...number of cells. Not all somatic cells divide; muscle cells, blood cells, cardiac cells, nerve cells don’t divide. Every cell undergoes a series of steps through its life in a cycle called the cell cycle. It’s divided into 4 stages: the G1 (first gap) phase, the S (synthesis) phase, the G2 (second gap) phase and the M (mitosis) phase. -In the G1 phase, the DNA begins to replicate, the cell is in a period of growth and cellular activity. Its duration is about 10 hours. -In the S phase, the DNA is replicated and series of preparation for division occur. -The G2 phase is a second period of growth and cell’s life. It ends when mitosis begins and its duration is about 4 hours. These 3 stages are grouped into one phase which is interphase. -Mitosis is the final stage in the cell cycle. It ends with cytokinesis and its duration is about 1 hour. At its turn, mitosis contains 4 phases: prophase, metaphase, anaphase and telophase which are discussed below. The process of cytokinesis differs in animal and plant cells; in animal cells, a cleavage furrow occurs and provokes a cytoplasmic division. In plant cells, vesicles from the Golgi complex move to the cell equator and fuse to form a cell plate which divides the cell into 2 daughter cells. Objectives: * Observe the different steps of mitosis in animal and plant cells * Describe the events...
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...RUNNING HEAD: Thematic Unit Plan Grand Canyon University RDG 512 Thematic Unit Study Melinda Chemin Abstract The following thematic unit all about plants incorporates reading and writing strategies along with science standards. The unit includes text suggestions as well as projects for reading and writing to enhance student learning. Culminating projects provide opportunities for students to display their learning as well as record their thinking during reading. Thematic units provide students with fiction and non-fiction selections to read and respond to. There is also a detailed description of the reading and writing activities to be included with each text selection and whether the selection is to be used as a read-aloud, independent reading, or in a listening center. Writing projects give students practice with the writing process culminating with collaborative group projects and published pieces. Rationale This thematic unit plan demonstrates the ability to create a unit study including literacy components in content areas. This plan also reflects the teacher understanding of how students learn and must be provided opportunities to read and write in authentic ways in order to demonstrate learning. This meets the requirements for course standards through the completion of the thematic unit demonstrating the understanding of literacy standards that must be addressed in a comprehensive literacy classroom through writing, reading, as well as the understanding...
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...beginning God created the heavens and the earth” (Genesis 1:1). The first thing God needed to create was a stage for his creation. Once that was created light was needed for it to be seen. So, God created light. Not the sun, but what makes the sun, moon, and stars shine. He did not do this so he could see, but to show us that only Satan and his minions work in darkness. Once this was finished he separated the light from the darkness. Wesley commented on this saying, “So put them asunder as they could never be joined together: and yet he divided time between them, the day for light, and the night for darkness, in a constant succession. Tho' the darkness was now scattered by the light, yet it has its place because it has its use…”. We can appreciate the light because we know what darkness is. Without this contrast, we would be unable to realize how important it is. God paid attention to the order in which he created; he did not simply throw everything together or create everything...
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...The Diversityof Life Lab Manual Stephen W. Ziser Department of Biology Pinnacle Campus for BIOL 1409 General Biology: The Diversity of Life Lab Activities, Homework & Lab Assignments 2013.8 Biol 1409: Diversity of Life – Lab Manual, Ziser, 2013.8 1 Biol 1409: Diversity of Life Ziser - Lab Manual Table of Contents 1. Overview of Semester Lab Activities Laboratory Activities . . . . . . . . . 2. Introduction to the Lab & Safety Information . . . . . 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 15 30 39 46 54 68 81 104 147 3. Laboratory Exercises Microscopy . . . . . . Taxonomy and Classification . Cells – The Basic Units of Life . Asexual & Sexual Reproduction Development & Life Cycles . . Ecosystems of Texas . . . . The Bacterial Kingdoms . . . The Protists . . . . . . The Fungi . . . . . . . The Plant Kingdom . . . . The Animal Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 13 17 22 26 29 . 32 . 42 . 50 . 59 . 89 4. Lab Reports (to be turned in - deadline dates as announced) Taxonomy...
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...own Brassica plant (i.e., mustard seeds). Rapid-cycling Brassicas are small plants that take up relatively little space and grow and germinate quickly enabling students to observe all stages of the plant life cycle within just 5 weeks. Through their study of the Brassica plant and the informational text A Pumpkin Grows, students will learn about the parts of a plant, where they live, and how they grow and reproduce. Upon completion of the project, a collaborative conversation will provide students opportunities to use vocabulary related to the content throughout the unit. This project will serve...
