CUTG

=flat= = Members = Matt B Tyler Y Jon V Brandon C





= = = Classification of Marine Bacteria = Activity 1. 1. New research indicates that interactions with microbes around a particular organic material may alter the chemical properties of the ocean and ultimately influence global climate by affecting cloud formation in the atmosphere. – [|http://www.sciencedaily.com] 2. Marine microbes are about one micrometer in size, and they are essential for marine life so they have been around for a very long time probably since marine life has lasted in oceans. – [|http://cee.mit.edu] 3. No because they are responsible for the 20% of atmosphere that is oxygen also they are the fundamental units of life and they help us survive. – [|http://everything2.com] 4. Marine Microbes account for 90% of the ocean’s biomass and constitute a hidden majority of life that flourish in the sea. – [|http://serc.carleton.edu] 5. The microbial world accounted for all known life forms for 50 to 90 % of Earth’s history. They are everywhere from land to sea. – [|http://www.astrobio.net] 6. Thousands of new discoveries are made each day adding the the human knowledge. Different animals and insects are discovered all the time. Along with new species of trees and plants. – [|http://www.sciencedaily.com]

Activity 3. 1.What characteristics must an ocean microbe have in order to survive? Well, for sure they would need a specific density to survive in the area they live in the ocean. Ocean microbes also have specific outer layer, depending on how deep in the ocean they live. http://www.waterencyclopedia.com/Mi-Oc/Microbes-in-the-Ocean.html 2.What is density? Density is a specific object’s mass per unit volume. [] 3. Why would density be an important characteristic for ocean microbes? When buoyant densities change it can be used to separate different particles. Also, density will help the organism survive in the area of the ocean that it lives in. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1828684/ 4.How are ocean microbes beneficial to the environment and life on Earth? Microbes benefit the environment mainly with their metabolic activities. They also affect many plants and animals. [] 5. Use common materials to design your microbe. What specific characteristics must it have and what materials did you choose to demonstrate those characteristics? Matt-My organism is in the shape of a log. I will use twigs to make the shape of my organism. I can make slits in the twigs to make an air port. Tyler-My organism is in the shape of a cone with a circular inside body.I will use two different sized black rubber balls and some sort of netting or wire. John-Mine is in the shape of two balls connected together. I am planning on using two tennis balls and gluing them together so that they float towards the top of the water. Brandon-My organism looks like a net or the back of a turtle shell. I will make my organism by going to Wal-mart, buying a fishing net, and cutting off the net from the rim. This will make my organism look like it. 6. Describe what your environment looks like and the activities you would be doing as your microbe. Matt- Ruegeria-My microbe feeds on live bacterial cells. It needs oxygen to survive so it doesn't live very deep in the ocean. Tyler- Lamprocyclas-It is very complex. Sense of organization. It lives deeper in the ocean than Matt's. It is about 3/4 of the way down in the ocean. John- Synechococcus-Mine lives in well lit (lighted) areas in the ocean. They can carry out oxygenic photosynthesis. http://microbewiki.kenyon.edu/index.php/Synechococcus Brandon- Fragilidium-It can make its own food or it can eat food. Its very adaptable to conditions. It lives in almost any part of the ocean.

= = = Monocots And Dicots = 1. Research from [] []
 * ** 1. **** Category ** || ** 2. **** Monocot ** || ** 3. **** Dicot ** ||
 * ** 4. **** Seeds ** || ** 5. **** Seeds Have Single Cotyledon ** || ** 6. **** Seeds Have Two Cotyledon ** ||
 * ** 7. **** Leaves ** || ** 8. **** Major Leaf Veins Parallel ** || ** 9. **** Major Leaf Veins Reticulated ** ||
 * ** 10. **** Roots ** || ** 11. **** Roots are Adventitious ** || ** 12. **** Roots Develop From Radicle ** ||
 * ** 13. **** Flowers ** || ** 14. **** Flower Parts in Multiples of Three ** || ** 15. **** Flower Parts in Multiples of Four or Five ** ||
 * ** 16. **** Stems ** || ** 17. **** Stem Vascular Bundles Scattered ** || ** 18. **** Stem Vascular Bundles in a Ring ** ||

