Biology Big Eared Bat
This is a continuation assignment on the Virginia Big Earned Bat. I will attach the previous assignments to help.
Instructions
Assignment 2: The Outline
Objective: Organize your thoughts and the main points of your research for your final presentation
Assignment Instructions: Your outline should be formatted a specific way and must contain the following elements as described below.
To prepare for this assignment, I recommend that you do the following:
Read these directions carefully.
Review the BIOL180 sample outline (Attached). This sample is merely to show formatting; please see the criteria for the outline below to ensure you have included all five required sections.
Be sure to add your name and course number to your outline.
The outline format: Your outline must be formatted as described and exemplified in the example attached. Please note that this format will be assessed in your grade:
Use an alphanumeric sequence
Sections should be indented and aligned
Follow the suggested order of the required elements
Use brief but detailed and descriptive phrases.
The required elements: Depending on the type of organism you have chosen you will address different sets of questions. Please see the category that responds to your selection. Your outline should contain the following elements in this order, and please note that some of these should be your personal observations.
MICROORGANISMS: I chose the Virginia Big Eared Bat
I. The Introduction Section
A. Organism Introduction
1. The common and scientific name of your organism.
2. Where you observed your organism (country, state, park, zoo, etc.)
3. A brief discussion on why you chose your organism
4. If possible, a picture and/or video of you safely observing your species in the field. If not possible, search the Internet for an image (and remember to cite your source for the image) in a typical habitat.
II. The Body
A. Physical Description
1. You must include a brief physical description. You can use your personal observations. If you cannot safely observe your organism, you must research.
a. Size, coloring, etc.
B. Life Cycle and Reproduction
1. Life Cycle: describe the life cycle of your organism. The life cycle refers to the series of changes that happens from the beginning of life as your organism develops and grows into a mature organism. Please see here for some hints on the Life Cycle. If you have any questions on this please ask!
2. Reproduction: You must discuss the reproductive strategies of your organism. For example, discuss how your microbe undergoes asexual reproduction.
C. Structure and Function
1. Please select one organ system of your organism that you find to be particularly interesting and describe both the anatomy and physiology of that system.
2. If you have selected a bacterium or a fungus, the concept can be more complex. Please contact me directly for more help is needed.
D. Energy Ecology
1. If you can observe these, that is best. If not, research.
2. What are the food sources? Types? Amounts? Temporal pattern of feeding?
E. Habitat
1. Where your organism lives. This does not refer to a city or state, but rather the natural environment in which your organism lives.
2. You should consider abiotic factors, such as soil, water, etc., as well as biotic factors, such as predators, hosts, etc.
III. The Conclusion Section
A. This section should contain four to six points that sum up the main points from the body of the outline.
B. Start your conclusive section with one sentence summarizing some basic information about your chosen organism (name and geographical distribution).
C. Continue with a brief summary (1-2 sentences) about the life cycle and any particular body structures.
D. Include a brief summary (1-2 sentences) about the ecological role of your chosen organism in its ecosystem.
E. Wrap up the conclusive section with a closing note that provides brief information about a unique fact and/or behavior of your chosen organism.
IV. The Reference Section:
A. This is not just the reference page; rather, referencing should occur throughout the outline as it will in your presentation. Therefore, your outline should include both a separate reference page containing a minimum of five sources listed in proper APA reference list format AND internal citations throughout the outline where appropriate. Please be sure to see the resources below for assistance regarding in-text citations and reference list formatting, and/or ask me if you have any additional questions.
PLANTS/FUNGI:
I. The Introduction Section
A. Organism Introduction
1. The common and scientific name of your organism.
2. Where you observed your organism (country, state, park, zoo, etc.)
3. A brief discussion on why you chose your organism
4. If possible, a picture and/or video of you safely observing your species in the field. If not possible, search the Internet for an image (and remember to cite your source for the image) in a typical habitat.
II. The Body
A. Physical Description
1. You must include a brief physical description. You can use your personal observations. If you cannot safely observe your organism, you must research.
a. Size, Coloring, etc.
