Download Biology 1B Answer Key

January 15, 2018 | Author: Anonymous | Category: , Science, Biology, Botany, Plants
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Biology 1B Answer Key Unit 1 .................................................................................................................................................... 1 Cells - 5 pts ....................................................................................................................................... 1 Taxonomy - 5 pts.............................................................................................................................. 2 Key - 5 pts ........................................................................................................................................ 3 Photosynthesis - 5 pts ....................................................................................................................... 4 Unit 2 .................................................................................................................................................... 5 Nitrogen - 5 pts ................................................................................................................................. 5 Travel - 5 pts .................................................................................................................................... 6 Cycles - 5 pts .................................................................................................................................... 6 Propagation – 5 pts ........................................................................................................................... 7 Latitude – 5 pts ................................................................................................................................. 8 Unit 3 .................................................................................................................................................... 9 Problem – 5 pts ................................................................................................................................. 9 Meteorology - 5 pts .......................................................................................................................... 9 E10 - 5 pts ...................................................................................................................................... 10 Environment – 5 pts ....................................................................................................................... 10 Unit 4 .................................................................................................................................................. 11 Elephant – 5 pts .............................................................................................................................. 11 Penicillin - 5 pts.............................................................................................................................. 12 Primates - 5 pts ............................................................................................................................... 13 Insects – 5 pts ................................................................................................................................. 14 Careers – 5 pts ................................................................................................................................ 14

Unit 1 Cells - 5 pts Describe and define the purpose of each of the following and identify which of these DON’T appear in the above diagram:  Cell wall  Cell membrane  Vacuole  Nucleus and nucleolus  Ribosomes  Mitochondria  Plasma membrane  Endoplasmic reticulum o Rough ER o Smooth ER  Chloroplast  Centrosome  Golgi apparatus  Peroxisomes  Microtubules  Plastids  Amyloplast

Sample student submission:  Cell wall- the cell wall is the outer most layer of a cell and it protects the cell from outside dangers. Definition- It is a membrane of a cell that is formed externally to the cell membrane, the main role is to protect from mechanical stress.  Cell membrane - it is a small layer on the outside of the cell. Definition – it is the outer layer or covering of the cell composed of a lipid bilayer with proteins in it.  Vacuole - The vacuole preserves fluids, eliminates wastes, stores ingested food, and provides and maintains cellular structure.  Nucleus and nucleolus the big, membrane organelle that contains the genetic material, in the shape of multiple linear DNA molecules structured into structures called chromosomes.  Ribosomes- it serves as the protein synthesizer, it is a particle composed of protein and ribonucleic acid.  Mitochondria- it is a round shaped organism that is found in Cytoplasm of plant cells. It produces energy to the rest of the cell.  Plasma membrane- This is also known as the cells outer membrane which contains phospholipids and protein.  Endoplasmic reticulum o Rough ER – it has loads of Ribosomes lining its inside and creates proteins for the cell which are either used or sent to the Golgi Apparatus for transportation o Smooth ER - it takes bad substances out of the body  Chloroplast - is the structural and functional unit where photosynthesis takes place-the process whereby green plants use light energy for the synthesis of organic molecules from carbon dioxide and water, with oxygen released as a by-product. They contain the green pigment chlorophyll, which traps light energy for photosynthesis.  Centrosome - it is an area in the cell where microtubules are formed. Microtubules carry out a range of functions, ranging from transportation to structural support  Golgi apparatus - It gathers materials at one place in the cell, and packages them into vesicles for use elsewhere in the cell or transportation out of the cell  Peroxisomes – it is an organelle of the eukaryote cell that metabolizes fatty acids and clears the cell of poisonous peroxides  Microtubules - they help decide the cell shape, shift chromosomes during cell division, and provide the internal structure of cilia and flagella.  Plastids - Any of quite a few pigmented cytoplasmic organelles found in plant cells and other organisms, having a variety of physiological functions, such as the synthesis and storage of food.  Amyloplast - They are responsible for the synthesis and storage of starch granules

Taxonomy - 5 pts Complete some online research and answer the following questions about plant taxonomy: 1. Why are single-celled algae not in the plant kingdom? 2. Find the scientific name for each of the following: 1. Red Oak 2. Aspen

3. Poison Ivy 4. Poison Oak 5. Ragweed 3. What is the dominant group of plants in the world today? 4. Are vascular or nonvascular plants more complicated? Explain your answer. 5. Considering what you've learned about taxonomy, genetic similarities and plants, explain why it's most likely that if you find a true seed, it came from a vascular plant. (Hint, carefully look at the historical taxonomic chart shown in this unit.)

