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Purpose:
The purpose of this lab was to examine the life cycle of seeds and germination as well as learn how
seeds 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 and
recorded my results below. The change in the pine cone suggested that water plays a large role in
germination. 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 it
filled with water. This part of the lab helped convey the travel that water makes from the root to the top of
plants.
The third part of the experiment consisted of gaining knowledge in the area of seed dispersal. I learned
how important it is for a parent plant to use various modes of transport to disperse seeds in order to
increase 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 10 minutes Cone appearance Pine cone begins to swell
c) Let the cone sit in the water for at least 30 minutes.
d) Record: Time out of water 5 minutes Cone appearance Pine cone has swollen more and now the
scales of the cone are beginning to become brittle and cracked. There is also a general color change in
the pine cone as well as a newly exposed seed.
2. Vascular transport.
a) Examine the top of the celery stalk. Record your observations:
The bottom of the celery stalk appears to be lighter than the green top. The top is green and leafy, it
also appears to be holding most of the water meaning that water may have traveled from bottom to top.
b) Make a cross-section cut where the celery stalk has not been split. Record your observations:
The cross section examined appears to be plentiful in water, with stringy fibers within it.
3. Answer the following questions about seed dispersal.
a) Why is it important for a parent plant to disperse its seeds? Notice that this is not asking why 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) What do gymnosperms use to disperse seeds? What do angiosperms use?
Gymnosperms use the natural elements that are available to them to disperse their seeds, these
elements include but are not limited to water and wind. Angiosperms take advantage of the transport of
fruits and flowers by other animals to disperse their seeds.
c) Some gymnosperms, such as redwoods, release seeds only after a fire. Suggest a reason why this is done.
The heat, smoke and carbon dioxide produced by the fire acts as a catalyst for the seeds to be
released. Redwoods are so accustomed to fires that it has become a part of their lifecycle.
d) Design an experiment that would test the hypothesis that you posed in c).
A possible experiment could be testing the effect of fire, smoke and heat and then combinations of
the elements on the redwood seeds.
4. Which direction does xylem flow? What about phloem?
Xylem grows up starting from the roots and moving into the stem and upward. Phloem grows from
the source to designated sugar sinks.
5. Use Figure 5.4 to answer this question. What is the function of:
a) radicle? The radicle is the first element to emerge from a seed in order to absorb nutrients such as
b) hypocotyl? 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 plants leaves.
Conclusion:
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 into
being released. In the second part of the lab, the celery was used to show how water is transported
throughout 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 own
germination 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 6
Purpose:
To understand the germination of seeds and the impact of various elements on the germination
process.
Lab Observations:
The first step in the process of this lab was collecting all the necessary materials and first reading
over the instructions before I began, luckily I began this lab early so I was able to germinate the radish
seeds and even keep them a few days longer than required to view any additional changes. When I was
viewing the celery in the cups, the cup that had little to no salt seems to show that water traveled up
from the base into the leaves. When salt was added, the process was much slower. Based on the
unequal distribution, salt pushed water out of the celery rather than into it. I think that the celery was
trying to avoid root damage from the salt so it pushed down rather than up.
Salt seemed to have negative effects in both portions of this experiment as it also seemed to slow
the rate of germination in radishes. The more salt present, the slower the process of germination was
able to be carried out.
Lab Answers:
The celery that is exposed to larger amounts of salt begins to become slightly wilted. This could be
because water is being pushed out of the celery and into the salt water because of concentration. If the
concentration is not equal on both sides of the membrane then there will be movement of water molecules
so the concentration must be unequal.
2. Record the distance (cm) traveled by the red dye in high salt conditions (S), the blue dye in high salt conditions
(S), the red dye in low salt conditions (non-S) and the blue dye in low salt conditions (non-S).
Table 6.1
Distance (cm)
Red dye (S)
4.1 cm
4.1 cm
4.1 cm
4.1 cm
3. From Question 2 above, did the dyes travel at the same rate? What can you conclude about the effect of salinity
on water transport in celery from this experiment? Propose a biological or physical explanation for your
conclusion.
The dyes changed the color of the leaves on the celery, but higher concentrations of slat slowed
this process. The eaves of celery changed colors completely whereas the stems changed in color
slightly. Because there was more of an unequal concentration in the solutions with larger salt contents
it took longer for the molecules to travel.
0 Sprouted
Seeds
0 Sprouted
Seeds, Slight
Reddish Color
1 Sprouted
Seed, Color
Appears to be
Red
Day 4:
2 Sprouted
Seeds, More
Growth
Evident
2 Sprouted
Seeds
1 Sprouted
Seed
1 Sprouted
Seed
0 Sprouted
Seeds
0 Sprouted
Seeds,
Cloudy
Appearance
2 Sprouted
Seeds, Sugar
Unnoticeable
2 Sprouted
Seeds,
Clearer
Colored
Water
6. From your results in Table 6.2, draw a conclusion about the effect of salinity on sprouting success.
Include conclusions drawn from alternative treatments or conditions.
The presence of salt had a large impact on the germination of seeds. It appears that the
more salt that is present, the slower seeds are able to grow and mature. Large amounts of salt
present actually showed very little progress compared to the less salty brother/sister seeds.
The alternates that I used in this experiment, aspirin and sugar actually seemed to aid in
germination of the seeds.