B. Life Cycle and Reproduction
1. Life Cycle: describe the life cycle of your organism. The life cycle refers to the series of changes that happens from the beginning of life as your organism develops and grows into a mature organism. Please see here for some hints on the Life Cycle. Plants can be a bit more complicated, so if you have any questions please feel free to ask!
2. Reproduction: You must discuss the reproductive strategies of your organism. Are there any specific structure or cells involved in reproduction? Are the flowers specialized?
C. Structure and Function
1. Please select one organ system of your organism that you find to be particularly interesting and describe both the anatomy and physiology of that system.
E. Habitat
1. Where your organism lives. This does not refer to a city or state, but rather the natural environment in which your organism lives.
2. You should consider abiotic factors, such as soil, water, etc., as well as biotic factors, such as predators, hosts, etc.
III. The Conclusion Section
A. This section should contain four to six points that sum up the main points from the body of the outline.
B. Start your conclusive section with one sentence summarizing some basic information about your chosen organism (name and geographical distribution).
C. Continue with a brief summary (1-2 sentences) about the life cycle and any particular body structures.
D. Include a brief summary (1-2 sentences) about the ecological role of your chosen organism in its ecosystem.
E. Wrap up the conclusive section with a closing note that provides brief information about a unique fact and/or behavior of your chosen organism.
IV. The Reference Section:
A. This is not just the reference page; rather, referencing should occur throughout the outline as it will in your presentation. Therefore, your outline should include both a separate reference page containing a minimum of five sources listed in proper APA reference list format AND internal citations throughout the outline where appropriate. Please be sure to see the resources below for assistance regarding in-text citations and reference list formatting, and/or ask me if you have any additional questions.
ANIMALS:
I. The Introduction Section
A. Organism Introduction
1. The common and scientific name of your organism.
2. Where you observed your organism (country, state, park, zoo, etc.)
3. A brief discussion on why you chose your organism
4. If possible, a picture and/or video of you safely observing your species in the field. If not possible, search the Internet for an image (and remember to cite your source for the image) in a typical habitat.
II. The Body
A. Physical Description
1. You must include a brief physical description. You can use your personal observations. If you cannot safely observe your organism, you must research.
a. Size, Coloring, etc.
B. Life Cycle and Reproduction
1. Life Cycle: describe the life cycle of your organism. The life cycle refers to the series of changes that happens from the beginning of life as your organism develops and grows into a mature organism.
2. Reproduction: You must discuss the reproductive strategies of your organism (e.g. release of gametes by a fish or hermaphroditic reproduction in earthworms), mate choice, mating displays, mate competition and mating systems.
C. Structure and Function
1. Please select one organ system of your organism that you find to be particularly interesting and describe both the anatomy and physiology of that system.
D. Energy Ecology
1. If you can observe these, that is best. If not, research.
2. What are the food sources? Types? Amounts? Temporal pattern of feeding? Specific handling or processing of food items by the organism (e.g. the way a squirrel manipulates an acorn)
E. Habitat
1. Where your organism lives. This does not refer to a city or state, but rather the natural environment in which your organism lives.
2. You should consider abiotic factors, such as soil, water, etc., as well as biotic factors, such as predators, hosts, etc.
III. The Conclusion Section
A. This section should contain four to six points that sum up the main points from the body of the outline.
B. Start your conclusive section with one sentence summarizing some basic information about your chosen organism (name and geographical distribution).
C. Continue with a brief summary (1-2 sentences) about the life cycle and any particular body structures.
D. Include a brief summary (1-2 sentences) about the ecological role of your chosen organism in its ecosystem.
E. Wrap up the conclusive section with a closing note that provides brief information about a unique fact and/or behavior of your chosen organism.
IV. The Reference Section:
A. This is not just the reference page; rather, referencing should occur throughout the outline as it will in your presentation. Therefore, your outline should include both a separate reference page containing a minimum of five sources listed in proper APA reference list format AND internal citations throughout the outline where appropriate. Please be sure to see the resources below for assistance regarding in-text citations and reference list formatting, and/or ask me if you have any additional questions.
Please make note of the following tips and tricks:
Write your outline so that it has detailed bullets that you can easily then flesh out into sentences for the narration of your presentation (Assignment 3).
