Jamie's+Ladies

flat =Members= Sydney W. Liz K. Alexah F. Jamie B. Alysha B. = = =Classification of Marine Bacteria:=

Activity 1:
1. Microbes significantly impact our global climate. Marine Microbes produce Ozone in the atmosphere. 2. Marine microbes are very small have been around for a long time. Marine microbes are impossible to see witht he naked eye and have been existing since the beginning of time. 3. Microbes are at the very bottom of the foot chain, being the meal to many animals. They also produce oxygen. 4. Microbes turn sunlight into energy and into nutrients. 5. Microbes are everywhere. They are extremely abundant and diverse. There are so many different types of microbes that you can't even get all the information on them. 6. With all of the different types, and new ones being discovered everyday, plankton nets and different types of scanners help make these new discoveries.

Activity 3:
1. Microbes need sunlight for photosynthesis and water to live and reproduce. 2. Density is the measure of compactness of an object. 3. Ocean Microbes need a density that allows them to live in the layer of ocean they need too. 4. Microbes help to recycle and decompose dead material. 5. Microbes like the warm water near the surface, so we would make our microbe out of styrofoam. Why? 6.As my microbe I would be living in the upper ocean where the water is warm. Also I would absorb nutrients from the water and the air to eat and to survive.

=Monocots and Dicots:=

This is a dicot stem. Dicot stems have singular rings of vascular bundles in the outer regions of the stems. They carry water to the plant through xylem and food and nutrients to the plant through phloem. This is a monocot stem. Different from dicot stems, they have long vascular bundles scattered throughout the stem. They also carry water to the plant through xylem and nutrients to the plant through phloem.


 * Monocots & Dicots**

pinnate vein pattern || Central core of primary Xylem that is star-shaped; Phloem alternates with Xylem arms || Flowers are tetramerous or pentamerious, meaning they are in fours or fives || One ring of vascular bundles in the outer region of the stem ||
 * || Seeds || Leaves || Roots || Flowers || Stems ||
 * Monocots || One cotyledon (seed leaf) like an onion or blade of grass || Are not connected to stem by petioles, but have a protective sheath to connect the blade to the stem; parallel leaf pattern || 10 or more Xylem rays; Phloem alternates with Xylem arms || Flowers are trimerous, meaning they are in threes || Vascular bundles are distributed throughout tissues ||
 * Dicots || Two seed leaves like peas or beans where the root sprouts between the two halves of the seed || Connected to the stem by petioles;

Sources: [] []

Rye Leaf Squash Leaf Squash Seedling Tannish/beige Color || tiny; brownish/tan color || green; small; slimy when wet || a grass || small; fuzzy || Multiple roots; Fiberous Root Central core of primary xylem that is star-shaped. || grow downward; 10 or more Xylem rays; Phloem alternates with Xylem arms; Fiberous || Long; Skinny; Fiberous Roots; 10 or more Xylem Rays; Phloem alternates with Xylem rays ||
 * Pictures and Info About: || Squash || Rye || Alfalfa ||
 * Seeds || Big; Pumpkin Seeds
 * Leaves || tall; green; fuzzy || green; long; skinny; like
 * Roots || Seed with roots coming off;

Monocots are stems have scattered vascular bundles.


 * ** Tree Type: ** || ** Monocots: ** || ** Dicots: ** ||
 * Sycamore ||  || X ||
 * Oaks ||  || X ||
 * Maples ||  || X ||
 * Banana Family || X ||  ||
 * Ginger Family || X ||  ||
 * Onion Family || X ||  ||


 * 4.Herbaceous plants ** : Research and list 3-4 examples of herbaceous plants that are monocots and 3-4 herbaceous plants that are dicots. **Herbaceous is a plant that has leaves and stems that die down at the end f the growing season to the soil level. 3 examples of monocots is Cannabis sativa, Indica, and Arundo donax. 4 examples of dicots is Ranales, Cruciales, Boraginales, and Lamiales.**

The dicots of the woody plant is onions, ginger, and bananas. The plants provide us our food. The monocots are the trees they provide lumber and different material things. They are not really part of our food and fiber system.

