...Lab 6: How to Write a Lab Report (1) Atta, S., M. Ikbal, A. Kumar, and N. D. Pradeep Singh. 2012. Application of photoremovable protecting group for controlled release of plant growth regulators by sunlight. Journal of Photochemistry and Photobiology B: Biology 111:39-49. --This article shows that sunlight is the key requirement for plant growth. It explains how sunlight helps in releasing plant growth regulators in plants which enhances plant growth. This article is helpful for my lab report because we provided sunlight to our plants which makes their development faster. (2) Ikram-ul-Haq, Z. A., G. M. Taseer, M. U. D. Mukesh, and S. Ali. 2011. Effects of different fruit juices used as carbon source on cucumber seedling under in-virto cultures. African Journal of Biotechnology 10:7404-7408. --This article shows how fruit juices help plants to grow better because of the sugar that fruit juices contain. They used strawberry and apple juices, but they were not as good as orange and grape juices, regarding their effect on plant growth. This article is helpful for my lab report because we used orange juice to measure its effect on the growth of our plants. (3) Einset, J.W. 1978. Citrus tissue culture: stimulation of fruit explants cultures with orange juice. Plant Physiology 62:885-888. --This article shows the effect of orange juice on plant growth. It explains how using high concentrations of citric acid does not enhance the plant growth, but using...
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...BIO 182 LAB SIGN OFF PAGE — LESSON 13 Name _______________________________ Please staple all of your lab pages for this Lesson together with this page as the top. You will use this page to get your Labs for Lesson 13 signed off by the Biology Learning Center staff. You need to have all of the following steps initialed by a staff member before you can receive your 15 labs points for Lesson 13 and be allowed to take Exam 7. After you have obtained all of your sign offs for this Lesson, be sure that a BLC staff member indicates on your Lab Card that you have completed all the Labs. Also, keep this sign off page, along with your completed lab worksheets, as proof of your lab completion If your Lab Card indicates that you have not completed the required Labs for this Lesson and you believe that you have, it is up to you to provide proof that you have indeed completed the Labs. Keep this page! __________ Lesson 13, Step 3A: Ecobeaker: Isle Royale (in BLC) Lesson 13, Step 3B: Ecobeaker: Isle Royale (in BLC) Lesson 13, Step 3C: Ecobeaker: Isle Royale (in BLC) Lesson 13, Step 3D: Ecobeaker: Isle Royale (in BLC) Lesson 13, Step 4A: Ecobeaker: Intermediate Disturbance Hypothesis (in BLC) Lesson 13, Step 4B: Ecobeaker: Intermediate Disturbance Hypothesis (in BLC) Lesson 13, Step 4C: Ecobeaker: Intermediate Disturbance Hypothesis (in BLC) __________ __________ __________ __________ __________ __________ *BLC Staff: After the student receives his/her last initial on this...
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...Engagement Question: Do plants exhibit photropism? Hypothesis: If I tilt the plant at 0 degrees, then the plant will grow at 90 degree angle in relation to the soil, because phototropism results in the plant growing towards the light source. If I tilt the plant at 15 degrees, then the plant will grow at 75 degree angle in relation to the soil, because phototropism results in the plant growing towards the light source. If I tilt the plant at 50 degrees, then the plant will grow at 40 degree angle in relation to the soil, because phototropism results in the plant growing towards the light source. Materials Needed: 3 Gardening pots, garden soil, Aluminum foil, labeling marker, duct tape/Velcro,...
