Equipo+Increíble

flat =Members= Sarah L. Lauren G. Marcus J.

=Classification of Marine Bacteria= Activity 1:

1. All the microbes have been releasing greenhouses gases for the past 3.5 years. They are a larger cause of global warming than common pollution. http://e360.yale.edu/content/feature.msp?id=2279 2. Marine microbes are very small and have been around for a long time. -Marine microbes are tiny organisms that live in marine environments and can only be seen under a microscope. [] 3. Microbes account for more than 90% of ocean biomass and constitute a hidden majority of life that flourishes in the sea. [] 4. The microbes consume and get rid of dead material and keep different places clean. http://www.ibnature.com/beneficial_microbesproduct.htm 5. Microbes are everywhere. They are extremely abundant and diverse. -Microbes account for more than 90% of ocean biomass. [] -These one-celled organisms which range from 0.2 to 2 microns in size are called picoplankton, and include archaea, bacteria, and blue-green algae. Scientists believe there are probably thousands of additional species of plankton that have yet to be discovered or named http://www.mbari.org/twenty/marine_microbes.htm 6. The discovery that marine organisms represent a rich source of previously undescribed secondary metabolites is not entirely surprising considering that many algal and invertebrate phyla reside exclusively in the sea. In your own words? []

Activity 3:

1. Ocean microbes must have buoyant density in order to survive. [] 2.What is density? -Density is a matter's mass per unit volume. http://en.wikipedia.org/wiki/Density 3. Density is an important characteristic in ocean microbes because if one microbe is more dense than the other one they will be in different altitudes of the water and have different environments. http://en.wikipedia.org/wiki/Density 4. How are ocean microbes beneficial to the environment and life on Earth? -The beneficial effects of microbes derive from their metabolic activities in the environment, their associations with plants and animals, and from their use in food production and biotechnological processes. [] But though they're small, they are hugely important in the deep ocean, where they are found in countless billions. Thanks to microbes, we find a teeming abundance of animals around many [|volcanoes and vents] on the seafloor. Microbes provide food for deep-sea animals. [] 5. **__Marcus:__** My microbe is //Rhodoferax ferrireducens.// It has a long and fat body so I would use half of a hot dog as it. Its tail is very long and extremely skinny so I would use a piece of angel hair spaghetti for it.

__**Lauren:**__ The specific characteristics my microbe would have would be finding food easily, staining purple, producing anti-cancer compounds, and breathing oxygen. The materials I would choose to demonstrate those characteristics would be purple paint, big huge eyes to find food, a smiley face on my microbe to show the anti-cancer, (good things), and holes to show the microbe breathes oxygen.


 * __Sarah:__** My microbe is Elphidium crispum. It is organized and clean, stays up late, and preys actively night and day. To make my microbe I would use glow in the dark clay to represent it staying up late. I would then use other bright colors of clay for the DNA and pack them in the nucleus in a neat and organized way. Lastly, I would use a beautiful spiral seashell to represent the shell of calcium carbonate made by Elphidium crispum.


 * __Stephanie:__** My microbe is methanococcus jannischii. This microbe is messy and unorganized. My microbe is found on the bottom of the ocean floor. To make my microbe I would use crumpled up paper to represent being messy.

6. Describe what your environment looks like and the activities you would be doing as your microbe. -The environment around Rhodoferax Ferrireducens is wet, muddy areas. It was found under a foot of mud in a bay. The activities I would be doing are reducing regular sugars and efficiently producing a continuous, usable electrical current. http://web.mst.edu/~microbio/bio221_2005/R_ferrireducens.htm = = =Monocots and Dicots=

1. (Sarah) http://www.ucmp.berkeley.edu/glossary/gloss8/monocotdicot.html
 * || Seeds || Leaves || Flowers || Roots || Stem ||
 * __Monocots__: || Embryo of single cotyledon || Major leaf veins are parallel || Parts are in multiples of threes || Adventitous || Vascular bundle scattered ||
 * __Dicots__: || Embryo with two cotyledons || Major leaf veins are reticulated || Parts are in multiples of fours or fives || Develop from radicle || Vascular bundles are in a ring ||

2. (Stephanie) The alfalfa is a monocot because its flower pedals are in multiples of three and the vascular bundles are scattered.

