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oxygen
hydrogen
ions
molecules
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Hydrogen
(Note in aqueous solution they will become hydrogen ions)
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Sound Wave Experiment
Visuals help see how frequency and amplitude are important components to the "sound" wave. Below is a link to a Phet simul ...
Sound Wave Experiment
Visuals help see how frequency and amplitude are important components to the "sound" wave. Below is a link to a Phet simulation illustrating sound ...
it has open ended questions end lab reports about biology MUST BE ANSWERED CORRECTLY
Part A - (possible 80 points)For Part A there are 4 parts you need to include – see numbered bullets below. You are to m ...
it has open ended questions end lab reports about biology MUST BE ANSWERED CORRECTLY
Part A - (possible 80 points)For Part A there are 4 parts you need to include – see numbered bullets below. You are to make a chart detailing the acquisition of traits from sponges to mammals. It may be done in the form of a table, a concept map, an outline, or a phylogenetic tree. The following traits must be included and defined, along with the evolutionary advantage(s) of each and the organism that first exhibited the trait.1) List the traits in the order in which they appear from an evolutionary standpoint. You will start with multicellularity, then tissues, then radial symmetry and so on and so forth. (20 points)2) Define all traits. (20 points)3) Determine the organism the trait was first found in. Be sure to list only the organism the trait was FIRST found in. Hint! You can determine this by using the phylogenetic trees in your textbook. Starting on page 699 there is a phylogenetic tree with some of the traits. More mini-phylogenetic trees can be found on subsequent pages (702, 704, 705, etc and ending on page 880) (20 points)4) Provide the evolutionary advantage of each trait. (20 points)
Amniotic eggs
Bilateral symmetry
Closed circulatory system
Coelom
Deuterostome
Dorsal tubular nerve cord
Endoskeleton
Endothermy
Exoskeleton
Feathers
Four chambered heart
Gills
Hair
Hollow bones
Jaws
Limbs
Lungs
Mammary glands
Multicellularity
Notochord
Open circulatory system
Jointed appendages
Pharyngeal pouch
Postanal tail
Psedocoelom
Radial symmetry
Scales
Segmentation
Swim bladder
Three chambered heart
Tissues
Two-chambered heart
Vertebral column
Follow the directions given on page 743 of your textbook to complete this Data Analysis Lab to investigate octopus learning. Follow the directions in the lab; then answer the following questions.Octopuses learn from each other. In fact, they learn more quickly by watching other trained octopuses than they do by being trained by humans. Data from a study showing octopuses learning from each other raises the question of what octopuses learn from each other in their natural habitat.1. How many octopuses selected the red ball or the white ball after observing the red ball being selected by other octopuses? (3 pts)2. How many octopuses selected the red ball or the white ball after observing the white ball being selected? (3 pts) 3. Draw a conclusion about whether untrained octopuses can be trained by observation. (2 pts) Explain your conclusion. (2 pts)Follow the directions given on page 806 of your textbook to complete this Data Analysis Lab to investigate Interpreting Scientific Illustrations. Follow the directions in the lab; then answer the following questions.You have been using cladograms (evolutionary trees) throughout this course. The cladogram in the lab shows the phylogeny of echinoderms that evolved from ancestors with bilateral symmetry.1. Identify which sea star is most closely related to sea star A. (3 pts)2. Which sea star is the oldest? (3 pts)3. Which group has the most diversity? C,G,N or L,K,M? (2 pts) Explain how you made your decision. (2 pts)
GCCCD Microscopy Activity Determination of Specimen Size Questions
Exercise 3: The Unseen World, Part 1: Introduction to MicroscopyMost of us have been conditioned throughout our life to be ...
GCCCD Microscopy Activity Determination of Specimen Size Questions
Exercise 3: The Unseen World, Part 1: Introduction to MicroscopyMost of us have been conditioned throughout our life to believe that what we see with our eyes represents all that exists and that our eyes give us a valid picture of an item or an event. But in Exercise 1 you learned that just because you can’t see something, doesn’t mean it isn’t there (remember the sugar in the soda bottle and the differences in candle observations between you and your lab partner?).The reality is that our eyes are only capable of seeing a small percentage of the life that exists on Earth. Take a drop of water from a pond, look at it under a microscope and you will enter a whole new universe that you probably never suspected existed. At an even smaller scale, the individual molecules that make up living organisms cannot be seen at all, but must be measured by some indirect means. In today’s lab exercise you will learn to use some of the tools that will allow you to investigate part of that invisible realm next week. In a few weeks you will learn how to measure the presence of molecules that cannot be seen at all. Remember to use the information in the pre-lab to think about the questions posed here.The ScenarioYou are a scientist who is studying the ecosystem of a small pond near your home. You have decided to examine the pond over the next year to find out how the composition of organisms living in the pond changes over the year. This will be your initial set of observations about the pond. But before you can do your pond study, you will need to be sure that you know how to use the new microscope that was purchased for your study. The first four activities will help you learn to work with the microscope. Next week you will put what you learn here to work to investigate a small ecosystem.The first thing that you should do is go through the following video that goes through the basic operation of the compound microscope. Listen to each of the things that she says very carefully as the time will come when you will need to know how to use one of these microscopes. The microscope in this video is very similar to the ones that you will be using in future biology courses at Cuyamaca. Now go ahead and watch the following video: Activity 1: The Compound MicroscopeFor this activity, you will be looking at a video () that will walk you through the steps below looking at the letter e. ...you will probably need to go through the video several times to listen to all of the information and find the answers to the questions below. Everything is there in the video for you to answer the following questions. 