Description
Fe (s) + S (s) = Fe2S3 (s)
How many grams (to 0.01 g) of Fe2S3 could be produced by reacting 3.67 g of iron with an unlimited amount of sulfur
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Explanation & Answer
2 Fe + 3 S → Fe2S3.
mass number of Fe=55.8
moles of Fe= 3.67g/55.8=0.06577moles
mole ratio= Fe: Fe2S3=2:1
moles of Fe2S3=1/2*0.06577moles
=0.0328853 moles
mass number of Fe2S3=207.88
grams of Fe2S3= O.O328853*207.88
=6.836197 GRAMS
6.84 GRAMS (2 DECIMAL PLACES)
please best my answer. welcome
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BIOL 1011 Measuring the Rate of Photosynthesis Lab Report
*Lab is not needed to complete this assignment* You are simply making notes based on facts as in what will happen in the situations. Answer all questions and make notes for all statements. Please also fill in the attached document!PhotosynthesisBackgroundFigure 1. The mouse, Mus musculusCan a Mouse Survive in a Jar?Oxygen was discovered over 200 years ago when Joseph Priestley experimented with mice in jars. He closed a mouse in an airtight jar and, after a short time, the mouse collapsed. Priestley then closed a plant in an airtight jar and it survived for weeks. So he decided to combine the two. The mouse in the jar with the plant was able to survive long past the mouse alone in the jar.Photosynthesis was not explained during Priestley's lifetime, so he never found out that the plant in the jar generated oxygen through photosynthesis and that is why the mouse was able to survive. Comparatively, the mouse that collapsed had used up all the oxygen in the jar.PhotosynthesisHumans, like other animals, require food to generate energy. Plants, in contrast, produce their own food. They use the process of photosynthesis to use carbon dioxide (CO2) and sunlight from the environment in order to generate molecules of sugar. Sugar is further converted to chemical energy that plants need to sustain their existence.Photosynthesis has been used by organisms for millions of years. The first photosynthetic organisms were the ancestors of modern-day cyanobacteria. Photosynthesis takes sunshine, CO2 from the air, and some hydrogen atoms from water to produce two very important molecules — glucose (C6H12O6) and oxygen (O2).The basic formula for photosynthesis is:6CO2+6H2O⟶C6H12O6+6O2carbon dioxide + water ⟶ glucose + oxygenPhotosynthetic organisms are the foundation of every ecosystem because they take limited inputs and produce physical matter. In this role, they are referred to as producers. Organisms that consume producers are accordingly called consumers.Photosynthesis takes place inside chloroplasts, special organelles located in the cells of plants and other photosynthesizing organisms. Chloroplasts are green because they utilize the pigment chlorophyll. The primary light-absorbing organs of plants are the leaves. Although chloroplasts are located in cells throughout a plant, chloroplast density is by far the highest in the leaves. Between 440,000 and 790,000 chloroplasts can be found per square millimeter in the leaf of a plant.One of the byproducts of photosynthesis is oxygen, an essential molecule vital to the existence of humans and animals on Earth. Earth’s atmosphere is about 22% oxygen and most of the remainder is nitrogen. 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In this lab, you will measure the net rate of gas exchange for the combined processes of photosynthesis and cellular respiration.The CO2 for photosynthesis is supplied in this experiment by sodium bicarbonate dissolved in water. CO2 is much more soluble in water than oxygen is. More CO2 is used up by photosynthesis than is released by respiration. Therefore, it is expected that the net change in CO2 will be negative. This means that more CO2 will go into the plant than will be removed from the water.On the other hand, oxygen is not very soluble in water, but is produced during photosynthesis. Therefore, it is expected that its net change will be positive. This means that the plant produces more oxygen during photosynthesis than it consumes in respiration.Overall, the gas being produced and measured is oxygen.A plant’s rate of respiration can be determined by measuring the rate of oxygen uptake during periods of darkness, when no photosynthesis takes place. 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A Case of Rodent Speciation, Biology 2 Case study, chemistry homework help
PLEASE NO PLAGIARISMBuffalo Case Study
A Case of Rodent Speciation
Background
Asanexpertinthefield
ofmamma ...
