I need help with this

User Generated

nnaqre

Science

biology

Wilkes University

Description

(I've reviewed your results section. There needs to be more here than just the p-values of your inferential tests. You didn't share anything about the data you obtained that allowed you to perform these tests in the first place. The descriptive statistics configured from the raw data should be outlined in some way, most often people will create a figure and caption to condense it and note any distinct trends (i.e., this average is higher than that... but don't say anything is significant or proven). Also, you should not be declaring any significance. You can state where the p-value stands in regards to the alpha, but do not discuss further until the discussion section.) I did most of the work but I need you to fix it and I want you to add discussion part following the structure between the brackets , Also make sure to see the attachment

Unformatted Attachment Preview

REMEMBER that your Plant Experiment Rationale is due this week! I've attached a tentative plant list to this announcement. Here is what I need you to be sure you have in your write-up: 1. Your experimental question. Does the concentration of chemicals, specifically nitric acid and sulfuric acid affect the transpiration rate of anthurium? 2. Your tentative null/alternative hypotheses Null: The concentrations of sulfuric and nitric acid in water have no effect on the transpiration rates of Antheridium leaves. Alternative: The higher the concentrations of sulfuric and nitric acid will cause the transpiration rates of antheridium to be the lowest. 3. Your experimental design/methods. 2 trials of 1) Cut stems under water to avoid air bubbles entering the cut end of the stem 2) Fill floral tubes with 6 tubes with 6 leaves of 0.5M nitric acid test tubes (1ml HNO3, 7ml water), (2mlHNO3, 6ml water), (3mlHNO3, 5ml water), (4mlHNO3, 4ml water), (5ml HNO3, 3 ml water),(6ml HNO3, 2 ml water), (7 mlHNO3, 1 ml water) -6 tubes with 6 leaves of 0.5M sulfuric acid test tubes (1ml H2SO4 7ml water), (2ml H2SO4 6ml water), (3m H2SO4l 5ml water), (4ml H2SO4 4ml water)H2SO4,(5ml H2SO4 3ml water), (6ml H2SO4 2ml water), (7ml H2SO4 2ml water) 3) Put cut end of stem into the hole in middle of cap-- absolute minimum 4) Place clay over gap to create airtight stem the stem of the floral tube 5) Placed in fume hood for approx 2 hours- recording start and end time- allowing stem to transpire 6) Weight entire unit again after transpiration 7) Determine mass of water lost- volume- calculate water loss per time 8) Use clear grid to estimate leaf area- calculate water loss per time per leaf area 9) Repeat for second trial First cut 8 stems of antheridium leaves under water, to avoid air bubbles entering the cut end of the stem. Meanwhile, fill 4 floral tubes with the 4 cut leaves and put ranging amounts of the same 0.5M nitric acid in each test tube. Each tube will have the same intensity of acid, just different amounts (mL) of the acid. ----These ranging amounts will begin with 1mL and end with 7mL of HNO3. Each tube will have 8mL of solution; remaining space in tube will be filled with dH2O Tube 1- (1ml HNO3, 7ml water), (2mlHNO3, 6ml water), (3mlHNO3, 5ml water), (4mlHNO3, 4ml water), (5ml HNO3, 3 ml water),(6ml HNO3, 2 ml water), (7 mlHNO3, 1 ml water) (control—but idk cuz we have a whole control section) -4 tubes with 4 leaves of 0.5M sulfuric acid test tubes (1ml H2SO4 7ml water), (2ml H2SO4 6ml water), (3m H2SO4l 5ml water), (4ml H2SO4 4ml water)H2SO4,(5ml H2SO4 3ml water), (6ml H2SO4 2ml water), (7ml H2SO4 2ml water) (control***) Once tubes are put together, place the cut end of the stem into the hole in the middle of the cap. Then place clay over the gap to create an airtight stem the stem of the floral tube. Before placing in the fume hood, weigh the mass of each unit on valance. Then placed in a fume hood for approximately 2 hours. Make sure to record start and end time; this will allow the stem to transpire. After transpiration, weight the entire unit again. The mass data will allow us to determine the mass of water lost and calculate water loss (volume mL) per time using time recorded. Finally, use the clear grid to estimate leaf area, calculate water loss per time per leaf area. Repeat for the second trial, not simultaneously, after the first trial is complete. 