The squash is a dicot because it has two cotyledons, net-veined leaves, it's flower pedals are in multiples of five, and the root system are primary and adventitious.

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Squash

3. (Sarah) Tilia Stem - Monocot In these two pictures you can tell that the cells are being pulled apart and the vascular bundles are scattered. Corn Stem - Monocot In the pictures of the corn stem cells you can see that the cells are scattered.

4. (Lauren) Herbaceous plants: List 3-4 examples of herbaceous plants that are monocots and 3-4 examples that are dicots. Monocots-grasses, lilies, orchids, and onions. Dicots-roses, magnolias, lentils, grapes. http://en.wikipedia.org/wiki/Monocotyledon http://en.wikipedia.org/wiki/Dicot

5. (Marcus Woody plants: List 3-4 examples of trees that are monocots and 3-4 examples of trees that are dicots. http://www.ucmp.berkeley.edu/glossary/gloss8/monocotdicot.html
 * Dicots || Monocots ||
 * Oak || Palms ||
 * Maples || Bamboo ||
 * Sycamore || Pandane ||

6. (Stephanie) The plants found in numbers 4 & 5 are part of our food and fiber system because the onions and chives provide food for us. The trees that were classified give us oxygen. Lentils and grapes also provide food. Bamboo can provide water from inside it.

=Cell Lab= Are fruits and vegetables made of cells? Yes, they are because fruits and vegetables are living things and one characteristic on living things is that they are made up of cells. We used a microscope to get a closer look at the onion, pepper, grape and cheek cells. We looked at the cheek and onion cell first because they were the easiest to see. Then we looked at the grape and pepper cell to support our information that we already found out about the onion cell. We looked up pictures of each cell on the internet so we knew what we were looking for. Under the microscope, we found the nucleus, cell membrane, and cytoplasm in each cell and labeled it in the pictures. In the fruits and vegetables cells we found a cell wall because all plants contain a cell wall. We estimated the sizes of each cell we came to the conclusion that an onion cell is about 94 microns, a cheek cell is about 29 microns, a grape cell 94 microns, and a pepper cell is about 125 microns. The onion, grape, and pepper cells are all pretty close in size because they are all plant cells but the cheek cell is different in size because it is an animal cell.

Onion Cell: 93.8 microns An onion is a plant so along with the basic cell membrane, cytoplasm, and nucleus that every cell contains it also has a cell wall.

Cheek Cell: 28.9 microns The cheek cell is an animal cell and is different from all the other cells. It is a lot smaller than the plant cells. []

Grape Cell 93.75 microns This picture of a grape cell shows the cell membrane, cytoplasm, nucleus, and because it is a plant, a cell wall. []

Pepper Cell 125 microns This is picture of a pepper cell. It is a plant cell therefore it has cytoplasm, a nucleus, cell membrane, and a cell wall. []

=Cell Size Lab.=

The smallest cell, 1cmx1cmx1cm after being submerged in the sodium hydroxide. The medium cell, 2cmx2cmx2cm after being submerged in the sodium hydroxide. The biggest cell, 3cmx3cmx3cm after being submerged in the sodium hydroxide.
 * Cube Size || Area of Cube || Volume of Cube || Surface Area to Volume Ratio || Distance of Diffusion || Rate of Diffusion ||
 * 1x1x1 cm || 1 cm squared || 1 cm cubed || 2:1 || .5 cm || .05 cm/minute ||
 * 3x3x3 cm || 9 cm squared || 27 cm cubed || 3:1 || .5 cm || .05 cm/minute ||
 * 2x2x2 cm || 4 cm squared || 8 cm cubed || 6:1 || .5 cm || .05 cm/minute ||

Analysis: 1.They all have at least a little pink and a little white in them. The 3x3x3 is mostly white but the outer edge is pink. The 2x2x2 is about half white half and the 1x1x1 is mostly pink with a little bit of white right in the middles.

