Derrice RandleCase Study - The New PrincipalCOLLAPSETop of F.docx

Derrice Randle
Case Study - The New Principal
COLLAPSE
Top of Form
I can identify with this case study more than any other one
because I lived it to some degree just two years ago. Much like
the principal in this study I had to choose what I wanted to
tackle as I stepped into the position and which things I wanted
to sit back and observe for the time being. The new principal's
decision to create quality teams, in my opinion, was brilliant
considering the situation. The principal was dealing with a very
influential teacher leader that had campus leverage, was driven
enough to earn a doctorate degree, and savvy enough to be the
president of the local teachers union. Giving the teachers more
of a voice played into the role of a teachers' union which is to
speak for teachers and maintain a balance of power. The
principal achieved that and I'd say he dared Dr. Neuman to fight
a decision that teachers would likely be in favor of and one that
as the union president, he should have been advocating. Razik
and Swanson (2010) point out that change should be viewed as
a psychological process as well as an intellectual one. They also
point out that people will resist change if they feel like their
perceived power or influence will be reduced or that they could
be seen as obsolete. In this case, the principal seems to have
approached the situation not from a heavy-handed path but from
calculated, psychological one. He also understood that Dr.
Neuman would likely feel threatened with the arrival of a new
principal especially considering the lack of effectiveness of the
previous one. Dr. Neuman's influence had likely grown in the
last days or weeks of the former principal, partly because upper-
level leadership lacked.
I believe that the change agent is both the principal and Dr.
Neuman. The principal has the authority by title but Dr.
Neuman as the authority by social status. The new principal

communicated to the staff that they have a voice and that they
should be heard. It also told them that though they were not lead
well before that they are the classroom experts and that they
should play a part in doing what needs to be done to take care
of their students. The supports in this change are the teachers
that will be on the quality teams and the superintendent. The
teachers have a vested interest because they are serving on the
team and having a say in what happens next. The superintendent
is the one that chose the principal and the one that has been
advising him. The potential dissenters are Dr. Neuman and
anyone that has been loyal to his leadership or his way of
thinking.
I support the move that was made by the principal. I would go a
step further and meet with Dr. Neuman to get his thoughts and
to better understand his point of view. His uncomfortable as it
could be I would draw him in as closely as I could. Speaking
with him wouldn't be in an advisory role but as information
gathering. I would want to know what elements of his position
mean the most to him and understand what the campus means to
him. Proverbs 16:7 (ESV) offers good reasoning for doing what
is right in the face of potential adversity when it says, "when a
man's ways please the Lord, He makes even his enemies be at
peace with him. Engaging someone that could potentially have
ill intentions is not easy but it provides a place to collaborate
and show love.
I feel like the principal used the social interaction model to
begin the change. He understood the position that Dr.
Neuman held but he obviously wanted to leverage the greater
power possessed by the other teachers. This model lends itself
to a collaborative way of thinking. Though much of the thought
process has to do with Dr. Neuman the real concentration needs
to be on those that are eager to see greater things happen at the
school. My approach to the quality teams would be to seek to
understand them first. They will likely want to know what my
vision is and how I operate but asking the right questions will
be key to helping them see my heart for students and show them

how much I value their individual and corporate leadership.
Quality management would predominantly focus on developing,
setting, managing, and meeting markers. Those that meet the
standards would be celebrated often and those that were not in
support would be spoken with individually about their ideas and
reasons for resistance for a coaching standpoint at first. After
that, the conversation would turn towards helping them find a
place that they would happier serving students.
Razik, T. A. and Swanson, A. D. (2010). Fundamental concepts
of educational leadership and management.
Boston, MA: Pearson.
Bottom of Form
Chevina Phillips
Chevina Phillips case study chpt 13
COLLAPSE
Top of Form
What do you think about the "pot-stirring" approach that the
new principal decided on? What are its advantages? What are its
disadvantages?The term pot-stirring has a negative connotation.
I don’t consider his proposed changes to be negative. The
system needs to change for personal and professional reasons.
Knowing that the previous principal stepped down due to a vote
of no confidence (Razik & Swanson, 2010, p. 268), the new
principal had to make some changes as a power move. The
power move would ensure those poised against him would have
to work to get him a voted out if that is there intention. The
advantages of the power move would be to establish authority,
by showing his staff that he cares for their well-being by giving
them power by creating quality teams these teams would allow
them to have more input into the daily operations of the school
and also provide space for them to collaborate. The
disadvantage of this would be if the staff are quite comfortable
in the system they currently operate. The principal would a well
thought out plan that is specific to his current school and its
personnel. The plan would also need to include this-then-that
scenarios built into the plan. The plan would also include bench

