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Explanation & Answer
C.
Enrgy = hc/wavelength =
find energy per photon
= (6.626x10^-34 x 3 x 10^8)/ 589 x 10^-9 = 3.74 x 10^-19Joules
divide total energy by the energy of each
609000 Joules / 3.74 x 10^-19Joules
=1.80 X 10(24) photons
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Diablo Valley College Biomechanics and Primate Locomotion Lab Report
Here goes round two of Lab Reports. This one is going to pull from two separate Virtual Labs, though you will see that the ...
Diablo Valley College Biomechanics and Primate Locomotion Lab Report
Here goes round two of Lab Reports. This one is going to pull from two separate Virtual Labs, though you will see that they relate to the same concept. Each of the labs provides such little content that the two should really be grouped together in creating a cohesive whole.
Begin this assignment by reading the Lab Exercises for both Lab 3 and Lab 4. These are the datasets you will be working with. Sections 2 and 3 of Lab 4 will provide you with general anatomical information regarding the bones you are working with.
The goal of the lab report is to make inferences about locomotor behavior by analyzing skeletal material. This is what we do in paleontology. Since we seldom (if ever) find a complete skeleton, we have come up with a variety of ways to discuss life history, adaptations, and behavior from most elements of the skeleton. This aspect of paleontological work encompasses the fields of biomechanics and functional morphology. These elements do not always tell us the whole story, but every little bit counts.
Before you dive into your work I want to clarify what data you are to use. The activity in Lab 3 is pretty straight forward. Other than some color-coding issues in the scatter plots, you should not run into many problems. It doesn’t quite show you the parameters for measuring the Olecranon Process vs the Ulnar Shaft. Do your best by examining the image on the opening page. Even if you struggle, however, the lab ultimately gives you the measurements to work with.
Lab 4 is unfortunately a little more convoluted. After you get through the review of Scientific Method, the lab shows you how to measure the Humerofemoral Index. This is your primary metric for this activity. After you go through the motions of obtaining this index, however, Kappelman gives you a different metric (the Intermembral Index) as well as body mass. Ignore these! Proceed in this report only by using the indices that you measured (Olecranon-Ulnar & Humerofemoral). The lab explains that this measurement can be used as an approximate for the Intermembral Index and so that is how we will use it. It is important to treat this exercise as if you only have three bones to study (Humerus, Ulna, Femur). When reporting on the intermembral index, state clearly that you are using the Humerofemoral Index as a proxy. This will not ruin your interpretation as it plots in the same general area. Honestly, I don’t know why he throws extra data at you. It’s unnecessary and less realistic.
I also want you to ignore the body mass provided for you (also unrealistic). You are asked to make assumptions about body mass in your conclusions. In plotting the Humerofemoral index on the Intermembral Index plot, you will see a range of body sizes that are common for this Index. That is what you discuss.
Finally, ignore the behavioral data. If you could study these primates in real time their identity would not be a mystery…
Lab Report 2: Biomechanics and Primate Locomotion
Between Labs three and four, Kappelman provides students with two metric activities. These focus on a specimen titled “mystery primate”. Students are provided with three osteological elements to assess: the Ulna, the Humerus, and the Femur. With these in hand, two separate biomechanical indices are obtainable. The Olecranon-Ulnar index measures the length of the Olecranon Process relative to the length of the Ulnar Shaft. The Humerofemoral index measures the relative proportion of the forelimb to hindlimb. Each of these indices can be used to make assumptions about the mystery primate’s locomotor style.
This lab report will be an exercise in paleontology. Students are said to have found these three elements and are asked to provide insight into the locomotor style. Your report should follow the following outline/answer the follow question.
Introduction (In any order, include the following)
-Explain what is meant by locomotion and the four common primate locomotor styles discussed in the lecture.
-Explain the scenario. Your team has discovered three primate limb bones and you have been tasked with determining the animal’s mode of locomotion.
-Thesis statement
Here is your googled definition of a thesis statement: A thesis statement is one sentence that expresses the main idea of a research paper or essay, such as an expository essay or argumentative essay. It makes a claim, directly answering a question.
