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Lab Report 1

Purpose:

The purpose of this lab was to get comfortable with different forms of measurement and conversions in orderto work with the concepts and use them in later labs.

Lab Observations:

In this lab there were not man things to observe! but that does not mean that I did not learn a lot from this lab.I began b using a ruler and string to measure several ob"ects such as m favorite sandals! m inde# finger! pencil!the width of m debit card and the circumference of m head and thigh. $fter measuring these items! I calculatedthe conversions necessar with a calculator %as it am not a ver good math student&. I also calculated the value ofuncertaint for each measurement. $fter doing this in table 1.1! I was able to calculate the volume of m head intable 1.'. I ne#t moved on to length measurements which I was given measurements to convert betweenkilometers! meters! miles and feet. The ne#t two tables called for mass and volume conversion which I was able tocalculate. The last two tables were temperature conversion and binar fission bacteria growth. I completed alltables and now feel confident in m conversion skills with all the opportunities that I was given to practice with inthis lab.

Lab $nswers:. Using a metric ruler, determine the length of the items in Table 1.1 below:

In the final column, you are to estimate your measurement precision. To do this, measure each item a second or even thirdtime. How close are the measurements? If there is a range of values for the length you measure, record the averagedifference between measurement values as your uncertainty. If your measured value for a given obect appears the sameafter repeated measurements, this does not necessarily mean that your uncertainty is !ero. "oo# closely at your ruler ormeasurement device and estimate the smallest unit of length that you would be able to discriminate with it. $verymeasurement device has limits. %or instance, very few people use a ruler with a precision greater than 1&' or 1&( of amillimeter) in many cases, even this precision is difficult or impossible to obtain. Typically *&+ 1 mm is standard formeasuring flat obects with a ruler, but this uncertainty can be epected to go up when the obect has significant curvature orits length is not -uite so well defined.

To measure the circumference length around/ of your head or thigh, wrap a piece of string around it and mar# where thestring meets itself. Then lay the string out flat and measure the length with your ruler.

Table 1.1. 0etric measurements and uncertainties.

meters cm mm inches (ncertaint)

*our favorite shoe +.',- ',.- ',-. 11 /0.'2

*our inde# finger +.+343' 3.43' 34.3' 4.4 /0.'

$ pencil +.+,3, ,.3, ,3., 4.1 /0.'2

5ingernail of our pink +.+1+663 1.+663 1+.663 .' /0.'

7idth of a credit card +.++4226 +.4226 4.226 .1 /0.1

The circumference ofour thigh

+.642+ 64.2+ 642 '2 /01

The circumference ofour head

+.244 24.4 244. '1 /01

'. 0easure and record volume in Table 1.(.

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$stimate the rough volume of your head by using the circumference denoted / and multiplying out this formula based onthe volume of a sphere 23 r '&' 2 '&4

5olume 6 1&78 9 9 9 2 '&78

$stimate the uncertainty in your head volume 5, called ;delta 5;/ calculation by using the uncertainty in yourmeasurement of the circumference of your head denoted / and multiplying through the following formula:

5 6 '&78 9 9 9 2 '&78 9 ( 9

Table 1.'. Head volume and uncertainty estimates.

ircumference /

Uncertainty inircumference /

Head 5olume

6 1&78 '

Uncertainty inHead 5olume 5/6 '&78 9 ( 9

'1 ''.' 126., cm4 /01

. omplete the conversions in Table 1.'. The first row has been done.

Table 1.4. "ength conversions.

Length km m miles feet

'.+ km '.+ '!+++ 1.' 6!26'

,+2 m .,+2 ,+2 .43 '41'.-

4.'2 miles 2.'4 2'4+.4 4.'2 1,16+

4++ ft .+-1 -1. .+2 4++

. omplete the conversions in Table 1.3.

