Standard 1
SP 1/1: I can ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
SP 1/2: I can ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.
SP 1/3: I can evaluate a question to determine if it is testable, relevant, and the interpretation of a data set.
Projects/Labs:
Semester 1:
Milk in Motion:
http://nothingyouneedtoknownows.tumblr.com/post/79140032361/milk-in-motion
pGlo Lab:
http://nothingyouneedtoknownows.tumblr.com/post/69851975882/pglo-lab
Semester 2:
Enzyme Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/enzyme-lab_26.html
Cell Respiration Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/cell-respiration-lab.html
In the Enzyme Lab and the Cell Respiration Lab I was able to ask questions and predict what was going to happen in our experiments. We used our knowledge on enzymes and cell respiration to conduct two hypothesis. For the enzyme lab, we think that different fresh fruit is going to have a different reaction with the collagen because they have different kinds of enzymes. For the yeast lab, we think that the heating plate will create the most carbon dioxide.
Standard 2
SP 2/1: I can develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system
SP 2/2: I can develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
Projects/Labs:
Semester 1:
Protein Synthesis Blog:
http://nothingyouneedtoknownows.blogspot.com/2013/12/protein-synthesis.html
Oral Cancer Project:
https://docs.google.com/document/d/1X3y6zyUxJ2gWPuj-ECteZlnH6m3oUWqbVHc3T8KTm0I/edit
Semester 2:
Forensics Quiz:
http://nothingyouneedtoknownows.blogspot.com/2014/02/forensics-quiz.html
The Forensics Quiz demonstrates this standard because using the muscular and skeletal models I found, I visualized the situation more clearly and understood the external and internal part of the body. I also applied these skills to find different scenarios. Using the model and drawings, I was able to see more clearly how the organs could have been affected and what damages could they lead to. Then I was able to hypothesize three possibilities of the victim’s death.
Standard 3
SP 3/1: I can plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.
SP 3/2: I can plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
SP 3/3: I can make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.
Projects/Labs:
Semester 1:
Milk in Motion Lab:
http://nothingyouneedtoknownows.tumblr.com/post/79140032361/milk-in-motion
pGlo Lab:
http://nothingyouneedtoknownows.tumblr.com/post/69851975882/pglo-lab
Semester 2:
Enzyme Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/enzyme-lab_26.html
Cell Respiration Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/cell-respiration-lab.html
In the Enzyme Lab and Cell Respiration Lab, we understood how both labs worked, conducted our own hypothesis, and tested them out. We planned out what kind of materials we were going to use and what kind of method we were going to use to test it. In the Enzyme Lab, we used different fruits as materials, with the regular jello as a control. In the Cell Respiration Lab, we used a number of different materials, and planned out the experiment accordingly.
Standard 4
SP 4/1: I can analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
SP 4/2: I can apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific questions and problems, using digital tools when feasible.
SP 4/3: I can compare and contrast various types of data sets (e.g., self generated, archival) to examine consistency of measurements and observations.
Projects/Labs:
Semester 1:
Oral Cancer Project:
https://docs.google.com/document/d/1X3y6zyUxJ2gWPuj-ECteZlnH6m3oUWqbVHc3T8KTm0I/edit
Semester 2:
Transpiration Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/transpiration-lab.html
In the transpiration lab, we were able to interpret results from the data we collected. There were different results from different plants and conditions. With the experiment stimulation, we were able to see how different plants reacted to different temperature, light and air using a photometer. The amount of water vapor collected varies in different kinds of plants. According to the data, we know that wind has the greatest effect on the amount of water during transpiration. With a higher level of wind, the transpiration increases because the wind blows away water vapor from the plant causing a higher rate for transpiration. At last, we could interpret from the data that different species of plants transpire at different rate because their leaves and pores differ in size.
Standard 5
SP 5/1: I can use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.
SP 5/2: I can apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3, acre-feet, etc.).