4. Your materials list - walk through your experiment, start to finish, and try to put in everything you'll need. For your plant choices, give me your #1 choice and at least one alternate choice. Be mindful of how much of one plant you would need. - 16 Test Tubes Beakers Stir rods Graduated cylinders Digital pipet Plastic test tube Caps Clay Test tube Racks Bowl Water Weight boats Electronic balance 0.5cm Clear Grid Sheet 0.5M Nitric acid and 0.5M sulfuric acid 20 Antheridium leaves Fume Hood 5. Lastly, cite the sources that you have utilized so far in developing your hypothesis and experimental design. Izuta, T. Ecophysiological responses of Japanese forest tree species to ozone, simulated acid rain and soil acidification. J. Plant Res. 111, 471–480 (1998). https://doi.org/10.1007/BF02507781 Schaeffer, S., Williams, D., & Goodrich, D. (2000). Transpiration of cottonwood/willow forest estimated from sap flux. Agricultural and forest meteorology, 105, 257 doi: 10.1016/S0168-1923(00)00186-6 Bingham, EUGENE C., and S. B. Stone. "A Study of the Fluidity Relationships in the System, Nitric Acid, Sulphuric Acid, and Water." The Journal of Physical Chemistry 27.8 (2002): 701-738. Graham, Thomas. "XIX. On liquid transpiration in relation to chemical composition." Proceedings of the Royal Society of London 11 (1862): 381-384. Esch, A., and K. Mengel. "Combined effects of acid mist and frost on the water status of young spruce trees (Picea abies)." Chemosphere 36.4-5 (1998): 645-650. Elibox, W., and P. Umaharan. "Cultivar differences in the deterioration of vase-life in cut-flowers of Anthurium andraeanum is determined by mechanisms that regulate water uptake." Scientia horticulturae 124.1 (2010): 102-108. Lal, Nand, and Neerja Srivastava. “Phytoremediation of Toxic Explosives.” Plant Adaptation and Phytoremediation, May 2016, pp. 383–397., doi:10.1007/978-90-4819370-7_17. Mujaffar, S., and C. K. Sankat. "Transpiration rate of cut anthuriums by a hygrometric method." International agrophysics 14.3 (2000): 307-310. Results: During the ANOVA test, the p value was 0.03, meaning results were significant between the means of the sulfuric acid, nitric acid and control groups. When using the t test to compare the two acids the p value was not significant, the p value was 0.33. When comparing the nitric to control p value was significant, the p value was 0.02. When comparing the sulfuric control the p value was significant, the p value was 0.0004. Our data is based upon a 5% percent significance. Introduction: Mention the most important references and state the research problem The final paragraph describes the rationale for the current study and should contain the research question and the hypothesis. A common error of novice authors is to forget to include the hypothesis 1. What is the problem or issue? Mention 3–5 of the most important references. 2. What is the importance of the problem or issue? You can include a few recent references here to demonstrate that research is active on the subject. 3. State your research question and hypothesis. In today’s world, there is an increase in global warming due to human behavior; issues that negatively affect the environment. For example, acid rain plays a major role in the decline of environments. According to the EPA, “Acid rain results when sulfur dioxide and nitrogen oxides are emitted into the atmosphere and transported by wind and air currents.” The SO2 and HNO3 react with water, oxygen and other chemicals to form sulfuric and nitric acids. These acids then mix with water and other materials before falling into the soil. The acidity of acid rain is measured using the common acid and base scale. The lower a substance's pH (less than 7), the more acidic it is; the higher a substance's pH (greater than 7), the more alkaline it is. Normal rain has a pH of about 5.6, while acid rain usually has a pH between 4.2 and 4.4. This can be harmful to the environment, specifically plants. Acid rain leaches aluminum from the soil and removes minerals and nutrients from the soil, necessary for growth. Acid rain also decreases nutrients from trees’ foliage, leaving them with brown or dead leaves and needles. The trees are then less able to absorb sunlight, which makes them weak. Acidic rain particles seep into the leaf tissue through the cuticle and produce marked effects on plants. Acid rain generally decreases the growth of plants by stimulating abnormalities in metabolism of the plants, like transpiration rates. Nitrogen and sulphur metabolism are exceptional cases of promoting growth as well. By measuring the transpiration rate of a stem, we can determine the effects of acid rain. Since transpiration is vital to the proper functioning of the plant, it is important to understand the effect of