2. Picture by .....Tim || ||  || Picture by Erin Collins || || Picture by --char-- || Picture by agrilifetoday || ||
 * || Rye || Alfalfa || Squash ||
 * Leaves || [[image:Tim.jpg width="154" height="119"]]
 * Roots || Could not find a picture of Rye Roots || [[image:alfalfa_by_Erin_Collins width="183" height="139"]]
 * Stems || [[image:Rye_by_--char-- width="165" height="124"]]

Picture by agrilifetoday || The flower is small and purple with many pedals. || The seeds are very small and have roots growing off of them. Picture by Matt Kowal || Picture by amandabhslater || The squash seed is a large white seed that grows off to the side of the plant after the plant starts growing. || 3. This is a picture of the dicot stem. It shows the different parts including the fibers, xylem, vessels, etc. Looking at the picture, it is more distinct than the monocot stem. It comes out more clear than the monocot stem. == This is the picture of the monocot stem. It shows the xylem, pith, and phloem. The monocot stem doesn't look as distinct as the dicot stem does.
 * || Leaves || Roots || Stems || Flowers || Seeds ||
 * Rye || The leaves are brown and long when full grown. || The roots spread across the top layer of soil. This helps keep weeds and other plants from growing near the rye. || The stem is brown and hard when full grown. ||  || The seeds are light brown and round. ||
 * Alfalfa || Alfalfa leaves are small, green, and clover shaped. || The roots of the alfalfa are very long and grow deep into the ground. || The stem is short and thin because alfalfa is not very tall.
 * Squash || The leaves of the squash are green and large when fully grown. || The roots are not like the alfalfa because there is not one main central root, there are many roots that spread throughout the soil. || The stem is very long and thick when the plant is fully grown. || A single flower that is yellow or orange in color.

4.) Woody

5.) Herbaceous
 * Monocots || Bamboos- shallow roots, the roots form a root ball || Yucca- parallel leaf arrangement, stomata and other epidermal cells are arranged parallel. || Palms- have three flowers ||  ||
 * Dicots || Maple- they have woody branches and they have branched leaf veins. || Oak- the flowers are in groups of four || Willow- embryo in the seed has two cotyledons || Roses- have multiple leaves coming out of seed ||


 * Monocots || Orchids- they have one leaf emerge from the seed, || Annual grasses- they have shallow roots || Onions- one seed leaf ||  ||
 * Dicots || Tomato- they have multiple leaves emerge from the seed || Potato- net veined leaves || Carrot- because it has a main root ||  ||

6. For one, herbaceous plants are apart of our food system because some things that we eat are herbaceous. Examples are carrots, parsnip, mint, onions, mustard bananas, and coconut. Woody stemmed plants would give us some food like an acorn from an oak or a chestnut from a chestnut tree but they mostly give us supplies like wood, lumber, or other supplies that we wood need. They give us wood and lumber for building or construction.

= Are Fruits And Vegetables Made Of Cells? =

Onion Cell

This is the onion cell. We used iodine to bring the cells out. The cell size is app. 250 microns.

Cheek Cell This is the cheek cell. We used methylene blue. The cell size is app. 63 microns.

Yellow Pepper Cell This is the yellow pepper cell. We used iodine to bring out the cells. It is app. 94 microns.

Potato Cell This is the potato cell. We first used iodine but it didn't work because of the starch. We then used methylene blue. It is app. 94 microns.

