1. The document provides directions for an osmosis lab experiment using dialysis tubing but the student did not receive the necessary materials.
2. It includes a table to record data on the rate of pressure change inside the dialysis tubing when placed in sucrose solutions of varying molarity.
3. The student is asked a series of analysis questions about the direction of water movement, patterns in the data, and sources of experimental error.
Experiment 1 – quantitative measurements.
1. Loading samples.
You will be given a series of concentrations of fluorescein solutions in PBS buffer. The first set contains concentrations of 100μM, 50μM, 25μM, 12.5μM, 6.25μM, and PBS as a blank control. The second set contains the concentrations of 10μM, 5μM, 2.5μM, 1.25μM, 0.625μM, 0.3125μM, and PBS as a blank control. You will be given a 96 well plate for loading solutions (Figure 1).
You will be given two unknown samples labeled as “Low” and “High”. Their concentrations will fall in the range of 0 to 10 mM.
· - Pipette 100 μL of each concentration from the first set in row A. Record the well number and corresponding concentration, e.g A2 – 10 μM, A3-5 μM, etc. Leave the first column (i.e. column 1) empty or filled with 75 μL of PBS buffer.
· - Rows B and C should be duplicates of what is filled in row A.
· - Pipette 100 μL of each concentration from the second set in rows D, E and F.
· - Now pipette 100 μL of one unknown sample in 3 empty wells in rows from A to F. For example, you select wells A9, B9, and C9. Perform the same for the other unknown sample. (Hint: The unknown concentration (labelled as “High”) may be in the order of mM, what would you do in order to measure it?)
· - Now take the solution of 0.625 μM fluorescein. Fill different volumes in row H as below: 25 μL- H12, 50 μL – H11, 100 μL - H10, 200 μL –H9, 200 μL -H8, PBS buffer- H7. Make a duplicate in the same row, i.e. 10 μL - H1, 25 μL – H2, 50 μL – H3, 100 μL – H4, 200 μL –H5, 200 μL –H6, PBS buffer- H7. Note: Generally, you need at least three duplicates for quantitative measurements. You should give the average number from the three measurements and report the standard deviation. Try to pipette as accurate as possible. This will affect your results. Don’t use the same tips if you change to another solution. Figure 1. a 96 well plate.
2. Perform quantitative measurements
· - Switch on the Microplate reader (if it is not on).
· - Double click “Gen 5” software, this brings up the interface window, Figure 2.
· - Click “Read now” in Figure 2, this brings up a new window, Figure 3.
· - Click “Synergy” and “OK” in Figure 3, this moves to Figure 4.
· - Click “Read” in Figure 4, this brings up “Read steps” window, Figure 5.
· - In the “Read step” window, you can now set up the parameters for the measurements.
· - The first measurement will be absorbance measurements. You can follow the settings listed in the window. [ Discuss in your report, why we choose 490 nm for the absorbance measurement?]
· - After you choose the parameters, Click “OK”, this brings up the new window for loading sample (Figure 6).
· - Now, load your well plate and click “Ok” after you have done this.
· - The instrument will perform the measurements. After it completes, it brings up a new window (Figure 7), asking “ Do you want to execute “PowerExport (Excel)” for “plate 1”? Cl.
WOU Biology 100 Series Graphs Overview Making a graph is .docxericbrooks84875
WOU Biology 100 Series Graphs Overview
Making a graph is one of the easiest ways to get an idea of the patterns in your data.
Graphing is a fairly straightforward process, but there are a few things to keep in mind.
1. Type of graph. You should think carefully about the kind of data you have before you
decide what type of graph to produce. See Figure 1.
a. Line graphs are useful to show how a factor changes over time or in some other
gradual continuous increment (like temperature or ambient light).
b. Bar graphs are useful to show a total change or overall difference between
different discrete variables (like types of organisms or specific experimental
treatments).
Figure 1. Types of Graphs. The graph on the left is a line graph. The graph on the right is a bar graph.
2. Variables
a. The independent variable is the variable that you change or manipulate in the
experiment. This variable is usually placed along the x (horizontal) axis. In the
case of an experiment where you are observing something that changes over
time, time serves as an independent variable and is always listed on the x-axis. If,
in addition to time, there is a second independent variable (e.g. observing what
happens to two different treatments over time) this variable is usually graphed by
drawing multiple lines on the graph. See Figure 2.
b. The dependent variable is the response or what happens in response to the
independent variable. Typically, this variable is what you counted or measured
during the experiment. This variable is placed along the y (vertical) axis.
3. Titles and Labeling.
a. Every graph needs a concise and descriptive title that explains what phenomenon
the graph is attempting to visualize. If you averaged data from several different lab
groups before graphing, you should note in the title that your graph depicts
averaged data (like in the bar graph in Figure 1).
b. Each axis should be labeled, and the label should include the units in which the
data was recorded. Without units, your graph is meaningless.