All internal citation references should be listed on the reference page, and vice versa. ** Work which is improperly cited and referenced or lacking either proper citations or references may not be accepted for credit. **
DO NOT COPY
Use this sample as a guide to help you format your outline.
BIOL180: Introduction to Biology with Lab – The Outline
Student Name and Section Number
Assignment 2 Outline: APUS oak (Americanus quercus)
I. Introduction
A. Common and scientific names
1. Common names: APUS oak tree, APUS oak.
2. Scientific Name: Americanus quercus (Arbor Day Foundation, 2016).
B. Observed where?
1. This tree is commonly found in Charles Town, West Virginia where I
currently reside.
2. I have observed this organism at the local park, growing along
roadsides and in the yards of personal residences near my home.
3. The geographic range extends across northeastern North America,
Canada and into West Virginia.
4. It can be found as far west and north as Idaho.
C. Why I chose this organism?
1. This tree makes a beautiful canopy.
2. It is considered an ornamental tree which people choose to plant in
their residential yards for shade, aesthetics and longevity.
Choose a
species you
can observe
in person.
Include your
in-text
citations.
Use
alphanumeric
sequencing.
3. It is also a source of lumber since it is a hardwood and sought after
due to its durability.
4. I moved to this location recently and wanted to learn more about the
local flora.
5. Im considering landscaping options so learning more about the APUS
oak may help me to decide if this tree is a good choice to plant in my
yard.
D. Image
Oak Leaf and Acorns
(Image credit: Pixabay, Acorn Oak Leaf, 2019)
II. Body
A. Physical Description
1. Leaves: 2-6 long, 5 to 11 lobes with interspersed sinuses.
2. Twigs: Red to white with rounded buds.
3. Fruit: 0.5 to 1 acorns which are green to dark brown and bitter-
tasting.
4. Bark: Young trees will have a dark colored bark.
a. as tree ages, bark may tinge red.
Make sure to
title and cite the
source of the
image you use.
b. fully mature tree will develop bark fissures (20-20 Site,
2012).
5. Flowers: Female and male flowers form on separate branches
a. female 3-lobed stigma forms on the oak twig.
b. male catkins or aments, form as yellow, sting-like structures
(Oak Flowers, n.d.).
6. Size: Can reach up to 100 feet in height with a canopy of 150 feet in
diameter.
B. Life Cycle and Reproduction
1. Life Cycle
a. Follows the life cycle of a hardwood tree.
b. The acorn prefers cold, wet conditions for germination.
1) optimum temperature is 34 F for 90% acorn
germination.
c. The seedling can grow in shade but grows best in full sun.
d. The sapling stage exhibits steady growth until full canopy is
achieved (Godman and Mattson, 1980).
e. Sexual maturity arrives when the ability to produce flowers
occurs at approximately 25 years.
f. Can live between 200 to 400 years.
2. Reproduction
a. Flowers bloom between March to May.
b. Trees are monoecious.
Use credible
and scholarly
sources to
support your
outline.
1) The female and male flowers are present on the
same tree but located on different parts of branches.
c. Pollination of the female flowers occurs primarily by wind.
3. Acorns mature late in summer and fall from trees (Oak Flowers, n.d.).
C. The leaf structure and function
1. Anatomy
a. The leaves may have from 5 to 11 lobes.
b. Leaves have a primary midrib and radial veins.
c. The base of the leaf (margin) follows up to the first lobe
interspersed with sinuses.
d. The petiole attaches the leaf to the branch.
e. APUS oak leaves attach alternate on branches.
2. Physiology
a. Leaves function to produce food for the tree.
b. Leaves convert energy from sunlight into complex
molecules via photosynthesis.
c. Chlorophyll present in leaves captures photons.
d. A series of reactions inside plant cell chloroplasts produces
water, oxygen and carbohydrates (Bassow and Bazzaz,
1998).
D. Energy Ecology
1. Photosynthesis
Think about how
your organism
obtains its
energy.
Address the
anatomy and
physiology.
a. APUS oak is a primary producer.
b. It obtains its energy via photosynthesis.
c. Chloroplasts inside plant cell leaves conduct photosynthesis
to produce carbohydrates, a form of stored energy.
