Bio 100 a Home Labs and Virtual Unit One and Two

8/20/2019 Bio 100 a Home Labs and Virtual Unit One and Two

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Lab Report 1

Purpose:

The purpose of this lab was to get comfortable with different forms of measurement and conversions in orderto work with the concepts and use them in later labs.

Lab Observations:

In this lab there were not man things to observe! but that does not mean that I did not learn a lot from this lab.I began b using a ruler and string to measure several ob"ects such as m favorite sandals! m inde# finger! pencil!the width of m debit card and the circumference of m head and thigh. $fter measuring these items! I calculatedthe conversions necessar with a calculator %as it am not a ver good math student&. I also calculated the value ofuncertaint for each measurement. $fter doing this in table 1.1! I was able to calculate the volume of m head intable 1.'. I ne#t moved on to length measurements which I was given measurements to convert betweenkilometers! meters! miles and feet. The ne#t two tables called for mass and volume conversion which I was able tocalculate. The last two tables were temperature conversion and binar fission bacteria growth. I completed alltables and now feel confident in m conversion skills with all the opportunities that I was given to practice with inthis lab.

Lab $nswers:. Using a metric ruler, determine the length of the items in Table 1.1 below:

In the final column, you are to estimate your measurement precision. To do this, measure each item a second or even thirdtime. How close are the measurements? If there is a range of values for the length you measure, record the averagedifference between measurement values as your uncertainty. If your measured value for a given obect appears the sameafter repeated measurements, this does not necessarily mean that your uncertainty is !ero. "oo# closely at your ruler ormeasurement device and estimate the smallest unit of length that you would be able to discriminate with it. $verymeasurement device has limits. %or instance, very few people use a ruler with a precision greater than 1&' or 1&( of amillimeter) in many cases, even this precision is difficult or impossible to obtain. Typically *&+ 1 mm is standard formeasuring flat obects with a ruler, but this uncertainty can be epected to go up when the obect has significant curvature orits length is not -uite so well defined.

To measure the circumference length around/ of your head or thigh, wrap a piece of string around it and mar# where thestring meets itself. Then lay the string out flat and measure the length with your ruler.

Table 1.1. 0etric measurements and uncertainties.

meters cm mm inches (ncertaint)

*our favorite shoe +.',- ',.- ',-. 11 /0.'2

*our inde# finger +.+343' 3.43' 34.3' 4.4 /0.'

$ pencil +.+,3, ,.3, ,3., 4.1 /0.'2

5ingernail of our pink +.+1+663 1.+663 1+.663 .' /0.'

7idth of a credit card +.++4226 +.4226 4.226 .1 /0.1

The circumference ofour thigh

+.642+ 64.2+ 642 '2 /01

The circumference ofour head

+.244 24.4 244. '1 /01

'. 0easure and record volume in Table 1.(.


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$stimate the rough volume of your head by using the circumference denoted / and multiplying out this formula based onthe volume of a sphere 23 r '&' 2 '&4

5olume 6 1&78 9 9 9 2 '&78

$stimate the uncertainty in your head volume 5, called ;delta 5;/ calculation by using the uncertainty in yourmeasurement of the circumference of your head denoted / and multiplying through the following formula:

5 6 '&78 9 9 9 2 '&78 9 ( 9

Table 1.'. Head volume and uncertainty estimates.

ircumference /

Uncertainty inircumference /

Head 5olume

6 1&78 '

Uncertainty inHead 5olume 5/6 '&78 9 ( 9

'1 ''.' 126., cm4 /01

. omplete the conversions in Table 1.'. The first row has been done.

Table 1.4. "ength conversions.

Length km m miles feet

'.+ km '.+ '!+++ 1.' 6!26'

,+2 m .,+2 ,+2 .43 '41'.-

4.'2 miles 2.'4 2'4+.4 4.'2 1,16+

4++ ft .+-1 -1. .+2 4++

. omplete the conversions in Table 1.3.

Table 1.. 0ass conversions.7eight kg g pounds %lbs&

2.+ kg 2.+ 2+++ 11.+'

++ g . ++ .331

2+ pounds ''.6, ''6,-.6 2+


Table 1.2. 5olume conversions.

8olume liters ml gallons

6.+ liters %l& 6.+ 6+++ 1.232

6++ ml .6 6++ .123

4 gallons 11.42 11426.'4 4


Table 1.6. Temperature conversions.

Temperature 9 95


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1++ 9 1++ '1'

', 9 ', 3+.6

' 9 ' '3.

', 95 '.,, ',

-2 95 42 -2

+ 95 + +

. to refer to how long it ta#es a population to double in si!e. This concept isparticularly useful when the average time for a given individual to reproduce is fairly constant in a species. onsider abacterial population that can reproduce by dividing into two daughter cells binar fission/ from an original single individualcell. ssume a doubling time of ten minutes and fill out the following table. t time !ero there is one bacterium, ten minuteslater there are two bacteria, ten minutes after that there are 3 bacteria, etc. %ill in the blan#s in Table 1.@.

