C04 Cell Surface Area
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This document describes an activity where students will construct and analyze 3D cell models of different sizes to investigate how surface area to volume ratios impact cell size limitations. Students will measure the dimensions and volume of each model, calculate the total surface area, and determine the surface area to volume ratios. Analyzing these ratios may help explain why cells cannot continue to increase in size. The goal is for students to understand that larger volumes require more surface area for exchange of materials, and that surface area cannot increase indefinitely relative to volume.
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The lab report describes an experiment with the purpose of discussing the goal of the lab, briefly outlining the steps taken, describing the observations made including any data tables, analyzing the observations and drawing conclusions, and noting comments about spelling and grammar are 10% of the grade.
C18 Mark Recapture
This document describes the mark-recapture method of estimating animal populations using the Lincoln-Peterson technique. It provides background on the method, outlines the procedure for a simulation lab using beans, and includes analysis questions. In the simulation, different numbers of beans are marked with white paint and mixed with an unknown number of unmarked red beans. Samples are taken and the number of marked and unmarked beans are counted to calculate the estimated total population size using the Lincoln-Peterson formula. Percent error is also calculated by comparing estimates to the actual total number of beans.
C13 Peppered Moth
This document summarizes a lab experiment on how natural selection can lead to changes in populations over time through directional selection. The lab involves simulating predation of differently colored prey items and analyzing data on changing ratios of light and dark peppered moths in an area affected by the Industrial Revolution. Students are asked to conduct an experiment on predation, graph moth coloration data over 10 years, and answer questions analyzing how environmental changes drove directional selection toward darker moth coloration that provided better camouflage.
C12 Dna Extraction
This document provides instructions for extracting DNA from white onions using household materials. The procedure involves chopping an onion and mixing it with a solution of detergent and salt, then heating the mixture to lyse the cells and release the DNA. The mixture is cooled, filtered, and the filtrate is collected in a test tube. Cold alcohol is added, which causes the DNA to precipitate out of solution and be visible. The objectives are to extract DNA from onions and view real DNA.
C09 Pedigrees
This document provides background information on pedigrees and their use in genetic analysis. It discusses how geneticists use pedigrees to study inheritance patterns in humans since direct breeding experiments are not possible. A pedigree is a family tree that records the presence or absence of a trait over multiple generations. The document includes a sample pedigree for Duchenne muscular dystrophy, showing it is a recessive X-linked trait. It provides objectives and a procedure for students to analyze fur color pedigrees and determine dominant/recessive alleles and sex linkage.
C08 Mitosis[1]
This document provides an overview of mitosis in plant and animal cells. It describes the stages of the cell cycle and mitosis, including interphase, prophase, metaphase, anaphase, telophase, and cytokinesis. Students are instructed to observe prepared slides of onion root tips and whitefish blastula under a microscope to identify cells in each stage of mitosis. Key differences between mitosis in plant and animal cells are highlighted, such as the formation of cell walls in plant cell cytokinesis. The role of mitosis in cellular reproduction is also discussed.
C07 Chromatography[1]
This document discusses paper chromatography and its use in separating and identifying pigments from plant extracts. It explains that pigments are carried up the paper at different rates depending on their solubility in the solvent and ability to form hydrogen bonds with the cellulose in the paper. Beta-carotene moves near the solvent front as it is very soluble and does not form hydrogen bonds, while chlorophylls bind more tightly to the paper. The document provides objectives, materials, and procedures for performing paper chromatography on leaf pigments to separate chlorophyll a, chlorophyll b, carotenes, and xanthophylls.
C07 Chromatography
This document provides background on paper chromatography and how it can be used to separate pigments in plant extracts. It explains that pigments move at different rates on the chromatography paper depending on their solubility in the solvent and ability to form hydrogen bonds with the cellulose. Beta-carotene moves near the solvent front while xanthophyll and chlorophylls are more tightly bound. The objectives are to understand chromatography principles. The procedure has students extract pigments from leaves using alcohol and separate them on coffee filters. [/SUMMARY]
C06 Food Energy
This document provides instructions for a lab on interpreting food energy content from nutrition labels. Students will collect 6 food labels, calculate calories per gram and calories per 100 grams for each food, record the results in a data table, and create a bar graph comparing calories per 100 grams for each food. The objectives are to graph and interpret data on the energy content of various foods. Analysis questions ask students to identify foods with the most/fewest calories, why standardizing to the same sample size is helpful, why calories are listed by serving size rather than 100 grams, and how to use calorie information.
C05 Demonstrating Diffusion
This document provides instructions for an experiment to demonstrate diffusion and the effect of temperature on the rate of diffusion. Students will use three containers of water with different temperatures (cold, medium, hot) and add food coloring to observe how quickly it spreads through the water. They will record the initial temperatures and time it takes for uniform coloring. The objectives are to observe diffusion and recognize how temperature relates to diffusion rate. Analysis questions ask students to define diffusion based on observations, explain how temperature affects diffusion, and why a warm body is advantageous for living things.