Semester 2:
Forensics Quiz:
http://nothingyouneedtoknownows.blogspot.com/2014/02/forensics-quiz.html
In the Forensics Quiz I was able to determine which organs were damaged by using mathematical measures for the entrance wound. With these measurements I was able to eliminate some organs and figure out the cause of death. Then I was able to accurately demonstrate the passage of the bullet, and hypothesized 3 scenarios of how the death could have taken place.
Standard 6
SP 6/1: I can make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.
SP 6/2: I can apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
Projects/Labs:
Semester 1:
Milk in Motion Lab: (SP 6/1)
http://nothingyouneedtoknownows.tumblr.com/post/79140032361/milk-in-motion
pGlo Lab: (SP 6/2)
http://nothingyouneedtoknownows.tumblr.com/post/69851975882/pglo-lab
Semester 2:
Animal Behavior Lab:
http://nothingyouneedtoknownows.blogspot.com/2014/05/animal-behavior-lab.html
In the Animal Behavior Lab, we were able to show the ability to construct explanations from the experiment we designed. The goal of the experiment was to test the pill bug’s behavior in different environments. My partner and I decided to test them according to the moisture and darkness of the environment. We designed the experiments by having 2 chambers, one with a wet filter paper and one chamber with a dry filter paper. We then put 10 Pill Bugs and recorded their activity every 30 seconds. In the second experiment, we replaced the filter papers with a brown paper and a white paper, and also recorded their activity every 30 seconds. We constructed a data table for the the results and we found out that the pill bugs had no preference for color but favored the wet side more The reason is because those environments are most similar to their original environmental conditions and such animal behavior is called a taxis response.
Standard 7
SP 7/1: I can evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.
SP 7/2: I can make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.
Projects/Labs:
Semester 2:
Oral Cancer Project:
https://docs.google.com/document/d/1X3y6zyUxJ2gWPuj-ECteZlnH6m3oUWqbVHc3T8KTm0I/edit
In this project I have evidence from the research that I have and have engaged in arguments by arguing the drug’s viability.
Standard 8
SP 8/1: I can critically read scientific literature adapted for classroom use to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
SP 8/2: I can compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.
SP 8/3: I can communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually,mathematically).
Projects/Labs:
Semester 2:
Reflection on the year:
http://nothingyouneedtoknownows.blogspot.com/2014/05/for-sp-8-and-9.html
Standard 9
SP 9/1: I can demonstrate the ability to evaluate my own learning, recognizing areas of strength and weakness, and be able to describe the next steps for improvement.
Projects/Labs:
Semester 2:
Reflection of the year:
http://nothingyouneedtoknownows.blogspot.com/2014/05/for-sp-8-and-9.html
Thursday, May 29, 2014
Tuesday, May 27, 2014
For SP 8 and 9
This is to show how I have grown throughout the year as a student.
One of the first things we did in class was to cut out a double helix and follow directions of going through DNA replication. We cut out enzymes and put them where they were supposed to go during DNA replication, such as helicase, RNA primase, DNA polymerase III, DNA polymerase I, and Ligase. The helicase cut the bonds, and the brought in RNA primase to pay out a polar substance so that DNA polymerase III could start laying out the Okazaki fragments. After DNA Polymerase III was finished, we took out the 3 RNA fragments and replaced them with DNA fragments. There were now 2 DNA strands, and ligase came in to bond the Okazaki fragments together again. In this activity, we learned about DNA and its replication process.
Another lab we did was the PGlo Lab. We used the bacteria E. Coli that had been genetically modified to be able to glow in the dark, and were suppressed by an arabinose operon system. Without the arabinose to release the operon sugar, the bacteria cannot glow in the dark. After the operon system is removed and the RNA polymerase is allowed to read the gene and create more of it, then the bacteria can glow.