1. Following the directions in the pre-lab for setting up the microscope, obtain a letter “e” slide and place it onto the mechanical stage of the microscope so that it is set as if you were going to read it. Using the lowest power objective (4X) bring the letter into focus.Question 1: When you look at the letter “e” under the microscope, is the letter oriented in the same direction as when you look at the slide? If it is oriented differently, why do you think that might be the case (see the optics diagram in the pre-lab to help you out)2. Once you have made your observations at 4X, change the magnification to 10X by rotating the 10X objective into position on the nosepiece. Be careful that the objective is not close to the slide andPage 2Ex 3: The Unseen World Part 1: Introduction to Microscopydoes not bump into it in any way. You may need to slightly refocus using the fine focus adjustment, but should not have to change the coarse focus adjustment.Question 2: How is what you see now different from what you saw under the 4X objective? Explain what that difference is.3. Now look at the same slide under the 40X objective. Again, it may be necessary to slightly refocus with the fine focus adjustment.Question 3: How is this view different from what you saw at 10X? Write a short statement that describes what is happening in what you see as you change from the 10X to 40X objectives.4. While you are looking through the microscope, use the control knobs for the mechanical stage to move the stage holding the slide from left to right. Question 4: When you move the stage from left to right, which direction does the image of the letter “e” move? Why do you suspect this is the case?5. Now, you will need to look at a different video that talks about looking at a slide with 3 threads, one in blue, one in red, and one in yellow. Carefully look at the slide in the video and answer the following questions. Question 5: Do all of the strands on the slide appear to be completely in focus at the same time at this lowest magnification?6. Change to 10X, then to 40X and look at the same slide. Question 6: Why do the strands appear to be in focus at some magnifications and not others? (Hint: are the threads really flat, or is there depth to them?)Activity 2In this section you will be looking at some living cells, including a human epithelial (skin) cell and a plant cell (Elodea). Although you will not be preparing the slides, and will looking at photos that are on the skill check worksheet, make sure you go through the steps below so that you know how these slides would have been prepared. 1. Make a slide of an epithelial (cheek) cell. First, add a very small drop of water (one drop from a dropper) to the center of a clean microscope slide. This will work better if you wash the slide with soap and water first, and then thoroughly rinse it with tap water and then deionized water. 2. Take a toothpick and gently scrape it on the side of your cheek inside of your mouth.3. Rub the material on the toothpick in the small drop of water on the slide and spread it around into a thin layer. Allow the water to dry for a few minutes, until the slide is dry. If you have too much water on the slide, you will not get a thin layer and the slide will not dry.4. Stain with methylene blue. To do this, add a few drops of methylene blue onto the surface of the now dry slide where the sample was spread. Allow the stain to sit for 30 seconds, then gently rinse off the Page 3Ex 3: The Unseen World Part 1: Introduction to Microscopymethylene blue with water. Very gently blot the slide dry with a paper towel. Place a clean cover slip over your sample.5. Observe the cells on the slide at 10X and 40X power. Find the cells at 10X first, and then switch to 40X. Draw the cell you see at the 10X & 40X magnification in the space provided on the Skill Check worksheet, and label under the drawing with the name of the specimen, the magnification and your estimate of the specimen’s size (go back to the pre-lab (page 45/46) if you don’t remember how to estimate the size). Label any structures you can see in the cell. It is preferable to draw one or two cells showing a lot of detail, rather than a lot of cells drawn with little detail.Question 7: What structures can you see in these cells (nucleus, cytoplasm, cell membrane)? Estimate the size of these cells using the procedure you learned in the pre-lab.6. Take a small Elodea leaf, tear off the very tip using forceps, and gently place on a slide. Add a small drop of water onto the leaf, and then cover with a cover slip. Observe the structure of the cells in the leaf tip first at 10X and then at 40X. Draw a sample of one or two of the cells you see at the 10X and then the 40X magnification on the Skill Check worksheet and label under the drawing with the name of the specimen, the magnification, and your estimate of its size. Label any structures you can see in the cell.Question 8: What do the cells in the tip of the Elodea leaf look like? What structures can you see in the cells (cell wall, cell membrane, cytoplasm, chloroplasts, nucleus, vacuole)?Activity 3In this activity you will be using the compound microscope to look at two different organisms from the Kingdom Protista, Euglena, and Paramecium. These are relatively fast moving organisms that are found in water in many different places. To look at these organisms you will need to take a sample from the container and place a small drop on the center of a clean glass slide. These organisms move very quickly, and one way to slow them down is to add a drop of Protoslo to the original drop of water. Then, add a glass cover slip over the drop of water. If the cover slip seems to float on the water drop, you have added too much water, and should remove some of the liquid. The water should never be in danger of dripping over the edge of the slide onto the microscope. You should make a slide of one of the organisms, and your partner should make a slide of the other. Again, once you are done observing the slide you made, switch with your partner and look at his/her slide.1) Observe the drop of water under 10X to scan and find the organisms. The higher power objectives can be used to examine details of organisms.2) Use the higher power objective (40X) to look at more detail of the organisms you find. Locate and draw at least one organism of each type in the space provided on the Skill Check worksheet. Draw the organism under whichever magnification you think gives you the best picture of the organism. Label the organism name, magnification and estimated size under the drawing. Label any cell structures that you can find in these organisms. a) Euglena: flagellum, eyespot, nucleus, chloroplasts, others?b) Paramecium: Cilia, oral groove, contractile vacuole, others?Activity 4: The Stereo MicroscopePage 4Ex 3: The Unseen World Part 1: Introduction to MicroscopyIn this activity you will learn to use the stereo microscope. To begin, you will look at a common object that you would find on daily basis; this will help you become familiar with the microscope. Then you will look at some biological specimens to gain a better understanding of the ways in which you can use this microscope.1) Select an object such as a pen, pencil, or coin and place it on the base of the microscope. Spend some time looking at it, changing the magnification and experimenting with the different lighting capabilities of the microscope. 2) When you have completed your investigation of this microscope, go to the side bench and select two different biological specimens to investigate. Ideally, you should look at two different types of specimens that will represent different sizes and shapes. Find an interesting area of each of the specimens, and examine it using the variable magnification available on the microscope. (Photos are already on the Skill Check Worksheet for you to look at with all necessary information) Remember to think about how big these items are in the real world. How big is a penny in diameter? How big is an ant? Don’t just do a random calculation of size without thinking whether the answer you get makes
HSC 156 Illinois State University Environmental Science Questions
This is a draft paper, the following are the paper requirements?
