Team+Bio

flat =Members:=

Taylor N

Morgan M

Alicia Anne

=Classification of Marine Bacteria= Find information that supports the following statements: 1. Microbes significantly impact our global climate. They keep our environment clean they protect our ozone from further damage, thus keeping our climate the balanced. 2. Marine microbes are very small and have been around for a long time. Microbes were one of the first living things on earth. Because of this they have had time to evolve and reproduce. 3. Life on Earth could not exist without microbes. Microbes were one of the first living things on earth. Produce oxygen 4. Most marine microbes are beneficial. Microbes are everywhere. They are extremely abundant and diverse. 5. There are new discoveries every day in the field of microbial oceanography. The microbes are so diverse that we can’t know or classify what they all are.
 * Activity 1: **
 * Background information**

1. What characteristics must an ocean microbe have in order to survive? Oxygen. Correct density, protective coat.. . 2. What is density? The amount per unit size. amount of mass per unit size. 3. Why would density be an important characteristic for ocean microbes? It would keep them from floating to the surface or sinking to the bottom. 4. How are ocean microbes beneficial to the environment and life on Earth? The microbes clean the environment by getting rid of waste. 5. Use common materials to design your microbe. What specific characteristics must it have and what materials did you choose to demonstrate those characteristics? You could take a honey comb and hang it from a string to represent what it looks like. Also the honey comb would float having the same density as a microbe. - lamprocyclas maritalis.
 * Activity 3: **
 * Design a microbe**

6. Describe what your environment looks like and the activities you would be doing as your microbe.

My environment would be much like a coral reef. Only the microbe would be found floating on top of the water.

= Monocots and Dicots: = Alfalfa Spaghetti squash Rye



 dicot || Rye  monocot || Alfalfa  dicot ||
 * pictures and information about: || spaghetti squash
 * seeds ||  has two seeds ||  has one seed ||  has two seeds ||
 * leaves ||  broad and flat ||  long and narrow ||  broad and flat ||
 * roots || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> radicle || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> adventitious || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> radicle ||
 * <span style="background-color: transparent; color: #2300ff; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> stem || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">develop from radicle and are arranged in a ring in the stem || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> vascular bundles scattered || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> develop from radicle and are arranged in a ring in the stem ||
 * <span style="background-color: transparent; color: #2300ff; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> flowers || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> multiples of 4 and 5 || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> multiples of 3 || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> multiples of 4 and 5 ||

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Herbaceous plants** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">: Research and list 3-4 examples of herbaceous plants that are monocots and 3-4 herbaceous plants that are dicots. <span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Herbaceous plants are plants that have leaves and stems that die downa t the end of the growing seasont to the soil level. Ex: Monocots- grass, banana trees, and orchids. Dicot Examples are oaks, roses, and sunflowers. <span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Woody plants** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">: Research and list 3-4 examples of trees that are monocots and 3-4 examples of trees that are dicots.(Perhaps a chart would be a way of organizing this information) <span style="background-color: #ffff00; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Monocto woody plants would be Screw Pine, Bamboo trees, and Palm Trees. Dicots would be American Chestnut, Maple Tree, and Oak Trees. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; text-decoration: none; vertical-align: baseline;">**Food and fiber** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">: Identify how those plants from #4-5 are part of our food and fiber system (how plant species directly or indirectly support our populations in the food or other materials we require). Some of the plants classified in the herbaceous monocot family are actually things we eat. The onions and chives are some of the plants we found. The trees that were classified give us oxygen.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Woody Plants <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Monocot: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The screw pine has fruit that is edible which Is a food source. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The bamboo trees have edible seeds and young roots. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> The palm trees have fruit that is edible.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Dicot: <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> American chestnut has nuts that animals like deer eat. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Maple trees produce sap which make maple syrup. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Oak trees produce acorns which is great food for the wildlife and the Native Americans make flour out of it.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Herbaceous <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Monocot- <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Grass is a food for all types of wildlife or horses and cattle. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Banana trees produces fruits called bananas that humans eat for nutrients. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Orchids are flowering plants that reproduce very quickly.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Dicot- <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Oak trees produce acorns that wildlife use for food such as deer. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Roses flowering plants. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> Sunflowers are plants that have edible seeds that can be consumed by humans or wildlife.

