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Relationships and Biodiversity Student Laboratory Packet Page 5: Unlocking the Secrets of Interconnectedness
Are you a student grappling with the complexities of relationships and biodiversity, specifically the content covered on page 5 of your lab packet? This comprehensive guide dives deep into the concepts presented on that crucial page, clarifying key terms, offering practical examples, and providing a framework for understanding the intricate web of life. We’ll break down the often-confusing aspects of biodiversity and its relationships, ensuring you not only understand the material but can also excel in your coursework and beyond. This post serves as your ultimate resource for mastering the concepts detailed on "Relationships and Biodiversity Student Laboratory Packet Page 5."
Understanding Biodiversity: The Foundation of Life
Biodiversity, simply put, is the variety of life on Earth at all its levels, from genes to ecosystems. It encompasses the incredible diversity of species, the genetic variation within those species, and the complex ecosystems they form. Page 5 of your lab packet likely emphasizes the importance of biodiversity for ecosystem stability and functionality. This includes:
1. Species Richness and Evenness:
Page 5 probably introduces these two crucial components of biodiversity. Species richness refers to the total number of different species present in a given area. Species evenness, on the other hand, describes the relative abundance of each species. A high level of species evenness indicates that no single species dominates the community, leading to greater ecosystem resilience. Imagine a forest; high richness means many tree species, while high evenness means no single tree species overwhelmingly outnumbers the others.
2. Keystone Species and their Roles:
Keystone species, often highlighted on page 5, are those that have a disproportionately large impact on their environment relative to their abundance. Their removal can trigger dramatic cascading effects throughout the ecosystem. Think of sea otters and kelp forests; otters control sea urchin populations, preventing them from overgrazing the kelp. Without otters, the kelp forest, a crucial habitat, collapses.
Exploring Relationships Within Ecosystems: Interactions Matter
The section on page 5 likely delves into the various types of interactions between species within an ecosystem. These interactions shape the structure and function of the community and are crucial for maintaining biodiversity.
1. Predation and Competition:
Predation, the act of one organism consuming another, is a fundamental interaction. Page 5 probably explains how predation influences prey populations and shapes the structure of food webs. Competition, on the other hand, occurs when two or more species rely on the same limited resources. This can lead to competitive exclusion, where one species outcompetes the other, or resource partitioning, where species specialize in using different aspects of the same resource.
2. Symbiotic Relationships:
Your lab packet likely explores the different types of symbiotic relationships: mutualism (both species benefit), commensalism (one benefits, the other is unaffected), and parasitism (one benefits at the expense of the other). Understanding these relationships is vital for grasping the interconnectedness of species within an ecosystem. Consider the relationship between bees and flowers: mutualism, as bees receive nectar and flowers are pollinated.
3. Food Webs and Trophic Levels:
Page 5 likely includes a discussion of food webs, illustrating the complex feeding relationships within an ecosystem. Understanding trophic levels (producer, primary consumer, secondary consumer, etc.) is vital for comprehending energy flow and nutrient cycling. Disruptions at one trophic level can have significant ripple effects throughout the entire web.
Applying the Knowledge: Analyzing Ecosystem Dynamics
After defining the concepts, page 5 might present scenarios or data sets to analyze. This could involve:
Interpreting graphs: Showing species abundance, diversity indices, or changes in population size over time.
Identifying interactions: Determining the type of relationship between different species based on observational data.
Predicting consequences: Evaluating the potential impact of disturbances (e.g., habitat loss, invasive species) on ecosystem stability.
Conclusion
Mastering the material on "Relationships and Biodiversity Student Laboratory Packet Page 5" requires a solid understanding of biodiversity components, species interactions, and ecosystem dynamics. By understanding these fundamental principles, you can appreciate the intricate web of life and the importance of preserving biodiversity for the health of our planet. This guide aims to provide a clear and concise explanation of these concepts, helping you succeed in your studies and foster a deeper appreciation for the natural world.
FAQs
1. What is a biodiversity index, and why is it important? Biodiversity indices provide quantitative measures of biodiversity, allowing for comparison between different ecosystems or changes over time. They account for both species richness and evenness.
2. How do invasive species impact biodiversity? Invasive species often outcompete native species for resources, leading to declines in native populations and potentially even extinctions, thus decreasing biodiversity.