Your draft paper should be in the range of 1200-1400 word ...
HSC 156 Illinois State University Environmental Science Questions
This is a draft paper, the following are the paper requirements?
Your draft paper should be in the range of 1200-1400 words. The due date is March 1stat noon, double-spaced with numbered pages, Times New Roman font. It is a mini-essay in which you will make an argumentand back it up. This will be on a topic of your choicethat can also be relevant to the topics in the class. Feel free to meet with me to discuss your ideas.Here are some instruction and my expectations in writing yourpapers:
1)Cite the readings from the syllabus and make arguments about the discussion you bring in your paper.
2)Use peer reviewedexternal articles and academic resources. Use online databases in selecting your external articles.
3)Use a consistent academic citation style (i.e., APA, MLA, etc.) throughout your paper and your bibliography.For more information about style guides and citations visit: https://www.smu.ca/academics/citations-refworks.ht...
4)Assign suitable headerswith relevance to your main discussions throughoutyour paper.
5)Have a title page, numbered pages, and double-space your text with Times New Roman font.
6)Avoid passive voice in your writing. Use active voice instead.
Required Text
1. Fiddian-Qasmiyeh, Elena; Gil Loescher, Katy Long, and Nando Sigona (ed.). (2016). The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press. (ISBN-13: 978-0198778509) [Indicated by: HRFM].
2. Haas, Hein De, Castles, Stephen, and Miller, Mark J. The Age of Migration: International Population Movements in the Modern World. Sixth ed. New York: Guilford, 2020. [Indicated by: AM] (The required book chapters will be posted on the Brightspace).
Seminole State College Acid Base Titration Unknown Calculations Problems
Please complete and upload the titration lab to this assignment.6.9: Acid-Base Titration: Unknown HClSUBMISSION
Follow th ...
Seminole State College Acid Base Titration Unknown Calculations Problems
Please complete and upload the titration lab to this assignment.6.9: Acid-Base Titration: Unknown HClSUBMISSION
Follow the experimental procedure and record data into the provided data table. Calculate the average concentration of
HCl and record in the data table. Organize and label all calculations on a separate sheet. Upload both this worksheet and
the calculations sheet as your submission.
CSU Constructing a Survivorship Curve Discussion Ottawa Way Review and Biology Questions
BBA 2026 Unit II Article Review DUE 4/07/20: TUEDAY Instructions Critically review the article below: To access the art ...
CSU Constructing a Survivorship Curve Discussion Ottawa Way Review and Biology Questions
BBA 2026 Unit II Article Review DUE 4/07/20: TUEDAY Instructions Critically review the article below: To access the article below, you must first log into the myCSU Student Portal and access the ABI/INFORM Collection database found in the CSU Online Library. Vanderberg, A., & Capodagli, B. (2015). The "Ottawa way" thrives. Public Management, 97(6), 14-18. In the review, be sure to include an analysis of the article. Provide details and evidence to back up your analysis from the article. What are some of the significant points used in the article to support the premise? Why are these points significant to the way communication affects strategic planning? Use the standard five-paragraph format (introduction/body/conclusion). APA format should be used. The article review should be a minimum of two pages in length. Content, organization, and grammar/mechanics will be evaluated. BIO 1302 Unit II Quiz DUE 4/07/20: TUE Human population growth ____________. is about the same worldwide tends to exhibit a J-shaped curve (exponential growth) in economically underdeveloped countries is increasing rapidly in Europe is declining overall Which of the following scenarios would exemplify a density-independent population regulation factor? Rainbow smelt introduced into Lake Winnipeg competing with the native emerald shiners for food Boll weevils destroying a cotton crop A stomach flu outbreak in New York City A drought in West Texas that dries up ponds, lakes, and streams QUESTION 7 Which of the following images best represents uniform distribution? QUESTION 8Which of the following images best represents clumped distribution? Population Ecology Activity Introduction In Unit II, you learned that the characteristics of a population at a given time can be represented graphically using birth and death rate data, among many other parameters. In Part I of this activity, you will work with a simple data set to create a human survivorship curve and answer questions about the results and the data itself. In Part II, you will work with interactive age structure diagrams (see unit lesson part II, Slide 22, Figure 3 for an example) in an online simulator to analyze population growth trends for both China and the United States. Part I: Constructing a Survivorship Curve Survivorship curves are created by estimating the age of an organism at the time of its death and the number of deaths within each age bracket inside of a given population of organisms. Once constructed, survivorship curves create a general picture of the life history of that organism. The two biggest influences on the shape of a survivorship curve are predation and disease. There are three general survivorship curve types: Type III: Indicates a high mortality rate of the young. Type II: Indicates a constant mortality rate throughout the life span of the organism. Type I: Reflects a low mortality rate among the young with individuals dying at the end of their life span. Activity In the United States, the current average life span of a human female is about 83 years of age, and the average life span of a human male is about 77 years. For this activity, we will assume that the average life span is 80 years of age. For Table 2a below, age brackets in five-year increments were created. Age data was collected randomly from 100 newspaper obituaries from around the United States and entered into the age bracket Table 2a. Using this data, you will complete the survivorship information in Table 2b and construct a survivorship curve using an Excel spreadsheet table. You will create a graph from the data and import it later in this assignment. Completing the Survivorship Data Table Procedure (Table 2b) (10 points) 1. Enter the data from “Number of Deaths” column for each age bracket in Table 2a into the “Number of Deaths” column in Table 2b. 2. To calculate the data for the “Number of Survivors” column in Table 2b, start by subtracting the number of deaths in age bracket 1-5 from the number of survivors in age bracket 0. This number will be 100, of course. Continue subtracting the number of deaths in each age bracket from the number of survivors in the preceding age bracket. (Hint: The number of survivors will be 100 until you get to age bracket 21-25, where you will subtract 2, making the number for that bracket 98. Continue the process through the last age bracket. The number of survivors in age bracket 91-100 should be 0). 