environmental conditions such as global warming and acid rain on plant physiology. There are studies worldwide being conducted trying to develop plants, mostly crops, suited to acid rain and understand its effects on plant growth and reproduction. According to a study by the University of Forestry after performing an experiment on a few different species, and sulfuric acid solutions, it shows that the “acid rain” had adverse effects on the plants in a very low concentration. However the experiment also showed that some plants are more vulnerable to the acid rain than other plants (Popova and Petrichev). Acid rain not only causes adverse effects to plants, but to whole ecosystems as well. Studies have shown that acid rain can also change the soil fauna, and thus disrupt the underground ecosystem (Wei et al). Unfortunately, even knowing all this information acid rain continues to receive less attention than it should. Acid rain is not only harmful to plants, and ecosystems, but people as well. Acid rain is created through pollution. And according to the United States Environmental Protection Agency, this pollution can form tiny particles that can get into people’s lungs and cause tremendous health issues, such as pneumonia and bronchitis. In this experiment, we are specifically measuring and focusing on transpiration rates, however this will help to develop and understand the effects of acid rain on plants. Specifically we are testing to see if greater amounts of nitric and sulfuric acid will affect transpiration rates of antheridium. Acid rain is a great indicator in determining the amount of pollution in our world and if we can measure and monitor the effects on the environment, we are one step closer to understanding ways to stop and adapt to these conditions. In fact, acid rain is one of the most severe environmental issues globally (Wei et al). During this experiment, our data will prove if greater amounts of chemicals, specifically nitric acid and sulfuric acid affect the transpiration rate of an antheridium. If there is a higher concentration and amount of sulfuric and nitric acid, then the transpiration rate of antheridium will be low. Acid Rain and Transpiration rate study i found idk but it was lowkey useful for the intro https://www.researchgate.net/publication/310954525_Effects_of_Acid_Rain_on_Plant _Growth_and_Development EPA, Environmental Protection Agency, www3.epa.gov/acidrain/education/site_students/whyharmful.html. Lal, Nand, and Neerja Srivastava. “Phytoremediation of Toxic Explosives.” Plant Adaptation and Phytoremediation, May 2016, pp. 383–397., doi:10.1007/978-90-481-9370-7_17. Popova TP, Petrova TE, Petrichev M, Valyova M. Action of activated waters on plants after adverse chemical effects, imitating acid rain. Bulgarian Journal of Agricultural Science. 2019;25(4):638-645. http://libraryaccess.kings.edu:2079/login.aspx?direct=true&db=a9h&AN=138188931&site=ehos t-live. Accessed April 11, 2020. Wei H, Liu W, Zhang J, Qin Z. Effects of simulated acid rain on soil fauna community composition and their ecological niches. Environmental pollution (Barking, Essex : 1987). 2017;220(Pt A):460-468. doi:10.1016/j.envpol.2016.09.088. 1 Style Guide for Writing in Biology compiled from Jan A. Pechenik’s A Short Guide to Writing about Biology 8th Ed. Eleven Major Rules for Preparing a First Draft 1. Work to understand your sources. 2. Don’t quote from your sources.  Describe what others have done and what they found, but do so in your own words. 3. Don’t plagiarize.  Submitting anyone else’s work under your own name is plagiarism, even if you alter some words or reorder some sentences.  Presenting someone else’s thoughts or ideas as your own is also plagiarism.  Take notes in ways that minimize the likelihood of plagiarism. 4. Think about where you are going before you begin to write. 5. Practice summarizing information. 6. Write to illuminate, not to impress. 7. Write for your classmates and for your future self. 8. Support all statements of fact and opinion with evidence. 9. Always distinguish fact from possibility. 10. Allow time for revision. 11. Back up your drafts every few minutes to your hard drive. Six Major Rules for Developing Your Final Draft 1. Stick to the point.  Delete any irrelevant information, no matter how interesting it is to you. 2. Say exactly what you mean. 3. Never make the reader go back and reread to understand what you are saying.  Try to take readers by the hand in your first paragraph and lead them through to the end, line-by-line, and paragraph-by-paragraph. 