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...explores the trade-offs that different species make in their reproductive strategy. file:///C:/Users/Hossein/SimUText/labs/LifeHistory_20700/instructions/print_chapter.html 1/156 1/18/2014 SimUText :: Printable Chapter :: Life History Contents Se ction 1 : Life Cycle s a nd Life Historie s Chapter Credits This Sim UText chapter was dev eloped by a team including: Lead Author: Simon Bird Authors: W. John Roach, Ellie Steinberg, Eli Meir Reviewer: Susan Maruca Graphics: Brad Beesley, Jennifer Wallner Simulations: Susan Maruca Programming: Derek Stal, Steve Allison-Bunnell, Jen Jacaruso Outside Reviewer: James Danoff-Burg (Columbia University) Thanks to all the students and instructors who helped test prototy pes of this chapter. For m ore inform ation, please v isit www.sim bio.com . Suggested citation: Sim on Bird, Susan Maruca, W. John Roach, Ellie Steinberg, Eli Meir. 2 009 . Life History . In Sim UText Ecology . Sim bio.com . Sim UText is a registered tradem ark of Sim Biotic Software for Teaching and Research, Inc. © 2 009 -2 01 2 Sim Bio. All Rights Reserv ed. This and other Sim bio Interactiv e Chapters® are accessible through the Sim UText Sy stem ®. Introduction to reproductiv e strategies, life cy cles, and the foundations of life history . Ex ploration of a div ersity of life cy cles and life histories found in marine plants and animals. Ex amples of classic studies of clutch size ev olution in birds. The Wondrous Diversity of Life Cycles Investigating...
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...Virtual Lab Demonstrating the Scientific Method SCIE207-1302B-06 Biology Lab American Intercontinental University Purpose: To determine how added nitrogen affects the growth in arable and non-arable soils. Introduction: Nitrogen is known by others to be the main component that is most likely to limit growth in several ordinary terrestrial and marine ecosystems (Vitousek & Howarth, 1991). Arable soil is the perfect kind of soil used in agriculture that allows a variety of crops to grow (M.U.S.E., 2010). Hypothesis: It is determined that plants only grow on arable land when receiving an adequate amount of nitrogen fertilizer. Methods: To get my lab results I started with the introduction video titled Using the Scientific Method. At the end of the video a table appeared which represented the amount of mineral nitrogen fertilization. To gather data for the Arable soil, and the Nonarable Sandy Loam soil this following process was taken, in step 1 I clicked on the amount of mineral nitrogen which started with 0, and then I clicked the Arable Soil button which gave me the amount of yield of maize. I clicked the Nonarable Sandy Loam Soil button to get the amount of yield of maize. I repeated this step 1 process from the chart that is measure in multiplies of 20, up to 180. After gathering this information I filled in the lab report with the number of yield of maize for each amount of mineral nitrogen for the Arable and Nonarable soil. Results: This...
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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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...Name: Date: March 29 2013 Instructor’s Name: Assignment: SCIE207 Phase 1 Lab Report Title: Using Scientific Method Table 1: Maize Yield From Arable Soil |Amount of Mineral Nitrogen Fertilization (kg per 100 acres) |Yield of Maize (mg of dry mass per 100 acres per year) in | | |Arable Soil | |40 |13 | | | | | | | | | | | | | | | | | | | | | | | ...
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...Concentration, Longer the Stem Elongation Introduction: Hormone technology used widely in horticulture and agriculture. Plant hormones are the chemical messengers that could regulate or stimulate the growth and development of plants [Gossett]. The five major classes of plant hormones are auxin, cytokinins, gibberellins, ethylene and abscisic acid. Auxin can cause the loosing of cell wall and increase the synthesis of cell-wall material and protein. Then initiate the growth and development of root at the stem base. Cytokinins has the function that can affect the cell division and formation of shoot. It also work for then intermodal length and delay the senescence of tissues. Gibberellins are the hormones that can cause elongation of stem. Abstisic acid is the plant growth regulator that produced in leaf and alternate leaves into bud covers. Ethylene can cause the rapidly growing of the dividing cells especially in the darkness. It also inhibit the expansion of leaf and elongation of stem. Ethylene cause thicker stem and allow the ripening of fruit. This lab, our group designed a experiment to observe the effect of concentration of GA on the length of stems. According to our discussion, higher concentration of GA will cause more elongation of stem. Hypothesis: Higher concentration of Gibberellic acid grew longer stem. Methods: Week 1 - Two-week-old bush bean plants were obtained and labeled by small flags with 0.04%, 0.2%, 1.0% and O%. The original lengths of stems were measured...
