Remove the petals and sepals (if present), by pulling them down toward the stem. Record your observations. 2. Remove the flower’s stamens (break or cut them off the stem). Use some sticky tape to remove some pollen. Examine the pollen using a magnifying glass if you have one. Alternatively, you could take a digital picture and enlarge it. Can you see what shape each pollen grain is? Record your observations. 3. Remove all parts except the pistil so that it remains alone on the stem. Carefully cut the pistil in half lengthwise, making sure that your fingers are out of the way. Use your magnifying glass to look at the inside of it. Record your observations: Results Name of structure Petals Detailed observations No of petals: Colour of petals: Relevant scientific diagram Draw a petal: Sepals (If present). No of sepals: Colour of the sepals: Draw the sepals: Stamen No of stamens: Length of filament: Draw and label the two parts of the stamen (filament and anther) Pistil Draw and label the pistil No of pistils: Length of style: Texture of the stigma: Conclusions: The reproductive structures of a flower were identified and described

Chordates victories Posay moras | Urochordata (urinates) Cephobchordata (rocks) philia (reptiles Chondrichthyes sharks and rays) Agatha (fewer vertebrates) Osteichthyes (bony fish Amphibia (togs and salamanders Egg with a shell Marma legs lungs Figure 1 jaw, teeth two sets of paired appendages vertebrae This phylogenetic tree represents Types or the evolutionary ancestor de combat relationships between different vertebrate groups Biologists separate members into groups teed on the spring of shared evolutionary characteristics such as har in mammals ancestral chordate Figure 1 shows the phylogenetic tree for chordates. 1. Why did the tunicates and lancelets not include as vertebrates and why did they include as chordates 2. Draw the smallest clade that represents birds and reptiles 3. Which characteristic helped to differentiate fish from other vertebrates 4. Which character is common for all mammals 5. Explain in your own words the relationship between words on the diagram such as “teeth” and the groups of organisms below (earlier periods) and above (later periods) 6. What common characteristics do you think fits in the cage provided for reptiles, birds, and mammals

Why is it important to understand how genetics are expressed phenotypically? Not all genes are, so when there are Mendelian traits versus, say, blood type, how is it important to understand the probabilities of mutations or other genotypes which may or may not be expressed phenotypically?

1) Viral diseases like Ebola and AIDS are both capable of wiping out large populations of people, but in terms of the evolutionary processes that we are studying, Ebola will not likely succeed in doing long-term major damage, but AIDS can. Why do you think these two diseases are different evolutionarily?  [OLIWENSTEIN of the reader is helpful – #2 in the reader].

2) How are Malthusian ideas of population related to GM crops talked about in the HSIN article (#3 in the reader)? Argue for or against GM crops as a way to confront the Malthusian dilemma.

3) We know that climate change is creating new circumstances for natural selection in an accelerated form. But is climate change such a bad thing?  Species come and go, the world won’t end.  What do you say to that? Agree or disagree.

Read the following: An Investigation of Campus Stereotypes: The Myth of Black Athletic Superiority and the Dumb Jock Stereotype by Gary A. Sailes [PDF] Skin Deep by N. Jablonski and George Chaplin [PDF] Black, White, Other by Jonathan Marks [PDF] According to these readings, are racial classifications constructed based on aspects of biology or culture? What does it mean to say that genes are “probabilistic rather than deterministic”? How are racial classifications different throughout US history or in other places around the world? Why is ethnicity a more inclusive categorization method?