3. What is the difference between a food chain and a food web? A food chain is a linear sequence of organisms showing who eats whom. A food web is a more complex network illustrating multiple interconnected food chains.
4. How can human activities affect biodiversity? Habitat destruction, pollution, climate change, and overexploitation of resources are all significant human activities that negatively impact biodiversity.
5. Why is biodiversity conservation important? Biodiversity provides essential ecosystem services (e.g., clean air and water, pollination, climate regulation), supports human well-being, and enhances the resilience of ecosystems to environmental changes.
| relationships and biodiversity student laboratory packet page 5: The Living Environment: Prentice Hall Br John Bartsch, 2009 |
| relationships and biodiversity student laboratory packet page 5: Biology for AP ® Courses Julianne Zedalis, John Eggebrecht, 2017-10-16 Biology for AP® courses covers the scope and sequence requirements of a typical two-semester Advanced Placement® biology course. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology for AP® Courses was designed to meet and exceed the requirements of the College Board’s AP® Biology framework while allowing significant flexibility for instructors. Each section of the book includes an introduction based on the AP® curriculum and includes rich features that engage students in scientific practice and AP® test preparation; it also highlights careers and research opportunities in biological sciences. |
| relationships and biodiversity student laboratory packet page 5: Grace and Box Kim Howard, 2021-01-26 A little girl and a refrigerator box go on many adventures as they imagine all the things they can be in this debut picture book from Kim Howard and Megan Lotter, Grace and Box... Grace and Box have become fast friends. Box delivered a refrigerator earlier in the week and by the end of it, Grace and Box had already been to space, gone camping, and explored the depths of the sea together. But on Sunday, Grace notices something’s wrong with her buddy. Box has some rips and crumples that Band-Aids, ice packs, and rest on the couch can’t seem to heal. Grace certainly doesn't want these adventures to end, so she is determined to fix Box so that they can continue their play together! A universal friendship (child and box) has come alive in this imaginative and humorous picture book. The depths of friendships run deep with children, even if they're just boxes to us! |
| relationships and biodiversity student laboratory packet page 5: Concepts of Biology Samantha Fowler, Rebecca Roush, James Wise, 2023-05-12 Black & white print. Concepts of Biology is designed for the typical introductory biology course for nonmajors, covering standard scope and sequence requirements. The text includes interesting applications and conveys the major themes of biology, with content that is meaningful and easy to understand. The book is designed to demonstrate biology concepts and to promote scientific literacy. |
| relationships and biodiversity student laboratory packet page 5: Biology ANONIMO, Barrons Educational Series, 2001-04-20 |
| relationships and biodiversity student laboratory packet page 5: Brief Review for New York John Bartsch, 2004 |
| relationships and biodiversity student laboratory packet page 5: The Handbook of Environmental Education Philip Neal, Joy Palmer, 2003-10-04 First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company. |
| relationships and biodiversity student laboratory packet page 5: DNA Barcodes Ida Lopez, David L. Erickson, 2012-06-12 A DNA barcode in its simplest definition is one or more short gene sequences taken from a standardized portion of the genome that is used to identify species through reference to DNA sequence libraries or databases. In DNA Barcodes: Methods and Protocols expert researchers in the field detail many of the methods which are now commonly used with DNA barcodes. These methods include the latest information on techniques for generating, applying, and analyzing DNA barcodes across the Tree of Life including animals, fungi, protists, algae, and plants. Written in the highly successful Methods in Molecular BiologyTM series format, the chapters include the kind of detailed description and implementation advice that is crucial for getting optimal results in the laboratory. Thorough and intuitive, DNA Barcodes: Methods and Protocols aids scientists in continuing to study methods from wet-lab protocols, statistical, and ecological analyses along with guides to future, large-scale collections campaigns. |
| relationships and biodiversity student laboratory packet page 5: The Origin of Species by Means of Natural Selection, Or, The Preservation of Favored Races in the Struggle for Life Charles Darwin, 1896 |
| relationships and biodiversity student laboratory packet page 5: Academic Writing for Graduate Students John M. Swales, Christine B. Feak, 1994 A Course for Nonnative Speakers of English. Genre-based approach. Includes units such as graphs and commenting on other data and research papers. |
