Administrative Procedure 7341 Sabbaticals FORM B REPORT ON SABBATICAL LEA VE
Name: Paul Ustach Period of Leave: Spring 2011
Place or Places Where Leave Was Taken: Castlcrea. County Rosco1nn1on. Ireland
OBJECTIVES TO BE ACHIEVED BY SABBATICAL: HOW OBJECTIVES WERE ACHIEVED: 1. To write and illustrate a laboratory book for Biology 10 (Survey of Biology for non 1. Upon completion of the sabbatical period, the entire lab book was written, and science majors). This book is to be written in comic book formal and be ready for illustration commenced. submission for publication.
Writing and drawing this book has been a dream of mine ever since I started teaching and I'm grateful for San Joaquin Delta College for granting me leave from my teaching duties to commence achieving this goal, I full heartedly believe this book will strengthen my ability to communicate science to a population of students that sometimes might not always have the greatest attitude towards or perhaps harbor some phobia for a science-based course.
Attached is printout of the entire script wl'itten for the lab book and some sample illustrated chapters. Although I proposed that I would have the entire book ready to be submitted for publication at the end of the sabbatical period, I have found that prediction to be naive. Being my first attempt at publishing a comic book, I underestimated the amount of time and labor required for the process. Each page must be designed conceptually, the text blocked and lettered, and finally each drawing is rendered in pencil first before it is done again in ink for the final product. I cheerfully spent more time working on this project than the hours I spend in instruction,
I am grateful for the various committees and authorities for granting me the privilege of commencing this project. This project has been in the back of my head since graduate school but my teaching obligations have made it second priority. I have used the time granted to me on this sabbatical to make it my first priority. My passions have always been equally devoted to nature, art and people and I see no better way of combining ail of these loves to use than in the teaching profession with this lab book. I am eager to finish this project and believe this labor of love has strengthened my qualifications to render better work performance in the years ahead. I look forward to presenting the finished project to members of this committe and my colleagues, but most eagerly, to my students,
t, 13oc.r.z..011 Applicant's Signature Date
APPROVALS: Date
Salary Administration Committee
Assistant Superintendent/Vice President
Superintendent/President
Board ofrfrustces
Amended 09-26-07 BIOLOGY 10 LABORATORY EXERCISES
LAB #1: QUANTITATIVE MEASUREMENT
LAB #2: A LIVING ORGANISM
LAB #3: LABORATORY EQUIPMENT
LAB #4: SOILS
LAB #5: PLANT AND ANIMAL CELLS
LAB #6: OSMOSIS
LAB #7: CELLULAR RESP IRATIO NS
LAB #8: MITOSIS
LAB #9: B!OMES AND ENERGY FLOW
LAB #10: TAXONOMY AND BIODIVERSITY
LAB #11: PROKARYOTES
LAB #12: PROTISTA
LAB #13: FUNGI
LAB #13: AQUATIC PLANTS (THALOPHYTA)
LAB #13: SEEDLESS PLANTS
LAB #14: SEED PLANTS
LAB #15: SPONGES AND JELLIES
LAB #16: "WORMS"
LAB #17: ARTHROPODS
LAB #18: MOLLUSCA
LAB #19: ECHINODERMATA LAB #19: CHORDATES WITH NO BACKBONE
LAB #20: JAWLESS FISH
LAB #20: SHARKS AND RAYS
LAB #21: BONY FISH
LAB #22: AMPHIBIANS
LAB #22: SQUAMATE REPTILES AND TURTLES
LAB #23: ARCHOSAURS
LAB #24: BIRDING ON CAMPUS
LAB #25: MAMMALS Biology 10 Lab #1 Page 1 of 5 QUANTITATIVE MEASUREMENT
INTRODUCTION Humans have been measuring things, in one form or another, as a means of snrvival for a very long time. The first form of measurement is refened to as relative measurement or qualitative measurement. Early human hunter-gatherer societies did sufficiently well on concepts of "more," "less" and "enough" (enough food for the week, enough rocks for tools, etc).
But HEY! This is a science class, and we are interested in quantitative measurement. Science is a method of inquiry that prefers to deal with quantities. When we say we want to quantify something, it means we are going to count it. You can convert the concept of "more" or "big" into a number that tells you exactly how much "more" or how "big."
So, we need a system of units that we will designate as a reference standard of measurement. The designation of the reference standard unit is somewhat arbitra1y. In the early days of quantitative measurement, the standards were as VaJied as there were human cultures that quantified things. For ex3.lllple, the oldest known standard measurement of length is the cubit (first recorded by the Egyptian and Sumerian kingdoms). A cubit is approximately equal to the length of a man's forearm. However, the problem was that this "standard" varied from culture to culture. The Romans had a cubit (incidentally, the naJne comes from the Latin cubitum, which means elbow) but their cubit was longer than the Egyptians. The British Commonwealth was the last to use the cubit and it was defined as eighteen inches.
Speaking of the British Conunonwealth, the standard of measurement in the United States that you are probably most familiar with is derived from the British Imperial System and is now called the United States Customary System. The units are the inch, the foot, the yard, and the mile. The inch was first defined as the distance between the tip of the thumb and the knuckle of the thumb. A foot was the length of, you guessed it, a man's foot. A yard was roughly a man's stride. That's just for distance. Want to covert ounces to dr3.llls? But wait, is that fluid ounces or weight ounces? Everyone knows how many cups are in quart, right? How many drams are in a ton? How much beer is in a hogshead?
Well, I hope you like math. The inch-pound system requires the use of a variety of different numerical values (5280 feet per mile, 12 inches per foot, 3 feet per yard, 32 ounces per quart, 16 ounces per pound, etc.) that require tedious arithmetical calculation to convert from one to another.
The metric system As scientists and conunerce started to cross political borders the need for one standard of measurement for the world was becoming more necessary. The answer: the metric system. The basic unit oflength in the metric system is the meter. According to the Conference Generale des Poids et Mesures (a bunch of delegates responsible for Biology 10 Lab #1 Page 2 of 5 regulating and improving tbe metric system) the meter is accurately defined as the 1 distance light travels in a vacuum in /299,792,458 seconds. There you go.
The basic unit of volume is tbe liter. A liter is defined as a cubic decameter. The weight of a cubic decameter of water is a kilogram. The metric system operates in multiples of 1O; conversion among units merely requires the movement of a decimal point.
Here are some nice tables you can refer to tbat show the relationship among the various metric units (also refer to Appendix I, page 640 in your lecture text book) DISTANCE 'I 'I kilometer hectometer decameter da meter ill decimeter d centimeter cm millimeter mm micrometer nanometer n 1o· NOTE: one inch is roughly equivalent to 2.54 centimeters.
VOLUME
kiloliter hectoliter decaliter dal liter 1 deciliter di 10· centiliter cl 10· milliliter ml 10· NOTE: one liter is roughly equivalent to 1.06 quarts.
10
dg 10· centigram cg 1o· milli am m 1o· NOTE: one kilogram is roughly equivalent to 2.2 pounds. Biology I 0 Lab # l Page 3 of 5 EXERCISE I. Procure a meter stick (resist the temptation to use it like a light saber). a. How many meters are on the meter stick? b. How many centimeters are on the meter stick? c. How many millimeters are on the meter stick?
Surface area 2. Your surface area (essentially, your skin) is two dimensional like this piece of paper. We could skin you and stretch your skin out like a rug and measure the area. Using a meter stick, measure the dimensions of the top surface of your lab station a. LENGTH:
i. in centimeters ------ii. in millimeters ------b. WIDTH: i. in centimeters ------
ii. in millimeters ------3. Calculate the surface are of the counter top of your lab station (Area= LENGTH xWIDTH) a. in centimeters b. in millimeters
Volume 4. Remember, volume has three dimensions, the first two are the same as the surface area, length times width, then that number is multiplied by a third dimension: the height. Think of it as the surface area stacked up on itself the length of the width. Your volume is three-dimensional and cannot be represented on this piece of paper. Determine the volume of the counter top of your lab station. a. LENGTH:
i. in centimeters ------
ii. in millimeters ------b. WIDTH:
i. in centimeters ------ii. in millimeters ------c. HEIGHT: 1. in centimeters ------
ii. in millimeters ------
5. The volume of your lab station counter top in centimeters is:
6. Determine your height in centimeters and record your answer below:
7. How many inches tall are you? Biology I 0 Lab# 1 Page 4 of5
8. Examine the height marks on the wall next to the measuring tape. Are there any patterns that have to do with male or female heights in Biology 1O?
9. Are there any patterns that you can say about the height of Biology 10 students?
10. Use the bathroom scale to detennine your weight in kilograms (kg).
11. Convert this to pounds.
12. The minimum length for a striped bass to be legally taken from the Delta is 18 inches. Convert this to centimeters
13. The heaviest salmon taken from the Delta is 40 kg. How many pounds is this?
14. Locate the soda cup from the Oakland Coliseum. Fill with tap water to the top. Transfer this water to an appropriately sized graduated cylinder to determine the number of milliliters. ml. Locate the can of soda and fill it with tap water to the top. Transfer this water to the appropriately sized graduated cylinder to detennine the number of milliliters ml. a. The Coliseum drink cost me $6. Calculate how many mls of drink I can get per dollar.
b. The can of soda cost me $0.50. Calculate how many mis of drink I can get per dollar.