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...Genetic Analysis in Plants Abbey Emmanuel and Danielle Peterson Life 120—Lab Section 136 October 29, 2014 Introduction Every living organism is made up of a series of genes. Each characteristic, such as color and texture, rely on the genetic coding of the organism. These genes can be passed along, mixed with other genes, or removed throughout the generations. The process of traits being passed from parent to offspring is called gene transmission. (Bailey, 2014) In the 1860’s a monk, Gregor Mendel set basic principles for heredity. His first law was Mendel’s law of segregation. He discovered this law while studying pea plants. He studied a series of seven different traits. (Bailey, 2014) He first observed and confirmed through experimentation that one pea plant of a certain color could self fertilize and produce another pea plant of the same color. He referred to the process of these self-fertilizing pea plants as true-breeding. (Urry et. Al, 2014) Mendel continued his studies of pea plants by testing that outcome of cross-pollination between two true-breeding plants. He took the two parent plants, one green and one yellow, and found the offspring to be all green. He continued experimenting by crossing two of the offspring from the first generation plants. Mendel found that in the second generation, an offspring color appeared from the parents that were lost in the first generation. His law of segregation explains that allele pairs segregate during...
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...Feeding Frenzy Every plant and animal species, no matter how big or small, depends to some extent on another plant or animal species for its survival. It could be bees taking pollen from a flower, photosynthesis of plants, deer eating shrub leaves or lions eating the deer. A food chain shows how energy is transferred from one living organism to another via food. It is important for us to understand how the food chain works so that we know what are the important living organisms that make up the food chain and how the ecology is balanced. Photosynthesis is only the beginning of the food chain. There are many types of animals that will eat the products of the photosynthesis process. Examples are deer eating shrub leaves, rabbits eating carrots, or worms eating grass. When these animals eat these plant products, food energy and organic compounds are transferred from the plants to the animals. Food Chains and Food Webs In the living world, every form of life is food for another. Food chains and webs show how food and energy are passed between species. Food Chain A food chain is a food pathway that links different species in a community. In a food chain, energy and nutrients are passed from one organism to another. Food Chains rarely contain more than six species because amount of energy passed on diminishes at each stage, or trophic level. The longest chains usually involve aquatic animals. In a food chain, an animal passes...
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...Mealworm Response Lab Mealworms are the larvae of the Mealworm Beetle, also known as the Darkling Beetle. The Mealworm Beetle life cycle consists of four stages: the egg, the larvae, the pupa, and the adult. Mealworm beetle eggs are small elongated spheres, about the size of a dime. The eggs hatch anywhere from four to nineteen days after being laid. When the mealworm beetles hatch, mealworm larvae emerge. These larvae feed on plants and dead insects. As these larvae grow, they periodically molt and shed their exoskeleton. Mealworm larvae are high in protein and make good food for birds and reptiles. Mealworm beetles spend eight to ten weeks in their larval stage. After the larvae have completed their last larval molt, they transform into an...
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...herbicide application on plant growth. We planted a total of fourteen seeds in each of our eight different pots; seven soybean seeds and seven corn seeds. We designated four different treatment groups that were labeled the following; control, unknown, known, and extra treatment group. Over the course of two weeks the plants were placed in a greenhouse and given the proper measures to germinate. Then, the greenhouse staff administered an herbicide to our known group and an herbicide to our unknown group. Additionally, our group administered the extra treatment, Diet Coke, to our extra treatment group. We then made careful observations of each plant and concluded that our known herbicide was indeed Round Up, which resulted in the death of our soybean plants. After observing our unknown group, we hypothesized that the herbicide used was 2-4, D, which resulted in leaf and root decay of our soybean plants. Lastly, we concluded that the Diet Coke treatment resulted in steady growth of our plants, because of the added carbon, oxygen, and hydrogen that the pop provided for our plants. Introduction: The purpose of this experiment was to observe and later identify the effects of certain herbicide application on plant growth. In order to understand the following aspects and steps of the experiment, it is crucial that the basics of plant growth are discussed. Also, it is important to identify the plants used in the experiment. For nearly 3 billion years life remained in constant development...
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...Animal Diversity Time Requirements: Exercise 1: 15 mins. Exercise 2: 15 mins. Exercise 3: 30 mins. Exercise 4: 10 mins. Exercise 5: 15 mins. Exercise 6: 20 mins. Exercise 7: 30 mins. Exercise 8: 10 mins. Exercise 9: 30 mins. Materials Required: ITEM NUMBER (per group) LOCATION Any living or preserved plant *specimens (listed below) Display Cart/Counter Microscopes (compound and dissecting) Display Counter Colored pencils 1 set Cart/Counter *Specimens: Preserved or Living Prepared Slides Grantia Grantia choanocytes Hydra Planaria Tapeworm Clam Termite Brittle star Crayfish Earthworm Frog Mammal skulls Sand dollar Sea cucmber Sea star Lab Safety: Wear safety goggles/glasses and gloves while handing specimens (it is preferred that specimens remain in the appropriate containers untouched). Lab coats or aprons may be available upon request. Demonstrations/Tutorials: To display each life cycle with specimens and slides, see the following display suggestions – Clean up and Disposal of Waste 1. Return any materials to original locations. 2. Try to preserve any living specimens for future labs. Lab Alternatives – Computer Based p. 113 Exercise 1 – Phylum Porifera – Sponges Given that all sponges are filter feeders, why does it follow that all sponges are aquatic? Filter feeding is the filtering of nutrients and plankton suspended in water therefore for sponges to feed effectively they must be aquatic ...
