This document provides instructions for a middle school science lab where students will use a compound light microscope to observe different kingdoms of life found in a freshwater pond sample. Students will collect a water sample, prepare wet mounts on microscope slides, and observe organisms at different magnifications. They will sketch and identify organisms, classifying them into kingdoms (Plantae, Animalia, Protista, Fungi, Archaebacteria or Eubacteria) based on observed characteristics. The goal is for students to gain understanding of biological classification and microscopy skills.
The document provides information about various sea creatures through detailed descriptions of their physical attributes and behaviors. It notes that plankton are a basic food source and come in many varieties. Sea urchins have spines for protection and feed on algae. Their reproduction involves releasing eggs and sperm that combine through external fertilization. Starfish move via hydraulic pressure in their tubular feet and arms. The nautilus can control its buoyancy through gas chambers in its shell, and its unchanged form undermines evolution. The cuttlefish is a fast swimmer that propels water through a siphon, while the octopus can change its skin color and pattern instantly through specialized cells. Overall the document emphasizes the intricate designs of sea creatures as
This presentation was made for my 3rd grade homeschool son. It is divided into invertebrates and vertebrates. It discusses basic characteristics, life cycle, and types of animals.
Earthworm reaction to chemical stimulus of ammoniaamangill94
The students tested earthworms' reactions to the chemical stimulus of ammonia versus water by placing paper towels soaked in each liquid on a tray with earthworms in the center. In all 3 trials, the earthworms moved to the side with the water-soaked paper towel. In the third trial, one worm died after coming into contact with the ammonia. The conclusion is that earthworms can detect chemicals through chemoreceptors and do not respond well to ammonia, which can even cause death upon direct contact.
This document summarizes two biology lab reports by a student. The first lab involved classifying 10 organisms found around the student's school into their scientific kingdoms, phyla, and classes. The second lab investigated interdependence between organisms by constructing food chains and a food web of 10 organisms and their food sources. Key findings were that organisms can be classified into taxonomic groups and that living things rely on each other through predator-prey relationships and the transfer of energy up the food chain from producers to consumers.
1) Early Earth had a different atmosphere than today and was bombarded by asteroids and comets. 2) Miller-Urey experiments showed how organic molecules could form in early Earth conditions. 3) RNA may have come before DNA and led to early life forms. Photosynthetic bacteria later produced oxygen that changed Earth's atmosphere.
The document discusses the different modes of reproduction in organisms. It describes asexual reproduction methods like vegetative reproduction, fission, budding, and regeneration. Potatoes and Protococcus are used as examples. Sexual reproduction requires two parents and produces offspring with unique gene combinations. Flower structure and reproduction in plants is demonstrated using gumamela. Both asexual and sexual reproduction ensure the continuity of life.
This document provides a literature review and overview of simple energy balance climate models. It summarizes Budyko's 1969 model, which related outgoing radiation to surface temperature. It also discusses the ice-albedo feedback mechanism considered important by climate scientists. The document then reviews the key assumptions and equations of simple energy balance models, including representing solar radiation as a latitude-dependent function, modeling albedo with piecewise constants, and approximating transport with a relaxation term. It derives the governing heat balance equation and shows how to solve for equilibrium temperatures as a function of latitude.
The document provides information about various sea creatures through detailed descriptions of their physical attributes and behaviors. It notes that plankton are a basic food source and come in many varieties. Sea urchins have spines for protection and feed on algae. Their reproduction involves releasing eggs and sperm that combine through external fertilization. Starfish move via hydraulic pressure in their tubular feet and arms. The nautilus can control its buoyancy through gas chambers in its shell, and its unchanged form undermines evolution. The cuttlefish is a fast swimmer that propels water through a siphon, while the octopus can change its skin color and pattern instantly through specialized cells. Overall the document emphasizes the intricate designs of sea creatures as
This presentation was made for my 3rd grade homeschool son. It is divided into invertebrates and vertebrates. It discusses basic characteristics, life cycle, and types of animals.
Earthworm reaction to chemical stimulus of ammoniaamangill94
The students tested earthworms' reactions to the chemical stimulus of ammonia versus water by placing paper towels soaked in each liquid on a tray with earthworms in the center. In all 3 trials, the earthworms moved to the side with the water-soaked paper towel. In the third trial, one worm died after coming into contact with the ammonia. The conclusion is that earthworms can detect chemicals through chemoreceptors and do not respond well to ammonia, which can even cause death upon direct contact.
