DOCSLIB.ORG

Livingenvironment(Rev)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Livingenvironment(Rev) BAYPORT-BLUEPOINTUNIONFREESCHOOLDISTRICT BAYPORT,NEWYORK Boardof Education JamesS.March President CarolA.CinelU VicePresident William1. Barry LisaM.Belz VirginiaE.Briefs LeonardCamarda AndreaM.O’Neill DeborahPfeiffer Andrew1.Wittman,Jr. Superintendentof Schools RichardW.Curtis AssistantSuperintendentfor Curriculum.Instruction. and GeneralAdministration JoanE.Grazda AssistantSuperintendentfor Business DorleeseJ.Stewart LivingEnvironment (rev) Summer2001,Summer2002 Writers DonnaEdgar DanielGuiffreda BryanHoran StevenRoach Adopted 2002 2003 SchoolYear The Living Environment (Regents Biology) Core Curriculum/Syllabus Bayport — Blue Point High School Donna Edgar Daniel Guiffreda Bryan Horan / Introduction This document is designed to help prepare the students of Bayport-BluePoint High Schooldemonstrateanunderstanding,both accuratelyand withappropriatedepth, the most importantideas aboutour living environment. These understandingsare outlinedin The Living Environment Core Curriculum (LEEC) as put forth by the NYS Learning Standardsfor Mathematics, Science, and Technology- Standard 4. This document addresses the content and skills to be assessed at the commencementlevel by the LivingEnvironmentRegentsscience examination.This documenthas beenpreparedwiththeasswnptionthatthecontent,skillsand vocabulary words,as outlinedin the Learning Standardcfor Mathematics, Science and Technology atthe elementaryand intermediatelevels,havebeenpreviouslytaught. Studentscience experiencesingrades9-12mustbuildonthe knowledge,understandingand abilityto do sciencethat studentshaveacquiredintheirearliergrades. Thisdocumentis anelaborationof thesciencecontentof theMathematics, Science, and Technology Learning Standards document and its Key Ideas and Performance Indicators.Key Ideas are broad, unifing, generalstatements of what studentsneedto know. ThePerformanceIndicatorsforeachKeyIdeaarestatements of what studentsshouldbe ableto do to provideevidencethat they understandthe Key Idea. TheMajor Understandings areusedto givemorespecificdetail to theconcepts underlyingthePerformance Indicators. Thiscurriculumguide(coursesyllabus)has beendividedintosevenmajorunits - eachcorrespondingtotheKeyIdeasof TheLECC.Eachunithas beenoutlinedandhas been carefullydevelopedto includeall of theKey Ideas,PerformanceIndicators and Major Understandingsin Standard 4 of the LECC.Each Major Understanding includesa sectionon Concepts and Content Knowledgewith associatedSuggested Ennebment Activities. Inadditionto thecurriculumguide,wehaveincludeda vocabularylist foreach Key Idea , a LaboratoryandActivitiesSampler,InstructionalToolsanda listof pertinent InternetWebSites. /z, LivingEnvironmentCourseSyllabus Tableof Contents I Introduction Page1 II Unit Outlines UnitI BiologicalHierarchy Pages2-10 Unit2 GeneticContinuity Pages 11-17 Unit3 Evolution Pages18-22 Unit4 ReproductionandDevelopment Pages23-28 Unit5 Homeostasis Pages29-38 Unit6 Ecology Pages39-46 Unit7 HumanImpactson ourBiosphere Pages47-53 Appendix HI Vocabulaiy Words KeyIdeas Topic IV LabandActivitiesSampler V InternetWEBSites VI InstructionalTools WI NYS-TheLivingEnvironmentCoreCurnculum(SED) Keyldeal: Living things are both similar to and different from each other and from nonliving things. Living things are similar in that they rely on many of the same processes to stay alive, yet are different in the ways that these processes are carried out. Nonhiving things lack certain features of living organisms, such as the ability to maintain a cellular organization, carry out metabolic processes while maintaining internal stability (homeostasis), and pass on hereditary information through reproduction. In most biological respects, humans are like other living organisms. For instance, they are made up of cells like those of other animals, have much the same chemical composition, have organ systems and physical characteristics like many others, reproduce in a similar way, carry the same kind of genetic information system, and are part of a food web. The components of living systems, from a single cell to an ecosystem, interact to maintain balance. Different organisms have different regulatory mechanisms that function to maintain the level of organization necessary for life. Diversity is evident and important at all levels of organization - from a single