Sample student submission: 1. 2. 1. 2. 3. 4. 5. 3. 4. 5.

Why are single-celled algae not in the plant kingdom? They are not part of the plant kingdom because they do not have any roots, stems or leaves and no tissue differentiation Find the scientific name for each of the following: Red Oak - Quercus Rubra Aspen – Populus tremuloides Poison Ivy – Toxicodendron raicans Poison Oak – Toxicodendron diversilobum Ragweed - Ambrosia What is the dominant group of plants in the world today? Flowering plants are the most dominate group today. Or vascular plants. Are vascular or nonvascular plants more complicated? Explain your answer. Vascular plants are more complicated because they have lingnified tissues unlike vascular plants. Considering what you've learned about taxonomy, genetic similarities and plants, explain why it's most likely that if you find a true seed, it came from a vascular plant. (Hint, carefully look at the historical taxonomic chart shown in this unit.) It most likely came from a vascular plant because they are more common than non-vascular plants.

Key - 5 pts Use these pages of common tree leaf drawings to construct a dichotomous key. All the tree leaf variables must be defined in the key and you can’t have any leaf have more than one conclusion in the key. http://staffweb.psdschools.org/bkatz/OnlineMaterials/LSci/Res/Key.doc Sample student submission: Needles: 1 and 2 Short Needles: 1 Baldcypress Long Needles: 2 Eastern Redcedar No Needles: 2 – 24 Unusual shaped leaf: 7, 10, 14, 19 – 21, 23 Single Bisection up the middle, leaf veins: 14, 19 Has berries: 19 American Holly Doesn’t have berries: 14 Boxelder Multiple leaf veins: 7, 10, 20, 21, 23 Leaf has 5 clearly defined sections: 23 Sweetgum Leaf doesn’t have 5 clearly defined sections: 7, 10, 20, 21 Leaves alternate on branches: 7, 10 Leaves have 3 distinct ends: 7 Blackjack Oak Leaves have more then 3 ends: 10 Sycamore Leaves are across from each other on branches: 20, 21

Has a nut: 21 Pin Oak Doesn’t have a nut: 20 Red Maple Uniform shaped edge leaf: 3 – 6, 8, 9, 11 – 13, 15 – 18, 22, 24 7 or more leaves per section: 3 – 6, 9, 12, 13 Seed pods: 9, 12, 13 Single seed pods: 11 Eastern Redbud Multiple seed pods: 9, 13 Rounded Seed Pods: 9 Winged Elm Elongated Seed Pods: 13 Black Locust No seed Pods: 3 - 6 No nut: 3 Black Willow Nut: 4 – 6 Round Nut: 4 Black Walnut Elongated Nut: 5, 6 Light colored leaf: 5 Bitternut Hickory Dark colored leaf: 6 Pecan Less than 7 leaves per section: 8, 11, 15 – 18, 22, 24 ( And so on for the rest until all are identified) Photosynthesis - 5 pts Leaf Structure and Location of Photosynthesis 1. Slide 1 - Title page including:  title of presentation - should catch the audiences attention  a picture related to the topic of the presentation  also include the following on this slide: o your name o date 2. Slides 2 - An introduction slide showing what you will be presenting and how it is related to photosynthesis.  include some type of graphics on this slide 3. Slides 3 - 4 What type of organisms can perform photosynthesis  give a list or graphic or percent by each  which is biggest producer of photosynthetic byproducts. Why?  include a related graphic 4. Slides 5 - 7 Structures in plants related to photosynthesis  leaf, stomata, type of cells (mesophyll), chloroplast, chloroplast membrane, stroma, granum, thylakoid (stacks), epidermis, cuticle  identify the photosynthetic processes taking place in each part , dark reaction take place in the ______.  include graphics 5. Slides 8 Factors determining the rate of photosynthesis (environmental) include a graphic 6. Slides 9 conclusion for the presentation reviewing your topic

7. Slide 10 A bibliography/work cited slide. Cite correctly: not just URL Student submission should follow the format listed.