marks to ensure the plan is making the desired changes.
Identify the following in the case: the change agent, potential
supporters, and potential dissenters.Dr. Jack Prince the new
principal is the change agent. He was initially told that there
would be a personnel issue before he started his position as the
new principal but waited and observed to formulation his own
opinion. Soon after observing the issues first hand the made
way to react to the issue sooner than later.The teachers and staff
members outside of and within the business school department
are potential supporters of the proposed changes. Dr. Neuman,
from reading the case study can be characterized as a bully in
my opinion. Some of his seemingly supporters might be ready
for a change. If not ready for the changes proposed by Dr.
Prince, they might be ready to change to do what is best for
their students. The superintendent Dr. Amy Kim would surely
be a supporter of Dr. Prince’s initiative, especially as it would
take some power from Dr. Neuman and raise the level of
teaching and curriculum of the business department.Dr. Neuman
and some members of the business school staff are potential
dissenters. I feel as though Dr. Neuman would pose the most
dissention. His loss of power of his business department when it
is placed in the hands of the quality teams, might cause him to
act out. I could also see that the general staff members quite
comfortable in the way the system currently runs might dissent
outwardly or in quiet protest by not actively participating in the
proposed changes. The superintendent might also be a dissenter.
In their first meeting the superintendent told Dr. Prince that the
educators were effective, liked by the student body, and
considered highly competent (Razik & Swanson, 2010, p. 368).
If any of these things change by the proposed changes, the
superintendent could lose faith in the new principal.
What would you have done in this situation? Why? Explain your
proposal in terms of the material discussed in this chapter.If I
were in the new role as principal and observed the same things
that Dr. Prince observed I also would have devised a plan to
make some changes. I more than likely would concentrate my

initial changes to the business department. Especially if the
observations of the superintendent were the same things I
observed. If the business school was operating on dated
curriculum, students avoided their classes, and the business
school staff members were complacent (Razik & Swanson,
2010, p. 368), the changes in this department would be the most
impactful on all other departments. If Dr. Neuman and his
department were brought up to current standards that would
speak volumes to the other departments. It is surprising that the
business department has not had a negative effect on the rest of
the school, especially if it is a known issue. If the
superintendent knows I am sure those internal to the school
know.
Identify a task that you, as a new principal, might want to
accomplish with your faculty. How would you go about this?
What part might quality management play? How would you deal
with potential supporters? Potential dissenters?As a principal I
would want to establish open lines of communication. I would
want to get their opinions on what changes are desired. I would
devise a long-range plan with the staff member desires of what
the changes would entail. I would give them a time-line of when
the proposed changes would take effect. I would set a time-line
to allow time to make a well thought out plan, that require staff
member input and planning committees. These planning
committees would allow me as principal to spend more time
making immediate changes in the business department. The
potential supporters would be staff and faculty members in all
departments, especially those staff member that actively
participate in the change management processes. Supporters of
the potential change especially those most involved in the
planning processes would probably be recognized as team
leaders and be tasked with briefing others on the proposed
changes. I would then find ways to reward those financially if
the budget permits, or provide professional project management
training if funding were available. Because Dr. Neuman is the
president of the local teacher’s union I would consult with the

legal department and human resources to ensure all
documentation was proper and in order just in case his
dissention to change became a legal issue.ReferencesRazik, T.
A., & Swanson, A. D. (2010). Fundamental concepts of
educational leadership and management.
Bottom of Form
Lab 8 Population GeneticsBIO101L
Student Name: Click here to enter text.
Access Code (located on the lid of your lab kit):
Pre-Lab Questions
Assumptions:
· There are approximately 3,000,000,000 base pairs in the
mammalian genome (genes constitute only a portion of this
total).
· There are approximately 10,000 genes in the mammalian
genome.
· A single gene averages 10,000 base pairs in size.
· Only 1 out of 3 mutations that occur in a gene result in a
change to the protein structure.
In the mammalian genome:
1. How many total base-pairs are in all the mammalian genes?
Click here to enter text.
2. What proportion (%) of the total genome does this represent?
3. What is the probability that a random mutation will occur in
any given gene?