The dicots of the herbaceous plants are ** Ranales, Cruciales, Boraginales, and Lamiales. They are forms of nectar. Is part of our food and fiber system. The monocots are Cannabis sativa, Indica, and Arundo donax. Is pests, weeds and diseases. ** [] [] [|http://home.manhattan.edu/~frances.cardillo/plants/angio/subhdic.html]

=Are Fruits and Vegetables Made of Cells?= media type="custom" key="7314335"

=Edible Cell=



=Cell Size Lab=
 * **Cube Size** || **Area of Cube** || **Volume of Cube** || **Surface Area to**
 * Volume Ratio** || **Distance of**
 * Diffusion** || **Rate of Diffusion** ||
 * 3x3x3 || 54 sq. cm || 27 cubic cm || 2:1 || .5 cm || .25 mm/min ||
 * 2x2x2 || 24 sq. cm || 8 cubic cm || 3:1 || .5 cm || .25 mm/min ||
 * 1x1x1 || 6 sq. cm || 1 cubic cm || 6:1 || .5 cm || .25 mm/min ||

1. The three cubes each had a distance of diffusion of 5 mm. The small cube was completely filled.

2. The little cell was the most efficient because it was smaller and easier for the substances to get to the center. The large cell was the least efficient because the phenolphthalein had a longer way to travel to go to the center of the cell.

4. If the cell is smaller it will allow more substance to pass through.



=Exercise Lab=
 * Procedure:** Our wonderful lab partner Jamie Thomas Bush will be exercising for 8 minutes. For two minutes he will be jumping rope, another two minutes he will do calf raises. For another two minutes he will do jumping jacks, and another two minutes will be divided into push-ups and crunches. We will be measuring his body temperature, heart rate, blood pressure, and skin redness. We will use the following tools:
 * Thermometer (for body temperature)
 * Heart rate monitor
 * Blood pressure monitor
 * Webcam (to take pictures of Jamie’s face before and after to see redness)
 * Stopwatch

o __First Two Minutes__: Jamie was beginning to sweat and feel tired. o __Second Two Minutes__ : Jamie was out of breath and sweaty. o __Third Two Minutes__: Jamie complained of being thirsty and in pain. o __Fourth Two Minutes__: Jamie was extremely sweaty and exhausted. The green on the graph represents the before and after body temperatures. The red on the graph represents the before and after heart rates.
 * Hypothesis:** If Jamie exercises for 8 minutes, his overall body temperature, heart rate, blood pressure, and skin redness will increase.
 * Analysis:**
 * **Jamie’s Exercise** ||
 * || **Temperature** || **Heart Rate** || **Blood pressure** || **Skin Redness** ||
 * **Before** || **97 degrees** || **89 beats/min** || **114/50** || [[image:Jamie_1.png width="110" height="107"]] ||
 * **After** || **99 degrees** || **117 beats/min** || **120/84** || [[image:Jamie_2.png width="103" height="101"]] ||


 * Conclusion:** After watching Jamie suffer for 8 minutes, we came to a solid conclusion. His overall body temperature was increased by 2 degrees. His heart rate increased by 28. His blood pressure increased from 144/50 to 120/84. And last but not least, his skin was considerably redder after exercising (refer to the pictures in the table, if needed).
 * Our hypothesis that stated, “If Jamie exercises for 8 minutes, his overall body temperature, heart rate, blood pressure, and skin redness will increase” was correct.


 * Errors:**
 * Jamie had trouble standing still while we were making him take his temperature.
 * We had to give Jamie a 30 second break before he did push-ups and crunches because he was out of breath and was tired.
 * Jamie dropped the thermometer twice, possibly altering its accuracy.
 * We had to wait in line to take Jamie’s heart rate and blood pressure, so it probably decreased a little bit.


 * Analysis:**
 * 1) Throughout the experiment we observed different changes that include temperature, redness in the face, breathing rate, heart rate, and blood pressure. After Jamie did all of his exercises, the list of things above increased.
 * 2) The body transports glucose from the pancreas to keep more glucose for itself. Equilibrium is the sense of a balance present in humans and animals.
 * 3) All warm blooded organisms maintain a constant body temperature. The body does certain things to keep it at this temperature. For example, when you are too hot, you sweat to get rid of excess water in your body. When you are too cold, you get goosebumps to maintain heat. Your metabolic rate and rate of perspiration and urination also change to maintain your body temperature.
 * 4) When you exercise, your body needs more oxygen to fuel your muscles. Your heart rate increases to get more oxygen and blood to your muscles and other parts of your body. Your respiratory rate increases to get more oxygen into your lungs and body.