Determining volume using water displacement 15. Fill a 25 ml graduated cylinder with 15 ml of tap water (remember to read the volume of water at the bottom of the meniscus). 16. Insert the marble provided into the graduated cylinder. 17. The nice thing about the metric system is that one millimeter is equal to one cubic 3 centimeter (1.0 ml= 1.0 cm ) 18. This means the marble has a volume of how many cm3? ______Biology 10 Lab #1 Page 5 of5 Temperature 19. The temperature of an object is the average energy of its molecules. Faster molecules have more energy and so give off more heat. When you take the temperature of something, essentially you are measuring the average speed of the molecules (whoa). One scale at which we measure temperature is Fahrenheit (°F). This scale was calibrated with 0°F being the melting point of a mixture of equal weights of salt and water and 100°F being the body temperature of the inventor of the scale, German scientist, Gabriel Fahrenheit. So that's why we get these weird numbers for the freezing point of water (32°F) and the boiling point of water (212°F). Swedish scientist, Anders Celsius, changed all that by calibrating the degrees of temperature measurement with 0°C being the freezing point of water and 100°C being the boiling point of water. Europe and most of the world use the Celsius scale. The U.S. still holds on to the cumbersome Fahrenheit scale.
20. The average human body temperature in °F is 98.6. What is the average human body temperature in °C? If you don't know this off the top of your head, use the following formula to convert °F to °C.
°C = °F-32 1.8
oc ----
21. Which is warmer: 98.6°F or the temperature you converted above into °C? Biology I 0 Lab #2 Page 1 of3 The Snail: A Living Organism
INTRODUCTION Leaming Objectives: !. To be aware of the characteristics oflife. 2. To observe a common living organism. 3. Understand the value of experimental repeatability and multiple trials.
Although the characteristics are not unique to living things by themselves, they are unique in that living organisms share them as a group.
Living things: a. are complex and highly organized b. acquire and use energy c. respond to their surroundings d. reproduce themselves e. grow
Students will work in pairs.
Materials (one for each two students):
land snail string glass plate (10 cm square) meter stick metric ruler (15 cm) lettuce (3 small pieces) orange peel (1 piece) oatmeal (4 grains)
OBSERVATIONS I. Obtain a snail and place it on a glass plate. 2. Observe the snail's movement by looking from underneath the glass. 3. Describe how the snail moves. Biology 10 Lab #2 Page 2 of 3 RESPONSE TO STIMULUS I. Obtain a plastic metric ruler and hold it on your desk inclined at an angle approximately 60 degrees. 2. Place the snail in the middle of the ruler. 3. Allow the snail to move along the length of the metric ruler. 4. Which direction does it move? Up or down? Repeat two more times and record the direction the snail went each time below and then transfer to the class data sheet up front. 5. Clean the slime left by the snail on the ruler with a damp paper towel.
Snail Name Trial #1 Trial #2 Trial #3
PICKY EATER? I. Put a small piece oflettuce in front of the snail. 2. Observe and describe how the snail eats (use the hand lens if necessary). 3. After a moment, put some orange peel in front of the snail. 4. After a moment, put some oatmeal in front of the snail. 5. Does your snail have a preference? Write your results below as either "yes" or "no" for each food item and then transfer to the class data sheet.
Snail Name Lettuce Orange Peel Oatmeal
A SNAIL'S PACE I. Place the snail on a meter stick and elevate one end of the stick. 2. Record the distance traveled by the snail in 30 seconds on the data sheet. 3. Do three more additional trials and record the distances on the data sheet. 4. Calculate the average speed of the snail in millimeters per 30 seconds (mm/30 sec) and enter it below then transfer it to the class data sheet. 5. Clean up the slime left behind by the snail on the ruler with a damp paper towel.
Snail Name Distance Distance Distance Distance Ave. speed #1 #2 #3 #4 (mm/30 sec.) Biology 10 Lab #2 Page 3 of3 THE HI-WIRE !. Get string 2. Tie a string between your desk and the one next to it. 3. Place the snail on the string (it will take a moment for the snail to establish its balance on the string) 4. Hold your hand under the snail as a safety mechanism in the case the snail should fall. 5. Suspend the snail on the string and watch. 6. What did it do? Record your observations below: Biology 10 Lab #3 Page 1 of3 LABORATORY EQUIPMENT LEARNING OBJECTIVES: 1. Effectively use a light microscope, a dissecting microscope, and an electronic balance. 2. Identify basic laboratory glassware and know how to use them.
Materials: Light microscope Dissecting microscope Electronic balance Elodea slide one penny pinned insect specimen
COMPOUND or LIGHT Microscope 1. Position the microscope properly on your desk and clean the lenses with lens paper if they are dirty. 2. Carefully rotate the fine focus knob until it comes to a gentle stop (do not strip the gears). 3. Rotate the knob in the opposite direction five complete revolutions. Since it is 10 revolutions from one stop to the next, five revolutions will be right in the middle. Be sure to do this each time you start to use the microscope. 4. Plug your microscope in and turn on the light. 5. Adjust the eyepieces so that you can comfortably see one circle of light when looking into the eyepieces (the field of view) with both eyes. Please resist wimping out and shutting one eye. Your one eye will get very tired looking through a microscope all day. You will get a headache, become grumpy, and comment on your lab partner's bad breath. 6. Obtain a slide of Elodea leaf from your cigar box. 7. Place the slide on the stage between the two slide holder arms (one is spring loaded), pushing the slide all the way into position. The slide label should be to your left and readable. 8. Start with the scanning lens. Locate the coarse focusing knob, lowering the objectives all the way down until they stop. Rotate the coarse focusing knob up very slowly until you see the object you are looking for in focus. 9. Adjust the amount of light until it is comfortable for you to see the specimen. 10. Use the stage adjustment knobs to bring the organism to the tip of the black pointer seen when looking through the microscope. This pointer extends half way across the field of view. 11. Without moving anything else, rotate the low-power objective into position. Only use the fine focusing knob to bring the specimen into sharp focus. 12. In the space below, make a sketch of the specimen slide. Label it as well. Biology I 0 Lab #3 Page 2 of3 13. 111e compound microscope has a series of lenses that provide powerful magnification capabilities. To determine total magnification of a specimen, multiply ocular magnification (!Ox) times objective magnification. Determine the total magnification of each of the lenses on your microscope.
oil immersion lOOx lOOOx
DISSECTING Microscope 14. Position the microscope properly on your desk, get a dissecting microscope light, and clean the lenses with lens paper if they are dirty. 15. What is the magnification of the eyepiece lens?
16. Look at the tip of your finger under the microscope at the lowest magnification. 17. What is the lowest TOTAL magnification? ------times natural size. 18. Draw your fingertip at the lowest total magnification.
19. What is the highest TOTAL magnification? ------times natural size. 20. Draw your fingertip at the highest total magnification..
Observe the unique pattern of your fingerprint and look for any dirt under your fingernails. 21. Get a penny from your wallet or borrow one from someone in the lab. 22. What do you see in the middle of the Lincohl Monument when. you look at the tails side of a penny under the dissecting microscope?
23. Obtain a pinned insect specimen and observed it under the microscope. 24. Draw the specimen or parts of it and label the TOTAL magnification under which you drew it. Biology 10 Lab #3 Page 3 of3 Electronic Balance 25. Obtain one plastic weigh boat and one bag of chips (don't open the bag). Take the weigh boat and the bag of chips to an electronic balance. 26. Turn the machine on by pressing the "ON/off' button on the front of the machine. 27. After hearing some whirring noises (the machine is calibrating itself) the balance should read "0.00 g." 28. Place ONLY the weigh boat on the balance. After the numbers stop, press the ___button where it reads "OfT". The balance should now read "0.00 g" again. 29. Now weigh the bag of chips in the boat. How much does it weigh?
30. Turn off the balance by pressing and holding the "ON/off' button until you see the "off" message on the screen, then let go.
Glassware 31. There are several types of glassware that are used in scientific experiments. Some labs even have their own in-house glassmaker to make special glass containers for experiments. We will only be using the basics, but you should be familiar with and be able to identify by name the following that are on display in the lab. A. test tube B. wash bottle C. Erlenmeyer flask D. beaker E. funnel F. graduated cylinder
FOR THE NEXT LAB, IT IS IMPORTANT THAT YOU DO TillS PART AT HOME BEFORE YOU COME TO LAB! Collection of Soil Sample I. Choose an area that is of personal interest to you for the collection of your soil sample. Interesting places are where there is abundant growth or no growth at all. Maybe in your backyard or in an abandoned lot. The foothills and the Delta have interesting soil as well. DO NOT get soil out of a potted plant or private landscaping. These soils are treated. It is better for the purpose of this exercise for you to get some naturally occurring soil. 2. Obtain a rag or washcloth and a digging instrument. 3. Clear away all organic material (leaves, bark, etc.) from the top of the soil. Dig down into the soil approximately 6 inches. 4. Obtain about one cup of soil and place it on the cloth. 5. Move approximately 1 meter and repeat a soil collection, adding soil to the cloth. 6. Make a total of four collections. 7. Mix the soil samples together on the cloth to obtain uniform mixture. 8. Spread the soil out on a flat surface for drying. Air-drying will take a couple of days if the weather is sunny. As the soil dries, break up clods, so that when the soil is dry, a uniform mixture results. 9. Place the equivalent of two cups of dry soil in a plastic bag. Bring the soil sample to the lab on the day scheduled for soil testing. Biology I 0 Lab #4 Page 1 of 5 SOILS
LEARNING OBJECTIVES: I. To be aware that the distribution of plants is partially detennined by soil quality. 2. Soil quality is detennined by the presence of vital minerals, pH, and the soil's ability to hold water.