This document summarizes two biology lab reports by a student. The first lab involved classifying 10 organisms found around the student's school into their scientific kingdoms, phyla, and classes. The second lab investigated interdependence between organisms by constructing food chains and a food web of 10 organisms and their food sources. Key findings were that organisms can be classified into taxonomic groups and that living things rely on each other through predator-prey relationships and the transfer of energy up the food chain from producers to consumers.
1) Early Earth had a different atmosphere than today and was bombarded by asteroids and comets. 2) Miller-Urey experiments showed how organic molecules could form in early Earth conditions. 3) RNA may have come before DNA and led to early life forms. Photosynthetic bacteria later produced oxygen that changed Earth's atmosphere.
The document discusses the different modes of reproduction in organisms. It describes asexual reproduction methods like vegetative reproduction, fission, budding, and regeneration. Potatoes and Protococcus are used as examples. Sexual reproduction requires two parents and produces offspring with unique gene combinations. Flower structure and reproduction in plants is demonstrated using gumamela. Both asexual and sexual reproduction ensure the continuity of life.
This document provides a literature review and overview of simple energy balance climate models. It summarizes Budyko's 1969 model, which related outgoing radiation to surface temperature. It also discusses the ice-albedo feedback mechanism considered important by climate scientists. The document then reviews the key assumptions and equations of simple energy balance models, including representing solar radiation as a latitude-dependent function, modeling albedo with piecewise constants, and approximating transport with a relaxation term. It derives the governing heat balance equation and shows how to solve for equilibrium temperatures as a function of latitude.
Aravindh K seeks a challenging position offering career growth. He has a BE in electrical engineering from Anna University and experience in building automation, CCTV, access control, and electrical systems. His past roles include positions at Johnson Controls, G4S Systems, and Roto Power Projects where he maintained and troubleshot various systems. He is currently a site lead at EFS Facilities Services maintaining DC power plants, generators, transformers, UPS, lighting, and access control systems.
This document contains interior design plans and specifications for a new medical clinic called Many Clinic. It includes sections such as the project description, site analysis, codes and regulations, floor plans, elevations, finishes and furnishings schedules. The design is for a boutique healthcare facility in Boston's South End that will provide both traditional and holistic medical treatments and services to the local baby boomer population.
Este documento describe los principales componentes internos de una computadora. Estos incluyen la placa madre, que coordina todos los componentes; el procesador, que ejecuta las instrucciones; la memoria RAM, que almacena datos temporalmente; la memoria ROM, que almacena instrucciones básicas; y la fuente de poder, que suministra electricidad a todos los componentes. Además, se describen otros componentes como las tarjetas de video, sonido y red, así como los discos duros donde se almacenan los archivos de manera permanente
Samantha Ayres has over 20 years of experience in customer service and administrative roles within prison systems. She is currently a Team Leader at Inspire Marsascala, where she oversees client care and ensures collaboration between staff. Previously, she held several roles of increasing responsibility within UK prison systems, including as a Senior Officer managing visitors and rehabilitation programs. She has extensive qualifications in management, leadership, business administration, health and safety, food safety, and security.
Tender Rose Dementia Care Specialists provides in-home care for those with dementia. They employ Memory Care Professionals who are specially trained to understand dementia and engage patients through personalized activities. This improves moods and quality of life. Families praise the compassionate care and reliability of Tender Rose caregivers.
Shepheard Stahel is a professional account manager and sales executive with over 25 years of experience in strategic account planning, opportunity development, resource allocation, contract negotiation, and relationship management. He has a proven track record of consistently exceeding sales quotas and growing his territory at Ergotron, where he is currently an executive territory account manager. The document provides details on his professional experience, contributions, and qualifications for various sales roles in healthcare, technology, and telecommunications companies.
The document discusses costume ideas for portraying an artist in a magazine spread focused on their normal life before fame. It considers using jumpers and jeans as they are casual clothing most people own. Black jeans in particular are mentioned as projecting power and elegance while making the artist seem ordinary. Heeled shoes and expensive clothing are rejected as the artist's lifestyle is meant to seem normal rather than celebrity-like. Later ideas include a simple dress or jeans with a nice top to seem dressy but not revealing, and also a sporty option like an artist such as Jessie J wears to seem more "tomboy". Throughout, the goal is to portray the artist as natural and real rather than glamorized.
The document provides instructions for an activity where students observe pond water samples under a microscope to learn about single-celled and multicellular organisms. Students will identify organisms, describe how they obtain food and air, and understand that while unicellular organisms carry out all life processes within a single cell, multicellular organisms rely on groups of specialized cells working together. The purpose is for students to recognize that all living things, whether one cell or many, need similar things to survive including food, water, air, waste removal, and a suitable environment.