Materials and Methods
-What are the elements you are working with
-What are the indices that you will be calculating
-how are they calculated
Results
-What are the index values
-Where do they fit in the plots provided in the lab
-which species do they plot with?
(feel free to copy and paste the scatter plots as well)
Discussion
General statement regarding this data and the overall locomotor pattern.
Discuss your findings beyond the simple locomotor classification (not just one of the four categories discussed above). There are low values and high values for each grouping. The differences reflect variations of that particular group. (this is explained in the lab content)
Explain the function of the indices. Why are the limbs built this way? What are the functional specifics? (explained in the lab content)
Can we make assumptions about body mass?
Conclusions
Assuming that the Mystery Primate is a known species, what species do your measurements suggest it is (refer to the scatter plots)? What sort of environment would you expect to find it in? Given its locomotor style and assumed body mass, what predictions could you possibly make about its diet? What other data would you need to confirm your predictions?
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SCI220 Phoenix Week 3 Human Nutrition Exam
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BIO 131 Cuyahoga Community College Observing a Birthday Candle Lab Report
Skill Check Exercise 1: Introduction to Scientific Inquiry. NAME:______________Lab Section__________ Activity 1: Observ ...
BIO 131 Cuyahoga Community College Observing a Birthday Candle Lab Report
Skill Check Exercise 1: Introduction to Scientific Inquiry. NAME:______________Lab Section__________ Activity 1: Observing a Birthday Candle Observations of unlighted candle (use data sheet photo to make observations 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Observations of Lighted Candle (use video link on data sheet to open and watch video_ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Question 1-1: How did your observations compare with those of others in the class. Do you believe that the observations of others in the class are more or less valid than yours? Why or why not? Write three questions that you would like to have answered based on your candle observations of the burning candle. 1. 2. 3. Activity 2: What you see is what you get…or is it? Question 2-1: How much sugar is found in each serving of the soft drink? Question 2-2: What is the total amount of sugar that would be found in the entire bottle? (Hint: multiply the amount of sugar in one serving by the number of servings the bottle contains). Question 2-3: Can you see the sugar that is in the soft drink while it is in the bottle?Why or why not? Question 2-4: If you cannot see the sugar in the soft drink, how could you go about proving that it is there? Activity 3: Chemistry and a Burning Candle Observations (use data from the data sheet to answer these questions) Results with cold beaker held over candle for 10 seconds Results with cobalt chloride test paper Results with beaker held over candle for 30 seconds Results with bromothymol blue indicator in funnel Results with 250 ml beaker covering the candle For step 11 in the procedure, What happens to the candle? Why do you think this occurs? What might be present in the air that the candle would need to continue burning? Activity 4: The Candle-Human Connection: Observations Results of plastic bag covering hand and arm. Results of blowing into bromothymol blue in beaker Thinking Critically: Analysis of Data Table 1: Analysis of Results of Activities 2, 3 & 4 Test Performed Results of Experiment OR Was a reactant consumed? Was a product produced? Identity of reactant or product Cold beaker/cobalt chloride test paper Beaker held over candle 30 seconds Bromothymol blue in funnel Beaker covering candle Plastic bag covering arm Blowing into bromothymol blue Preparation of Summary Statements and Chemical Equations Summary Statement 1: The three products produced by the burning candle are ___________________, ____________________ and _____________________. Summary Statement 2: The products produced by the human are ______________ and _______________. Summary Statement 3: One reactant required for the candle to burn is _____________. The equation for combustion of a candle WAX + ____________ → _____________ + ______________ + _______________ The equation for cellular respiration in a human FOOD + ____________ → _____________ + ______________ + Energy Activity 5: Communicating the Conclusions ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Happy Accidents in Science, writing homework help
One of the greatest scientific developments of the past 150 years is the discovery of antibiotics. For some basic backgrou ...