| relationships and biodiversity student laboratory packet page 5: The World Bank Participation Sourcebook , 1996 Presents case studies resulting from participation in the World Bank by developing countries such as Chad, Brazil, and Nigeria |
| relationships and biodiversity student laboratory packet page 5: The Serengeti Rules Sean B. Carroll, 2024-08-20 One of today's most accomplished biologists and gifted storytellers reveals the rules that regulate all life How does life work? How does nature produce the right numbers of zebras and lions on the African savanna, or fish in the ocean? How do our bodies produce the right numbers of cells in our organs and bloodstream? In The Serengeti Rules, award-winning biologist and author Sean Carroll tells the stories of the pioneering scientists who sought the answers to such simple yet profoundly important questions, and shows how their discoveries matter for our health and the health of the planet we depend upon. One of the most important revelations about the natural world is that everything is regulated—there are rules that regulate the amount of every molecule in our bodies and rules that govern the numbers of every animal and plant in the wild. And the most surprising revelation about the rules that regulate life at such different scales is that they are remarkably similar—there is a common underlying logic of life. Carroll recounts how our deep knowledge of the rules and logic of the human body has spurred the advent of revolutionary life-saving medicines, and makes the compelling case that it is now time to use the Serengeti Rules to heal our ailing planet. Bold and inspiring, The Serengeti Rules illuminates how life works at vastly different scales. Read it and you will never look at the world the same way again. |
| relationships and biodiversity student laboratory packet page 5: Why the Emu Can't Fly May O'Brien, 1992 Why The Emu Can't Fly describes how vanity leads to loss of power and position. |
| relationships and biodiversity student laboratory packet page 5: Anatomy and Physiology J. Gordon Betts, Peter DeSaix, Jody E. Johnson, Oksana Korol, Dean H. Kruse, Brandon Poe, James A. Wise, Mark Womble, Kelly A. Young, 2013-04-25 |
| relationships and biodiversity student laboratory packet page 5: Green Logistics Alan McKinnon, Michael Browne, Anthony Whiteing, Maja Piecyk, 2015-02-03 Leading the way in current thinking on environmental logistics, Green Logistics provides a unique insight on the environmental impacts of logistics and the actions that companies and governments can take to deal with them. It is written by leading researchers in the field and provides a comprehensive view of the subject for students, managers and policy-makers. Fully updated, the 3rd edition of Green Logistics has a more global perspective than previous editions. It introduces new contributors and international case studies that illustrate the impact of green logistics in practice. There is a new chapter on the links between green logistics and corporate social responsibility and a series of postscripts examining the effects of new developments, such as 3D printing, distribution by drone, the physical internet and the concept of peak freight. Other key topics examined include: carbon auditing of supply chains; transferring freight to greener transport modes; reducing the environmental impact of warehousing; improving the energy efficiency of freight transport; making city logistics more environmentally sustainable; reverse logistics for the management of waste; role of government in promoting sustainable logistics. The 3rd edition of Green Logistics includes indispensable online supporting materials, including graphics, tables, chapter summaries, and guidelines for lecturers. |
| relationships and biodiversity student laboratory packet page 5: On the Origin of Species Illustrated Charles Darwin, 2020-12-04 On the Origin of Species (or, more completely, On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life),[3] published on 24 November 1859, is a work of scientific literature by Charles Darwin which is considered to be the foundation of evolutionary biology.[4] Darwin's book introduced the scientific theory that populations evolve over the course of generations through a process of natural selection. It presented a body of evidence that the diversity of life arose by common descent through a branching pattern of evolution. Darwin included evidence that he had gathered on the Beagle expedition in the 1830s and his subsequent findings from research, correspondence, and experimentation. |