Table 1.. 0ass conversions.7eight kg g pounds %lbs&

2.+ kg 2.+ 2+++ 11.+'

++ g . ++ .331

2+ pounds ''.6, ''6,-.6 2+

. omplete the conversions in Table 1.7.

Table 1.2. 5olume conversions.

8olume liters ml gallons

6.+ liters %l& 6.+ 6+++ 1.232

6++ ml .6 6++ .123

4 gallons 11.42 11426.'4 4

. omplete the conversions in Table 1.4.

Table 1.6. Temperature conversions.

Temperature 9 95

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1++ 9 1++ '1'

', 9 ', 3+.6

' 9 ' '3.

', 95 '.,, ',

-2 95 42 -2

+ 95 + +

.  to refer to how long it ta#es a population to double in si!e. This concept isparticularly useful when the average time for a given individual to reproduce is fairly constant in a species. onsider abacterial population that can reproduce by dividing into two daughter cells binar fission/ from an original single individualcell. ssume a doubling time of ten minutes and fill out the following table. t time !ero there is one bacterium, ten minuteslater there are two bacteria, ten minutes after that there are 3 bacteria, etc. %ill in the blan#s in Table 1.@.

Table 1.,.

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Lab Report '

Purpose:

The purpose of this lab was to observe and recogni>e different catalase activities and p? changes.

Lab Observations:In this lab I first collected all necessar materials and read through the e#periment before beginning. I

gathered some glasses from m kitchen! making sure that the one that held the ammonia was disposable. I thenpeeled and chopped up a white potato and added it to glasses '. I then added water to glass one! water to glasstwo! vinegar to glass three! and ammonia to glass four. e of bubbles! an estimation of p?and the amount of catalase activit.

Lab $nswers:. %ill in the following table. ompare all cups. Use relative terms to describe the si!e and number of bubbles in each cup. %or

instance, describe the Aumber of Bubbles using the terms: No bubbling, Moderate bubbling, Good bubbling, Very goodbubbling.  To describe average bubble si!e use the terms: Very small, Small, Large, or Very large. To describe pH withoutaccess to pH detectors, simply use the pH chart earlier in this chapter to describe each as acidic, neutral, or basic. To

describe the atalase ctivity, use your data on the si!e and number of bubbles to estimate the amount of gas produced inthe atalase mediated process. Use the following terms: Very Low, Low, Moderate, High, Very high

Table '.1. atalase reaction observations.

up e of=ubbles

p? atalase$ctivit

1

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4 Boderate =ubbling Amall $cidic Low

Cood =ubbling Large =asic ?igh

. Bubbling indicates the formation of what chemical?=ubbling means that o#gen is being released from the solution due to the catalst activit.

. Cescribe the activity of atalase as pH increases. Co you thin# that other en!ymes are li#ely to behave in this way as well?

Dhy or why not.The catalst speeds up the rate of reaction and breakdown of molecules I think that other en>mes will actsimilarl.

. ssume that you have a pH meter which would enable you to very accurately measure the pH of a solution. Cescribe aneperimental design that would allow you to pinpoint the eact pH at which atalase is the most active.If I was going to use p? strips! I would monitor the p? in man phases of the e#periment. I would first test the p?

 with the water onl! then after I added the potatoes! then 21+ minutes later after the solutions absorbed into thepotatoes and after I added the hdrogen pero#ide. This would ensure that I could identif definitivel what changesoccurred in p? throughout the duration of the e#periment.

.  Eegarding cup F1:a/ Cescribe the utility of cup F1 as a control.

up one served as a control in this e#periment. 7ithout this cup! I wouldnDt have been able to see a great contratand identif which elements had the greatest amount of catalst activit.