This document provides instructions for an activity to determine the percentage of water in a plant cell. Students are asked to weigh a plant before and after drying it to remove water. By calculating the difference in weight, students can estimate how much of the plant's mass was made up of water. The activity aims to demonstrate that plant cells, like animal cells, are composed of approximately two-thirds water, and water plays a key role in cellular structure and function. Pre- and post-activity questions help students understand that water makes up a large percentage of both individual cells and living organisms overall.
The document discusses how scientists look for life elsewhere in the universe. It presents an activity where a student discovers an unknown organism and must present their findings to colleagues. It discusses the characteristics of life, including movement, respiration, sensitivity, growth, reproduction, excretion and nutrition. It also discusses the requirements for life, including liquid water, a source of energy, and available nutrients.
The document describes an experiment that tested the preferences of sowbugs (woodlice) between grass and sand substrates. The hypothesis was that sowbugs would prefer grass due to its moisture content and presence of decaying matter. 20 sowbugs were individually placed in a container half-filled with grass and half with sand. The results showed that sowbugs slightly preferred sand, with 11 choosing sand and 9 choosing grass. This suggests that sowbugs may prefer sand over grass as a substrate.
This document provides an overview of plant and animal cells and instructions on how to use a light microscope. It discusses that cells are the basic unit of all living things, and while most cells are too small to see, microscopes allow observation of cellular structures. The document then details:
- The parts of plant and animal cells and how they differ. Plant cells have cell walls and chloroplasts while animal cells have centrioles.
- An activity where students compare plant and animal cell diagrams, construct a Venn diagram, and identify similarities and differences.
- How to prepare and observe onion cells under the microscope, including staining the cells and identifying cellular structures.
- The parts of the light microscope and
Gr7module2forstudents 120920041248-phpapp01 (1)Aiza Onda
This document provides an overview of plant and animal cells and instructions on how to use a light microscope. It discusses that cells are the basic unit of all living things, and while most cells are too small to see, microscopes allow observation of cellular structures. The document then details:
- The parts of plant and animal cells, including similarities like the nucleus, plasma membrane, and cytoplasm, as well as differences like plant cells containing cell walls and chloroplasts.
- How to prepare and observe onion cells under a light microscope, noting identification of cellular structures both before and after staining.
- The parts of a light microscope, including objectives, eyepiece, mirror, and how they function to magnify specimens
Crayfish have identifiable structures that serve different functions. They have eyes, antennae, a carapace, pincers, swimmerets, and a tail. Male and female crayfish can be differentiated by the size of their pincers and shape of their swimmerets. Crayfish need a habitat with food, water, shelter, space, and opportunities to hide. They will claim territories and defend their shelters from other crayfish.
This document discusses different types of plankton. It describes phytoplankton such as diatoms, dinoflagellates, coccolithophores and cyanobacteria. Diatoms are enclosed in silica cases and come in many shapes and sizes. Dinoflagellates can cause harmful algal blooms. Coccolithophores have scales and two flagella. Zooplankton include holoplankton which spend their whole lives as plankton, and meroplankton which are plankton temporarily. Examples given are copepods, ostracods and rotifers. The document also discusses using diatoms to help determine causes of death in forensic investigations.
The document discusses how freshwater invertebrates, specifically mollusks or snails, make up a significant portion of Alabama's biodiversity as there are 180 mollusk species in the state, and notes that pollution of freshwater habitats could negatively impact these species by threatening the aquatic ecosystems they depend on for survival. It also provides context that mollusks are commonly found in aquatic environments throughout North America.
Investigation
1. Diffusion and Osmosis
How does water move into and out of a cell?
Water passes into and out of the cell by osmosis. Osmosis is the diffusion of water
across a membrane from an area of higher water concentration to an area of lower water concentration. In this investigation, you will use an egg membrane as a model system and observe the effects of water movement when the egg is placed in different solutions.
Materials
• 600 mL beakers/clear plastic cups (2)
• Wax pencil/permanent marker
• Balance
• Vinegar
• Tablespoon
• Fresh eggs (2)
• 50 mL beakers/plastic cups
• Paper plates
• Distilled water
• Corn syrup
Dissolving the eggshell
Stop and think
Placing the eggs into different solutions
Thinking about what you observed
Exploring on your own
2, Photosynthesis and Color
Does the color of light affect photosynthesis?