Materials (one for each two students): soil sample (collected previously by the student) large test tube and rubber stopper test tube rack Lamotte Chemical soil testing kit mortar and pestle (to break up dirt clods if necessary)
INTRODUCTION You've probably heard that it is very important to include vitamins and minerals in your diet as well as calories. Where do those minerals come from? Well, where do miners get minerals? They get them from the ground. That's where we get the minerals too that are so essential for our nutrition. So if they are in the ground, does that mean we have to eat dirt? Of course not, we get them from other organisms, mainly plants. Where do plants grow? IN THE GROUND. Plants get them from the ground and incorporate them in their tissues and then we get the minerals from them when we eat a plant (mom was right, you better eat your vegetables). Minerals are not randomly distributed in the soil but are found in varying degrees throughout the landscape. Plants are not randomly distributed on the earth for that matter either. They usually do well where the essential minerals for life are abundant for plants to grow. There are many minerals that are essential, but for the purpose of this lab we are going to test the soil for three minerals that are absolutely essential to life: phosphorus, nitrogen, and potassium.
The amount of acid in the soil is measured by the pH scale. Most plants don't do well in soils with low pH (acidic) or with high pH (alkaline). They usually do well in soils with a neutral pH (the sarne as water).
Finally, the amount of water the soil can hold for maximum plant growth is important too. If it holds too much water (doesn't drain well) it can drown plants. If it doesn't hold enough (drains too well) plants can dry out. The moisture capacity of soil is largely detennined by the size of particles that make it up. Large particles (gravels and sands) have lots of empty space between the particles and the water goes right through it. Conversely, small particles (silts and clays) have very little space empty space between particles so the water has nowhere to go and takes a long time to drain. Therefore, soils that have a good mixture of both sand and clay usually hold enough water for the plant to utilize but not too much to drown it. These soils are known as loam and they are usually the types of soils that farmers dream of. What type of soil do you think the Central Valley is mostly composed of? Get a sample and we'll see. Biology 10 Lab #4 Page 2 of 5 EXERCISE
DO TIDS PART AT HOME THE DAY BEFORE YOU COME TO LAB!
Collection of Soil Sample I. Choose an area that is of personal interest to you for the collection of your soil sample. Interesting places are where there is abundant growth or no growth at all. Maybe in your backyard or in an abandoned lot. The foothills and the Delta have interesting soil as well. DO NOT get soil out of a potted plant or private landscaping. These soils are treated. It is better for the purpose ofthis exercise for you to get some naturally occurring soil. 2. Obtain a rag or washcloth and a digging instrument. 3. Clear away all organic material from the top of the soil. Dig down into the soil approximately 6 inches. 4. Obtain about one cup of soil and place it on the cloth. 5. Move approximately 1 meter and repeat a soil collection, adding soil to the cloth. 6. Make a total of four collections. 7. Mix the soil samples together on the cloth to obtain uniform mixture. 8. Spread the soil out on a flat surface for drying. Air-drying will take a couple of days if the weather is swmy. As the soil dries, break up clods, so that when the soil is dry, a uniform mixture results. 9. Place the equivalent of two cups of dry soil in a plastic bag. Bring the soil sample to the lab on the day scheduled for soil testing.
TIDS PART YOU WILL DO IN TODAY'S LAB ONLY IF YOU APPROPRIATELY COLLECTED A SOIL SAMPLE PRVIOUSLY Soil Texture I 0. Bring your soil sample you collected according to the directions above. If you don't have a sample, you're screwed for today's lab. 11. Obtain a large test tube and rubber stopper. 12. Make sure there are no dirt clods or pieces of dried plants in your soil sample. Use the mortar and pestle to break up dirt clods if necessary. 13. Place about 3 ml of tap water in the test tube, followed by an equal amount of soil. Continue alternating between adding equal amounts of water and soil, shaking the test tube between each addition to keep the soil suspended in water. It should be a soupy, muddy consistency. Continue adding soil until the test tube is 75% full of soil with a little bit of water on top. 14. Place the test tube in a vertical position in the test tube rack found in the lab cupboard at your lab station. 15. Label your test tube with colored lab tape with: your name, lab day and time. 16. Place a rubber stopper in position and place the test tube in a vertical position in the communal test tube rack located on the counter near the windows. 17. Between now and the next Jab session the soil will settle into distinct regions based on the unique size of soil particles in your sample. Biology 10 Lab #4 Page 3 of 5 Nutrient Contents I 8. Obtain a blue Lamotte Chemical soil testing kit from the cupboard near the door. 19. Locate the "Soil Test Kit Garden Guide Test Procedures" sheet in the test kit. 20. Read the section titled "Proper Handling of Chemical Test Equipment." 21. Read the section titled "Reading the Color Charts." 22. Conduct the pH, phosphorus, nitrogen, and potassium tests.
pH result: Phosphorus result: Nitrogen result: Potassium result:
23. Wash all test tubes, spoons, etc., in green lab solution in sink and rinse thoroughly. 24. Re!urn all materials to the testing kit. 25. Notify Dr. Ustach if any reagent bottles need to be refilled. Don't refill them yourselves, he'll do it. 26. Return the testing kit to the cupboard. 27. Clean up the muddy, dusty mess you left on the surface of you lab station.
You are done for the day at this point, but the lab is not over. Your test tube will now sit over night and you will analyze it the next lab we meet. Biology I 0 Lab #4 Page 4 of 5 SOILS (the next lab) Determination of Soil Texture 28. Remove your labeled test tube that you prepared last lab from the communal rack. 29. You should see several distinct layers of soil stacked up on each other in the test tube. The smallest (and lightest) particles will be on the top and the largest (and heaviest) will be on the bottom. 30. Most soil samples will have about three layers with clay on top, silt in the middle, and sand on the bottom. Here's a soil particle size chart to help you determine:
less than 0.002 mm 0.002 to 0.1 mm 0.1to0.5 mm fine sand 0.5 to 2.0 mm coarse sand greater than 2.0 gravel
31. Draw a representation of your soil sample in the test tube below paying attention to draw the location of the different layers of particle sizes. Measure the length of each distinct layer of soil that represents the different soil particle sizes.
Total length of soil column: -----~mm
length of clay layer: ______.mm
length of silt layer: ______mm
length of sand layer: ------mm
32. Calculate the percentage of sand, silt, and clay. Biology 10 Lab #4 Page 5 of5 33. Using colored pencils (if provided), draw three lines on the soil triangle below representing the percentage of sand, silt, and clay in your soil sample. Where the three lines intersect is the type of soil textnre.
I
I \ ' • I 1-~..--.i..-~ 'Clay loam / 'sntv · -+'---;(---- 1 clay loam
Collection locality of your soil sample (where did you get it?):
Soil texture of your sample: ______
34. Dwnp the contents of your test tube (soil and water) in the waste basket, removing as much soil as possible (do not put soil down the drain in the sink!). 35. Remove the tape label and wash and rinse the test tube. Return the test tube to the test tube bin near the sink in the upside down position. Biology I 0 Lab #5 Page I of3 PLANT AND ANIMAL CELLS
LEARNING OBJECTIVES: I. Understand the difference between plant and animal cells. 2. Recognize a plant or animal cell when it is observed. 3. Understand how surface area and volume place limits on cell size.
Materials: nncroscope clear slides plastic cover slips Live Elodea sample Prepared slide of unfertilized sea star egg methylene blue dye flat toothpick
INTRODUCTION Today you're going to look at REAL LIVE CELLS! You are also going to get a look at YOUR OWN CELLS (or your lab partner's, if he or she doesn't mind that level of intimacy).
EXERCISE
Plant Cells 1. Get a clean slide from your baby blue box of slides and a cover slip from your drawer. 2. With your dropper, place a large drop of water on the slide. 3. Get an Elodea leaf from the container on the lab counter. Select a leaf from the top end of the plant, these are the newest leaves and will be easier to observe. 4. Pick one cell to observe and bring it into focus in the center of the field of view. 5. Switch up to low power, focus and center, then switch it to high power. 6. Use your lab atlas as a guide and find the following parts of the plant cell: cell wall, chloroplasts, nucleus (if you can find it), and cytoplasm. 7. Draw what you see and label the parts appropriately. Biology 10 Lab #5 Page 2 of3 Animal Cells 8. Get a microscope and clean all lenses carefully. 9. Get a prepared slide of a sea star - unfertilized staifislz egg. 10. Bring the slide into focus under low power, then high power. 11. Make a drawing of the egg cell and identify and label the cell membrane, nucleus, and the cytoplasm.
12. Get a clean slide and a cover slip from the front desk. 13. Using a dropper, place a medium-sized drop of water in the center of the slide. 14. Add a single drop of methylene blue dye. 15. Using a flat toothpick, gently scrape the lining of your cheek. The cells that make up this lining are called squa111011S epithelium. These cells are numerous and are constantly sloughing off into your saliva. Crime investigators can get DNA samples from saliva by collecting the DNA from these cells. 16. Swirl the toothpick and cells in the drop of water. 17. Immediately discard the toothpick in a waste can. I don't nor does the janitor wish to pick up your disgusting toothpick. 18. Place a cover slip over the cell/water/dye mixture on the slide. 19. Bring the cells into focus using the scanner, and then with the low power. 20. Draw what you see and label the cell membrane, nucleus, and cytoplasm appropriately. Biology I 0 Lab #5 Page 3 of3 Surface Area to Volume Ratios (you can do this at home) Cells are small because there is a limit to the distance at which molecules can travel and still be efficient for the cell. The greater the surface area, the more opportunities for things to enter or leave the cell. The smaller the volume, the less distance they have to travel once inside the cell. Cells tend to have a BIG surface are to volume ratio. 21. Consider this hypothetical cell:
12 µm 36 µm '"-:::---~:-:_':__--""'~ ----_ · ! ~ .. 2lµm
22. This rectangular cell has a total surface area of how many square micrometers (you must show all your calculations for credit)?
