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A student of mass 80kg rides a ferris wheel. The ferris wheel's radius is 30 meters and speed of the rider is 5m/s. When at the bottom of the ride, find the normal force of the seat pushing upward on the student.
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Solution To Lesson 6 Assignment
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Solution To Lesson 6 Assignment
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Ryerson University Climate Change And Anthropogenic Sources Essay
Given what you now know about the science of climate change, write an essay of 750–1000 words on why you think (or ...
Ryerson University Climate Change And Anthropogenic Sources Essay
Given what you now know about the science of climate change, write an essay of 750–1000 words on why you think (or do not think) climate change caused by anthropogenic sources is occurring. You will need to use what you learned about the science of climate change to support your position. .
LA Pierce College Use of Harmful Ingredients & Chemicals Call to Action Presentation
Interactive call to action presentation where you will have to research the names of ingredients that are harmful in nutri ...
LA Pierce College Use of Harmful Ingredients & Chemicals Call to Action Presentation
Interactive call to action presentation where you will have to research the names of ingredients that are harmful in nutrition labels and call companies out for their deliberate use of harmful ingredients and chemicals in the making of their products. Push for reform and come up with a plan to hopefully get large companies to avoid the use of harmful ingredients and chemicals. Please use the attached paper as a reference to one or two of the slides. Also, reference back to the attached PowerPoint in one of the slides.
this is for a natures class where we talk about the effects of global warming, how composting is great for the environment, and the harmful effects of chemicals, pesticides, and so on.
Howard University Photosynthesis Questions
Assignment1
Hands-on Activity - Photosynthesis
Purpose
This assignment provides you with more practice with graphing ...
Howard University Photosynthesis Questions
Assignment1
Hands-on Activity - Photosynthesis
Purpose
This assignment provides you with more practice with graphing techniques using Excel, and provides an opportunity to expand upon your knowledge of the scientific method (from Module 1) and applies your understanding of photosynthesis (Ch 8).
Directions
In this activity, you will graph experimental data relating to how seedlings grow in conditions of light versus dark. Go to the links to files below to find the experimental data in the Excel file titled seedling data chart and the file with instructions on how to create your graph.
First, read the full instructions in "Seedling Growth Response to Light Level Procedure," Seedling experimental procedure.docx Download Seedling experimental procedure.docThis describes how the experimental data was collected and is useful for developing your hypothesis.
Then, develop a hypothesis for what you think would happen if you followed the procedure above.
Next, examine this data set: seedling data chart.xlsx (Links to an external site.).
Once you have examined the data, create a graph in Excel by following the instructions for graphing, Excel Instructions-graphing.docx
Provide your hypothesis and your graph in a single document and name it as "Mod2-Activity-Your Initials".
Download Excel Instructions-graphing.docProvide your hypothesis and your graph in a single document and name it as "Mod2-Activity-Your Initials".Submission
Make sure to include your hypothesis, the data provided to you, and the graph in your submission. It is preferable that you submit a single document that is either a Word file, an Excel file, or a PDF file by clicking the Start Assignment button above.
Grading
Required, 30 points. Your hypothesis should be a clear and logical statement predicting the outcome of the experiment. Partial credit may be obtained for this assignment.
Your hypothesis - 5 points
The graph - 25 points
Assignment 2
Hands-on Activity - DNA Extraction
Purpose
The purpose of this assignment is to introduce you to basic DNA extraction techniques by isolating and visualizing DNA from a banana. Although this exercise will be completed in your home, it is theoretically the same method scientists use in a laboratory setting to extract DNA from cells.
Directions
Open the link to the document to find the experimental procedure and instructions for extracting DNA from a banana. Once completed, you will submit a photograph of your final result, along with the answers to several questions included in the file.
Follow the detailed directions below:
First, read the full instructions in the document, Isolating DNA From a Banana.docx (Links to an external site.).
Gather your supplies, most of which you may have at home already, others of which are readily available at local grocery stores or pharmacies.
Collect the DNA. Take a photograph and answer the questions in the document.
Save the document in .doc or .docx format. Name it as "Mod3-Activity-Your Initials."
Submission
Submit the completed document by clicking the Start Assignment button above.
Grading
Required, 30 points. It will be graded based on content (concise and on topic) and clarity (grammar, spelling and sentence structure). Partial credit may be obtained for this assignment.