2. The 1x1x1 is the most efficient at getting the outside substances in to the cell because it is the smallest. 3x3x3 is the least efficient because it is the biggest.

3. The volume best explains what we observed because the cell that is 1x1x1 has less matter for the outside substances to get through, therefore it is easier for the cell to get nutrients to the nucleus.

4. The smaller the cell size the more efficient it is at getting outside substances throughout the cell.

=Cell Model.=

__**Cell Parts Key:**__

__Cell wall__ - we used rice kirspy treats because it is think and strong __Cell membrane__ - we use licorice because it is not as think as the rice krispy treats but its still durable __Nucleus__ - we used a marshmallow because it is the same shape __Mitochondria__ - we used brown jelly beans because they are the same size and shape __Chloroplast__ - we used green jelly beans because it they are the same color, shape, and size. __Golgi body__ - we used a fruit by the foot because we could fold it to look like the golgi body. __Rough ER__ - we used black licorice with sprinkles on top because rough ER has ribosomes on it __Smooth ER__ -We used black licorice with no sprinkles, cause the smooth ER doesn't have any connected to it and the black licorice looked like the Endoplasmic Reticulum the most. __Ribosomes__ -We used sprinkles as ribosomes because ribosomes are small and roundish like the sprinkles were. __Vacuole__ -we used blue pretzel m&m's because they looked most like the vacuoles that we looked up for picture resources. __Nuclear membrane__ - we covered the marshmallow(nucleus) in nutella so we had an outer covering for our nucleus that resembles the nuclear membrane. __Cytolplasm__ - we used icing as they cytoplasm because cytoplasm is spread all throughout the cell and icing is an easy food to spread out. __Lysosomes__ - We used Dots as lysosomes because they looked most like all the pictures we looked up, except for the coloring and the flat bottom. __Nucleolus__ - We put a piece of hard candy into the marshmallow as the nucleolus because the nucleolus is located inside the nucleus. __Chromatin__ - we used twislers as chromatin because it was an easy piece of candy to twist and break into the shapes of the chromosomes.

=Homeostasis Lab.=


 * || 1 || 2 || 3 || 4 || 5 ||
 * Blood Pressure || 120/80 || - || 140/90 || 150/95 || 160/100 ||
 * Body Temp. || 98 || 99 || 100 || 101 || 102 ||
 * Sweat || No sweat || Little || Notice dripping || A lot || Whole body ||
 * Color Change || Normal || Pink || Pinkish Red || Red || Beat Red ||
 * Pulse || 68 & below || 69-75 || 76-83 || 84-91 || 92 & up ||
 * Breathing rate || 15-17bpm || 18-20bpm || 21-23bpm || 24-26bpm || 27 & up ||


 * __Pre-Workout__**
 * || 1 || 2 || 3 || 4 || 5 ||
 * Blood Pressure ||  || 130/78 ||   ||   ||   ||
 * Body Temp. ||  || 98.6 ||   ||   ||   ||
 * Sweat || No Sweat ||  ||   ||   ||   ||
 * Color Change ||  || Pink ||   ||   ||   ||
 * Pulse ||  ||   || 81 ||   ||   ||
 * Breathing rate ||  || 18 ||   ||   ||   ||

__**Half Workout**__
 * || 1 || 2 || 3 || 4 || 5 ||
 * Blood Pressure ||  || 138/89 ||   ||   ||   ||
 * Body Temp. ||  || 99 ||   ||   ||   ||
 * Sweat ||  ||   || noticeable ||   ||   ||
 * Color Change ||  ||   ||   || Red ||   ||
 * Pulse ||  ||   ||   ||   || 163 ||
 * Breathing rate ||  ||   ||   ||   || 30 ||
 * __Post-Workout__**
 * || 1 || 2 || 3 || 4 || 5 ||
 * Blood Pressure ||  || 138/89 ||   ||   ||   ||
 * Body Temp. ||  || 99 ||   ||   ||   ||
 * Sweat ||  ||   || noticeable ||   ||   ||
 * Color Change ||  ||   ||   || Red ||   ||
 * Pulse ||  ||   ||   ||   || 163 ||
 * Breathing rate ||  ||   ||   ||   || 30 ||



__Hypothesis:__ We believe that when you exercise things like your blood pressure, body temperature, perspiration rate, color change, pulse, and breathing rate all increase.