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...National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement LIFE SCIENCES Further Education and Training Phase Grades 10-12 basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA CurriCulum and assessment PoliCy statement Grades 10-12 life sCienCes CAPS LIFE SCIENCES GRADES 10-12 department of Basic education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 department of Basic education isBn: 978-1-4315-0578-4 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE SCIENCES GRADES 10-12 FOREWORD by thE ministER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; improve the quality of life of all citizens and free the potential of each person; lay the foundations for a democratic and open society in which...
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...Duong The Goal Assignment Question 1 Based on the definition of each type, we can realize that Alex Rogo’s plant does not follow the repetitive process, because his plant receives different kinds of orders to product different outputs. Furthermore, all orders do not follow the same sequence of tasks. For instance, there are only 80% of materials that come through the NCX-10 machine. In fact, they only use the repetitive process as the final process to assemble their finished products. In contrast, Alex Rogo ‘s plant is a mix of job shop and batch process. The orders of his plant are similar to job shops, in that have a high variety of inputs and tasks. Each job should be scheduled scientifically or the whole system will be inefficient. However, in my point of view, Alex Rojo still manages his plant more like a batch process, since his plant take moderate volume orders. Each batch moves from one work center to another work center. The employment and the equipment used are flexbile. In particularly, when Alex Rogo recognizes the bottleneck from the NCX-10 machine, he assigns more mechanics from other work centers to operate that NCX-10. He also takes advantage of old machines with the same function of NCX-10 in order increase the capacity at the bottleneck. In my opinion, Alex Rogo’s plant has two competitive advantages, which are quality and innovation. Alex Rogo’s plant focuses on the quality of the products they deliver. In particular, they operate the quality control in some...
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...required for the project is gathered successfully. • Explain what project scope is and why it is important. Describe the areas of project feasibility that are examined in the analysis phase of the SCLC. • Cite and discuss 2 to 3 references, in addition to the required readings, that are relevant to the assignment. Include citations and references formatted consistent with APA guidelines. Submit Section 1 of the final paper. Week 2 Individual Assignement The Riordan Manufacturing Company has submitted a service request to analyze the human resources department. The goal of this analysis is to integrate the variety of tools already in use by the company into one system for the whole company to utilize. The system development life cycle will be used to complete the request and the goal of Riordan Manufacturing. The first portion of this paper will focus on the scope and feasibility of the project, as well as describe the information gathering techniques and design methods for the service request. The...
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...Hawthorne Works in Chicago. Originally designed as illumination studies to determine the relationship between lighting and productivity, the initial tests were sponsored by the National Research Council (NRC) of the National Academy of Sciences. In 1927 a research team from the Harvard Business School was invited to join the studies after the illumination tests drew unanticipated results. Two additional series of tests, the relay-assembly tests and the bank-wiring tests, followed the illumination tests. The studies assumed the label Hawthorne experiments or studies from the location of the Western Electric plant. Concluded by 1932, the Hawthorne studies, with emphasis on a new interpretation of group behavior, were the basis for the school of human relations. ILLUMINATION TESTS In the early 1920s Chicago's Western Electric Hawthorne Works employed 12,000 workers. The plant was a primary manufacturer of telephones, and in 1924 the company provided a site to cooperate with the NRC on a series of test room studies to determine the relationship between illumination and worker efficiency. The basic idea was to vary and record levels of illumination in a test room with the expectation that as lighting was increased, productivity would too. In another test room, illumination was decreased, with the correlating expectation that efficiency would decrease. The electric power industry provided an additional impetus for these tests, hoping to encourage industries to use artificial lighting...
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...Babies begin to develop and learn while in their mother’s womb, especially in the last three months. When they are born they can recognize familiar sounds and have developed some taste buds. The brain continues to grow until the age of 3, this is when the hard-wiring in the brain is almost complete. Babies develop better when they have the best learning experiences, this is important as it helps their brain to develop, and shape them into the people they will become later in life. The environment a child is exposed to, before birth and in the very early years will have a massive impact on how they develop holistically, as well as the attachment to the parent or carer. The curriculum is all the different opportunities, activities and experiences that is offered which help a child to develop in their learning. The different methods and contents used to support the child in their learning are vital. Babies are born with a natural instinct to play and learn naturally because of their curiosity and the people who actively engage with them to make sense of the world around them. There are 4 four key principles within the framework and are the main focus for all children’s learning and development. These are:- Rights of the Child, Relationships, Responsive Care Respect The main aim of the Pre-Birth to Three is to support everyone who work with and for our youngest children and their families, by adopting a long-term, flexible, and organic approach for the benefit...
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