Question 1 - 28 points (7 points for each reagent)
A picture of your completed experiment - 2 points.
Assignment 3
Hands-on Activity - Taxonomy Activity
Purpose
To introduce you to principles of taxonomy as you look at morphological characteristics of sea shells and construct an evolutionary tree.
Directions
Go to the Biodiversity and Evolutionary Trees: An Activity on Biological Classification (Links to an external site.) and work through the activity sorting sea shells based on morphological characteristics to study evolutionary relationships.
Please take notes, describing each step of identifying and selecting snails as you work through the activity. Please take a screen shot of the final drawing showing the evolutionary relationship of all snails listed and answer the following questions:
Why was the scallop among the snails? (HINT: Watch "Dr. Olivera discusses major molluscan groups [Duration 04:25] (Links to an external site.)")
What additional tests could be used to examine evolutionary relationships among molluscs (snail species)? (HINT: Watch "Dr. Olivera discusses how to classify shells [Duration 03:26] (Links to an external site.)")
How was the name of different cone snail species decided? (HINT: Watch the video "Dr. Olivera discusses species names [Duration 02:02] (Links to an external site.)")
Where are cone snails found and what are their feeding habits? (HINT: Click on snail images on the final evolutionary tree for more information about species).
Describe the evolutionary history of snails (Molluscs). In which eon, era and period did the first snails evolve? (HINT: Textbook, chapter 27.3)
set up an osmosis experiment and able to answer 12 questions
Get four 8 oz. cups from the lab kit. Place a piece of tape on each cup or glass. Using a pen or marker, label the tape on ...
set up an osmosis experiment and able to answer 12 questions
Get four 8 oz. cups from the lab kit. Place a piece of tape on each cup or glass. Using a pen or marker, label the tape on each cup with one of the following percentages: 0%, 1.75%, 3.5%, and 7%.Using the graduated cylinder, measure out 100 mL of distilled water. Pour the water into the fifth, unlabeled cup.Measure out 1.5 level teaspoons of salt and add it to the unlabeled cup containing 100 mL of distilled water. Mix completely. This is the 7% salt solution.Using the graduated cylinder, measure out 50 mL of this mixture and pour it from the graduated cylinder into the cup labeled 7%.Add distilled water up to the 100 mL mark of the graduated cylinder to make the next dilution. Adding 50 mL distilled water to 50 mL of a 7% solution will result in 100 mL of a 3.5% solution.Using the graduated cylinder, measure out 50 mL of the 3.5% solution and pour it from the graduated cylinder into the cup labeled 3.5%.Add distilled water up to the 100 mL mark of the solution in the graduated cylinder to make the next dilution. Adding 50 mL of distilled water to the 50 mL of the 3.5% solution will result in 100 mL of a 1.75% solution.Using the graduated cylinder, measure out 50 mL of the 1.75% solution and pour it from the graduated cylinder into the cup labeled 1.75%.Empty the remaining 1.75% solution down the drain of the sink and rinse out the graduated cylinder with tap water.Using a sharp steak or kitchen knife, slice eight pieces of potato exactly 10 mm x 10 mm x 40 mm (1 cm x 1 cm x 4 cm). It is critically important that these potato core pieces are cut as precisely as possible; they need to all start out having the same volume. A single- edge razor blade may work better than a knife.Determine the volume of the potato cores. The volume, is calculated by multiplying the width x height x length. Therefore, each core starts out with a volume of 4,000 cubic millimeters or 4 cubic centimeters. Measure the cores with both the mm ruler and the calipers. Measuring with the calipers to the nearest millimeter will be good enough for this lab. Create a data table like the one below to record the beginning and ending volumes.Table 1. Potato core measurements0% salt solution1.75% salt solution3.5% salt solution7% salt solutionBeginning average volume (cu mm)Ending average volume (cu mm)Percent differencePlace two measured cores into each solution overnight, or for at least 8 hours. That time period is not critical to the results; it can be longer.Remove the cores from one of the cups and pat them dry with a paper towel. The solution may now be discarded down the drain of a sink.Using the caliper, measure the height, width, and length of the cores, and then determine the volume of each core. Average the measurements for the two cores and record in the data table above. The cores can now be discarded.Repeat Steps 13 - 14 three more times: one time for each cup.Illustration of the Importance of Surface-to-Volume RatiosCalculate the surface-to-volume ratio of the following potato cubes:CUBE 1: Length, width, and height are all 5 mmCUBE 2: Length, width, and height are all 3 mmEffect of cell size on diffusion rateWith clean hands, cutting board, and knife, cut the skin off of the potato.Using the knife, cut two cubes of potato with dimensions of 1 cm x 1 cm x 1 cm.Using the knife, cut two cubes of potato with dimensions 1.5 cm x 1.5 cm x 1.5 cm.Using the knife, cut two cubes of potato with dimension of 2 cm x 2 