Living organisms, both plant and animal, contain chemicals known as pigments. A
pigment’s color is determined by the wavelengths of light that the pigment reflects. Plant leaves contain chlorophyll, a pigment that is vital to photosynthesis. In this investigation we will find out which colors of light are needed by chlorophyll to sustain photosynthesis
Materials
• Four small potted plants
• Plant grow light (75 W)
• Red light (75 W)
• Blue light (75 W)
• Green light (75 W)
• Four light fixtures
• Water
• Thermometer
Setting up
Stop and think
Doing the experiment
Thinking about what you observed
3. Photosynthesis and Color
Does the color of light affect photosynthesis?
This document summarizes key aspects of cell structure and function. It describes the basic components of cells, including the cell membrane, cytoplasm, nucleus, and organelles. It discusses the differences between prokaryotic and eukaryotic cells. The document also provides examples of cell shapes and sizes, and explains how microscopes can be used to view cells at different levels of magnification.
Biology m3 movement of matls thru the cell membranedionesioable
This document provides an overview of module 3 from an alternative secondary education biology course on the movement of materials through the cell membrane. The module contains 3 lessons that discuss cellular exchange with the environment, different types of transport (passive vs. active), and how discoveries on cellular structures and functions have led to useful technologies. Students are expected to learn about diffusion, osmosis, active and passive transport, and how cellular processes are applied to food production and health. The module instructs students to complete reading, activities, and tests to achieve the learning objectives.
This document provides an interactive lesson about frogs that teaches students about their adaptations, life cycle, diet, and defenses. The lesson contains slides with text, images, and audio about frog habitats, characteristics, and enemies. Students can navigate between slides and test their knowledge by answering questions about how frogs avoid predators. The objectives are to describe frog adaptations and identify how environmental factors influence their survival.
1. The document discusses octopuses, providing details about their biology, behavior, intelligence, and mythology. It describes their scientific classification, anatomy, habitats, life cycles, defense mechanisms, and interesting species.
2. Octopuses are highly intelligent invertebrates that can change color, solve problems, and use tools. They have advanced learning abilities and may have individual personalities. Some species like the giant Pacific octopus can grow very large, over 30 feet across.
3. The document explores octopus mythology like the Kraken and discusses their depiction in ancient art. It provides facts about their habitats in oceans worldwide, diet, camouflage abilities, and details of their reproductive processes and life
Aravindh K seeks a challenging position offering career growth. He has a BE in electrical engineering from Anna University and experience in building automation, CCTV, access control, and electrical systems. His past roles include positions at Johnson Controls, G4S Systems, and Roto Power Projects where he maintained and troubleshot various systems. He is currently a site lead at EFS Facilities Services maintaining DC power plants, generators, transformers, UPS, lighting, and access control systems.
This document contains interior design plans and specifications for a new medical clinic called Many Clinic. It includes sections such as the project description, site analysis, codes and regulations, floor plans, elevations, finishes and furnishings schedules. The design is for a boutique healthcare facility in Boston's South End that will provide both traditional and holistic medical treatments and services to the local baby boomer population.
Este documento describe los principales componentes internos de una computadora. Estos incluyen la placa madre, que coordina todos los componentes; el procesador, que ejecuta las instrucciones; la memoria RAM, que almacena datos temporalmente; la memoria ROM, que almacena instrucciones básicas; y la fuente de poder, que suministra electricidad a todos los componentes. Además, se describen otros componentes como las tarjetas de video, sonido y red, así como los discos duros donde se almacenan los archivos de manera permanente
Samantha Ayres has over 20 years of experience in customer service and administrative roles within prison systems. She is currently a Team Leader at Inspire Marsascala, where she oversees client care and ensures collaboration between staff. Previously, she held several roles of increasing responsibility within UK prison systems, including as a Senior Officer managing visitors and rehabilitation programs. She has extensive qualifications in management, leadership, business administration, health and safety, food safety, and security.
Tender Rose Dementia Care Specialists provides in-home care for those with dementia. They employ Memory Care Professionals who are specially trained to understand dementia and engage patients through personalized activities. This improves moods and quality of life. Families praise the compassionate care and reliability of Tender Rose caregivers.
Shepheard Stahel is a professional account manager and sales executive with over 25 years of experience in strategic account planning, opportunity development, resource allocation, contract negotiation, and relationship management. He has a proven track record of consistently exceeding sales quotas and growing his territory at Ergotron, where he is currently an executive territory account manager. The document provides details on his professional experience, contributions, and qualifications for various sales roles in healthcare, technology, and telecommunications companies.