4. What is the probability that a random mutation will change
the structure of a protein?
Note: In the following experiments on gene pool, gene
frequency, and genetic diversity; assume there are four alleles
for color and that they are all homologous.
Experiment 1: Genetic Variation
Post-Lab Questions
1.
Beaker #1 Population Composition
# of Individuals
% of Population
Red Beads
Blue Beads
Total
Red Beads
Blue Beads
Total
50
100
2.
# of Individuals
% of Population
Yellow Beads
Green Beads
Total

Yellow Beads
Green Beads
Total
20
100
3. What can you say about the genetic variation between these
populations?
Experiment 2: Genetic Drift
# of Individuals
% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total
10
100
Beaker #1 Survivors

Trial
# of Survivors
% of Population
Red Beads
Blue Beads
Total
Red Beads
Blue Beads
Total
1
25
100
2
25
100
3
25
100

4
25
100
5
25
100
Beaker #2 Survivors
Trial
# of Survivors
% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total
1
10

100
2
10
100
3
10
100
4
10
100
5
10
100
Beaker #3 Survivors

Trial
# of Survivors
% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total
1
5
100
2
5
100
3
5

100
4
5
100
5
5
100
Post-Lab Questions
1. What observations can you make regarding the gene pool and
gene frequency of the surviving individuals?
2. Do the results vary between the populations represented by
beakers #1, #2 and #3? Why or why not?
3. What observations can you make about the genetic variation
between the parent and surviving populations?
Experiment 3: Stochastic Events
Post-Lab Questions
Beaker #1 Founders
Trial
# of Founders

% of Population
Red Beads
Blue Beads
Total
Red Beads
Blue Beads
Total
1
10
100
2
10
100
3
10
100
4

10
100
5
10
100
Beaker #2 Founders
Trial
# of Founders
% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total
1
5
100
2

5
100
3
5
100
4
5
100
5
5
100
Beaker #3 Founders
Trial
# of Founders

% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total
1
2
100
2
2
100
3
2
100
4

2
100
5
2
100
1. What observations can you make regarding the gene pool and
gene frequency of the founding individuals?
2. Do these results vary between the populations founded by
beakers #1, #2 and #3? Why or why not?
3. What observations can you make about the genetic variation
between the parent and founding populations?
4. Suppose you have a population of 300 butterflies. If the
population experiences a net growth of 12% in the following
year, how many butterflies do you have?
5. Now suppose you have 300 eggs, but only 70% of those eggs
progress to become a caterpillar, and only 80% of the caterpillar
progress to become an adult butterfly. How many butterflies do
you have?

6. Suppose you have a population of 150 butterflies, but a
wildfire devastates the population and only 24 butterflies
survive. What percent does the colony decrease by?
Experiment 4: Natural Selection
1. Record the remaining colors from the “Red Habitat.”
Blue –
Red -
2. Record the remaining colors from the “Blue Habitat.”
Blue –
Red -
Post-Lab Questions
3. How did the distribution of phenotypes change over time?
4. Is there a selective advantage or disadvantage for the red
and/or blue phenotypes?
5. What phenotypic results would you predict if starting with
the following population sizes?
A. 1000:
B. 100:
C. 10:
6. Assume that you live in a country with 85 million people that
consistently experiences an annual growth rate of 4.2%. If this
population continues to grow at the same rate for the next 5
years, how many people will live in the country (round to the
nearest whole number)?