A Case of Rodent Speciation, Biology 2 Case study, chemistry homework help
PLEASE NO PLAGIARISMBuffalo Case Study
A Case of Rodent Speciation
Background
Asanexpertinthefield
ofmammalianreproductivestrategies,youhavebeenhiredbytheDepartmentof
NatureandIslandResourcesoftheWestIndies.This organizationisacooperativeofseveralWestIndies
islands concerned with the loss of biological diversity on their island nations as tourism and development continue to grow. Scientists working on the island of St.
Kitts and its sister island Nevis have uncovered
what appears to be a previously
undiscovered species of rodent.
Basedontheoriginaldescriptionofthisanimal,itwasplacedinagenuswithinthesquirrelfamily.What
you have been hired to do is
to help save the population on St. Kitts, which is small and threatened by
development.Thepopulationissosmallthatindividualsarehavingdifficultyfindingmatesand,inmany
cases,thereproductiveseasonsarebeingdelayedbyuptooneyear. Whenyouarriveintheregionandbegin your
observations,
you notice that the Nevis population is very
healthy and could be used as stock for the recovery operation that you plan on the island of St.
Kitts.
In your recovery
plan,
you bring animals from Nevis into the
population on St. Kitts to bolster
the population numbers, ensure the availability of mates, and increase the genetic diversity within the shrinking population. As a good scientist, you observe the reproductivebehaviorsofthisanimalinthefieldto ensurethesuccessofyourprogram.Withinavery
shorttime,yourealizethatyourplanisfailing.In
the240 attemptstobringaNevisanimalintotheSt.
Kitts population, you are unable to observe a single successful
reproductive event.
Although these animals look identical, you
are concerned that they are two distinctspecies. Yourfocusnowbecomesidentifying thedifferences betweenthetwopopulations.What follows
is a brief review of the data you collected from your study.
St. Kitts Rodent
Nevis Rodent
Average weight: 83g
Average weight: 86g
Average length: 21.8cm
Average length: 23.3cm
Average hind limb:
7.8cm
Average hind limb:
4.2cm
Average forelimb: 4.2cm
Average forelimb: 3.9cm
Top speed: 2.2meters/second (m/s)
Top speed: 0.8m/s
Average leap height:
1.4m
Average leap height:
0.4m
Average gestation
time: 29.3days
Average gestation
time: 42.7days
Average time spent in
courtship display: 12.6seconds
Average time spent in
courtship display: 21.3seconds
Assignment
Thiscase
study describes a recovery program
for a rodent population on the
island of St. Kitts in the
Caribbean. After reading the case study above, your
job is to formulate your own story
incorporating some
of the details and data provided
while also drawing on several evolutionary
concepts studied in class. A list of
these concepts can be found at the end of this
document.
Thereare no limitations on the details you can incorporate into your story, but it should follow some specific guidelines.Your
story:
1.
Should be 600words or less.
2. Should incorporate the data
supplied in the case study.
3. Should incorporate at least three of the concepts from
the “Concept List.” As you incorporate each
concept, you
must demonstrate its relevance to your
story.
4. Can be told in any form. For instance, one student presented the story as fieldnotes
collected from
observing
the animals in their natural habitat. Another student presented the story as a
series of
experiments and observations made by groups
of scientists over hundreds
of years. Be creative.
5. Should account for the data
on the organisms provided in the case study. It
is acceptable to add more
data as you
develop your story as long as
it fitsinto the patterns of the
data provided.
6.
Can include graphics and illustrations. Be sure
to cite the source and give credit for the material,
including
material taken from the Internet. Avoid plagiarism.
