Planaria Regeneration Lab Report

If feeding efficiency and reproduction have a direct correlation, and a population started with equal proportions of individuals with each of three feeding types, metal spoon, metal knife, and plastic fork, the frequency of the population with metal spoons as their feeding structure will increase in the next generation. While the frequency of metal knifes and plastic forks will decrease. Furthermore, since the organisms with the metal spoon feeding structure have a higher fitness level, this population will evolve by natural selection to a point where the metal spoon phenotype will be in abundant. While the organisms with metal knifes and plastic forks phenotypes will decrease in frequency due to the lack of reproduction. Eventually, if this population persist overtime, most of the organisms, if not all, will have the metal spoon phenotype, while very few, if not any, will have the metal knife or the plastic fork phenotype.

Exercise 3A is a study of mitosis. You will simulate the stages of mitosis by using chromosome models.You will use prepared slides of onion root tips to study plant mitosis and to calculate the relative duration of the phases of mitosis in the meristem of root tissue. Prepared slides of the whitefish blastula will be used to study mitosis in animal cells and to compare animal mitosis and plant mitosis.

Caffeine is a wildly use drug in today’s society. Caffeine is a methylated xanthine which acts as a mild central nervous system stimulant (MS & RL, 2001). It is a stimulant which acts upon the central nervous system and increases alertness, wakefulness and restlessness and it increases the release of catecholamine from renal medullar (Fernandez, 2016; Collines, 2007). It is present in many beverages. Caffeine is found in coffee, tea, soft drinks, products containing chocolate (cocoa) and some medication (Collines, 2007). It is used as a cardiac and respiratory stimulant (Collines, 2007).Caffeine is the most frequently ingested pharmacologically active substance in the world (Collines, 2007).

Hobart and William Smith Colleges. (2017). Lab 04 BIOL 1510 Lab Manual Plant Defenses F2017 - Biology - StuDocu. Retrieved from https://www.studocu.com/en/document/hobart-and-william-smith-colleges/biology/lecture-notes/lab-04-biol-1510-lab-manual-plant-defenses-f2017/1396233/view

Wisconsin Fast Plants are known to be great educational tools for classroom experiments. They germinate quickly and are easy to take care of. These plants germinate after 1 or two days and have a life span of about 30 to 40 days. (Marin and Terrana, 2004).

Figure 1: . In 2010 A cartoon by Piraro about how fast food effect pigeons which representing the people who addicted on fast food.

Wischusen, William, Jolissaint, Ann, Reiland, Jane, and Pomarico, Steven. 2012. Biology 1208/1209: Biological Laboratories for Science Majors. Hayden McNeil, Plymouth,

At the start of this experiment we were required to obtain a set of four Wisconsin Fast Plants, which are genetically, known as Brassica rapa. These plants have been, “originally selected under continuous fluorescent light to grow and reproduce quickly for research purposes, these petite, fast-growing plants have been used for teaching biology concepts” (Wisconsin Fast Plants). These four pots that contain our plants will be under our watch for the next 16 weeks where we will show our results at the end of the semester.

Observation: no bugs were found except small, black, gnats were all close to the ground.

Ps: the iodine was already really dark so it was very hard to see much difference between the control and the others.

Use a test tube holder to put the test tube into a container of boiling water for 5 minutes, or until the solution changes color.

SUFFOLK COUNTY COMMUNITY COLLEGE MICHAEL J. GRANT CAMPUS, BRENTWOOD NY BIO 150—MODERN BIOLOGY I INSTRUCTOR: DR. JAMES F. REMSEN, JR. ADDENDUM TO COURSE OUTLINE Instructor email: remsenj@sunysuffolk.edu Phone: (631) 851-6824 Office: Sagtikos 110 Office Hours Spring 2013: M Tu Th 11:00 A.M.-12:15 P.M. W 6:00-7:15 P.M. (Virtual) This addendum addresses how I run my classroom and what I expect of students above and beyond what is presented in the syllabus. I also offer tips for success in the course, and advice to help you determine if this course will meet your career goals once you complete it. Please take this information in the spirit in which it is offered: to foster a better learning environment, and to help you avoid outcomes that are

Hypothesis correct?: Yes and no. The tap water did soak up the color best, however the plants in soft water and the reverse osmosis

Actor: Confiding this kind information in someone you have just met does seem unnatural, to be able to say that you have been having nightmares and hallucinating so openly. But this does give Sassoon some power, as he is quick to respond to what ever Rivers asks him, and that does seem to show that he is not affected by shell shock, but it also put him in control of all the information he gives, and leaves Rivers no clear way to dig deeper in to what he was feeling. This is something that he continues to do, controlling the information not by limiting what he says but by making sure Rivers finds nothing that would suggest that he is in fact shell shocked.

Making the onion tip root cell slide was successful. Our results supported the hypothesis because we saw cells in the onion root tip in prophase, metaphase, and anaphase. As we went up in power objectives, each phase of the cell became more definitive. The cell root was a great indicator of the structures of the different cycles of the cell. This is important because we will be prepared for future labs working with the microscopes and can now adjust it for the best view of the slide. We practiced working with the compound light microscopes and different phases of the cell cycle. Onion root tips are useful to observe mitosis because the cells are frequently diving as the root grows. So when we stained the cell, we caught many cells in different phases. The significance of this lab was to better understand the process and stages of mitosis and meiosis and compare and contrast the mitotic process in plants and animals. We grasped the concepts of what the chromosomes look like, and what they look like in each step of the processes. Having read much about mitosis and meiosis, seeing these cells was the real application of describing and understanding the stages.