14.2: Lab 14 Procedures
- Page ID
- 159744
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)PROCEDURE 1: SPECIMEN SURVEY
Equipment we’ll need:
- Various specimens of vertebrates
- Answer the questions on the Answer Sheet to become acquainted with the vertebrates.
- Move around the room to examine the specimens in each group of vertebrates. Complete Table 1 in the Answer Sheet using what we learned above and our observations of the specimens.
PROCEDURE 2: DICHOTOMOUS KEY
In the previous lab, we learned how to use and make a dichotomous key to identify different organisms based on their unique traits. We are going to make another dichotomous key in this lab to help us identify vertebrates. Review the video Using Dichotomous Keys by Science Sauce for a reminder. Use the information we learned about the various vertebrate groups to complete the dichotomous key. Think about some of the major differences between the groups.
- Create a dichotomous key for identifying the different groups of vertebrates either using the flowchart or list format we learned in the previous lab.
PROCEDURE 3: MYSTERY ANIMALS
Equipment we’ll need:
- Dichotomous key
- Identify the mystery vertebrates using the dichotomous key from Procedure 2 to complete Table 3 on the Answer Sheet
PROCEDURE 4: FOOD WEB
- Walk outside and find a location you would like to observe. Describe the location chosen in the Answer Sheet.
- First, spend 2 minutes making observations to become familiar with the community.
- Move around the area and record 12-15 different living organisms in Table 4 of the Answer Sheet.
- Both macroscopic and microscopic organisms that we know are in the soils are eligible.
- Try to find a variety of organisms from the groups we learned about the last few weeks.
- This might involve getting low to the ground or plants, looking closely for what else might be present.
- If the specific name of the organism is unknown, use a numbering system ex. Bird 1- small brown, Bird 2- medium black.
- Spend 15 minutes observing how the organisms interact. Record notes in Table 4.
- Take photographs of the different organisms to use for the food web.
- Either staying outside or returning to the classroom, begin building a food web to describe the ecosystem by following these steps:
- Categorize each organism as a producer, primary consumer, secondary consumer, tertiary consumer, decomposer, or some combination of trophic levels. Add this to Table 4.
- Either draw or insert images of the species that are producers at the bottom of the page in the Answer Sheet. Label each organism by its name, type of organism, and as a producer.
- Insert the organisms that are primary consumers as a next level. Then repeat with secondary and tertiary consumers. Label each organism by its name, type of organism, and as its appropriate consumer level.
- Draw or insert arrows to show the interactions between the species. Arrows travel from the prey and point to the consumer. There should be multiple arrows flowing between the species to represent the many interactions seen.
- Food webs are not simple linear progressions (those are food chains, which are overly simplistic).
- Once the food web is complete, try to identify examples of the following ecological concepts:
- Predator-Prey
- Mutualism
- Commensalism
- Competition
- Non-Native species impact on the community
- Human Impact on the community