=Cell Transport Lab= Vocabulary:
 * diffusion - The passive movement of molecules or particles along a concentration gradient, or from regions of higher to regions of lower concentration.
 * osmosis - . Diffusion of a solvent (usually water molecules) through a semipermeable membrane from an area of low solute concentration to an area of high solute concentration.
 * hypotonic - 1. having a lesser degree of tone or tension, as in a ‘hypotonic muscle’
 * hypertonic - Having a greater degree of tone or tension.
 * isotonic - Having equal tension.
 * solute - a component of a solution: in a solution, the dissolving substance is called a solvent whereas the dissolved substance is called a solute
 * solvent - A liquid in which substances (or solutes) are dissolved forming a solution.
 * selectively permeable - A feature and a function of the plasma membrane that is essential to maintain homeostasis by regulating the passage of some substances while preventing others from entering the cell.
 * water potential - The measure of the relative tendency of water to move from one area to another, and is commonly represented by the Greek letter Ψ (Psi).
 * concentration gradient - a gradual change in the concentration of solutes in a solution as a function of distance through a solution
 * plasmolysis - The shrinking of protoplasm away from the cell wall of a plant or bacterium due to water loss from osmosis, thereby resulting in gaps between the cell wall and cell membrane
 * turgor - The state of being turgid; the rigid or fullness state of a cell due to high water content as a result of differing solute concentrations between a semipermeable membrane.
 * active transport - A kind of transport wherein ions or molecules move against a concentration gradient, which means movement in the direction opposite that of diffusion – or – movement from an area of lower concentration to an area of higher concentration. Hence, this process will require expenditure of energy, and the assistance of a type of protein called a carrier protein
 * facilitated diffusion - Transport of substances across a biological membrane from an area of higher concentration to an area of lower concentration by means of a carrier molecule. Since the substances move along the direction of their concentration gradients, energy is not required.

We filled a dialysis bag with a sugar/starch solution and put the bag in a dilute iodine solution. We used one tablespoon of both sugar and starch. Water, starch, and iodine molecules all moved to areas of lower concentration unless the molecule was too large. We know that there was molecular movement because the once white dialysis bag had turned dark blue from the reaction of iodine and starches solution. Also, as seen in the table below, the weight of the dialysis bag increased because iodine was absorbed. We filled 6 dialysis bags with increasing amounts of sugar/water solution. We then put the bags in distilled water for a day. Prior to this, we weighed the bags. After they were submerged for a day, we weighed them again. Most of them absorbed water. Some may have lost weight because they leaked, as we had that problem. See the table for measurements.
 * Diffusion Experiment**
 * Diffusion ||
 * || Weight prior to submersion || Weight after 1 day of submersion || Conclusion ||
 * || 55 g || 58.2 g || It absorbed iodine. ||
 * Osmosis Experiment**
 * Osmosis Experiment**
 * Osmosis ||
 * || Weight prior to submersion || Weight after 1 day of submersion || Conclusion ||
 * Bag 1 || 51.7 g || 48.4 g || It lost water. ||
 * Bag 2 || 45.2 g || 49.4 g || It absorbed water. ||
 * Bag 3 || 55.6 g || 57. 8 g || It absorbed water. ||
 * Bag 4 || 59.8 g || 62.5 g || It absorbed water. ||
 * Bag 5 || 61.3 g || 53.4 g || It absorbed water. ||
 * Bag 6 || 65.7 g || 65.3 g || It lost water. ||



1.Osmosis usually deals with water. 2. Diffusion usually deal with solute 3. Both osmosis and diffusion move from low to high concentrations. Diffusion and osmosis are considered to be passive transport because they both move from areas of low concentration to high concentration. 1. Active transport moves from low to high concentration against the concentration gradient. 2. Active transport requires ATP. 3. Passive transport moves from high to low concentration with the concentration gradient. We don't have any other questions about cell transport.
 * Osmosis/Diffusion**
 * Active Transport/Passive Transport**

=Light Intensity Lab=

=Protists= 1. Autotroph or heterotroph? 2. Where found/facts **Cannot be placed in direct sunlight. Most in a colony are female and produce eggs without mating. Only .2 and 5 mm in length.** **Known as “water fleas.”** **Usually see-through.** **Daphnias need many things to help them survive in their habitats. When the conditions become unfavorable for the Daphnias its (too cold, not enough food or water,) female Daphnias produce male eggs. Daphnia eggs lay dormant for more than twenty years and then they amazingly hatch out. This process allows the Daphnias to survive in the wet or in the frozen mud of many vernal ponds. Daphnias have many different ways to help them survive in their special habitats.** 3. Resource listed [] [] http://answers.yahoo.com/question/index?qid=20081106093631AANZmST
 * Daphnia:**
 * Heterotrophs** **feed on single-celled algae, yeast, and bacteria.**
 * Free swimmers, propelled by a pair of antennae**
 * Found in “green water” which is water with a high concentration of single-celled algae that is room temperature or a little cooler.**
 * They live in various aquatic environments ranging from acidic swamps to freshwater FresFresh Water is the debut album by Australian rock and blues singer Alison McCallum, released in 1972. Rare for an Australian artist at the time, it came in a gatefold sleeve... **
 * lakes, ponds, streams and rivers.**