Unit 2 Nitrogen - 5 pts Use the following resources and information that you research on your own to answer the questions below. Nitrogen Cycle Animation The Nitrogen Cycle 1. How does atmospheric nitrogen become usable on Earth? 2. The atmosphere is 80% nitrogen: why do you think plants and animals can't use nitrogen as it is found in the atmosphere? 3. Explain what is meant by nitrogen fixation. 4. What organisms are involved in the movement of nitrogen between the air and soil, and back to the air? 5. How do nitrogen-fixing bacteria on root nodules function in the nitrogen cycle? 6. What would be the effect on the nitrogen cycle if a large volume of nitrogen rich fertilizer ran off the land and into surface water?! 7. How can burning fossil fuels affect the nitrogen cycle?

Sample student submission 1How does atmospheric nitrogen become usable on Earth? Atmospheric nitrogen is present in the air and is broken down by lightning or fires, the nitrogen is then able to be used by plants and in turn, animals. The animals die and decompose, releasing the nitrogen used to make amino acids into the soil to be used by plants and released into the air to start again. 2The atmosphere is 80% nitrogen: why do you think plants and animals can't use nitrogen as it is found in the atmosphere? It would kill the plant, it is also the fact that it is two bonded nitrogen atoms not the single atom needed. It’s not broken down enough. 3Explain what is meant by nitrogen fixation. It is the breakdown of N2 atoms in the air to form other usable compounds. 4What organisms are involved in the movement of nitrogen between the air and soil, and back to the air? Lightning fixates N2 into a usable form that can be used by bacteria, bacteria helps to break it down to be used by plants, plants then use the compound created by the bacteria, animals like the Vole that eat the plants then take in the nitrogen the plants use, finally when the plants and animals die another form of bacteria uses that form of nitrogen and convert it to the original N2 that goes back to the air. 5How do nitrogen-fixing bacteria on root nodules function in the nitrogen cycle? They convert NO3 into N so that the plant can use it. 6What would be the effect on the nitrogen cycle if a large volume of nitrogen rich fertilizer ran off the land and into surface water?!

Nitrogen fixing algae convert it to a form that fish and other sea life can use, the fish then eat the algae, when the fish dies it decomposes and nitrogen goes into the soil and air to be broken down or converted by bacteria in the soil. 7How can burning fossil fuels affect the nitrogen cycle? The burning of fossil fuels adds more nitrogen and nitrous oxide into the atmosphere. Travel - 5 pts Go to The Carbon Cycle Game website; The Carbon Cycle Game As you go, you will create a written travel log of your journey through the cycle. Include information about:   

where you went how they got to each destination something interesting that happened there

Sample student submission: I have started out in the atmosphere as a little carbon atom, I have moved on to the surface ocean I have decide out of the three choices I have gotten to the surface from decomposing marine life. The ocean takes in about 90 gigatons of carbon a year, Due to the cold water it can absorb more carbon than the warm water so in certain areas of the ocean more carbon is gathered. MY carbon has moved to the marine life the tiny phytoplankton absorbs all the carbon and creates nutrition needed through photosynthesis, but they don’t live long after the much larger marine life eats them up, carbon is good for them but high levels are harmful to special organisms like algae and what not. The deep ocean was the next stop the carbon comes from the decaying marines and the circulation with the surface, when carbon goes deep it will usually stay for awhile more like a few hundred years the deep ocean holds over 65% of the earth’s carbon. I move to the great land plants now as a little carbon learning all about carbon I have now gone through photosynthesis and have been taken out of the atmosphere I help make up the planet the more carbon like me that’s admitted the faster the plants can grow, the plant I have joined in respiration has died now and carbon is back in the soil but only 3% of the earth’s carbon, as the plants animals and whatever is decomposing the carbon can then be re admitted into the atmosphere. Cycles - 5 pts Complete some research into the Moss and Fern cycles. Mosses and ferns are some of the earliest and most primitive forms of plants. When flowering plants emerged there were many changes, but moss and fern remain as firm contenders to survival on the planet. Consider their effectiveness at long term survival. Complete a chart in which you consider their traits. Moss Living Conditions – What do they prefer Basic structures in their makeup How they propagate (generate the next