WOU Biology 100 Series Graphs Overview
Table 1, below, shows an example of data collected during an experiment. The same data is
presented in Figure 2. Note how much easier it is to quickly examine the patterns of data
collected in the visual graph compared to the data table, as long as the graph is titled
properly, the axes are labeled (with units) and there is a key.
Table 1: Data table showing gas generation (viewed as movement of liquid up a tube) by Elodea
plants under different conditions. Note use of units in the table headings.
Movement of liquid in tube (in centimeters)
Time (minutes) Clear test tube Foil covered test tube
5 0.7 0
10 1.1 0.2
15 1.4 0.3
20 1.7 0.4
25 2.1 0.4
30 2.8 0.4
35 3.6 0.4
40 4.5 0.4
45 5.8 0.4
50 6.7 0.4
55 7.6 0.4
60 8.8 0.4
Figure 2: A line graph with title, labels (including units), and a key. This data is the same as .
These are slides I use when teaching my second year undergraduate statistics course. They are designed more for conceptual understanding, and do not have syntax for programs like SPSS or R. So it is a more conceptual and mathematical review, rather than a "how-to" computer guide.
Experiment 1 – quantitative measurements.
1. Loading samples.
You will be given a series of concentrations of fluorescein solutions in PBS buffer. The first set contains concentrations of 100μM, 50μM, 25μM, 12.5μM, 6.25μM, and PBS as a blank control. The second set contains the concentrations of 10μM, 5μM, 2.5μM, 1.25μM, 0.625μM, 0.3125μM, and PBS as a blank control. You will be given a 96 well plate for loading solutions (Figure 1).
You will be given two unknown samples labeled as “Low” and “High”. Their concentrations will fall in the range of 0 to 10 mM.
· - Pipette 100 μL of each concentration from the first set in row A. Record the well number and corresponding concentration, e.g A2 – 10 μM, A3-5 μM, etc. Leave the first column (i.e. column 1) empty or filled with 75 μL of PBS buffer.
· - Rows B and C should be duplicates of what is filled in row A.
· - Pipette 100 μL of each concentration from the second set in rows D, E and F.
· - Now pipette 100 μL of one unknown sample in 3 empty wells in rows from A to F. For example, you select wells A9, B9, and C9. Perform the same for the other unknown sample. (Hint: The unknown concentration (labelled as “High”) may be in the order of mM, what would you do in order to measure it?)
· - Now take the solution of 0.625 μM fluorescein. Fill different volumes in row H as below: 25 μL- H12, 50 μL – H11, 100 μL - H10, 200 μL –H9, 200 μL -H8, PBS buffer- H7. Make a duplicate in the same row, i.e. 10 μL - H1, 25 μL – H2, 50 μL – H3, 100 μL – H4, 200 μL –H5, 200 μL –H6, PBS buffer- H7. Note: Generally, you need at least three duplicates for quantitative measurements. You should give the average number from the three measurements and report the standard deviation. Try to pipette as accurate as possible. This will affect your results. Don’t use the same tips if you change to another solution. Figure 1. a 96 well plate.
2. Perform quantitative measurements
· - Switch on the Microplate reader (if it is not on).
· - Double click “Gen 5” software, this brings up the interface window, Figure 2.
· - Click “Read now” in Figure 2, this brings up a new window, Figure 3.
· - Click “Synergy” and “OK” in Figure 3, this moves to Figure 4.
· - Click “Read” in Figure 4, this brings up “Read steps” window, Figure 5.
· - In the “Read step” window, you can now set up the parameters for the measurements.
· - The first measurement will be absorbance measurements. You can follow the settings listed in the window. [ Discuss in your report, why we choose 490 nm for the absorbance measurement?]
· - After you choose the parameters, Click “OK”, this brings up the new window for loading sample (Figure 6).
· - Now, load your well plate and click “Ok” after you have done this.
· - The instrument will perform the measurements. After it completes, it brings up a new window (Figure 7), asking “ Do you want to execute “PowerExport (Excel)” for “plate 1”? Cl.
WOU Biology 100 Series Graphs Overview Making a graph is .docxericbrooks84875
WOU Biology 100 Series Graphs Overview
Making a graph is one of the easiest ways to get an idea of the patterns in your data.
Graphing is a fairly straightforward process, but there are a few things to keep in mind.
1. Type of graph. You should think carefully about the kind of data you have before you
decide what type of graph to produce. See Figure 1.
a. Line graphs are useful to show how a factor changes over time or in some other
gradual continuous increment (like temperature or ambient light).
b. Bar graphs are useful to show a total change or overall difference between
different discrete variables (like types of organisms or specific experimental
treatments).
Figure 1. Types of Graphs. The graph on the left is a line graph. The graph on the right is a bar graph.
