Description
a.Dendrites carry impulses away from the cell body.
b.Dendrites are often myelinated for faster conduction.
c.Myelin is a fatty material produced and secreted by the axon.
d.Nodes of Ranvier are gaps between myelinated axon segments.
e.Nerve impulses travel along the axon toward the cell body.
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Explanation & Answer
d.Nodes of Ranvier are gaps between myelinated axon segments.
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Demonstrate Gravitational Forces on A Mass on An Incline Worksheet
1- About this module
in this module you will investigate the relationship between a mass on an incline and the gravitation ...
Demonstrate Gravitational Forces on A Mass on An Incline Worksheet
1- About this module
in this module you will investigate the relationship between a mass on an incline and the gravitational field. Students will also examine friction of a mass/inline interface. The student will:
Demonstrate gravitational forces on a mass on an incline.
Develop formulas describing the motion.
Investigate forces of friction on an incline.
2- Instructions on viewing demonstrations
When viewing the demonstrations, note the variables. Identify the random error one would encounter in performing the experiment. Look back at what you have learned so far and see what applies here.
Note: Later in your analysis, you will need to refer to these observations.
3- Incline demonstration
You have to watch the video about the physics lab experiment. The video is only thirty seconds long. (Just 30 seconds)
Also, I provided the link for this video to watch it, just click the link then download the video to watch it.
(Video)
https://we.tl/t-Op561tw64Z
4- Prediction instructions
After observing the video demonstration, make a prediction of the relationship between the angle of the incline and the acceleration of the rolling smart car. Keep your prediction handy. Submit it with your final upload. You can attach it to your final spreadsheet upload on a separate tab as a JPEG. Make your prediction in he form of a graph (just draw it on paper and take a picture).
Note: You will not be counted off by being wrong. We just want to see the predictions of our students before the lab. Full credit will be provided with inclusion.
5- Analysis instructions-3
The Excel file attached here contains velocity vs. time data for five angles. For each data set, you are to run a LINEST and determine the slope and the uncertainty in the slope (see previous instructions on LINEST in Excel analysis module). Note: Each data set is in the tab named for the angle that was used (6.0, 7.5, 9.0, 10.0, 10.4). You don't have to graph the velocity vs. time graphs for presentation. But, you should take a look at a quick graph to observe if there is a linear relationship. Run a LINEST on each data tab with velocity being dependent and time being independent. You will use these slopes for the "acceleration" tab.
According to a simple analysis of a smart car rolling down the incline, assuming friction is negligible, the equation for the acceleration is written as
ax=gsin?. Recall that the velocity as a function of time equation for constant acceleration (here we are assigning the x-direction as being along the inline plane) is written as vx=v0x+axt. Thus, the slope of each of your LINEST results is the constant acceleration for that particular angle.
1. On the next tab, which is called "acceleration", label column A as angle (cell A1), column B as sin?, and column C as acceleration (the slope of each of the velocity vs. time graphs for each angle. Do not include the uncertainty in this column input).
2. In column A, the angle is in degrees. But, we need radians. So in cell B2, type "=A2*(3.14/180)". Don't include the quotes of course. Copy the formula down. Here we just utilized the small angle approximation sin???.
3. Plot acceleration vs. angle and make a nice, formatted graph. Think back to your prediction and make a note of your recollections. Run a LINEST and determine the slope AND the uncertainty. Is this what you expected? Record the slope and the uncertainty along with its units clearly on the page. You can insert a textbox and type this into the textbox.
4. Take a moment and reflect on everything you have done up to this point. Make notes and ask the TA questions if you are not sure what you have done to this point. Save your file for a later upload. You will use the friction and summary tab later.
(I uploaded the excel file and has some data and you have to fill in the data and make what it says in all instructions).
6- Friction demonstration
You have to watch the video about the physics lab experiment. The video is only thirty five seconds long. (Just 35 seconds)
Also, I provided the link for this video to watch it, just click the link then download the video to watch it.
(video)
https://we.tl/t-eqw6rdXng1
7- Friction analysis instructions
After viewing the demonstrations of the incline, you will do a simple examination of friction at home.