/ Dhat other material did you introduce to this cup? Cescribe what you observed. How does atalase activity in the materialyou investigated compare to potato?I did not introduce an other material in this cup because I used it to compare it to other cups as a control. Iimagine using other tpes of materials would create different reactions based on the material.

onclusion:I found this e#periment to be ver fun and also informational. I did not think that potatoes would change the

reaction activit so largel from glass one to glass two! this was ver surprising and interesting to learn. I liked that

this e#periment was simple but also ver eas to understand and measure results. I learned that the catalstreaction can be ver different dependent on which material are used to conduct the e#periment. I think that usingp? strips as described in @uestion 2b would have enhanced this e#periment but without them I was still able tomeasure visual differences between the reactions. I would like to do this e#periment with p? strips in the future!the are "ust difficult to find at times.

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Lab Report 4

Purpose:

The purpose of this lab was to e#periment with different materials and conditions to create the optimalconditions to which the carbon ccle can be carried out.

Lab Observations:

To set up this e#periment! I gathered all materials and read through the procedures before beginning thee#periment. I first began b drinking a lot of diet coke to clear out the bottles for the e#periment then washed themso that the would be read for the e#periment! I then took all the bottles and labeled the bottles and caps withpermanent marker so that I would be able to keep track of which bottles contained each element. I then beganputting the east in each bottle! followed b the allotted amount of water and sugar as described in table '.1. I thenmeasured the height of each solution to make sure that if there were an changes during the e#periment I would beable to observe them. I then added the balloons to the top of each bottle and placed bottles '6 in a large pot with "ust enough water so the would not float! and added the meat thermometer to the pot as well so that I couldmonitor the temperature within the pot. I then turned the heat on low and waited for '+ minutes and observed andrecorded the results below. I also took before and after pictures %the first two above from right when I started to thethird picture of how the turned out after '+ minutes&.

Lab $nswers:1. "ist the following eperimental materials:

a/ Gind of yeast used: 5leischmannDs 5resh $ctive *eastb/ Gind of water used: Tap waterc/ verage temperature of the water bath during the eperiment: 11+ 5d/ verage room temperature during the eperiment estimate if necessary/: ,3 5e/ Curation of yeast solutions eposure to bath: '+ Binutes

'. "ist your results in Tables '.1 + '.3.

Table 4.1. Independent variables and eperimental conditions. 

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=ottle Augar *east 7ater *east solutionheight %in cm&

To be heated in warm water bathE

1 1 teasp ' teasp F cup 4.+3 e *east growth Other observations

1 .,2 inches Low growth Amall e#pansion of balloon

' '.'+ inches Large growth Large e#pansion of balloon

4 '.'+ inches Large growth Large e#pansion of balloon

1.2 inches Bedium growth Bedium e#pansion of balloon

2 1 inch Low0Bediumgrowth

Amall0Bedium e#pansion of balloon

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=ottle Independent 8ariable *east growth: %hange insolution height&

=alloon 8olume%cm4&

(ncertaint in=alloon 8olumeestimate %)8&

1

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educational! I did not know that the amount of sugar would have such a great effect on the e#periment so thissurprised me. I reall en"oed doing this e#periment and it was a ver great design for a home e#periment.

Lab Report Purpose:

The purpose of this e#periment was to visuall e#amine ;

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Table .1. e.g., spouse, friends, co+wor#ers, etc./. s before, phenotypes for a given trait are recorded with asingle letter. ou may wish to report separately on your children and spouse in Table 3.'.

Table .'. bserved parental, sibling, and otherMs phenotypes,

  Trait BotherDsPhenotpe

5atherDsPhenotpe

RelativesDPhenotpe%s&

OthersDPhenotpe%s&

Tongue rolling  %R or r&

  Rr RR RR Rr

Jarlobe attachment  %( or u&

  (u (( (u uu

?itchhiker thumb  %? or h&

  hh hh ?h ??

In Table 3.(, are there any traits that are particularly common or uncommon among you and your relatives, compared to the

unrelated others?In m famil! although the gene for a hitchhikers thumb is recessive! man people in m famil e#press this

trait. This implies that man people carr a gene that is hh or ?h in m famil and it is more common in mparticular famil than it is in general.

onclusion:

I reall en"oed learning about ;