 seeds collected at transect and identify the parts, identify as either monocot or dicot
Observing Fungi 1. Observe fungi on agar plates from microbiology lab
Berlese Funnel Set-Up 1. Pour 25 ml 50:50 ethanol/water solution into a flask 2. Screening material placed at the bottom of the funnel 3. Funnel is placed in neck of flask 4. Leaf litter goes inside the funnel 5. Funnel/flask is placed underneath a light fixture
The five leaves that we collected were identified as two types of clover leaves, a smooth toothed heart-shaped leaf, a sage leaf, and a possible western cedar leaf. Our leaves showed that the plants were vascular. Other details were unable to be determined by the leaves from the transect as there was not much else growth to collect and observe.
This lab helped us learn how to characterize plants based on certain characteristics such as shape, size and vascularization. Although we were unable to find many leaves in our transect, the leaves we did identify showed us that much of our transect was not natural as most of the plants had been planted. This lab also taught us a new method in identifying invertebrates in our transects. The Berlese Funnel will hopefully show the various invertebrates that live in the transect.
Objectives 1. To understand the importance of invertebrates 2. To learn how simple systems (including specialized cells and overall body plan) evolved into more complex systems
The first objective will be addressed through observing acoelomates, pseudoacoelomates and coelomates and how they move. The second objective will be addressed through analyzing the invertebrates collected from the Berlese Funnel that was set up in the previous week.
Observing Acoelomates, Pseudocoelomates, and Coelomates 1. Observe Acoelomates and its cross-section 2. Observe nematodes and pseudocoelomates 3. Observe Annelida, the coelomate
Analyzing Invertebrates 1. Contents of Berlese Funnel are transferred to a petri dish 2. Observe contents under the dissecting microscope and identify any invertebrates
The contents of the Berlese Funnel were very few. We found one flea in our leaf litter.
The Berlese Funnel experiment did not produce many results for our group. Only one organism was found, which was a flea. We were unable to create a food web as a result of only finding one invertebrate in our transect. Although our transect was unable to provide a variety of invertebrates to observe, it was helpful to look at other groups' results to get a better idea of what types of organisms live in various settings. This lab was also useful in demonstrating the similarities and differences in various invertebrates.
Objectives 1. Learn the stages of embryonic development 2. Compare embryonic development in different organisms 3. Set up an experiment to study how environmental conditions affect embryonic development
The first objective is covered in the introduction of the lab. The second objective will be addressed through observing and comparing the embryonic development in a starfish, frog and chick. The third objective will be addressed through creating an experiment based on the papers we were assigned that described the factor being used to manipulate embryonic development.
Starfish development 1. Observe stages of starfish embryonic development from slides
Frog development 1. Observe stages of frog development from slides 2. Compare with starfish development
Embryogenesis experiment 1. Set up an embryogenesis experiment with zebrafish 2. Create two petri dishes with zebrafish embryos, one control with water and one affected by quantum dots 3. Observe them over a period of two weeks
We set up our zebrafish experiment with quantum dots. One of the petri dishes was the control, so the zebrafish were put in water. The other petri dish was the treated dish, where zebrafish were put in with 0.05 M quantum dots. 20 zebrafish were placed in each dish. Over the course of the first week, the zebrafish grew without food in each dish. The zebrafish in the treated dish seemed to move and grow faster than the zebrafish in the control di