1. Obtain a uniform inline plane (a clipboard with paper, a cardboard piece from a box,..). This is any surface with uniform conditions and shaped to where you can adjust the angle and take measurements from observations.
2. Obtain three (different) uniform objects (coins, blocks,...) with slightly different surfaces of "roughness". Take pictures of these objects and of your incline.
Open up your spreadsheet. Go now to the friction tab. You have three objects for which you are providing measurements to obtain the coefficient of static friction. I would use columns A, B, and C for object 1. E, F, and G for object 2, and so forth. Your measurements of height and base can be placed in the first two columns for each object section, and the value of the ratio (static friction) in the third row. When all of that is done, place the picture of that object on the incline underneath each data set. But, if you have a better way to organize, feel free!!
But, take the time to organize!
3. For each item, place at the top of your incline, start at zero angle, and then slowly raise until you (just) see it slip. Record this height (see below). Do this several times for each object to get an average height for best results. In the apreadsheet, you should, for scientific honesty and integrity, record all trials to obtain the average.
4. To determine the angle, use the right-triangle analysis (unless you have an angle indicator): tan?=heightbase. The "base" is a measure of the length of the incline (lay flat down and measure the length of the incline).
5. The coefficient of static friction is defined as:
?s=tan?. Therefore, find the ratio with the height and base to determine this (average) coefficient for each object on the same incline.
Start each object from the same place for consistency.
6. Clearly indicate what the average coefficient for each interface (object/incline) is on the spreadsheet. Indicate this in each object section of the spreadsheet or in a singular textbox with labels.
Note: For a smart car, it is rolling. But, you are still getting an idea of friction by doing this exercise.
8- Final instructions
Putting it all together, address the following questions in the summary portion of your spreadsheet:
1. List all random errors associated with the incline demonstration. If you were doing the experiment, minus anything to do with the software or embedded sensors in the smartcar, which random errors can you identify?
2. Do the same thing for your experiment with your own incline. List all random errors associated with your data collection. Make sure to list again what your average values are for each interface. Note: Mentioning the observed "roughness" for each object would help make sense of the numbers.
3. Based on your final value of the slope AND the uncertainty of the acceleration vs. angle analysis, which should be g, is the result reasonable taking into account all random error?
4. Following up on number 3, was it acceptable to neglect friction based on all of your results and observations? Explain.
BIO 131 Cuyahoga Community College Tools of Scientific Inquiry Lab Exercise
Exercise 2: The Tools of Scientific Inquiry NAME_____________________Skill Check Worksheet ...
BIO 131 Cuyahoga Community College Tools of Scientific Inquiry Lab Exercise
Exercise 2: The Tools of Scientific Inquiry NAME_____________________Skill Check Worksheet Lab Section________________ Pre-Lab ActivitiesPart 1: Activity 1: Converting Metric UnitsConvert the following matric quantities:12 kg = ______ g73 L = ______ mL2___ kg = 4,000 g8___L = 6,000 mL35 L = _____ mL9______ g = 8 kg4______ mL = 9 L101.5 kg = ______ g50.5 L = _____ mL1112,000 g = _____ kg6____ kg = 15,000 g121.5 L = ______ mLIn each box, circle the number that represents greatest quantity: 1 kg 100 g 500 g 4 L 3260 mL 800 mL 2700 g 3 kg 3020 g 5200 mL 5 L 5090 mL Use greater than (>), less than (<) or equals (=) to compare the amounts.1.1 L __________ 500 mLa.>b.=c.<2.3 kg _______ 800 ga.>b.=c.<3.5,000 ml ______ 5 La.>b.=c.<4.7 kg _______ 7290 ga.>b.=c.<5.0.5 kg ________280 ga.>b.=c.