3. Create a line graph using Microsoft Excel and the data from Table 2b. The X-axis should reflect the Percent Life Span (%) and the Y-axis data should reflect the number of survivors data that you calculated. Table 2a Age Bracket Number of Deaths 0 0 1-5 0 6-10 0 11-15 0 16-20 0 21-25 2 26-30 0 31-35 6 36-40 4 41-45 0 46-50 2 51-55 2 56-60 8 61-65 2 66-70 8 71-75 10 76-80 16 81-85 8 86-90 22 91-100 10 Total 100 Table 2b Age Bracket (Age of Death) Percent of Life Span (%) Number of Deaths (from Table 2a) Number of Survivors 0 0 0 100 1-5 3.1 0 6-10 9.4 0 11-15 16 0 16-20 22 0 21-25 28 2 26-30 34 31-35 41 36-40 47 41-45 53 46-50 59 51-55 66 56-60 72 61-65 78 66-70 84 71-75 91 76-80 97 81-85 100 86-90 100 91-100 100 Complete The Graph (12 points) Right click on the graph below, choose either edit data or edit dataàedit data in Excel, and complete using the Number of Survivors data from table 2b. The graph will update automatically as data is entered. Simply close the data entry window once complete. (Questions: 6pts each) 1. What type of survivorship curve do modern humans possess? 2. Would you expect that there is a difference in the survivorship of men and women? Explain why, or why not? 3. Why do humans exhibit this type of survivorship curve? What factors are involved? 4. Why might obituaries be a poor source of data for determining a human survivorship curve? 5. The data for this exercise was collected from the United States. Would you expect to see the same curve from data collected in a developing (i.e., under-developed) country? What might the differences be, if any? Part II: Where To Go: Go to the Demographics Lab at Annenberg Learner: https://www.learner.org/courses/envsci/interactives/demographics/ Instructions Review the section on Age Structure, Population Growth, and Economic Development in the reading for Unit II. Familiarize yourself with the age structure diagrams and know what the general shapes represent (rapid growth, slow growth, stabilized growth, and negative growth) Open the Annenberg Demographics Lab page (click the OPEN SIMULATOR link). On the Annenberg Demographics Lab page, you will see a pyramid-shaped age structure diagram in the middle of your screen and a population curve to the left of your screen. At the top of the page, the “Lesson” may need to be changed to “Population Momentum” and the default “Country” should be “Nigeria: 182 M.” The population curve to the left is constructed with population (in millions) on the Y-axis and year on the X-axis. The black diamond denotes where the population is as of 2015. The age structure diagram in center screen is constructed with population (in millions) along the X-axis and age brackets along the Y-axis. The red bars to the right represent female individuals and blue bars represent males. Familiarize yourself with both the graph and the chart before you continue. Answer each questions in complete sentences in as much detail as possible. Activity and Questions China Instruction: Go to “Country,” and select “China: 1.36 B.” The gray “Vital Rates” box will show the birth rate (1.52 per woman) and death rate (1.05% per year) for the year 2015. (Questions: 6pts each) 6. Based on what you know about the different shapes of the age structure diagrams, what kind of growth is China’s population is experiencing? 7. In 2015, which two age brackets have the highest number of individuals? Instruction: Now click the green “Run” button, and watch the changes that happen through the year 2050 (the simulator will stop at 2050 automatically). 8. In 1979, China implemented the well-known One Child Policy in an effort to slow an exploding population. Looking at the population curve and the changes in the age structure diagram through 2050, what were the results of the policy? Did it work? How do you know? Instruction: Click the green “Run” button again, and watch the changes that happen through the year 2100 (the simulator will stop at 2100 automatically). 9. If the One Child Policy is kept in place through 2100 and birth and death rates stay the same, how does the age structure of the population change? Why might this become a problem in an industrialized society? Instruction: Click ”Reset” and then click the “Birth” tab, and click the “up 5%” button seven times to where the birth rate is about 2.12-2.15 per woman. Click apply, and run the simulator through the year 2200. 10. All other parameters being consistent what does the age structure diagram’s pattern tell us about China’s population if birth rates are raised to 2.15 per woman through the year 2200? USA Instruction: Let’s change countries now. Go to “Country” at the top of the page, and click “USA: 321 M.” Click “Run” twice to cycle forward to the year 2100. 11. Given the current birth rate of 1.98 per woman in the U.S. and a 1.36% per year death rate, what kind of pattern do we see in the age structure diagram through the year 2100? Is our population declining or increasing? Is it generally stable? Instruction: Click “Reset” and increase the birth rate by 5% to 2.08 per woman (Do not forget to click “Apply”). Run the simulator through 2100. 12. What does this slight change do to the U.S. population? Is it generally stable or unstable by 2100? Instruction: Lastly, click on each country in the drop-down menu at the top of the page, and look at the 2015 default age structure diagram for each. 13. Which two countries’ default diagrams for 2015 best represent rapid population growth? For Your Own Enrichment: Feel free to play with the simulator after you have finished this assignment. There are other parameters that can be adjusted to cause changes in the population age structure diagrams. The data that drives the simulator is mostly accurate, and it is fun to make adjustments and view the outcomes over time.