The document discusses costume ideas for portraying an artist in a magazine spread focused on their normal life before fame. It considers using jumpers and jeans as they are casual clothing most people own. Black jeans in particular are mentioned as projecting power and elegance while making the artist seem ordinary. Heeled shoes and expensive clothing are rejected as the artist's lifestyle is meant to seem normal rather than celebrity-like. Later ideas include a simple dress or jeans with a nice top to seem dressy but not revealing, and also a sporty option like an artist such as Jessie J wears to seem more "tomboy". Throughout, the goal is to portray the artist as natural and real rather than glamorized.
The document provides instructions for an activity where students observe pond water samples under a microscope to learn about single-celled and multicellular organisms. Students will identify organisms, describe how they obtain food and air, and understand that while unicellular organisms carry out all life processes within a single cell, multicellular organisms rely on groups of specialized cells working together. The purpose is for students to recognize that all living things, whether one cell or many, need similar things to survive including food, water, air, waste removal, and a suitable environment.
This document provides instructions for an activity to determine the percentage of water in a plant cell. Students are asked to weigh a plant before and after drying it to remove water. By calculating the difference in weight, students can estimate how much of the plant's mass was made up of water. The activity aims to demonstrate that plant cells, like animal cells, are composed of approximately two-thirds water, and water plays a key role in cellular structure and function. Pre- and post-activity questions help students understand that water makes up a large percentage of both individual cells and living organisms overall.
The document discusses how scientists look for life elsewhere in the universe. It presents an activity where a student discovers an unknown organism and must present their findings to colleagues. It discusses the characteristics of life, including movement, respiration, sensitivity, growth, reproduction, excretion and nutrition. It also discusses the requirements for life, including liquid water, a source of energy, and available nutrients.
The document describes an experiment that tested the preferences of sowbugs (woodlice) between grass and sand substrates. The hypothesis was that sowbugs would prefer grass due to its moisture content and presence of decaying matter. 20 sowbugs were individually placed in a container half-filled with grass and half with sand. The results showed that sowbugs slightly preferred sand, with 11 choosing sand and 9 choosing grass. This suggests that sowbugs may prefer sand over grass as a substrate.
This document provides an overview of plant and animal cells and instructions on how to use a light microscope. It discusses that cells are the basic unit of all living things, and while most cells are too small to see, microscopes allow observation of cellular structures. The document then details:
- The parts of plant and animal cells and how they differ. Plant cells have cell walls and chloroplasts while animal cells have centrioles.
- An activity where students compare plant and animal cell diagrams, construct a Venn diagram, and identify similarities and differences.
- How to prepare and observe onion cells under the microscope, including staining the cells and identifying cellular structures.
- The parts of the light microscope and
Gr7module2forstudents 120920041248-phpapp01 (1)Aiza Onda
This document provides an overview of plant and animal cells and instructions on how to use a light microscope. It discusses that cells are the basic unit of all living things, and while most cells are too small to see, microscopes allow observation of cellular structures. The document then details:
- The parts of plant and animal cells, including similarities like the nucleus, plasma membrane, and cytoplasm, as well as differences like plant cells containing cell walls and chloroplasts.
- How to prepare and observe onion cells under a light microscope, noting identification of cellular structures both before and after staining.
- The parts of a light microscope, including objectives, eyepiece, mirror, and how they function to magnify specimens
Crayfish have identifiable structures that serve different functions. They have eyes, antennae, a carapace, pincers, swimmerets, and a tail. Male and female crayfish can be differentiated by the size of their pincers and shape of their swimmerets. Crayfish need a habitat with food, water, shelter, space, and opportunities to hide. They will claim territories and defend their shelters from other crayfish.
This document discusses different types of plankton. It describes phytoplankton such as diatoms, dinoflagellates, coccolithophores and cyanobacteria. Diatoms are enclosed in silica cases and come in many shapes and sizes. Dinoflagellates can cause harmful algal blooms. Coccolithophores have scales and two flagella. Zooplankton include holoplankton which spend their whole lives as plankton, and meroplankton which are plankton temporarily. Examples given are copepods, ostracods and rotifers. The document also discusses using diatoms to help determine causes of death in forensic investigations.
The document discusses how freshwater invertebrates, specifically mollusks or snails, make up a significant portion of Alabama's biodiversity as there are 180 mollusk species in the state, and notes that pollution of freshwater habitats could negatively impact these species by threatening the aquatic ecosystems they depend on for survival. It also provides context that mollusks are commonly found in aquatic environments throughout North America.
