Lesson 1 Introduction to the Urinary System IRP: Biology 12 - Human Biology - Urinary System PLO: It is expected that students will identify and give functions for each of the following: kidney ureter urethra urinary bladder As an introduction to the urinary system, this lesson is meant to give students a broad overview of the entire system, focusing on its function and main components. The
Some DNA sequence were provided for a number of students that were in the infirmary, which allowed us to run a specific test on them to diagnose the patient with a specific pathogen or disease. Following the diagnoses, we came up with the prognoses of these patients along with treatment options and other interventions to help these students affected. Symptoms The patients’ symptoms and relations are as followed. Sue - She is an18 year-old biology major who plays on the college soccer team. She also has not been having regular sleep patterns and she pulls all-nighters.
Mitosis In this experiment, I learned to make my own cheek cell slide to view under the microscope, and I also viewed fish cells under the microscope The purpose of this was to become familiar with a microscope and it's features, as well as, find and identify cells and the stages of mitosis. In doing so, I was able to differentiate between the different stages of mitosis from Interphase to Telophase. Materials: 1 Microscope 1 slide 1 slide cover 1 drop blue dye 1 tooth pick 1 slide with fish cells 1 camera phone 1 pen 1 piece of paper (in lab manual) Method: Cheek Cells First I took a toothpick and swabbed the inside of my cheek for a few moments. I then rubbed the toothpick on the slide, put one drop of blue dye on top of the slide, then covered the saliva/dye mixture with the slide cover. After that, I placed the slide under the microscope and began searching for the cells that were on the slide.
TUI UNIVERSITY Critical Thinking; Basic Concepts of Quantitative Reasoning; Hypothesis Formulation Robert Davis Module 1 Case Assignment Course Number: BHS 420 Dr. Anderson 23 October 2011 Introduction At a residence hall at a large Midwestern university, surveys were administered to Resident Advisors (RA) and their residence to collect information on Alcohol 101 diffusion process and program utilization rates. This article discusses the different ways for the distribution and promotion of the Alcohol 101 CD ROM multimedia to first year college students, and the impact it has. Also, it discusses the results of the method distributions used by the RAs does have impact on student utilization rates, although most of the RAs felt the diffusion process would be better if they were not involved. Reference: Martin, R., Usdan, S., Reis, J., & Cremeens, J. (2007).
Materials: The materials that are included in the lab are four jars, three eggs, water, vinegar, syrup, pencil or pen, paper, markers, and tape. These materials are required for the lab test. Procedure: At Friday, the students had to remove the shells of the egg. Then they put the eggs in distilled water, vinegar and syrup, and waited until Monday to do the other steps. When the students arrived to the classroom, quickly they measured the mass of the eggs, and discussed about the solutions.
What My Mitochondria Tells You About ME. Abstract Mitochondrial DNA is a key to understanding genetic science. This lab breaks down what is a mitochondrion and its key uses. In this lab I prepared my mitochondrial DNA for sequencing. It was sent to Dolan Lab where I would be able to compare my DNA to that of my class mates and many others.
Name: Marc Dickson Course: Biology 100 Date: 2/7/2014 Lab Title: (Enzyme Controlled Reactions) Question: How do substrate concentration and pH affect enzyme controlled reactions? Introduction: Part of the enzyme is called the active site...The substrate binds to this part of the enzyme. The active site is shaped in a certain way that is coded to fit with its substrate. If the substrate has the right shape to attach itself to the enzyme's active site, it will. I will investigate and determine the effects of substrate concentration and pH on the initial rate of an enzyme-catalyzed reaction.
In the sample, the red font is the summary, the blue is evaluation and the green is how we are using it in the essay. Took a field trip to unit 6 assignment on the student site and read the rubric of the unit 6 assignment. Students were asked to name 2 things to work on based on the rubric. I will work on proper citation and annotation of my sources and grammar check. Students were also asked to comment on the sample unit 6 assignment and comment on the strength or weakness of the thesis.
As soon as I was able to access the student website, I was also able to access the Evolution Lab, which would be the last material required for this experiment. Procedure To accurately test my hypothesis, I needed to access the Evolution Lab on my student website. I logged onto my student website and clicked on the classroom tab, scrolled down to week three and clicked on the Evolution Lab link. Once the page opened I clicked on Start Lab. This will take you to the applet where you can view and manipulate the variables for the experiment.
The events B and C are dependent, where C is the event "a student takes chemistry" and B is the event " a student takes biology". It is known that P( C) = 0.4 , P( B| C ) = 0.6 , P( B | C ' ) = 0.5 . a) Copy and complete the tree diagram on the right. b) c) Calculate the probability that a student takes Biology. Given that a student takes Biology, what is the probability that the student takes Chemistry?