Bio 100 a Home Labs Unit Two

8/20/2019 Bio 100 a Home Labs Unit Two

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Lab Report 5Purpose:

The purpose of this lab was to examine the life cycle of seeds and germination as well as learn howseeds are dispersed by parent plants.

Lab Observations:During the first portion of the lab I collected all the materials necessary for this experiment. I found a

pinecone from a tree near my house. With the pine cone, I followed all lab experiment instructions andrecorded my results below. The change in the pine cone suggested that water plays a large role ingermination. The water acted as the activation to release seeds in the pine cone.

In the second portion of the lab I learned about vascular transport by examining it in a celery stock as itfilled with water. This part of the lab helped convey the travel that water makes from the root to the top ofplants.

The third part of the experiment consisted of gaining knowledge in the area of seed dispersal. I learnedhow important it is for a parent plant to use various modes of transport to disperse seeds in order toincrease their likelihood of survival. I also learned how fire, smoke and heat can also be a catalyst to seed

release in some plants or trees and be beneficial to their ecology.

Lab Answers:1. Anatomy of a pine.

a) Place your open seed cone into a cup of tap water.

b) Record: Time into water – 1 minutes one appearance – !ine cone begins to swell

c) Let t!e cone sit in t!e water for at least "# minutes.

d) Record: Time out of water – " minutes one appearance – !ine cone has swollen more and now thescales of the cone are beginning to become brittle and cracked. There is also a general color change inthe pine cone as well as a newly exposed seed.

#. $ascular transport.a) %&amine t!e top of t!e celery stal'. Record your observations:

The bottom of the celery stalk appears to be lighter than the green top. The top is green and leafy, italso appears to be holding most of the water meaning that water may have traveled from bottom to top.b) (a'e a crosssection cut w!ere t!e celery stal' !as not been split. Record your observations:The cross section examined appears to be plentiful in water, with stringy fibers within it.

$. Answer t!e followin* +uestions about seed dispersal.a) ,!y is it important for a parent plant to disperse its seeds- otice t!at t!is is not as'in* w!y reproduction is

important.It is important that parent plants disperse their seeds in order to create multiple environments for

the seeds so that they do not have to compete for nutrients and are able to flourish.b) ,!at do *ymnosperms use to disperse seeds- ,!at do an*iosperms use-

%ymnosperms use the natural elements that are available to them to disperse their seeds, theseelements include but are not limited to water and wind. &ngiosperms take advantage of the transport offruits and flowers by other animals to disperse their seeds.c) /ome *ymnosperms0 suc! as redwoods0 release seeds only after a fire. /u**est a reason w!y t!is is done.

The heat, smoke and carbon dioxide produced by the fire acts as a catalyst for the seeds to bereleased. 'edwoods are so accustomed to fires that it has become a part of their lifecycle.


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d) 1esi*n an e&periment t!at would test t!e !ypot!esis t!at you posed in c).& possible experiment could be testing the effect of fire, smoke and heat and then combinations ofthe elements on the redwood seeds.

(. ,!ic! direction does &ylem flow- ,!at about p!loem-)ylem grows up starting from the roots and moving into the stem and upward. !hloem grows from

the source to designated sugar sinks.". 2se 3i*ure 5.4 to answer t!is +uestion. ,!at is t!e function of:a) radicle- The radicle is the first element to emerge from a seed in order to absorb nutrients such asb) !ypocotyl- The hypocotyl is responsible for the maturation from seed to plant.c) epicotyl- The epicotyl is the embryonic representation of what will later mature into a plant*s leaves.

onclusion:In this lab I learned about plants and how germination and production of seeds is very important to

their life cycles. In the pine cone, it was seen that water was used as an agent to influence the seed intobeing released. In the second part of the lab, the celery was used to show how water is transportedthroughout a plant and this gave a more visual representation about how water travels. This lab showed

how different plants and trees such as the redwoods use environmental elements to aid in their owngermination processes and these elements can actually act to release seeds. This lab showed many of the ways that plants participate in processes which aid their life cycle and reproduction.

Lab Report Purpose:

To understand the germination of seeds and the impact of various elements on the germinationprocess.

Lab Observations:

The first step in the process of this lab was collecting all the necessary materials and first readingover the instructions before I began, luckily I began this lab early so I was able to germinate the radishseeds and even keep them a few days longer than re+uired to view any additional changes. When I wasviewing the celery in the cups, the cup that had little to no salt seems to show that water traveled upfrom the base into the leaves. When salt was added, the process was much slower. ased on theune+ual distribution, salt pushed water out of the celery rather than into it. I think that the celery wastrying to avoid root damage from the salt so it pushed down rather than up.