Table 1.,.


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Lab Report '

Purpose:

The purpose of this lab was to observe and recogni>e different catalase activities and p? changes.

Lab Observations:In this lab I first collected all necessar materials and read through the e#periment before beginning. I

gathered some glasses from m kitchen! making sure that the one that held the ammonia was disposable. I thenpeeled and chopped up a white potato and added it to glasses '. I then added water to glass one! water to glasstwo! vinegar to glass three! and ammonia to glass four. e of bubbles! an estimation of p?and the amount of catalase activit.

Lab $nswers:. %ill in the following table. ompare all cups. Use relative terms to describe the si!e and number of bubbles in each cup. %or

instance, describe the Aumber of Bubbles using the terms: No bubbling, Moderate bubbling, Good bubbling, Very goodbubbling. To describe average bubble si!e use the terms: Very small, Small, Large, or Very large. To describe pH withoutaccess to pH detectors, simply use the pH chart earlier in this chapter to describe each as acidic, neutral, or basic. To

describe the atalase ctivity, use your data on the si!e and number of bubbles to estimate the amount of gas produced inthe atalase mediated process. Use the following terms: Very Low, Low, Moderate, High, Very high

Table '.1. atalase reaction observations.

up e of=ubbles

p? atalase$ctivit

1


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4 Boderate =ubbling Amall $cidic Low

Cood =ubbling Large =asic ?igh

. Bubbling indicates the formation of what chemical?=ubbling means that o#gen is being released from the solution due to the catalst activit.

. Cescribe the activity of atalase as pH increases. Co you thin# that other en!ymes are li#ely to behave in this way as well?

Dhy or why not.The catalst speeds up the rate of reaction and breakdown of molecules I think that other en>mes will actsimilarl.

. ssume that you have a pH meter which would enable you to very accurately measure the pH of a solution. Cescribe aneperimental design that would allow you to pinpoint the eact pH at which atalase is the most active.If I was going to use p? strips! I would monitor the p? in man phases of the e#periment. I would first test the p?

with the water onl! then after I added the potatoes! then 21+ minutes later after the solutions absorbed into thepotatoes and after I added the hdrogen pero#ide. This would ensure that I could identif definitivel what changesoccurred in p? throughout the duration of the e#periment.

. Eegarding cup F1:a/ Cescribe the utility of cup F1 as a control.

up one served as a control in this e#periment. 7ithout this cup! I wouldnDt have been able to see a great contratand identif which elements had the greatest amount of catalst activit.

/ Dhat other material did you introduce to this cup? Cescribe what you observed. How does atalase activity in the materialyou investigated compare to potato?I did not introduce an other material in this cup because I used it to compare it to other cups as a control. Iimagine using other tpes of materials would create different reactions based on the material.

onclusion:I found this e#periment to be ver fun and also informational. I did not think that potatoes would change the

reaction activit so largel from glass one to glass two! this was ver surprising and interesting to learn. I liked that

this e#periment was simple but also ver eas to understand and measure results. I learned that the catalstreaction can be ver different dependent on which material are used to conduct the e#periment. I think that usingp? strips as described in @uestion 2b would have enhanced this e#periment but without them I was still able tomeasure visual differences between the reactions. I would like to do this e#periment with p? strips in the future!the are "ust difficult to find at times.


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Lab Report 4

Purpose:

The purpose of this lab was to e#periment with different materials and conditions to create the optimalconditions to which the carbon ccle can be carried out.

Lab Observations:

To set up this e#periment! I gathered all materials and read through the procedures before beginning thee#periment. I first began b drinking a lot of diet coke to clear out the bottles for the e#periment then washed themso that the would be read for the e#periment! I then took all the bottles and labeled the bottles and caps withpermanent marker so that I would be able to keep track of which bottles contained each element. I then beganputting the east in each bottle! followed b the allotted amount of water and sugar as described in table '.1. I thenmeasured the height of each solution to make sure that if there were an changes during the e#periment I would beable to observe them. I then added the balloons to the top of each bottle and placed bottles '6 in a large pot with "ust enough water so the would not float! and added the meat thermometer to the pot as well so that I couldmonitor the temperature within the pot. I then turned the heat on low and waited for '+ minutes and observed andrecorded the results below. I also took before and after pictures %the first two above from right when I started to thethird picture of how the turned out after '+ minutes&.

Lab $nswers:1. "ist the following eperimental materials:

a/ Gind of yeast used: 5leischmannDs 5resh $ctive *eastb/ Gind of water used: Tap waterc/ verage temperature of the water bath during the eperiment: 11+ 5d/ verage room temperature during the eperiment estimate if necessary/: ,3 5e/ Curation of yeast solutions eposure to bath: '+ Binutes

'. "ist your results in Tables '.1 + '.3.

Table 4.1. Independent variables and eperimental conditions.