7. Should include a scientificand
common name* (see Note below) for the rodent
populations. In
developing
these names, make sure
you use the rules for binomial classification.In addition, make sure
that you
put the rodents into an existing genus.You come up with the
species names.
8. Needs a good title.
9. Proof read. Check for
spelling errors. Make sure your sentences are grammatically correct and that
they are complete sentences.
Remember that you are
developing an evolutionary
picture of a rodent population using data supplied
with the case study. Keep in mind that
in an evolutionary story
you will be describing events that may have
occurred
over
very
long time periods.
Important:When incorporating
concepts from the “Concept List” into your
story,
you must elaborate on how they relate
to your story. Simply including a concept word in your
assignment is not acceptable. For
example, stating that “the animals
became two species because of genetic drift”
is not sufficient.You must also explain how genetic drift works in this process.
Concept List
You must include at
least three of the following:
• Genetic drift
• Bottleneck
effect
• Founder effect
• Gene flow
• Mutation
• Natural selection—Directional selection
• Natural selection—Stabilizing selection
• Natural selection—Diversifying
selection
• Prezygotic
reproductive isolation—Ecological isolation
• Prezygotic
reproductive isolation—Behavioral isolation
• Prezygotic
reproductive isolation—Temporal isolation
• Prezygotic
reproductive isolation—Mechanical isolation
• Prezygotic
reproductive isolation—Gametic isolation
• Postzygotic reproductive isolation—Hybrid inviability or fertility
• Allopatric
speciation
*Make sure you
explain these concepts in your paper. Also, make sure you are using them
properly and they make logical sense with your story.
*Note: Scientific Names: Development
of Classification
Hierarchy of taxa is one major concept
Linnaeus introduced.
a. Hierarchy contains eight major ranks:
Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species
b. All animals are classified in kingdom
Animalia, each species has its own name; the names of animal
groups at each rank in the hierarchy are
called taxa (singular: taxon).
c. Each rank can be
subdivided into additional levels of taxa: suprafamily, subclass, infraclass,
etc.
Linnaeus
introduced binomial nomenclature.
a.
Scientific name consists of two words (binomial) as in (Ursus americanus)
b. First =
Genus and is capitalized; the second = species epithet and is in
lower case.
c.
Scientific name is always in italics or underlined if
handwritten.
d. The specific
epithet is never used alone; the genus must be used to form the scientific name
as Ursus
americanus .
e. Ranks above
species are single names written with a capital initial letter (e.g., Reptilia
and Cnidaria),
but not italicized or underlined.
Do
not plagiarize in any shape or form. Your paper will be submitted to
Turnitin.com to check for plagiarism. All
instances of academic dishonesty will be reported to the Office of
Community Standards. Judicial procedures are described in
the Student Resource Handbook
(Procedures for Adjudicating Alleged Academic Conduct Infractions, beginning on
page 16).
Credit:
Photo of St. Kitts coastline © Jason
Ross | Dreamstime.com.