-alt seemed to have negative effects in both portions of this experiment as it also seemed to slowthe rate of germination in radishes. The more salt present, the slower the process of germination was

able to be carried out.

Lab Answers:

Lab A: ,ater transport and salinity

6. %&amine t!e top of t!e celery stal's. Are t!ere differences between t!e celery in t!e !i*! salt and low salt waterconditions- Record your observations.


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The celery that is exposed to larger amounts of salt begins to become slightly wilted. This could bebecause water is being pushed out of the celery and into the salt water because of concentration. If theconcentration is not e+ual on both sides of the membrane then there will be movement of water moleculesso the concentration must be une+ual.

7. Record t!e distance 8cm) traveled by t!e red dye in !i*! salt conditions 8/)0 t!e blue dye in !i*! salt conditions8/)0 t!e red dye in low salt conditions 8non/) and t!e blue dye in low salt conditions 8non/).

Table .6

1istance 8cm)

Red dye 8/) (.1 cm

9lue dye 8/) (.1 cm

Red dye 8non/) (.1 cm

9lue dye 8non/) (.1 cm

". 3rom uestion 7 above0 did t!e dyes travel at t!e same rate- ,!at can you conclude about t!e effect of salinityon water transport in celery from t!is e&periment- Propose a biolo*ical or p!ysical e&planation for yourconclusion.

The dyes changed the color of the leaves on the celery, but higher concentrations of slat slowedthis process. The eaves of celery changed colors completely whereas the stems changed in colorslightly. ecause there was more of an une+ual concentration in the solutions with larger salt contentsit took longer for the molecules to travel.


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Lab 9: /eed *ermination and environmental conditions

4. Observe t!e radis! seed and sprout. Are radis!es monocots or dicots- ;ow can you tell-The appearance of cotyledons and leaves during germination signify that a radish is a dicot.

5. 1escribe t!e results of your e&periment in Table .7. ;ow many sprouted seeds were present in eac! *roup perday-


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The presence of salt had a large impact on the germination of seeds. It appears that themore salt that is present, the slower seeds are able to grow and mature. 6arge amounts of saltpresent actually showed very little progress compared to the less salty brother2sister seeds.The alternates that I used in this experiment, aspirin and sugar actually seemed to aid ingermination of the seeds.

onclusion:In this experiment I learned that several natural processes within plants can easily be interrupted from

outside stimulus. -alt had a negative impact on both the celery and radish seeds and the more salt that was present, the slower their natural processes became. I found also that in the second part of theexperiment there were additional elements added such as sugar and aspirin which actually seemed tobenefit the germination process. This experiment shows that the processes of plants can be positively ornegatively affected by several different types of environmental stimuli.

Lab Report =

Purpose:The purpose f this experiment was to show the similarities and differences among living organisms in

the animal kingdom.

Lab Observations:In the first part of the lab I used my own general knowledge of biology to compare and contrast several

living organisms. I was very surprised to see that fungi and animals seem to be more similar than fungi andplants as I would have guessed previously. These similarities and differences among living organismcaused the creation of the classifications within the animal kingdom, and was probably created similarly tothis experiment because whoever originally created the classifications weighed the similarities anddifferences within species as I was re+uired to in this experiment. In the second part of the experiment, I

collected the materials and used a scalpel to make a cut down the center of each animal to view theirinternal organs easier. I recorded my findings of both the worm and mackerel below.

Lab Answers:Lab =A: 3un*i

6. List four ways t!at 3un*i are similar to plants.=ungi and plants are similar in that they both are eukaryotic cells, multicellular, have cell walls and

re+uire nutrients.7. List four differences between 3un*i and plants.

=ungi and plants are different in that they have different types of cell walls /cellulose for plants and

chitin for fungi0, only plants participate in photosynthesis, plants have roots whereas fungi do not andlastly fungi are heterotrophic decomposers and plants are autotrophic producers.". List four differences between 3un*i and animals.

&nimals are consumers and fungi are decomposers. &nimals are mobile whereas fungi are fairlystationary. =ungi have cell walls whereas animals have semipermeable membranes. &nimals reproducesexually whereas fungi do not.4. List four ways t!at 3un*i are similar to animals.


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oth fungi and animals contain eukaryotic cells, re+uire oxygen, are heterotrophic and re+uirenutrients.

5. ,!ic! two *roups are most closely related evolutionarily 8e&plain your answer):a) Plants and animals0

b) Plants and fun*i0c) 3un*i and Animals.I think that the most distinct similarities are found in animals and fungi because they are both contain

eukaryotic cells, re+uire oxygen, are heterotrophic and re+uire nutrients.