cm x 2 cm.Place distilled water into a cup or glass. Add the vial of food coloring to the water until a dark color is achieved.Carefully place the potato cubes in the solution. The cubes must be completely submerged in the water. Let them stand in the solution for 2 to 4 hours.After 2 to 4 hours, remove the cubes. Using the knife, cut each cube in half.Using the ruler, measure how far the solution has diffused into each potato cube.Record the results. A sample data table is included below that may be used to organize and record the results.Complete the following calculations to determine the rate of diffusion and record the results.Rate of Diffusion (cm/min)= Distance of diffusion ÷ time.CubeDistance of DiffusionRate of Diffusion1 cm cubed1 cm cubed1.5 cm cubed1.5 cm cubed2 cm cubed2 cm cubedAverage Rate of Diff.What were the percent differences between the volumes of the potatoes in the osmosis experiment for each salt solution? (8 points)0%1.75%3.5%7%What extraneous variables might have affected how the results came out in the osmosis experiment? Describe three. (6 points)In osmosis, which direction does water move with respect to solute concentration? (2 points)Answer the following questions:Explain what would happen to a freshwater unicellular organism if it were suddenly released into a saltwater environment. Use the terms isotonic, hypotonic and hypertonic in the answer. (3 points)What would happen if a marine organism were placed in freshwater? (3 points)A student purchases and weighs 5 pounds of carrots from a local grocery store. She notices that the grocery store constantly sprays its produce with distilled water. After returning home, she weighs the carrots again and discovers that they weigh only 4.2 lbs. They also no longer seem as crisp and taut. Provide a possible explanation for why the carrots weighed more at the store, based on the information learned in this lab. (5 points)People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)What is the surface-to-volume ratio and rate of diffusion for each potato cube from Procedure 3b? (6 points)Cube 1 surface-to-volume ratioCube 1 rate of diffusionCube 2 surface-to-volume ratioCube 2 rate of diffusionCube 3 surface-to-volume ratioCube 3 rate of diffusionAssume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)From what was observed in the potato procedure, how do the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)One night, Hans decides to cook a hamburger and spaghetti with meatballs. To test ideas of surface-to-volume ratios, he makes a quarter pound hamburger and a quarter pound meatball and cooks them at the same temperature. Which food item will cook the fastest and why? (5 points)While watching a special on animals, Brianna discovers that hares tend to lose heat through their ears. Based on this and what is known about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)In the Spirogyra cells observed on the virtual microscope, about how many circular green chloroplasts were seen in a single cell at 40X magnification? (2 points)What were the percent differences between the volumes of the potatoes in the osmosis experiment for each salt solution? (8 points)0%1.75%3.5%7%What extraneous variables might have affected how the results came out in the osmosis experiment? Describe three. (6 points)In osmosis, which direction does water move with respect to solute concentration? (2 points)Answer the following questions:Explain what would happen to a freshwater unicellular organism if it were suddenly released into a saltwater environment. Use the terms isotonic, hypotonic and hypertonic in the answer. (3 points)What would happen if a marine organism were placed in freshwater? (3 points)A student purchases and weighs 5 pounds of carrots from a local grocery store. She notices that the grocery store constantly sprays its produce with distilled water. After returning home, she weighs the carrots again and discovers that they weigh only 4.2 lbs. They also no longer seem as crisp and taut. Provide a possible explanation for why the carrots weighed more at the store, based on the information learned in this lab. (5 points)People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)What is the surface-to-volume ratio and rate of diffusion for each potato cube from Procedure 3b? (6 points)Cube 1 surface-to-volume ratioCube 1 rate of diffusionCube 2 surface-to-volume ratioCube 2 rate of diffusionCube 3 surface-to-volume ratioCube 3 rate of diffusionAssume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)From what was observed in the potato procedure, how do the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)One night, Hans decides to cook a hamburger and spaghetti with meatballs. To test ideas of surface-to-volume ratios, he makes a quarter pound hamburger and a quarter pound meatball and cooks them at the same temperature. Which food item will cook the fastest and why? (5 points)While watching a special on animals, Brianna discovers that hares tend to lose heat through their ears. Based on this and what is known about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)one month ago
AMU North American Bison Auto Narrated Presentation
Your presentation will be submitted as an audio-narrated PowerPoint, narrated by you, the student. You cannot use "text-to ...
