Bio1802-202_Ex1DLN_Appstate-1

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Appalachian State University *

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Apr 3, 2024

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BioCORE Trainee Ex 1 Digital Lab Notebook BioCORE™ Lab Notebook Ex 1: Observe and Describe Name: — Course: Bio 1802 Section: 202 Course Mentor: —-- Date: 1/28/24

BioCORE Trainee Ex 1 Digital Lab Notebook Table of Contents This lab notebook is to be used for the following pre-lab activities through AsULearn, virtual labs in Connect, and in-lab activities: Topic: Page # or Range: 1. Background Research: pages 3-9 Included Activities: Pre-lab Activities and Assignments Activity 1 Biodiversity and Classification Activity 2 Biological Drawing Skills Activity 3 Dichotomous Keys Activity 4 Macroinvertebrates as Environmental Indicators 2. Field Work: pages 9-11 Included activities: Ex 1 In-Lab Activities and Assignments Activity 1 Biodiversity and Classification Activity 2 Biological Drawing Skills Activity 3 Dichotomous Keys Activity 4 Macroinvertebrates as Environmental Indicators 3. Analysis of Observations and Research: pages 11-13 Included activities: Post-lab Activities and Assignments Post-lab Reading: Data Deficient Species Threatened by Extinction Ex 1 Virtual Lab Concepts Check (Connect): Sampling Biodiversity Comprehension Assessment 4. (Optional) Study Notes: page 13

BioCORE Trainee Ex 1 Digital Lab Notebook 01/30/2024 Exercise 1: Observe and Describe Biodiversity Background Research: notes from pre-lab activities and assignments. Before beginning, access the Exercise 1 Observe and Describe Handout and read it thoroughly. The check boxes provided below represent AsULearn resources or activities that you are asked to examine and complete- check the checkbox once the online resource or activity has been completed. Please answer the prompts using the provided text boxes. Activity 1 Background Research: Biodiversity and Classification Pre-lab Mini-lecture: Crash Course Taxonomy 1. What is the goal of taxonomy? Why is taxonomy important (to humans)? Taxonomy is the goal of classifying living things and figuring out all of the branches of the evolutionary tree. Taxonomy helps humans understand life and evolution. 2. List the levels of biological classification and consider how you will memorize the order. Tree of Life: Species, Genus, Family, Order, Class, Phylum, Kingdom, and Domain. 3. What are the 4 categories within Domain Eukarya? What level of biological classification do these categories represent? The four categories are Protists, Fungi, Plantae and Animalia. For eukarya, their DNA is contained within a nucleus We will explore Domain Bacteria, Domain Archaea, and Domain Eukarya, Kingdom Protista in the Ex 2 and Ex 3 labs, Kingdom Fungi in the Ex 4 lab, Kingdom Plantae in the Ex 5 and 6 labs, and Kingdom Animalia in the Ex 7 and 8 labs. 4. Does the biological classification level of “class” have more or less diversity than at the “family” level? Explain. I think the level of class has more diversity than the family level. This is because there’s plenty of things that can be classified in a certain kingdom or species while in a family only certain species can fit within that. Practice Activity: Binomial Nomenclature Carolina Hemlocks are a native tree species found only in the southern Appalachian Mountains. Test your knowledge of the binomial system by answering the following questions regarding the species name for Carolina Hemlocks presented here: tsuga caroliniana 5. The species name presented here is incorrectly formatted. What needs to be corrected for the formatting to be corrected (remember that formatting changes based on whether a binomial name is written or typed). The Genus in this name is not capitalized and the whole species name isn't in italics or underlined 6. What is the correctly formatted genus for Carolina Hemlocks?

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BioCORE Trainee Ex 1 Digital Lab Notebook Tsuga 7. What is the correctly formatted specific epithet for Carolina Hemlocks? caroliniana 8. What is the correctly formatted species for Carolina Hemlocks? Tsuga caroliniana Pre-lab Reading: Number of Species on Earth 9. From Abstract section of paper: What percentage of species are estimated to be uncataloged and still awaiting description on Earth? In the Ocean? Earth: 86% Ocean: 91% 10. From the Discussion section of paper: Where do the authors suggest that many of the undiscovered species may be “hiding”? Are there certain types of organisms that are believed to be less represented and in need of discovery/cataloging? Some of the spots suggested are the deep sea and soil and that some could be in our backyard. With the rate of extinction climbing rapidly there is a need to discover a lot of species especially considering that it could take 1.2k years to classify every species on the earth and oceans. 11. The goal of the scientific research paper was to estimate how many species there still are to discover. Why do you think this might be an important goal? What are the possible implications of this research? This is important because this can help scientists continue studies on biodiversity, environments and even get more insight to evolutionary rates with certain species. T Activity 2 Background Research: Biological Drawing Skills Pre-lab Reading: Important Elements of Biological Drawings Pre-lab Video Resource: Example of Proper Biological Drawing Technique 12. Consider your learning style. How might drawing a specimen be beneficial to your understanding of the materials? I guess to help see the details and correct labels to study. 13. For each component of a biological drawing, consider the importance of including that component, where/how they physically are positioned in comparison to the drawing itself, and any special notes. 1. Drawing: To study and have to look at to see what that