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Sound Wave Experiment
Visuals help see how frequency and amplitude are important components to the "sound" wave. Below is a link to a Phet simul ...
Sound Wave Experiment
Visuals help see how frequency and amplitude are important components to the "sound" wave. Below is a link to a Phet simulation illustrating sound ...
it has open ended questions end lab reports about biology MUST BE ANSWERED CORRECTLY
Part A - (possible 80 points)For Part A there are 4 parts you need to include – see numbered bullets below. You are to m ...
it has open ended questions end lab reports about biology MUST BE ANSWERED CORRECTLY
Part A - (possible 80 points)For Part A there are 4 parts you need to include – see numbered bullets below. You are to make a chart detailing the acquisition of traits from sponges to mammals. It may be done in the form of a table, a concept map, an outline, or a phylogenetic tree. The following traits must be included and defined, along with the evolutionary advantage(s) of each and the organism that first exhibited the trait.1) List the traits in the order in which they appear from an evolutionary standpoint. You will start with multicellularity, then tissues, then radial symmetry and so on and so forth. (20 points)2) Define all traits. (20 points)3) Determine the organism the trait was first found in. Be sure to list only the organism the trait was FIRST found in. Hint! You can determine this by using the phylogenetic trees in your textbook. Starting on page 699 there is a phylogenetic tree with some of the traits. More mini-phylogenetic trees can be found on subsequent pages (702, 704, 705, etc and ending on page 880) (20 points)4) Provide the evolutionary advantage of each trait. (20 points)
Amniotic eggs
Bilateral symmetry
Closed circulatory system
Coelom
Deuterostome
Dorsal tubular nerve cord
Endoskeleton
Endothermy
Exoskeleton
Feathers
Four chambered heart
Gills
Hair
Hollow bones
Jaws
Limbs
Lungs
Mammary glands
Multicellularity
Notochord
Open circulatory system
Jointed appendages
Pharyngeal pouch
Postanal tail
Psedocoelom
Radial symmetry
Scales
Segmentation
Swim bladder
Three chambered heart
Tissues
Two-chambered heart
Vertebral column
Follow the directions given on page 743 of your textbook to complete this Data Analysis Lab to investigate octopus learning. Follow the directions in the lab; then answer the following questions.Octopuses learn from each other. In fact, they learn more quickly by watching other trained octopuses than they do by being trained by humans. Data from a study showing octopuses learning from each other raises the question of what octopuses learn from each other in their natural habitat.1. How many octopuses selected the red ball or the white ball after observing the red ball being selected by other octopuses? (3 pts)2. How many octopuses selected the red ball or the white ball after observing the white ball being selected? (3 pts) 3. Draw a conclusion about whether untrained octopuses can be trained by observation. (2 pts) Explain your conclusion. (2 pts)Follow the directions given on page 806 of your textbook to complete this Data Analysis Lab to investigate Interpreting Scientific Illustrations. Follow the directions in the lab; then answer the following questions.You have been using cladograms (evolutionary trees) throughout this course. The cladogram in the lab shows the phylogeny of echinoderms that evolved from ancestors with bilateral symmetry.1. Identify which sea star is most closely related to sea star A. (3 pts)2. Which sea star is the oldest? (3 pts)3. Which group has the most diversity? C,G,N or L,K,M? (2 pts) Explain how you made your decision. (2 pts)
GCCCD Microscopy Activity Determination of Specimen Size Questions
Exercise 3: The Unseen World, Part 1: Introduction to MicroscopyMost of us have been conditioned throughout our life to be ...
GCCCD Microscopy Activity Determination of Specimen Size Questions
Exercise 3: The Unseen World, Part 1: Introduction to MicroscopyMost of us have been conditioned throughout our life to believe that what we see with our eyes represents all that exists and that our eyes give us a valid picture of an item or an event. But in Exercise 1 you learned that just because you can’t see something, doesn’t mean it isn’t there (remember the sugar in the soda bottle and the differences in candle observations between you and your lab partner?).The reality is that our eyes are only capable of seeing a small percentage of the life that exists on Earth. Take a drop of water from a pond, look at it under a microscope and you will enter a whole new universe that you probably never suspected existed. At an even smaller scale, the individual molecules that make up living organisms cannot be seen at all, but must be measured by some indirect means. In today’s lab exercise you will learn to use some of the tools that will allow you to investigate part of that invisible realm next week. In a few weeks you will learn how to measure the presence of molecules that cannot be seen at all. Remember to use the information in the pre-lab to think about the questions posed here.The ScenarioYou are a scientist who is studying the ecosystem of a small pond near your home. You have decided to examine the pond over the next year to find out how the composition of organisms living in the pond changes over the year. This will be your initial set of observations about the pond. But before you can do your pond study, you will need to be sure that you know how to use the new microscope that was purchased for your study. The first four activities will help you learn to work with the microscope. Next week you will put what you learn here to work to investigate a small ecosystem.The first thing that you should do is go through the following video that goes through the basic operation of the compound microscope. Listen to each of the things that she says very carefully as the time will come when you will need to know how to use one of these microscopes. The microscope in this video is very similar to the ones that you will be using in future biology courses at Cuyamaca. Now go ahead and watch the following video: Activity 1: The Compound MicroscopeFor this activity, you will be looking at a video () that will walk you through the steps below looking at the letter e. ...you will probably need to go through the video several times to listen to all of the information and find the answers to the questions below. Everything is there in the video for you to answer the following questions. 