Experiment 5: Sickle Cell Anemia Inheritance Patterns
Generation 1
Generation 2
Generation 3
Generation 4
#
Genotype
#
Genotype
#
Genotype
#
Genotype
1
1
1
1
2
2

2
2
3
3
3
3
4
4
4
4
5
5
5

5
6
6
6
6
7
7
7
7
8
8
8
8
9

9
9
9
10
10
10
10
Generation 5
Generation 6
Generation 7
#
Genotype
#
Genotype
#
Genotype
1

1
1
2
2
2
3
3
3
4
4
4
5
5

5
6
6
6
7
7
7
8
8
8
9
9
9
10

10
10
Starting Population
After 7 Generations
# of S alleles (red beads) in population
25
# of s alleles (blue beads) in population
25
Total Alleles
50
% of S allele in population
50
% of s allele in population
50
Post-Lab Questions
1. What is the remaining ratio of alleles?
2. Have any been selected against?
3. Given enough generations, would you expect one of these

alleles to completely disappear from the population? Why or
why not?
4. Would this be different if you started with a larger
population? Smaller?
5. After hundreds or even thousands of generations both alleles
are still common in those of African ancestry. How would you
explain this?
6. The worldwide distribution of sickle gene matches very
closely to the worldwide distribution of malaria (Figure 7).
What is the significance of this?
Figure 7: Distribution of Malaria (top) and Sickle Cell trait
(bottom).
Lab 7 Mendelian GeneticsBIO101L
Pre-Lab Questions
1. In a species of mice, brown fur color is dominant to white fur
color. When a brown mouse is crossed with a white mouse all of
their offspring have brown fur. Why did none of the offspring

have white fur?
2. Can a person’s genotype be determined by their phenotype?
Why or why not?
3. Are incomplete dominant and co-dominant patterns of
inheritance found in human traits? If yes, give examples of
each.
4. Consider the following genotype: Yy Ss Hh. We have now
added the gene for height: Tall (H) or Short (h).
a. How many different gamete combinations can be produced?
b. Many traits (phenotypes), like eye color, are controlled by
multiple genes. If eye color were controlled by the number of
genes indicated below, how many possible genotype
combinations would there be in the following scenarios?
5 Eye Color Genes:
10 Eye Color Genes:
20 Eye Color Genes:
Experiment 1: Punnett Square Crosses
Procedure:
Part 1: Punnett Squares
1. Set up and complete Punnett squares for each of the
following crosses: (remember Y = yellow, and y = blue). Please
use the following example of a Bb and Bb cross as a guide for
filling in your Punnett Squares:
Bb/BbBbBBBBbbBbbb
Cross #1:
YY/Yy

Cross #2:
YY/yy
a. What are the resulting phenotypes?
Cross #1:
Cross #2:
b. Are there any blue kernels? How can you tell?
2. Set up and complete a Punnett squares for a cross of two of
the F1 from Cross #2 (above).

a. What are the genotypes of the F2 generation?
b. What are their phenotypes?
c. Are there more or less blue kernels than in the F1 generation?
3. Identify the four possible gametes produced by the following
individuals:
Individual
YY Ss
Yy Ss
Gamete #1
Gamete #2
Gamete #3
Gamete #4
a. List the genotypes of the F1 generation that result from a
cross of these two individuals.
b. What are the phenotypes of the F1 generation? What is the
ratio of those phenotypes?
Part 2: Monohybrid Cross
Table 1: Parent Genotypes: Monohybrid Crosses
Generation
Genotype of Individual #1

P
P1
P2
P3
P4
Table 2: Generations Data Produced by Monohybrid Crosses
Parents
Possible Offspring Genotypes
Possible Offspring Phenotypes
P
P1
P2
P3
P4

Post-Lab Questions
1. How much genotypic variation do you find in the randomly
picked parents of your crosses?
Homozygous Dominant:
Heterozygous:
Homozygous Recessive:
2. How much genotypic variation do you find in the offspring?
Homozygous Dominant:
Heterozygous:
Homozygous Recessive:
3. How much phenotypic variation do you find in the randomly
picked parents of your crosses?
Yellow:
Blue:
4. How much phenotypic variation do you find in the offspring?
Yellow:
Blue:
5. The predicted phenotypic ratio for a heterozygous cross is 3:1
yellow:blue. Would you expect the phenotypic ratio for your
offspring to be similar? Why or why not?
6. What is the difference between genes and alleles?
7. How might protein synthesis execute differently if a mutation
occurs?