=**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 10pt; font-style: normal; text-decoration: none; vertical-align: baseline;">fruit and vegetable lab: **=

Are fruits and vegetables made of cells? Yes, fruits and vegetables are made of cells. evidence; we looked at a slip of an orange under the microscope and we were able to find cells. We saw cells that is what helped us decide that yes fruits and vegetables are made of cells. also we already knew that every living thing is made of cells. Oranges are living therefore they must be made of cells. when we looked at the cells we estimated that the size of the cell was 93.75 microns. in the lab before we said that the onion cell was 281.25 microns and the cheek cell was 46.875 microns.

Cheek Cell

Onion Cell



Orange Cell

=Cell size lab:= questions: 1. Compare and contrast the three cubes after they were sliced in half. The smallest cube was purple/pink the whole way through, as the medium cube and the biggest cube the color was only half way through.

2. Which "cell" seemed to be most and least efficient at getting outside substances into the cell? Explain. The biggest cell because, the material absorbs the liquid at the same rate therefore having a smaller surface area at a volume ration would allow more material to go inside.

3. Which of your calculations seems to explain what you observed in your cell models? Why do you think so? The smallest cell being the 1x1 would be more like a cell because, its surface area to volume ratio is more like a cell.

4. Speculate on a relationship between cell size and efficiency. Your statement should resemble a hypothesis. When the cell size is smaller the efficiency is higher because it allows the cell to absorb and excrete more materials. Thus allowing it to produce faster.

=Edible Cell Lab:=

=Excersice unit=

Alicia is going to run and then walk for four minutes then we are going to record her changes Then Alicia will do that one more time for a total of eight minutes. We will record the total changes.
 * analysis**:

61 || 107 || 25degrees C || 82 || 140 || 27degrees C || 117 || 175 || 29degrees C ||
 * Alicia's exercise: || Blood Pressure || Heart rate/Pulse || Temperature ||
 * Before exercising || __ 119 __
 * After run/walking for 4 min. || __137__
 * After another 4 minutes. || __138__

Blood pressure chart:



Body Temp and Heart Rate:




 * conclusion:** After watching Alicia exercise for a total of eight minutes, her blood pressure increased from 119/61 to 137/82, her heart rate increased from 107 to 175. Also her temperature increased a total of four degrees. Lastly at the end of this test you could tell Alicia skin tone was redder than it was from the beginning.


 * hypothesis:** Our teams hypothesis was that Alicia's overall blood pressure, heart rate, and temperature would rise. Which was correct.


 * analysis:**

=
-- The changes we observed were blood pressure, heart rate, and Temperature. All of them changed by moving up, or increasing. Also her skin color changed, and perspiration, her breathing rate also increased.======

=
--Homeostasis is the ability to adapt or regulate to it’s own inner environment. Each of theses changes helps the body run smoother, and maintain a strong body. The body sweats to keep cool, and shivers to keep warm. As our hearts beat faster, it increases the blood pressure because it becomes more forceful flowing through the body. More than 70% of the energy that powers your muscles is lost as heat, causing your body temperature to rise during exercise. The increased blood circulation makes you more pink/flushed as the blood hits the surface under your skin, and your blood vessels expand. The breathing rate increases to supply the body with more oxygen. This lets the muscles have a longer supply of oxygen and that they will not fatigue faster and they performer will be able to last longer. Exertion on the body causes the need for blood to be circulated at a faster rate, thus the heart rate increases to let this happen.======

The constant temperature is maintained by temperature homeostasis.
- The second time alicia did this we had to waite in line for her temperature which could have made her cool down. - Also when she was done we had to walk up the stairs; her heart rate could have slowed down.
 * Errors:**