2  Link sentences carefully, using transitional words, such as, therefore, in contrast, etc., or by repeating key words so that a clear and logical argument is developed.  Avoid casual, inaccurate use of the words it, they, and their. 4. Don’t make readers work harder than they have to.  If there is interpreting to be done, you must be the one to do it. For example, never write something like: The difference in absorption rates is quite clearly shown in Table 1. 5. Be concise.  Give all the necessary information but avoid using more words thaDeve you need for the job at hand. 6. Don’t be teleological.  Don’t attribute a sense of purpose to other living things, especially when discussing evolution. Nine Finer Points: The Easy Stuff 1. Abbreviate units of measurement that are preceded by numbers.  Do not put periods after unit symbols, and always use the same symbol for all values regardless of quantity: 1 mm, 50 mm; 1 hr.; 1 g 2. Always underline or italicize species names, as in Homo sapiens.  Genus is capitalized (Homo) and species is not (sapiens).  Once you have the full name in the report the name can be abbreviated (H. sapiens). 3. Don’t use formal scientific names to refer to individuals of a species.  “Black-tailed prairie dogs (Cynomys ludovicianus)…” 4. Do not capitalize common names.  Examples: monarch butterfly, lowland gorillas, and fruit fly. 5. When listing references at the end of a sentence, put the period after the references. 6. Capitalize the names of taxonomic groups (clades) above the level of genus, but not the names of the taxonomic categories themselves.  For example, insects belong to the phylum Arthropoda and the class Insecta. 7. Remember that the word data is plural.  The singular is datum.  “The data are lovely” (not “The data is lovely”). 8. Pay attention to form and format: Appearances can be deceiving.  Leave margins of about an inch and a half on the left and right sides of the page and about an inch at the top and bottom of each page.  Double-space your typing.  Use Times New Roman font, 12 pt. 3 9. Put your name and the date at the top of each assignment, and number all pages. The Last, but Main Part: Revise, revise, revise; edit, edit, edit; proofread, proofread… Components of the Research Report A research report is typically divided into 6 major sections: 1. Abstract. In the Abstract, you summarize the problem addressed, why the problem was addressed, your approach to the problem, and the major findings and conclusions of your study. This is probably the most difficult part of the report to write well and it summarizes the entire report, so save it for last. 2. Introduction. The Introduction tells the reader why the study was undertaken, gives a brief summary of the study or relevant background facts, and leads to a statement of the specific problem being addressed. If appropriate, also describe the specific hypotheses that you set out to test, and the basis for those hypotheses. 3. Materials and Methods. This section is your reminder of what you did, and it also serves as a set of instructions for anyone wishing to repeat your study in the future. 4. Results. This is the centerpiece of your report. What were the major findings of the study? Present the data or summarize your observations using graphs and tables to reveal any trends you found. Point out major trends to the reader. If you make good use of your tables and graphs, the results can usually be presented in only 1 or 2 paragraphs of text; one picture is worth quite a few words. Avoid interpreting the data in this section. 5. Discussion. How do your results relate to the goals of the study, as stated in your Introduction, and how do they relate to the results that might have been expected from background information obtained in lectures, textbooks, or outside reading? Do your results support or argue against the hypothesis presented in your Introduction? What new hypotheses might now be formulated, and how might these hypotheses be tested? This section is typically the longest part of the report. 6. Literature Cited (“References”). This section includes the full citations for any references that you may have cited in your report. Double-check your sources to be certain they are listed correctly; this list of citations will permit the interested reader to confirm the accuracy of any factual statements you make and, often, help them to understand the basis for your interpretations of the data. 4 Where to Start: Start by working on either the Materials and Methods section or the Results section. Because the Materials and Methods section requires the least mental effort, completing it is a good way to overcome inertia. Writing the Materials and Methods Section Results are meaningful in science only if they can be obtained over and over, whenever the experiment is repeated. And because the results of any study depend to a large extent on the way the study was done, it is essential that you describe your methods so that your experiment can be repeated in all its essential details.  