8. Organisms heterozygous for a recessive trait are often called
carriers of that trait. What does that mean?
9. In peas, green pods (G) are dominant over yellow pods (g). If
a homozygous dominant plant is crossed with a homozygous
recessive plant, what will be the phenotype of the F1
generation? If two plants from the F1 generation are crossed,
what will the phenotype of their offspring be?
Part 3: Dihybrid Cross
Table 3: Parent Genotypes: Dihybrid Crosses
Generation
P
P1
P2
P3
P4
Table 4: Generation Data Produced by Dihybrid Crosses
Parents
Possible Offspring Genotypes
Possible Offspring Phenotypes
Genotype Ratio

Phenotype Ratio
P
P1
P2
P3
P4
Post-Lab Questions
1. How similar are the observed phenotypes in each replicate?
2. How similar are they if you pool your data from each of the
five replicates?
3. Is it closer or further from your prediction?
4. Did the results from the monohybrid or dihybrid cross most
closely match your predicted ratio of phenotypes?

5. Based on these results; what would you expect if you were
looking at a cross of 5, 10, 20 independently sorted genes?
6. Why is it so expensive to produce a hybrid plant seed?
7. In certain bacteria, an oval shape (O) is dominant over round
(o) and thick cell walls (T) are dominant over thin (t). Show a
cross between a heterozygous oval, thick cell walled bacteria
with a round, thin cell walled bacteria. What are the phenotypes
of the F1 and F2 offspring?

Lab 6 DNA and RNA“BIO101L”
Access Code (Located on the lid of your lab kit):
Pre-Lab Questions
1. Arrange the following molecules from least to most specific
with respect to the original nucleotide sequence: RNA, DNA,
Amino Acid, Protein
2. Identify two structural differences between DNA and RNA.
3. Suppose you are performing an experiment in which you must
use heat to denature a double helix and create two single
stranded pieces. Based on what you know about nucleotide
bonding, do you think the nucleotides will all denature at the
same time? Use scientific reasoning to explain why.
Experiment 1: Coding
Procedure:
1. With the red, blue, yellow and green beads, you will use
three color code for each of the following letters (codon). For
instance, the code for codon E is RGB, or red-green-blue.
Letter (Codon)
Code
C
RBB
E
RGB
H

BGG
I
BGY
K
YRB
L
YBG
M
GRB
O
GYR
S
BRY
T
RYY
U
GBY
Start
RRR
Stop
BBB
Space
YYY
2. Using this code, align the beads corresponding to the
appropriate letter to write the following sentence (don’t forget
start, space and stop):
a) The mouse likes most cheese
b) How many beads did you use?
There are multiple ways your cells can read a sequence of DNA
and build slightly different proteins from the same strand. We
will not go through the process here, but as an illustration of
this “alternate splicing”, remove codons (beads) 52 - 66 from
your sentence above.
c) What does the sentence say now? (re-write the entire

sentence)
Mutations are simply changes in the sequence of nucleotides.
There are three ways this occurs:
1. Change a nucleotide(s)
2. Remove a nucleotide(s)
3. Add a nucleotide(s)
3. Using the sentence The mouse likes most cheese.:
a. Change the 24th bead to a different color.
What letter was affected:
Re-write the sentence (in codons):
Does the new sentence make sense? If not, write the words that
still make sense (using the code):
b. Replace the 24th bead and remove the 20th bead (remember
what was there).
What letter was affected:
Does the new sentence make sense? If not, write the part that
does make sense (using the code):
c. Replace the 20th bead and add one between bead numbers 50
and 51.
What was affected:
Does the new sentence make sense? If not, write the part that
does make sense (using the code):
d. In 3.a (above) you mutated one letter. What role do you think
the redundancy of the genetic code plays in this type of change?
e. Based on your observations, why do you suppose the
mutations we made in 3.b and 3.c are called frame shift
mutations?
f. Which mutations do you suspect have the greatest
consequence? Why?

