Ap Biology 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.

This lab is used to test the effect the respiration rates in plants in animals and how it affects the level of carbon dioxide present in the water. Oxygen and carbon dioxide are gases that are vital to all organisms, whether it is given or released through that organism. Both plants and animals use oxygen and carbon dioxide for cellular respiration, giving off carbon dioxide as a waste product. This lab is an example of cellular respiration in both plants and animals. The change in the carbon dioxide levels will be

The first lab was conducted to analyze how germination affects the rate of cellular respiration in lima beans compared to dormant seeds. In order to

My sisters and I love to go shopping, we then have lunch together when we’re done

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

4. Describe and demonstrate cellular respiration and energy production in plants including aerobic and anaerobic pathways.

1. Both answers are correct. There are two different models for substrate binding: lock and key or induced fit. In the lock and key model, the active site of unbound enzymes fits perfectly with the complementary shape of its substrate. In the induced fit model, the enzyme changes shape to confirm to the substrate after binding.

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

7-8 Study Hall Daywitt, Jean A126 08:15 AM - 08:59 AM 7-8 Study Hall Daywitt, Jean A126 08:15 AM - 08:59 AM 7-8 Study Hall Daywitt, Jean A126 08:15 AM - 08:59 AM 7-8 Study Hall Daywitt, Jean A126 08:15 AM - 08:59 AM 09:00 AM 7 MUSIC Matchey, Gideon C126 09:02 AM - 09:46 AM 7 MUSIC Matchey, Gideon C126 09:02 AM - 09:46 AM 7 MUSIC Matchey, Gideon C126 09:02 AM - 09:46 AM 7 MUSIC Matchey, Gideon C126 09:02 AM - 09:46 AM 7 Reading Knobloch, Brenda A116 09:49 AM - 10:33 AM 7 Reading Knobloch, Brenda

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

Earth’s vegetation and animal life are all part of an intricate “web” of essential relations in which both cannot survive without the other. According to Campbell’s Biology textbook, The transfer of food energy up the trophic levels is referred to as a food chain. This chain usually begins with plants, (primary producers), then herbivores, (primary consumers), to carnivores (secondary, tertiary and quaternary consumers), and finally decomposers. When one part of the chain is low in population, the species above it are likely to be negatively affected and will likely drop in population as well. In order to show how delicate this web is, and how human activity has affected this system, Carson describes a small food chain in which sagebrush

The purpose of this experiment was we were trying to see if the number of arthropods would be significantly different in sparse and dense areas of the woods. Ms.Ehnert provided us with the design of a trap to set up in the woods so we could more actually count the amount and types of bugs that we find. The trap was a cup filled with anti-freeze that we put in the ground and then covered it with a paper plait, but raised it so bugs could get in and bigger animals couldn’t. We waited for a week to collect the results and then counted all of them and sorted them. My hypothesis was based off of common sense, the simple assumption that less trees equals less arthropods and more trees equals more arthropods. I knew that living things need a habitat

1.) My hypothesis that the insects would be most repelled by the lemon plant extract was not supported. Our key findings in the experiment do not support my hypothesis because the lemon had a 60% repulsion response and was the second most repulsive behind orange with a 70% repulsion response. Although the Earthworms were repelled by the lemon plant extract, they were more so repelled by the orange plant extract. 2.)

For my AP biology summer assignment, I chose to do “Decaying Foods”. In my project, I used a slice of whole wheat bread and an apple slice. Throughout the fourteen days, I made observations on the plates every two hours beginning at 10:45 AM. On Day One, Plate A was in the refrigerator, Plate B was in the closet, and Plate C was on the windowsill, all starting out fresh. As the day progressed, objects on Plate A remained in their natural state, on Plate B the crusts of the bread became hard, and the apple slice was brown and dried out , and the apple slice had become hard and the bread felt toasted on Plate C. On Day Two, Plate A remained the same, Plate B had hard bread and the apple slice was wilting in the core and Plate C’s bread was cracking

When God created the world he knew the structure of the cell, he had every detail planned out. This shows how amazing and detail oriented our God truly is. In this lab we explored his creation more and looked at individual cells using microscopes. The microscopes were introduced in the first lab and were important to look at the cells more closely. While using either premade samples or the student’s cheek cells, the students learned how to use the microscopes well through adjusting the slide to find cells or focus the microscope so one could see the slides clearly. Through the microscope, the nucleus is visible because it is dyed darker than the other parts of the cell. This was true for all of the light microscope slides. The students were introduced to the inverted microscope containing mouse cells. The students