23. Calculate the volume of the cell and record the answer below expressed in cubic micrometers.
24. Calculate the surface area to volume ratio below.
surface area = volume
25. Now, cut the longest dimension in half and recalculate the total surface area.
26. Calculate the volume of the cell expressed in cubic micrometers.
27. What is the surface to volume ratio?
28. Which of the two cells (the first, or the second) is more efficient, from an osmotic standpoint? Why? Biology I 0 Lab #6 Page I of3 OSMOSIS LEARNING OBJECTIVES: 1. How molecules dissolved in water can move across a selectively permeable membrane on their own without the use of energy. 2. Molecules move from areas of high concentration to areas of low concentration. 3. How living cells take advantage ofthis process.
Materials (one for each four students): 250 ml beaker concentrated iodine dialysis tubing cotton string glucose, sucrose, and starch solutions I 0 ml graduated cylinder spot plate glucose test strip
INTRODUCTION In this lab you will be creating a monster. An artificial life form (a model cell), if you can figure out how to put DNA in it. \Vl10 knows? Maybe you or the person next to you is on their way to becoming a MAD SCIENTIST and you can say the genesis of their evil plan to eventual world domination started right here in San Joaquin Delta College's Biology 10! Wow!
WORK IN GROUPS OF FOUR
Decide which role each person in the group will play: 1. The Professor: reads directions 2. Igor: collects and prepares materials for experiment 3. The Gradnate Stttdent: conducts the experiment 4. The Lab Leach: Talks on cell phone while everyone else works then arrogantly copies results making everyone else in the group resentful.
Artificial Cell Creation 1. Obtain a 250 ml beaker and fill it halfway with tap water. 2. Add 15 drops of concentrated iodine. Gently swirl the iodine and water in the beaker so it is mixed uniformly. 3. Obtain a piece of dialysis tubing (8 to 9 cm long) and two pieces of string. 4. Wet the tubing and rub it between your fingers to open. 5. Tie one piece of string very tightly on one end of the tubing. 6. Pour 4 ml of stock glucose solution in a I 0 ml graduated cylinder. 7. Pour the 4 ml glucose solution into the open end of the tubing. 8. Rinse any remaining glucose solution out of the graduated cylinder. 9. Shake the starch solution in the reagent bottle so it is uniformly mixed and there isn't any sedin1ent on the bottom. Biology I 0 Lab #6 Page 2 of3
10. Pour 3 ml of mixed starch solution into the graduated cylinder. 11. Pour the 3 ml starch solution into the tubing. 12. Rinse the graduated cylinder again. 13. Pour 3 ml of sucrose solution into the graduated cylinder. 14. Pour the 3 ml of sucrose solution into the tubing. I 5. Tie the open end of the tubing with the second piece of string. 16. Rinse the tubing thoroughly and pat dry with a paper towel. 17. The creation of your artificial life form is now complete (go ahead and give it a nan1e if you want). NAME:------.,--~ 18. Throw your head back and laugh maniacally and scream, "Fools! I'll destroy you all!,, 19. Take your artificial cell to a digital balance and weigh it to the nearest 0.001 of a gram. Record the weight here: g. 20. Put the artificial cell in the beaker with iodine and let it sit for 10 to 15 undisturbed minutes.
Testing for the Presence of Starch 21. Get a spot plate. 22. Place two drops of iodine in one of the depressions. 23. Place two drops of starch solution in the same depression and mix. Observe the color change and make note of it. You will be looking for this color change when you test the unknown solution later in lab.
Testing for the Presence of Glucose 24. Get a glucose test strip. 25. Place a drop of glucose on the appropriate mark for glucose on the test strip. Make sure the glucose is absorbed on the strip. 26. Make note of the color change on the test strip. Look for this color change when you test for glucose with the unknown solution later in the lab.
After 10 to 15 minutes 27. Remove your creation from the beaker and dry to the same degree as when you originally placed it in the solution. 28. Record the final weight of the model cell: g. Biology 10 Lab #6 Page 3 of3 RESULTS 29. Did the model cell change color?
30. Ifno, why?
31. If yes, how can you account for the color change?
32. Did the model gain or lose weight?
33. To what can you attribute the weight gain or loss?
34. Did glucose move from the model cell into the solution? Test the beaker solution with glucose test tape to determine this.
35. Which molecules diffused into the cell?
36. Which molecules diffused out of the cell?
37. Which molecules stayed in the cell?
38. Making a drawing of your artificial cell diagramming the direction of movement of water, iodine, glucose, and starch molecules across the membrane in this experiment. Biology I 0 Lab #7 Page I of2 CELLULAR RESPIRATION (BURNIN' SUGAR) LEARNING OBJECTIVES: 1. Measure the difference in C02 production at rest and compare this to a measurement after physical exertion.
Materials (one for each four students): 250 ml Erlenmeyer Flasks 10% Sodium Hydroxide solution phenolphthalein soda straw
INTRODUCTION Where there's smoke, there's fire. Your cells bum sugar to obtain the energy they need to carry out their functions. Tbis process is called cellular respiration. When something is burned the energy is released and there are some left over waste products. This is what is going on in your cells:
Sugar + 02 ------> energy + C02 + H20
So if you need more energy (like say, if you are doing vigorous exercise) you will burn more sugar and therefore produce more C02• You will be measuring the average rate of how much sugar your cells bum by measuring the amount of carbon dioxide your body releases.
You'll be doing this by blowing C02 into a straw. C02 combines with water to form a very weak acid called carbonic acid. The formula for the reaction is this:
You will also have the pH indicator, phenolphthalein, in the flask and add some NaOH to make it a basic solution. As you blow H2C03 acid will be forming neutralizing the basic solution to water. Tiiis will turn the hot pink color to clear. The different rates at which these change color should vary between the amount of cellular activity for each trial.
WORK IN GROUPS OF FOUR
Decide which role each person in the group will play: 1. The Professor: reads directions 2. Igor: collects and prepares reagents 3. The Graduate Student: records results and keeps time 4. The Guinea Pig: experimental subject
Exercise I. Get two 250 ml Erlenmeyer flasks. Fill each with 100 ml of tap water. 2. Drop two drops of 10% sodium hydroxide solution (NaOH) in each flask. 3. Add exactly twelve drops of pH indicator solution (phenolphthalein) in each flask. Biology 10 Lab #7 Page 2 of2 4. Agitate gently to mix the identical solutions. Place flasks on a white sheet of paper (to better see the color change). 5. The Graduate Student should be ready with the time. At the Graduate Student's word, have the Guinea Pig blow continuously through a soda straw into one of the flasks until the bright pink color in the flask turns completely clear. 6. Record the number of seconds it took for this ~~~~~~~~~~~- 7. Now the Guinea Pig is going to do some vigorous exercise, consisting of rumling in place, rumling up and down the stairs, dancing like a Solid Gold Dancer, or any activity which will raise the heart rate and cause mild panting in the Guinea Pig. This should take at least five minutes. 8. While the subject is exercising, the Graduate Student and Igor should prepare for the Guinea Pig's return by making certain the second flask has been agitated and the straw has been inserted. 9. Immediately upon returning from exercise, the Guinea Pig is to begin to blow air into the flask until it turns from pink to clear. 10. Record the number of seconds it took for this: ~~~~~~~~~~~-
11. What was the difference in the number of seconds it took to clear the solutions at rest and after exercise?
12. Explain in detail the reason for the difference. Biology 10 Lab #8 Page 1 of2 MITOSIS/MEIOSIS LEARNING OBJECTIVES: I. Be able to recognize the progression of stages eukaryotic cells go through as they divide. 2. Know what a blastula is and what this has to do with stem cell research. 3. Understand the relationship among surface to volume ratio and diffusion and osmosis. Materials: models of mitosis for plant and animal cells slide of white fish blastula slide of Allium root tip
INTRODUCTION Exercise 1. Study the plant mitosis models and determine what order the models go. Write the correct order of numbers below AND sketch the model cell for each number:
2. Determine the order of the animal mitosis models and sketch them as well.
Animal Cell Mitosis 3. Get a slide of the white fish blastula. 4. Bring the slide into focus first at low and then into high power. The cells you are observing represent the beginning stages in the development of the white fish. 5. Search around on the slide and attempt to locate all five stages of mitosis. Circle each of the stages that you were able to identify on your slide.
Interphase pro phase metaphase anaphase telophase
Plant Cell Mitosis 6. After you are done with the blastula slide, find a slide of A Ilium (onion) root tip. 7. Bring into focus under low power. 8. Locate the portion of the slide where mitotic divisions are taking place. This is called the meristematic region. Consult the Photographic Atlas in the cupboard below your desk. 9. Switch to high power and identify the 1nitotic stages of30 random cells and record the number of each in each stage represented below.
#in each sta~e % interphase pro phase meta phase anaphase telophase Biology l 0 Lab #8 Page 2 of2 Remember surface to volume ratio and diffusion? Smaller cells should be more efficient. Daughter cells should have a greater surface to volume ratio.
I 0. Calculate the surface area to volume ratio of a cell that has reached maximum size and is preparing to undergo mitosis. Assume that the cell is a cube for simplicity sake for calculations. Its dimensions are 8.75 µm on all sides. Show your calculations below and derive the surface area to volume ratio.
Calculations:
11. Surface area to volume ratio is (SANol): ______12. What is the surface area to volume ratio of one daughter cell resulting from the mitotic division of the cell?