Mention each new material as you discuss what you did with it.  Begin by listing all the factors that might have influenced your results.  You must say what you did, but you should freely refer to your laboratory manual handouts in describing how you did it.  Mention why particular steps were taken whenever you think it might not be obvious.  It is usually appropriate to include any formulas used in analyzing your data.  Use informative subheadings to help organize and present your material by topic.  Uninformative: Field experiment  Informative: Occupancy of damaged and intact shells in the field  Uninformative: Shell choice  Informative: Effect of shell condition on shell choice in the laboratory  Two subsections commonly included at the end of the Materials and Methods section are “Data Analysis” and a description of your study system or organism.  Make sure it is written in past tense. Model Materials and Methods Section Obtaining and Maintaining Worms The polychaete worms used in this study were Nereis virens, freshly collected from Nahant, MA, and ranging in length between 10 and 12 cm. All treatments were performed at room temperature, approximately 21 °C, on April 15, 2011. One hundred ml of full-strength seawater was added to each of six 200-ml glass jars these jars served as controls, to monitor worm weight in the absence of any salinity change. Another 6 jars were filled with 100 ml of seawater diluted by 50% with distilled water. Monitoring Water Gain and Loss Twelve polychaetes were quickly blotted with paper towels to remove adhering water and were then weighed to the nearest 0.1 g using a Model MX-200 Fisher/Ainsworth balance. Each worm was then added to one of the jars of seawater. Blotted worm weights were later determined 30, 60, and 120 minutes after the initial weights were taken. Determining Osmotic Concentration The initial and final osmotic concentrations of all test solutions were determined using a Wescor VAPRO vapor pressure osmometer, following instructions provided in the handout (Podolsky, 2010). Data Analysis The rate of weight gain over time was examined by linear regression analysis, after log-transforming the independent variable (time). A series of Student’s t-tests were used to assess the effect of salinity on rate of weight gain, by comparing mean weights of worms in the 2 treatment groups at 30, 60, and 120 minutes. 5 Writing the Results Section The Results section is the most important part of any research report. In this section, you summarize your findings. The results section is: 1. Not the place to discuss why the experiment was performed. 2. Not the place to discuss how the experiment was performed. 3. Not the place to discuss whether the results were expected, unexpected, disappointing, or interesting. Simply present the results, drawing the reader’s attention to the major observations and key trends in the data. Don’t interpret them here. What is a “Figure”? “Figures” include graphs of all types; photographs of all types, whether of an organism or of electrophoresis gels; drawings; maps (showing the location of a study site, for example); and flowcharts. Anything and everything, in fact, that is not a “table” is a “figure.” Most of your data will probably be presented in the form of tables and graphs.  Always indicate the species studied, the sample size, and the number of replicates. To Graph or Not to Graph  Don’t automatically assume that your data must be graphed.  In any event, never present the same data in both a graph and a table. When graphing, make sure:  Symbols chosen facilitate interpretation of the graph.  Symbols are large and easy to tell apart.  Each axis of the graph is clearly labeled and includes units of measurement.  Tick marks on both axes are at intervals frequent enough to allow readers to estimate the value of each data point.  The meaning of each symbol is clearly indicated.  A detailed explanatory caption (figure legend) is below the figure.  Your graph is self-contained.  You always use the same system of symbols throughout a report.  