. List four facts t!at you learned about 3un*i0 but did not 'now before.I did not know that fungi were decomposers, share similar genes with humans, are heterotrophic and

have cell walls.

Lab =9: Animalia

=. 3or t!e animals t!at you e&amined0 briefly describe at least t!ree uni+ue or distinctive features for eac! animal.The two animals I chose to dissect were a mackerel which had fins, scales, and gills and a worm which was a hermaphrodite, small, and a decomposer.

>. ompare and contrast t!e two animals. T!at is0 describe at least four features of t!eir body desi*n t!at aresimilar0 and at least four ways in w!ic! t!ey differ.The ways that these two animals are similar are they both contain eukaryotic cells, they both re+uire

nutrients, they both have bilateral symmetry and both have a mouth and anus. The ways these two animalsdiffer include different living environments, the mackerel has gills and the worm does not, the worm hassperm grooves and the mackerel does not, and the mackerel has some bones whereas the worm does not.

onclusion:8any species in the animal kingdom can be both extremely similar but different at the same. &lmost

every combination will have similarities and differences. This experiment taught that there can bedifferences but there can also be unnoticed similarities. efore being asked to describe the similarities anddifference of various living organisms, I had never really considered the amount of similarities that vastlydifferent organisms can have. =or example, the worm and mackerel I dissected seem to be very differentfrom each other but they do share several similarities such as they both contain eukaryotic cells, they bothre+uire nutrients, they both have bilateral symmetry and both have a mouth and anus. This experimentreally exemplified how the animal kingdom is classified.

Lab Report >Purpose:

The purpose of this lab was to learn more about human anatomy and physiology to better understandthe functions of various areas of the body.

Lab Observations:In the first part of the lab I was re+uired to link bones, muscles and arteries based on their locations in

relation to each other. I learned from this that each bone corresponds to a muscle and artery. This showsthat the bod is very dependent upon itself and damage to one area can cause damage to not only bone but


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muscles and arteries as well. In the second part of the experiment, I got to use my new knowledge toexperiment with my own body. I followed all given instructions and completed the tables with my findings. Inoticed that the two arteries used showed to have similar but slightly different readings.

Lab Answers:

6. 2sin* 3i*ure >.60 find eac! of t!e listed bones on your body. T!en0 usin* 3i*ures >.7 and >."0 write in a musclet!at attac!es to t!e bone and an artery t!at runs alon*side t!e bone.

one 8uscle &rtery

7ranium Temporalis ;ertebral

7lavicle Deltoid -ubclavian

-ternum !ectoralis 8inor &scending &orta

>umerus iceps icali rachial

'adius or .5).

Table >.6. ;eart rate 8carotid artery).

& 7 D

/'esting0 /9xercise 10 /9xercise #0 /9nd 'est0

7heck 1 /1" sec0 " 1# 1" ?

7heck # /1" sec0 1# 1" ?7heck $ /1" sec0 " 1$ 1( ?

7heck ( /1" sec0 " 1$ 1(

-um of all checks #1 " ": #?

>eart rate >eart rate >eart rate >eart rate/beats2min /beats2min0 /beats2min0 /beats2min0


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0

". Record data for !eart rate as measured from t!e radial artery 8see 3i*ure >.).

Table >.7. ;eart rate 8radial artery).

A 9 1

/'esting0 /9xercise 10 /9xercise #0 /9nd 'est0

7heck 1 /1" sec0 1# 1 ?

7heck # /1" sec0 " 11 1 ?

7heck $ /1" sec0 11 1"

7heck ( /1" sec0 11 1"

-um of all checks #$ (" # #

>eart rate >eart rate >eart rate >eart rate8beats?min

) 8beats?min) 8beats?min) 8beats?min)

4. 1iscuss your investi*ation of !eart rate0 answerin* t!e followin*:a) ;ow similar was Restin* !eart rate 8beats?min)0 as measured on t!e carotid artery vs. t!e radial artery-

The resting heart rate of the carotid artery was slightly higher than that of the radial artery.b) After %&ercise 60 did t!e data c!an*e between c!ec's- ;ow does t!e %&ercise 6 !eart rate 8beats?min)

differ from t!e Restin* !eart rate-The data slightly varied between checks but I think with the amount of checks overall it

averaged out. The exercise one increased my heart rate to about double of the resting rate.c) After %&ercise 70 did t!e data c!an*e between c!ec's- ;ow does t!e %&ercise 7 !eart rate 8beats?min)

differ from t!e Restin* and %&ercise 6 !eart rates-There was a slight difference between checks in this area as well but they also seemed to

average out. The second exercise showed that there was an increase in heart rate but not aslarge of a difference as seen when going from resting to exercise initially.

d)

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Bio 100 a Home Labs Unit Two