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=ottle Augar *east 7ater *east solutionheight %in cm&

To be heated in warm water bathE

1 1 teasp ' teasp F cup 4.+3 e *east growth Other observations

1 .,2 inches Low growth Amall e#pansion of balloon

' '.'+ inches Large growth Large e#pansion of balloon

4 '.'+ inches Large growth Large e#pansion of balloon

1.2 inches Bedium growth Bedium e#pansion of balloon

2 1 inch Low0Bediumgrowth

Amall0Bedium e#pansion of balloon

6


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=ottle Independent 8ariable *east growth: %hange insolution height&

=alloon 8olume%cm4&

(ncertaint in=alloon 8olumeestimate %)8&

1


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educational! I did not know that the amount of sugar would have such a great effect on the e#periment so thissurprised me. I reall en"oed doing this e#periment and it was a ver great design for a home e#periment.

Lab Report Purpose:

The purpose of this e#periment was to visuall e#amine ;


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Table .1. e.g., spouse, friends, co+wor#ers, etc./. s before, phenotypes for a given trait are recorded with asingle letter. ou may wish to report separately on your children and spouse in Table 3.'.

Table .'. bserved parental, sibling, and otherMs phenotypes,

Trait BotherDsPhenotpe

5atherDsPhenotpe

RelativesDPhenotpe%s&

OthersDPhenotpe%s&

Tongue rolling %R or r&

Rr RR RR Rr

Jarlobe attachment %( or u&

(u (( (u uu

?itchhiker thumb %? or h&

hh hh ?h ??

In Table 3.(, are there any traits that are particularly common or uncommon among you and your relatives, compared to the

unrelated others?In m famil! although the gene for a hitchhikers thumb is recessive! man people in m famil e#press this

trait. This implies that man people carr a gene that is hh or ?h in m famil and it is more common in mparticular famil than it is in general.

onclusion:

I reall en"oed learning about ;


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The purpose of this lab was to e#amine the life ccle of seeds and germination as well as learn how seeds aredispersed b parent plants.

"ab bservations:;uring the first portion of the lab I collected all the materials necessar for this e#periment. I found a pinecone

from a tree near m house. 7ith the pine cone! I followed all lab e#periment instructions and recorded m resultsbelow. The change in the pine cone suggested that water plas a large role in germination. The water acted as theactivation to release seeds in the pine cone.

In the second portion of the lab I learned about vascular transport b e#amining it in a celer stock as it filled with water. This part of the lab helped conve the travel that water makes from the root to the top of plants.

The third part of the e#periment consisted of gaining knowledge in the area of seed dispersal. I learned howimportant it is for a parent plant to use various modes of transport to disperse seeds in order to increase theirlikelihood of survival. I also learned how fire! smoke and heat can also be a catalst to seed release in some plantsor trees and be beneficial to their ecolog.

"ab nswers:1. natomy of a pine.

a/


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b/ hypocotyl? The hpocotl is responsible for the maturation from seed to plant.c/ epicotyl? The epicotl is the embronic representation of what will later mature into a plantDs leaves.

onclusion:In this lab I learned about plants and how germination and production of seeds is ver important to their

life ccles. In the pine cone! it was seen that water was used as an agent to influence the seed into being released.In the second part of the lab! the celer was used to show how water is transported throughout a plant and thisgave a more visual representation about how water travels. This lab showed how different plants and trees such as

the redwoods use environmental elements to aid in their own germination processes and these elements canactuall act to release seeds. This lab showed man of the was that plants participate in processes which aid theirlife ccle and reproduction.

"ab Eeport 4


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Blue dye P/ .1 cm

Eed dye non+P/ .1 cm

Blue dye non+P/ .1 cm

'. %rom Luestion ( above, did the dyes travel at the same rate? Dhat can you conclude about the effect of salinity on water transport in celery from this eperiment?


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"ab 4B: Peed germination and environmental conditions

3. bserve the radish seed and sprout. re radishes monocots or dicots? How can you tell?The appearance of cotledons and leaves during germination signif that a radish is a dicot.

7. Cescribe the results of your eperiment in Table 4.(. How many sprouted seeds were present in each group per day?Include any other relevant observations, such as appearance, color, etc. Include any alternative treatments orconditions.

Table 6.'. Aeed germination.

Initial date %;a +&: +20'20'+1

Record G sprouts! appearance! etc. per da.