2. APUS oak circulates nutrients via the conductive xylem and phloem.
a. The xylem conducts water upwards from the roots.
3. The phloem uses turgor pressure to transport sugar molecules to plant
tissues (Archer & Barber, 2004; Photosynthesis, 2018).
E. Habitat
1. Abiotic
a. The natural environment of the APUS oak is outdoors in
temperate climates.
b. Additional abiotic factors include:
1) Well drained soils.
2) Sandy loam and nutrient rich.
3) Full-sun.
4) Stable, neutral pH.
2. Biotic
a. Some common pests of the APUS oak include defoliators,
caterpillars and oakworms.
b. Major leaf diseases are the result of fungi.
1) Oak Mildew can cause significant damage.
2) Occurs in high humidity conditions.
Address the
abiotic and biotic
factors of your
organisms
habitat.
3) Generally, oak mildew is not an issue in healthy oak
trees (Imperial College, 2016).
III. Conclusions
A. The APUS oak tree (Americanus quercus) is commonly found in Charles Town,
WV but can also be found across much of North American and into Canada.
B. APUS oak is a hardwood tree that matures in 25 years, can grow 100 feet tall and
live for hundreds of years.
C. The leaves of the APUS oak tree are multi-lobed, attach alternate to branches and
as primary producers, conduct photosynthesis.
D. Acorns are produced in the late fall from mature APUS oak trees that flower
between March to May that are primarily wind pollinated.
E. The APUS oak tree leaves conduct photosynthesis which produces the trees
energy.
F. The APUS oak tree prefers a temperate climate, sandy loam, neutral pH and well-
drained soil for optimal growth and health.
G. The APUS oak tree is one of the largest trees, a hardwood and can live hundreds
of years which make it a unique organism.
Ensure that all
internal citation
references are listed
on the Reference
page, and vice versa.
Check your
spelling,
grammar, and
punctuation.
References
20-20 Site. (2012). See It Clearly. Oak Tree. Retrieved from: http://www.2020site.org/trees/oak-
tree.html
Arbor Day Foundation. (2016). Oak Trees- Theres an Oak Tree Where You Live. The Oak Tree
Family. Types of Oak Trees. Retrieved from:
https://shop.arborday.org/content.aspx?page=tree-oak
Archer, M., & Barber, J. (2004). Molecular to global photosynthesis. River Edge, NJ: Imperial
College Press.
Bassow, S.L., and Bazzaz, F.A. (1998). How Environmental Conditions Affect Canopy Leaf-
Level Photosynthesis in Four Deciduous Tree Species. Ecology 79.8 (1998): 2660
2675. Web.
Common Trees of Pennsylvania. (n.d.). Department of Conservation and Natural Resources
Bureau of Forestry. Retrieved from:
http://www.docs.dcnr.pa.gov/cs/groups/public/documents/document/dcnr_20029752.pdf
Godman, R. M. and Mattson, G.A. (1980). Low Temperatures Optimum For Field Germination
of Northern Red Oak. USDA. Tree Planters Notes. [pdf]. Retrieved from: https://rnfr.net
Imperial College. (2016). Oak Pests and Disease. Oak Mildew. Retrieved from:
https://www.opalexplorenature.org/oak-pests-diseases#/0
Use a minimum of
five credible and
scholarly references
and list in APA
format.
Oak Flowers. (n.d.). Backyard Nature Home. Oak Flowers. Retrieved from:
http://backyardnature.net/fl_bloak.htm
Photosynthesis and Respiration. (2018). University of California. Retrieved from:
http://fruitandnuteducation.ucdavis.edu/generaltopics/Tree_Growth_Structure/Photosynth
esis_Respiration/
Pixabay. (2019). Acorn Oak Leaf, Image File. Retrieved from: https://pixabay.com/en/acorn-
oak-tree-fruit-nature-3632517/
http://fruitandnuteducation.ucdavis.edu/generaltopics/Tree_Growth_Structure/Photosynthesis_Respiration/
http://fruitandnuteducation.ucdavis.edu/generaltopics/Tree_Growth_Structure/Photosynthesis_Respiration/ SCIN130 – Introduction to Biology with Lab
Virginia Big Eared Bat
Steven
Annotated Bibliography
Name:
Course Number: BIO180
Presentation Topic: Virginia Big-eared Bats
Source #1
Citation
(in APA format)
Danford, D. S., Shriver, L., & Barton, H. A. (2018). Innate Chemical Resistance of Virginia Big-eared Bats (Corynorhinus townsendii virginianus) to White-Nose Syndrome.