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BIOL 1011 Measuring the Rate of Photosynthesis Lab Report
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BIOL 1011 Measuring the Rate of Photosynthesis Lab Report
*Lab is not needed to complete this assignment* You are simply making notes based on facts as in what will happen in the situations. Answer all questions and make notes for all statements. Please also fill in the attached document!PhotosynthesisBackgroundFigure 1. The mouse, Mus musculusCan a Mouse Survive in a Jar?Oxygen was discovered over 200 years ago when Joseph Priestley experimented with mice in jars. He closed a mouse in an airtight jar and, after a short time, the mouse collapsed. Priestley then closed a plant in an airtight jar and it survived for weeks. So he decided to combine the two. The mouse in the jar with the plant was able to survive long past the mouse alone in the jar.Photosynthesis was not explained during Priestley's lifetime, so he never found out that the plant in the jar generated oxygen through photosynthesis and that is why the mouse was able to survive. Comparatively, the mouse that collapsed had used up all the oxygen in the jar.PhotosynthesisHumans, like other animals, require food to generate energy. Plants, in contrast, produce their own food. They use the process of photosynthesis to use carbon dioxide (CO2) and sunlight from the environment in order to generate molecules of sugar. Sugar is further converted to chemical energy that plants need to sustain their existence.Photosynthesis has been used by organisms for millions of years. The first photosynthetic organisms were the ancestors of modern-day cyanobacteria. Photosynthesis takes sunshine, CO2 from the air, and some hydrogen atoms from water to produce two very important molecules — glucose (C6H12O6) and oxygen (O2).The basic formula for photosynthesis is:6CO2+6H2O⟶C6H12O6+6O2carbon dioxide + water ⟶ glucose + oxygenPhotosynthetic organisms are the foundation of every ecosystem because they take limited inputs and produce physical matter. In this role, they are referred to as producers. Organisms that consume producers are accordingly called consumers.Photosynthesis takes place inside chloroplasts, special organelles located in the cells of plants and other photosynthesizing organisms. Chloroplasts are green because they utilize the pigment chlorophyll. The primary light-absorbing organs of plants are the leaves. Although chloroplasts are located in cells throughout a plant, chloroplast density is by far the highest in the leaves. Between 440,000 and 790,000 chloroplasts can be found per square millimeter in the leaf of a plant.One of the byproducts of photosynthesis is oxygen, an essential molecule vital to the existence of humans and animals on Earth. Earth’s atmosphere is about 22% oxygen and most of the remainder is nitrogen. Humans and animals rely on plants as the source of their oxygen.Rate of PhotosynthesisThe rate of photosynthesis is affected by a number of factors:Light intensityTemperatureAvailability of waterAvailability of nutrientsThere is a maximum rate of photosynthesis that is constrained by the limits of these factors. For example, there is a value for light intensity above which the rate of photosynthesis can no longer increase. Similarly, increasing the temperature from 10 °C to 20 °C will increase the rate of photosynthesis, because enzymes in the plant will be closer to their optimal working temperatures, and molecules in the cells will move faster owing to increased kinetic energy. However, if the temperature is raised above a certain level, the rate of photosynthesis will drop as plant enzymes are denatured.Net Exchange of GasesIt is important to remember that while carrying out photosynthesis in the chloroplasts, the plant is also carrying out cellular respiration, which releases CO2. In this lab, you will measure the net rate of gas exchange for the combined processes of photosynthesis and cellular respiration.The CO2 for photosynthesis is supplied in this experiment by sodium bicarbonate dissolved in water. CO2 is much more soluble in water than oxygen is. More CO2 is used up by photosynthesis than is released by respiration. Therefore, it is expected that the net change in CO2 will be negative. This means that more CO2 will go into the plant than will be removed from the water.On the other hand, oxygen is not very soluble in water, but is produced during photosynthesis. Therefore, it is expected that its net change will be positive. This means that the plant produces more oxygen during photosynthesis than it consumes in respiration.Overall, the gas being produced and measured is oxygen.A plant’s rate of respiration can be determined by measuring the rate of oxygen uptake during periods of darkness, when no photosynthesis takes place. Again, oxygen's insolubility in water helps with this measurement. As the plant respires, oxygen is removed from the gas in the system. At the same time, CO2 is released but remains dissolved in the water. The total change in the volume of the solution is negligible.About This LabIn this lab, you will measure the rate of photosynthesis in the aquatic plant Elodea under various conditions. You will measure the rate of photosynthesis by observing gas production. You will explore the gas exchange of the plant with its environment in both light and dark conditions and observe if photosynthesis and respiration take place in parallel when light is present.You will modify the light source intensity to test how the rate of photosynthesis changes depending on the intensity of light falling on the leaves of the plant. You will also test the effect of temperature on the rate of photosynthesis.ExperimentsOpen the simulation by clicking on the virtual lab icon