plants and animals to get energy. Whichever food source is abundant or available is what they will eat. Animals like the brown bear, dogs, turtles, raccoons and even some people are omnivores. -
Experiment 4 Aseptic Cult-Ure Technique
I EXPERIMENT 4 ASEPTIC CULT-URE I TECHNIQUE I I Structure I 4.1 Introduction I Objectives I 4.2 Experiment I 4.1.1 Principle I 4.1.2 Observations I 4.3 Precautions I 4.1 INTRODUCTION I I In previous experiments you learned that microorganisms thrive pretty much I everywhere. It is far too easy to contaminate your lab cultures and experiments with stray microorganisms from the air, the countertop, or your tools. It is also possible to I expose your surroundings or ycurself'to a possible pathogen. In this lab exercise, you wrll I learn to transfer microbiological cultures from one medium to a second sterile medium without contamination of the culture, sterile medium, or the surroundings. I I Objectives I After studying and performing this experiment, you should be able to: I • know how to handle microorganisms, tubed media, plated media, and inoculating I tools such as loops, needles, or swabs etc.; I • leai n how to transfer bacteria from test tubes or broth and agar; and I • learn how to transfer bacteria from Petri plates. I 4.2 EXPERIMENT I I 4.2.1 Principle I Aseptic technique is a method that prevents the introduction of unwanted organisms into I an environment. In order to protect sterile broth, media, plates, slants etc. from I contamination we must practice aseptic i.e. sterile techniques to protect our material from contamination. By using aseptic technique only sterile surface touches other sterile I surface and exposure to the non sterile environment is minimized. I Though, observingaseptic technique is the most important instruction for any micrcbiology I experiment, some common circumstances will be discussed in this practical to make you aware of aseptic techniques. -
An Ecological Framework for Contextualizing Carnivore–Livestock Conflict
Special Section Review An ecological framework for contextualizing carnivore–livestock conflict Christine E. Wilkinson ,1 ∗ Alex McInturff,1 Jennifer R. B. Miller,1,2 Veronica Yovovich,1 Kaitlyn M. Gaynor,1 Kendall Calhoun,1 Harshad Karandikar,1 Jeff Vance Martin,3 Phoebe Parker-Shames,1 Avery Shawler,1 Amy Van Scoyoc,1 and Justin S. Brashares1 1Department of Environmental Science, Policy, and Management, University of California, 139 Mulford Hall, Berkeley, CA, 94720, U.S.A. 2Defenders of Wildlife, 1130 17th St. NW, Washington DC, 20036, U.S.A. 3Department of Geography, University of California, 505 McCone Hall, Berkeley, CA, 94720, U.S.A. Abstract: Carnivore predation on livestock is a complex management and policy challenge, yet it is also intrinsi- cally an ecological interaction between predators and prey. Human–wildlife interactions occur in socioecological systems in which human and environmental processes are closely linked. However, underlying human–wildlife conflict and key to unpacking its complexity are concrete and identifiable ecological mechanisms that lead to predation events. To better understand how ecological theory accords with interactions between wild predators and domestic prey, we developed a framework to describe ecological drivers of predation on livestock. We based this framework on foundational ecological theory and current research on interactions between predators and domestic prey. We used this framework to examine ecological mechanisms (e.g., density-mediated effects, behaviorally mediated effects, and optimal foraging theory) through which specific management interventions operate, and we analyzed the ecological determinants of failure and success of management interventions in 3 case studies: snow leopards (Panthera uncia), wolves (Canis lupus), and cougars (Puma concolor). -
Herbivore Physiological Response to Predation Risk and Implications for Ecosystem Nutrient Dynamics
Herbivore physiological response to predation risk and implications for ecosystem nutrient dynamics Dror Hawlena and Oswald J. Schmitz1 School of Forestry and Environmental Studies, Yale University, New Haven, CT 06511 Communicated by Thomas W. Schoener, University of California, Davis, CA, June 29, 2010 (received for review January 4, 2010) The process of nutrient transfer throughan ecosystem is an important lower the quantity of energy that can be allocated to production determinant of production, food-chain length, and species diversity. (20–23). Consequently, stress-induced constraints on herbivore The general view is that the rate and efficiency of nutrient transfer up production should lower the demand for N-rich proteins (24). the food chain is constrained by herbivore-specific capacity to secure Herbivores also have low capacity to store excess nutrients (24), N-rich compounds for survival and production. Using feeding trials and hence should seek plants with high digestible carbohydrate with artificial food, we show, however, that physiological stress- content to minimize the costs of ingesting and excreting excess N. response of grasshopper herbivores to spider predation risk alters the Such stress-induced shift in nutrient demand may be especially nature of the nutrient constraint. Grasshoppers facing predation risk important in terrestrial systems in which digestible carbohydrate had higher metabolic rates than control grasshoppers. Elevated represents a small fraction of total plant carbohydrate-C, and may metabolism accordingly increased requirements for dietary digestible be limiting even under risk-free conditions (25). Moreover, stress carbohydrate-C to fuel-heightened energy demands. Moreover, di- responses include break down of body proteins to produce glucose gestible carbohydrate-C comprises a small fraction of total plant (i.e., gluconeogenesis) (14), which requires excretion of N-rich tissue-C content, so nutrient transfer between plants and herbivores waste compounds (ammonia or primary amines) (26). -