Aaline solution ;a 1: ;a ': ;a 4: ;a :

+ %M+M cup&

+ AproutedAeeds!Aolid

+ AproutedAeeds! AlightAplitting

' AproutedAeeds! Largehange inCrowth

' AproutedAeeds! BoreCrowthJvident

4.1 %M104'M cup&

+ Aprouted

Aeeds

+ Aprouted

Aeeds

1 Aprouted

Aeed

' Aprouted

Aeeds

6.4 %M1016 cup& + AproutedAeeds

+ AproutedAeeds


1 AproutedAeed

1'.2 %M103M cup& + AproutedAeeds

+ AproutedAeeds


1 AproutedAeed

'2 %M10M cup& + AproutedAeeds

+ AproutedAeeds

+ AproutedAeeds

+ AproutedAeeds

2+ %M10'M cup&

+ AproutedAeeds!

loud$ppearance

+ Aprouted

Aeeds! loud$ppearance

+ Aprouted

Aeeds! loud$ppearance

+ AproutedAeeds!

loud$ppearance

$lternative: Augar

+ AproutedAeeds!JvidentAugar

1 AproutedAeed! AugarLess 8isible

' AproutedAeeds! Augar isAlightl 8isible

' AproutedAeeds! Augar(nnoticeable

$lternative: $spirin %'& + AproutedAeeds

+ AproutedAeeds! AlightReddish olor

1 AproutedAeed! olor$ppears to beRed

' AproutedAeeds!learerolored7ater

4. %rom your results in Table 4.(, draw a conclusion about the effect of salinity on sprouting success. Include conclusionsdrawn from alternative treatments or conditions.

The presence of salt had a large impact on the germination of seeds. It appears that the more salt that ispresent! the slower seeds are able to grow and mature. Large amounts of salt present actuall showed verlittle progress compared to the less salt brother0sister seeds. The alternates that I used in this e#periment!aspirin and sugar actuall seemed to aid in germination of the seeds.


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onclusion:In this e#periment I learned that several natural processes within plants can easil be interrupted from outside

stimulus. Aalt had a negative impact on both the celer and radish seeds and the more salt that was present! theslower their natural processes became. I found also that in the second part of the e#periment there were additionalelements added such as sugar and aspirin which actuall seemed to benefit the germination process. Thise#periment shows that the processes of plants can be positivel or negativel affected b several different tpes ofenvironmental stimuli.

"ab Eeport @


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I did not know that fungi were decomposers! share similar genes with humans! are heterotrophic and have cell walls.

"ab @B: nimalia

@. %or the animals that you eamined, briefly describe at least three uni-ue or distinctive features for each animal.The two animals I chose to dissect were a mackerel which had fins! scales! and gills and a worm which was a

hermaphrodite! small! and a decomposer.

Q. ompare and contrast the two animals. That is, describe at least four features of their body design that are similar, andat least four ways in which they differ.The was that these two animals are similar are: the both contain eukarotic cells! the both re@uire nutrients!

the both have bilateral smmetr and both have a mouth and anus. The was these two animals differ include:different living environments! the mackerel has gills and the worm does not! the worm has sperm grooves and themackerel does not! and the mackerel has some bones whereas the worm does not.

onclusion:Ban species in the animal kingdom can be both e#tremel similar but different at the same. $lmost ever

combination will have similarities and differences. This e#periment taught that there can be differences but there

can also be unnoticed similarities. =efore being asked to describe the similarities and difference of various livingorganisms! I had never reall considered the amount of similarities that vastl different organisms can have. 5ore#ample! the worm and mackerel I dissected seem to be ver different from each other but the do share severalsimilarities such as the both contain eukarotic cells! the both re@uire nutrients! the both have bilateralsmmetr and both have a mouth and anus. This e#periment reall e#emplified how the animal kingdom isclassified.

"ab Eeport Q


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?umerus =iceps =icali =rachial

Radius or (lna Palmaris Longus Radial

o#al bone Pectineus ommon Iliac

Betacarpals Pronator Teres Palamar $ches

5emur Rectus 5emoris 5emoral

Tibia 5ibularis Longus Peroneal

5ibula Aoleus Posterior Tibial

Betatarsals Tibialis $nterior Plantar $rch

(. Eecord data for heart rate as measured from the carotid artery see %igure Q.7/.

Table Q.1. Heart rate carotid artery/.$ = ;

%Resting& %J#ercise 1& %J#ercise '& %Jnd Rest&

heck 1 %12 sec& 2 1' 12 ,

heck ' %12 sec& 6 1' 12 ,

heck 4 %12 sec& 2 14 1 ,

heck %12 sec& 2 14 1 6

Aum of all checks '1 2+ 23 ',

?eart rate ?eart rate ?eart rate ?eart rate%beats0min

& %beats0min& %beats0min& %beats0min&

'. Eecord data for heart rate as measured from the radial artery see %igure Q.4/.

Table Q.(. Heart rate radial artery/.

B C

%Resting& %J#ercise 1& %J#ercise '& %Jnd Rest&

heck 1 %12 sec& 6 1' 16 ,

heck ' %12 sec& 2 11 16 ,

heck 4 %12 sec& 6 11 12 6

heck %12 sec& 6 11 12 6

Aum of all checks '4 2 6' '6

?eart rate ?eart rate ?eart rate ?eart ratebeats&min

/ beats&min/ beats&min/ beats&min/

3. Ciscuss your investigation of heart rate, answering the following:a/ How similar was Eesting heart rate beats&min/, as measured on the carotid artery vs. the radial artery?