1. Following the directions in the pre-lab for setting up the microscope, obtain a letter “e” slide and place it onto the mechanical stage of the microscope so that it is set as if you were going to read it. Using the lowest power objective (4X) bring the letter into focus.Question 1: When you look at the letter “e” under the microscope, is the letter oriented in the same direction as when you look at the slide? If it is oriented differently, why do you think that might be the case (see the optics diagram in the pre-lab to help you out)2. Once you have made your observations at 4X, change the magnification to 10X by rotating the 10X objective into position on the nosepiece. Be careful that the objective is not close to the slide andPage 2Ex 3: The Unseen World Part 1: Introduction to Microscopydoes not bump into it in any way. You may need to slightly refocus using the fine focus adjustment, but should not have to change the coarse focus adjustment.Question 2: How is what you see now different from what you saw under the 4X objective? Explain what that difference is.3. Now look at the same slide under the 40X objective. Again, it may be necessary to slightly refocus with the fine focus adjustment.Question 3: How is this view different from what you saw at 10X? Write a short statement that describes what is happening in what you see as you change from the 10X to 40X objectives.4. While you are looking through the microscope, use the control knobs for the mechanical stage to move the stage holding the slide from left to right. Question 4: When you move the stage from left to right, which direction does the image of the letter “e” move? Why do you suspect this is the case?5. Now, you will need to look at a different video that talks about looking at a slide with 3 threads, one in blue, one in red, and one in yellow. Carefully look at the slide in the video and answer the following questions. Question 5: Do all of the strands on the slide appear to be completely in focus at the same time at this lowest magnification?6. Change to 10X, then to 40X and look at the same slide. Question 6: Why do the strands appear to be in focus at some magnifications and not others? (Hint: are the threads really flat, or is there depth to them?)Activity 2In this section you will be looking at some living cells, including a human epithelial (skin) cell and a plant cell (Elodea). Although you will not be preparing the slides, and will looking at photos that are on the skill check worksheet, make sure you go through the steps below so that you know how these slides would have been prepared. 1. Make a slide of an epithelial (cheek) cell. First, add a very small drop of water (one drop from a dropper) to the center of a clean microscope slide. This will work better if you wash the slide with soap and water first, and then thoroughly rinse it with tap water and then deionized water. 2. Take a toothpick and gently scrape it on the side of your cheek inside of your mouth.3. Rub the material on the toothpick in the small drop of water on the slide and spread it around into a thin layer. Allow the water to dry for a few minutes, until the slide is dry. If you have too much water on the slide, you will not get a thin layer and the slide will not dry.4. Stain with methylene blue. To do this, add a few drops of methylene blue onto the surface of the now dry slide where the sample was spread. Allow the stain to sit for 30 seconds, then gently rinse off the Page 3Ex 3: The Unseen World Part 1: Introduction to Microscopymethylene blue with water. Very gently blot the slide dry with a paper towel. Place a clean cover slip over your sample.5. Observe the cells on the slide at 10X and 40X power. Find the cells at 10X first, and then switch to 40X. Draw the cell you see at the 10X & 40X magnification in the space provided on the Skill Check worksheet, and label under the drawing with the name of the specimen, the magnification and your estimate of the specimen’s size (go back to the pre-lab (page 45/46) if you don’t remember how to estimate the size). Label any structures you can see in the cell. It is preferable to draw one or two cells showing a lot of detail, rather than a lot of cells drawn with little detail.Question 7: What structures can you see in these cells (nucleus, cytoplasm, cell membrane)? Estimate the size of these cells using the procedure you learned in the pre-lab.6. Take a small Elodea leaf, tear off the very tip using forceps, and gently place on a slide. Add a small drop of water onto the leaf, and then cover with a cover slip. Observe the structure of the cells in the leaf tip first at 10X and then at 40X. Draw a sample of one or two of the cells you see at the 10X and then the 40X magnification on the Skill Check worksheet and label under the drawing with the name of the specimen, the magnification, and your estimate of its size. Label any structures you can see in the cell.Question 8: What do the cells in the tip of the Elodea leaf look like? What structures can you see in the cells (cell wall, cell membrane, cytoplasm, chloroplasts, nucleus, vacuole)?Activity 3In this activity you will be using the compound microscope to look at two different organisms from the Kingdom Protista, Euglena, and Paramecium. These are relatively fast moving organisms that are found in water in many different places. To look at these organisms you will need to take a sample from the container and place a small drop on the center of a clean glass slide. These organisms move very quickly, and one way to slow them down is to add a drop of Protoslo to the original drop of water. Then, add a glass cover slip over the drop of water. If the cover slip seems to float on the water drop, you have added too much water, and should remove some of the liquid. The water should never be in danger of dripping over the edge of the slide onto the microscope. You should make a slide of one of the organisms, and your partner should make a slide of the other. Again, once you are done observing the slide you made, switch with your partner and look at his/her slide.1) Observe the drop of water under 10X to scan and find the organisms. The higher power objectives can be used to examine details of organisms.2) Use the higher power objective (40X) to look at more detail of the organisms you find. Locate and draw at least one organism of each type in the space provided on the Skill Check worksheet. Draw the organism under whichever magnification you think gives you the best picture of the organism. Label the organism name, magnification and estimated size under the drawing. Label any cell structures that you can find in these organisms. a) Euglena: flagellum, eyespot, nucleus, chloroplasts, others?b) Paramecium: Cilia, oral groove, contractile vacuole, others?Activity 4: The Stereo MicroscopePage 4Ex 3: The Unseen World Part 1: Introduction to MicroscopyIn this activity you will learn to use the stereo microscope. To begin, you will look at a common object that you would find on daily basis; this will help you become familiar with the microscope. Then you will look at some biological specimens to gain a better understanding of the ways in which you can use this microscope.1) Select an object such as a pen, pencil, or coin and place it on the base of the microscope. Spend some time looking at it, changing the magnification and experimenting with the different lighting capabilities of the microscope. 2) When you have completed your investigation of this microscope, go to the side bench and select two different biological specimens to investigate. Ideally, you should look at two different types of specimens that will represent different sizes and shapes. Find an interesting area of each of the specimens, and examine it using the variable magnification available on the microscope. (Photos are already on the Skill Check Worksheet for you to look at with all necessary information) Remember to think about how big these items are in the real world. How big is a penny in diameter? How big is an ant? Don’t just do a random calculation of size without thinking whether the answer you get makes
HSC 156 Illinois State University Environmental Science Questions
This is a draft paper, the following are the paper requirements?