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...E-Science Lab 1 UMUC - The Science of Life UMUC Biology 102/103 Lab 1: Introduction to Science INSTRUCTIONS: On your own and without assistance, complete this Lab 1 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus). To conduct your laboratory exercises, use the Laboratory Manual that is available in the WebTycho classroom (Reserved Reading or provided by your instructor) or at the eScience Labs Student Portal. Laboratory exercises on your CD may not be updated. Save your Lab 1 Answer Form in the following format: LastName_Lab1 (e.g., Smith_Lab1). You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Exercise 1: Data Interpretation Table 1: Water Quality vs. Fish Population Dissolved Oxygen 0 2 4 6 8 10 12 14 16 18 Number of Fish Observed 0 1 3 10 12 13 15 10 12 13 1. What patterns do you observe based on the information in Table 1? The number of fish observed increased as the dissolved oxygen in the water increased. At 6 and 8 ppm, the number of observed fish peaked with a +4 observed fish rate per ppm. At 14 ppm there is a drop in observable fish (-4), and continues to drop as the dissolved oxygen increases. 2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water. If the amount of dissolved oxygen is increased...
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...The most interesting thing I observed in today’s microscope lab was that I was able to view algae from a sample of pond water. The total magnification which I made the observation was 450. Been able to see algae just with the sample of pond water is amazing because whenever I see pond water I never think about what it beholds I just thought of it as water and nothing spectacular. 2. In the plant cell I observed the chloroplast organelle. My observations for the chloroplast organelle was that the shape was a circle and very tiny. I also I learned that the function of the chloroplast organelle is to conduct photosynthesis. In the animal cell I observed the nucleus. My observations for the nucleus was that the shape was a oval. When you look through the microscope it looks like a nucleus inside of the nucleus. I also I learned that the animal cell of the nucleus is to hold genetic code (DNA). 3. If I looked at bacterial cells with the microscope, I would expect to see neither one. Due to bacteria is a prokaryotic cell. Though, bacteria cells is a living...
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... Rating: _____________ Lab. Schedule: Thursday 1-4 Date: February 29, 2013 Weed Control Exercise no. 5c Introduction: Weeds are unwanted plants in gardens that reduce available moisture, nutrients, sunlight and growing space needed by crop plants. Their presence can reduced crop growth, quality and yield. In addition, they can make harvest difficult. Weeds also provide cover for diseases, insects and animals. Garden weeds are hard to control because they grow rapidly, produce vast numbers of seeds, and spread aggressively by vegetative structures and/or seeds. Objectives: * To know how to manage and control weeds Methodology: Weed control were performed by removing the weeds from a circular area with a radius of 50 cm from the base of a fruit tree. The time was recorded before and after ring-weeding operation for computing the cost of weeding. The tree major weed species were identified to their assigned fruit tree. Results: Table1. Speed of weeding (min/tree) Sample Tree Number | Time Spent in Weeding | Most Prevalent Weeds | 1 calamansi (Citrus madurensis) | 5 minutes | * Aguingay (Rottboellia cochinchinensis) | Table2. Cost of weeding Average Speed (min/tree) | Number of man-days | Cost/hectare | 5 minutes | 208.33 | | Discussion: We are aware that weeds are destructive to the plant that’s why we go to the field to remove the weeds of the plant calamanasi because it competes...
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...pioneering moose swimming from the mainland across open water, eventually landing on the island. These fortunate moose arrived to find a veritable paradise, devoid of predators and full of grass, shrubs, and trees to eat. Over the next 30 years, the moose population exploded, reaching several thousand individuals at its peak. The moose paradise didn’t last for long, however. Lake Superior rarely freezes. In the 1940s, however, conditions were cold and calm enough for an ice bridge to form between the mainland and Isle Royale. A small pack of wolves found the bridge and made the long trek across it to the island. Once on Isle Royale, the hungry wolves found their own paradise — a huge population of moose. The moose had eaten most of the available plant food, and many of them were severely undernourished. These slow-moving, starving moose were easy prey for wolves. The Isle Royale Natural Experiment The study of moose and wolves on Isle Royale began in 1958 and is thought to be the longest-running study of its kind. The isolation of the island provides conditions for a unique natural experiment to study the predator-prey system. Isle Royale is large enough to support a wolf population, but small enough to allow scientists to keep track of all of the wolves and most of the moose on the island in any given year. Apart from occasionally eating beaver in...