below. The simulation will launch in a new window.You may need to move or resize the window in order to view both the Procedure and the simulation at the same time.Follow the instructions in the Procedure to complete each part of the simulation. When instructed to record your observations, record data, or complete calculations, record them for your own records in order to use them later to complete the post-lab assignment.ProceduresExperiment 1: Measuring the Rate of PhotosynthesisPart 1: Set-upTake a plant light box from the Instruments shelf and place it on the workbench.Take a 250 mL Erlenmeyer flask from the Containers shelf and place it onto the workbench.Take a branch of Elodea from the Materials shelf and add it to the Erlenmeyer flask.Add 100 mL of 0.1 M sodium bicarbonate solution from the Materials shelf to the Erlenmeyer flask. Make sure the solution covers the branch, as Elodea is a submergent aquatic plant and acquires carbon dioxide from the water. Record the plant name and the solution the plant is in to reference later.Place the Erlenmeyer flask into the plant light box. Set the temperature of the plant light box to 20 °C, which is around room temperature. Record the temperature to reference later.Switch the plant light intensity of the plant light box to 5, the maximum. This setting is located next to the gray Start button in the upper right corner of the plant light box. Record the plant light intensity to reference later.Set the timer to 120 minutes.Part 2: Collecting Oxygen Produced by the PlantThe rate of photosynthesis can be measured by collecting the oxygen produced by the plant.Take a gas syringe from the Instruments shelf and place it onto the plant light box. Record the initial volume in mL of gas in the syringe at 0 min of the experiment (countdown timer reads 120 min) to reference later. To see the volume, double-click on the gas syringe. Press the gray Start button in the upper right corner of the plant light box. After 30 simulated minutes in the plant light box (countdown timer will read 90 min), press the lab pause button in the lower left corner of the lab (Figure 1) to note the gas volume in the syringe.Figure 1. Lab Pause ButtonAfter recording the simulated time and gas volume to reference later, press the lab play button (Figure 2) to resume the experiment.Figure 2. Lab Play ButtonRepeat this pausing and playing sequence to note and record the gas volume in the syringe after:60 simulated minutes (countdown timer reads 60 min)90 simulated minutes (countdown timer reads 30 min)120 simulated minutes (countdown timer reads 0 min)When the door of the plant light box opens to indicate this run is done, make sure to leave everything in place for the next experiment. Experiment 2: Respiration in the DarkChange the light intensity of the plant light box all the way down to 0 for dark conditions. Record the plant light intensity and temperature settings to reference later.Set the timer to 120 minutes. Record the initial volume at 0 min of the experiment (countdown timer reads 120 min) of gas in the syringe to reference later.Press the gray Start button.Using the lab pause and play buttons as needed, record the syringe's gas volume after:30 simulated minutes (countdown timer reads 90 min)60 simulated minutes (countdown timer reads 60 min)90 simulated minutes (countdown timer reads 30 min)120 simulated minutes (countdown timer reads 0 min)When the door of the plant light box opens, move the flask to the waste to empty it.Place the empty flask in the sink.Double-click the gas syringe and reset the plunger. Make sure the volume goes back to 0.00 mL.Experiment 3: Effect of Light IntensityRepeat the set-up outlined in Experiment 1, Part 1, steps 2 – 9. However, this time set the plant light intensity to 4. Record the initial volume of gas in the syringe at 0 min of the experiment (countdown timer reads 120 min) to reference later.Press the gray Start button, then use the lab pause and play buttons to note and record the syringe's gas volume after:30 simulated minutes (countdown timer reads 90 min)60 simulated minutes (countdown timer reads 60 min)90 simulated minutes (countdown timer reads 30 min)120 simulated minutes (countdown timer reads 0 min)Record the plant light intensity and temperature settings to reference later.When the door of the plant light box opens, move the flask to the waste to empty it.Place the empty flask in the sink.Double-click the gas syringe and reset the plunger. Make sure the volume goes back to 0.00 mL.Repeat the procedure outlined in steps 1 – 7 for the following plant light intensity settings:321Experiment 4: Effect of Environmental TemperatureSet the plant light intensity of the plant light box to 5 and the timer to 60 minutes. Record the light intensity setting to reference later.Take a 250 mL Erlenmeyer flask from the Containers shelf and place it onto the workbench.Take a branch of Elodea from the Materials shelf and add it to the flask.Add 100 mL of 0.1 M sodium bicarbonate from the Materials shelf to the flask.Place the flask into the plant light box.Set the temperature of the plant light box to 10 °C. Record the temperature setting to reference later.Record the initial volume of gas in the syringe at 0 min of the experiment (countdown timer reads 60 min) to reference later.Press the gray Start button.Record the volume in the gas syringe after 60 simulated min (countdown timer reads 0 min) to reference later.Move the flask to the waste to empty it.Place the empty flask in the sink.Double-click the gas syringe and reset the plunger. Make sure the volume goes back to 0.00 mL.Repeat steps 2 – 12 for two additional temperatures:30 °C40 °CClear the bench of all materials, containers, and instruments, then return to your course page to complete any assignment for this lab.