The independent variable is plotted on the x-axis, and the dependent variable is plotted on the y-axis. Putting your Figures and Tables in Order  Arrange them logically, in the order that you will discuss them. 6 Verbalizing Results You must use words that draw the reader’s attention to the key patterns in your data. But do not simply redraw the graphs in words. Your task is to summarize the most important findings displayed by the graphs and then to indicate briefly the basis for the statements you made.  Always present results in past tense.  Do not make your reader interpret the data.  You cannot exclude data simply because they violate a trend that would otherwise be apparent or because the data contradict a favored hypothesis. Writing about Numbers     Use numerals rather than words when writing about counted or measured items, percentages, decimals, magnifications, and abbreviated units of measurement. When writing about numbers smaller than zero, precede the decimal point with a zero. When writing about very large numbers or very small numbers use scientific notation. Always follow any number you write down with appropriate units. Writing the Discussion Section Expectations State your expectations explicitly, and back up your statements with a reference. Scientific hypotheses are not simply random guesses. Explaining Unexpected Results Experiments cannot prove anything; they can only support or not support specific hypotheses. If your results don’t fit your expectations, or if they don’t disprove your null hypothesis, base your discussion on the data you actually obtained. The discrepancy in results cannot be explained by the unusually low temperature in the laboratory on the day of the experiment, since the control animals were subject to the same conditions and yet behaved as expected.   Always be careful to distinguish possibility from fact. Continue your discussion by indicating possible ways that the differences might be tested. 7 Writing the Introduction Section Briefly present background information that leads to a clear statement of the specific issue or issues that will be addressed in the remainder of the report. Every topic that appears in later sections of your report should be anticipated clearly in the Introduction, and the Introduction should contain only information that is directly relevant to the rest of the report.  Be specific.  Make the basis for the hypothesis clear. Providing the Background 1. 2. 3. 4. Support all statements of fact with a reference. Define specialized terminology. Never set out to prove, verify, or demonstrate the truth of something. Be brief; every sentence should be designed to directly prepare the reader for the statement of intent. 5. Include, in your Introduction section only, information that prepares the reader for the final statement of intent. 6. Write an Introduction for the study that you ended up doing. 7. Talk about your study organism or field site. Deciding on a Title A good title summarizes, as specifically as possible, what lies within the Introduction and Results sections of the report. For this reason, write your title after you have written the rest of your report. The more revealing your title, the more easily potential readers can assess the relevance of your paper to their interests. Examples: 1. No: Metabolic rate determinations Yes: Exploring the relationship between body size and oxygen consumption in mice 2. No: The role of a homeobox gene Yes: The homeobox gene Irx5 is needed for retinal cell development in mice Writing and Abstract The Abstract is placed at the beginning of you report, immediately following the title page. Yet it should be the last thing you write, other than the title, since it must completely summarize the entire report, explain why the experiment was undertaken, what problem was addressed, how the problem was approached, what major results were found, and what major conclusions were drawn. In compact form, your abstract 8 must present a complete and accurate summary of your work, and that summary must be fully self-contained. Developing Hypotheses Your goal is to pose a specific question that follows in some logical way from what has already been published in your area of interest and that can be addressed by available techniques and approaches. Important questions The right questions to ask Questions that can be addressed Figure 1. The trick of developing a valid research question. Many questions are easy to answer but are meaningless or too trivial to be worth asking. Many other questions are important but unapproachable by existing methods. Writing