cell to a multicellular organism to an ecosystem. •PAGE •2 PERFORMANCE INDICATOR 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems. Major Understandings Concepts & Content Knowledge Suggested Enrichment Activities 1.Ia Populations can be categorized by the • Autotrophs are organisms able to make • Owl pellet lab. function they serve. Food webs identify the food from inorganic raw materials. Plants relationships among producers, consumers, are autotrophs. • Draw a food web, and ask students and decomposers carrying out either to determine relationships between autotropic or heterotropic nutrition. • Heterotrophs are organisms unable to organisms. make food for themselves and must ingest food to survive. Animals and fungi • Graph (using Microsoft Excel) are heterotrophs. predator - prey populations over time. • Food chains consists of producers, primary consumers, secondary consumers, herbivores, carnivores and decomposers. • Food webs show the interactions of several food chains. • An energy pyramid can be used to illustrate the flow of energy through the various_levels_ofan_ecosystem. 1.lb An ecosystem is shaped by the • An ecosystem is the living community • Plan a field study of a local nonliving environment as well as its and its nonliving environment, ecosystem. interacting species. The world contains a •PAGF wide diversity of physical conditions, which • Investigate the abiotic/biotic factors creates a variety of environments. • A community is all the populations that and the population relationships in live and interact in the same a community. environment. Study pond invertebrates such as • All ecosystems require an incoming hydra and paramecium. supply of energy and a cycling of matter, such as carbon and nitrogen. • Have the class determine all the materials necessary to set up a • Ecosystems consist of nonliving (abiotic) terrarium and/or aquarium. and living (biotic) factors. Abiotic factors include light, temperature, water, soil, • Have students discuss world minerals and oxygen. Biotic factors biomes and create Biome Brochure. include the interactions among organisms. • Changes in one or more of these factors can upset the ecosystem. 1.lc In all environments, organisms • The role of a species in an ecosystem is compete for vital resources. The linked and its niche. Competition results when the changing interactions of populations and the organism living in the same environment environment compose the total ecosystem. (habitat) utilize the same limited abiotic and_biotic_resources. 1.Id The interdependence of organisms in • The number of organisms any habitat can • Graph human population growth an established ecosystem often results in support (carrying capacity) is limited by using internet resource. approximate stability over hundreds and the available amount of resources. thousands of years. For example, as one population increases, it is held in check by • Living organisms have the capacity to •PAGE .4. one or more environmental factors or produce populations of unlimited size but • another species, environments and resources are finite. I.Ie Ecosystems, like many other complex • The matter in an ecosystem is usually • Have students create diagrams/flow systems, tend to show cyclic changes around recycled, charts of the four material cycles. a state of approximate equilibrium. • • The ability of ecosystems to recycle the remains of dead organisms through the activities of bacteria and fungi is necessary to maintain a stable ecosystem. • Four important cycles that allow for the reuse of materials are: I. Nitrogen cycle 2. Carbon cycle 3. Oxygen cycle 4. Water cycle 1.11 Every population is linked, directly or • Biodiversity is the variety of species in • Design an experiment to see the indirectly, with many others in an an ecosystem. The greater the effects of one population on ecosystem. Disruptions in the numbers and biodivcersity, the more resistant an another. types of species and environmental changes ecosystem is to disruption. can upset ecosystem stability. •PAG’ . PERFORMANCE INDICATOR 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles). Major Understandings Concepts & Content Knowledge Snggested Enrichment Activities 1.2a Important levels of organization for • Levels of organization: • Display charts of various tissues, structure and function include organdies, • Tissues: Aggregations of similar organs, and organ systems. Emphasize cells, tissues, organs, organ systems, and cells, which function together for a similarity of function within tissues and whole organisms, specific purpose. Examples include organs and division of labor with nerve tissue and muscle tissue. systems to maintain homeostasis. • Organs: units composed of tissues with related functions: Examples include stomach, liver and kidney. • Organ systems: an aggregation of organs with related functions. Examples include digestive system and circulatory system. • Organism: the sum total of all its atoms, cells, tissues, organs and systems. I.2b Humans are complex organisms. They • These organ systems maintain the • Study organ systems through
Load more

Recommended publications
  • Effect of Strontium Chloride and Ammonium Chloride on The
    by ., John i-letciier College, I A THESIS submitted In partial fulfillment of the requirements 1 J&GE Department 1M1 LO TV mi • INTRODUCTION .... • • < 1 . • 2 . » • 1 W 10 • • . 20 . • • • i 32 -^. ;JWLI ... * • « 34 . • • • i 35 INTRC - JH Much work has been done recently on the oxygen exchange of various microorganisms. In these studies a wide variety of micro- respiruneters have been . Various factors have tended to make work of this type difficult, viz., such as ari har urol or those which, as yet, have not been recognizee; as needin- controlling. These facts haws led to a lack oi consistency in the results thu- far obtained by investigators. Preliminary work en the oxygen exchange of parartecia was done by tfood (1936). Peterson (1941) opened up a new field by studying the effects of certain cations on t division rate an; viscosity of the protoplasm of paraneci . As a continuation of the fomer study, it was thought val- uable to observe the effects of so;, -se same cations on the oxygen and carbon dioxide exchange of ^cla. The purpose, therefore, of this study was to determine the nor oxygen an- carh. ;:ide exchar. eciura caudatun and then to observe any deviation from the normal exchange by the addition of SrG^ and NHgCl to the culture medii since these salts were found to have a striking effect on the organisms (Peterson, 1941). - Culture Methods Culture kedla . Hargifct ana Fray (1S17) grow Paramecium on hay Infusions of both mixed and single strains of bacteria. Their results showe t there was very little or no dif- ference in the growth of the animals in pure or mixed cul- tures.
    [Show full text]
  • ABT7908 07 Mclaughlin Patel 645..654
    INQUIRY & An Authentic Research Experience INVESTIGATION for Undergraduates in the Developmental Biology and Physiology Laboratory Using the Chick Embryonic Heart • JACQUELINE S. McLAUGHLIN, MIT A. PATEL ABSTRACT 2014; Lopatto, 2003; Seago, 1992). A four-step pedagogical frame- The lab presented in this paper utilizes a proven four-step pedagogical work that includes all essential elements of authentic research has framework (McLaughlin & Coyle, 2016) to redesign a classic Association of been developed that can serve to simplify and streamline the develop- Biology Laboratory Education (ABLE) undergraduate lab (McLaughlin & ment and implementation process in an introductory biology labora- McCain, 1999) into an authentic research experience on vertebrate four- tory setting (McLaughlin & Coyle, 2016). This framework has been chambered heart development and physiology. The model system is the shown to improve student perceptions of science and research, skills chicken embryo. Through their research, students are also exposed to the and knowledge levels in scientific research practices set forth by the embryonic anatomy and physiology of the vertebrate heart, the electrical National Research Council (2000), and confidence to effectively circuitry of the developing heart, and the effects of pharmacological drugs on heart rate and contractility. Classical embryological micro-techniques, engage in scientific research practices including the ability to write explantation of the embryo, surgical removal of the beating heart, isolation strong scientific
    [Show full text]
  • Healthy City Harvests