Happy Accidents in Science, writing homework help
One of the greatest scientific developments of the past 150 years is the discovery of antibiotics. For some basic background on antibiotics, listen to this very brief Centers for Disease Control (CDC) podcast about antibiotics:http://www2c.cdc.gov/podcasts/player.asp?f=10055 There is, however, a dirty little secret about Alexander Fleming and his discovery: it was an accident! As Fleming worked in his lab in the late 1920s growing disease-causing bacteria in tiny petri dishes, he got a little sloppy by leaving the petri dishes uncovered too long. One story even suggests that he may have sneezed into one of his petri dishes. Regardless of the exact cause, what resulted was a mold infestation on some of his bacterial dishes. However messy Fleming was, he was also smart enough to see that the mold infestation was killing off the bacteria he was studying. Completely by accident, he had found something that killed disease-causing organisms.Such "happy accidents" are not uncommon in science. Some notable examples include aspartame (NutraSweet) which was discovered by a drug chemist who forgot to wash his hands. Even Isaac Newton benefited from a little accidental inspiration when he (supposedly) came up with a description of the concept of gravity after being knocked on the head by a falling apple. Scientists, like everyone else, make mistakes but, the best scientists use their mistakes and learn from them.Reflect about the famous Louis Pasteur quote: "Chance favors the prepared mind," as well as what you learned about scientific inquiry throughout the course. Then, during the week, address the following:What examples of learning by "happy accident" have you experienced in your own life?What do you think it means for a person (especially a scientist) to have a "prepared mind," as Pasteur describes?How can a person prepare his or her mind to be open to chance within any particular discipline? What roles might education, job experience, and life experience play in creating a prepared mind?What about science makes it particularly good at allowing people to analyze their accidents?What are some risks associated with research that involves chance? [Hint: Use your Reading this week and consider the risks associated with stem cell research, cloning, gene therapy, HIV.] Are there circumstances when research should not be conducted due to risks or are there ways to reduce risk?This discussion is to be 300-350 words thank you
College of The Redwoods Chemical Reactions Energy Rates and Equilibrium Homework
hello! I attached both assignments. One is a lab and the other is homework. Hope you don't mind:) As always, thank you so ...
College of The Redwoods Chemical Reactions Energy Rates and Equilibrium Homework
hello! I attached both assignments. One is a lab and the other is homework. Hope you don't mind:) As always, thank you so much for everything you do! The lab is due Wednesday evening and the homework thursday evening (my time) I'm here if you have any questions.
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Diablo Valley College Biomechanics and Primate Locomotion Lab Report
Here goes round two of Lab Reports. This one is going to pull from two separate Virtual Labs, though you will see that the ...
Diablo Valley College Biomechanics and Primate Locomotion Lab Report
Here goes round two of Lab Reports. This one is going to pull from two separate Virtual Labs, though you will see that they relate to the same concept. Each of the labs provides such little content that the two should really be grouped together in creating a cohesive whole.
Begin this assignment by reading the Lab Exercises for both Lab 3 and Lab 4. These are the datasets you will be working with. Sections 2 and 3 of Lab 4 will provide you with general anatomical information regarding the bones you are working with.
The goal of the lab report is to make inferences about locomotor behavior by analyzing skeletal material. This is what we do in paleontology. Since we seldom (if ever) find a complete skeleton, we have come up with a variety of ways to discuss life history, adaptations, and behavior from most elements of the skeleton. This aspect of paleontological work encompasses the fields of biomechanics and functional morphology. These elements do not always tell us the whole story, but every little bit counts.
Before you dive into your work I want to clarify what data you are to use. The activity in Lab 3 is pretty straight forward. Other than some color-coding issues in the scatter plots, you should not run into many problems. It doesn’t quite show you the parameters for measuring the Olecranon Process vs the Ulnar Shaft. Do your best by examining the image on the opening page. Even if you struggle, however, the lab ultimately gives you the measurements to work with.
Lab 4 is unfortunately a little more convoluted. After you get through the review of Scientific Method, the lab shows you how to measure the Humerofemoral Index. This is your primary metric for this activity. After you go through the motions of obtaining this index, however, Kappelman gives you a different metric (the Intermembral Index) as well as body mass. Ignore these! Proceed in this report only by using the indices that you measured (Olecranon-Ulnar & Humerofemoral). The lab explains that this measurement can be used as an approximate for the Intermembral Index and so that is how we will use it. It is important to treat this exercise as if you only have three bones to study (Humerus, Ulna, Femur). When reporting on the intermembral index, state clearly that you are using the Humerofemoral Index as a proxy. This will not ruin your interpretation as it plots in the same general area. Honestly, I don’t know why he throws extra data at you. It’s unnecessary and less realistic.