Fern

generation) Similarities to flowering plants Differences to flowering plants Sample student submission: Living Most moss’s would prefer to live in a Conditions – damp moist area maybe some shade What do they would help so the moisture does not prefer dry out and kill it.

Basic structures in their makeup

Moss consists of 5 features it has a Rhizoid near the roots, the stem which is the main part like body wise, the leaf that stems out of the stem and holds the moisture, a stalk which supports the capsule to absorb nutrients, and the capsule that manufactures spores, that are small seeds used in reproduction.

How they propagate (generate the next generation)

Moss generates its next generation with the capsule a small tip that reproduces after had gained all the nutrition to make the seeds mature enough to leave the capsule at that point it opens up a flap or door some sort to let out the mature seeds. They root, grow in soil, require water, go through photosynthesis, have chlorophyll and chloroplast. Moss came into existence way before flowering plants had came to exist.

Similarities to flowering plants Differences to flowering plants

Ferns would prefer to live under already growing plants and it receives the shade due to those reasons the falling leaves off the already growing plants can decay and create a fertilizer to help the fern grow more the shade provides a moist environment as well. Ferns can live in little bit more frier places than moss also. A fern consists of 7 features the adventitious roots in which is roots that grow out of the rhizome which helps the fern anchor into the ground, the fiddlehead which is a immature fern frond the curled tip looks like the head of a fiddle, petiole which is a slender part of the frond connecting the blade to the rhizome, Pinna which is the blade (leaf), spore producing structures under the pinna are the sorus, frond is the thick part of the root. A fern can reproduces with spores under the pinna (leaf) once that happens it then awaits for moisture to come on the plants the moisture falls of with the spore and then takes action to root into the ground. They root, grow in soil, require water, go through photosynthesis, have chlorophyll and chloroplast. Most or all flowering plants would reproduce with seeds as of the fern in which it does not reproduce by seeds.

Propagation – 5 pts You will create a PowerPoint presentation about the plant propagation using the ‘cuttings’ method. You will focus on either leaf or stem cuttings, but other than a brief mention of the differences, you will not do both. Using information that you find online, create a visually appealing presentation.

Do not overwhelm your slides with text, but give brief written explanations for each picture you use. Your presentation should include the following:     

2 - 3 slides – types of plants and what to look for before you propagate 2 slides on the other type of cutting and briefly why it is different 1 – 2 slides – preparation for propagation including proper conditions and needed tools 3 – 5 slides – describing the process 2 – 3 slides – care of the propagated plants in early stages

Student submissions should follow the required guidelines. Latitude – 5 pts Answer these questions: 1. What is the difference between latitude and altitude? 2. How have species responded to climate change in terms of latitude and altitude? 3. Why is it significant that most of the change in altitude among plant species has occurred since 1970? 4. Suppose, instead, that the study found that plants have been shifting gradually upwards in altitude at a steady rate over the past thousand years. How would you interpret those results? 5. What are the possible consequences of a species abandoning one ecosystem and invading another?

