BIOL 1406 V.1 PKG >2014<
LATEST Edition
ISBN: 9781269881142
Author: Campbell
Publisher: Pearson Custom Publishing
expand_more
expand_more
format_list_bulleted
Videos
Textbook Question
Chapter 32.3, Problem 2CC
Compare three aspects of the early development of a snail (a mollusc) and a human (a chordate).
Expert Solution & Answer
Want to see the full answer?
Check out a sample textbook solution
Students have asked these similar questions
13. Practice Calculations: 3 colonies were suspended in the following dilution series and then a
viable plate count and microscope count was performed. Calculate IDF's, TDF's and then
calculate the CFU/mL in each tube by both methods. Finally calculate the cells in 1 colony by
both methods. Show all of your calculations in the space provided on the following pages.
3 colonies
56
cells
10 μL
10 μL
100 μL
500 με
m
OS
A
B
D
5.0 mL
990 με
990 με
900 με
500 μL
EN
2
100 με
100 μL
118
colonies
12
colonies
Describe and give a specific example of how successionary stage is related to species diversity?
Explain down bellow what happens to the cell in pictures not in words:
Decreased pH in mitochondria
Increased ATP
Decreased pH in cytosol
Increased hydrolysis
Decreasing glycogen and triglycerides
Increased MAP kinase activity
Poor ion transport → For each one:→ What normally happens?→ What is wrong now?→ How does it mess up the cell?
Chapter 32 Solutions
BIOL 1406 V.1 PKG >2014<
Ch. 32.1 - Summarize the main stages of animal development....Ch. 32.1 - WHAT IF? What animal characteristics would be...Ch. 32.2 - Put the following milestones in animal evolution...Ch. 32.2 - Prob. 2CCCh. 32.2 - MAKE CONNECTIONS Evaluate whether the origin of...Ch. 32.3 - Distinguish the terms grade and clade.Ch. 32.3 - Compare three aspects of the early development of...Ch. 32.3 - Prob. 3CCCh. 32.4 - Prob. 1CCCh. 32.4 - WHAT IF? Suppose ctenophores are basal metazoans...
Ch. 32.4 - Prob. 3CCCh. 32 - Prob. 32.1CRCh. 32 - What caused ihe Cambrian exploston? Describe...Ch. 32 - Describe how body plans provide useful Information...Ch. 32 - Prob. 32.4CRCh. 32 - Prob. 1TYUCh. 32 - The distinction between sponges and other animal...Ch. 32 - Prob. 3TYUCh. 32 - Prob. 4TYUCh. 32 - EVOLUTION CONNECTION A professor begins a lecture...Ch. 32 - SCIENTIFIC INQUIRY INTERPRET THE DATA Redraw the...Ch. 32 - WRITE ABOUT A THEME: INTERACTIONS Animal life...Ch. 32 - SYNTHESIZE YOUR KNOWLEDGE This organism is an...
Knowledge Booster
Learn more about
Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, biology and related others by exploring similar questions and additional content below.Similar questions
- 1.) Community Diversity: The brown and orange line represent two different plant communities. a. Which color represents the community with a higher species richness? b. Which color represents the community with a higher species evenness? Relative abundance 0.1 0.04 0.001 2 4 6 8 10 12 14 16 18 20 22 24 Rank abundance c. What is the maximum value of the Simpson's diversity index (remember, Simpson's index is D = p², Simpson's diversity index is 1-D)? d. If the Simpson's diversity index equals 1, what does that mean about the number of species and their relative abundance within community being assessed?arrow_forward1.) Community Diversity: The brown and orange line represent two different plant communities. a. Which color represents the community with a higher species richness? b. Which color represents the community with a higher species evenness? Relative abundance 0.1 0.04 0.001 2 4 6 8 10 12 14 16 18 20 22 24 Rank abundance c. What is the maximum value of the Simpson's diversity index (remember, Simpson's index is D = p², Simpson's diversity index is 1-D)? d. If the Simpson's diversity index equals 1, what does that mean about the number of species and their relative abundance within community being assessed?arrow_forwardwhat measures can a mother to take to improve the produce of her to milk to her newborn baby ?arrow_forward
- 1. Color the line that represents all ancestors of the Eastern white pine tree green (but only the ancestral line NOT shared with other organisms) 2. Oncle the last common ancestor of the Colorado blue spruce tree and Eastern white pine tree. 3. Put a box around the last common ancestor of the sugar maple tree and the dogwood tree. 4. Put a triangle around the last common ancestor of the red pine tree and the american holly bush. 5. Color the line that represents all ancestors of the Ponderosa pine tree red (including all shared ancestors). 6. Color the line that represents all ancestors of the American elm tree blue (including all shared ancestors). 7 Color the line that represents all ancestors of the Sabal palm tree purple (including all shared ancestors) 8. Using a yellow highlighter or colored pencil, circle the clade that includes all pine trees. 