Are fruits and vegetables made of cells? Yes fruits and vegetables are made up of cells. First off, all living things are made up of cells. Fruits and vegetables are living things so they must be made up of cells. But, we went into further research just to prove this. We took multiple fruits and vegetables and cut off some thin skin to look at under the microscope. The ones we recorded were the onion, the yellow pepper, and the potato. We had to use dye for each one. For the onion and the yellow pepper we used iodine. For the potato we used methylene blue and iodine but the iodine didn't work. Iodine is a starch indicator which turned most of the potato black. We looked at these under the microscope and saw the cells. We looked at each fruit/vegetable and looked at the cells. We looked for the nucleus, the cell wall, and the cell membrane. We looked how the dye affects and brings out the cells. In each picture we saw multiple cells. We saw some cells parts including the nucleus. We saw some air bubbles cause by the dye building up. We saw multiple layers of cells and we saw how the dye did affect the cells/object. We researched many things. We looked up pictures on how to label the cells. We researched why the iodine turned the potato cell black. We looked up what each cell looked like so we could know what was the cell and which were air bubbles. We labeled some of the parts of each cell. For each fruit/vegetable cell, we labeled the nucleus, the cell membrane, the cell wall, and the cytoplasm. For the cheek cell, we labeled the cytoplasm, small vacuole, nucleus, and cell membrane. We got the cheek cell by rubbing a toothpick on the inside of our mouth. We found the size of the cells by looking at the picture we took. We knew that at high power the picture is 375microns across the center. So we counted how many cells were across the center of the picture and then we divided 375 by that number. That is how we got our sizes for our cells.

= ﻿Cell Size Lab =

1. The three cubes were very similar. The distances of diffusion were very close. The differences were the sizes, the rate of diffusions, the surface area to volume ratio, the volume, and the surface area. 2. The 2x2x2 cube was the one that took the longest to diffuse. You would think that the 3x3x3 one would be the longest. The 1x1x1 was the quickest to diffuse because it was the smallest. 3. We think that the distance of diffusion is what explained what we observed. We were looking how much the diffusion occurred and this is what explained it. 4. We thought that the smaller the cube, the faster and greater diffusion occurs.



= Cell Model =
 * Cube Size || Area || Volume || SA to V ratio || Distance of Diffusion || Rate of Diffusion ||
 * 3x3x3 || 54 cm2 || 27 cm3 || 2/1 || .2 cm || 1.18 cm/hour ||
 * 2x2x2 || 24 cm2 || 8 cm3 || 3/1 || .1 cm || .59 cm/hour ||
 * 1x1x1 || 6 cm2 || 1 cm3 || 6/1 || .3 cm || 1.78 cm/hour ||

= Homeostasis Lab = Our hypothesis stated that perspiration, blood pressure, an increased heart rate, an increased breathing rate, and a change in skin tone would all affect the body trying to maintain homeostasis. 1. Increased pulse, Increased breathing, Change in skin tone, Increased perspiration, Increased Blood Pressure
 * Person || Time || Sweat || Blood pressure || Breathing rate || Pulse || Skin Tone ||
 * || Before || None || 118/77 || Low || 81 || Normal ||
 * Matt Burke || Middle || None || 127/76 || High || 141 || Pink ||
 * || After || Slight || 112/79 || Very High || 142 || Red ||
 * || Befor || None || 115/70 || Low || 81 || Normal ||
 * Tyler Young || Middle || None || 148/81 || High || 116 || Red ||
 * || After || Sligh || 113/72 || Very High || 118 || Red ||

2. Perspiration cools down the body. Increased breathing gives more oxygen to the body causing an increase of energy. Increased heart rate causes blood to flow through the body this also causes increased breathing. A change in skin tone helps regulate your body temperature. A change in blood pressure helps get more oxygen throughout the body.