AMU North American Bison Auto Narrated Presentation
Your presentation will be submitted as an audio-narrated PowerPoint, narrated by you, the student. You cannot use "text-to-speech" programs or technologies that do the narration for you unless noted as an approved accommodation in a current DSA letter you have furnished to me. For instructions on how to create audio narration in PowerPoint, see the following link: Record a Slide Show With Narration. (Just input the words and i'll do the narration) Audio narration is a requirement!
Proper use and pronunciation of scientific terminology are required. For help with pronunciation, see this link: Cambridge Dictionary
There must be visual elements (e.g., photos, videos, graphs, figures).
Your presentation must contain approximately 10-15 slides (excluding reference and title slides) and run approximately 5-10 minutes.
Text is organized using concise phrases typed on each slide and properly cited.
Work that is improperly cited and referenced or lacking either proper in-text citations or references may not be accepted for credit.
Be sure to add your name, date, class name, instructor name, and project topic to the TITLE SLIDE.
The Introduction Section
Organism Introduction
The common and scientific name of your organism. Please see this link to help with scientific names if needed: How to Write Scientific Names of Organisms
Where you observed your organism (country, state, park, zoo, etc.)
A brief discussion on why you chose your organism
If possible, a picture and/or video of you safely observing your species in the field. If not possible, search the Internet for an image (and remember to cite your source for the image) in a typical habitat.
The Body
Physical Description
You must include a brief physical description. You can use your personal observations. If you cannot safely observe your organism, you must research.
size, coloring, etc. (e.g., Differences between male and female, juvenile and adult.)
Life Cycle and Reproduction
Life Cycle: describe the life cycle of your organism. The life cycle refers to the series of changes that happen from the beginning of life as your organism develops and grows into a mature organism. Please see here for some hints on the Life Cycle. If you have any questions, please feel free to ask!
Reproduction: You must discuss the reproductive strategies of your organism (e.g. release of gametes by a fish or hermaphroditic reproduction in earthworms), mate choice, mating displays, mate competition, and mating systems.
Structure and Function
Please select one organ system of your organism that you find to be particularly interesting and describe both the anatomy and physiology of that system.
If your organism is an animal, here is a list of the general animal organ systems
Energy Ecology
If you can observe these, that is best. If not, research.
What are the food sources? Types? Amounts? Temporal pattern of feeding? Specific handling or processing of food items by the organism (e.g. the way a squirrel manipulates an acorn)
Habitat
Where your organism lives. This does not refer to a city or state, but rather the natural environment in which your organism lives.
You should consider abiotic factors, such as soil, water, etc., as well as biotic factors, such as predators, hosts, etc.
The Conclusion Section
This section should contain four to six points that sum up the main points from the body of the outline.
Start your conclusive section with one sentence summarizing some basic information about your chosen organism (name and geographical distribution).
Continue with a brief summary (1-2 sentences) about the life cycle and any particular body structures.
Include a brief summary (1-2 sentences) about the ecological role of your chosen organism in its ecosystem.
Wrap up the conclusive section with a closing note that provides brief information about a unique fact and/or behavior of your chosen organism.
Reference Slides and Internal Citations - must contain the following:
Internal Citations - These are not listed on a separate page, but rather are placed throughout the presentation via in-text citations anytime you paraphrase, use direct quotes, or use visual/audio components from other sources. Therefore, all source material should be cited.
Reference Slides -
Include a final "References" slide listing a minimum of five (and no more than 10) academically and scientifically credible sources used for facts shared in your presentation.
Include a final "Media References" slide listing all images, videos, graphs, audio elements, etc., used within your presentation.
All references listed on the reference slides should be cited internally within the presentation, and vice versa.