One of the next activities we did was the Jello Lab. The lab was about proteins and enzymes, and how the enzymes in the fresh pineapple interferes with the proteins that stop gelatin from becoming solid. The reason we could use canned pineapple and have it still work is because the canned pineapple had been heated to such a high temperature that the active site of the enzymes were destroyed. Temperature and pH are the only things that can activate or deactivate an enzyme, or damage it so that it cannot function. Fresh pineapple, however, could still use the enzyme, and did not harden in the Jello.
We also did the yeast lab to demonstrate cellular respiration. We used different temperatures to determine what the best environment for cellular respiration was (hot, room temperature, or cold.) We measured how well it worked by the syringes that were attached onto the top of the test tube. Our result was that the hot plate gave us the most CO2. However, there may have been a few errors in our experiment because the room temperature one gave out less CO2 than the one in ice-- in fact, it didn't give out any CO2, so we concluded that we may have not sealed the test tube tightly enough for the CO2 to go into the syringe.
The last lab we did was the photosynthesis lab. We grew our own radishes, 4 of them (which Mr. Quick accidentally let die) and analyzed what the roots looked like and which ones grew the fastest. Photosynthesis is basically the opposite of cellular respiration, since it changes sunlight, carbon, and water into oxygen and glucose. The plants used the light that we set them in and converted it to carbon and NADPH (electron carriers) and carried out the Calvin Cycle, where glucose is made. The plants growing are proof of photosynthesis and how it works.
One of the first things we did in class was to cut out a double helix and follow directions of going through DNA replication. We cut out enzymes and put them where they were supposed to go during DNA replication, such as helicase, RNA primase, DNA polymerase III, DNA polymerase I, and Ligase. The helicase cut the bonds, and the brought in RNA primase to pay out a polar substance so that DNA polymerase III could start laying out the Okazaki fragments. After DNA Polymerase III was finished, we took out the 3 RNA fragments and replaced them with DNA fragments. There were now 2 DNA strands, and ligase came in to bond the Okazaki fragments together again. In this activity, we learned about DNA and its replication process.
Another lab we did was the PGlo Lab. We used the bacteria E. Coli that had been genetically modified to be able to glow in the dark, and were suppressed by an arabinose operon system. Without the arabinose to release the operon sugar, the bacteria cannot glow in the dark. After the operon system is removed and the RNA polymerase is allowed to read the gene and create more of it, then the bacteria can glow.
One of the next activities we did was the Jello Lab. The lab was about proteins and enzymes, and how the enzymes in the fresh pineapple interferes with the proteins that stop gelatin from becoming solid. The reason we could use canned pineapple and have it still work is because the canned pineapple had been heated to such a high temperature that the active site of the enzymes were destroyed. Temperature and pH are the only things that can activate or deactivate an enzyme, or damage it so that it cannot function. Fresh pineapple, however, could still use the enzyme, and did not harden in the Jello.
We also did the yeast lab to demonstrate cellular respiration. We used different temperatures to determine what the best environment for cellular respiration was (hot, room temperature, or cold.) We measured how well it worked by the syringes that were attached onto the top of the test tube. Our result was that the hot plate gave us the most CO2. However, there may have been a few errors in our experiment because the room temperature one gave out less CO2 than the one in ice-- in fact, it didn't give out any CO2, so we concluded that we may have not sealed the test tube tightly enough for the CO2 to go into the syringe.
The last lab we did was the photosynthesis lab. We grew our own radishes, 4 of them (which Mr. Quick accidentally let die) and analyzed what the roots looked like and which ones grew the fastest. Photosynthesis is basically the opposite of cellular respiration, since it changes sunlight, carbon, and water into oxygen and glucose. The plants used the light that we set them in and converted it to carbon and NADPH (electron carriers) and carried out the Calvin Cycle, where glucose is made. The plants growing are proof of photosynthesis and how it works.