Calculations:
13. Surface area to volume ratio is: ------~ 14. Discuss specifically why the parent or daughter cell would be more efficient based on analysis of surface area to volume ratios. Biology 10 Lab #9 Page 1 of3 BIOMES AND ENERGY FLOW
INTRODUCTION Ecology is the scientific study of the distribution and abundance of living organisms and how the distribution and abundance are affected by interactions between the organisms and their environment. The tem1 oekologie was coined in 1866 by the German biologist Ernst Haeckel. The word is derived from the Greek OLKoc; (oikos, "household") and :.\6yoc; (logos, "stndy"); therefore "ecology" means the "study of the honsehold [of nature]". An ecosystem is all of the organisms within a defmed area that interact with each other and the envirolllllent. Complete ecosystems have four components: 1. envirolllllent a. arr b. soil c. water 2. prodncers a. plants 3. consnmers a. herbivores (plant eaters) b. carnivores (animal eaters) c. omnivores (plant and animal eaters) d. scavengers (feed on dead or decaying animals) e. parasites (feed on plants or animals that are still alive) 4. decomposers a. bacteria b. fungi
Biomes Homework assiglllllent: Be able to recognize the following biomes. Go to the internet and google each one for starters. Then, if you are interested you pursue more detail at the library.
Warm Desert Cold Desert Grassland Chaparral Savannah Tropical Forest Deciduons Forest Coniferous Forest Alpine Tundra Biology 10 Lab #9 Page 2 of3 Exercise
GRASS VALLEY OAK TREE ACORN WOODPECKER CLOVER COTTONTAIL RABBIT QUAIL GRAY FOX MULE DEER FIELD MOUSE MINNOW TULE REEDS ALGAE HUMAN KING SNAKE GRASSHOPPER VULTURE COYOTE RACOON MOUNTAIN LION BLACK BEAR TICK BACTERIA MUSHROOM RIVER OTTER SALMON OSPREY BOYSENBERRY BUSH CATERPILLAR TULE ELK BEETLE GROUND SQUIRREL WESTERN TOAD STRIPED SKUNK SCRUB JAY
Food Chain I Food Chain2 Food Chain3 Food Chain 4 Food Chain 5
1. Using the listing of California organisms above the chart, fill in the chart to construct your own food chains. 2. What is the difference between a food chain and a food web?
3. Now's your chance to draw plants and animals! Using the individual chains you constructed above, draw the plants and animals to construct a food web. Make certain the lines and arrows are drawn to show all ecological consumption patterns. Start with the producers and decomposers on the bottom of the page and work your way up. Biology 10 Lab #9 Page 3 of3
4. You are stranded on an uncharted deserted island with no edible plants, animals, cable or satellite TV, or bowling alleys. All you have are 12 boxes of com flakes, four chickens that are prolific egg layers, a copy of The Autobiography of Malcolm Xby Malcolm X with Alex Haley, a copy of The Grapes of Wrath by John Steinbeck, a copy of The Death ofArtemio Cruz by Carlos Fuentes and access to a fresh water spring. What is the best way to gain the maximum amount of food energy only from the list of items above so you can survive to get rescued. Discuss with your group of four and write your strategy below. Biology 10 Lab #10 Page 1 of3 TAXONOMY AND BIODIVERSITY
INTRODUCTION Exercise You are to leave the laboratory, go out on campus and identify some of the trees that have been numbered for you. The botanical trail begins near the NW comer of Cunningham Center. A paved walkway leads between the Cunningham parking lots, to the fire station near the northern entrance to the campus.
Using the Key provided, identify to species the numbered trees given to you in lab. Write the conunon name, the genus, and the species.
Tree number: 1 a. Conunon Name:
b. Scientific Name:
c. Step sequence in key:
Tree number: 2 a. Common Name:
b. Scientific Name:
c. Step sequence in key:
Tree number: 3 a. Conunon Name:
b. Scientific Name:
c. Step sequence in key: Biology 10 Lab #10 Page 2 of3
Tree number: 4 a. Common Name:
b. Scientific Name:
c. Step sequence in key:
Tree number: 5 a. Common Name:
b. Scientific Name:
c. Step sequence in key:
Tree number: 6 a. Common Name:
b. Scientific Name:
c. Step sequence in key:
Tree number: 7 a. Common Name:
b. Scientific Name:
c. Step sequence in key: Biology 10 Lab #10 Page 3 of3
Tree number: 8 a. Common Name:
b. Scientific Name:
c. Step sequence in key:
Tree number: 9 a. Common Name:
b. Scientific Name:
c. Step sequence in key:
Tree number: 1 0 a. Common Name:
b. Scientific Name:
c. Step sequence in key: Biology 10 Lab # 11 Page I of2 BACTERIA AND ARCHAEA
LEARNING OBJECTIVES: 1. To be able to prepare a Gram Stain in order to observe a wild sample of bacteria. 2. Be familiar with the three basic shapes of bacteria cells. 3. Be familiar with photosynthetic bacteria.
Materials (one for each two students): bacterial shapes and Oscillatoria slide (from cigar box) clean slide flat toothpick crystal violet dye gram's iodine 95% ethanol red safranin dye
INTRODUCTION When doing today's lab, think: rotten. Without decomposers like bacteria, the world would be littered with the dead bodies of organisms.
Exercise 1. Get the bacteria shapes slide from your cigar box. Identify and draw at least one of the three shapes of bacteria from the prepared slide. Draw the other two shapes from the pictures in your atlas.
Bacterial Smear Preparation 2. Get a clean slide from the desk up front. 3. Place Y. of a drop of water at one end of the slide. 4. Gently scrape your teeth near the upper gmn line with the wide end of a toothpick. 5. Mix the scrapings thoroughly in the drop of water on the slide. 6. Spread the water and scrapings mixture evenly across the slide to make the drying faster. This is called a smear. 7. STOP HERE AND IMMEDIATELY THROW A WAY YOUR DISGUSTING TOOTHPICK UP FRONT IN THE RED BUCKET Biology 10 Lab# 11 Page 2 of2 8. Allow the smear to dry completely, heat it slightly by holding it briefly over the microscope's light source. TIJ.is is important to make sure the smear sticks to the slide. 9. Put the slide on the staining rack that is over one of the sinks and cover the smear with crystal violet stain. 10. Leave the crystal violet on for about one minute, then rinse gently with water from the wash bottle. 11. Put the slide on the staining rack again and cover the smear with iodine. 12. Allow the iodine to stay on the smear for about one minute, rinse with the wash bottle again. 13. Now hold the slide in a slanted position and drop the 95% ethanol on the smear with a dropper until no more purple stain shows in the alcohol coming off the slide. 14. Return the slide to the staining rack and cover the smear with the red safranin dye. Allow tllls to sit for about one minute, then rinse with water from the wash bottle and blot (don't rub!) dry with a paper towel. 15. Observe the organisms living in your mouth with a microscope. 16. Sketch at least one type of bacteria (up to three types if you see them) you were able to identify by shape and indicate if they were gram positive (purple) or gram negative (red).
Blue-green bacteria 17. Get a prepared slide of Oscillatoria from you cigar box and observe under high power and draw what you see under the ni.icroscope.
Clean up 18. Place your oral bacteria smear in the tub with green lab soap. 19. WASH THE DESKTOP WITH A SPONGE AND CLEANING SOLUTION 20. Wash your hands before you leave. Biology 10 Lab #12 Page I of2 PROTISTA
INTRODUCTION In today's lab, you will first be going to a Zoo, and then you will be going on a real wildlife safari.
LEARNING OBJECTIVES: I. To appreciate the diversity of life that occurs even in a drop of pond water.
Materials Assorted slides from cigar box clean slides cover slips sample of pond water Photographic atlas
Zoo 1. Get a slide of the following species from your cigar box and draw what you see for each. 2. Paramecium sp.
3. Diatoms
4. Euglena
5. Amoeba
6. Peridinium sp.
7. Trypanosoma sp. Biology 10 Lab #12 Page 2 of2 Safari 8. Now you are ready to enter tbe wild. Get a slide from your desk and a cover slip and obtain a drop of pond water from tbe dish located near tbe windows. For best results, get your sample from tbe bottom and make sure you can see some scum in the dropper and on your slide.
9. Looking under tbe microscope, locate and draw at least three unique species. Attempt to identify them a best as you can.
10. Species #1
11. Species #2
12. Species #3
13. One of the few chances for extra credit (+5 points): frnd and show rne a LIVE Amoeba from the pond water sample (one unique specimen per person). Biology 10 Lab# 13 Page 1 of3 FUNGI
LEARNING OBJECTIVES: 1. To understand and recognize the diversity of fungi.
Materials: Light microscope Dissecting microscope Specimen box Live baker's yeast Fresh mushroom specimen razor blade
INTRODUCTION In today's Jab, you will observe the organisms that are partially responsible for rotting things (along with bacteria). Rotten Jogs, rotten leaves, rotten juice, rotten skin, rotten bodies. Ifit weren't for them, this planet would be piled high with dead organic material.
Rotten Bread (Zygomycota) 1. Get a slide of Rhizopus nigricans from the specimen box. This slide is found in a plastic holder with a card showing the major parts of the fungus illustrated by drawings. 2. Identify the hyphae and the spores and draw them below (remember to consult your Photographic Atlas in the cupboard below).
3. Return the slide to its plastic holder and return to the specimen box.
Rotten Juice (Ascomycota) 4. Prepare a slide using fresh LIVE baker's yeast. Use a slide and a cover slip. 5. Draw five yeast cells under high power.