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Solution To Lesson 6 Assignment
Question 1: Describe (in words) the overall structure of a lipid bilayer Ans: The lipid bilayer is a thin polar membrane m ...
Solution To Lesson 6 Assignment
Question 1: Describe (in words) the overall structure of a lipid bilayer Ans: The lipid bilayer is a thin polar membrane made up of two parallel ...
Ryerson University Climate Change And Anthropogenic Sources Essay
Given what you now know about the science of climate change, write an essay of 750–1000 words on why you think (or ...
Ryerson University Climate Change And Anthropogenic Sources Essay
Given what you now know about the science of climate change, write an essay of 750–1000 words on why you think (or do not think) climate change caused by anthropogenic sources is occurring. You will need to use what you learned about the science of climate change to support your position. .
LA Pierce College Use of Harmful Ingredients & Chemicals Call to Action Presentation
Interactive call to action presentation where you will have to research the names of ingredients that are harmful in nutri ...
LA Pierce College Use of Harmful Ingredients & Chemicals Call to Action Presentation
Interactive call to action presentation where you will have to research the names of ingredients that are harmful in nutrition labels and call companies out for their deliberate use of harmful ingredients and chemicals in the making of their products. Push for reform and come up with a plan to hopefully get large companies to avoid the use of harmful ingredients and chemicals. Please use the attached paper as a reference to one or two of the slides. Also, reference back to the attached PowerPoint in one of the slides.
this is for a natures class where we talk about the effects of global warming, how composting is great for the environment, and the harmful effects of chemicals, pesticides, and so on.
Howard University Photosynthesis Questions
Assignment1
Hands-on Activity - Photosynthesis
Purpose
This assignment provides you with more practice with graphing ...
Howard University Photosynthesis Questions
Assignment1
Hands-on Activity - Photosynthesis
Purpose
This assignment provides you with more practice with graphing techniques using Excel, and provides an opportunity to expand upon your knowledge of the scientific method (from Module 1) and applies your understanding of photosynthesis (Ch 8).
Directions
In this activity, you will graph experimental data relating to how seedlings grow in conditions of light versus dark. Go to the links to files below to find the experimental data in the Excel file titled seedling data chart and the file with instructions on how to create your graph.
First, read the full instructions in "Seedling Growth Response to Light Level Procedure," Seedling experimental procedure.docx Download Seedling experimental procedure.docThis describes how the experimental data was collected and is useful for developing your hypothesis.
Then, develop a hypothesis for what you think would happen if you followed the procedure above.
Next, examine this data set: seedling data chart.xlsx (Links to an external site.).
Once you have examined the data, create a graph in Excel by following the instructions for graphing, Excel Instructions-graphing.docx
Provide your hypothesis and your graph in a single document and name it as "Mod2-Activity-Your Initials".
Download Excel Instructions-graphing.docProvide your hypothesis and your graph in a single document and name it as "Mod2-Activity-Your Initials".Submission
Make sure to include your hypothesis, the data provided to you, and the graph in your submission. It is preferable that you submit a single document that is either a Word file, an Excel file, or a PDF file by clicking the Start Assignment button above.
Grading
Required, 30 points. Your hypothesis should be a clear and logical statement predicting the outcome of the experiment. Partial credit may be obtained for this assignment.
Your hypothesis - 5 points
The graph - 25 points
Assignment 2
Hands-on Activity - DNA Extraction
Purpose
The purpose of this assignment is to introduce you to basic DNA extraction techniques by isolating and visualizing DNA from a banana. Although this exercise will be completed in your home, it is theoretically the same method scientists use in a laboratory setting to extract DNA from cells.
Directions
Open the link to the document to find the experimental procedure and instructions for extracting DNA from a banana. Once completed, you will submit a photograph of your final result, along with the answers to several questions included in the file.
Follow the detailed directions below:
First, read the full instructions in the document, Isolating DNA From a Banana.docx (Links to an external site.).
Gather your supplies, most of which you may have at home already, others of which are readily available at local grocery stores or pharmacies.
Collect the DNA. Take a photograph and answer the questions in the document.
Save the document in .doc or .docx format. Name it as "Mod3-Activity-Your Initials."
Submission
Submit the completed document by clicking the Start Assignment button above.
Grading
Required, 30 points. It will be graded based on content (concise and on topic) and clarity (grammar, spelling and sentence structure). Partial credit may be obtained for this assignment.