Interspecific Killing Among Mammalian Carnivores
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital.CSIC vol. 153, no. 5 the american naturalist may 1999 Interspeci®c Killing among Mammalian Carnivores F. Palomares1,* and T. M. Caro2,² 1. Department of Applied Biology, EstacioÂn BioloÂgica de DonÄana, thought to act as keystone species in the top-down control CSIC, Avda. MarõÂa Luisa s/n, 41013 Sevilla, Spain; of terrestrial ecosystems (Terborgh and Winter 1980; Ter- 2. Department of Wildlife, Fish, and Conservation Biology and borgh 1992; McLaren and Peterson 1994). One factor af- Center for Population Biology, University of California, Davis, fecting carnivore populations is interspeci®c killing by California 95616 other carnivores (sometimes called intraguild predation; Submitted February 9, 1998; Accepted December 11, 1998 Polis et al. 1989), which has been hypothesized as having direct and indirect effects on population and community structure that may be more complex than the effects of either competition or predation alone (see, e.g., Latham 1952; Rosenzweig 1966; Mech 1970; Polis and Holt 1992; abstract: Interspeci®c killing among mammalian carnivores is Holt and Polis 1997). Currently, there is renewed interest common in nature and accounts for up to 68% of known mortalities in some species. Interactions may be symmetrical (both species kill in intraguild predation from a conservation standpoint each other) or asymmetrical (one species kills the other), and in since top predator removal is thought to release other some interactions adults of one species kill young but not adults of predator populations with consequences for lower trophic the other. -
The Pattern and Cost of Carnivore Predation on Livestock in Maasai Homesteads of Amboseli Ecosystem, Kenya: Insights from a Carnivore Compensation Programme
Vol. 6(7), pp. 502-521, July 2014 DOI: 10.5897/IJBC2014.0678 Article Number: 492C21546199 International Journal of Biodiversity ISSN 2141-243X Copyright © 2014 and Conservation Author(s) retain the copyright of this article http://www.academicjournals.org/IJBC Full Length Research Paper The pattern and cost of carnivore predation on livestock in maasai homesteads of Amboseli ecosystem, Kenya: Insights from a carnivore compensation programme Moses Makonjio Okello1*, Richard Bonham2 and Tom Hill2 1SFS Center for Wildlife Management Studies, Kenya, P.O. Box 27743- 00505 Nairobi, Kenya. 2Big Life Foundation, Kenya. P. O. Box 24133 - 00502, Nairobi, Kenya. Received 3 January, 2014; Accepted 16 June, 2014 Several papers have been written on the experiences, successes and challenges facing compensation schemes for wildlife, some of whom criticize the strategy while others support it. What is clear among the Maasai is that the burden of conserving wildlife, particularly predators that roam freely on their land and predate upon their livestock, is too great to bear: support in terms of financial compensation and mitigation strategies to reduce socio-economic loss from livestock deaths would help communities tolerate predators, and discourage some among them to kill carnivores in retaliation. Such programs in the Amboseli ecosystem are critical for the long term future of wildlife conservation. The Mbirikani Predator Compensation Fund (MPCF) is such a compensation scheme administered by the Big Life Foundation since 2003. Data from Big Life Foundation’s monitoring records of compensation paid between 2008 and 2012 were analyzed in order to establish insights into the pattern and cost of predation in the Amboseli ecosystem. -
Chemical Energy And
Unit 6: Energy! From Food to Forces Chemical Energy and LESSON 1 LESSON FOOD CHAIN Unit 6: Energy! From Food to Forces Chemical Energy and LESSON 1 LESSON FOOD CHAIN Food chains and webs show the flow of chemical energy through an ecosystem. From the sun to tertiary consumers. students learn about the transfer of chemical energy and how producers and consumers depend on each other. They also learn scientists classifiy living things based on what they eat. Table of Contents 4 Launch! Sun. Chemical energy passing through the food chain starts with the sun. 6 Chemical Collisions A1: Chemical Energy. Hydrogen and helium are the chemical elements in the sun. 12 Productive Primary Producers A2: Producers. Producers use energy from the sun during photosynthesis. 18 Primary Producer Eaters A3: Primary Consumers. Primary consumers get energy by eating producers. 26 Consuming Critters A4: Secondary Consumers. Secondary consumers get energy by eating primary consumers. 34 Web of Life A5: Food Chains and Webs. Food chains and webs show the transfer of chemical energy in an ecosystem. 50 Tropical Trophic Tiers A6: Energy Pyramid. Scientists show energy transfers from the sun to producers to consumers with trophic levels. Launch! (Sun) SUN! where does chemical energy begin in a food chain? Chemical energy passing through the food chain starts with the sun. Unit 6: Chemical Energy and Food Chain Ready? Materials Nothing to prepare. Sticky notes Pencil Set? • Unit 4-Lesson 1-All Activities: Sun • Unit 6-Lesson 1-Activity 1: Chemical Collisions (Chemical Energy) • Unit 6-Lesson 1-Activity 2: Productive Primary Producers (Producers) • Unit 6-Lesson 1-Activity 3: Primary Producer Eaters (Primary Consumers) • Unit 6-Lesson 1-Activity 4: Consuming Critters (Secondary Consumers) • Unit 6-Lesson 1-Activity 5: Web of Life (Food Chains and Webs) • Unit 6-Lesson 1-Activity 6: Tropical Trophic Tiers (Energy Pyramid) Hawaii Standards Go! SC.K.3.1 Develop Know-Wonder-Learn chart with students.