Your draft paper should be in the range of 1200-1400 word ...
HSC 156 Illinois State University Environmental Science Questions
This is a draft paper, the following are the paper requirements?
Your draft paper should be in the range of 1200-1400 words. The due date is March 1stat noon, double-spaced with numbered pages, Times New Roman font. It is a mini-essay in which you will make an argumentand back it up. This will be on a topic of your choicethat can also be relevant to the topics in the class. Feel free to meet with me to discuss your ideas.Here are some instruction and my expectations in writing yourpapers:
1)Cite the readings from the syllabus and make arguments about the discussion you bring in your paper.
2)Use peer reviewedexternal articles and academic resources. Use online databases in selecting your external articles.
3)Use a consistent academic citation style (i.e., APA, MLA, etc.) throughout your paper and your bibliography.For more information about style guides and citations visit: https://www.smu.ca/academics/citations-refworks.ht...
4)Assign suitable headerswith relevance to your main discussions throughoutyour paper.
5)Have a title page, numbered pages, and double-space your text with Times New Roman font.
6)Avoid passive voice in your writing. Use active voice instead.
Required Text
1. Fiddian-Qasmiyeh, Elena; Gil Loescher, Katy Long, and Nando Sigona (ed.). (2016). The Oxford Handbook of Refugee and Forced Migration Studies. Oxford University Press. (ISBN-13: 978-0198778509) [Indicated by: HRFM].
2. Haas, Hein De, Castles, Stephen, and Miller, Mark J. The Age of Migration: International Population Movements in the Modern World. Sixth ed. New York: Guilford, 2020. [Indicated by: AM] (The required book chapters will be posted on the Brightspace).
Seminole State College Acid Base Titration Unknown Calculations Problems
Please complete and upload the titration lab to this assignment.6.9: Acid-Base Titration: Unknown HClSUBMISSION
Follow th ...
Seminole State College Acid Base Titration Unknown Calculations Problems
Please complete and upload the titration lab to this assignment.6.9: Acid-Base Titration: Unknown HClSUBMISSION
Follow the experimental procedure and record data into the provided data table. Calculate the average concentration of
HCl and record in the data table. Organize and label all calculations on a separate sheet. Upload both this worksheet and
the calculations sheet as your submission.
CSU Constructing a Survivorship Curve Discussion Ottawa Way Review and Biology Questions
BBA 2026 Unit II Article Review DUE 4/07/20: TUEDAY Instructions Critically review the article below: To access the art ...
CSU Constructing a Survivorship Curve Discussion Ottawa Way Review and Biology Questions
BBA 2026 Unit II Article Review DUE 4/07/20: TUEDAY Instructions Critically review the article below: To access the article below, you must first log into the myCSU Student Portal and access the ABI/INFORM Collection database found in the CSU Online Library. Vanderberg, A., & Capodagli, B. (2015). The "Ottawa way" thrives. Public Management, 97(6), 14-18. In the review, be sure to include an analysis of the article. Provide details and evidence to back up your analysis from the article. What are some of the significant points used in the article to support the premise? Why are these points significant to the way communication affects strategic planning? Use the standard five-paragraph format (introduction/body/conclusion). APA format should be used. The article review should be a minimum of two pages in length. Content, organization, and grammar/mechanics will be evaluated. BIO 1302 Unit II Quiz DUE 4/07/20: TUE Human population growth ____________. is about the same worldwide tends to exhibit a J-shaped curve (exponential growth) in economically underdeveloped countries is increasing rapidly in Europe is declining overall Which of the following scenarios would exemplify a density-independent population regulation factor? Rainbow smelt introduced into Lake Winnipeg competing with the native emerald shiners for food Boll weevils destroying a cotton crop A stomach flu outbreak in New York City A drought in West Texas that dries up ponds, lakes, and streams QUESTION 7 Which of the following images best represents uniform distribution? QUESTION 8Which of the following images best represents clumped distribution? Population Ecology Activity Introduction In Unit II, you learned that the characteristics of a population at a given time can be represented graphically using birth and death rate data, among many other parameters. In Part I of this activity, you will work with a simple data set to create a human survivorship curve and answer questions about the results and the data itself. In Part II, you will work with interactive age structure diagrams (see unit lesson part II, Slide 22, Figure 3 for an example) in an online simulator to analyze population growth trends for both China and the United States. Part I: Constructing a Survivorship Curve Survivorship curves are created by estimating the age of an organism at the time of its death and the number of deaths within each age bracket inside of a given population of organisms. Once constructed, survivorship curves create a general picture of the life history of that organism. The two biggest influences on the shape of a survivorship curve are predation and disease. There are three general survivorship curve types: Type III: Indicates a high mortality rate of the young. Type II: Indicates a constant mortality rate throughout the life span of the organism. Type I: Reflects a low mortality rate among the young with individuals dying at the end of their life span. Activity In the United States, the current average life span of a human female is about 83 years of age, and the average life span of a human male is about 77 years. For this activity, we will assume that the average life span is 80 years of age. For Table 2a below, age brackets in five-year increments were created. Age data was collected randomly from 100 newspaper obituaries from around the United States and entered into the age bracket Table 2a. Using this data, you will complete the survivorship information in Table 2b and construct a survivorship curve using an Excel spreadsheet table. You will create a graph from the data and import it later in this assignment. Completing the Survivorship Data Table Procedure (Table 2b) (10 points) 1. Enter the data from “Number of Deaths” column for each age bracket in Table 2a into the “Number of Deaths” column in Table 2b. 2. To calculate the data for the “Number of Survivors” column in Table 2b, start by subtracting the number of deaths in age bracket 1-5 from the number of survivors in age bracket 0. This number will be 100, of course. Continue subtracting the number of deaths in each age bracket from the number of survivors in the preceding age bracket. (Hint: The number of survivors will be 100 until you get to age bracket 21-25, where you will subtract 2, making the number for that bracket 98. Continue the process through the last age bracket. The number of survivors in age bracket 91-100 should be 0). 