Question 1 - 28 points (7 points for each reagent)
A picture of your completed experiment - 2 points.
Assignment 3
Hands-on Activity - Taxonomy Activity
Purpose
To introduce you to principles of taxonomy as you look at morphological characteristics of sea shells and construct an evolutionary tree.
Directions
Go to the Biodiversity and Evolutionary Trees: An Activity on Biological Classification (Links to an external site.) and work through the activity sorting sea shells based on morphological characteristics to study evolutionary relationships.
Please take notes, describing each step of identifying and selecting snails as you work through the activity. Please take a screen shot of the final drawing showing the evolutionary relationship of all snails listed and answer the following questions:
Why was the scallop among the snails? (HINT: Watch "Dr. Olivera discusses major molluscan groups [Duration 04:25] (Links to an external site.)")
What additional tests could be used to examine evolutionary relationships among molluscs (snail species)? (HINT: Watch "Dr. Olivera discusses how to classify shells [Duration 03:26] (Links to an external site.)")
How was the name of different cone snail species decided? (HINT: Watch the video "Dr. Olivera discusses species names [Duration 02:02] (Links to an external site.)")
Where are cone snails found and what are their feeding habits? (HINT: Click on snail images on the final evolutionary tree for more information about species).
Describe the evolutionary history of snails (Molluscs). In which eon, era and period did the first snails evolve? (HINT: Textbook, chapter 27.3)
set up an osmosis experiment and able to answer 12 questions
Get four 8 oz. cups from the lab kit. Place a piece of tape on each cup or glass. Using a pen or marker, label the tape on ...
set up an osmosis experiment and able to answer 12 questions
Get four 8 oz. cups from the lab kit. Place a piece of tape on each cup or glass. Using a pen or marker, label the tape on each cup with one of the following percentages: 0%, 1.75%, 3.5%, and 7%.Using the graduated cylinder, measure out 100 mL of distilled water. Pour the water into the fifth, unlabeled cup.Measure out 1.5 level teaspoons of salt and add it to the unlabeled cup containing 100 mL of distilled water. Mix completely. This is the 7% salt solution.Using the graduated cylinder, measure out 50 mL of this mixture and pour it from the graduated cylinder into the cup labeled 7%.Add distilled water up to the 100 mL mark of the graduated cylinder to make the next dilution. Adding 50 mL distilled water to 50 mL of a 7% solution will result in 100 mL of a 3.5% solution.Using the graduated cylinder, measure out 50 mL of the 3.5% solution and pour it from the graduated cylinder into the cup labeled 3.5%.Add distilled water up to the 100 mL mark of the solution in the graduated cylinder to make the next dilution. Adding 50 mL of distilled water to the 50 mL of the 3.5% solution will result in 100 mL of a 1.75% solution.Using the graduated cylinder, measure out 50 mL of the 1.75% solution and pour it from the graduated cylinder into the cup labeled 1.75%.Empty the remaining 1.75% solution down the drain of the sink and rinse out the graduated cylinder with tap water.Using a sharp steak or kitchen knife, slice eight pieces of potato exactly 10 mm x 10 mm x 40 mm (1 cm x 1 cm x 4 cm). It is critically important that these potato core pieces are cut as precisely as possible; they need to all start out having the same volume. A single- edge razor blade may work better than a knife.Determine the volume of the potato cores. The volume, is calculated by multiplying the width x height x length. Therefore, each core starts out with a volume of 4,000 cubic millimeters or 4 cubic centimeters. Measure the cores with both the mm ruler and the calipers. Measuring with the calipers to the nearest millimeter will be good enough for this lab. Create a data table like the one below to record the beginning and ending volumes.Table 1. Potato core measurements0% salt solution1.75% salt solution3.5% salt solution7% salt solutionBeginning average volume (cu mm)Ending average volume (cu mm)Percent differencePlace two measured cores into each solution overnight, or for at least 8 hours. That time period is not critical to the results; it can be longer.Remove the cores from one of the cups and pat them dry with a paper towel. The solution may now be discarded down the drain of a sink.Using the caliper, measure the height, width, and length of the cores, and then determine the volume of each core. Average the measurements for the two cores and record in the data table above. The cores can now be discarded.Repeat Steps 13 - 14 three more times: one time for each cup.Illustration of the Importance of Surface-to-Volume RatiosCalculate the surface-to-volume ratio of the following potato cubes:CUBE 1: Length, width, and height are all 5 mmCUBE 2: Length, width, and height are all 3 mmEffect of cell size on diffusion rateWith clean hands, cutting board, and knife, cut the skin off of the potato.Using the knife, cut two cubes of potato with dimensions of 1 cm x 1 cm x 1 cm.Using the knife, cut two cubes of potato with dimensions 1.5 cm x 1.5 cm x 1.5 cm.Using the knife, cut two cubes of potato with dimension of 2 cm x 2 