Monday, May 26, 2014
Animal Behavior Lab
Title: Animal Behavior Lab
Abstract: In this lab, our task is to find the relationship between animal behavior and environment. We used pill bugs to test animal behavior. We put 10 pill bugs into two petri dishes with different environment, such as dry or wet, to find out what environment they prefer more. The pill bugs can move freely between the petri dishes, so we can conclude which environment the pill bugs prefer from the number of them in each dish. Our lab data shows that in the first setting, most pill bugs stayed in the wet petri dish. In the second setting, we started with 10 pill bugs in white dish and 0 in brown dish, after 5 minutes, 9 remained in white and 1 moved to brown.
Introduction:
1. Behavior is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with themselves or their environment, which includes the other systems or organisms around as well as the (inanimate) physical environment. It is the response of the system or organism to various stimuli or inputs, whether internal or external, conscious or subconscious, overt or covert, and voluntary or involuntary. Although there is some disagreement as to how to precisely define behavior in a biological context, one common interpretation based on a meta-analysis of scientific literature states that "behavior is the internally coordinated responses (actions or inactions) of whole living organisms (individuals or groups) to internal and/or external stimuli"
Behaviors can be either innate or learned.
Behavior can be regarded as any action of an organism that changes its relationship to its environment. Behavior provides outputs from the organism to the environment.
Hypothesis:
If we put the pill bugs into two joined petri dishes with different environment, the pill bugs that can move freely will choose the environment they prefer, thus demonstrating animal behavior. In the first setting, if we put the pill bugs into the dishes, they will move to the wet area because that area is what fits the most with their usual living environment. If we put the pill bugs into the second setting, they should stay at where they are or move freely without purpose, since pill bugs should be blind to colors.
Materials:
10 pill bugs
1 behavior chamber
4 pieces of filter paper (for all 3 parts)
Brushes for moving bugs
Timer/clock
5 ml water
white paper
brown paper
Procedure:
1. Find 10 pill bugs.
2. Place them and a small amount of bedding material in a small petri dish.
3. Observe the pill bugs for 10 minutes.
4. Make one petri dish wet while the other is dry.
5. Observe and record every 30 seconds where the pill bugs are moving.
6. Make one petri dish white and one brown.
7. Repeat step 5.
Result:
Conclusion:
In this lab, we put 10 pill bugs in two petri dishes with different environment. In the first set, the independent variable is wet or dry, the pill bugs moved to the dry dish. In the second set, the pill bugs stayed at where they were (white) rather than move to brown dish. The first set of experiment, we reject our hypothesis. The pill bugs didn't move to the wet area. In the second experiment, we fail to reject our hypothesis, the pill bugs didn't move toward a specific color; rather, they seem indifferent to the colors. So our conclusion is, the pill bugs are colorblind. However, we only did one set of experiment, so the experimental data is very unstable and not very reliable. In addition, the pill bugs seemed very uncomfortable and inactive in the petri dish, so we assumed that they did not accommodate to the new environment in the classroom.
Abstract: In this lab, our task is to find the relationship between animal behavior and environment. We used pill bugs to test animal behavior. We put 10 pill bugs into two petri dishes with different environment, such as dry or wet, to find out what environment they prefer more. The pill bugs can move freely between the petri dishes, so we can conclude which environment the pill bugs prefer from the number of them in each dish. Our lab data shows that in the first setting, most pill bugs stayed in the wet petri dish. In the second setting, we started with 10 pill bugs in white dish and 0 in brown dish, after 5 minutes, 9 remained in white and 1 moved to brown.
Introduction:
1. Behavior is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with themselves or their environment, which includes the other systems or organisms around as well as the (inanimate) physical environment. It is the response of the system or organism to various stimuli or inputs, whether internal or external, conscious or subconscious, overt or covert, and voluntary or involuntary. Although there is some disagreement as to how to precisely define behavior in a biological context, one common interpretation based on a meta-analysis of scientific literature states that "behavior is the internally coordinated responses (actions or inactions) of whole living organisms (individuals or groups) to internal and/or external stimuli"
Behaviors can be either innate or learned.