2. Variables
a. The independent variable is the variable that you change or manipulate in the
experiment. This variable is usually placed along the x (horizontal) axis. In the
case of an experiment where you are observing something that changes over
time, time serves as an independent variable and is always listed on the x-axis. If,
in addition to time, there is a second independent variable (e.g. observing what
happens to two different treatments over time) this variable is usually graphed by
drawing multiple lines on the graph. See Figure 2.
b. The dependent variable is the response or what happens in response to the
independent variable. Typically, this variable is what you counted or measured
during the experiment. This variable is placed along the y (vertical) axis.
3. Titles and Labeling.
a. Every graph needs a concise and descriptive title that explains what phenomenon
the graph is attempting to visualize. If you averaged data from several different lab
groups before graphing, you should note in the title that your graph depicts
averaged data (like in the bar graph in Figure 1).
b. Each axis should be labeled, and the label should include the units in which the
data was recorded. Without units, your graph is meaningless.
WOU Biology 100 Series Graphs Overview
Table 1, below, shows an example of data collected during an experiment. The same data is
presented in Figure 2. Note how much easier it is to quickly examine the patterns of data
collected in the visual graph compared to the data table, as long as the graph is titled
properly, the axes are labeled (with units) and there is a key.
Table 1: Data table showing gas generation (viewed as movement of liquid up a tube) by Elodea
plants under different conditions. Note use of units in the table headings.
Movement of liquid in tube (in centimeters)
Time (minutes) Clear test tube Foil covered test tube
5 0.7 0
10 1.1 0.2
15 1.4 0.3
20 1.7 0.4
25 2.1 0.4
30 2.8 0.4
35 3.6 0.4
40 4.5 0.4
45 5.8 0.4
50 6.7 0.4
55 7.6 0.4
60 8.8 0.4
Figure 2: A line graph with title, labels (including units), and a key. This data is the same as .
These are slides I use when teaching my second year undergraduate statistics course. They are designed more for conceptual understanding, and do not have syntax for programs like SPSS or R. So it is a more conceptual and mathematical review, rather than a "how-to" computer guide.
Where essay/short answer questions are used, you are expected to provided in-depth responses to the questions. Proper citation of reference material is expected and required. Points will be deducted for lack of citations and references.
Question 1 of 25
4.0 Points
Critical thinking skills are important in ________________.
A.assessing the validity of arguments.
B.creative problem solving.
C.assessing the validity of opinions.
D.All of the above.
E.None of the above.
Question 2 of 25
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
This comprehensive program covers essential aspects of performance marketing, growth strategies, and tactics, such as search engine optimization (SEO), pay-per-click (PPC) advertising, content marketing, social media marketing, and more
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
The career system works on all devices!
For more Information, go to https://bit.ly/3SW5w8W
Where essay/short answer questions are used, you are expected to provided in-depth responses to the questions. Proper citation of reference material is expected and required. Points will be deducted for lack of citations and references.
Question 1 of 25
4.0 Points
Critical thinking skills are important in ________________.
A.assessing the validity of arguments.
B.creative problem solving.
C.assessing the validity of opinions.
D.All of the above.
E.None of the above.
Question 2 of 25
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
This comprehensive program covers essential aspects of performance marketing, growth strategies, and tactics, such as search engine optimization (SEO), pay-per-click (PPC) advertising, content marketing, social media marketing, and more
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
The career system works on all devices!
For more Information, go to https://bit.ly/3SW5w8W
1. Buy here:
http://homework.plus/running-head-biology-lab-laborator
y-biology-lab-practical/
I was not given the dialysis tubing needed to complete this assignment. My hope is that
somebody has some experience with this that can answer the following questions. Directions are
attached.
Osmosis Lab Worksheet
DATA (30 points)
Table 1
Sucrose solution concentration
(M)
Rate of pressure change
(kPa/min)
1.0
0.9
2. 0.8
0.7
ANALYSIS (70 points)
Answer the questions below thoroughly. Feel free to include graphs from your data collection.
1) Which solutions, if any, produced a positive slope? Was water moving in or out of the cell
(dialysis tubing) under these circumstances? Explain. (15 points)
2) Which solutions, if any, produced a negative slope? Was water moving in or out of the cell
(dialysis tubing) under these circumstances? Explain. (15 points)
3. 3) Does sucrose move in our out of the cell? Explain. (5 points)
4) Examine the graph of the rate of pressure change vs the sucrose concentration. Describe any
pattern in the data. (10 points)
5) Use the graph to estimate the concentration of sucrose that would yield no change in
pressure. Why is this biologically significant? (10 points)
6) Explain the strengths and weakness of this dialysis model with respect to an animal and plant
cell. (5 points)
7) What are some potential sources of error for this experiment and how would they change the
data? (5 points)