Sample student submission: 1. The difference between latitude and altitude is latitude is location it can be from north or south of the equator; measured in degrees from the equator is 0 degrees as if from the south or north it would be measured at 90 degrees these units can be measured into minutes as if you wish. Altitude can be any location on earth, it just means toward surface level mostly to the sea. Higher you are in altitude the least oxygen you may consume and better ultraviolet radiation. 2. species have responded in a decent manner the plant’s change altitude and leave the animals that depend on the plant to eat to find either a new food to survive on or die off it’s almost a domino affect but also when a new species arrives problems can occur such as crowding or even competition which is not good and could be harmful to the ecosystems. 3. I think it has changed due to the increase in global temperature adaptation to the heat? 4. well if they were slowly moving upwards I would think that things would happen pretty much the same, but most of all the issues could be worse as the ecosystems fight to keep stable but things have to change nothing ever stays the same so it’s perfectly normal for this. 5. the possible consequence is that if one thing happens another will happen some where else so using the example in the reading basically saying if plants leave sea level in Europe then on the other side the globe where there is mountains the plants are moving

up also so it’s not shadow games it all happens at once and the planet is being altered rapidly.

Unit 3 Problem – 5 pts In the 1930's the American MidWest was ruined by poor planting and soil practice. A skilled agronomist could have identified and hopefully resolved the problem before it got so bad. Research some of the issues that agronomists problem solve today. Create a brief report which includes the following:     

What is the issue? What is the danger of leaving the problem unresolved? How are agronomists identifying and working on the problem? What solutions have been considered or tried? What is or do you think will be the final result?

Sample student submission: The issue is that there was a huge growing demand for wheat as the US had entered the war so some machinery was created to keep up with the demand, but over time it ruined the soil and practically turned it into dust. The danger of leaving problem unresolved is that crops will never grow again due to the soil being turned and used so much. They have been learning and finding out that the secret to the soil is to learn how to conserve its moisture even when it gets none during a drought a considerable solution could be to plow the dirt in relation to the direction of the winds. I think that once the moisture of soil is maintained and that it can be plowed against the winds direction that it would stay on the ground and can be used over and over as its use is instead of being loose dust.

Meteorology - 5 pts Watch the unit video on Meteorology and consider what is shown from the viewpoint of an agronomist. You will also want to do some online research to help you give more complete answers. As you watch you will answer the following questions:  What types of weather would challenge an agronomist?  What impact does improving, but steadily more congested transportation on the study and improvement of crop sciences?  What impact does weather have on aviation transportation?  How can weather conditions in one area affect the crop sciences in another part of the country?  Why would agronomists be concerned with the sun’s impact on the earth’s weather patterns?  Describe the weather patterns that can create precipitation?  What impact can studying wind patterns have on crops?  Why would an agronomist want to understand the differences between different types of winter precipitation?

Sample student submission:  The types of weather that would challenge an agronomist are Tornadoes, hurricanes, droughts, high humidity, 100 plus degree temperature.  The impact is that the weather if it changes it affects us as people needing to commute but as well at the same moment driving to commute affects the earth.  The impact that weather has is very harsh it was estimated at around 2.1 billion dollars for delays and what not due to weather. It also affects the safety of the people flying and the efficiency that they can get moving in and out of the airport.  Weather conditions in one area can affect the crop sciences in another part of the country because sun puts out radiation that heats the earth ground and atmosphere so ground gets heat which heats atmosphere but those parts aren’t all heated at the same time as well because land and water also do not absorb heat equally creating an offset balance case the warm and cool air mixture.  They would be concerned with the suns impact on earths weather patterns because the sun heats in different areas and not all parts of earth are warmed equally which can cause storms mixed with cool air.  The weather patterns that can create precipitation are when wind spirals inward towards a low pressure system causing air piling up, forcing the air to rise and cool which forms clouds and precipitation.  The impact that studying wind patterns can have on crops are if the wind spirals with a low or high pressure system can depend on weather like if it spins with high pressure you get good feather or fairly decent.  Snow is a frozen form of precipitation, this all depends on how a warm air moves over a below freezing air this can cause different sorts of storms like frozen ice or snow. E10 - 5 pts  What is ethanol used for?  What are the advantages?  What are the disadvantages?  How efficient is ethanol?  What is E10 and how is it used?  What are some of the complaints about E10?  Why is it preferred to other fuel sources?  What are some of the other ‘E’ mixtures and where are they used?  What is gasohol?  What are some of the new ‘trends’ in gas mixtures? Sample student submission: Environment – 5 pts Create a chart, diagram or PowerPoint Presentation that shows a Day in the Life of Our Environment.    