6. When finished with the yeast slide, throw the cover slip in the trash, wash the slide, dry it and put it in your baby-blue plastic slide box. Biology I 0 Lab # 13 Page 2 of3 7. The scientific name for this species is Saccharomyces cerevisiae. Do you speak Spanish? If you don't speak Spanish, ask someone who does. What Spanish word does the specific name look like? ______8. What does this translate to in English? ______9. Observe the classroom specimens of Penicillium, morels, and cup fungi. Be prepared to identify these species later on sight. Use the space below to draw the specimens for study.
Rotten Leaves (Basidiomycota) I 0. Get your mushroom specimen that you brought in today. 11. Circle the one below where you got this mushroom? a. your lawn or garden b. the wild, if so, what habitat? ______c. the supermarket, if so, what kind did the store say it was? ______d. other ______e. your lab partner, if so, have him/her answer # 11.
12. With a razor blade found in your lab drawer, slice the mushroom in half along the vertical plane. 13. Draw the section below and label the stalk, cap, and gills.
14. Using the dissecting microscope, observe the gills of the mushrooms and draw what you see below (if you have a wild mushroom, you may see some critters walking around on the surface, draw them too!). Biology 10 Lab #13 Page 3 of3 Rotten Skin (Deutermycota) 15. List two dermatological disorders that are caused by this class of fungus.
a.
b.
Lichens (A fungus and its plants ... ) 16. Find the specimens on display along the side counter. 17. Be able to distinguish among foliose, crustose, and fruticose types of lichen and draw each kind below. Biology 10 Lab #13 Page 1 of4 AQUATIC PLANTS (THALOPHYTA)
INTRODUCTION All of these plants are adapted to living in water. Since they live in water, they have no need for a vascular system (transporting water to tissues throughout the plant) or a root system (obtaining water from dry land). They also have no seeds and swimming gametes.
"Green" Aquatic Plants (Chlorophyta) 1. Get a slide of Spirogyra conjugation. 2. Locate and draw the spiral, ribbon-like chloroplast from which this genus gets its name.
3. Locate the Ulva species on display along the back counter. This marine plant is found along seashores in the inte1tidal zone. Draw the shape of Ulva below.
"Brown" Aquatic Plants (Phaeophyta) 4. Locate the Sargasso Sea on the world map in the lab. What country is directly east of the Sargasso Sea?
5. Observe a specimen of Fucus and Sargassum and draw them below. Biology 10 Lab #13 Page 2 of 4 6. Observe the specimens of Feather Boa (Egrecia menziesii) and the Sea Palm (Poste/isia palhaeforms). Draw the Feather Boa, making sure you label the holdfasts and the air bladders.
"Red" Aquatic Plants (Rhodophyta) 7. Observe Irish Moss (Chondrus). Draw it below.
8. Observe the specimens of Carolline Alga. Draw it below. Biology 10 Lab # 13 Page 3 of 4 SEEDLESS LAND PLANTS
INTRODUCTION A big problem for all organisms that live on land is acquiring, transporting, and holding water. Land plants are able to this because they possess a transparent layer of cells that helps retard water loss on all their surfaces that are exposed to dry air. In addition, most have a waterproof waxing coating over these cells called the cuticle. If you remember, aquatic plants reproduce by releasing their swimming gametes directing into the water where they fuse and make a new plant. This is a problem for land plants. There are two ways that plants have adapted to reproducing on land. One group, the seedless plants, still have swimming gametes and are ultimately confined to moist habitats on land. These are collectively called the seedless plants. Mosses, liverworts, hornworts, and ferns all have swimming gametes and are therefore found on land where there is sufficient moisture for their gametes to swim. Another group gets around the need for moisture by encasing their gametes in water-tight packets called seeds. Seed plants are no longer confined to water for swimming gametes. In today's lab, we will be examining the seedless plants and will look at representative groups such as the mosses, liverworts, ferns, and horsetails. You are probably familiar with how animals reproduce sexually. Special cells are produced by meiosis with half the normal number of chromosomes (haploid) that then fuse and produce a new individual with the complete number of chromosomes ( dipoid). Plants do the same but with an extra twist. They produce cells through meiosis but instead of directly fusing, haploid cells actually continue to divide and differentiate into a plant called a gametophyte. Depending on the species, the gametophyte can actually put down roots and live independently. The gametophyte then produces individual cells that then fuse with other gametophyte cells to produce the second life stage, the diploid sporophyte. The sporophyte produces gametophytes and the cycle repeats itself. Thus, plants have two life cycles. In today's lab we are going to examine representative species that have free living gametophytes represented by the mosses, liverworts, and ferns.
Mosses 9. Mosses lack any veins for delivering water to their tissues (they are called non vascular plants). 10. Do mosses have roots or leaves?
11. How does the lack of veins limit their size?
12. In your Photographic Atlas, familiarize yourself with the life stages of the mosses. 13. Notice there are separate male and female gametophyte plants. 14. Examine the preserved specimens of mosses and be able to identify a mature sporophyte. 15. Circle the stage that is dominant in mosses: Gametophyte: Sporophyte Biology 10 Lab #13 Page 4 of 4
Liverworts 16. Liverworts also lack veins for delivering water. 17. Familiarize yourself with the life stages of the liverworts in your Photographic Atlas. 18. Notice that both mosses and liverworts have sperm that actively swims! 19. Examine the preserved specimens of liverworts on display and draw a representative species.
20. Circle the stage that is dominant in liverworts: Gametophyte: Sporophyte 21. In what sort of environment does one usually find abundant moss and liverworts growing?
Ferns 22. There is no physiological limit to the size certain species of fem can obtain. Why?
23. Familiarize yourself with the life stages of fems in your Photographic Atlas. 24. Do ferns have seeds? 25. Circle the stage that is dominant in ferns: Gametophyte: Sporophyte 26. Draw fem leaves with sori on them. Label the sari. Biology 10 Lab # 14 Page 1 of 4 SEED PLANTS LEARNING OBJECTIVES: 1. To understand the evolutionary significance of seeds, fruits, and flowers. 2. To be able to tell the difference between a gymnosperm and an angiosperm. 3. To understand how seeds help plants disperse. 4. To recognize the variation in leave anatomy.
Materials: Collected specimens of a dicot and a monocot. Specimen boxes
INTRODUCTION The most vulnerable stage in the life cycle of any organism, especially those that live on land, are the gametes and the embryos. Seed plants have liberated themselves from the confines of moist environment by encasing their gametes and embryos in water-tight packets called seeds. Pollen encases the male gametophyte (sperm) and the seed encases the female gametophyte. The fused gametophytes produce an embryo which is encased in a tough, drought resistant coat. As you know, plants can't walk so plants have come up with ingenious ways of transporting this encased embryo to different environments. Plants "travel" by dispersing their seeds.
Plants with Naked Seeds and NO FLOWERS (Gymnosperms) These are the earliest seed bearing plants. The male gametophytes make their way to the female gametophytes by the wind. Familiar gymnosperms of today are the pines, firs, spruces, and Giant Redwoods just to name a few.
I. Be able to identify the males cones (pollen producing) and the female cones (seed producing) from the specimens on display. Draw one of each below.
2. The needles and scales of conifers are actually leaves. Draw an example of a needle and a scale conifer leaf below from the specimens provided. Biology IO Lab #14 Page 2 of 4
3. What features of needle and scale leaves make conifers particularly well adapted to cold, dry climates (envirornnents you tend to find in the mountains)?
Some not so common gymnosperms include the cycads and ginkos. 4. Draw a ginko leaf and observe the ginko specimen located outside and down the hall from the lab.
Flowering Plants (Angiosperms) 5. Flowers are nothing more than stems bearing leaves that are highly modified into petals, sepals, and reproductive structures called stamens and carpels. Using your photographic Atlas. Identify the anther and the stigma of a flower.
6. The stamens hold the male or female gametophytes (circle the right answer).
7. The pistils hold the male or female gametophytes (circle the right answer).
Comparing Monocots and Dicots 8. Refer to your Photographic Atlas for examples of monocot and dicot plants to complete the chart below. Make note of the characters your two specimens have.
,"~ ~= :;2 'Structure Moriocot · :·','.·· ::inicot'.:· ··F::'? -"~/~ .. : '. ~ ~rV Type of root system Type of venation Number of oetals on flower
9. Obtain one bean seed from the specin1ens provided. 10. Carefully divide the seed into two halves (cut it if necessary). 11. Make a drawing of the seed and label the two cotyledons, and identify the embryo and label the parts of the embryo called the leaves and the shoot (radicle).
12. Is this seed a monocot or dicot? Biology 10 Lab #14 Page 3 of 4 13. Explainhowyouk:now.
14. From the seed specimens provided, fi:nd and draw seeds that you suspect are dispersed in the following manners:
a wind
b. hitch a ride
c. eat and spit
d. eat and poop.
Basic Plant Anatomy (roots, stems, leaves) 15. Draw and label the basic parts on your two specimens below: roots, stems, leaves. Biology 10 Lab #14 Page 4 of 4
16. Determine the nwnber of growing seasons the tree section on display had before it was cut down.
17. Refer to page 123 in your photographic atlas. Locate the 6 specimens of leaves provided by me up front. Fill in the table below. . Com lexi" ·· ~ s ecunen# 'lx.rran emeiii ' ' @;ir .ins ' Venation 1 2 3 4 5 6
18. Here's a little rhyme that helps country folk determine the difference between poison oak and boysenberry:
"Leaves of three, leave 'em be" "If it's hairy, it's a beny"
19. Which photo is the poison oak? A or B
(be able to identify poison oak when you see it in the future) Biology 10 Lab# 15 Page 1 of2 SPONGES AND JELLIES LEARNING OBJECTIVES: I. To recognize the most basic body forms and understand body symmetry.