Summary
On illness, in long-eared bats, the author says that Virginias big-eared bat (VBEs) are normally concealed in oily substance, yellow, and have pelage commensal populations mostly controlled by yeast, Debaryomyces udenii. As D. unit is oleaginous yeast that yields yellow clusters, the fungi might be accountable for making this greasy material on the bat. The author suggested White-nose Syndrome (WNS) is predominant fungal illness of the bat that has destroyed 5.7 million bats since its documentation in 2006 [1]. WNS is triggered by the new fungal pathogen, Pseudogymnoascus destructans.” This pathogen cause death rates exceeding 75% in ill bat populations
Evaluation
The journal of illness on long-eared bats has its citation in APA format, and it is a peer-reviewed journal paper. Evidence of the author’s authority is Daniel S. Danford The University of Akron, [emailprotected], which is a credible source. The sponsoring organization is The University of Akron [emailprotected]
Source #2
Citation
Van Den Bussche, R. A., Lee, D. N., Judkins, M. E., Dyer, J. E., Thompson, D. M., Stark, R. C., … & Fuller, B. (2016). Molecular dietary analysis of the endangered Ozark big-eared bat (Corynorhinus townsendii ingens).Acta Chiropterologica,18(1), 181-191.
Summary
The author says in diet analysis of the long-eared bats, molecular methods allow magnification of the mitochondria barcoding genes, cytochromecoxidase (COI),” of the preys gene in bats fecal materials that may be used in identifying insect classes. Many studies planned using the molecular method for nutritional study of the bats propose that fecal materials be picked within a week after depositing to avoid environmental contamination or degradation. However, the big-eared bats (Corynorhinus townsendii ingens) are extremely vulnerable to human disruption. In conclusion, the goal of this study is to perform a molecular diet analysis of “Ozark’s big-eared bat.” The study spotted 40 species on behalf of two orders (Diptera and Lepidoptera) and families belonging to 11 insects and, therefore, provided novel data concerning the big-eared bat’s dietary habits.
Evaluation
The journal of illness on long-eared bats has its citation in APA format, and it is a peer-reviewed journal paper. This source is a credible source for the publisher is known to publish credible journals. Source:Acta Chiropterologica, Volume 18,Number 1, June 2016, pp.181-191(11) Publisher:Museum and Institute of Zoology, Polish Academy of Sciences.”
Source #3
Citation
(in APA format)
Jesse, L., Ward, R. L., & Schroder, E. S. (2018). Landscape Characteristics Related to Use of Artificial Roosts by Northern Long-Eared Bats in North-Central West Virginia.Northeastern Naturalist,25(3), 487-501.
Summary
The authors objectives were, assessing the overall uses of synthetic roosting structureNursery container, Rocket container, and fake barkby the bats and relationship this use of native landscape features in north-central West Virginia. The Authors observed 306 constructions throughout the 2016 and noticed use (example, the occurrence of guanos, optical recognition, capturing of bats) at 132 (43%) roosts, of which 55 (42%) were established, over apprehension or visual proof of identity, in containing Northern Long-eared Bats. Nursery container were collectively used than the predicted number based on the accessibility (60%), but rocket boxes tallied for 40 (73%) of roosts established to be Northern Long-eared Bats, where maternity groups of this kind used 70%.”