Investigation
1. Diffusion and Osmosis
How does water move into and out of a cell?
Water passes into and out of the cell by osmosis. Osmosis is the diffusion of water
across a membrane from an area of higher water concentration to an area of lower water concentration. In this investigation, you will use an egg membrane as a model system and observe the effects of water movement when the egg is placed in different solutions.
Materials
• 600 mL beakers/clear plastic cups (2)
• Wax pencil/permanent marker
• Balance
• Vinegar
• Tablespoon
• Fresh eggs (2)
• 50 mL beakers/plastic cups
• Paper plates
• Distilled water
• Corn syrup
Dissolving the eggshell
Stop and think
Placing the eggs into different solutions
Thinking about what you observed
Exploring on your own
2, Photosynthesis and Color
Does the color of light affect photosynthesis?
Living organisms, both plant and animal, contain chemicals known as pigments. A
pigment’s color is determined by the wavelengths of light that the pigment reflects. Plant leaves contain chlorophyll, a pigment that is vital to photosynthesis. In this investigation we will find out which colors of light are needed by chlorophyll to sustain photosynthesis
Materials
• Four small potted plants
• Plant grow light (75 W)
• Red light (75 W)
• Blue light (75 W)
• Green light (75 W)
• Four light fixtures
• Water
• Thermometer
Setting up
Stop and think
Doing the experiment
Thinking about what you observed
3. Photosynthesis and Color
Does the color of light affect photosynthesis?
This document summarizes key aspects of cell structure and function. It describes the basic components of cells, including the cell membrane, cytoplasm, nucleus, and organelles. It discusses the differences between prokaryotic and eukaryotic cells. The document also provides examples of cell shapes and sizes, and explains how microscopes can be used to view cells at different levels of magnification.
Biology m3 movement of matls thru the cell membranedionesioable
This document provides an overview of module 3 from an alternative secondary education biology course on the movement of materials through the cell membrane. The module contains 3 lessons that discuss cellular exchange with the environment, different types of transport (passive vs. active), and how discoveries on cellular structures and functions have led to useful technologies. Students are expected to learn about diffusion, osmosis, active and passive transport, and how cellular processes are applied to food production and health. The module instructs students to complete reading, activities, and tests to achieve the learning objectives.
This document provides an interactive lesson about frogs that teaches students about their adaptations, life cycle, diet, and defenses. The lesson contains slides with text, images, and audio about frog habitats, characteristics, and enemies. Students can navigate between slides and test their knowledge by answering questions about how frogs avoid predators. The objectives are to describe frog adaptations and identify how environmental factors influence their survival.
1. The document discusses octopuses, providing details about their biology, behavior, intelligence, and mythology. It describes their scientific classification, anatomy, habitats, life cycles, defense mechanisms, and interesting species.
2. Octopuses are highly intelligent invertebrates that can change color, solve problems, and use tools. They have advanced learning abilities and may have individual personalities. Some species like the giant Pacific octopus can grow very large, over 30 feet across.
3. The document explores octopus mythology like the Kraken and discusses their depiction in ancient art. It provides facts about their habitats in oceans worldwide, diet, camouflage abilities, and details of their reproductive processes and life
The document provides background information on frog anatomy. It describes the external features of the frog's head such as its nostrils, eardrums, eyes, and mouth interior. It then details the major internal organ systems, including the respiratory, circulatory, digestive, urinary, and reproductive systems. The summary concludes by outlining the objectives and materials for a frog dissection lab, intended to observe and identify the external and internal structures of the frog.
Introduction to Scientific Classification and cellsMLORD
- All living things on Earth are made of cells. Organisms can be divided into two main groups: plants and animals.
- Plants and animals differ in that plants can produce their own food using chloroplasts, sunlight, carbon dioxide and water, while animals must consume other organisms for food.
- All cells contain a nucleus, cytoplasm, mitochondria and cell membrane. Plant cells also contain chloroplasts and cell walls, while animal cells do not.
1. The document describes a lab activity where students observe onion and cheek cells under a microscope. They prepare slides of each cell type using different stains and observe the cells' structures.
2. Key structures observed in onion and cheek cells included the cell membrane, cytoplasm, and nucleus. Onion cells also had a cell wall. Cheek cells were roughly circular while onion cells were rectangular.
3. The purpose was to compare plant and animal cells and identify their similarities and differences. It also helped students practice microscope skills and learn that cell membranes are semi-permeable based on different stains being used.