Materials: Specimen boxes
INTRODUCTION Sponges (Poriferans) are the most basic multicelluar animals. Sponges have no organs and their tissues are rarely more than a few cells thick. Now remember, basic doesn't necessarily mean inferior in biology. Often enough, the most basic organisms are usually the most abundant and sponges are no exception. There are thousands of species of sponges and we will be looking at three classes.
Spicules 1. Get the prepared slide Sponge Spicules from your cigar box. 2. Observe the spicules under high power and draw what you see.
Bath Sponges (Demospongiae) 3. Be able to identify a Bath Sponge and draw a specimen provided. Label the osculwn and the ostia.
Glass Sponges (Hyalospongiae) 4. Locate the specimen of Venus' Flower Basket. Draw and label the osculwn and the ostia. 5. Can you see the shrimp lovers inside?
Calcareous Sponges (Calcispongiae) 6. Be able to identify the sponges that you are most likely to see growing on the piers of San Francisco Bay. Draw and label osculum and the ostia from a specimen provided. Biology 10 Lab #15 Page2 of2 JELLIES When you study this group, keep in mind the common theme of a "stinging poo-poo mouth sack."
7. Locate and draw a specimen of Sea Jelly. Label the tentacles and the poo-poo mouth.
8. Locate and draw a specimen of Sea Anenome. Label the tentacles and the poo poo mouth.
9. Locate and draw the following distinct specimens of coral: organ pipe, brain, branching, and mushroom. Biology 10 Lab #16 Page I of2 "WORMS"
INTRODUCTION The word "worm" is a descriptive term for any animals that lacks a backbone and has a long, horizontal body with a region designated as a head. It is not a systematic term that notates an evolutionary relationship. Be able to distinguish worms from the three groups when provided a specimen.
Flat Worms (Platyhelminthes) I. Observe and draw a fluke (Fasciola) under a dissecting microscope.
2. Observe and draw a tapeworm specimen.
Round Worms (Nematoda) 3. Observe examples of roundworms provided. 4. Draw the features that distinguish a male from a female roundworm. Biology 10 Lab #16 Page 2 of2 Segmented Worms (Annelida) 5. Get a live earthworm specimen provided (iflive worms are not available, use a preserved specimen). 6. Locate and draw the anterior end of the worm, the clitellum, and the setae.
7. Observe the live leach specimens under a dissecting microscope (if live leaches are not available, use a preserved specimen). 8. Draw the segments, the mouth, and the posterior sucker.
9. Get a preserved specimen of marine worm. I 0. Observe and draw the head portion of the worm and a part of the body showing the parapodia and setae. Biology 10 Lab #17 Page 1 of6 ARTHROPODS
INTRODUCTION When looking at this group think "jointed feet." Arthropods have a hard exoskeleton. Their muscles attach to the insides of their skeleton. If an arthropod is to grow, it must molt (shed) its exoskeleton periodically. A1ihropods are the most diverse and abundant group of animals on the planet. They rule the air, sea, land, and your body. Here is just a sampling of classes.
Centipede (fast predators) 1. Draw the head and first five body segments of a specimen of centipede provided. Label the large fangs and make note of how many legs are on each segment.
Millipede (deliberate scavengers) 2. Draw the head and fust five body segments of a specimen of millipede provided. Label the mouthparts and make note of how many legs are on each segment.
Sea Monkeys, Mono Lake, and the Great Salt Lake 3. Draw a specimen of Sea Monkey provided.
Cyclops 4. Plankton, from Spongebob Squarepants, is based on a real animal called a copepod. Draw a copepod below from a picture in your atlas or from one provided. Draw a picture of Plankton contemplating his next move to rule Bikini Bottoms. Biology 10 Lab #17 Page 2 of6 Oh Barnacles! 5. Examine the specimens of barnacles. 6. Be able to distinguish between a gooseneck and an acorn barnacle and draw an example of each below.
Crabs, shrimp, and pill bugs 7. Draw the distinguishing feature of a Mitten Crab that gives it its name.
8. Why are Mitten Crabs a problem in the delta?
9. Draw a crawfish and indicate with an arrow in which direction it swims.
10. What features allow some crabs to survive and forage for food on dry land for a brief time?
11. Why must pill bugs always be near water or moist conditions? Biology 10 Lab #17 Page 3 of6 Eight Legs (Arachnids) Spiders 12. How many legs do spiders have?
13. Using the specimens and illustrations provided, make a drav.i.ng of a Black Widow Spider. Draw and label the marking that clearly identifies a Black Widow Spider.
14. Make a drawing of a Brown Recluse Spider and label the markings that clearly identify a Brown Recluse Spider.
15. Find and draw amongst the lab specimens a representative species (paying particular attention to the body form) of each: a web spider, a ground spider, and a jumping spider.
Scorpions 16. Using the specimens of scorpions provided, draw the venomous spine on the tip of the abdomen. Biology 10 Lab #17 Page 4 of6
17. To what group of arachnids does the "Iraqi Camel Spider" belong?
Ticks and Mites 18. What do ticks eat?
19. Name two diseases that are carried by ticks.
20. List the precautions you can take to avoid getting bit by a tick.
21. Be able to identify a tick when you see one. Draw one of the specimens below in true to life size on this paper. Biology 10 Lab #17 Page 5 of6 Arthropods are a big group by themselves, but the bulk of species and biomass of arthropods are insects. When thinking of insects think three body segments, six legs, and WINGS. These are the ONLY flying arthropods.
Head, Thorax, Abdomen 22. Most adult insects have how many wings and antennae? ______23. What are the four stages of metamorphosis? a. b. c. d.
24. Find and illustrate an example of complete metamorphosis in insects.
25. Find and illustrate an example of incomplete metamorphosis in insects.
26. Name a group of insects that does not have wings.
27. Why are mosquitoes most commonly found around standing water with no fish? Biology 10 Lab# I 7 Page 6 of6
28. Draw your favorite insect. Be sure to label what species it is, the three body segments, the antennae, and the wings. Biology 10 Lab #18 Page 1 of2 MOLLUSCA
INTRODUCTION When looking at this gronp, think: muscle-shell. All of the animals in this phyla have an organ called the mantle that is responsible for secreting a hard, protective shell in most of the group. Some mollusks don't have a shell (i.e. slugs and octopuses) but they still have this organ. You should also notice that most of the members of this group are quite tasty and can be found on the menu of almost every human culture that lives near the sea in the world.
Clams, Oysters, Mussels, Scallops, etc. (Bivalvia) 1. Draw a dissected clam below and label the following parts: adductor muscle, foot, gills, and mantle.
2. During which months of the year is it best to collect clams to eat on the California coast?
Snails and Slugs (Gastropods) 3. Draw and label the shell, the mantle, and the foot of a representative gastropod,
Squid, Octopus, Cuttlefish (Cephalopods) 4. Draw and label the mantle, the foot, and the eye of a representative cephalopod. Biology 10 Lab #18 Page 2 of2 5. What are the morphological differences among a squid, an octopus, and a cuttlefish?
6. What is the correct plural form of "octopus"?
Chitons (Polyplacophora) 7. Draw and label the shell and the foot of a representative chiton.
8. What advantage does a shell with hinges on it have for an animal that spends its time crawling around in tide pools?
9. Draw a "butterfly shell." Biology 10 Lab #19 Page 1 of3 ECHINODERMATA
INTRODUCTION When looking at this group think: tube feet in the ocean. Members of this phyla are completely marine. That is, all are found in the ocean. Members of this group are deuterstomes. Most animals have two holes: food go in one, come out other. In deuterostomes, the first opening in the embryo becomes the anus, while in protostomes it becomes the mouth. Vertebrates (including humans) are deuterostomes as well. So you had a butt before you had a mouth. Better watch what you say. Echinoderms have larvae that are bilaterally symmetrical. The larvae eventually metamorphose into an adult that has radial symmetry.
Sea Stars 1. Get a sea star from the lab supply. Draw and label an arm, the anus, the mouth, and the Madreporite. Use your Photographic Atlas for a guide.
2. Draw a specimen of Brittle Star. Biology 10 Lab #19 Page 2 of3 Sea Urchins 3. Draw a specimen of Sea Urchin. Label the spines, the anus, and the mouth.
4. Do Sea Urchins have tube feet like Sea Stars?
Sea Dollars and Biscuits 5. What is the difference between a Sea Dollar and a Sea Biscuit? Draw a specimen of each.
6. How many Sea Quarters make a Sea Dollar?
Sea Cucumbers 7. Draw a specimen of Sea Cucumber. Label the tentacles coming from the head region and tube feet.
Sea Lillies and Feather Stars 8. Members of this class spend the majority of their life cycle attached to the sea floor. They were very common and diverse and well represented in the fossil record between 230 and 500 million years ago. They are not as common today and are mostly found in very deep water. Biology 10 Lab #19 Page 3 of3 CHORDATES WITH NO BACKBONE INTRODUCTION We are now getting closer and closer to fuzzy kittens and puppies. Today we are just entering their phyla---the Chordates. Chordates have three fundamental characteristics: dorsal hollow nerve chord, pharyngeal gill slits, notochord, and a tail. Chordates can have a bony skeleton (the vertebrates) or not. Today's lab we will study the chordates without a bony skeleton-the invertebrate chordates. When looking at this group think: spineless wimps.
Sea Squirts: Most are sessile creatures living on rocks, pilings, or the bottoms of ships for homes. These animals are characterized by a protective covering coiled a tunic. Sea Squirts filter water for diatoms and plankton. Some Sea Squirts are mobile and move through the water using their siphons to get propel themselves. Some will also glow in the dark at night. 9. Draw a specimen of Sea Squiti. Label and be able to identify the tunic and the two siphons.