C02 P H
This document outlines an experiment to determine the pH of common foods and ingredients using pH paper in order to identify which substances increase the risk of tooth demineralization. Students prepare 12 test tube samples including drinks, foods, and a mixture of vinegar and baking soda. By dipping pH paper into each sample and comparing the color to a chart, they record the pH and classify the substance as acidic, basic, or neutral. The results show that more acidic foods like vinegar and lemon juice promote tooth demineralization while baking soda reduces this risk by neutralizing acid.
Plant Phylogeny Lab
This document provides materials for a classroom activity where students reconstruct plant phylogenies using morphological characters. It includes a lesson plan, discussion leader instructions, pre-activity worksheet, student worksheet, and photographs of plants. The activity has students examine live potted plants or photographs to choose morphological characters and character states. They then build a character-state matrix and use the principle of parsimony to hypothesize evolutionary relationships among the plants, creating a phylogeny. Their results are presented and compared to a molecular phylogeny of the same plants. The goal is for students to learn phylogenetic reconstruction and how to determine ancestral and derived character states.
Bio 127
The document discusses the different types of blood cells and their functions. It describes the 5 main types of white blood cells - neutrophils, monocytes, eosinophils, basophils, and lymphocytes - and provides images showing their distinguishing characteristics. Neutrophils are the most common white blood cell and engulf bacteria. Monocytes circulate before becoming macrophages. Eosinophils and basophils have granules and defend against parasites and multicellular invaders. Lymphocytes provide adaptive immunity and make up 30% of white blood cells. Red blood cells are the most numerous cell and transport oxygen due to their high surface area to volume ratio.
Thankyou
This document lists many names of individuals and businesses, thanking them for supporting an unnamed person's medical costs and recovery from an unspecified illness or injury. It expresses gratitude for financial contributions like medical equipment costs, medical procedures, transportation for treatment, and other types of support over a long period of recovery. The document conveys sincere appreciation for an extensive network of people who sustained the person's life through a difficult health challenge.
More from swalden01 (15)
C04 Cell Surface Area
- 1. Bio 103 - Introduction to Biology Chapter 4: A Tour of the Cell Modeling Cells: Surface to Volume Background: Are there limits as to how large organisms can grow? Some humans are very tall but do not grow as large as trees. Some large insects do exist but never grow to reach the sizes you might see in science fiction films. Why? One reason is that with increasing height there is a disproportionate increase in volume (or weight). If the height of an elephant were doubled, its weight would increase by eight times its original weight. An elephant cannot grow larger, because its legs could not support the increase in weight. In this activity you will examine surface area-to-volume ratios on a small scale, using some model cells. You will use the collected data to reach some conclusions as to why this ratio might limit the size of a cell. Objectives: • construct and analyze various cell models. • measure volume and calculate surface area. • calculate surface-area-to-volume ratios. • form conclusions about size limitations, using your data. Materials: • scissors • cell model cutouts (3) • poster board • tape • metric ruler • sand • funnel • large graduated cylinder • calculator (optional) Preparation: Cut out three cell models and fold each to form a three-dimensional shape. Cell dimensions should be recorded in the table in step 1 below. Use tape where directed so that the models hold their shape. Procedure: 1. Using the metric ruler, measure the length, width, and height dimensions of each model. Record the dimensions in a table like the one shown below. Cell Dimensions Surface Area Volume Ratio (cm) (cm2) (cm3) Surface to Volume A B C 2. Fill each model with sand. Level off the sand at the top of the model, using the ruler. 1 success = preparation + execution
- 2. 3. Find the volume of sand in each model. You can do this two ways. a. Measure the amount of sand in each model, using a graduated cylinder. Pour the sand through the funnel into the graduated cylinder or a measuring cup. One millimeter = one cubic centimeter (l cm3). b. Calculate the volume using the formula in step 2 of Analysis (below). Analysis: 1. Complete the data table by calculating the area and volume of each model. To calculate total surface area for each model, find the area of each side (length x width) then multiply that number by 6. Enter the data in your table. Why do you need to multiply by 6? 2. To calculate the volume of sand, use the following formula: volume = length x width x height Record the volume of each model in your table. 3. Calculate the surface area-to-volume ratio for each model. Use the following formula: surface area/volume = ratio Record the value in your table. 4. Which model has the largest surface area? 5. Which model has the largest volume? 6. Which model has the largest ratio? 7. To maintain life, materials must be able to move into and out of a cell. What might be the advantage of having a large surface area? 8. What might be the disadvantage of having a large volume? 2 success = preparation + execution