__Conclusion:__ Our conclusion is that when you exercise, even for a few minutes, your body changes in different ways. Your body sweats so it can cool itself down, which helps body temperature work at equilibrium. Also, breathing faster helps you to get more oxygen. Your face and other body parts change color because of blood reaching the skin as blood vessels expand. In addition, your heart rate rises as your heart pumps more blood through the body. Lastly, blood pressure rises if the blood vessels don’t expand enough. These things are all examples of ways your body changes and try to stay at homeostasis during exercise.

__Analysis__. 1. What are the changes that you observed throughout the experiment? There were changes in heart rate, breathing rate, sweat, body temperature, color change, and blood pressure rate.

2. How do each of those changes help the body adjust to maintain homeostasis? Perspiration keeps the body at a stationary temperature because when the sweat evaporates it cools the body down. Pulse rate transports oxygen faster or slower to maintain homeostasis because the body needs more oxygen to perform the activities that strain it. The breathing rate is important because it modifies the amount of oxygen being inhaled into the body. Because your body needs more oxygen to make energy to perform certain things, it needs more oxygen. Body temperature is changed because your body exerts heat when muscles use up energy. The heat is exerted because the energy would have no where else to go. Skin color changes in homeostasis because with increased heart rate, the blood circulates faster and makes you pink/flushed. Blood pressure increases because certain arteries do no expand when more blood is being pumped through them. Since more blood is being pumped through the body already to provide the body with energy, the increased amounts of blood are being forced through the same tiny area than it would during homeostasis.

3. What mechanisms are used to maintain body temperature in the body? To maintain body temperature, blood vessels either narrow or expand, depending on if you’re too hot or too cold. Whenever your too hot, the blood vessels expand so they can carry excess heat to your skin’s surface. You then may begin to sweat, and as the sweat evaporates, it cools your body. When you’re too cold, blood vessels narrow to reduce blood flow in your skin so you can save body heat. Shivering is an involuntary contraction of muscles. The activity creates more body heat. These help your body temperature maintain equilibrium.

4. What is the purpose for and increased respiratory rate and heart rate? The purpose for increased respiratory and heart rate is to deliver nutrients and oxygen needed to do the activities the body is trying to do. The body needs more oxygen because it has to strain itself to perform what you are making it do. Since it needs more oxygen, it automatically increases breathing rate because respiratory provides the body with the oxygen it needs.The increased heart rate is a cause of the increased respiratory rate. The heart must work harder to transport the oxygen and nutrients throughout the body in the blood stream.

=Cell Transport Lab=

Plastic tubing, corn starch, spoon, water, iodine, beaker filled with water, and string
 * __Diffusion:__**
 * Materials:**

We took one plastic bag and ran it under cold water to open it. Once it was open we sealed one end by tying it then add in two spoon fulls of cornstarch and a little bit of water in the bag. Then we took a beaker and filled it up with water and add in a couple drops of iodine. We then submerged the baggy into the water iodine mixture and waited 15 minutes.
 * Procedure: ﻿﻿﻿﻿**

We discovered that the iodine was the substance changing from a high concentration to a low because the cornstarch changed colors. This is because the the cornstarch molecules are to large to fit through the bag and the iodine and water molecules are smaller and can pass through easier.
 * Conclusion:**

Plastic tubing, crushed sugar cubes, string, beaker with 50 ml of water.
 * __Osmosis:__**
 * Materials**:

After that we filled them the crushed sugar cubes; one container with one sugar cube, one with two sugar cubes, one with three sugar cubes, one with four sugar cubes, one with five sugar cubes, and finally one with six sugar cubes in them. After all the containers were filled with their correct amounts of sugar, we filled them the rest of the way with 50 ml of water. Finally, the six containers were placed into their own beakers with 150 ml of water in them.
 * Procedure**: For this osmosis lab we made 6 different plastic containers by cutting up pieces of plastic tubing approximately 6 inches long. We then ran them under water to separate the insides. Then we tied one end shut with string.