BioCORE Trainee Ex 1 Digital Lab Notebook 2. Labels: To know the structure drawn 3. Notes: To write down while you study or are listening 4. Title: To know what the thing is you drew Practice Activity: Important Components of a Biological Drawing Provided here is a biological drawing for reference: Figure 1.1 Biological Drawing of a cross-section of a leaf. 14. Based on your knowledge of biological drawings, identify any missing component(s) or any critiques you have of the biological drawing provided in Figure 1.1. Definitely could've drawn whatever that is more clearly because I can’t tell if it looks like random lines. Also, there is no title and there shouldn't be arrows pointing to what it is. There could also be some notes included Reference the Ex 1 Handout Using the unidentified specimen from the Ex 1 Handout, fill out Table 1.1. You will be asked to reference this data during an in-lab activity we will complete during our lab meeting. Table 1.1. Diagnostic Features of Three Unidentified Macroinvertebrate Specimens. Diagnostic Features and General Notes for Specimen 1 Red color, the Abdomen is slimmer, abdominal gills are different. It's almost like a very organized and smooth stacking job, legs are different, they look lower on the body, longer antennas, smaller wing shape and it looks like wings are near the side of its body. Diagnostic Features and General Notes for Specimen 2 More of a brown color, legs are higher up, antennas are small, eyes are bigger, the tail is more pointed, abdominal gills have more designs in them, wings are more on the back instead of the side Diagnostic Features and General Notes for Specimen 3 Dark brown, multiple legs, the antennas are shorter and look sharp, the whole body has designs on it not just the abdominal gills, it also looks like it doesn't have wings and it’s body looks longer

BioCORE Trainee Ex 1 Digital Lab Notebook Activity 3 Background Research: Dichotomous Keys Pre-lab Mini-lecture: Components and Use of a Dichotomous Key The word dichotomous comes from the Latin dicho- (two, apart) and -tome or -tomos (to cut), literally translating as: to cut in half or divide equally. 15. What is the purpose of using a dichotomous key? This was created by scientists to help identify organisms and objects from the natural world. It leads through steps were at the end you're always given two choices, each choice will lead down specific pathways until the object or organism can be identified. 16. How do dichotomous keys work to “cut in half”, or “divide equally”? With how a dichotomous key works is that through a certain category, you are given 2 choices of what that species may match with. You can’t choose both and you’re choosing 1 out of the 2 options… 17. How does the two-choice structure of a dichotomous key accomplish the task of identifying a specimen in the field? It helps eliminate choices and makes it easier to be direct with what you're choosing and what species it could be. Pre-lab Activity Resource: Macroinvertebrate Identification Key Three types of dichotomous keys have been provided to you: a diagram version (Figure 5 in the Ex 1 Handout), a written version (Figure 6 in the Ex 1 Handout), and a diagram version with expandable feature descriptions and pictures (Ex 1 Activity Resource: Macroinvertebrate Identification Key on AsULearn). Physical copies of a key, whether that be in diagram or written format, or better suited for examining specimens in the field. These types of keys are often collected into what are called field guides. For instance, you may have a field guide to North American salamanders or South Eastern birds. For electronic versions, such as the one provided on the AsUlearn site, these are more helpful in a research lab, where you have internet access and a microscope. In this case, researchers may collect specimens in the field and then bring them back to the lab for further investigation. 18. Click on a feature or specimen from the electronic key provided on AsULearn. Take a screenshot (insert below) and discuss the benefit(s) of this type of key. The benefit of this kind of key is that in the boxes you have a direct outline on what you’re categorizing and how to categorize it. I think a key like this is easier to look at because 1 it's more organized and 2 you can use words you're familiar with at first and then come back later to fit it up if you wanted to. There can also be more information on all the differences and similarities of species that fit into a smaller space.