Behavior can be regarded as any action of an organism that changes its relationship to its environment. Behavior provides outputs from the organism to the environment.
Hypothesis:
If we put the pill bugs into two joined petri dishes with different environment, the pill bugs that can move freely will choose the environment they prefer, thus demonstrating animal behavior. In the first setting, if we put the pill bugs into the dishes, they will move to the wet area because that area is what fits the most with their usual living environment. If we put the pill bugs into the second setting, they should stay at where they are or move freely without purpose, since pill bugs should be blind to colors.
Materials:
10 pill bugs
1 behavior chamber
4 pieces of filter paper (for all 3 parts)
Brushes for moving bugs
Timer/clock
5 ml water
white paper
brown paper
Procedure:
1. Find 10 pill bugs.
2. Place them and a small amount of bedding material in a small petri dish.
3. Observe the pill bugs for 10 minutes.
4. Make one petri dish wet while the other is dry.
5. Observe and record every 30 seconds where the pill bugs are moving.
6. Make one petri dish white and one brown.
7. Repeat step 5.
Result:
Conclusion:
In this lab, we put 10 pill bugs in two petri dishes with different environment. In the first set, the independent variable is wet or dry, the pill bugs moved to the dry dish. In the second set, the pill bugs stayed at where they were (white) rather than move to brown dish. The first set of experiment, we reject our hypothesis. The pill bugs didn't move to the wet area. In the second experiment, we fail to reject our hypothesis, the pill bugs didn't move toward a specific color; rather, they seem indifferent to the colors. So our conclusion is, the pill bugs are colorblind. However, we only did one set of experiment, so the experimental data is very unstable and not very reliable. In addition, the pill bugs seemed very uncomfortable and inactive in the petri dish, so we assumed that they did not accommodate to the new environment in the classroom.
Transpiration Lab
1. Describe the process of transpiration in vascular plants.
Transpiration is the process in which moisture is carried through plants from roots to small pores on the underside of leaves. It changes to vapor and is released to the atmosphere. It also includes a process called guttation, which is the loss of water in liquid form from the uninjured leaf or stem of the plant, principally through water stomata.
2. Describe any experimental controls used in the investigation.
Type of photometer and amount of time for each experiment.
3. What environmental factors that you tested increased the rate of transpiration? Was the rate of transpiration increased for all plants tested?
The temperature and light of the surrounding are tested for the rate of transpiration. The rate increased when there temperature is higher, the amount of light is higher and the amount of wind is higher.
4. Did any of the environmental factors (heat, light, or wind) increase the transpiration rate more than the others? Why?
Yes, they all did because the wind blows away water vapor from the plant, causing a higher rate for transpiration.
5.Which species of plants that you tested had the highest transpiration rates? Why do you think different species of plants transpire at different rates?
Coleus has the highest transpiration rate. Different species of plants transpire at different rate because their leaves and pores differ in size.
6.Suppose you coated the leaves of a plant with petroleum jelly. How would the plant's rate of transpiration be affected?
The plant will not be able to evaporate water into the atmosphere since the pores are blocked. Therefore, the rate will decrease.
7. Of what value to a plant is the ability to lose water through transpiration?
It helps cool the plant and transport nutrients.
Transpiration is the process in which moisture is carried through plants from roots to small pores on the underside of leaves. It changes to vapor and is released to the atmosphere. It also includes a process called guttation, which is the loss of water in liquid form from the uninjured leaf or stem of the plant, principally through water stomata.
2. Describe any experimental controls used in the investigation.
Type of photometer and amount of time for each experiment.
3. What environmental factors that you tested increased the rate of transpiration? Was the rate of transpiration increased for all plants tested?
The temperature and light of the surrounding are tested for the rate of transpiration. The rate increased when there temperature is higher, the amount of light is higher and the amount of wind is higher.