 * Conclusion:** We were trying to prove osmosis, by showing that there is a high concentration of sugar inside the bag, and low outside of the bag. The water would then try to get through the bag because the sugar molecules are too large. This happens so the concentration levels can even out. The water is the substance that goes through the bag. Our second example with two sugar cubes gained 4 grams was the only one that worked. We believe that the other examples didn’t work because some bags had leaks and others we didn’t seal tight enough.


 * Errors**: The first and second bag that we filled with water and sugar started leaking, so we had to make new ones by crushing more sugar cubes, cutting more tubing, and tying them shut with the water and sugar in them.

__**Analysis of Activities:**__ a. The picture from our osmosis lab of our six examples. We were trying to prove osmosis in this experiment. Osmosis is the diffusion of water across a semipermeable membrane. The water molecules would try to get through the bag and even out the concentration levels, because the sugar molecules could not because they are too large. Our data table above shows our findings and how only one of our examples worked.
 * Bags. || Amount of sugar || Amount of water in bag || Amount in beaker || Beginning weight of bag || End weight of bag ||  ||
 * 1 || 1 cube || 50mL || 150mL || 48.15g || 37g ||  ||
 * 2 || 2 cubes || 50mL || 150mL || 47.62g || 51g ||  ||
 * 3 || 3 “ || 50mL || 150mL || 50.80g || 42g ||  ||
 * 4 || 4 “ || 50mL || 150mL || 51.63g || 38g ||  ||
 * 5 || 5 “ || 50mL || 150mL || 54.73g || 54g ||  ||
 * 6 || 6” || 50mL || 150mL || 56.96g || 56g ||  ||

b. These our the pictures from the diffusion lab. Before - iodine water is mostly clear; cornstarch solution is white After - Cornstarch is pinkish; water is darker

1. Compare and contrast diffusion and osmosis. The difference between diffusion and osmosis is that osmosis occurs in water. They are similar because they are the movements of a higher to a lower concentration. http://wiki.answers.com/Q/What_is_the_main_difference_between_osmosis_and_diffusion
 * __Questions:__**

2. Why are diffusion and osmosis passive transport? Diffusion and osmosis are considered passive transport because they do not require ATP to transfer their molecules. http://biology.about.com/od/cellularprocesses/ss/diffusion.htm

3. Compare and contrast passive cell transport with active cell transport. You are responsible for discussing at least 3 similarities and/or differences. Passive transport and active transport both deal with things moving in and out of the cells. Also, active transport has the same definition of diffusion and osmosis, which is are the types of passive transport, which is the movement of molecules from a less concentrated area to a higher concentrated area. They all mean the same things, but they have differences. Active transport uses the help of energy to move the materials throughout the cell. Passive transport is usually the movement of small molecules, while active transport usually deals with bigger materials. []

4. What do you still have about cell transport? Do research or design and run an experiment to gather data to answer your question. Write a paragraph or make an outline of what you did and what you discovered. Remember to cite your sources. My question I still have about cell transport, is what is the point? Why is there diffusion and osmosis? I know that they move things in and out of the cell and cell membrane, but why? I researched and found that cell transport is to maintain homeostasis. The point of cell transport is to maintain homeostasis. Cell transport does this by moving things in and out of the cell and cell membrane. Diffusion, osmosis, and active transport do this by making the concentrations even, and keeping everything at a balance, which is what homeostasis is. []

=Pond Water.= EI Algae

EI Algae 2

EI Algae 3

EI Algae Clump

=Protists=

__**Brown Hydra**__ Heterotroph It is commonly found attached to the stems of water plants, the undersides of leaves, submerged twigs and on the surface of stones. When disturbed it retracts to a small brown blob which is easily overlooked. It gets its food in a unique way. It eats insects and other small organisms by capturing and paralyzing them using nematocysts, which are discharged into the prey. __Info found on: Wikipedia.__ __http://animaldiversity.ummz.umich.edu/site/accounts/information/Hydra_oligactis.html__