Slides about Sponges,
Slides include What are Sponges? General Physiology, Feeding, Cell Types, Cell Organization in Sponges, Reproduction in Sponges, Support & Defense system of Sponges & some common Sponges
10 4 all handouts animal diversity 2010 jewett editMrJewett
The document summarizes key information about sponges and cnidarians. It discusses their:
1) Simple body structures and lack of tissues in sponges. Cnidarians have a gastrovascular cavity and three body layers.
2) Radial symmetry in cnidarians and lack of symmetry in sponges.
3) Close evolutionary relationship and how cnidarians were early ancestors of animals with nerves and muscles.
4) Filter feeding in sponges and carnivorous feeding using nematocysts in cnidarians like jellyfish and hydra.
The document summarizes the life cycle of a frog in 4 stages:
1) Eggs are laid in water and hatch into tadpoles within 6 days.
2) As tadpoles, they grow tails and gills to live in water over 60-84 days.
3) They develop legs and lungs and transition onto land.
4) They complete their transformation into adult frogs that live on land and can swim but no longer resemble tadpoles.
Similar to Project_3_waterkingdoms_SciencePub (20)
1. #Title: The kingdoms in a water drop: an introduction to microscopy and the kingdoms of life
#Targeted Level: Middle School
#Difficulty: Intermediate 3
#Time Required: 1 hour if water samples are provided; 1 day if water samples need to be
collected
#Notes on Time Required: Natural water samples vary by how many living organisms can
be found in a given volume. If the sample is highly concentrated (many critters in a given
volume), you won’t have to spend much time searching with the microscope. If the sample is
dilute (few critters in a given volume), you will need to allow more time to find a good sample to
make your observations.
#Prerequisites: This lab will instruct the student on how to use a microscope.
#Material Availability: (2) requires specialty items but access to a laboratory is not
required.
#Material Availability Notes: You will need access to a pond or pond water samples.
You will also need access to a compound light microscope to examine the samples.
#Cost: Low (if microscope available)
#Adult Supervision Required: Yes (handling of microscope)
#Safety: Practice good hygiene after collecting and handling water samples from a pond.
Some ponds may contain pollutants or fecal material (such as from water fowl, fish or sewage).
#Abstract:
[Note: A short summary, description of the project]
[Insert]
#Objective: To gain an understanding of the kingdoms of life and the classification of aquatic
organisms. To learn to use a compound light microscope to make observations of living
organisms.
#Hypothesis:
#Credits: Jessica Watson
2. #Background:
Close your eyes and picture a kingdom. What do you see? Do you picture a castle with walls?
Are there farms in the distance? A King on his throne and knights in armor? What would you
say if someone told you a kingdom can fit in a water drop? That sometimes there can be as
many as 5 kingdoms in a water drop? Would you believe them?
Well, you are both right. There is more than one kind of kingdom. The first kind, which you may
have pictured at first, is a kingdom ruled by a king. The second kind refers to living things,
organisms that eat, breathe, move and reproduce. Biological classification is a system
scientists use to organize life into categories based on similarities and differences. Scientists
group organisms into 5 or 6 different kingdoms of life. The kingdoms of life are Plant, Animal,
Protist, Fungi, Eubacteria and Archaebacteria. The last two kingdoms are sometimes grouped
into one kingdom called Monera.
Plants get their energy from the sun. For this reason plants tend to be the colors of the
pigments they use to capture sunlight, such as green, red or orange. Animals get their energy
by eating other living organisms. When they get hungry they might eat plants, other animals,
protists, fungi or even bacteria. Protists are a tricky group. They can have things in common
with both plants and animals. Fungi include yeast, mold and mushrooms. Bacteria are
everywhere, including on your hands and in your mouth, but you won’t see them!
Salt, sugar and water are molecules that are contained in the food you eat every day. Maybe
you prefer sugar to salt? Maybe you eat too much salt and don’t drink enough water? They are
all made up of basic units called atoms. Atoms are like links in a chain. Like molecules, living
organisms are made up of basic units called cells. Cells allow the organism to breathe, eat,
move and reproduce. Since the smallest cells are smaller than a pencil tip, we need to use a
microscope in order to see very small organisms, which are made up of one or a few cells.
Microscopes enlarge organisms that we can’t see with our eyes.
In this project you are going to identify several kingdoms of life in a water sample. First, you will
collect water from a pond or lake, then bring it back to your microscope for observation. In order
to observe these small creatures, you will make a wet mount. Wet mounts are slides
containing your sample in solution; they are used to observe living organisms.
