Statistical Biology Lab Report

UTSC Journal of Plant Biology

BIO A01 2018- Fall; 1(1): 1-6

Insert Principal Author’s Name/Student Number

Paper title (The title should be specific and concise-Do not use “Formal Lab Report” in the title. All words except the first word should be in lower case-except for proper nouns.)[endnoteRef:1] [1: Template modified from the following resources: “Manuscript Template,” Science Publishing Group, The Open Access Publisher 2012 URL http://www.sciencepublishinggroup.com/journal/guideforauthors.aspx?journalid=173; Guidelines for Writing Scientific Papers, Honors Organismal Biology Laboratory (no date), URL http://www.bms.bc.ca/resources/library/pdf/GuidelinesScientificPapers.pdf; Guidelines for Writing a Scientific Paper, Maloy 2001, URL http://www.sci.sdsu.edu/~smaloy/MicrobialGenetics/topics/scientific-writing.pdf; and Writing a Scientific Research Paper, Massachusetts Institute of Technology 2000. URL http://umech.mit.edu/freeman/6.021J/2000/writing.pdf. ]

Author’s Name (Principal Author), 1, Author’s Name (Bench-mate 1), 1 Authors Name (Bench-mate 2), 1 Author’s Name (Bench-mate 3), 1 Author’s Name (Bench-mate 4), 1 Author’s Name1 (Bench-mate 5) 1 – If you do not know your bench-mates names, please write your name + 4 other BIOA01 students in PRAXX

1Dept. of Biological Sciences, University of Toronto Scarborough, Toronto, Canada

UTSC BIOA01 Lab PRAXX, BENCHX:

PRAXX TA:

Abstract: An abstract is a one-paragraph summary of your report. It should begin with a few introductory remarks that introduce the significance of the study. It should include (in this order) the background of the study (1-3 sentences), mentioning of the study system/species/object (1 sentence), the question investigated (1 sentence), the general methods used (1 sentence), the principle results (1 sentence) and the conclusions (1 sentence). The reader should be able to determine the major points of your report without having to read further. The language should be concise and no citations should be included in the abstract. The abstract is located at the beginning of your report, however it is usually written once you have finished writing your paper.

Keywords: Include at least 3 keywords or phrases (specific to your paper), which must be separated by commas to differentiate them.

Introduction [Page limit-1 page]

This template is set up to provide you with an example of the format expected for your Formal Lab Report (FLR). The template provides you with the specifications needed for preparing your FLR. You can save this file as a separate document and type your report directly into the template. You can then submit your edited version of this file to Quercus. Please note that Quercus will only accept Word (.docx or .doc) files or PDF (.pdf) files.

The introduction provides a context for the research. This section should include the following: 1) Description of the current state of knowledge or understanding at the beginning of your investigation (i.e., background information synthesized from the existing literature – think about what information readers would need to know to be able to understand your lab report); 2) Background information about study species used; 3) The purpose of the experiment and/or the question being asked; 4) Hypothesis/hypotheses written as statements. Null hypotheses may be included here; 5) Brief description of the approach being used to test your hypothesis/hypotheses statement; 6) Predictions written as explanatory statements (“If…then”) that focus only on experimental treatment groups (not controls) and are backed up with relevant references.

It is imperative that you include properly formatted in-text citations to support all non-original ideas within your introduction. Failure to include in-text citations will result in a grade penalty and could possibly lead to an academic offence.

Materials and Methods [Page limit – 1/2 page- 1 page]

The purpose of this section is to describe the experimental procedures, including any controls. This section should be written in the past tense (and first-person if applicable); the remainder of the paper should be written in the present tense. The description should be complete enough to allow someone to repeat your work. The Methods section should describe the chronological process that you used to complete the research, how all of the data was collected, and a short description of the statistical analyses you completed. It should be written in complete sentences, not bulleted lists. Do not include lab coat, gloves, or safety goggles in your materials description-the use of personal safety equipment is assumed.

Be certain to include any software used to produce graphs and analyze data (e.g., Excel, GraphPad). Also, be certain to include an in-text citation of the lab manual in this section (and a corresponding complete reference in your reference section) but summarize the methods in your own words.