1.**It is a Heterotroph.** 2. **Is a uncelliular organism that belongs to the genius of phylium Ciliophora. They are less than 0.25mm in length and are covered with minute hair-like projections called cilia. They have a natural habitat of fresh water. They also cannot survive without the macronucleus and cannot reproduce without the micro-nucleus. They are also last in the scientific classification because they are species.** 3. number one [] []


 * //Brown Hydra//**

1.Autotroph 2. Northern Hemisphere and parts of Australia. 3. It is commonly found attached to the stems of water plants**.** Also known as Hydra oligactis. Found widely dispersed in the northern temperate zone. In this condition the tentacles are very difficult to see with the naked eye and are often only revealed when a prey animal such as Daphnia is caught. 4.
 * []**
 * []**

1. Euglena 2. Euglena is an autotroph. 3. Euglena is found in nutrient-rich waters. It often dwells just below the surface of water because it needs to be near the sun to make food in photosynthesis. Euglenas are commonly found in Mexico, usually in freshwaters. 4. wiki.answers.com/Q/Is_Euglena_a_heterotroph_or_an_autotroph wiki..com/Q/Where_can_a_euglena_be_found_in
 * Euglena**

Green Hydra --Green Hydra is an autotroph. -- The Green Hydra is found in North America. Facts: --Hydras feed on small plankton organisms. -- Green Hydra is a creature closely related to a jellyfish. --It goes through four stages before it becomes an adult.

=Yeast Respiration Lab = The dependent variable is the changed amount of sugar. The independent variables were the water temperatures, amount of flour, and the amount of yeast. The dependent variable was the sugar solution because it changed. The independent variable doesn’t change, hence the reason it was the amount of flour, yeast, and water temperature.
 * What was the dependent and independent variables in the experiment? Explain. **
 * List of factors that affect the rate of respiration in yeast:**
 * Temperature of water
 * Amount of sugar
 * Amount of water
 * Amount of flour
 * Amount of Vegetable Oil
 * Yeast environment (Moist and warm?)

=DNA Spooling= 1. Where is DNA found? Be specific. **DNA is found in the nucleus of the cell.** 2. Is it possible to see and touch DNA? Explain your answer. **Yes, because we took the DNA out of strawberries and were able to touch it with our fingers.** 3. What did the DNA look like? Be specific. T**he DNA was a clear mucous type liquid, and it felt slimy. It was also cold.** 4. How did you break down the cell walls within the strawberry? **To break the cell walls in the strawberry, we crushed it with our hands and mixed it with homogenated mixture.** 5. Explain how you were able to break down the cell membranes and nuclear membranes within the strawberry. **The homogenated mixture and the ethanol broke down the cell membranes and nuclear membranes within the strawberry that we weren’t able to manually break.** 6. Explain how the DNA became visible. **When we put the DNA in the ethanol, it separated so that we could pull it out of the solution.** 7. Is DNA the same in all living organisms? Explain your answer. **DNA is not the same in every living organism. Although the DNA may have similar components, such as digestion processes, or in humans, eye color, no living things have identical DNA.** 8. If you wanted to extract DNA from a living person, which cells would you use and why? **I would use their cheek cell from the inside of their mouth because they are easily attainable and do not harm the person in any way.**

= **Crime Scene Investigation Lab** =

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)? **Bands appear in the gel because they determine whose DNA was at the scene.** 2. What caused the DNA to migrate through the gel? **The electric waves caused the DNA to migrate through the gel.** 3. Would you expect your personal DNA fingerprint to be identical to any of the persons tested in this lab? Explain. **No, because every person has a different fingerprint and different DNA.** 4. Based on the results of your gel, what evidence do you have to present to the court concerning this murder case? **Suspect 1 committed the crime because their DNA was found.** 5. Could these DNA samples have been distinguished from on another if only enzyme #1 had been used? Why or why not? **Yes because the results for enzyme 1 matched.**

= Mitosis Onion Cell Root Tips = In interphase, the cell grows and duplicates its organelles. DNA is replicated and cell division organelles are made. In prophase, the nuclear membrane begins to dissolve. In metaphase, the chromosomes line up along the middle and spindle fibers come out while centrioles pull them apart. In anaphase, the chromosomes split into two different directions. In telophase, the ends of the cells pinch in and the nuclear membranes start to form. Chromosomes come together. In cytokinesis,the cytoplasm separates by the ends of the cells pinching in.