<Part 1: Activity 2Match each of the items in the following list with its appropriate size in metric units. Since these items are extremely different in size, it is not really necessary to measure them to see the difference. The five items in the left column below are listed in size from smallest to largest. Match each of the items with the correct size from the right column. You may use your lecture textbook or other sources (such as the Internet) to help you correctly determine the sizes._____ Length of a bacterial cell a. 2.5 cm _____Diameter of a typical animal cell b. 600 cm_____Diameter of a human eye c. 2 mm_____ Height of an average human female d. 30 mm_____Length of a human small intestine e. 1.6 mPart 2: Presentation of Data in GraphsPart 2A: The Bar GraphYou can gather a lot of information from a histogram. Answer the following questions based on the histogram in Figure 1. (Prelab 2)One thing that you can determine is the number of times a particular “event” occurred. In this case, an “event” is a sea urchin that was counted. On this graph, what is the total number of events? (i.e. How many sea urchins were counted in total?) You can also use the graph to determine how many times a certain event occurs. In this case, what is the total number of events in the 40-44mm size range? (How many sea urchins are between 40-44 mm in diameter?) What is the range in events? (What is the range in size (the largest and smallest) of the urchins?)What is the title of the graph in Figure 1?What is the label of the x-axis in Figure 1?What is the label of the y-axis in Figure 1?Part 2B: The Line GraphDescribe any trends you see in Figure 2. How long does it take the algae (graphed in Figure 3) to reach its maximum height? Do you see any trend(s) to the data in Figure 3? Is the growth rate of the algae constant at all times? Fill in the following for Figure 3: “The effect of ________________________ on _____________________.” Part 3: What is a mollusc? List three well-known organisms that are molluscs. Describe the characteristics that define the body plan of these organisms. Describe the four substrates where marine mollusks are typically found living. Lab ActivitiesActivity 1. (https://seanet.stanford.edu/Molluscs#brunnea)Table 1: Mollusc Data: Individual Group and Class (10 groups in class)Common NameScientific Name# of specimens (group data)# of specimens(class data)Keyhole limpetFissurella volcano218Black Turban snailChlorostoma funebralis14150Brown Turban SnailChlorostoma brunnea1095PeriwinkleLittorina scutulata19175PeriwinkleLittorina keenae12100Green chitonCyanoplax hartwegii01WhelkAcanthinucella spirata08Brown Top SnailCalliostoma ligatum645WhelkNucella emarginata05WhelkNucella ostrina11Question 1) How many different species of molluscs were present in your group’s collection?Question 2) How did the species you had in your collection compare to species found in collections of the other groups? If there were differences, why do you think that was the case?Question 3) Are there any species that appear to be more highly represented than others? Why do you think that might be the case? Activity 2Table 2: Mollusc length measurements (millimeters) (Black Turban Snail)1523132322292324192416272819162427221830.0241412182630232823232423282224251623183128282223292717182314Question 1) Describe the distribution of sizes of the species of mollusc that you measured. Are all of the sizes evenly distributed? Or are certain sizes more highly represented? Why do you think this might be the case?Activity 3Table 3: Mollusc Length and Weight DataSampleLength (mm)Weight (grams)1141.382161.623181.804222.255232.316242.387252.478272.769292.9110303.221)Look at the trend line and its associated R-squared value. Does there appear to be a linear relationship between length of the shell and weight of the shell? Do you think that weight of the shell would be a good indication of the size of the organism? Based on your data and the R-squared value, why or why not? 2)Besides length and weight, what other characteristics might you be able to use as an indication of the size of the organism? Don’t forget to turn in Activity 5 below. You can add to this document by simply adding it below. Additionally, you can put all of your graphs on a single document and upload it along with this Skill Check Worksheet; it will save a lot of uploads.
CUS Electricity Conductivity of Solutions with Dissolved Ions Worksheet
all details below-------------------------------------------------------------------------------
CUS Electricity Conductivity of Solutions with Dissolved Ions Worksheet
all details below-------------------------------------------------------------------------------
Need chemistry help with the Chemical and Physical Changes Lab
So basically all I need you is to fill in the last 2 pages, please? :)file:///Users/shiragoldberger/Library/Containers/com ...
Need chemistry help with the Chemical and Physical Changes Lab
So basically all I need you is to fill in the last 2 pages, please? :)file:///Users/shiragoldberger/Library/Containers/com.apple.mail/Data/Library/Mail%20Downloads/chemistry%20lab.pdf
Yale University Real World Periodic Functions in Application Discussion
I would like you to demonstrate real-world periodic function such as using a pendulum. Use some trigonometric equations fo ...