I also want you to ignore the body mass provided for you (also unrealistic). You are asked to make assumptions about body mass in your conclusions. In plotting the Humerofemoral index on the Intermembral Index plot, you will see a range of body sizes that are common for this Index. That is what you discuss.
Finally, ignore the behavioral data. If you could study these primates in real time their identity would not be a mystery…
Lab Report 2: Biomechanics and Primate Locomotion
Between Labs three and four, Kappelman provides students with two metric activities. These focus on a specimen titled “mystery primate”. Students are provided with three osteological elements to assess: the Ulna, the Humerus, and the Femur. With these in hand, two separate biomechanical indices are obtainable. The Olecranon-Ulnar index measures the length of the Olecranon Process relative to the length of the Ulnar Shaft. The Humerofemoral index measures the relative proportion of the forelimb to hindlimb. Each of these indices can be used to make assumptions about the mystery primate’s locomotor style.
This lab report will be an exercise in paleontology. Students are said to have found these three elements and are asked to provide insight into the locomotor style. Your report should follow the following outline/answer the follow question.
Introduction (In any order, include the following)
-Explain what is meant by locomotion and the four common primate locomotor styles discussed in the lecture.
-Explain the scenario. Your team has discovered three primate limb bones and you have been tasked with determining the animal’s mode of locomotion.
-Thesis statement
Here is your googled definition of a thesis statement: A thesis statement is one sentence that expresses the main idea of a research paper or essay, such as an expository essay or argumentative essay. It makes a claim, directly answering a question.
Materials and Methods
-What are the elements you are working with
-What are the indices that you will be calculating
-how are they calculated
Results
-What are the index values
-Where do they fit in the plots provided in the lab
-which species do they plot with?
(feel free to copy and paste the scatter plots as well)
Discussion
General statement regarding this data and the overall locomotor pattern.
Discuss your findings beyond the simple locomotor classification (not just one of the four categories discussed above). There are low values and high values for each grouping. The differences reflect variations of that particular group. (this is explained in the lab content)
Explain the function of the indices. Why are the limbs built this way? What are the functional specifics? (explained in the lab content)
Can we make assumptions about body mass?
Conclusions
Assuming that the Mystery Primate is a known species, what species do your measurements suggest it is (refer to the scatter plots)? What sort of environment would you expect to find it in? Given its locomotor style and assumed body mass, what predictions could you possibly make about its diet? What other data would you need to confirm your predictions?
9 pages
Extinct Animals Lab 1
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SCI220 Phoenix Week 3 Human Nutrition Exam
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BIO 131 Cuyahoga Community College Observing a Birthday Candle Lab Report
Skill Check Exercise 1: Introduction to Scientific Inquiry. NAME:______________Lab Section__________ Activity 1: Observ ...