4. Did any of the environmental factors (heat, light, or wind) increase the transpiration rate more than the others? Why?
Yes, they all did because the wind blows away water vapor from the plant, causing a higher rate for transpiration.
5.Which species of plants that you tested had the highest transpiration rates? Why do you think different species of plants transpire at different rates?
Coleus has the highest transpiration rate. Different species of plants transpire at different rate because their leaves and pores differ in size.
6.Suppose you coated the leaves of a plant with petroleum jelly. How would the plant's rate of transpiration be affected?
The plant will not be able to evaporate water into the atmosphere since the pores are blocked. Therefore, the rate will decrease.
7. Of what value to a plant is the ability to lose water through transpiration?
It helps cool the plant and transport nutrients.
Cell Respiration Lab
Title: Cell Respiration Lab
Abstract: In this lab, we used yeast, sugar, and salt mixed together to test the factors that affect cellular respiration. Our hypothesis was that temperature influences the rate of cellular respiration and yeast in warm condition would produce more carbon dioxide than those in cold and room temperature. Our result fulfilled the hypothesis that warm conditions produce the most but rejects that the warmer the temperature the most carbon dioxide would be produced. However, during the lab, we could have made some major mistakes that influenced our results.
Introduction: Cellular respiration is the process by which the chemical energy of "food" molecules is released and partially captured in the form of ATP. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are ormed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Carbohydrates, fats, and proteins can all be used as fuels in cellular respiration, but glucose is most commonly used as an example to examine the reactions and pathways involved. There are four steps in cellular respiration: Glycolysis, oxidative decarboxylation of pyruvate, citric acid cycle, and oxidative phosphorylation. The equation of cellular respiration is : C6H12O6(s) + 6 O2(g) → 6 CO2(g) + 6 H2O(l) + heat
There are certain circumstances that influence the rate of cellular respiration. Sugar concentration, temperature, pH and other factors are all included.
Hypothesis: If we put the yeast in the ice, then the yeast would breathe slowly and produces less carbon dioxide. If we put the yeast in room temperature, the yeast would breathe faster that those in ice but still not very quickly. If we put the yeast to warm/heating condition, the yeast would breathe very fast and produce the greatest amount of carbon dioxide because cellular respiration requires an optimal temperature.
Materials: yeast, sugar, water, salt, pipets, 3 tuberculin syringe, timer, 3 test tubes, a heater, an ice box.
Procedure:
1. First, we put 30 mL of water into each test tube.
2. Then, we put certain amount of yeast, sugar, and salt into each test tube, make sure sugar is being put into the test tubes at the same time.
3. We put one test tube to ice box, one to the heating plate, and one in room temperature.
4. Insert tuberculin syringe to each test tube.
5. Time the time the yeast takes to breathe and record down the reading on the syringe.
Results:
The heating plate produced the most carbon dioxide, the room temperature one didn't move at all, and the ice cold one also produced some, but not as much carbon dioxide compared to the heating plate.
Conclusion: In this lab, the yeast on the heating plate produced the most amount of carbon dioxide. The yeast in the ice box and in room temperature produced none. The control of this experiment is 1g of yeast, 1 g of sugar and 2g of salt in a test tube. Two possible sources of errors are 1. We didn’t plug in the syringes tight enough so carbon dioxide escaped into air. 2. When producing one of the test tubes, some sugar was spilled so the initial condition could have been different for each test tube. 2 Constants are the time period we wait each time to take the data and the types of tubes, syringes we used. Our result partially rejects partially fails to reject our hypothesis. The yeast in heating condition did produce the most carbon dioxide; however, the other two test tubes produced no carbon dioxide, which rejects our hypothesis that the room temperature one would produce more than the ice one.