Yale University Real World Periodic Functions in Application Discussion
I would like you to demonstrate real-world periodic function such as using a pendulum. Use some trigonometric equations for this task
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Most Popular Content
Demonstrate Gravitational Forces on A Mass on An Incline Worksheet
1- About this module
in this module you will investigate the relationship between a mass on an incline and the gravitation ...
Demonstrate Gravitational Forces on A Mass on An Incline Worksheet
1- About this module
in this module you will investigate the relationship between a mass on an incline and the gravitational field. Students will also examine friction of a mass/inline interface. The student will:
Demonstrate gravitational forces on a mass on an incline.
Develop formulas describing the motion.
Investigate forces of friction on an incline.
2- Instructions on viewing demonstrations
When viewing the demonstrations, note the variables. Identify the random error one would encounter in performing the experiment. Look back at what you have learned so far and see what applies here.
Note: Later in your analysis, you will need to refer to these observations.
3- Incline demonstration
You have to watch the video about the physics lab experiment. The video is only thirty seconds long. (Just 30 seconds)
Also, I provided the link for this video to watch it, just click the link then download the video to watch it.
(Video)
https://we.tl/t-Op561tw64Z
4- Prediction instructions
After observing the video demonstration, make a prediction of the relationship between the angle of the incline and the acceleration of the rolling smart car. Keep your prediction handy. Submit it with your final upload. You can attach it to your final spreadsheet upload on a separate tab as a JPEG. Make your prediction in he form of a graph (just draw it on paper and take a picture).
Note: You will not be counted off by being wrong. We just want to see the predictions of our students before the lab. Full credit will be provided with inclusion.
5- Analysis instructions-3
The Excel file attached here contains velocity vs. time data for five angles. For each data set, you are to run a LINEST and determine the slope and the uncertainty in the slope (see previous instructions on LINEST in Excel analysis module). Note: Each data set is in the tab named for the angle that was used (6.0, 7.5, 9.0, 10.0, 10.4). You don't have to graph the velocity vs. time graphs for presentation. But, you should take a look at a quick graph to observe if there is a linear relationship. Run a LINEST on each data tab with velocity being dependent and time being independent. You will use these slopes for the "acceleration" tab.
According to a simple analysis of a smart car rolling down the incline, assuming friction is negligible, the equation for the acceleration is written as
ax=gsin?. Recall that the velocity as a function of time equation for constant acceleration (here we are assigning the x-direction as being along the inline plane) is written as vx=v0x+axt. Thus, the slope of each of your LINEST results is the constant acceleration for that particular angle.
1. On the next tab, which is called "acceleration", label column A as angle (cell A1), column B as sin?, and column C as acceleration (the slope of each of the velocity vs. time graphs for each angle. Do not include the uncertainty in this column input).
2. In column A, the angle is in degrees. But, we need radians. So in cell B2, type "=A2*(3.14/180)". Don't include the quotes of course. Copy the formula down. Here we just utilized the small angle approximation sin???.
3. Plot acceleration vs. angle and make a nice, formatted graph. Think back to your prediction and make a note of your recollections. Run a LINEST and determine the slope AND the uncertainty. Is this what you expected? Record the slope and the uncertainty along with its units clearly on the page. You can insert a textbox and type this into the textbox.
4. Take a moment and reflect on everything you have done up to this point. Make notes and ask the TA questions if you are not sure what you have done to this point. Save your file for a later upload. You will use the friction and summary tab later.
(I uploaded the excel file and has some data and you have to fill in the data and make what it says in all instructions).
6- Friction demonstration
You have to watch the video about the physics lab experiment. The video is only thirty five seconds long. (Just 35 seconds)
Also, I provided the link for this video to watch it, just click the link then download the video to watch it.
(video)
https://we.tl/t-eqw6rdXng1
7- Friction analysis instructions
After viewing the demonstrations of the incline, you will do a simple examination of friction at home.
1. Obtain a uniform inline plane (a clipboard with paper, a cardboard piece from a box,..). This is any surface with uniform conditions and shaped to where you can adjust the angle and take measurements from observations.
2. Obtain three (different) uniform objects (coins, blocks,...) with slightly different surfaces of "roughness". Take pictures of these objects and of your incline.
Open up your spreadsheet. Go now to the friction tab. You have three objects for which you are providing measurements to obtain the coefficient of static friction. I would use columns A, B, and C for object 1. E, F, and G for object 2, and so forth. Your measurements of height and base can be placed in the first two columns for each object section, and the value of the ratio (static friction) in the third row. When all of that is done, place the picture of that object on the incline underneath each data set. But, if you have a better way to organize, feel free!!
But, take the time to organize!
3. For each item, place at the top of your incline, start at zero angle, and then slowly raise until you (just) see it slip. Record this height (see below). Do this several times for each object to get an average height for best results. In the apreadsheet, you should, for scientific honesty and integrity, record all trials to obtain the average.
4. To determine the angle, use the right-triangle analysis (unless you have an angle indicator): tan?=heightbase. The "base" is a measure of the length of the incline (lay flat down and measure the length of the incline).
5. The coefficient of static friction is defined as:
?s=tan?. Therefore, find the ratio with the height and base to determine this (average) coefficient for each object on the same incline.
Start each object from the same place for consistency.
6. Clearly indicate what the average coefficient for each interface (object/incline) is on the spreadsheet. Indicate this in each object section of the spreadsheet or in a singular textbox with labels.
Note: For a smart car, it is rolling. But, you are still getting an idea of friction by doing this exercise.
8- Final instructions
Putting it all together, address the following questions in the summary portion of your spreadsheet:
1. List all random errors associated with the incline demonstration. If you were doing the experiment, minus anything to do with the software or embedded sensors in the smartcar, which random errors can you identify?
2. Do the same thing for your experiment with your own incline. List all random errors associated with your data collection. Make sure to list again what your average values are for each interface. Note: Mentioning the observed "roughness" for each object would help make sense of the numbers.
3. Based on your final value of the slope AND the uncertainty of the acceleration vs. angle analysis, which should be g, is the result reasonable taking into account all random error?
4. Following up on number 3, was it acceptable to neglect friction based on all of your results and observations? Explain.
BIO 131 Cuyahoga Community College Tools of Scientific Inquiry Lab Exercise
Exercise 2: The Tools of Scientific Inquiry NAME_____________________Skill Check Worksheet ...
BIO 131 Cuyahoga Community College Tools of Scientific Inquiry Lab Exercise
Exercise 2: The Tools of Scientific Inquiry NAME_____________________Skill Check Worksheet Lab Section________________ Pre-Lab ActivitiesPart 1: Activity 1: Converting Metric UnitsConvert the following matric quantities:12 kg = ______ g73 L = ______ mL2___ kg = 4,000 g8___L = 6,000 mL35 L = _____ mL9______ g = 8 kg4______ mL = 9 L101.5 kg = ______ g50.5 L = _____ mL1112,000 g = _____ kg6____ kg = 15,000 g121.5 L = ______ mLIn each box, circle the number that represents greatest quantity: 1 kg 100 g 500 g 4 L 3260 mL 800 mL 2700 g 3 kg 3020 g 5200 mL 5 L 5090 mL Use greater than (>), less than (<) or equals (=) to compare the amounts.1.1 L __________ 500 mLa.>b.=c.<2.3 kg _______ 800 ga.>b.=c.<3.5,000 ml ______ 5 La.>b.=c.<4.7 kg _______ 7290 ga.>b.=c.<5.0.5 kg ________280 ga.>b.=c.<Part 1: Activity 2Match each of the items in the following list with its appropriate size in metric units. Since these items are extremely different in size, it is not really necessary to measure them to see the difference. The five items in the left column below are listed in size from smallest to largest. Match each of the items with the correct size from the right column. You may use your lecture textbook or other sources (such as the Internet) to help you correctly determine the sizes._____ Length of a bacterial cell a. 2.5 cm _____Diameter of a typical animal cell b. 600 cm_____Diameter of a human eye c. 2 mm_____ Height of an average human female d. 30 mm_____Length of a human small intestine e. 1.6 mPart 2: Presentation of Data in GraphsPart 2A: The Bar GraphYou can gather a lot of information from a histogram. Answer the following questions based on