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The resting heart rate of the carotid arter was slightl higher than that of the radial arter.b/ fter $ercise 1, did the data change between chec#s? How does the $ercise 1 heart rate beats&min/ differ

from the Eesting heart rate?The data slightl varied between checks but I think with the amount of checks overall it averaged

out. The e#ercise one increased m heart rate to about double of the resting rate.c/ fter $ercise (, did the data change between chec#s? How does the $ercise ( heart rate beats&min/ differ

from the Eesting and $ercise 1 heart rates?There was a slight difference between checks in this area as well but the also seemed to average

out. The second e#ercise showed that there was an increase in heart rate but not as large of adifference as seen when going from resting to e#ercise initiall.

d/ Is $nd Eest heart rate beats&min/ similar to the original Eesting heart rate? If not, describe your physicalcondition at the time of the $nd Eest heart rate.

The end rest heat rate was onl slightl higher than the original resting rate but this could bee#plained b the fact that it could return to the original rate with slightl more time available.

onclusion:In this lab I learned about the human bod! its components and their functions and the role that the pla in

the bod. In the first art of the e#periment I found out that each bone has a corresponding muscle and bone. 5ore#ample the 5emur bone in the leg is supported b the Rectus 5emoris muscle and the 5emoral $rter. In the

second part of the e#periment! I used this new familiarit with m own anatom to measure m heart rate at twodifferent arter sites and the measuring the effect of e#ersi>e on m heart rate. I found in this part of thee#periment that e#cersi>e increases heart rate.

5irtual "ab 1: 5irtual 0icroscopy


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7. water molecule. ',2 pm

B. bserve the various ell types and learn to distinguish between Bacterial cells,


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respiration are important to life of plants! animals and humans and without one! or with an improper balance of thetwo there could be detrimental impact on the earth and living organisms.

"ab nswers:. Bacterial Srowth.1. $stimate how long it ta#es for this population of bacteria to double. Hint+ this population

doubles multiple times during the duration of this recording.=ased on m observations of the bacteria! it takes about '+ minutes for the bacteria population to double.

B. ellular reproduction1. $stimate the percentage of time that a constantly developing cell spends in interphase.

$ppro#imatel 3+ of time in developing cells is spent in interphase.(. In a random selection of 1OO such cells, estimate the number that would be undergoing mitosis

at any given time.=ased on m observations in this section! I would sa that about 2+ of cells at all times are undergoing

mitosis! this is because certain cells are re@uired to replicate more often than others.'. In a couple of paragraphs describe the basic differences between mitosis, meiosis, and binary

fission.There are man identifiable differences between mitosis! meiosis and binar fission. In prophase the

difference between mitosis and meiosis is that the chromatin fiber in mitosis will coil and fold tightl whereas with

prophase in meiosis the chromatin fibers coil into long thin fibers. $nother difference in this stage is that inmeiosis there is a second prophase that must happen as well. In metaphase! mitosis will form two sisterchromatids whereas meiosis will form one tetrad. In anaphase of mitosis the sister chromatids do not separate butin meiosis the tetrad will separate. Telophase is the last stage for mitosis whereas meiosis will go through asecond ccle before ctokinesis.

In regards to binar fission! this is a practice that is found in the reproduction of bacteria cells. This tpe ofreproduction is much simpler than mitosis and meiosis. In binar fission! the mesosome replicates and pushes thetwo daughter cells apart and creates a cell wall between them.. ellular metabolism1. In a paragraph or two compare and contrast photosynthesis and cellular respiration.

In cellular respiration o#gen and sugar is needed to produce carbon dio#ide! water and energ. In

photosnthesis! sunlight water and carbon dio#ide is needed to create o#gen and sugar. This means that cellularrespiration creates two of the three elements needed for photosnthesis and photosnthesis creates the twoneeded elements for cellular respiration. The sun provides the necessar energ for photosnthesis and brokendown nutrients from food provides the energ for cellular respiration. ellular respiration involves glcolsis! therebs ccle! and the electron transport chain.(. Cescribe the ecological relationship between photosynthesis and cellular respiration.

Photosnthesis and cellular respiration are vital for living organisms. The also pla ver important roles ineach otherDs success. The elements needed to complete one are the elements produced b the other! so the arevital to each other because one ma not be possible without the other.'. Hypothesi!e about what might happen if a large number of producers were suddenly removed from the biosphere. Dheremight carbon accumulate if the ratio of number of producers to consumers was mar#edly reduced?

If a large number of producers were eliminated! this would mean that less photosnthesis would occur. Theo#gen produced through photosnthesis is vital to human life. 7ith producers removed! there would be morecellular respiration and not a comparable amount of photosnthesis to balance the elements. This would mean thatliving organisms ma die because of the lack of elements created through photosnthesis.

onclusions:This lab took the knowledge gained from our first virtual lab and e#panded on the basic concepts. 5irst I

observed bacterial growth and learned that bacteria can double in about '+ minutes through the process of binarfission. This reproduction of a prokarotic cell is ver different than the process of eukarotic cells. Jukarotic


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cells also reproduce in two was! through mitosis and meiosis. Through mitosis! a cell will reproduce to make asister cell in ase#ual reproduction whereas through meiosis will go through two ccles of se#ual reproduction.