__**Green Hydra**__ Is found in the Northern Temperate zone. Their tentacles are six times the length of its body. When disturbed it turns into a green blob. __Info found on: Wikipedia.__ Heterotrophs __answers.com__

Some are autotrophs and some are heterotrophs. 1000 different types of Euglena. They have both plant and animal features. Euglena can survive both fresh and salt water. __Info found on: Wikipedia.__ Average about a 3 week life span __answers.com__
 * __Euglena__**

Autotroph Is found in freshwater. Developed 200 million years ago. Commonly found in shallow puddles. __Info found on: Wikipedia.__
 * __Volvox__**

__**Daphnia**__ Heterotroph The lifespan of a Daphnia does not exceed one year and is largely temperature dependent. They are a threatened species. Are found in acidic swamps, or fresh water lakes, ponds, streams or rivers. __Info found on: Wikipedia.__

=Yeast Respiration Lab=

1. Dependent variable - the amount of balloon inflation Independent variable - the sugar solution percent

2. The factors are the sugar solution percentage, the time that the balloon has to inflate, and the lack of oxygen.

=DNA Spooling with Strawberries=

1. Where is DNA found? Be specific. **// -DNA is found in chromosomes which are located in the nucleus of a cell. //**

2. Is it possible to see and touch DNA? Explain your answer. // -**It is possible to touch DNA because we separated the DNA from strawberries with ethanol.** //

3. What did the DNA look like? Be specific. **// -The DNA looked like a thin clear mucus. //**

4. How did you break down the cell walls within the strawberry? **// -By adding homogenating mediun and mashing the strawberries. //**

5. Explain how you were able to break down the cell membranes and nuclear membranes within the strawberry, //**-By soaking the strawberry in homogenating medium the cell wall was broken down, which allowed us to break down the cell and nuclear membranes when we squished the strawberry.**//

6. Explain how the DNA became visible. **//-When adding the cold ethanol to the strawberry juice all of the DNA suddenly bunched up together resembling a clear mucus.//**

7. Is DNA the same in all living organisms? Explain your answer. //**- No, not exactly the basics are the same in some living organisms but most things are different. For example humans and animal both have eyes and brains and bodies but we don’t have fur. You might have the same eye as someone but that doesn’t mean you have the same hair color. If DNA was exactly the same in all organisms then there would only be one species and we would all look exactly alike.**//

8. If you wanted to extract DNA from a living person, which cells would you use and why? //** - Cheek cells, they are the simplest to get and are very easy to see. **//

This is the picture of our strawberry's DNA.

= DNA Electrophoresis. = Make a sketch of your gel showing the bands of DNA fragments that appeared during the procedure you just completed. Make sure to label each lane with the appropriate DNA sample loaded into the well.
 * __Data__**:



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 because of the dye. The dyes that moved the furthest down the gel are lightest. //**

2. What caused the DNA to migrate through the gel?
 * //A plastic container with electricity pulled the dye through the gel//**.

3. Would you expect your personal DNA fingerprint to be identical to any of the persons tested in this lab? Explain.

4. Based on the results of your gel, what evidence do you have to present to the court concerning this murder case?

5. Could these DNA samples have been distinguished from on another if only enzyme #1 had been used? Why or why not? **//No they could not because as you can see both suspect's enzyme #1 matched up with the crime scene's enzyme #1. We wouldn't be able to tell who is guilty and who isn't.//**

=Onion Root Cell Lab= Interphase: The resting stage. It is carrying out all cell functions except cell division.

Prophase: Chromosomes condense and nuclear membrane disappears.

Metaphase: The chromosomes align along the middle of the cell.

Anaphase: The chromosomes are pulled to the poles by the spindles and chromosomes are separated.

Telophase: The two sets of chromosome draw tightly to form a dense mass at each pole.

Cytoknesis: The cytoplasm is split into the two new daughter cells.