BIOLOGY 263, FALL 2004 MIDTERM EXAMINATION Name Date: Laboratory Practical Stations. Answer the questions at each station. (8%, 4% per station) 1. a. 2. Complete the activity as directed. b. Hypothesis Evaluation. Is there statistically significant support for each of the following hypotheses? (6%, 2% each) 1. Hypothesis: The number of plant species will be greater in mowed areas than in unmowed areas in eastern Colorado. Data: Mean number of plant species per 1 meter quadrat in unmowed areas = 9.6, Mean number of plant species per 1 meter quadrat in mowed areas = 9.8. p-value = 0.0001 Circle one: Hypothesis Supported Hypothesis NOT Supported 2. Hypothesis: Field bindweed, Convolvulus arvensis, is more common empty lots than in lawns. Data = Mean # of Convolvulus arvensis plants per m2 in lawn = 18.5, Mean # of Convolvulus arvensis plants per m2 in empty lots = 25.2 p-value = 0.0592 Circle one: Hypothesis Supported Hypothesis NOT Supported 3. Hypothesis = There are more bacterial species in uncompacted soil areas than compacted soil areas. Data = Mean # of bacterial species per 1g soil from compacted area on 1 plate of TSA nutrient medium = 10.4, Mean # of bacterial species per 1g soil from uncompacted area on 1 plate of TSA nutrient medium = 12.1, p-value = 0.0560 Circle one: Hypothesis Supported Hypothesis NOT Supported Definitions. Define each BIOLOGICAL term from THIS LABORATORY in an accurate, concise, and lucid manner. (24%, 4% each) 1. Bacterial Colony: 2. Blade (of a leaf): 3. Electrophoresis Gel: 4. Negative Control Group: 5. Simple Leaf: 6. Taxonomic Key:Data Manipulation, Data Analysis, & Experimental Design. Address each question in as concise and lucid a manner as possible. 1. Given the following data from a small, reproductively isolated, constant-sized population, a) calculate the allele and genotype frequencies for every time period. (8%) b) Create a properly labeled graph of the allele frequency of one of the alleles (NOT both) over time. (5%) c) Propose a plausible population genetic/evolutionary explanation for what you see happening (or not happening) to the allele frequency over time. (2%) individuals gener-ations BB Bb bb 0 6 12 6 5 4 14 6 10 8 14 2 15 5 13 6 20 8 12 4 2. Use the following four gels on which are shown X and x alleles (all individuals are from the same population) to calculate the allele and genotype frequencies for the population. Then determine if the population is at Hardy-Weinberg equilibrium. (10%) wells x X3. Create a phylogenetic tree based on the followings set of data. Be certain to indicate derived characteristics on the tree. (12%) neck teeth walks on legs forelimbs Tyranosaurus short sharp 2 legs under body small Velociraptor short sharp 2 legs under body small Diplodocus long blunt 4 legs under body large Brachiosaurus long blunt 4 legs under body large Alligator - OUTGROUP short sharp 4 legs splayed large 3. Use the data to construct the most appropriate graph to address the following hypothesis: There will be greater plant species richness in mowed areas as compared to unmowed areas. Also indicate if the data support or reject the hypothesis. (12%) The grid provided below is solely for convenience and is not meant to imply a particular kind of graph. plant species richness data from 5 quadrat samples in each area mowed area unmowed area 9 8 4 11 8 9 5 12 4 10 4. Experimental Design. Use the back of this page to design a rigorous experiment to test the hypothesis that epiphyllic (meaning leaf surface) bacterial species diversity is greater on white oak (Quercus alba) leaves than on red maple (Acer rubra) leaves. (10%) Create a scientific title for the laboratory research paper you would write for this experiment.