What is happening agriculturally? What is happening with domestic animals? What types of fuel sources are being used? What is the impact of biomass resources?

     

What is the impact of transportation? How is potable (clean) water being dealt with? How is air quality being dealt with? How is waste management being handled? What are some of our failures as humans in supporting our environment? What are some of our successes as humans in supporting our environment?

Note: This is a big project. Take your time and really explore all the variables. You of course won’t get everything, but you should show a wide and well supported range of environmental issues. Good resources to start gathering information: US EPA The World Bank National Geographic Follow their links to other resources. Sample student submission:

Unit 4 Elephant – 5 pts Read the poem again and answer the following: 1. How does this poem illustrate the importance of observation in the scientific method? 2. What is the moral of the tale? 3. Many scientific errors can occur because the researcher does not use good skills of observation. Imagine a scenario where not being observant can result in an experiment going wrong. Describe this scenario in the form of a story or a poem.

Sample student submission: This poems means that when you go to observe something you just can’t touch one part of the object you have to touch the whole thing. The moral is to not settle for touching one part of the object and to get full observation you have to touch it fully. So you have a few scientists working in a lab, well they are trying to get a sample of what you call is the most dirty spot in school so they get a cotton swab and disinfect it and what not so they can get the bacteria. As they find some nasty places like a hand rail, they instead of observing where the rail is most touched and where you could get gross bacteria they go ahead and swab under the rail where it’s rarely touched, so now they have failed to get the

most dirtiest spot due to poor observation and thought process. That’s when you can fail a mild scientific study. Penicillin - 5 pts Do some research in the ‘Wonder Drug’ penicillin and answer the following questions: 

What was the importance of World War II in the widespread use of penicillin?



What other uses were quickly found for penicillin?



What impact does penicillin have on viruses?



What are some of the dangers of penicillin?



What is the idea of antibiotic resistance, or resistant bacterial strains?



What are some reasons why bacteria build resistance?



Penicillin is not used as widely anymore. What has replaced it?

Sample student submission:  What was the importance of World War II in the widespread use of penicillin? The importance from what I have read in an article would be the fact that they were able to save many lives 

What other uses were quickly found for penicillin? Some other uses that were quickly found for penicillin are that It could kill various types of disease-causing bacteria in the body,



What impact does penicillin have on viruses? It has no impact on penicillin because virus’s have no cell walls.



What are some of the dangers of penicillin? Well one danger can be an allergic reaction where you can develop hives and or a rash in some cases this can be life threatening.



What is the idea of antibiotic resistance, or resistant bacterial strains? The idea is to get a microorganism to survive exposure to an antibiotic. The primary cause is genetic mutation in the bacteria in the body.



What are some reasons why bacteria build resistance? Bacteria build resistance because they can’t take the affect of the product so they mutate or alter to not be the same but in the end become defective and have defective proteins and have lost their normal function.



Penicillin is not used as widely anymore. What has replaced it? I believe that cefalexin has replaced penicillin due to better safety because penicillin had lots of major allergic reactions.

Primates - 5 pts Jane Goodall made great strides in the area of primate research, but she wasn’t the only one and not everyone agreed with her findings or methodology. Go to http://nationalzoo.si.edu/Animals/Primates/Facts/Primateness/default.cfm Answer the following: Characteristics of Primates 1. 2. 3. 4. 5. 6. 7. 8.

What kingdom, phylum, subphylum, class and order do primates belong to? What are the defining characteristics of the phylum? Subphylum? What are some mammalian characteristics that primates possess? Select and list three of the primate characteristics related to vision. Select and list three primate characteristics related to hand and limb structure. Select and list three primate characteristics related to behavior. Select and list three primate characteristics related to reproduction and offspring. Of the above characteristics, which ones do humans exhibit? Which ones don’t humans exhibit? (This is NOT listed on the website. Make educated guesses!)