Abstract: In this lab, we used yeast, sugar, and salt mixed together to test the factors that affect cellular respiration. Our hypothesis was that temperature influences the rate of cellular respiration and yeast in warm condition would produce more carbon dioxide than those in cold and room temperature. Our result fulfilled the hypothesis that warm conditions produce the most but rejects that the warmer the temperature the most carbon dioxide would be produced. However, during the lab, we could have made some major mistakes that influenced our results.
Introduction: Cellular respiration is the process by which the chemical energy of "food" molecules is released and partially captured in the form of ATP. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are ormed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment. Carbohydrates, fats, and proteins can all be used as fuels in cellular respiration, but glucose is most commonly used as an example to examine the reactions and pathways involved. There are four steps in cellular respiration: Glycolysis, oxidative decarboxylation of pyruvate, citric acid cycle, and oxidative phosphorylation. The equation of cellular respiration is : C6H12O6(s) + 6 O2(g) → 6 CO2(g) + 6 H2O(l) + heat
There are certain circumstances that influence the rate of cellular respiration. Sugar concentration, temperature, pH and other factors are all included.
Hypothesis: If we put the yeast in the ice, then the yeast would breathe slowly and produces less carbon dioxide. If we put the yeast in room temperature, the yeast would breathe faster that those in ice but still not very quickly. If we put the yeast to warm/heating condition, the yeast would breathe very fast and produce the greatest amount of carbon dioxide because cellular respiration requires an optimal temperature.
Materials: yeast, sugar, water, salt, pipets, 3 tuberculin syringe, timer, 3 test tubes, a heater, an ice box.
Procedure:
1. First, we put 30 mL of water into each test tube.
2. Then, we put certain amount of yeast, sugar, and salt into each test tube, make sure sugar is being put into the test tubes at the same time.
3. We put one test tube to ice box, one to the heating plate, and one in room temperature.
4. Insert tuberculin syringe to each test tube.
5. Time the time the yeast takes to breathe and record down the reading on the syringe.
Results:
The heating plate produced the most carbon dioxide, the room temperature one didn't move at all, and the ice cold one also produced some, but not as much carbon dioxide compared to the heating plate.
Conclusion: In this lab, the yeast on the heating plate produced the most amount of carbon dioxide. The yeast in the ice box and in room temperature produced none. The control of this experiment is 1g of yeast, 1 g of sugar and 2g of salt in a test tube. Two possible sources of errors are 1. We didn’t plug in the syringes tight enough so carbon dioxide escaped into air. 2. When producing one of the test tubes, some sugar was spilled so the initial condition could have been different for each test tube. 2 Constants are the time period we wait each time to take the data and the types of tubes, syringes we used. Our result partially rejects partially fails to reject our hypothesis. The yeast in heating condition did produce the most carbon dioxide; however, the other two test tubes produced no carbon dioxide, which rejects our hypothesis that the room temperature one would produce more than the ice one.
Enzyme Lab
Title: Enzymes and Collagen Lab
Abstract: In this lab, we added three different kind of fresh fruits (kiwi, pineapple and mango) to three different petri dishes with jello solution in it and compared the solidification result with the control. We are able to figure out how and why the enzyme in different fruits react differently with collagen in jello.
Introduction: We learned about enzymes and how temperature and pH value affects its function. Enzymes are catalytic proteins. They act as catalysts in the body to help produce and speed up chemical reactions. Every chemical reaction between molecules involves bonds breaking and forming. Enzymes lower the activation energy, which is the initial energy needed to start a chemical reaction. There are special region on the enzymes called the "active site." A substrate that has the same exact shape will fit into that region and react with the enzyme. The substrate will then change its shape as they bind and creates a product in the end. The environment of the enzyme and the substrate can affect the reaction. Temperature and pH value could alter the active site of the enzyme and changes its shape, causing the substrate unable to react with the enzyme.
Hypothesis: If we put in same amount of three different kinds of fresh fruits in the three Petri dishes with the same amount of jello solution in them, not all of them will solidify because the enzymes in the fresh fruits react differently with the collagen in the jello.