Evaluation
The journal of illness on long-eared bats has its citation in APA format, and it is a peer-reviewed journal paper. The journal is a credible source, “Jesse L. De La Cruz,1,2,* Ryan L. Ward,2 Eric S. Schrode. Conservation Management Institute at Virginia Polytechnic Institute and State University, 1900 Kraf. AllStar Ecology LLC, 1582 Meadowdale Road, Fairmont, WV 26554. A Corresponding author – [emailprotected] Northeastern Naturalist, 25(3):487-501 (2018). https://doi.org/10.1656/045.025.0312”
References
Danford, D. S., Shriver, L., & Barton, H. A. (2018). Innate Chemical Resistance of Virginia Big-eared Bats (Corynorhinus townsendii virginianus) to White-Nose Syndrome. Retrieved from`http://ideaexchange.uakron.edu/cgi/viewcontent.cgi?article=1780&context=honors_research_projects
Den Bussche, R. A., Lee, D. N., Judkins, M. E., Dyer, J. E., Thompson, D. M., Stark, R. C., ..
. & Fuller, B. (2016). Molecular dietary analysis of the endangered Ozark big-eared bat (Corynorhinus townsendii ingens).Acta Chiropterologica,18(1), 181-191. Retrieved from https://www.ingentaconnect.com/content/miiz/actac/2016/00000018/00000001/art00008
Jesse, L., Ward, R. L., & Schroder, E. S. (2018). Landscape Characteristics Related to Use of Artificial Roosts by Northern Long-Eared Bats in North-Central West Virginia.Northeastern Naturalist,25(3), 487-501. Retrieved from https://bioone.org/journals/northeastern-naturalist/volume-25/issue-3/045.025.0312/Landscape-Characteristics-Related-to-Use-of-Artificial-Roosts-by-Northern/10.1656/045.025.0312.short DO NOT COPY
Use
alphanumeric
sequencing.
Use this sample as a guide to help you format your outline. BIOL180: Introduction to Biology with Lab – The Outline Student Name and Section Number
Assignment 2 Outline: APUS oak
(Americanus quercus)
I.
Include your in-text citations.Introduction
A. Common and scientific names
1. Common names: APUS oak tree, APUS oak.
2.
Choose a species you can observe in person.Scientific Name: Americanus quercus (Arbor Day Foundation, 2016).
B. Observed where?
1. This tree is commonly found in Charles Town, West Virginia where I currently reside.
2. I have observed this organism at the local park, growing along roadsides and in the yards of personal residences near my home.
3. The geographic range extends across northeastern North America, Canada and into West Virginia.
4. It can be found as far west and north as Idaho.
C. Why I chose this organism?
1. This tree makes a beautiful canopy.
2. It is considered an ornamental tree which people choose to plant in their residential yards for shade, aesthetics and longevity.
3. It is also a source of lumber since it is a hardwood and sought after due to its durability.
4. I moved to this location recently and wanted to learn more about the local flora.
5.
Make sure to title and cite the source of the image you use.Im considering landscaping options so learning more about the APUS oak may help me to decide if this tree is a good choice to plant in my yard.
D. Image
Oak Leaf and Acorns
(Image credit: Pixabay, Acorn Oak Leaf, 2019)
II. Body
A. Physical Description
1. Leaves: 2-6 long, 5 to 11 lobes with interspersed sinuses.
2. Twigs: Red to white with rounded buds.
3. Fruit: 0.5 to 1 acorns which are green to dark brown and bitter- tasting.
4. Bark: Young trees will have a dark colored bark.
a. as tree ages, bark may tinge red.
b. fully mature tree will develop bark fissures (20-20 Site, 2012).
5. Flowers: Female and male flowers form on separate branches
a. female 3-lobed stigma forms on the oak twig.
b. male catkins or aments, form as yellow, sting-like structures (Oak Flowers, n.d.).
6. Size: Can reach up to 100 feet in height with a canopy of 150 feet in diameter.
B. Life Cycle and Reproduction
1. Life Cycle
a. Follows the life cycle of a hardwood tree.
b. The acorn prefers cold, wet conditions for germination.
1)
Use credible and scholarly sources to support your outline.optimum temperature is 34 F for 90% acorn germination.
c. The seedling can grow in shade but grows best in full sun.
d. The sapling stage exhibits steady growth until full canopy is achieved (Godman and Mattson, 1980).
e. Sexual maturity arrives when the ability to produce flowers occurs at approximately 25 years.
f. Can live between 200 to 400 years.