    Urban Harvest is the CGIAR system wide initiative in urban and peri-urban agriculture, which aims to contribute to the food security of poor urban Healthy city harvests: families, and to increase the value of agricultural production in urban and peri-urban areas, while ensuring the sustainable management of the Generating evidence to guide urban environment. Urban Harvest is hosted and convened by the policy on urban agriculture International Potato Center. URBAN Editors: Donald Cole • Diana Lee-Smith • George Nasinyama HARVEST e r u t l u From its establishment as a colonial technical school in 1922, Makerere c i r University has become one of the oldest and most respected centers of g a higher learning in East Africa. Makerere University Press (MUP) was n a b inaugurated in 1994 to promote scholarship and publish the academic r u achievements of the university. It is being re-vitalised to position itself as a n o y powerhouse in publishing in the region. c i l o p e d i u g o t e c n e d i v e g n i t a r e n e G : s t s e v r a h y t i c y h t l a e H Av. La Molina 1895, La Molina, Lima Peru Makerere University Press Tel: 349 6017 Ext 2040/42 P.O. Box 7062, Kampala, Uganda email: [email protected] Tel: 256 41 532631 URBAN HARVEST www.uharvest.org Website: http://mak.ac.ug/ Healthy city harvests: Generating evidence to guide policy on urban agriculture URBAN Editors: Donald Cole • Diana Lee-Smith • George Nasinyama HARVEST Healthy city harvests: Generating evidence to guide policy on urban agriculture © International Potato Center (CIP) and Makerere University Press, 2008 ISBN 978-92-9060-355-9 The publications of Urban Harvest and Makerere University Press contribute important information for the public domain.
    [Show full text]
  • Anthracnose of Grain Sorghum Caused by Colletotrichum Lineola Corda Hung Kwei Chen Iowa State College
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1934 Anthracnose of grain sorghum caused by Colletotrichum lineola corda Hung Kwei Chen Iowa State College Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Agriculture Commons, and the Plant Pathology Commons Recommended Citation Chen, Hung Kwei, "Anthracnose of grain sorghum caused by Colletotrichum lineola corda " (1934). Retrospective Theses and Dissertations. 13055. https://lib.dr.iastate.edu/rtd/13055 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the origina! or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overiaps.
    [Show full text]
  • Theses.Gla.Ac.Uk
    https://theses.gla.ac.uk/ Theses Digitisation: https://www.gla.ac.uk/myglasgow/research/enlighten/theses/digitisation/ This is a digitised version of the original print thesis. Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] DEVELOPMENT AND GROWTH OP SCHISTOCEPHA.LUS SOLIDUS MttLLER IN VIVO AND IN VITRO THESIS for the Degree of Doctor of Philosophy in the University of Glasgow by Morag L. 0. Mason, B.Sc. October, 1965 ProQuest Number: 10805983 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10805983 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC.
    [Show full text]
  • Testing and Evaluation in the Biological Sciences
    REPORT OF THE PANEL ON EVALUATION AND TESTING NOVEMBER 1967/CUEBS Publication 20 TESTING AND EVALUATION IN THE BIOLOGICAL SCIENCES COMMISSION ON UNDERGRADUATE EDUCATION IN THE BIOLOGICAL SCIENCES This book is a wonderful resource but had only a limited distribution back around 1967. Thanks to GWU for permission to put it in digital form so that it can be shared widely. It is still under copyright, so please read the permission letter. Biology has changed quite a bit since 1967, so many of the example questions are dated and this book doesn’t serve as a simple question bank. Yet the questions can be very useful as exemplars of questions pointed at different topics and at different cognitive levels. Since you have the digital version, it is fairly easy to copy/paste them and then update/modify as you find appropriate and useful. While I did a lot of proofreading, I’m sure I’ve missed many details, so the scanned pages in jpg format are also available. Feel free to check them if anything puzzling is found. To me, the question bank emphasizes the value of the earlier discussion in the book about assessment and evaluation methods. While most of the items given are multiple choice questions, there is also presentation and discussion about essay and matching questions. Each question, of all types, has an associated cognitive level (using Bloom’s Taxonomy). This significantly assists the instructor in assessing the progress of the students, and there is also discussion of evaluating the validity of the questions. For courses in other areas than Biology, this book can also be valuable.