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BioCORE Trainee Ex 1 Digital Lab Notebook Activity 4 Background Research: Macroinvertebrates as Environmental Indicators Pre-lab Reading: Macroinvertebrates as Environmental Indicators Many of the indicator species that volunteers in Arlington, VA are looking for could also be found in the streams and rivers in our local area. Arlington, VA, however, is a much larger city with urban sprawl (growth of a city outside of the city center), and thus, a greater environmental impact and more overall pollution. Imagine that you and your team of volunteers are asked to take an inventory of stream macroinvertebrates in the Boone area. You are asked to take special note of the three sensitivity types mentioned in the Arlington article: pollution-sensitive macroinvertebrates, moderately pollution sensitive macroinvertebrates, and pollution-tolerant macroinvertebrates. 19. What difference might you find in the proportion of pollution-sensitive macroinvertebrates between Arlington, VA, and in the Boone area? I think there would be more pollution sensitive macroinvertebrates in Boone because we don't have as many pollutants as a big city would. 20. What difference might there be in the proportion of moderately pollution sensitive macroinvertebrates between Arlington, VA, and in the Boone area? There may be some in Boone, because obviously it’s not a city but it’s also not innocent of pollutants. There's cars, trash, etc. 21. What difference might you find in the proportion of pollution tolerant macroinvertebrates between Arlington, VA, and in the Boone area? I don't think there would be as many species that are pollution tolerant in Boone. I think this because Boone is a growing place, but compared to Arlington it doesn't have as many pollutant factors. Arlington is a city and has more waste and air quality problems than Boone may have. Arlington also may develop at a quicker rate then Boone. Pre-lab Activity Resource: Families of Ephemeroptera Seven mayfly families (Family: Ephemeroptera) have been provided along with pictures and information regarding their ecological roles, habitats, and/or food preferences. For each of the families of Ephemeroptera, take notes regarding diagnostic features. These characteristics will be used to help develop a dichotomous key for distinguishing between families of mayflies in order Ephemeroptera. Remember that dichotomous keys are mainly based on morphological features, but ecological roles, habitat preference, food preferences, and/or behaviors may be helpful in finding distinguishing features that allow you to create your key. 22. Diagnostic features of Family Baetidae: Preference of stay: shallow flowing water, under stones/rocks, aquatic plants, can be found in standing water like ponds/lakes/ditches/streams/brackish water/sewage ponds. Characteristics: Strong swimmers, slingers, and collectors/gatherers/scrape food particles off of rocks

BioCORE Trainee Ex 1 Digital Lab Notebook Physical: Translucent greenish color and have good camo on aquatic plants, resemblance to Isonychychiidae, lack hairy front legs, and they have three tails Diagnostic features of Family Caenidae: Preference: quiet, slow moving or stagnant water… more commonly found in ponds and lakes… they prefer shallow areas where the bottom is silty and has sediment… Physical: They're small, lie very still and are typically overlooked… square gills… gills covered by large and unique gill coverings that overlap and they have 3 tails Characteristics: climbers and sprawlers, feed on decaying plants and sometimes dead animals (collectors/gatherers or scrape food particles off of rocks) Diagnostic features of Family Ephemeridae: Preference: lakes, ponds or large rivers… soft sediment Physical: flattened ends of their front legs… stout tusks in front of their head…feathery gills among abdomen… “fluffy” appearance… three tails Characteristics: jaws are adapted for burrowing… variety of feeding habits.. collectors/gatherers/filterers… can indulge in prey sometimes… Diagnostic features of Family Isonychiidae: Preference: CLinging to rock/substrates/swimming…Swift flowing waters(brooks or large rivers)... clinging to debris in fast currents Physical: Long stripe from head to tail… Oddly hairy front legs (Setae, and helps filter feed)... three tails Characteristics: Strong swimmers…collectors/filterers can also be a predator and engulf prey Diagnostic features of Family Baetiscidae: Preference: Pools or sandy streams… Physical: Enlarged plate covering thoracic region that's armored and spikey… abdominal gills… three tails Characteristics: Decent swimmers (tucking legs under body and undulating their abdomen and tail)... slingers/sprawlers and borrowers… collectors/gatherers or scrape food particles off of rocks and grazing Diagnostic features of Family Ephemerellidae: Preference: common… water with good flow… sheltering in wood debris, small rocks, exposed plants, or within plant vegetation… sometimes come out of the water onto banks depending on water flow… Physical: Well Camouflaged … flat head… missing gills on the first 2 segments on the abdomen… three tails Characteristics: Slow and stiff with their movements… not very good swimmers… threatened their raise their tails and poke at attackers… collectors/gatherers/scrape food off of rocks/shredders Diagnostic features of Family Heptageniidae: Preference: Flowing water (brooks, large rivers)... cold water… don't like sediment and