Experiment 2: Transcription and Translation
Procedure
*Note: In this experiment Regular beads are used as nucleotides
and Pop-it beads are used as amino acids.
Use the following sentence and code for this experiment: I like
to eat apples.
Letter (Codon)
Code
A
GBY
E
GRB
I
BGG
K
BRY
L
YRB
O
YBG
P
BGY
S
BBR
T
RGB
Start
RRR
Stop
BBB
Space
YYY
1. Write the sentence using the beads, and then write the coded

sentence in the space below.
2. How many beads did you use?
3. Assign one Pop-It® bead to represent each codon. You do not
need to assign a Pop-It® bead for the start, stop and space
regions. These will be your amino acids. Then, connect the Pop-
It® beads to build the chain of amino acids that code for your
sentence (leave out the start, stop, and space regions).
a. How many different amino acids did you use?
b. How many total amino acids did you use?
Experiment 3: DNA Extraction
Post-Lab Questions
1. Insert a picture of your final DNA extraction. Make sure your
name and access code are handwritten in the background.
2. What is the texture and consistency of the DNA?
3. Why did we use a salt in the extraction solution?
4. Is the DNA soluble in the aqueous solution or alcohol?
5. What else might be in the ethanol/aqueous interface? How
could you eliminate this?
6. Which DNA bases pair with each other and how many
hydrogen bonds are shared by each pair?

7. How is information to make proteins passed on through
generations?
8. What was the purpose of the detergent and ethanol in this
experiment?
Lab 5 MitosisBIO101L
Pre-Lab Questions
1. What are chromosomes made of?
2. Research the differences that exist between mitosis and
binary fission. Identify at least one difference, and explain why
it is significant.
3. Cancer is a disease related to uncontrolled cell division.
Investigate two known causes for these rapidly dividing cells.
Experiment 1: Observation of Mitosis in a Plant Cell
Table 1: Mitosis Predictions
Predictions
“Supporting Evidence”

Table 2: Mitosis Data
Stage
Number of Cells in Each Stage
Total Number of Cells
Calculated % of Time Spent in Each Stage
Interphase
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Insert photos of your drawings of a dividing cell in the
appropriate area for each stage of the cell cycle (please include
your name and access code handwritten in each of the sketch
photos):

Interphase:
Prophase:
Metaphase:
Anaphase:
Telophase:
Cytokinesis:
Post-Lab Questions
1. Label the arrows in the slide image below with the
appropriate stage of the cell cycle.
Structure
Identity
A
B
C
D
E

F
2. In what stage were most of the onion root tip cells? Based on
what you know about cell cycle division, what does this imply
about the life span of a cell?
3. Were there any stages of the cell cycle that you did not
observe? How can you explain this using evidence from the cell
cycle?
4. As a cell grows, what happens to its surface area to volume
ratio? (Hint: Think of a balloon being blown up). How does this
ratio change with respect to cell division?
5. What is the function of mitosis in a cell that is about to
divide?
6. What would happen if mitosis were uncontrolled?
7. How accurate were your time prediction for each stage of the
cell cycle?
Experiment 2: Tracking Chromosomal DNA Movement through
Mitosis
Cell Cycle Division: Mitosis Beads Diagram:
Insert photos of your drawings in the appropriate area for each
stage of the cell cycle (please include your name and access
code handwritten in each of the sketch photos):

Prophase
Number of chromatids present per cell:
Metaphase
Anaphase
Telophase
Cytokinesis
Post-Lab Questions
1. How many chromatids did each of your daughter cells
contain?
2. Why is it important for each daughter cell to contain
information identical to the parent cell?
3. How often do human skin cells divide? Why might that be?
Compare this rate to how frequently human neurons divide.
What do you notice?
4. Hypothesize what would happen if the sister chromatids did
not split equally during anaphase of mitosis.

Lab 4 Energy and PhotosynthesisBIO101L
Pre-Lab Questions
1. Describe how the functional units for beta carotene,
xanthophyll, chlorophyll A, and chlorophyll B are different. Be
sure to identify the subunits that adhere to paper during
chromatography.
2. Describe a technique for measuring photosynthetic rate.
3. Many deciduous trees have leaves which turn yellow in the
fall. What do you suppose is happening in the leaves at the
cellular and molecular level?
4. Chloroplasts and mitochondria are both are unusual in that
they have double membranes and contain their own set of DNA.
Can you think of any explanations for this observation?
Experiment 1: Paper Chromatography

Table 1: Part 1: Chromatography Data
Solvent
Distance from Original Line to Solvent Font
Number of Bands
Rf Factor
Acetic Acid
Acetone
Mineral Oil
Water
Table 2: Part 3: DPIP Photosynthesis Data
Test Tube
Chloroplast

Solution
Present?
Initial Color
Final Color
Time Required to Change Color (Hours)
1
2
3

Post-Lab Questions
1. What did the different colored bands signify in each solvent
for Part 1? What pigments can you associate them with?
2. What is the osmolarity fluid used in Part 2? Why is this
important? Why is it essential to keep it cool?
3. How could you modify this experiment to show the effects of
different wavelengths of light on the photosynthetic rate?