    [Show full text]
  • Biology Grade 10, Science Curriculum Materials. INSTITUTION Rochester City School District, N.Y
    DOCUMENT !MUNE ED 052 055 SE 012 044 AUTHOR Bloom, Samuel W. TITLE Biology Grade 10, Science Curriculum Materials. INSTITUTION Rochester City School District, N.Y. PUB DATE 70 NOTE 280p. EDRS PRICE EDRS Price MF-$0.65 HC-$9.87 DESCRIPTORS *Biology, Curriculum Guides, General Education, Grade 10, *Instruction, Objectives, *Science Activities, *Secondary School Science, *Teaching Guides ABSTRACT This teaching guide and syllabus outline is intended for use with pupils whose primary interests are in non-science fields, or who do not intend to enter college. The guide contains suggested activities, both laboratory and discussion, for a course containing the following sections: Introduction to Cells and Life; Animal Physiology; Plant Physiology; Reproduction and Development; Genetics; The History of Life; and Ecology. Activities are accompanied by a statement of the intended objectives and understandings, a list of materials needed, key words, and, in some cases, a series of questions for consideration. Emphasis throughout is intended to be on the relationship of the topics chosen to the pupils' needs, interests, activities, and occupational objectives. (AL) tz. YORK c)CITY SCHOOLDISTRICT ROCHESTER, NEW SCIENCE CURRICULUMMATERIALS U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG 1NATING IT. POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. BIOLOGY It GRADE 10 1970 SCIENCE BIOLOGY 10 1970 DIVISION OF INSTRUCTION CITY SCHOOL DISTRICT ROCHESTER, NEW YORK ACKNOWLEDGMENT This Biology 10 curriculum guide is one in aseries of science guides developed by the Divisionof Instruction to provide for the pupil whose primaryinterests are in non science fields, whose interestsand goals are closely allied to the objectives of general education.
    [Show full text]
  • Report Resumes Ed 019 229 Se 003 930 Reorganized Science Curriculum, 7A, Grade Seven Supplement
    REPORT RESUMES ED 019 229 SE 003 930 REORGANIZED SCIENCE CURRICULUM, 7A, GRADE SEVEN SUPPLEMENT. MINNEAPOLIS SPECIAL SCHOOL DISTRICT NO. 1, MINN. PUB DATE 21 OCT 66 EORS PRICE MFS0.60 HC -$2.72 66P. DESCRIPTORS- *BIOLOGY, *CURRICULUM DEVELOPMENT, *GRADE 7, *SECONDARY SCHOOL SCIENCE, *SCIENTIFIC ATTITUDES, TEACHING GUIDES, CURRICULUM, ELEMENTARY SCHOOL SCIENCE, ECOLOGY, INSTRUCTIONAL MATERIALS, LABORATORY TECHNIQUES, SCIENCE ACTIVITIES, SCIENCE COURSES, MINNEAPOLIS, MINNESOTA, THE TWELFTH IN A SERIES OF 17 VOLUMES, THIS VOLUME PROVIDES THE SEVENTH GRADE TEACHER WITH A GUIDE TO THE REORGANIZED SCIENCE CURRICULUM OF THE MINNEAPOLIS PUBLIC SCHOOLS. THE MATERIALS ARE INTENDED TO BE AUGMENTED AND REVISED AS THE NEED ARISES. THE SEVENTH GRADE SUPPLEMENT IS IN TWO VOLUMES. VOLUME 7A CONTAINS INTRODUCTORY MATERIAL, A B RIEF SUMMARY OF SUBJECT MATTER CONTENT FOR GRADE 7, AND A CHART WHICH SHOWS THE GRADE CONTENT FOR THE ENTIRE K -12 PROGRAM, FOR EACH OF THE FOLLOWING MAJOR AREAS AROUND WHICH THE CURRICULUM WAS DEVELOPED - -C!) THE EARTH, (2) LIVING THINGS, (3) ENERGY, AND (4) THE UNIVERSE. THIS TEACHER'S SUPPLEMENT ALSO CONTAINS THE SECTIONS (1) CONCEPTS, AND (2) LEARNING EXPERIENCES. THE LEARNING EXPERIENCES SECTION DEALS WITH (1) THE USE OF THE MICROSCOPE, AND (2) SCIENTIFIC ATTITUDES. VOLUME 7B CONTAINS THE FOLLOWING SECTIONS.--(1) B IBLIOGRAPHY, BOOKS, (2) BIBLIOGRAPHY, FILMS, (3) B IBLIOGRAPHY, FILMSTRIPS, AND (4) EQUIPMENT AND SUPPLIES. (OH) 1, r. 1.. 4. 4." r f ",;,/ ; X C. tr. .q ) A KIINTIFIC APPROACH TO PROBLEMSOLVtNG 1. ' Observation--firstwhand experiences andobservation. 4., = 2. ),, , Definition ofPROBLEM --askquestions, chooseone for Investigation. = , 5. 1 3 AL.t Results of other investigators--readabout problem, )J art Ati%i ! discuss it with interested 4grst friends andresource people, examine thewritten material.