A Case of Rodent Speciation, Biology 2 Case study, chemistry homework help
PLEASE NO PLAGIARISMBuffalo Case Study
A Case of Rodent Speciation
Background
Asanexpertinthefield
ofmamma ...
A Case of Rodent Speciation, Biology 2 Case study, chemistry homework help
PLEASE NO PLAGIARISMBuffalo Case Study
A Case of Rodent Speciation
Background
Asanexpertinthefield
ofmammalianreproductivestrategies,youhavebeenhiredbytheDepartmentof
NatureandIslandResourcesoftheWestIndies.This organizationisacooperativeofseveralWestIndies
islands concerned with the loss of biological diversity on their island nations as tourism and development continue to grow. Scientists working on the island of St.
Kitts and its sister island Nevis have uncovered
what appears to be a previously
undiscovered species of rodent.
Basedontheoriginaldescriptionofthisanimal,itwasplacedinagenuswithinthesquirrelfamily.What
you have been hired to do is
to help save the population on St. Kitts, which is small and threatened by
development.Thepopulationissosmallthatindividualsarehavingdifficultyfindingmatesand,inmany
cases,thereproductiveseasonsarebeingdelayedbyuptooneyear. Whenyouarriveintheregionandbegin your
observations,
you notice that the Nevis population is very
healthy and could be used as stock for the recovery operation that you plan on the island of St.
Kitts.
In your recovery
plan,
you bring animals from Nevis into the
population on St. Kitts to bolster
the population numbers, ensure the availability of mates, and increase the genetic diversity within the shrinking population. As a good scientist, you observe the reproductivebehaviorsofthisanimalinthefieldto ensurethesuccessofyourprogram.Withinavery
shorttime,yourealizethatyourplanisfailing.In
the240 attemptstobringaNevisanimalintotheSt.
Kitts population, you are unable to observe a single successful
reproductive event.
Although these animals look identical, you
are concerned that they are two distinctspecies. Yourfocusnowbecomesidentifying thedifferences betweenthetwopopulations.What follows
is a brief review of the data you collected from your study.
St. Kitts Rodent
Nevis Rodent
Average weight: 83g
Average weight: 86g
Average length: 21.8cm
Average length: 23.3cm
Average hind limb:
7.8cm
Average hind limb:
4.2cm
Average forelimb: 4.2cm
Average forelimb: 3.9cm
Top speed: 2.2meters/second (m/s)
Top speed: 0.8m/s
Average leap height:
1.4m
Average leap height:
0.4m
Average gestation
time: 29.3days
Average gestation
time: 42.7days
Average time spent in
courtship display: 12.6seconds
Average time spent in
courtship display: 21.3seconds
Assignment
Thiscase
study describes a recovery program
for a rodent population on the
island of St. Kitts in the
Caribbean. After reading the case study above, your
job is to formulate your own story
incorporating some
of the details and data provided
while also drawing on several evolutionary
concepts studied in class. A list of
these concepts can be found at the end of this
document.