This lab also covered cellular metabolism b describing the was that plant and animal cells create energ.$nimal cells create energ through the process of cellular respiration b taking o#gen and sugar from nutrientingested from food and turning these elements into carbon dio#ide! water and energ %$TP&. Plant cells on theother hand use their chloroplast to complete photosnthesis which takes the carbon dio#ide created b animalcells along with water and sunlight %energ& to create o#gen and sugar. This lab e#emplified the importance ofcells and their functions to our everda life and e#istence and how without these cells and processes we living

organisms would cease to e#ist.

5irtual "ab ': Senetics


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=reeding results in the Punnet A@uare are consistent with the results of the cross. In order for a fl to havea black bod! the must displa the wb! none of which were displaed in this cross.

'. Breed two of these %1 flies. To do this select a male and a female from the results of your first cross and put them in thebreeding ar. Cescribe and eplain the characteristics of the second generation %(/ flies.

The second generation of flies came back with 2 %.4,+& male wildtpe flies! 3 %.46-+& female wildtpeflies! 126 %.1'32& male blackbodied flies and 126 %.1'32& female blackbodied flies.3. Use a


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It took me @uite some time %and several different computers& to get the second e#periment to work! somabe a more accessible program would be more beneficial. I began this e#perience b adding the plasmidp=R4'' to the simulator and selecting the restriction en>mes JcoR I! Ple I! ?inc II! and =gl I for the correspondinglanes. I found this lab to be the most difficult of the virtual labs because it was not ver eas to use in general. Ithink it is important to note that even though ou ma select the restrictive en>mes! ou must hit the buttonsindividuall! and ou must also turn on the (8 light! which is not noted in the instructions otherwise all bandsappear to be travelling at the same rate which is not the case. I then watched the gels move and recorded theirmovement and fre@uencies below.

In section ! I completed the blood tpe game. The most difficult part of this game %and in real life as I havee#perienced& was putting the sringe in the patientDs arm. This was a helpful and fun to learn about different bloodtpes and the elements that make them up. I recorded m results from this e#periment in the chart below.

"ab nswers:$.

1. n what basis is electrophoresis able to separate molecules?It separates the strands based on si>e! smaller strands move at faster rates.(. Dhat are the lengths of the three CA bands that you produce in this lab?I estimated the results of the gel to be 6+++ bp %base pairs&! 42++ bp and 12++ bp and these were correct.

B. $lectrophoresis. Pelect the pBE'(( plasmid a circular piece of CA used as a cloning vector/ to analy!e menu inupper left hand corner of the simulator/. ou will then see a diagram of the circular plasmid CA along with the points alongthe length of the plasmid where the various restriction en!ymes $coE I,


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$= / $= $ntigen $! $ntigen=!

O/! $/! $=/! =/! $!=! $=

$= $= $ntigen $! $ntigen=!

O! $! $=

onclusions:This lab demonstrated much more comple# concepts than the previous labs! but it did so graduall and

was eas to understand. I first learned the process of electrophoresis which is used to measure ;ed as other labs and hadver difficult technical re@uirements which re@uired a lot of time and effort prior to even beginning the e#periment.I was able to see the run of the gels clearl and watch them under the (8 light! but this application was not vereas to use and made observations difficult as it re@uired refreshing and restarting the e#periment man times. Idid still en"o learning about this concept and I found it ver interesting that the restriction en>mes moved at

different speeds across the gel.The third part of the e#periment was b far m favorite. I would recommend to other students to make sure

ou have a detached mouse %rather than a fingerpad laptop mouse& because this will make the e#periment a loteasier to operate. This e#periment was not onl fun! but it made learning the concepts ver eas. I reall likedmaking m own chart to compare the various bloodtpes and their inner components as this made them a loteasier to distinguish from each other. I also en"oed this because it can be applied to life as well. 5or e#ample. I ama tpe $/ and did not understand e#actl what this meant! but now I know that it means that m parentscontributed $$ or $O! I have $ntigen $ and $ntibod $nti= present in m blood and I can receive blood in case ofemergenc from anone who has the bloodtpes of : O/! $/! O! or $.

5irtual "ab 7: $cosystem Pimulator


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ou can control the diet of each by indicating what they feed on. By setting up different starting configurations you caninvestigate the evolution of this simulated ecological system.

. In a couple of sentences describe what happens when you start with only two JB/ and then all three plantspecies present.7hen $ and = are present! the population of $ increases and the population of = decreases to >ero. 7henall three tpes are present! $ and = remain the same as when the were alone together but is not presentas it is onl a producer. 7hen the three tpes are present! $ spikes and = plummets to meet at '++ %in time&and 2+++ %in population&.