3. Sweat glands help to cool the body.

4.When we exercise our muscles need more energy to move, in order to get the energy from oxygen our breathing must increase, this causes an increase in heart rate which pumps more blood throughout the body. This makes your blood pressure rise. = Cell Transport Lab =

Diffusion-the spontaneous tendency of a substance to move down its concentration gradient from a more concentrated to less concentrated area Osmosis-the diffusion of water across a selectively permeable membrane Hypotonic-a solution with a lesser solute concentration than another Hypertonic-a solution with a greater solute concentration than another Isotonic-solutions of equal solute concentration Solute-a substance that is dissolved in a solution Solvent-a liquid, solid, or gas that dissolves another solid, liquid, or gaseous solute Selectively Permeable-a property of biological membranes that allows some substances to cross more easily than others Water Potential-the physical property predicting the direction in which water will flow, governed by solute concentration and applied pressure Concentration Gradient-a regular increase of decrease in the intensity or density of a chemical substance. Plasmolysis-a phenomenon in walled cells in which the cytoplasm shrivels and the plasma membrane pulls away from the cell wall when the cell loses water to a hypertonic environment Turgor-the force directed against a cell wall after the influx of water and the swelling of a walled cell due to osmosis Active Transport-the movement of a substance across a biological membrane against its concentration or electrochemical gradient, with the help of energy input and specific transport proteins Facilitated Diffusion-the spontaneous passage of molecules and ions, bound to specific carrier proteins, across a biological membrane down their concentration gradients





Osmosis
 * Beaker- || 1 || 2 || 3 || 4 || 5 || 6 ||
 * Amount of water to mix sugar- || 40mL || 40mL || 40mL || 40mL || 40mL || 40mL ||
 * Amount of Sugar- || 1 scoop || 2 scoops || 3 scoops || 4 scoops || 5 scoops || 6 scoops ||
 * Observation- || All sugar disappeared and slight changes to water. || All sugar disappeared and little change to water || All sugar disappeared and more change to water || All sugar disappeared and great change to water || All sugar disappeared and greater change to water || All sugar disappeared and major change to water ||
 * Amount of water in the beaker- || 200mL || 190mL || 180mL || 170mL || 160mL || 150mL ||

Procedure- For diffusion we filled a beaker with an iodine/water solution. We filled a dialysis bag with sugar/starch solution. We emerged the bag into the iodine solution. Now we observe.0001

For osmosis we filled 6 beakers with distilled water. We filled 6 dialysis bags with sugar and water. Each time we added one more scoop of sugar. We emerged each bag into the distilled water. Now we observe.

Questions: 1. Diffusion and osmosis both transport from a area with high to low concentration, but diffusion is the movement of particles while osmosis is the movement of water molecules. Diffusion is driven by a concentration gradient, while osmosis is driven by a water-potential gradient. 2.Why are diffusion and osmosis considered to be passive processes? Diffusion and Osmosis are considered passive transport because they do no require energy or work to move molecules. 3.What is the difference between active and passive transport? 1. Active transport requires energy unlike passive. 2. Passive is carried along the concentration gradient. 3. Active transport is carried against the concentration gradient. 4. What other ways can cells go through cell transport besides osmosis and diffusion? Endocytosis, exocytosis, phagocytosis, tonicity.

= Pond Water =



media type="file" key="Mite 2.mov" width="300" height="300"

media type="file" key="Mite 3.mov" width="300" height="300"

=Protists Lab= Daphnia: 1. They are heterotrophs. 2. They live in acidic swamps, fresh water lakes, rivers, streams, and ponds. 3. They live no longer than a year. 4. They're life span depends on temperature. 5. They usually reproduce in the spring time. 6. http://en.wikipedia.org/wiki/Daphnia





media type="file" key="Motic USB Camera.mov" width="300" height="300"

Green Hydra:



media type="file" key="Motic USB camera2.mov" width="300" height="300"

__Green Hydra:__ 1. The green hydra is a heterotroph who preys on fish frey, flat worms, aquatic worms, and crustacians. 2. It is found usually shallower waters and that is where they attach themselves to rocks, plants, twigs, or other objects. They are normally found in streams, cricks, or ponds. They are found in fresh water.

http://www.fcps.edu/islandcreekes/ecology/green_hydra.htm

Photo By: Lifetrance Brown Hydra: - Hydra are named after the nine headed sea snake of Greek mythology - Brown hydra is known for its long tentacles that can sometimes be 2 or more inches long. - They are found in the clean waters of North America - Heterotroph