| relationships and biodiversity student laboratory packet page 5: The Art of Being Human Michael Wesch, 2018-08-07 Anthropology is the study of all humans in all times in all places. But it is so much more than that. Anthropology requires strength, valor, and courage, Nancy Scheper-Hughes noted. Pierre Bourdieu called anthropology a combat sport, an extreme sport as well as a tough and rigorous discipline. ... It teaches students not to be afraid of getting one's hands dirty, to get down in the dirt, and to commit yourself, body and mind. Susan Sontag called anthropology a heroic profession. What is the payoff for this heroic journey? You will find ideas that can carry you across rivers of doubt and over mountains of fear to find the the light and life of places forgotten. Real anthropology cannot be contained in a book. You have to go out and feel the world's jagged edges, wipe its dust from your brow, and at times, leave your blood in its soil. In this unique book, Dr. Michael Wesch shares many of his own adventures of being an anthropologist and what the science of human beings can tell us about the art of being human. This special first draft edition is a loose framework for more and more complete future chapters and writings. It serves as a companion to anth101.com, a free and open resource for instructors of cultural anthropology. This 2018 text is a revision of the first draft edition from 2017 and includes 7 new chapters. |
| relationships and biodiversity student laboratory packet page 5: Just-Right Reading Response Activity Sheets for Young Learners Erica Bohrer, 2010-05 These comprehension-boosting graphic organizers are designed for use with fiction and nonfiction books. The simple formats help young readers really think about what they read, then record their thoughts in an organized, meaningful way.--[book cover]. |
| relationships and biodiversity student laboratory packet page 5: Texas Aquatic Science Rudolph A. Rosen, 2014-12-29 This classroom resource provides clear, concise scientific information in an understandable and enjoyable way about water and aquatic life. Spanning the hydrologic cycle from rain to watersheds, aquifers to springs, rivers to estuaries, ample illustrations promote understanding of important concepts and clarify major ideas. Aquatic science is covered comprehensively, with relevant principles of chemistry, physics, geology, geography, ecology, and biology included throughout the text. Emphasizing water sustainability and conservation, the book tells us what we can do personally to conserve for the future and presents job and volunteer opportunities in the hope that some students will pursue careers in aquatic science. Texas Aquatic Science, originally developed as part of a multi-faceted education project for middle and high school students, can also be used at the college level for non-science majors, in the home-school environment, and by anyone who educates kids about nature and water. To learn more about The Meadows Center for Water and the Environment, sponsors of this book's series, please click here. |
| relationships and biodiversity student laboratory packet page 5: The Crucible Arthur Miller, 1982 |
| relationships and biodiversity student laboratory packet page 5: Autonomous Horizons Greg Zacharias, 2019-04-05 Dr. Greg Zacharias, former Chief Scientist of the United States Air Force (2015-18), explores next steps in autonomous systems (AS) development, fielding, and training. Rapid advances in AS development and artificial intelligence (AI) research will change how we think about machines, whether they are individual vehicle platforms or networked enterprises. The payoff will be considerable, affording the US military significant protection for aviators, greater effectiveness in employment, and unlimited opportunities for novel and disruptive concepts of operations. Autonomous Horizons: The Way Forward identifies issues and makes recommendations for the Air Force to take full advantage of this transformational technology. |
| relationships and biodiversity student laboratory packet page 5: Daily Reading Comprehension, Grade 2 Evan-Moor Educational Publishers, 2018 Daily instruction on reading strategies and skills needed to improve comprehension and raise test scores. |
| relationships and biodiversity student laboratory packet page 5: College Success Amy Baldwin, 2020-03 |
| relationships and biodiversity student laboratory packet page 5: Population Regulation Robert H. Tamarin, 1978 |
| relationships and biodiversity student laboratory packet page 5: Ecology Basics Salem Press, 2004 Mammalian social systems--Zoos. Appendices and indexes. |
| relationships and biodiversity student laboratory packet page 5: OpenIntro Statistics David Diez, Christopher Barr, Mine Çetinkaya-Rundel, 2015-07-02 The OpenIntro project was founded in 2009 to improve the quality and availability of education by producing exceptional books and teaching tools that are free to use and easy to modify. We feature real data whenever possible, and files for the entire textbook are freely available at openintro.org. Visit our website, openintro.org. We provide free videos, statistical software labs, lecture slides, course management tools, and many other helpful resources. |