B. Cescribe how many herbivores and omnivores you added and what they eat/ in order to create an ecosystem in which all three plant species can coeist. if you cannot accomplish the survival of


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The purpose of this e#periment was to identif which features can influence natural selection and whatimpact these features can have on a population.

"ab bservations;uring the first simulation! I started the e#periment with an Qeven mi# of guppies and still found that later

in the e#periment I ended up creating successive generations that were much more colorful. Aince being a colorfulgupp is more of a desirable trait! females preferred to mate with colorful guppies. Over the course of generations!

more percentages of guppies were colorful due to natural selection.;uring the second simulation! it appeared that a ma"orit of the desirabilit of traits in guppies with these

predators lied with the bright and drab guppies compared to the undesirable brightest and drabbest guppies. Ithink that since a new predator was introduced! the population lost more guppies and the brightest guppies wereno longer desirable because the were more likel to be eaten b the new predator.

;uring the third simulation I found that the guppies found the drabbest appearance to be more desirable when a third predator is introduced. Previousl! with fewer predators! the guppies desired to be bright and thebrightest! but due to more predators being present in this simulation! the guppies who were the drabbest weredesirable because the were less likel to be eaten with man predators.

Ae# and the Aingle CuppThis simulation follows a set of real life eperiments in evolution and natural selection. %amiliari!e yourself with the

interface, guppies, guppy predators, and the eperiment. Use an ;even mi; of the different guppy color types to start. Eunthree eperiments one with each of the combination of predators. $ach eperiment should run for five or more generations.R Ptate the percentage that each color type ma#es up in your guppy population both before and after you have let fivegenerations pass. Dith each eperiment state a conclusion that is consistent with your observation.

1. Rivulus onl


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=right: 14;rab: 42;rabbest: 4%Percentages ma be slightl off due to the constant changing state in the simulation&

R Dhat two selection pressures are operative?The two selection pressures are predators and bright colors. (suall guppies are pressured b the

desirabilit of having a colorfull bright mate! but the are also pressured b predators as being bright can makepredators notice a gupp because of its colors and eat it.

onclusionI found this lab to be ver interesting. Of course I have never been able to stud guppies on m own %not

would I reall want to touch them to do so&! so the simulation offered a rare opportunit. I noticed in the firste#periment when the guppies had onl one predator! the preferred the brightest colors! but as the amount ofpredators increased! the desirabilit of brightness decreased. 7hen the guppies who were bright dealt with morepredators! the were more likel to stand out and therefore be eaten b predators. I think that these selectionpressures were e#emplified in the gupp e#periment but can also be applied to other species as well. 5or e#amplemost 7estern societies pressure thinness as a desirable trait! but if food were scarce then mabe that wouldpressure people to not find thinness as desirable.

5irtual "ab @: natomy and Cissections

I actuall dissected fetal pigs m senior ear of high school in m advanced biomedical science class and theseare some pictures I collected for m lab report after the dissection.


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"ab bservations

;uring the first portion of this lab! we were given the opportunit to virtuall dissect worms and becomemore familiar with the terms of anatom in regards to the bod locations and positions. The worm dissectionfocused mostl on the se#ual reproduction aspect of worms! probabl because it is not ver similar to humanreproduction. I learned in this lab that worms are not categori>ed as male or female because some worms areconsidered hermaphrodites and have se#ual reproduction organs of both se#es. ;uring this lab I identifieddifferent structures of the worm and their phsiological functions%below&.

In the second part of the e#periment! I got to virtuall dissect a fetal pig. (sing the pig as a reference! I wasable to learn the differences between the pig and humans in anatomical terms and also view some similarities that we share %such as the lobes of the brain&. ;issecting a fetal pig can be useful to understanding human anatomand especiall the brain since pigs have similar structures but the are "ust smaller than in humans.

The third part of this e#periment focused on human skulls and almost worked similarl as the teachings ofdissections. I took all of the pictures %in lateral view& and print screened them into paint and cropped them so that Icould view all of the skulls ne#t to each other! as I found the comparisons to be difficult when not viewing themne#t to each other. I found several patterns of similarities! differences and evolutional changes that have occurredover the course of time in regards to these skulls. I also was able to create a timeline which aided munderstanding in the time it takes for these evolutional changes to take place.

"ab nswers. ;issections

1. $arthworma/ Identify items 1 J ( on the eternal dorsal bac# side/ surface of the worm.

Item one is the worms clitellum which aids in mucus production during reproduction. Item two is thedorsal blood vessel of the worm.

b/ Identify items ', 3, J 7 on the eternal ventral belly side/ of surface of the worm.Item 4 is one of a pair of sperm grooves! I found this ver interesting because in the description it statedthat Qtwo worms e#change sperm in this manner meaning that if worms are e#changing sperm! the aremales or hermaphrodites. Item four refers to the openings of the sperm ducts. Item five is the femalegenital pores! making this worm a hermaphrodite b having both male and female reproductive organs.

c/ Identify item ( in the image of the wormMs internal morphology w&o the digestive tract.Item two refers to the wormDs ventral nerve cord which e#tends the length of its bod.d/ Cescribe seual reproduction in worms.