BioCORE Trainee Ex 1 Digital Lab Notebook avoid rocks covered by sediment, algae, and fungi… like large stones… water-soaked logs Physical: Very fat head and body… eyes are very large and can be seen from the top… Are not muscular looking and have gills on the first two segments of their abdomen… movement is similar to a crab (random and different directions)... One genus has 2 tails not three but they normally have 3 Characteristics: Very good clingers and can hold on to surfaces tightly but they’re poor swimmers… scape food particles off of rocks STOP! The remaining prompts should be completed in-lab or after lab. Field Work: procedure(s) used to execute the in-lab activities and any notes and/or results obtained from this research work. As you complete the in-lab lab exercises, use the spaces below to take notes regarding the procedures, your observations, and the results. Activity 1: Biodiversity and Classification 23. Insert a micrograph (microscope picture) of the macroinvertebrate you examined under the stereoscope (dissecting microscope). 24. After careful observation, write a little about your specimen. What do you notice? What might be important characteristics (diagnostic features)? - Six legs - Long antennas - Long tail - Abdominal gills look stacked very evenly and organized Activity 2 and 3: Scientific Illustrations and Dichotomous Keys 25. Insert your biological drawing of the Macroinvertebrate Specimen # 1, which should include drawing, labels, notes, and title (with ID).

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BioCORE Trainee Ex 1 Digital Lab Notebook 26. Insert your biological drawing of the Macroinvertebrate Specimen # 2, which should include drawing, labels, notes, and title (with ID). 27. Insert your biological drawing of the Macroinvertebrate Specimen # 3, which should include drawing, labels, notes, and title (with ID). Activity 4: Macroinvertebrates as Environmental Indicators 28. Insert a picture of your dichotomous key to Families of Ephemeroptera in the space provided below.

BioCORE Trainee Ex 1 Digital Lab Notebook Analysis of Observations and Research: analysis and application of the observations and results from your research; post-lab assignments have been provided to help you in your analysis. Post-lab Reading: Data-Deficient Species Threatened by Extinction We have discussed the importance of biodiversity, observation, and taxonomy, and touched on how human impacts and pollution impact biodiversity. The provided scientific research paper, published this year (2022), cites the paper provided at the beginning of our lesson: How Many Species Are There on Earth and in the Oceans? Briefly, read through the provided scientific research paper (Post-lab Reading) and consider: ● Does this research impact my community? ● Does this research impact me as an individual? 29. Write a brief reflection. This research does impact the biological community because of research and extinction rates. Species considered as data deficient are species that practitioners are uncertain of their extinction rate which isn't good for the biodiversity of the planet and puts a halt on environmental factors that affect other species and us. Virtual Lab Concept(s) Check: Sampling Biodiversity 30. Insert a screenshot of your Lab Data from the Virtual Lab here:

BioCORE Trainee Ex 1 Digital Lab Notebook Revisit the scenario about sampling macroinvertebrates between two urban areas: Arlington, VA, and Boone, NC (see Activity 4). Examine the results, shown in Table 1.2, from an effort to sample two stream sites: Sampling Site 1 and Sampling Site 2. Table 1.2. Macroinvertebrate Sampling Efforts between Two Sampling Sites # of species found at Sampling Site 1 # of species found at Sampling Site 2 Family Baetidae 1 6 Family Caenidae 9 9 Family Ephemeridae 1 3 Family Isonychiidae 2 3 Family Baetiscidae 30 11 Family Ephemerellidae 2 5 Family Heptageniidae 0 4 Simpson’s Diversity Index: 0.523 0.844 Use the following equation for Simpson’s Diversity index to calculate a value for each of the Sampling Sites. Enter the values into Table 1.2. 31. Which environment holds higher biodiversity, Sample Site 1 or 2? How can you tell? Site 2 because Simpson's diversity index is larger

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BioCORE Trainee Ex 1 Digital Lab Notebook 32. Based on your understanding of biodiversity analyses, which sampling site has greater biodiversity? Which sampling site, then, is more likely to have come from a river in Boone, NC? Justify your answer. Site 2 would come from the river in Boone because there’s higher diversity and the water is cleaner or has less pollutants Comprehension Assessment Areas of Strength (what do you have a solid understanding of?): I think I understand everything pretty well Areas for Improvement (what topics/concepts do you need to work on?): Practice naming species some more maybe (Optional) Study Notes: 1/30/24 In class: - How to observe and describe biological specimen - Biodiversity: used to describe the number of species in a given ecological place - The more species the better - Different species can like different environmental factors - Taxonomy: classification system… different domains… DOMAIN→ KINGDOM→ PHYLUM→CLASS→ ORDER→ FAMILY→ GENUS→ SPECIES - Binomial nomenclature: genus, specific epithet, species… capitalize genus not species epithet… species is the Genus and species epithet - Micrographs - Illustration, labels for important parts, title on the bottom, notes - Portable case: small rocks and twigs… weird shell they make themselves

Bio1802-202_Ex1DLN_Appstate-1

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