=Cell transport lab:= Materials needed; 3 eggs, distilled water, vinegar, karo (corn syrup), 3 beakers, scale, and paper towels.
 * 1
 * Diffusion- the process in which there is movement of a substance from an area of high concentration of that substance to an area of lower concentration
 * Osmosis- diffusion of molecules through a semi permeable membrane from a place of higher concentration to a place of lower concentration until the concentration on both sides is equal
 * Hypotonic- Decreased tension in the muscles
 * Hypertonic- in a state of abnormally high tension;
 * Isotonic- having the same or equal osmotic pressure
 * Solute- the dissolved matter in a solution; the component of a solution that changes its state
 * Solvent- a liquid substance capable of dissolving other substances
 * selectively permeable- only allows certain substances through
 * water potential- Water potential is the potential energy of water per unit quantity (mass, volume or weight) relative to pure water
 * concentration gradient- a gradient in concentration of a solute as a function of distance through a solution;
 * plasmolysis- Plasmolysis is the process in plant cells where the plasma membrane pulls away from the cell wall due to the loss of water through osmosis.
 * turgor- the normal rigid state of fullness of a cell or blood vessel or capillary resulting from pressure of the contents against the wall or membrane
 * Active transport- active transport involves the transportation of things from a region of lower concentration to a higher concentration
 * Facilitated diffusion- is a process of passive transport, facilitated by transport proteins
 * 2.

DAY 1 · First we used the scale to weigh each individual egg. · We got the three beakers and put one egg in each one. · We filled one with water, one with Karo, and the last one with vinegar. · We let them sit over night. DAY 2 · First thing on day two was to observe how they looked. · Then we emptied each beaker, patted the eggs dry so we could weigh each egg again for the mass. · We cleaned all of the beakers out and threw the used eggs away.

RESULTS AND DATA:

OSMOSIS AND DIFFUSION LAB- EGGS, WATER, VINEGAR, SYRUP.

DAY ONE- November 18, 2010 1st egg- 59 grams. Vinegar 2nd egg- 59.5. Water 3rd egg 61.5. Syrup.

Vinegar- The egg floats, and there’s bubbles or “fizz” around the egg. Water- nothing, just dropped to the bottom. Syrup- Floating, shiny on top.

DAY TWO- November 19, 2010 1st egg—Vinegar-73.8 grams 2nd egg--Water- 59.5 grams 3rd egg--Syrup- 61.5 grams

Vinegar- Had fizz all over the top, egg got really soft and turned a tan color. ---We broke it, and the inside is still normal, meanwhile the outside is rubbery. Water- Did not change. Syrup- Had a film over the top of it, the mass didn’t change at all.


 * Our conclusion was that overall the egg with vinegar showed osmosis the most of the three, having the highest weight increase due to the vinegar permeating through the egg.**


 * This is where we got our information for the experiment: []**
 * 3.



Questions:** 1. Compare and contrast diffusion and osmosis. You are responsible for discussing at least 3 similarities and or differences. Similarities are they both are examples of passive transport, they are both moving something, and they both move from a higher to lower concentration. Some differences are that osmosis has water transferring over a membrane for diffusion is a transfer of energy. Osmosis involves unidirectional flow of solvent., and osmosis occurs only in liquids.

2. Why are diffusion and osmosis considered to be passive processes? Diffusion and Osmosis are both types of passive tranport - that is, no energy is required for the molecules to move into or out of the cell.

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 have many similarities and differences. Some similarities are included the following. They are both mechanisms for transporting molecules across the cell membrane. They both use ion channels to move ions across the cell membrane, in or out the cell. They also both use protein to move substances across the membrane. Some differences are included in the following. Active Transport requires energy in the form of ATP molecules and is often against a concentration gradient, where as Passive transport happens along a concentration gradient and requires no energetic input from the organism. Active transport is from a low concentration gradient to a higher concentration gradient, while Passive transport is opposite. Also Active Transport is the uptake of salt by cells through sodium pump.=====

4. What question 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.

=
What question do you still have about cell transport? Our question is, how does Osmotic Pressure work? Osmosis is a selective diffusion process driven by the internal energy of the solvent molecules. An example of how it works would be having pure water on both sides of the membrane, the osmotic pressure difference would be zero. But if normal human blood were on the right side of the membrane, the osmotic pressure is for membrane transport in living things. This is the amount of pressure that is needed to stop osmosis; a solutions potential pressure caused by nondiffusible solute particles in the solution.=====