Resources http://www3.northern.edu/natsource/INVERT1/Hydra1.htm

Planaria: The planaria is a heterotroph. These are found in any freshwater habitat. Some interesting facts about them are that they can regenerate their body. The planaria eats dead decaying organisms Resources: http://prweb0.voicenet.com/~ginette/planaria.htm http://answers.yahoo.com/question/index?qid=20060708105601AAlrUW

Euglena: The euglena is an autotroph because it goes through photosynthesis to make energy. These are found in stagnant freshwater areas. This has a bright red spot, which is its light sensitive eye. Also, the euglena reproduces by splitting itself in half and then regenerating. Resources: [] []

=Yeast Respiration Lab= 1. The two things that affect the yeast are the sugar solution and the temperature of the water. If it is too hot or cold it will harm the yeast. 2. The independent variable is the amount of yeast because you use the same amount each time. The dependent variables are the water temperature and the amount of sugar solution.

=DNA Electrophoresis= 1. Why do a series of bands appear in the gel? What is true of the DNA fragment band(s) closest to the positive end of the gel (the end opposite the wells)? **The bands appear due to the dye. They were pulled by the electricity. The ones that move the farthest are the lightest.**

2. What caused the DNA to migrate through the gel? **The electricity pulled it.**

3. Would you expect your personal DNA fingerprint to be identical to any of the persons tested in this lab? Explain. **No, every fingerprint is different from another. There are no 2 alike fingerprints. When you talk about DNA, they would be similar but not the same.**

4. Based on the results of your gel, what evidence do you have to present to the court concerning this murder case? **We have the DNA of the crime scene and we have two suspects’ DNA. We tested this in a lab to see who is guilty.**

5. Could these DNA samples have been distinguished from one another if only enzyme #1 had been used? Why or why not? **No because all of the enzymes one are the exact same location in the jell.**

Gel containing DNA after 30 minutes with a light underneath it. Gel containing DNA after 30 minutes without a light. Gel containing DNA after 96 hours with a light beneath it. =DNA Spooling= = = 1. Where is DNA found? Be specific. **DNA is found in the chromosomes of a cell located in the nucleus.**

2. Is it possible to see and touch DNA? Explain your answer. **Yes. We just proved that you could see and touch actual DNA. You may have to use specific materials in order to bring the DNA out, but you can see and touch DNA.**

3. What did the DNA look like? Be specific. **The DNA looked just like clear, sticky mucus. It was clear and slimy looking. I was somewhat stringy too.**

4. How did you break down the cell walls within the strawberry? **We broke the cell wall down by squishing the strawberry. This causes the strawberry to break apart and it broke the cell wall apart also.**

5. Explain how you were able to break down the cell membranes and nuclear membranes within the strawberry. **The straining of the strawberry helped with the cellular and nuclear membranes because it was first broken up when we squished it. When we were swishing the strawberry around, this helped break it down even more.**

6. Explain how the DNA became visible. **The DNA became visible when we added the ethanol. This was because the DNA reacted with the ethanol causing it to be seen. It almost hardened the DNA a little bit.**

7. Is DNA the same in all living organisms? Explain your answer. **No, DNA is very close in all living things but there is something in each DNA that makes us different from other things. DNA can be very close to another but they are not all the same.**

8. If you wanted to extract DNA from a living person, which cells would you use and why? **We would use the cheek cell because it is the easiest to access without hurting the person. All you have to do is use a cotton swab and wipe it against the cheek.**



=Mitosis Microscope Lab=

Interphase-when the cell is performing its normal functions. Dark spot is distinctly visible.

Prophase-Membrane starts to dissolve, proteins attach and chromosomes start to move.

Metaphase-Chromosomes line up in the center of the cell. Nuclear membrane is completely gone.

Anaphase-Spindle fibers pull paired chromosomes apart and they move them opposite of each other.

Telophase-Chromosomes move to the poles of the cell and nuclear membrane starts to appear.

Cytokinesis-Two daughter cells are formed and the nuclear membrane appears. (faintly)