9. Using a orange highlighter or colored pencil, circle the clade that includes all gymnosperms 10. Can you tell…arrow_forwardYou have been hired as a public relations specialist to give invertebrates a good name. After all, they are much more than just creepy crawly bugs! Your first task though is to convince yourself that is true. The best way to do that is to start close to home. Find something in your house that is a product obtained directly from an invertebrate or only due to an invertebrate’s actions. Describe the product, its function and utility, as well as any human manufactured alternatives. Be sure to highlight the advantages of obtaining this directly from nature. Keep in mind, a product can be something you use, wear, eat, or enjoy for its visual appeal.arrow_forwardUse the following tree diagram to answer Questions #8-10. 8) Which of the following two animals are the most closely related based on the tree to the left? a) Pig and camel b) Hippo and pig c) Deer and cow 9) CIRCLE on the tree diagram where the common ancestor between a hippo and a cow is. 10) Put a SQUARE on the tree diagram where the common ancestor between a pig and a peccary is.arrow_forward
- Explain: Healthy Cell Function Overview→ Briefly describe how a healthy cell usually works: metabolism (ATP production), pH balance, glycogen storage, ion transport, enzymes, etc. Gene Mutation and Genetics Part→ Focus on the autosomal recessive mutation and explain: How gene mutation affects the cell. How autosomal inheritance works. Compare the normal and mutated gene sequences simply. → Talk about possible consequences of a faulty hydrolytic enzyme.arrow_forwardCan you fill out those termsarrow_forwardExplain down bellow what happens to the cell: Decreased pH in mitochondria Increased ATP Decreased pH in cytosol Increased hydrolysis Decreasing glycogen and triglycerides Increased MAP kinase activity Poor ion transport → For each one:→ What normally happens?→ What is wrong now?→ How does it mess up the cell?arrow_forward
- An 1100 pound equine patient was given 20 mg/kg sucralfate 3 times a day, 2.8 mg/kg famotidine twice a day, and 10mg/kg doxycycline twice a day. Sucralfate comes as a 1 gm tablet, famotidine as 20 mg tablets, and doxycycline as 100mg tablets. All are in bottles of 100 tablets.How many total mg are needed for the patient and how many tablets of each would be needed to provide each dose?How many bottles of each would be needed to have available if this patient were to be on this drug regimen for 5 days?arrow_forwardThe patient needs a solution of 2.5% dextrose in Lactated Ringer’s solution to run at 75 ml/hr for at least the next 12hours. LRS comes in fluid bags of 500 ml, 1 Liter, 3 Liters and 5 Liters. How can a 2.5% solution be made by adding50% dextrose to the LRS?arrow_forward“Gretchen” was a 68-pound canine who came to the VMTH as small animal surgery patient. She receivedacepromazine, 0.2 mg/kg from a 10 mg/ml solution and oxymorphone, 0.08 mg/kg from a 1 mg/ml solution before surgery.What are the mechanisms of action of acepromazine and oxymorphone? Why would they be given together?How many mg provide each dose and how many ml of each of these solutions were given?arrow_forward
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
Biology (MindTap Course List)BiologyISBN:9781337392938Author:Eldra Solomon, Charles Martin, Diana W. Martin, Linda R. BergPublisher:Cengage Learning
Concepts of BiologyBiologyISBN:9781938168116Author:Samantha Fowler, Rebecca Roush, James WisePublisher:OpenStax College
Biology Today and Tomorrow without Physiology (Mi...BiologyISBN:9781305117396Author:Cecie Starr, Christine Evers, Lisa StarrPublisher:Cengage Learning
Biology 2eBiologyISBN:9781947172517Author:Matthew Douglas, Jung Choi, Mary Ann ClarkPublisher:OpenStax
Biology: The Unity and Diversity of Life (MindTap...BiologyISBN:9781337408332Author:Cecie Starr, Ralph Taggart, Christine Evers, Lisa StarrPublisher:Cengage Learning
Biology (MindTap Course List)
Biology
ISBN:9781337392938
Author:Eldra Solomon, Charles Martin, Diana W. Martin, Linda R. Berg
Publisher:Cengage Learning
Concepts of Biology
Biology
ISBN:9781938168116
Author:Samantha Fowler, Rebecca Roush, James Wise
Publisher:OpenStax College
Biology Today and Tomorrow without Physiology (Mi...
Biology
ISBN:9781305117396
Author:Cecie Starr, Christine Evers, Lisa Starr
Publisher:Cengage Learning
Biology 2e
Biology
ISBN:9781947172517
Author:Matthew Douglas, Jung Choi, Mary Ann Clark
Publisher:OpenStax
Biology: The Unity and Diversity of Life (MindTap...
Biology
ISBN:9781337408332
Author:Cecie Starr, Ralph Taggart, Christine Evers, Lisa Starr
Publisher:Cengage Learning
Embryology | Fertilization, Cleavage, Blastulation; Author: Ninja Nerd;https://www.youtube.com/watch?v=8-KF0rnhKTU;License: Standard YouTube License, CC-BY