cm x 2 cm.Place distilled water into a cup or glass. Add the vial of food coloring to the water until a dark color is achieved.Carefully place the potato cubes in the solution. The cubes must be completely submerged in the water. Let them stand in the solution for 2 to 4 hours.After 2 to 4 hours, remove the cubes. Using the knife, cut each cube in half.Using the ruler, measure how far the solution has diffused into each potato cube.Record the results. A sample data table is included below that may be used to organize and record the results.Complete the following calculations to determine the rate of diffusion and record the results.Rate of Diffusion (cm/min)= Distance of diffusion ÷ time.CubeDistance of DiffusionRate of Diffusion1 cm cubed1 cm cubed1.5 cm cubed1.5 cm cubed2 cm cubed2 cm cubedAverage Rate of Diff.What were the percent differences between the volumes of the potatoes in the osmosis experiment for each salt solution? (8 points)0%1.75%3.5%7%What extraneous variables might have affected how the results came out in the osmosis experiment? Describe three. (6 points)In osmosis, which direction does water move with respect to solute concentration? (2 points)Answer the following questions:Explain what would happen to a freshwater unicellular organism if it were suddenly released into a saltwater environment. Use the terms isotonic, hypotonic and hypertonic in the answer. (3 points)What would happen if a marine organism were placed in freshwater? (3 points)A student purchases and weighs 5 pounds of carrots from a local grocery store. She notices that the grocery store constantly sprays its produce with distilled water. After returning home, she weighs the carrots again and discovers that they weigh only 4.2 lbs. They also no longer seem as crisp and taut. Provide a possible explanation for why the carrots weighed more at the store, based on the information learned in this lab. (5 points)People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)What is the surface-to-volume ratio and rate of diffusion for each potato cube from Procedure 3b? (6 points)Cube 1 surface-to-volume ratioCube 1 rate of diffusionCube 2 surface-to-volume ratioCube 2 rate of diffusionCube 3 surface-to-volume ratioCube 3 rate of diffusionAssume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)From what was observed in the potato procedure, how do the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)One night, Hans decides to cook a hamburger and spaghetti with meatballs. To test ideas of surface-to-volume ratios, he makes a quarter pound hamburger and a quarter pound meatball and cooks them at the same temperature. Which food item will cook the fastest and why? (5 points)While watching a special on animals, Brianna discovers that hares tend to lose heat through their ears. Based on this and what is known about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)In the Spirogyra cells observed on the virtual microscope, about how many circular green chloroplasts were seen in a single cell at 40X magnification? (2 points)What were the percent differences between the volumes of the potatoes in the osmosis experiment for each salt solution? (8 points)0%1.75%3.5%7%What extraneous variables might have affected how the results came out in the osmosis experiment? Describe three. (6 points)In osmosis, which direction does water move with respect to solute concentration? (2 points)Answer the following questions:Explain what would happen to a freshwater unicellular organism if it were suddenly released into a saltwater environment. Use the terms isotonic, hypotonic and hypertonic in the answer. (3 points)What would happen if a marine organism were placed in freshwater? (3 points)A student purchases and weighs 5 pounds of carrots from a local grocery store. She notices that the grocery store constantly sprays its produce with distilled water. After returning home, she weighs the carrots again and discovers that they weigh only 4.2 lbs. They also no longer seem as crisp and taut. Provide a possible explanation for why the carrots weighed more at the store, based on the information learned in this lab. (5 points)People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)What is the surface-to-volume ratio and rate of diffusion for each potato cube from Procedure 3b? (6 points)Cube 1 surface-to-volume ratioCube 1 rate of diffusionCube 2 surface-to-volume ratioCube 2 rate of diffusionCube 3 surface-to-volume ratioCube 3 rate of diffusionAssume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)From what was observed in the potato procedure, how do the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)One night, Hans decides to cook a hamburger and spaghetti with meatballs. To test ideas of surface-to-volume ratios, he makes a quarter pound hamburger and a quarter pound meatball and cooks them at the same temperature. Which food item will cook the fastest and why? (5 points)While watching a special on animals, Brianna discovers that hares tend to lose heat through their ears. Based on this and what is known about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)one month ago
AMU North American Bison Auto Narrated Presentation
Your presentation will be submitted as an audio-narrated PowerPoint, narrated by you, the student. You cannot use "text-to ...