3. Create a line graph using Microsoft Excel and the data from Table 2b. The X-axis should reflect the Percent Life Span (%) and the Y-axis data should reflect the number of survivors data that you calculated. Table 2a Age Bracket Number of Deaths 0 0 1-5 0 6-10 0 11-15 0 16-20 0 21-25 2 26-30 0 31-35 6 36-40 4 41-45 0 46-50 2 51-55 2 56-60 8 61-65 2 66-70 8 71-75 10 76-80 16 81-85 8 86-90 22 91-100 10 Total 100 Table 2b Age Bracket (Age of Death) Percent of Life Span (%) Number of Deaths (from Table 2a) Number of Survivors 0 0 0 100 1-5 3.1 0 6-10 9.4 0 11-15 16 0 16-20 22 0 21-25 28 2 26-30 34 31-35 41 36-40 47 41-45 53 46-50 59 51-55 66 56-60 72 61-65 78 66-70 84 71-75 91 76-80 97 81-85 100 86-90 100 91-100 100 Complete The Graph (12 points) Right click on the graph below, choose either edit data or edit dataàedit data in Excel, and complete using the Number of Survivors data from table 2b. The graph will update automatically as data is entered. Simply close the data entry window once complete. (Questions: 6pts each) 1. What type of survivorship curve do modern humans possess? 2. Would you expect that there is a difference in the survivorship of men and women? Explain why, or why not? 3. Why do humans exhibit this type of survivorship curve? What factors are involved? 4. Why might obituaries be a poor source of data for determining a human survivorship curve? 5. The data for this exercise was collected from the United States. Would you expect to see the same curve from data collected in a developing (i.e., under-developed) country? What might the differences be, if any? Part II: Where To Go: Go to the Demographics Lab at Annenberg Learner: https://www.learner.org/courses/envsci/interactives/demographics/ Instructions Review the section on Age Structure, Population Growth, and Economic Development in the reading for Unit II. Familiarize yourself with the age structure diagrams and know what the general shapes represent (rapid growth, slow growth, stabilized growth, and negative growth) Open the Annenberg Demographics Lab page (click the OPEN SIMULATOR link). On the Annenberg Demographics Lab page, you will see a pyramid-shaped age structure diagram in the middle of your screen and a population curve to the left of your screen. At the top of the page, the “Lesson” may need to be changed to “Population Momentum” and the default “Country” should be “Nigeria: 182 M.” The population curve to the left is constructed with population (in millions) on the Y-axis and year on the X-axis. The black diamond denotes where the population is as of 2015. The age structure diagram in center screen is constructed with population (in millions) along the X-axis and age brackets along the Y-axis. The red bars to the right represent female individuals and blue bars represent males. Familiarize yourself with both the graph and the chart before you continue. Answer each questions in complete sentences in as much detail as possible. Activity and Questions China Instruction: Go to “Country,” and select “China: 1.36 B.” The gray “Vital Rates” box will show the birth rate (1.52 per woman) and death rate (1.05% per year) for the year 2015. (Questions: 6pts each) 6. Based on what you know about the different shapes of the age structure diagrams, what kind of growth is China’s population is experiencing? 7. In 2015, which two age brackets have the highest number of individuals? Instruction: Now click the green “Run” button, and watch the changes that happen through the year 2050 (the simulator will stop at 2050 automatically). 8. In 1979, China implemented the well-known One Child Policy in an effort to slow an exploding population. Looking at the population curve and the changes in the age structure diagram through 2050, what were the results of the policy? Did it work? How do you know? Instruction: Click the green “Run” button again, and watch the changes that happen through the year 2100 (the simulator will stop at 2100 automatically). 9. If the One Child Policy is kept in place through 2100 and birth and death rates stay the same, how does the age structure of the population change? Why might this become a problem in an industrialized society? Instruction: Click ”Reset” and then click the “Birth” tab, and click the “up 5%” button seven times to where the birth rate is about 2.12-2.15 per woman. Click apply, and run the simulator through the year 2200. 10. All other parameters being consistent what does the age structure diagram’s pattern tell us about China’s population if birth rates are raised to 2.15 per woman through the year 2200? USA Instruction: Let’s change countries now. Go to “Country” at the top of the page, and click “USA: 321 M.” Click “Run” twice to cycle forward to the year 2100. 11. Given the current birth rate of 1.98 per woman in the U.S. and a 1.36% per year death rate, what kind of pattern do we see in the age structure diagram through the year 2100? Is our population declining or increasing? Is it generally stable? Instruction: Click “Reset” and increase the birth rate by 5% to 2.08 per woman (Do not forget to click “Apply”). Run the simulator through 2100. 12. What does this slight change do to the U.S. population? Is it generally stable or unstable by 2100? Instruction: Lastly, click on each country in the drop-down menu at the top of the page, and look at the 2015 default age structure diagram for each. 13. Which two countries’ default diagrams for 2015 best represent rapid population growth? For Your Own Enrichment: Feel free to play with the simulator after you have finished this assignment. There are other parameters that can be adjusted to cause changes in the population age structure diagrams. The data that drives the simulator is mostly accurate, and it is fun to make adjustments and view the outcomes over time.
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