2. Reproduction
a. Flowers bloom between March to May.
b. Trees are monoecious.
1) The female and male flowers are present on the same tree but located on different parts of branches.
c. Pollination of the female flowers occurs primarily by wind.
3.
Address the anatomy and physiology.Acorns mature late in summer and fall from trees (Oak Flowers, n.d.).
C. The leaf structure and function
1. Anatomy
a. The leaves may have from 5 to 11 lobes.
b. Leaves have a primary midrib and radial veins.
c. The base of the leaf (margin) follows up to the first lobe interspersed with sinuses.
d. The petiole attaches the leaf to the branch.
e. APUS oak leaves attach alternate on branches.
2. Physiology
a. Leaves function to produce food for the tree.
b. Leaves convert energy from sunlight into complex molecules via photosynthesis.
c. Chlorophyll present in leaves captures photons.
d. A series of reactions inside plant cell chloroplasts produces water, oxygen and carbohydrates (Bassow and Bazzaz, 1998).
Think about how your organism obtains its energy.
D.
Energy Ecology
1. Photosynthesis
a. APUS oak is a primary producer.
b. It obtains its energy via photosynthesis.
c. Chloroplasts inside plant cell leaves conduct photosynthesis to produce carbohydrates, a form of stored energy.
2. APUS oak circulates nutrients via the conductive xylem and phloem.
a. The xylem conducts water upwards from the roots.
3. The phloem uses turgor pressure to transport sugar molecules to plant tissues (Archer & Barber, 2004; Photosynthesis, 2018).
E.
Address the
abiotic and biotic factors of your organisms habitat.Habitat
1. Abiotic
a. The natural environment of the APUS oak is outdoors in temperate climates.
b. Additional abiotic factors include:
1) Well drained soils.
2) Sandy loam and nutrient rich.
3) Full-sun.
4) Stable, neutral pH.
2. Biotic
a. Some common pests of the APUS oak include defoliators, caterpillars and oakworms.
b. Major leaf diseases are the result of fungi.
1) Oak Mildew can cause significant damage.
2) Occurs in high humidity conditions.
3)
Ensure that all internal citation references are listed on the Reference page, and vice
versa.
Check your spelling, grammar, and punctuation.Generally, oak mildew is not an issue in healthy oak trees (Imperial College, 2016).
III. Conclusions
A. The APUS oak tree (Americanus quercus) is commonly found in Charles Town, WV but can also be found across much of North American and into Canada.
B. APUS oak is a hardwood tree that matures in 25 years, can grow 100 feet tall and live for hundreds of years.
C. The leaves of the APUS oak tree are multi-lobed, attach alternate to branches and as primary producers, conduct photosynthesis.
D. Acorns are produced in the late fall from mature APUS oak trees that flower between March to May that are primarily wind pollinated.
E. The APUS oak tree leaves conduct photosynthesis which produces the trees energy.
F. The APUS oak tree prefers a temperate climate, sandy loam, neutral pH and well- drained soil for optimal growth and health.
G. The APUS oak tree is one of the largest trees, a hardwood and can live hundreds of years which make it a unique organism.
Use a minimum of five credible and scholarly references and list in APA format.References
20-20 Site. (2012). See It Clearly. Oak Tree. Retrieved from: http://www.2020site.org/trees/oak- tree.html
Arbor Day Foundation. (2016). Oak Trees- Theres an Oak Tree Where You Live. The Oak Tree Family. Types of Oak Trees. Retrieved from: https://shop.arborday.org/content.aspx?page=tree-oak
Archer, M., & Barber, J. (2004). Molecular to global photosynthesis. River Edge, NJ: Imperial College Press.
Bassow, S.L., and Bazzaz, F.A. (1998). How Environmental Conditions Affect Canopy Leaf- Level Photosynthesis in Four Deciduous Tree Species. Ecology 79.8 (1998): 2660 2675. Web.
Common Trees of Pennsylvania. (n.d.). Department of Conservation and Natural Resources Bureau of Forestry. Retrieved from: http://www.docs.dcnr.pa.gov/cs/groups/public/documents/document/dcnr_20029752.pdf
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