Thereare no limitations on the details you can incorporate into your story, but it should follow some specific guidelines.Your
story:
1.
Should be 600words or less.
2. Should incorporate the data
supplied in the case study.
3. Should incorporate at least three of the concepts from
the “Concept List.” As you incorporate each
concept, you
must demonstrate its relevance to your
story.
4. Can be told in any form. For instance, one student presented the story as fieldnotes
collected from
observing
the animals in their natural habitat. Another student presented the story as a
series of
experiments and observations made by groups
of scientists over hundreds
of years. Be creative.
5. Should account for the data
on the organisms provided in the case study. It
is acceptable to add more
data as you
develop your story as long as
it fitsinto the patterns of the
data provided.
6.
Can include graphics and illustrations. Be sure
to cite the source and give credit for the material,
including
material taken from the Internet. Avoid plagiarism.
7. Should include a scientificand
common name* (see Note below) for the rodent
populations. In
developing
these names, make sure
you use the rules for binomial classification.In addition, make sure
that you
put the rodents into an existing genus.You come up with the
species names.
8. Needs a good title.
9. Proof read. Check for
spelling errors. Make sure your sentences are grammatically correct and that
they are complete sentences.
Remember that you are
developing an evolutionary
picture of a rodent population using data supplied
with the case study. Keep in mind that
in an evolutionary story
you will be describing events that may have
occurred
over
very
long time periods.
Important:When incorporating
concepts from the “Concept List” into your
story,
you must elaborate on how they relate
to your story. Simply including a concept word in your
assignment is not acceptable. For
example, stating that “the animals
became two species because of genetic drift”
is not sufficient.You must also explain how genetic drift works in this process.
Concept List
You must include at
least three of the following:
• Genetic drift
• Bottleneck
effect
• Founder effect
• Gene flow
• Mutation
• Natural selection—Directional selection
• Natural selection—Stabilizing selection
• Natural selection—Diversifying
selection
• Prezygotic
reproductive isolation—Ecological isolation
• Prezygotic
reproductive isolation—Behavioral isolation
• Prezygotic
reproductive isolation—Temporal isolation
• Prezygotic
reproductive isolation—Mechanical isolation
• Prezygotic
reproductive isolation—Gametic isolation
• Postzygotic reproductive isolation—Hybrid inviability or fertility
• Allopatric
speciation
*Make sure you
explain these concepts in your paper. Also, make sure you are using them
properly and they make logical sense with your story.
*Note: Scientific Names: Development
of Classification
Hierarchy of taxa is one major concept
Linnaeus introduced.
a. Hierarchy contains eight major ranks:
Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species
b. All animals are classified in kingdom
Animalia, each species has its own name; the names of animal
groups at each rank in the hierarchy are
called taxa (singular: taxon).
c. Each rank can be
subdivided into additional levels of taxa: suprafamily, subclass, infraclass,
etc.
Linnaeus
introduced binomial nomenclature.
a.
Scientific name consists of two words (binomial) as in (Ursus americanus)
b. First =
Genus and is capitalized; the second = species epithet and is in
lower case.
c.
Scientific name is always in italics or underlined if
handwritten.
d. The specific
epithet is never used alone; the genus must be used to form the scientific name
as Ursus
americanus .
e. Ranks above
species are single names written with a capital initial letter (e.g., Reptilia
and Cnidaria),
but not italicized or underlined.
Do
not plagiarize in any shape or form. Your paper will be submitted to
Turnitin.com to check for plagiarism. All
instances of academic dishonesty will be reported to the Office of
Community Standards. Judicial procedures are described in
the Student Resource Handbook
(Procedures for Adjudicating Alleged Academic Conduct Infractions, beginning on
page 16).
Credit:
Photo of St. Kitts coastline © Jason
Ross | Dreamstime.com.
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