#Terms and Concepts:
biological classification
microscope
cells
kingdoms
eyepiece
stage
wet mount
3. #Questions:
1. What differences did you notice between plants that live in the water (aquatic) and plants that
live on land (terrestrial)?
2. What differences did you notice between animals that live in water (aquatic) and animals that
live on land (terrestrial)?
#Bibliography:
#Materials and Equipment:
bucket or glass jars with screw tops
Compound light microscope
Glass microscope slides (only need a few; they can be rinsed and reused)
Cover slips for slides (1 box; easier to use a new one for each wet mount)
Eyedropper
Paper and pencil
Wagon or cart (if assistance is needed carrying the bucket or jars of water)
#Experimental Procedure:
4. 1) Gather together your collecting materials: bucket or jars with screw tops, and cart or
wagon to carry them back. Locate a pond that you can access to collect water samples.
The pond should have a shore that you can reach by foot.
2) Fill your bucket or jars with water. Please note that when you submerge your bucket in
water, it can be very difficult to lift back out. When you fill the bucket, hold it with both
hands. To fill the bucket, first tilt it slowly, then push a small part of the rim into the water
so that it fills slowly. You will feel the bucket get heavy as it starts to fill. Pull it out of the
water before it gets too heavy.
3) If you have filled glass jars with water, loosely tighten the screw cap. If the cap is too
tight the organisms in the water might run out of oxygen. Since you want to see live
organisms under the microscope, keep the caps loosened so oxygen can enter the jar.
4) Bring the water samples back for observation under the compound light microscope. To
do this you are going to prepare a wet mount.
5) To prepare the wet mount, use an eyedropper to transfer some of your water sample to
a microscope slide. Handle the slide by its edges to avoid getting fingerprints on it. You
will only need to put 1-2 drops of water on the slide. If you put too much water the slide
will overflow.
6) Next place a cover slip over the water on the slide. To place the cover slip, hold it by its
edges and put one edge down on slide first. Lower the rest of the cover slip onto the
slide as if it is a hinged door. It will contact the water and cause it to spread underneath
the cover slip. It’s okay if some water spills off the sides; you have plenty more!! (see
drawing)
5. 7) Refer to the diagram showing the parts of a microscope. Place the wet mount on the
stage of the microscope and look through the eyepiece to begin making observations.
Start at the lowest magnification by using the 4x objective lens. The images you see
through the eyepiece are made larger by different lenses or pieces of glass.
8) Once you think you have the water sample in focus, move to the next highest
magnification (10x). Continue to increase your magnification, getting the water into
focus each time, until you start to see critters swimming around. You will notice that the
water on the slide has some depth so you may need to adjust with the fine focus as the
critters swim up and down.
9) If you don’t find any organisms on the slide, you may need to repeat steps 5-8 until you
do see things swimming around.
10) Once you have found some organisms to observe, begin making sketches of what you
see on each slide. Some critters may move very fast and some slow. Observe as many
as you can and make notes about sizes, color and behavior.
11) After you have observed at least 10 different organisms, begin to make guesses about
which kingdom the organism may be classified in. Add these guesses to your notes and
include the reasons you chose those kingdoms.
6.
7. #Discussion:
Were the organisms in Kingdom Plantae more mobile than organisms in Kingdom Animal? Why
or why not?
Were the organisms in your water sample primarily from one Kingdom? If so, why do you think
this is? If not, why not?
Were there any kingdoms you did not observe under the microscope? Why or why not?
#Make it Your Own:
Do some research to answer the following questions:
Which kingdom of life has the largest living organism(s)?
Which kingdom of life has the smallest living organism(s)?
Which kingdom of life has the longest-lived organism(s)?
Which kingdom of life has the shortest-lived organism(s)?
#Answers to Questions:
1) Most aquatic plants are single-celled, with the exception of seaweed and sea grasses, among
others. This is a better adaptation for life in water because they will be less likely to sink and
can move around to find better living conditions. Terrestrial plants, like redwood trees, can get
extremely large. On land being large doesn’t limit plants because they are rooted in soil, which
is where they get their nutrients.
2)
There
can
be
more
than
one
answer
to
this
question.
Aquatic
animals
can
also
be
much
smaller
than
terrestrial
animals,
depending
on
the
stage
of
its
development.
For
example,
copepods,
which
are
arthropods
like
insects,
need
to
be
viewed
with
a
microscope.