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...ssignment: SCIE207 Phase 2 Lab Report Title: Animal and Plant Cell Structures Instructions: Your lab report will consist of the completed tables. Label each structure of the plant and animal cell with its description and function in the tables provided. When your lab report is complete, post it in Submitted Assignment files. 1. Animal Cell: Observe the diagram showing the components of an animal cell. Using the textbook and virtual library resources, fill in the following table: Animal Cell Number | Cell Structure | Description and Function | 1 | Nuclear Pore | Passage of substance between nucleus & cytoplasm | 2 | Chromatin (DNA) | Loose coils; | 3 | Nucleolus | Made up of DNA; responsible for making ribosomes | 4 | Nuclear envelope | Membranes surrounding nucleus | 5 | Nucleus | Large circle shape; control all cell activity | 6 | Centriole | Made of microtubules; to organize | 7 | Intermediate filaments | Consist of several ropelike proteins & they work with microtubules to support the cell | 8 | Plasma membrane | Contain & protect contents, regulate passage in/out of cell | 9 | Flagellum | To move in a whiplike motion to propel a cell through its environment | 10 | Cytoplasm | Inside of cell wall; | 11 | Rough endoplasmic reticulum | Filled with ribosomes; responsible for shipping and making proteins | 12 | Ribosome | | 13 | Lysosome | Sac; Digest/recycle particles | 14 | Microtubules | Made of...
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...to evaluate how the plant hormone, Gibberellic acid (Ga3), affects how the four different genotypes (wild type, elongate, petite, and the rosette) in the Brassica rapa plant (also known as Wisconsin Fast Plant) use the plant hormone in their plant growth. There were three treatments used on the four genotypes; including water, Ga3 and cycocel, which was sprayed 1-2 times for each genotype. Gibberellic acid is a plant hormone, (Ga3) that acts as a stimulant for growth and development for the plant. Cycocel however is a plant inhibitor and inhibits growth and development (Farabee M.J., 2010). The experiment was held in a flat that consisted of a water mat underneath the Styrofoam holder to collect water from the reservoir to the wicks that helps prevent algae from growing (McKeon et al., 2003). The wild type and petite genotypes had normal amounts of Ga3 already while the elongate over produced Ga3 and rosette under produced Ga3. In the end of the experiment, the genotypes, wild type and elongate, had the most growth in the control whereas the genotypes, petite and rosette, had the most growth in the Ga3. In all of the genotypes, cycocel had growth but no as much as water and Ga3. Each genotype had a unique way of using Ga3 and by doing so shows how the plant is using Ga3. Ga3 is already found in plants and this experiment helped show how plants used this natural plant hormone throughout the different genotypes of Brassica rapa. Introduction A plant hormone is generally...
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...Name: Pre-Lab Questions 1. Where is Isle Royale and how did the moose and elk get to the island? The Isle Royale is 15 miles off of the northern shore of Lake Superior, just south of the border between Canada and the USA. 2. Why is an island an ideal setting for studying population dynamics? The isolation of the island provides conditions for a unique natural experiment to study the predator-prey system. Isle Royale is large enough to support a world population, but small enough to allow scientist to keep track of all of the wolves and most the moose on the island in any given year. 3. What is carrying capacity? Carrying capacity is the maximum, equilibrium number of organisms of a particular species that can be supported indefinitely in a given environment. 4. What types of organisms are more likely to follow an exponential growth curve (refer to week 5 textbook readings and lecture notes)? 5. What types of organisms are more likely to follow a logistic growth curve (refer to week 4 textbook readings and lecture notes)? Start EcoBeaker Virtual Labs and load the “Isle Royale” lab. Just like with the Keystone Predator lab it is recommended you print out and fill in your answers on the work book, then just type the requested answers onto this assignment. Exercise I Make sure you follow directions carefully. Insert your workbook answers below. 5.1. What is the approximate size of the stable...
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