4. Some plants (grasses) tend to contain a greater concentration
of chlorophyll than others (pines). Can you develop a
hypothesis to explain this? Would it be testable?
5. Insert a picture of the four pieces of chromatography paper
with your name clearly and access code handwritten in the
background. (Part 1)
6. Insert a picture of the final color of the solutions in their test
tubes with your name and access code handwritten in the
background. (Part 3)
Lab 3 Ecology of OrganismsBIO101L

Pre-Lab Questions
1. Would you expect endangered species to be more frequently
generalists or specialists? Explain your answer.
2. How does temperature affect water availability in an
ecosystem?
Experiment 1: Effects of pH on Radish Seed Germination
Table 1
Water
Vinegar
Baking Soda
pH
Day

Seeds Germinated
Observations
Seeds Germinated
Observations
Seeds Germinated
Observations
1
2
3

4
5
6
7

Post-Lab Questions
1. Record your hypothesis from Step 6 here:
2. Construct a line graph based on the data from Table 1 in the
space below. Place the day on the x axis, and the number of
seeds germinated on the y axis. Be sure to include a title, label
the x and y axes, and provide a legend describing which line
corresponds to each plate (e.g., blue = acetic acid, green =
sodium bicarbonate, etc…).
3. Was there any noticeable effect on the germination rate of the

radish seeds as a result of the pH? Compare and contrast the
growth rate for the control with the alkaline and acidic
solutions.
4. According to your results would you say that the radish has a
broad pH tolerance? Why or why not? Use your data to support
your answer.
5. Knowing that acid rain has a pH of 2-3 would you conclude
that crop species with a narrow soil pH range are in trouble? Is
acid rain a problem for plant species and crops?
6. Insert photo of your seeds on the 7th day with your name and
access code handwritten in the background.

Lab 2 Cell Structure and FunctionBIO101L
Access Code (located on the lid of your lab kit): Click here
to enter text.
Pre-Lab Questions
1. Identify three major similarities and differences between
prokaryotic and eukaryotic cells.
2. Where is the DNA housed in a prokaryotic cell? Where is it
housed in a eukaryotic cell?
3. Identify three structures which provide support and
protection in a eukaryotic cell.
Experiment 1: Identifying Cell Structures
Post-Lab Questions
1. Label each of the arrows in the following slide image:
Structure
Identity
A

B
C
D
2. What is the difference between the rough and smooth
endoplasmic reticulum?
3. Would an animal cell be able to survive without
mitochondria? Why or why not?
4. What could you determine about a specimen if you observed
a slide image showing the specimen with a cell wall, but no
nucleus or mitochondria?
5. Hypothesize why parts of a plant, such as the leaves, are
green, but other parts, such as the roots, are not. Use scientific
reasoning to support your hypothesis.

Experiment 2: Create a Cell
Post-Lab Questions
1. What cell structures did you place in the plant cell that you
did not place in the animal cell?
2. Is there any difference in the structure of the two cells?
3. What structures do cells have for support in organisms that
lack cell walls?
4. How are organelles in a cell like organs in a human body?
5. How does the structure of a cell suggest its function? List
three examples.
6. In the table below, list the items you used to represent the
various organelles in your ANIMAL cell. Provide a brief
rationale explaining why you selected each item.
Item
Organelle

Rationale

7. Insert picture of your ANIMAL cell with your name and
access code handwritten in the background.
8. In the table below, list the items you used to represent the
various organelles in your PLANT cell. Provide a brief rationale
explaining why you selected each item.
Item
Organelle
Rationale

9. Insert picture of your PLANT cell with your name and access
code handwritten in the background.

Derrice RandleCase Study - The New PrincipalCOLLAPSETop of F.docx

Derrice RandleCase Study - The New PrincipalCOLLAPSETop of F.docx

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