BIO 131 Cuyahoga Community College Observing a Birthday Candle Lab Report
Skill Check Exercise 1: Introduction to Scientific Inquiry. NAME:______________Lab Section__________ Activity 1: Observing a Birthday Candle Observations of unlighted candle (use data sheet photo to make observations 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Observations of Lighted Candle (use video link on data sheet to open and watch video_ 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Question 1-1: How did your observations compare with those of others in the class. Do you believe that the observations of others in the class are more or less valid than yours? Why or why not? Write three questions that you would like to have answered based on your candle observations of the burning candle. 1. 2. 3. Activity 2: What you see is what you get…or is it? Question 2-1: How much sugar is found in each serving of the soft drink? Question 2-2: What is the total amount of sugar that would be found in the entire bottle? (Hint: multiply the amount of sugar in one serving by the number of servings the bottle contains). Question 2-3: Can you see the sugar that is in the soft drink while it is in the bottle?Why or why not? Question 2-4: If you cannot see the sugar in the soft drink, how could you go about proving that it is there? Activity 3: Chemistry and a Burning Candle Observations (use data from the data sheet to answer these questions) Results with cold beaker held over candle for 10 seconds Results with cobalt chloride test paper Results with beaker held over candle for 30 seconds Results with bromothymol blue indicator in funnel Results with 250 ml beaker covering the candle For step 11 in the procedure, What happens to the candle? Why do you think this occurs? What might be present in the air that the candle would need to continue burning? Activity 4: The Candle-Human Connection: Observations Results of plastic bag covering hand and arm. Results of blowing into bromothymol blue in beaker Thinking Critically: Analysis of Data Table 1: Analysis of Results of Activities 2, 3 & 4 Test Performed Results of Experiment OR Was a reactant consumed? Was a product produced? Identity of reactant or product Cold beaker/cobalt chloride test paper Beaker held over candle 30 seconds Bromothymol blue in funnel Beaker covering candle Plastic bag covering arm Blowing into bromothymol blue Preparation of Summary Statements and Chemical Equations Summary Statement 1: The three products produced by the burning candle are ___________________, ____________________ and _____________________. Summary Statement 2: The products produced by the human are ______________ and _______________. Summary Statement 3: One reactant required for the candle to burn is _____________. The equation for combustion of a candle WAX + ____________ → _____________ + ______________ + _______________ The equation for cellular respiration in a human FOOD + ____________ → _____________ + ______________ + Energy Activity 5: Communicating the Conclusions ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Happy Accidents in Science, writing homework help
One of the greatest scientific developments of the past 150 years is the discovery of antibiotics. For some basic backgrou ...
Happy Accidents in Science, writing homework help
One of the greatest scientific developments of the past 150 years is the discovery of antibiotics. For some basic background on antibiotics, listen to this very brief Centers for Disease Control (CDC) podcast about antibiotics:http://www2c.cdc.gov/podcasts/player.asp?f=10055 There is, however, a dirty little secret about Alexander Fleming and his discovery: it was an accident! As Fleming worked in his lab in the late 1920s growing disease-causing bacteria in tiny petri dishes, he got a little sloppy by leaving the petri dishes uncovered too long. One story even suggests that he may have sneezed into one of his petri dishes. Regardless of the exact cause, what resulted was a mold infestation on some of his bacterial dishes. However messy Fleming was, he was also smart enough to see that the mold infestation was killing off the bacteria he was studying. Completely by accident, he had found something that killed disease-causing organisms.Such "happy accidents" are not uncommon in science. Some notable examples include aspartame (NutraSweet) which was discovered by a drug chemist who forgot to wash his hands. Even Isaac Newton benefited from a little accidental inspiration when he (supposedly) came up with a description of the concept of gravity after being knocked on the head by a falling apple. Scientists, like everyone else, make mistakes but, the best scientists use their mistakes and learn from them.Reflect about the famous Louis Pasteur quote: "Chance favors the prepared mind," as well as what you learned about scientific inquiry throughout the course. Then, during the week, address the following:What examples of learning by "happy accident" have you experienced in your own life?What do you think it means for a person (especially a scientist) to have a "prepared mind," as Pasteur describes?How can a person prepare his or her mind to be open to chance within any particular discipline? What roles might education, job experience, and life experience play in creating a prepared mind?What about science makes it particularly good at allowing people to analyze their accidents?What are some risks associated with research that involves chance? [Hint: Use your Reading this week and consider the risks associated with stem cell research, cloning, gene therapy, HIV.] Are there circumstances when research should not be conducted due to risks or are there ways to reduce risk?This discussion is to be 300-350 words thank you
College of The Redwoods Chemical Reactions Energy Rates and Equilibrium Homework
hello! I attached both assignments. One is a lab and the other is homework. Hope you don't mind:) As always, thank you so ...
College of The Redwoods Chemical Reactions Energy Rates and Equilibrium Homework
hello! I attached both assignments. One is a lab and the other is homework. Hope you don't mind:) As always, thank you so much for everything you do! The lab is due Wednesday evening and the homework thursday evening (my time) I'm here if you have any questions.
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