Materials:
Four Petri dishes
0.2g fresh cubed kiwi
0.2g fresh cubed pineapple
0.2g fresh cubed mango
39.4ml hot water
39.4ml cold water,
Stirring rod, markers
6.6g jello powder
Measuring cylinder
Beakers.
Procedure:
1. Pour in 6.6g of jello powder into the beaker and mix it with 39.4ml of hot water. Stir the solution with a string rod for about 3 minutes.
2. Add in 39.4 ml of cold water into the solution.
3. Put 0.2g fresh cubed kiwi, 0.2g fresh cubed pineapple and 0.2g fresh cubed mango on three different Petri dishes.
4. Pour in equal amount of jello solution into the three Petri dish with fruits and one without fruits as the control. Label each lid with a marker.
5. Put all the Petri dishes into the fridge until they all solidified.
Results:
In the petri dish with no fruits, the jello solidified the way it was supposed to because it was the control.
In the petri dish with fresh mangos, the jello also solidified and didn't do anything to the mangos, so it proves that the enzymes in the mangos worked well with the collagen in the jello.
In the petri dish with fresh pineapples, the jello solution is still water and the same as how it was in the beginning. The jello did not solidify because the enzymes in the pineapples reacted differently compared to the control.
In the petri dish with fresh kiwi, the jello solution is still the same as it was in the pineapple experiment.
Abstract: In this lab, we added three different kind of fresh fruits (kiwi, pineapple and mango) to three different petri dishes with jello solution in it and compared the solidification result with the control. We are able to figure out how and why the enzyme in different fruits react differently with collagen in jello.
Introduction: We learned about enzymes and how temperature and pH value affects its function. Enzymes are catalytic proteins. They act as catalysts in the body to help produce and speed up chemical reactions. Every chemical reaction between molecules involves bonds breaking and forming. Enzymes lower the activation energy, which is the initial energy needed to start a chemical reaction. There are special region on the enzymes called the "active site." A substrate that has the same exact shape will fit into that region and react with the enzyme. The substrate will then change its shape as they bind and creates a product in the end. The environment of the enzyme and the substrate can affect the reaction. Temperature and pH value could alter the active site of the enzyme and changes its shape, causing the substrate unable to react with the enzyme.
Hypothesis: If we put in same amount of three different kinds of fresh fruits in the three Petri dishes with the same amount of jello solution in them, not all of them will solidify because the enzymes in the fresh fruits react differently with the collagen in the jello.
Materials:
Four Petri dishes
0.2g fresh cubed kiwi
0.2g fresh cubed pineapple
0.2g fresh cubed mango
39.4ml hot water
39.4ml cold water,
Stirring rod, markers
6.6g jello powder
Measuring cylinder
Beakers.
Procedure:
1. Pour in 6.6g of jello powder into the beaker and mix it with 39.4ml of hot water. Stir the solution with a string rod for about 3 minutes.
2. Add in 39.4 ml of cold water into the solution.
3. Put 0.2g fresh cubed kiwi, 0.2g fresh cubed pineapple and 0.2g fresh cubed mango on three different Petri dishes.
4. Pour in equal amount of jello solution into the three Petri dish with fruits and one without fruits as the control. Label each lid with a marker.
5. Put all the Petri dishes into the fridge until they all solidified.
Results:
In the petri dish with no fruits, the jello solidified the way it was supposed to because it was the control.
In the petri dish with fresh mangos, the jello also solidified and didn't do anything to the mangos, so it proves that the enzymes in the mangos worked well with the collagen in the jello.
In the petri dish with fresh pineapples, the jello solution is still water and the same as how it was in the beginning. The jello did not solidify because the enzymes in the pineapples reacted differently compared to the control.
In the petri dish with fresh kiwi, the jello solution is still the same as it was in the pineapple experiment.
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