Lancelets: Four species live off the coast of California. Lancelets dig in the sand tail first and spend the rest of their Jives filtering water for phytoplankton. While fish like in appearance, lancelets do not have jaws, a backbone, paired fins, or a heart. I 0. Draw a specimen of lancelet. Label and identify the mouth and the muscle segments found throughout the lateral side of the body. Biology 10 Lab #20 Page 1 of2 JAWLESS F1SH
INTRODUCTION Now we are looking at the chordates that also have a bony skeleton, or more commonly known as the Vertebrates. In addition to the dorsal hollow nerve chord, pharyngeal slits and a tail, the vertebrates also have an endoskeleton composed of cartilage or bone that either reinforces or replaces the notochord, a cranium to protect the brain, paired appendages, and eyes developing as outgrowths from the brain.
When looking at this first group think: fish with no jaws (duh).
Hagfish 1. Draw a specimen ofhagfish. Label the mouth and the tentacles lining it.
Lampreys 2. Draw a specimen oflamprey. Label the oral sucker, the eyes, and the pharyngeal slits. Biology I 0 Lab #20 Page 2 of2 SHARKS AND RAYS
INTRODUCTION When looking at this group think: cartilage. Sharks appear in the fossil record about 400 million years ago and their basic form hasn't changed much since. Sharks are well adapted to swim around in the ocean and eat. Sharks range in size from the small Cookie-cutter Shark (Squaliolus laticaudus) that is about 50 cm in length, to the giant Whale Shark which can be up to 15 meters. Skates and rays are pretty much just sharks that are flattened out. They are highly adapted to sitting and feeding on the bottom. One great adaptation they have is that there water intake for breathing is on the top of their head to free their mouths up for eating on the bottom. Chimeras are bizarre creatures. Wait for a picture of one on screan. They are sometimes commonly called raffish, rabbitfish, spookfish, or ghostfish because of their strange appearance.
Sharks: cartilage skeleton, absence of swim bladder, rough scales, and eyelids. 3. Draw a picture of a mermaid's purse.
4. Draw a detailed sketch of a shark's tooth.
5. What prey do Great White Sharks mistake surfers for? Biology 10 Lab #21 Page 1 of2 BONY FISH
INTRODUCTION When looking at this group, think: bones. Mom was right: there ARE more fish in the sea. The bony fish (Osteichthyes) comprise the most species of any living vertebrate. They also have the greatest numbers of individuals for any vertebrate.
Game Fish Native to the Delta 1. List and be able to recognize the game fish that are native to the Delta that are presented in lecture. Draw specimens of each if necessary for you to recognize them.
Non-game Fish Native to the Delta 2. List and be able to recognize the non-game fish that are native to the Delta that are presented in lecture. Draw specimens of each if necessary for you to recognize them. Biology 10 Lab #21 Page 2 of2 Game Fish Planted in the Delta 3. List and be able to recognize the game fish that have been introduced to the Delta that are presented in lecture. Draw specimens of each if necessary for you to recognize them.
Non-game Fish Planted in the Delta 4. List and be able to recognize the non-game fish that have been introduced to the Delta that are presented in lecture. Draw specimens of each if necessary for you to recognize them. Biology I 0 Lab #22 Page I of2 AMPHIBIANS
INTRODUCTION When looking at this group, think: slimy, wet, skin. Amphibians have a larval stage in which the young have a stage in the water before they develop into land dwelling adults. Frog and toad larvae are called tadpoles or pollywogs. Salamander larvae are called waterdogs. Amphibians are connected to the water to lay their eggs. Their eggs lack a water-tight covering to prevent the eggs from drying out in the air. Amphibians also supplement their gas exchange of oxygen and carbon dioxide through their skin. If an amphibian's skin becomes too dry, it can loose it's ability to absorb oxygen and the animals can die. Amphibians have a vast array of skin secretions they use to keep their skin moist and bacteria free. They also have a vast array of toxins for defense.
Frogs and Toads I. What are the differences among frogs and toads?
2. Where are the concentrated poison glands located on a toad?
3. Which sex calls at night?
4. What species of frog is of special concern in California?
Salamanders, Newts, and Sirens 5. Draw a representative specimen of salamander. Be sure to include the tail and lack of claws.
6. What species of salamander is of special concern in California? Biology 10 Lab #22 Page 2 of2 SQAMATE REPTILES and TURTLES
INTRODUCTION When looking at this group think: claws, dry skin and hard shelled eggs.
Lizards and Snakes 7. What character immediately distinguishes a snake as venomous in California?
8. Draw the head and neck of a non venomous snake and the head and neck of a venomous rattlesnake. Label the anatomical differences that distinguish one from another.
9. What is the proper procedure you should follow when you hear a rattlesnake rattle?
Turtles 10. How many species of native freshwater turtles occur in California?
11. Draw the general shape (lateral aspect) of a tortoise shell and an aquatic turtle shell. Biology 10 Lab #23 Page 1 of2 ARCHOSAURS
INTRODUCTION When looking at this group think: four chambered heart, vertical cloaca, vocalization, and parental care.
Crocodilians 1. Draw the dorsal profile of an American Crocodile and an American Alligator. Emphasize and distinguish the anatomical differences that distinguish each species from the other.
Birds 2. What anatomical and behavioral features do birds share with crocodilians?
3. What character do birds possess that no other animal group shares?
4. Draw a representative bird beak that functions well for tearing flesh.
5. Draw a representative bird beak that functions like tweezers.
6. Draw a representative bird beak that functions like a spear.
7. Draw a representative bird beak that functions like a chisel. Biology 10 Lab #23 Page 2 of2
8. Draw a representative bird foot that functions well for swimming.
9. Draw a representative bird foot that functions well for walking.
10. Draw a representative bird foot that functions well for perching.
11. Draw a representative bird foot that functions well for grasping. 12. Using one of the field gnides in the lab, identify the names of the mounted bird specimens that are labeled throughout the lab. Biology 10 Lab #24 Page 1 of2 Campus Birding
Today's date: ______
In the space below recorcHhe common name of the bird you observed, the time you observed it, the habitat in which it was observed, and what it was doing.
Common name: ------Time: ______~ Habitat:------Activity: ______
Common name: ______Time: ______~ Habitat: ______Activity:------
Common name: ______Time: ______Habitat:------Activity: ______
Common name: ______Time: ______Habitat: ______Activity: ______
Common name: ______Time: ______~ Habitat: ______Activity: ______
Common name: ______Time: ------Habitat:------Activity: ______
Common name: ______Time: ______~ Habitat: ______Activity: ______
Common name: ______Time: ______Habitat: ______Activity: ______Biology 10 Lab #24 Page 2 of2
Common name: ------~ Time: ------Habitat;------Activity:------~------
Common name: ------~ Time: ------~ Habitat: ------Activity:------
Common name: ------~ Time: ------~ Habitat: ------Activity: ______
Common name: ------~ Time: ------~ Habitat: ------Activity:------Biology I 0 Lab #25 Page I of I MAMMALS
INTRODUCTION When looking at this group, think: milk and specialized teeth.
1. Name two species of monotremes that lay eggs.
2. What is the oue native species of marsupial in North America?
3. Which skull aroong the specimens on display has the most teeth?
4. Which skull among the specimens on display has the least aroount of teeth?
5. What are incisors generally used for? In what group of mammals are incisors heavily relied on according to their diet?
6. What are canines generally used for? In what group of mammals are canines heavily relied on according to their diet?
7. Why do male gorillas have such large canine teeth?
8. Do horses have canine teeth?
9. What are molars generally used for? In what group of mammals are molars heavily relied on according to their diet?
10. Of what type of diet does an animal that retains its premolars usually consist?
11. How many teeth do adult humans naturally have in their mouth?
12. What are the smallest bones in the human body? Draw them below: Explanation of cover art
What I'm trying to represent in this drawing is the unique beauty and tremendous potential of the great diversity of people united within the San Joaquin Delta Community College district.
"LIFE" is written in Roman script, signifying the historical roots of our Western higher education cultural foundation. Built upon this foundation are the scripts of other world civilizations that prized and valued higher education just as much if not more. This symbolizes San Joaquin Delta College as the gathering place of the descendants of the people of these great cultures of learning and scholarship. Gathered together in union for the pursuit of knowledge.
The "L" is overlaid by Celtic script, signifying the Irish's preservation of the culture of books and letters of learning while the rest of Europe was mired in ignorance during the Dark Ages of Europe.
The "!" is overlaid by Mayan script, representing the great civilization of arts, letters, and science independently derived in North and South America.
The "L" is overlaid by an Egyptian Hieroglyph, representing the great civilizations of arts, letters, and sciences of the many cultures found in Africa.
The "E" is overlaid by a Chinese character representing the great civilizations dedicated to learning found throughout the cultures of Asia.
This is all against a backdrop of a drawing of a pristine delta ecosystem (with Mt. Diablo in the background). The muskrat, river coot, cat-tails and Tule reeds were chosen to emphasize the ubiquitous yet often overlooked "ordinary" organisms in the ecosystem. I could have chosen a California Grizzly or a Tule Elk, but I would like to emphasize that much like ecosystem structure, it is the every day citizens that play a more important role in the function and support of a society than the more charismatic citizens reported upon and admired by the media.
I respectfully request that all copies of artwork from this project be returned after review to: Paul Ustach Division of Agriculture, Science and Math SJDC or notify me at [email protected] and I will come and pick it up
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