Another significant primate field researcher was Dian Fossey. Complete some research on Dian Fossey and answer the following: 1. 2. 3. 4.

In what ways were the experiences of Dian Fossey similar to those of Jane Goodall? How were their experiences different? What were some of the long range results of Dian Fossey’s work? Assume that you’d been given an opportunity to complete a summer of field study with Jane Goodall or Dian Fossey. Which primate researcher would you pick? Your reasons can be from a personal or professional standpoint, but you must explain your answer.

Sample student submission:  Three primates characteristics that relate to vision are Forward-facing eyes for binocular vision (allowing depth perception)



Increased reliance on vision: reduced noses, snouts (smaller, flattened), loss of vibrissae (whiskers), and relatively small, hairless ears

 And color vision. Three characteristics that lead to hand and limb structure are 

 

Opposable thumbs for power grip (holding on) and precision grip (picking up small objects) Grasping fingers aid in power grip Primitive limb structure, one upper limb bone, two lower limb bones, many mammalian orders have lost various bones, especially fusing of the two lower limb bones

Three characteristics that lead to behavior are 

 

Complicated social organization Reduced litter size—usually just one (allowing mobility with clinging young and more individual attention to young) Progressive expansion and elaboration of the brain, especially of the cerebral cortex

Three characteristics that related to reproduction and offspring are 

 

Sexual dimorphism Prolonged period of parental care Birth of a single young

I think that humans exhibit the color vision for sure unless you have bad eyes or color blind, the hairless ears, some may have the complication of a social organization, and the opposable thumb its how it moves around so much and helps grab things easier like it does for these primates. Well they both sort of study the same are of these creatures Jane did chimpanzees while Dian did the gorillas she was influenced by Louis Leakey. The difference between them was the specific animal and place they studied their animals. Some long range work was to go to Africa several times and go broke she had no experience and saw her first gorilla life at Mt. Mikeno. You know if I was offered a chance I would want to go to Africa with Dian because I like the big animals and always wanted to visit Africa plus on the bright side we both aren’t qualified with the correct knowledge. As I was informed she has no anthropology, biology, ethnology, or zoology background. Insects – 5 pts Create a PowerPoint presentation on the importance of ENTOMOLOGY Insect study.     

1 – 2 slides defining Entomology 1 – 2 slides important research that has been done 2 – 3 slides other fields of research that are related to Entomology 2 – 3 slides important discoveries that have been made in Entomology 1 – 2 slides additional research that you think should be done about Entomology (what don’t we know that we should find out about?)

Student submissions should follow guidelines. Careers – 5 pts Assume that you’ve won a scholarship in the area of life sciences. NOTE: The following questions are your personal choice. You can pick anything you want, but for all your answers you will need to explain why you made these choices.    

What would you be interested in studying? What are three classes that you’d want to focus on in high school to increase your success in college? Complete research and pick the college that you’d like to attend for your studies. Once you get out of college, you’ll need to work somewhere … pick anywhere in the world. Describe the job and the place.

For example: You want to study Marine Biology because … The classes you’d take would be … because … You pick Florida State University because … You want to work for the Dolphin Institute studying dolphins in Hawaii because … Sample student submission  What would you be interested in studying? You know I would be most interested in studying the field of Marine Ecology due to me myself thinking it would be fun to see and study how the animals interact with each other.



What are three classes that you’d want to focus on in high school to increase your success in college? Three classes I would need to focus on would be Biology, zoo zoology, physics

 Complete research and pick the college that you’d like to attend for your studies. I would like to study at the University of California because they seem like they have a great program, and the state is where I want to live so all in all looks good 

Once you get out of college, you’ll need to work somewhere … pick anywhere in the world. Describe the job and the place. Where I would like to work as a fish hatchery manager, I would direct and coordinate through supervising personnel and activities of workers engaged in fish hatchery production in corporations.

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