Sources: []

=Protists:=

Stentor Coeruleus hetertroph found in fresh water ponds http://www.britannica.com/EBchecked/topic/565325/Stentor-coeruleus

Green Hydra autotroph found in fresh water ponds http://www.fcps.edu/islandcreekes/ecology/green_hydra.htm

Euglena autotroph found in nutrient rich fresh water http://en.wikipedia.org/wiki/Euglena

Daphnia autotroph found in acidic freshwater ponds and lakes http://en.wikipedia.org/wiki/Daphnia

Brown Hydra heterotroph northern temperate zone http://en.wikipedia.org/wiki/Hydra_oligactis

Amobea Proteus heterotroph found in unpolluted ponds with basic ecosystems. http://www.oberlin.k12.oh.us/talent/isp/reports2002/amoebaproteus/index.htm

Volvox autotroph found in fresh water habitats http://en.wikipedia.org/wiki/Volvox

Paramecium caudatum heterotroph found in fresh water http://en.wikipedia.org/wiki/Paramecium_caudatum

=Yeast respiration lab:= 1. The two things that affect the yeast are the sugar solution and the temperature of the water. Depending on the temperature of each it could effect the yeast. 2. **Independant Variable: is a real test that is observing over what someone did throughout the experiment. Some of the independent variables in this experiment were what substances were on the students hands, the time they were baked possibly, and the time they were made varied a little bit.**
 * Dependant Variable: is what someone has found from their observation or a change they have found, that will change the Independent Variable/s. A dependent variable was the solution the temperature of the room, and the type of water.**
 * Factors: Sugar Concentration, Water Temperature, Amount of water, Amount of Yeast**

=**__ Crime Scene Lab Analysis: __**=

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. These colors are in order of how the DNA went. Blue green red white yellow purple
 * __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)? A series of bands appear in the gel because some DNA molecules are heavier than other when it comes to charges. The lighter molecules will travel farther. The heavier molecules will not travel as far.

2. What caused the DNA to migrate through the gel? We put the solution on top of the gel and stuck it in a Power Pat machine and turned it up to 120 voltage and had the solutions attracted to the red side and the DNA would move towards the red. It started by the black side and the lighter of the dna travels further while the heavier stops short.

3. Would you expect your personal DNA fingerprint to be identical to any of the persons tested in this lab? Explain. No, you would not expect this because every one's DNA is different. Although some may be similar none are the same.

4. Based on the results of your gel, what evidence do you have to present to the court concerning this murder case? Based on the results of our gel we found that suspect two matches the evidence found at the crime scene.

5. Could these DNA samples have been distinguished from on another if only enzyme #1 had been used? Why or why not? They could not be distinguished from one another because enzyme 1 is the same in all sets of DNA and enzyme 2 varies. This is because enzyme 2 in the DNA that was found at the crime scene and in the end results, suspect two traveled less as far as enzyme 1 because enzyme one is lighter than enzyme 2.

= DNA spooling with Strawberries =

1. Where is DNA found? Be specific. In the nucleus 2. Is it possible to see and touch DNA? Explain your answer. Yes. We did it in this lab. We collected DNA from stawberries and were able to touch it.

3. What did the DNA look like? Be specific. The DNA looked like clear mucus. 4. How did you break down the cell walls within the strawberry? We broke down the cell walls when we smashed the strawberry in the ethanol

5. Explain how you were able to break down the cell membranes and nuclear membranes within the strawberry. Once we smashed the strawberry the ethanol did this. 6. Explain how the DNA became visible. When we added the mixture to the ethanol and began turning the spooling rod. All of the DNA attached to the rod and we were able to see a large clump of it. 7. Is DNA the same in all living organisms? Explain your answer. Yes, all organisms have DNA, and yes most is structured alike. But not all DNA contains the same chromosomes, therefore making them different. 8. If you wanted to extract DNA from a living person, which cells would you use and why? Skin cells would be the easiest to use to obtain DNA from a living person, you could also use a cheek cell that can be found on the inside of the mouth.

= Onion root tip =