AMU North American Bison Auto Narrated Presentation
Your presentation will be submitted as an audio-narrated PowerPoint, narrated by you, the student. You cannot use "text-to-speech" programs or technologies that do the narration for you unless noted as an approved accommodation in a current DSA letter you have furnished to me. For instructions on how to create audio narration in PowerPoint, see the following link: Record a Slide Show With Narration. (Just input the words and i'll do the narration) Audio narration is a requirement!
Proper use and pronunciation of scientific terminology are required. For help with pronunciation, see this link: Cambridge Dictionary
There must be visual elements (e.g., photos, videos, graphs, figures).
Your presentation must contain approximately 10-15 slides (excluding reference and title slides) and run approximately 5-10 minutes.
Text is organized using concise phrases typed on each slide and properly cited.
Work that is improperly cited and referenced or lacking either proper in-text citations or references may not be accepted for credit.
Be sure to add your name, date, class name, instructor name, and project topic to the TITLE SLIDE.
The Introduction Section
Organism Introduction
The common and scientific name of your organism. Please see this link to help with scientific names if needed: How to Write Scientific Names of Organisms
Where you observed your organism (country, state, park, zoo, etc.)
A brief discussion on why you chose your organism
If possible, a picture and/or video of you safely observing your species in the field. If not possible, search the Internet for an image (and remember to cite your source for the image) in a typical habitat.
The Body
Physical Description
You must include a brief physical description. You can use your personal observations. If you cannot safely observe your organism, you must research.
size, coloring, etc. (e.g., Differences between male and female, juvenile and adult.)
Life Cycle and Reproduction
Life Cycle: describe the life cycle of your organism. The life cycle refers to the series of changes that happen from the beginning of life as your organism develops and grows into a mature organism. Please see here for some hints on the Life Cycle. If you have any questions, please feel free to ask!
Reproduction: You must discuss the reproductive strategies of your organism (e.g. release of gametes by a fish or hermaphroditic reproduction in earthworms), mate choice, mating displays, mate competition, and mating systems.
Structure and Function
Please select one organ system of your organism that you find to be particularly interesting and describe both the anatomy and physiology of that system.
If your organism is an animal, here is a list of the general animal organ systems
Energy Ecology
If you can observe these, that is best. If not, research.
What are the food sources? Types? Amounts? Temporal pattern of feeding? Specific handling or processing of food items by the organism (e.g. the way a squirrel manipulates an acorn)
Habitat
Where your organism lives. This does not refer to a city or state, but rather the natural environment in which your organism lives.
You should consider abiotic factors, such as soil, water, etc., as well as biotic factors, such as predators, hosts, etc.
The Conclusion Section
This section should contain four to six points that sum up the main points from the body of the outline.
Start your conclusive section with one sentence summarizing some basic information about your chosen organism (name and geographical distribution).
Continue with a brief summary (1-2 sentences) about the life cycle and any particular body structures.
Include a brief summary (1-2 sentences) about the ecological role of your chosen organism in its ecosystem.
Wrap up the conclusive section with a closing note that provides brief information about a unique fact and/or behavior of your chosen organism.
Reference Slides and Internal Citations - must contain the following:
Internal Citations - These are not listed on a separate page, but rather are placed throughout the presentation via in-text citations anytime you paraphrase, use direct quotes, or use visual/audio components from other sources. Therefore, all source material should be cited.
Reference Slides -
Include a final "References" slide listing a minimum of five (and no more than 10) academically and scientifically credible sources used for facts shared in your presentation.
Include a final "Media References" slide listing all images, videos, graphs, audio elements, etc., used within your presentation.
All references listed on the reference slides should be cited internally within the presentation, and vice versa.
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