Conclusion:
In this experiment I learned that several natural processes within plants can easily be interrupted from
outside stimulus. Salt 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 the
experiment there were additional elements added such as sugar and aspirin which actually seemed to
benefit the germination process. This experiment shows that the processes of plants can be positively or
negatively affected by several different types of environmental stimuli.
Lab Report 7
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 and
plants as I would have guessed previously. These similarities and differences among living organism
caused the creation of the classifications within the animal kingdom, and was probably created similarly to
this experiment because whoever originally created the classifications weighed the similarities and
differences within species as I was required 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 their
internal organs easier. I recorded my findings of both the worm and mackerel below.
Lab Answers:
Lab 7A: Fungi
1. List four ways that Fungi are similar to plants.
Fungi and plants are similar in that they both: are eukaryotic cells, multicellular, have cell walls and
require nutrients.
2. List four differences between Fungi and plants.
Fungi and plants are different in that they have different types of cell walls (cellulose for plants and
chitin for fungi), only plants participate in photosynthesis, plants have roots whereas fungi do not and
lastly fungi are heterotrophic decomposers and plants are autotrophic producers.
3. List four differences between Fungi and animals.
Animals are consumers and fungi are decomposers. Animals are mobile whereas fungi are fairly
stationary. Fungi have cell walls whereas animals have semipermeable membranes. Animals reproduce
sexually whereas fungi do not.
4. List four ways that Fungi are similar to animals.
Both fungi and animals: contain eukaryotic cells, require oxygen, are heterotrophic and require
nutrients.
5. Which two groups are most closely related evolutionarily (explain your answer):
a) Plants and animals,
b) Plants and fungi,
c) Fungi and Animals.
I think that the most distinct similarities are found in animals and fungi because they are both contain
eukaryotic cells, require oxygen, are heterotrophic and require nutrients.
6. List four facts that you learned about Fungi, but did not know before.
I did not know that fungi were decomposers, share similar genes with humans, are heterotrophic and
have cell walls.
Lab 7B: Animalia
7. For the animals that you examined, briefly describe at least three unique or distinctive features for each 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.
8. Compare and contrast the two animals. That is, describe at least four features of their body design that are
similar, and at least four ways in which they differ.
The ways that these two animals are similar are: they both contain eukaryotic cells, they both require
nutrients, they both have bilateral symmetry and both have a mouth and anus. The ways these two animals
differ include: different living environments, the mackerel has gills and the worm does not, the worm has
sperm grooves and the mackerel does not, and the mackerel has some bones whereas the worm does not.
Conclusion:
Many species in the animal kingdom can be both extremely similar but different at the same. Almost
every combination will have similarities and differences. This experiment taught that there can be
differences but there can also be unnoticed similarities. Before being asked to describe the similarities and
difference of various living organisms, I had never really considered the amount of similarities that vastly
different organisms can have. For example, the worm and mackerel I dissected seem to be very different
from each other but they do share several similarities such as they both contain eukaryotic cells, they both
require nutrients, they both have bilateral symmetry and both have a mouth and anus. This experiment
really exemplified how the animal kingdom is classified.
Lab Report 8
Purpose:
The purpose of this lab was to learn more about human anatomy and physiology to better understand
the functions of various areas of the body.
Lab Observations:
In the first part of the lab I was required 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 shows
that the bod is very dependent upon itself and damage to one area can cause damage to not only bone but
muscles and arteries as well. In the second part of the experiment, I got to use my new knowledge to
experiment with my own body. I followed all given instructions and completed the tables with my findings. I
noticed that the two arteries used showed to have similar but slightly different readings.
Lab Answers:
1. Using Figure 8.1, find each of the listed bones on your body. Then, using Figures 8.2 and 8.3, write in a muscle
that attaches to the bone and an artery that runs alongside the bone.
Bone
Muscle
Artery
Cranium
Temporalis
Vertebral
Clavicle
Deltoid
Sternum
Pectoralis Minor
Ascending Aorta
Humerus
Biceps Bicali
Brachial
Radius or Ulna
Palmaris Longus
Radial
Coxal bone
Pectineus
Common Iliac
Metacarpals
Pronator Teres
Palamar Aches
Femur
Rectus Femoris
Femoral
Tibia
Fibularis Longus
Peroneal
Fibula
Soleus
Posterior Tibial
Metatarsals
Tibialis Anterior
Plantar Arch
Subclavian
2. Record data for heart rate as measured from the carotid artery (see Figure 8.5).
Table 8.1. Heart rate (carotid artery).
A
B
(Resting) (Exercise 1)
Check 1 (15 sec)
5
12
Check 2 (15 sec)
6
12
Check 3 (15 sec)
5
13
Check 4 (15 sec)
5
13
Sum of all checks
21
Heart rate
(beats/min
50
Heart rate
(beats/min)
C
(Exercise 2)
15
15
14
14
D
(End Rest)
7
7
7
6
58
Heart rate
(beats/min)
27
Heart rate
(beats/min)
)
3. Record data for heart rate as measured from the radial artery (see Figure 8.6).
Table 8.2. Heart rate (radial artery).
A
B
C
D
(Resting) (Exercise 1)
(Exercise 2)
(End Rest)
Check 1 (15 sec)
6
12
16
7
Check 2 (15 sec)
5
11
16
7
Check 3 (15 sec)
6
11
15
6
Check 4 (15 sec)
6
11
15
6
Sum of all checks
23
Heart rate
(beats/min
)
45
Heart rate
62
Heart rate
26
Heart rate
(beats/min)
(beats/min)
(beats/min)