Ae#ual reproduction of a worm is much different than in humans. Aome worms are hermaphroditesmeaning the have both male and female reproductive organs. In worms! the sperm e#changed andstored in sacs then a cocoon is formed and the egg and sperm develop within it.

(. %etal


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B. omparative ?ominid $natoma/ ompare the the s#ull casts of a chimp, "ustralo#ithicus, Homo erectus, neanderthal , and modern Homo sa#iens.

Be sure to use the lateral view.

= comparing these different views ne#t to each other it is much easier to spot the evolutional changes of thehuman skull! such as the growing area of room for the brain and the decrease in "aw si>e over time.

b/ Cescribe features that are common and different between the cranial structure of these creatures. Dhat patterns doyou see?In these images! it is seen that the "aw of humans has decreased in si>e! and the skull si>e surrounding the

brain has increased. It can also be noted that the alignment of the face used to be more slanted or angular thanit is in the modern human skull.c/ Cescribe the basic timeline and se-uence of evolution for the creatures listed above.The first skull of the spider monke was common 43'4 million ears ago. The first known human skulldescribed as the $. afarensis was from 2.'4. million ears ago. The homo erectus scull was prevalent about1.3 million ears ago. The


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structures of the human brain but in the pig as the are ver similar. I liked not having to dissect anmore realpig babies! because the smelled of formaldehde and the were mess and the whole thing was a littlenauseating especiall since we had to get through a pig uterus to find them in m other class. I think that thepractice of virtual labs with an e#periment involving animals is a better idea. In the third part of the lab! Ie#amined different evolutional landmarks regarding the structure of the human skull. I thought that putting allthe pictures ne#t to each other helped a lot in comparing them and being able to find differences andsimilarities. I also en"oed making the timeline as it aided in the understanding of how long evolution realltakes.

5irtual "ab Q: Human Impact


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I know that a ma"or wa I could reduce m water footprint would be through taking shorter showers. Icould also turn off the water when brushing m teeth. I think that the best wa to reduce m water footprint and the countrDs as well would be to ingest less meat! as this re@uires a large amount of water! itrepresented 6-' out of m 13-+ which accounts for almost half of all water consumption.

B. arbon footprints

• Cescribe what has happened to atmospheric ( over the last 1OO,OOO years and how this is thought to be

impacting the climate.$ccording to the website! before the 1,++Ds climate changes were all natural but now the human race is

having a large negative impact on global warming.• Cescribe what the carbon footprint is and how it is estimated.

$ carbon footprint is the total amount of carbon released through primar or secondar activities whichlead to carbon emission. $ carbon footprint is estimated b measuring carbon emission of cars! travel andeverda activities.

• Eeport the estimate of your carbon footprint and the calculators/ that you used/.

I used the calculator instructed and m carbon footprint was estimated to be ,4.-' metric tons per ear which is rather large.

• Cescribe two ways that you or your society/ could reduce your carbon footprint.

One wa that I could reduce m footprint would be to get a better car! as this was -+ of m emission. Icurrentl drive a 1--, Toota amr and this was too old to even be listed! so I hope to get a car in thefuture that emits less carbon. $nother wa I could improve m carbon footprint would be to bu localproducts and support the local market rather than supporting overseas shipping which emits a lot ofcarbon.

. Cescribe two approaches to lowering our carbon footprint as a nation that you would advocate we adapt society wide.One of m approaches would be to first offer low cost electric or hbrid vehicles and give more incentives

to car buers. Personall I would love to lower m carbon footprint! but low carbon emission vehicles are notaffordable so I would like to make these low emission vehicles available to all. $ second approach would be toencourage individuals to shop locall b offering education and incentives. Aome people ma not even beaware of carbon emissions through trade! so I think that funding educational programs and incentives likeoffering subsidies to local area farmers would be beneficial in reducing the amount of carbon emissions.

onclusionIn this e#periment I learned man things about mself! the environment and how the two interact. Telling

someone Qthe (A has a large amount of carbon emissions does not have the same effect as using thesecalculators to find our personal contributions. I would have thought that m water use would be above average!and m carbon emissions would be below average. Aurprisingl m water use seemed average but there are man was I could still improve such as taking a shorter shower. In regards to carbon emission! I usuall tr to notcontribute to global warming but m car seems to be high in carbon emissions. IDm sure that there are man people who are like me and would like to have low emission cars! but currentl the are not ver affordable so that limitstheir availabilit. I learned man was to lower m own contributions to the depletion of natural resources! sohopefull this is a step in the right direction and others will hopefull do the same to limit their contributions as

well.

Documents

Bio 100 a Home Labs and Virtual Unit One and Two