Research Proposals Writing the Proposal Introduction: Give a brief overview of the research being considered, and indicate the nature of the specific questions you will pursue, as in the following example: Endurance exercises such as running and swimming can affect the reproductive physiology of women athletes. Female runners (Dale et al., 1979; Wakat et al., 1982), swimmers (Frisch et al., 1981), and ballet dancers (Warren, 1980) menstruate infrequently (i.e., exhibit oligomenorrhea) in comparison with nonathletic women of comparable age, or not at all (amenorrhea). The degree of menstrual abnormality varies directly with the intensity of the exercise. For example, Malina et al (1978) have shown 9 that menstrual irregularity is more common, and more severe, among tennis players than among golfers. The physiological mechanism through which strenuous activity disrupts the normal menstrual cycle is not yet clear; inadequate fat levels (Frisch et al., 1981), altered hormonal balance (Sutton et al., 1973), and physiological predisposition (Wakat et al., 1982) have each been implicated.    It helps to write the last sentence of your introduction first. Every factual statement is supported by a reference to one or more papers from the primary literature. The introduction section of any well-written, published, research paper can serve as a model for what you are trying to accomplish in the Introduction section of your proposal. Only the tenses will differ. Background: Where you demonstrate your complete mastery of the relevant literature.  This section will end with a brief summary statement of what is now known and what is not yet known.  This section will include a clear, specific description of the research question(s) you propose to investigate. Example: Thus many fish, echinoderm, polychaete, mollusk, and crustacean species are highly sensitive to a variety of fuel oil hydrocarbon pollutants, and the early stages of development are especially susceptible. However, many of these species begin their lives within potentially protective extra-embryonic egg membranes, jelly masses, or egg capsules (Anderson et al., 1977; Eldridge et al., 1977; Kînehcép, 1971). The ability of these structures to protect developing embryos against water-soluble toxic hydrocarbons has apparently never been assessed. The egg capsules of marine snails are particularly complex, both structurally and chemically (Fretter, 1941; Bayne, 1968; Hunt, 1971). Such capsules are typically several mm to several cm in height, and the capsule walls are commonly 50-100 μm thick (Hancock, 1956; Tamarin and Carriker, 1968). Depending on the species, embryos may spend from several days to many weeks developing within these egg capsules before emerging as free-swimming larvae or crawling juveniles (Thorson, 1946). Little is known about the tolerance of encapsulated embryos to environmental stress, or about the permeability of the capsule walls to water and solutes. Kînechcép (1982, 1983) found that the egg capsules of several shallow-water marine snails (Ilyanassa obsolete, Nucella lamellosa, and N. lapillus) are permeable to both salts and water, but they are far less permeable to the small organic molecules glucose. Capsules of at least these species are thus likely to protect embryos from exposure to many fuel oil components. In the proposed study, I will (1) document the tolerance of early embryos of N. lamellosa and N. lapillus, both within capsules and removed from capsules, to the water-soluble fraction of Number 2 fuel oil; (2) determine the general permeability characteristics of the capsules of these 2 gastropod species to see which classes of toxic 10 substances might be unable to penetrate the capsule wall; and (3) use radioisotopes to directly measure the permeability of the capsules to several major components of fuel oil. Proposed Research:  Indicate clearly what specific question each experiment is designed to address, as in the following example: To see if there is a seasonal difference in the amount of hormone present in the bag cells that induce egg-laying in Aplysia californica, bag cells will be dissected out of mature individuals each month and…  If the proposed research has several distinct components, it is helpful to separate them using subheadings.  Model your Proposed Research section on the Material and Methods section of any well-written, published research article.  