    [Show full text]
  • Development of Improved Pest Risk Analysis Techniques for Quarantine Pests, Using Pinewood Nematode, Bursaphelenchus Xylophilus, in Portugal As a Model System
    PHRAME Final Report Page 1 QLK5-CT-2002-00672: Development of improved pest risk analysis techniques for quarantine pests, using pinewood nematode, Bursaphelenchus xylophilus, in Portugal as a model system PHRAME – Plant Health Risk And Monitoring Evaluation FINAL REPORT, JULY 2007 Chapter 1 Membership of the PHRAME Consortium and authorship of Chapters and Sections......................7 Chapter 2 Introduction............................................................................................................................................... 9 2.1 Background and context .................................................................................................................. 9 2.2 The pest problem ............................................................................................................................. 9 2.3 Approach adopted.......................................................................................................................... 10 Chapter 3 Identification and distribution of nematodes in the genus Bursaphelenchus in Europe................... 12 3.1 Introduction..................................................................................................................................... 12 3.2 Materials and Methods................................................................................................................... 12 3.2.1 Nematode sampling and isolation.............................................................................................. 12 3.2.2 Morphological
    [Show full text]
  • Oarbon Dioxide and Hydrogen-Ion Concentration As Factors Influenoing the Germination of Spores of Covered Smut of Oats Ustilago Levis (K & S) Mag
    OARBON DIOXIDE AND HYDROGEN-ION CONCENTRATION AS FACTORS INFLUENOING THE GERMINATION OF SPORES OF COVERED SMUT OF OATS USTILAGO LEVIS (K & S) MAG. Submi t ted by Mary F. Howe for the Degree of Master of Science Colorado Agrioultural College Fort Collins, Colorado August 4,1925. THIS THESIS HAS BEEN READ APPROVED AND RECOMMENDED FOR CREDIT Head of the Department of Botany Colorado Agricultural Oollege Fort Oollins, Colorado August 4, 1925. THIS THESIS HAS BEEN APPROVED AND REOOMMEnDED FOR THE DEGREE OF MASTER OF SOIENCE logy Oommittee on Advanced 'Degrees Oolorado Agricultural Oollege Fort Collins, Colorado Page Introduction ------------------- 1 ~aterial and Methods --------------- 2 Experimental Data -------------- 13 The Effect of Plant Tissue on the Germination of Spo~es of Ustilago levis ----- 13 Determining the Acidity of Drops Suspended Above Pieces of Plant Tissue -------- 15 Oomparison of Acids in Tissue and Acidity Produced by Oarbon Dioxide --------- 20 The Germination of Spores of Ustilago levis in Different Hydrogen-ion Ooncentrations --- 23 The Effect of Oertain Per Oents of Oarbon Dioxide On the Germination of Spores of UstI1ago levis 27 Oonolusions ------------------- 34 LIterature Cited ---------------- 38 Carbon Dioxide and Hydrogen-ion Concentration As Factors Influencing the Germination of Spores of Covered Smut of Oats Ustilago levis (r&SJ,Mag. Recently several experiment\< have given consideration A to the stimulation of the germination of fungus spores by plant tissue. Not only has this stimulation occurred where the plant tissue was in contact with the spores, or in con­ taot with the drop in whioh the spores floated, but experi­ ments showed that even volatile sUbstanoe from plant tis­ sues strongly effected the spore germination.