the histogram in Figure 1. (Prelab 2)One thing that you can determine is the number of times a particular “event” occurred. In this case, an “event” is a sea urchin that was counted. On this graph, what is the total number of events? (i.e. How many sea urchins were counted in total?) You can also use the graph to determine how many times a certain event occurs. In this case, what is the total number of events in the 40-44mm size range? (How many sea urchins are between 40-44 mm in diameter?) What is the range in events? (What is the range in size (the largest and smallest) of the urchins?)What is the title of the graph in Figure 1?What is the label of the x-axis in Figure 1?What is the label of the y-axis in Figure 1?Part 2B: The Line GraphDescribe any trends you see in Figure 2. How long does it take the algae (graphed in Figure 3) to reach its maximum height? Do you see any trend(s) to the data in Figure 3? Is the growth rate of the algae constant at all times? Fill in the following for Figure 3: “The effect of ________________________ on _____________________.” Part 3: What is a mollusc? List three well-known organisms that are molluscs. Describe the characteristics that define the body plan of these organisms. Describe the four substrates where marine mollusks are typically found living. Lab ActivitiesActivity 1. (https://seanet.stanford.edu/Molluscs#brunnea)Table 1: Mollusc Data: Individual Group and Class (10 groups in class)Common NameScientific Name# of specimens (group data)# of specimens(class data)Keyhole limpetFissurella volcano218Black Turban snailChlorostoma funebralis14150Brown Turban SnailChlorostoma brunnea1095PeriwinkleLittorina scutulata19175PeriwinkleLittorina keenae12100Green chitonCyanoplax hartwegii01WhelkAcanthinucella spirata08Brown Top SnailCalliostoma ligatum645WhelkNucella emarginata05WhelkNucella ostrina11Question 1) How many different species of molluscs were present in your group’s collection?Question 2) How did the species you had in your collection compare to species found in collections of the other groups? If there were differences, why do you think that was the case?Question 3) Are there any species that appear to be more highly represented than others? Why do you think that might be the case? Activity 2Table 2: Mollusc length measurements (millimeters) (Black Turban Snail)1523132322292324192416272819162427221830.0241412182630232823232423282224251623183128282223292717182314Question 1) Describe the distribution of sizes of the species of mollusc that you measured. Are all of the sizes evenly distributed? Or are certain sizes more highly represented? Why do you think this might be the case?Activity 3Table 3: Mollusc Length and Weight DataSampleLength (mm)Weight (grams)1141.382161.623181.804222.255232.316242.387252.478272.769292.9110303.221)Look at the trend line and its associated R-squared value. Does there appear to be a linear relationship between length of the shell and weight of the shell? Do you think that weight of the shell would be a good indication of the size of the organism? Based on your data and the R-squared value, why or why not? 2)Besides length and weight, what other characteristics might you be able to use as an indication of the size of the organism? Don’t forget to turn in Activity 5 below. You can add to this document by simply adding it below. Additionally, you can put all of your graphs on a single document and upload it along with this Skill Check Worksheet; it will save a lot of uploads.
CUS Electricity Conductivity of Solutions with Dissolved Ions Worksheet
all details below-------------------------------------------------------------------------------
CUS Electricity Conductivity of Solutions with Dissolved Ions Worksheet
all details below-------------------------------------------------------------------------------
Need chemistry help with the Chemical and Physical Changes Lab
So basically all I need you is to fill in the last 2 pages, please? :)file:///Users/shiragoldberger/Library/Containers/com ...
Need chemistry help with the Chemical and Physical Changes Lab
So basically all I need you is to fill in the last 2 pages, please? :)file:///Users/shiragoldberger/Library/Containers/com.apple.mail/Data/Library/Mail%20Downloads/chemistry%20lab.pdf
Yale University Real World Periodic Functions in Application Discussion
I would like you to demonstrate real-world periodic function such as using a pendulum. Use some trigonometric equations fo ...
Yale University Real World Periodic Functions in Application Discussion
I would like you to demonstrate real-world periodic function such as using a pendulum. Use some trigonometric equations for this task
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