Only the tenses will differ. Example of Materials and Methods: We created genetic mosaics between wild-type and mutant embryos essentially as described (Ho and Kane, 1990). Donor embryos were injected at the 1- to 4-cell stage with lysinated rhodamine dextran (10,000 kDa, Molecular Probes). Between 3 h and 5 h, 10-50 cells were transplanted from these embryos into similarly staged embryos. Transplant pipettes were made on a standing disk constructed from a discarded hard drive coated with diamond lapping film. Transplantations were done using an Olympus SZX12 dissecting microscope. At 24 f, the smu -/- embryos were identified on the basis of partial cyclopia and the U-shape of their somites. Embryos were fixed and sectioned on a cryostat; sections were then labeled with F59 to identify muscle fiber type (Devoto et al., 1996). Slow and fast muscle fibers derived from donor cells were counted in every third section in all cases. Example of Materials and Methods rewritten as it would appear in a proposal: We will create mosaics between wild-type and mutant embryos essentially as described (Ho and Kane, 1990). Donor embryos will be injected at the 1- to 4-cell stage with lysinated rhodamine dextran (10,000 kDa, Molecular Probes). Between 3 h and 5 h, 1050 cells will be transplanted from these embryos into similarly staged embryos. Transplant pipettes will be made on a standing disk constructed from a discarded hard drive coated with diamond lapping film. Cells will be transplanted using an Olympus SZX12 dissecting microscope. At 24 f, the smu -/- embryos will be on the basis of partial cyclopia and the U-shape of their somites. Embryos will be sectioned on a cryostat; sections will then be labeled with F59 to identify muscle fiber type (Devoto et al., 1996). Slow and fast muscle fibers derived from donor cells will be counted in every third section in all cases. Proposed Results and Discussion: If instructors make this section mandatory they will provide you with a guide for the information expected to be within this section. 2 Surface area (cm ) Nitric Acid Tubes Initial Mass (g)Ending mass (g)Time Elapsed (min) 1ml NA 36.501 35.291 120 190 2ml NA 36.341 35.153 120 171 3ml NA 30.237 29.659 120 182 4ml NA 33.903 32.897 120 170 5ml NA 33.169 32.897 120 218 6ml NA 28.321 27.952 120 176 Sulfuric Acid Tubes 1ml SA 33.491 32.888 120 187 2ml SA 30.991 30.022 120 225 3ml SA 34.11 33.439 120 167 4ml SA 31.752 31.001 120 188 5ml SA 31.261 30.854 120 200 6ml SA 33.574 33.268 120 205 Control Tubes DW 1 35.061 32.861 120 220 DW 2 36.152 33.821 120 198 DW 3 30.026 27.9117 120 187 DW 4 33.576 31.578 120 192 DW 5 28.197 26.194 120 165 DW 6 28.031 26.032 120 169 *this data is for one trial. You may make a second trial with data hypothesized by you, or use one trial. Inferential Data Plan: We plan to use the results specifically the water loss per surface area to compare the effectiveness of the Nitric an We plan to use the mean of the sulfuric acid, nitric acid, and control to use in a t test and compare the rates of eac Water Loss per Time 0.01008 ml/min 0.0099ml/min 0.00482 ml/min 0.00838ml/min 0.00227ml/min 0.00308ml/min Water loss per Time per Surface area 5.3x10^-5 5.79x10^-5 2.65x10^-5 4.93x10^-5 1.04x10^-5 1.75x10^-5 .005025ml/min 0.00808ml/min 0.00559ml/min 0.00626ml/min 0.00339ml/min 0.00255ml/min 2.687x10^-5 3.591x10^-5 3.34x10^-5 3.3x10^-5 1.695x10^-5 1.244x10^-5 0.01833ml/min 0.01943ml/min 0.01761ml/min 0.01665ml/min 0.01670ml/min 0.01666ml/min 8.333x10^-5 9.81x10^-5 9.42x10^-5 8.67x10^-5 1.012x10^-4 9.858x10^-5 effectiveness of the Nitric and Sulfuric Acid on transpiration rates and compare the rates of each acid Control Nitric 0.00008333 0.0000981 0.0000942 0.0000867 0.00001012 0.00009858 0.000053 0.0000579 0.0000265 0.0000493 0.0000104 0.0000175 Sulfuric Control 0.00002687 0.00003591 0.0000334 0.000033 0.00001695 0.00001244 0.00008333 0.0000981 0.0000942 0.0000867 0.00001012 0.00009858 Anova: Single Factor SUMMARY Groups Column 1 Column 2 Column 3 Count Sum Average 6 0.0002146 3.5767E-05 6 0.00015857 2.6428E-05 6 0.00047103 7.8505E-05 ANOVA Source of Variation SS Between Groups 9.2515E-09 Within Groups 8.3007E-09 Total 1.7552E-08 df Variance 4.0661E-10 9.348E-11 1.16E-09 MS F P-value F crit 2 4.6257E-09 8.35909899 0.00363807 3.68232034 15 5.5338E-10 17 t-Test: Two-Sample Assuming Equal Variances Compare Acid to acid Variable 1 Variable 2 Mean 3.5767E-05 2.6428E-05 Variance 4.0661E-10 9.348E-11 Observations 6 6 Pooled Variance 2.5004E-10 Hypothesized Mean Difference 0 df 10 t Stat 1.02287446 P(T
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

This question has not been answered.

Create a free account to get help with this and any other question!

Related Tags