    [Show full text]
  • Secondary Sea Sampler
    a ampler Aquatic Activities u for the Field and Classroom Secondary Editors: Wendy Beard Allen Patty Owens McLaughlin u A South Carolina Sea Grant Publication SEA SAMPLER AQUATIC ACTIVITIES FOR THE FIELD AND CLASSROOM Secondary, Grades 7-12 Compiled and Edited by: Wendy Beard Allen Belle W. Baruch Institute for Marine Biology and Coastal Research University of South Carolina Patty Owens McLaughlin Belle w. Baruch Institute for Marine Biology and Co astal Research University of South Carolina Sea Grant Publication SC-SG-TR85-2 This article is a result of work sponsored by the South Carolina Sea Grant Consortium with su pport from NOAA National Sea Grant College Program, US Department of Commerce, Grant No. NA84AA-D- 00058. Copies can be obtained from the South Carolina Sea Grant Consortium, 287 Meeting Street, Charleston, SC 29401, TABLE OF CONTENTS AC�OWL.EDGE:?1:ENTS••••••••••••••••••••••••••••••••••.•••••••.••••••••••.•• 1 PROJECT BACKGROUND AND PURPOSE•••••••••••••••••••••••••••••••••••••••••• 3 ROW' TO USE THIS SA!iPLER.• • • •• • •• • • • • •• •• •• •• •• •• • •• • • • •• •• • • . •• . • •• • • 5 ACTIVITY / CONTENT AND SKILLS INDEX••••••••••••••.•••.•••••••.••••••..•. 6 THE 'MAR.INE AQUAR.IU?-f.•••••••••••••••••• ••••••••••••••••••••••••••••••••••• 7 FIELD ACTIVITIES A BEACH. STUDY•••••••••••••• •••••••••••••••••••••••••••••••••••• •• 11 FRESHWATER MARSH-MARSH SETTLEltS•••••••••••••••••••••••••••••••• • • 23 FRESHWATER MARSH-MARSH SUCCESS ION ••••••••••••••••.••••• •• • • 31 SALT MARSH FIELD STU'DY• •••••••••••••••••••••••••••••••••••••.•.••••••
    [Show full text]
  • LABORATORY INQUIRY Part 2 – Practicing Procedures and Developing Your Research Project
    LABORATORY INQUIRY Part 2 – Practicing Procedures and Developing Your Research Project I. Researching Mitosis and Cellular Function For this research project, your team should choose some aspect of mitosis, and attempt to determine the function of a particular cellular structure or molecule in the mitotic process. To give you an idea about how to proceed, we provide the following section outlining an example project in which the role of the spindle fibers in mitosis is investigated. Your team should use this type of approach to analyze a different structure or phenomenon that occurs during mitosis. A. Example Project: The Role of Spindle Fibers in Mitosis Introduction: Structure and Function of Spindle Fibers Spindle fibers play an important role throughout the mitotic process. For example, late prophase is characterized by movement of the mitotic spindle to opposite ends of the cell. In metaphase, sister chromatids become visibly associated with spindle fibers attached at each pole of the cell. Spindle fibers pull sister chromatids apart during anaphase, and then disassemble at telophase. The spindle fibers contain a highly organized array of microtubules which are long, hollow, unbranched tubes composed of globular proteins. Microtubules are also components of other cellular structures, including the cytoskeleton, and they form the core of both cilia and flagella. Microtubules are not only involved in separating chromosomes during mitosis and meiosis, but also function as structural supports and organizers for cells. In plant cells, for example, microtubules maintain cell shape through their influence on the formation of the cell wall during interphase. Studies also showed that microtubules play a role in maintaining the internal organization of cells and are responsible for intracellular motility of macromolecules and organelles.
    [Show full text]