| relationships and biodiversity student laboratory packet page 5: The Beak of the Finch Jonathan Weiner, 2014-05-14 PULITZER PRIZE WINNER • A dramatic story of groundbreaking scientific research of Darwin's discovery of evolution that spark[s] not just the intellect, but the imagination (Washington Post Book World). “Admirable and much-needed.... Weiner’s triumph is to reveal how evolution and science work, and to let them speak clearly for themselves.”—The New York Times Book Review On a desert island in the heart of the Galapagos archipelago, where Darwin received his first inklings of the theory of evolution, two scientists, Peter and Rosemary Grant, have spent twenty years proving that Darwin did not know the strength of his own theory. For among the finches of Daphne Major, natural selection is neither rare nor slow: it is taking place by the hour, and we can watch. In this remarkable story, Jonathan Weiner follows these scientists as they watch Darwin's finches and come up with a new understanding of life itself. The Beak of the Finch is an elegantly written and compelling masterpiece of theory and explication in the tradition of Stephen Jay Gould. |
| relationships and biodiversity student laboratory packet page 5: IB Biology Student Workbook Tracey Greenwood, Lissa Bainbridge-Smith, Kent Pryor, Richard Allan, 2014-10-02 |
| relationships and biodiversity student laboratory packet page 5: Cal/OSHA Pocket Guide for the Construction Industry , 2015-01-05 The Cal/OSHA Pocket Guide for the Construction Industry is a handy guide for workers, employers, supervisors, and safety personnel. This latest 2011 edition is a quick field reference that summarizes selected safety standards from the California Code of Regulations. The major subject headings are alphabetized and cross-referenced within the text, and it has a detailed index. Spiral bound, 8.5 x 5.5 |
| relationships and biodiversity student laboratory packet page 5: Developing Minds Arthur L. Costa, 2001 What does research tell us about the effects of school leadership on student achievement? What specific leadership practices make a real difference in school effectiveness? How should school leaders use these practices in their day-to-day management of schools and during the stressful times that accompany major change initiatives? Robert J. Marzano, Timothy Waters, and Brian A. McNulty provide answers to these and other questions in School Leadership That Works. Based on their analysis of 69 studies conducted since 1970 that met their selection criteria and a recent survey of more than 650 building principals, the authors have developed a list of 21 leadership responsibilities that have a significant effect on student achievement. Readers will learn the specific behaviors associated with the 21 leadership responsibilities; the difference between first-order change and second-order change and the leadership responsibilities that are most important for each; how to work smart by choosing the right work to focus on to improve student achievement; the advantages and disadvantages of comprehensive school reform models for improving student achievement; how to develop a site-specific approach to improving student achievement, using a framework of 11 factors and 39 action steps; and a five-step plan for effective school leadership. Combining rigorous research with practical advice, School Leadership That Works gives school administrators the guidance they need to provide strong leadership for better schools. |
| relationships and biodiversity student laboratory packet page 5: Schools of Thought Rexford Brown, 1993-08-10 As a result of his visits to classrooms across the nation, Brown has compiled an engaging, thought-provoking collection of classroom vignettes which show the ways in which national, state, and local school politics translate into changed classroom practices. Captures the breadth, depth, and urgency of education reform.--Bill Clinton. |
| relationships and biodiversity student laboratory packet page 5: What Makes the First-year Seminar High Impact? Tracy L. Skipper, 2017 The responsibility for college success has historically rested with the student, but since the 1980s, educators have taken increasing ownership of this, designing structures that increase the likelihood of learning, success, and retention. These efforts have included a variety of initiatives--first year seminars, learning communities, writing-intensive courses, common intellectual experiences, service-learning, undergraduate research, and senior capstones among others--that have come to be known as high-impact practices. Although first year seminars have been widely accepted as a high impact educational practice leading to improved academic performance, increased retention and acquisition of critical 21st Century outcomes, first-year seminars tend to be loosely defined in the literature. National explorations of course structure and administration demonstrate the diversity of the curricular initiatives across various campuses. In order to determine the attributes that all of these varied courses share in common that contribute to their effectiveness, the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina invited contributions for a book exploring effective educational practices within the first-year seminar. This collection of case studies represents a wide variety of institutional and seminar types. The authors describe the structure, pedagogy, and assessment strategies that lead to high quality seminars and they offer abundant models for ensuring the delivery of a high-quality educational experience to all entering students. The table of contents includes the following: (1) Structural Supports for Effective Educational Practices in the First-Year Seminar (Tracy L. Skipper); (2) The American University of Rome (Jenny Petrucci); (3) Cabrini University (Richard Gebauer, Michelle Filling-Brown, and Amy Perischetti); (4) Clark University (Jessica Bane Robert); (5) Coastal Carolina University (Michele C. Everett); (6) Durham Technical Community College (Kerry F. Cantwell and Gabby McCutchen); (7) Florida South Western State College (Eileen DeLuca, Kathy Clark, Myra Walters, and Martin Tawil); (8) Indiana University--Purdue University Indianapolis (Heather Bowman, Amy Powell, and Cathy Buyarski); (9) Ithaca College (Elizabeth Bleicher); (10) LaGuardia Community College, CUNY (Tameka Battle, Linda Chandler, Bret Eynon, Andrea Francis, Preethi Radhakrishnan, and Ellen Quish); (11) Loyola University Maryland (Mary Ellen Wade); (12) Malone University (Marcia K. Everett, Jay R. Case, and Jacci Welling); (13) Montana State University (Margaret Konkel and Deborah Blanchard); (14) Northern Arizona University (Rebecca Campbell and Kaitlin Hublitz); (15) Southern Methodist University (Caitlin Anderson, Takeshi Fujii, and Donna Gober); (16) Southwestern Michigan College (Christi Young, Jeffrey Dennis, and Donald Ludman); (17) St. Cloud State University (Christine Metzo); (18) Texas A & M University-Corpus Christi (Rita A. Sperry, Andrew M. Garcia, Chelsie Hawkinson, and Michelle Major); (19) The University of Arizona (Marla Franco, Jessica Hill, and Tina Wesanen-Neil); (20) University of Kansas (Alison Olcott Marshall and Sarah Crawford-Parker); (21) University of Maryland Baltimore County (Lisa Carter Beall); (22) University of New Hampshire (Neil Niman, Tamara Rury, and Sean Stewart); (23) University of North Carolina Wilmington (Zachary W. Underwood); (24) University of Northern Iowa (Deirdre Heistad, April Chatham-Carpenter, Kristin Moser, and Kristin Woods); (25) University of Texas at Austin (Ashley N. Stone and Tracie Lowe); (26) University of Texas at San Antonio (Kathleen Fugate Laborde and Tammy Jordan Wyatt); (27) University of Wisconsin-Madison (Susan Brantly and Sorabh Singhal); (28) Virginia Commonwealth University (Melissa C. Johnson and Bety Kreydatus); and (29) Conclusion: What Does It Mean to Be High Impact? (Tracy L. Skipper). (Individual chapters contain references.). |
| relationships and biodiversity student laboratory packet page 5: Elevate Science Zipporah Miller, Michael J. Padilla, Michael Wysession, 2019 |
| relationships and biodiversity student laboratory packet page 5: Science, Meaning, & Evolution Basarab Nicolescu, 1991 A thought-provoking study of the links or correspondences between modern research in quantum physics and the ideas of the great religious traditions of the past, with emphasis on the cosmology of Jacob Boehme. Includes selections from Boehme's writings. |
| relationships and biodiversity student laboratory packet page 5: National 4 Biology Nicky Souter, 2015-09-25 Exam Board: SQA Level: National 4 Subject: Science First Teaching: September 2013 First Exam: June 2014 This book is a comprehensive resource for pupils studying National 4 Biology, which adheres closely to the SQA syllabus. Each section of the book matches a mandatory unit of the syllabus, and each chapter corresponds to a key area. In addition to the core text, the book contains a variety of special features: · Activities to consolidate learning · Worked examples to demonstrate key processes · In-text questions to test knowledge and understanding · End-of-chapter questions for homework and assessment · Summaries of key facts and concepts · Integrated advice on the Added Value Unit · Answer section at the back of the book |
| relationships and biodiversity student laboratory packet page 5: Connecting Math Concepts Level C Studentworkbook 1 SRA/McGraw-Hill, Owen Engelmann, 2011-09-01 Contains a remedial mathematics program for grades K-5. |
| relationships and biodiversity student laboratory packet page 5: Biological Science Biological Sciences Curriculum Study, 1987 |
| relationships and biodiversity student laboratory packet page 5: Smarty No Pants Joy Cowley, 2009 Smarty Pants finds out that washing his pants on a windy day is not a good idea. Suggested level: junior. |
| relationships and biodiversity student laboratory packet page 5: Climate Change 2007 Intergovernmental Panel on Climate Change. Working Group 2, 2007 |
| relationships and biodiversity student laboratory packet page 5: General Catalog Iowa State University, 1995 |
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