Results [Page limit – 1 ½ – 2 pages (written ½-1 page, figure ½ page, table ½ page)]

The results section describes the results of, but DOES NOT interpret, your experiment. You should present your table and figure in this section. The ‘Results’ section should always begin with text and not your table and figure. You should describe your findings to the reader – you should refer the reader to your table and figure in your results description (e.g., see Table 1 or Figure 1). By referring to your table and figure appropriately, you can concisely present your results in several paragraphs. If you do not refer to the appropriate figure or table in your results section, you will be penalized.

For the purpose of this report, your table and figure should be embedded within your results section. Be certain that there is not a page break in the middle of your table or figure and do not wrap text around the outside of the table and figure. (Note that some journals require that the tables and figures be included following the reference section.) The table caption should appear above the table, whereas the figure caption should appear below the figure. Insert your table and figure after they are cited in the text.

Be sure to record all your class data on the Table 3.2 in your lab manual. You will need these data to do the statistical analysis to produce the Table and Figure for your ‘Results’ section of your Formal Lab Report. See tips for the Table caption below.

Table 1: Your caption should be above your table and include details of what is included in your table. The information in your caption/table should be complete enough and presented in a way that the reader can easily understand the information presented without referring to the text of your report.

INSERT TABLE HERE – Your Statistical Worksheets should not be used for your Table in your Formal Lab Report. You must select information from your Worksheets to make a Table for your FLR. Your Table should include the following columns for each t-test comparison. You will be comparing each of the four treatment groups (light intensity in lumens) with the negative control (dark), as well as the positive control (outside light). Thus, you will have 8 comparisons.

Your Table should include the following columns for each t-test comparison:

a. n

b. critical t- value

c. calculated t-value

d. df

e. actual p-value (p > 0.05 or p < 0.05 or p = 0.05)

f. conclusion (did you reject or fail to reject the null hypothesis?)

INSERT FIGURE HERE – Prepare a bar graph with standard deviation error bars using the total oxygen produced (ml) for your complete data set (posted on Quercus for your lab practical). This means that the columns will be an average of all 8 values for each control and each experimental treatment group. You will have a total of 6 bars in your bar graph. Treatments should be shown as categories on the x- axis, mean total oxygen produced (ml) should be on the y- axis. The controls and the 4 treatments should be discernable by clear labels on the x-axis.

Note: If treatments cannot be discerned from your figure, you will be penalized.

Figure 1: Your caption should be below your figure and include details of what is depicted in your graph. The information in your caption/graph should be complete enough and presented in a way that the reader can easily understand the information presented without referring to the text of your report.

Discussion [Page limit – 1 – 1 ½ pages]

The discussion section is where you report on the interpretation and conclusion of your results. This is your opportunity to demonstrate your ability to analyze, evaluate, interpret and reason effectively. The discussion should relate your findings to your original question, hypothesis (or hypotheses if you had more than one), and predictions, which means that you evaluate your results in terms of your original question/hypothesis/predictions and point out the biological relevance of your findings. Avoid redundancy between the sections, especially the ‘Results’ and ‘Discussion’, of the lab report.

In addition, you should generalize the importance of your findings, discuss ambiguous data, and relate your results to other published studies (i.e., results published in primary scientific literature). Is your work in agreement or in contrast with previously published work? You should also discuss any sources of experimental error or limitations. You should end your discussion by summarizing the main points that you want the reader to remember; you should provide closure for the report and by extension, the reader. You should also recommend specific areas of further research based on your results and the findings of other published studies.

It is imperative that you include properly formatted in-text citations to support all non-original ideas within your discussion. Failure to include in-text citations will result in a major grade penalty.

Acknowledgements [Page limit – 1 paragraph, optional]

The acknowledgements section is where you can choose to acknowledge people who contributed to your work in some way but do not fit the criteria to be included as authors. This is also where you would include information about funding sources.

References [Page limit – 1/2 – 1 page]

You must include at least three primary scientific literature sources (which you are responsible for finding) as well as the BIOA01 lab manual in the proper format (Name-Year System, CSE Style- see Section C of the FLR Information page). Further resources can be included in addition to the three required primary sources. This style combines in-text parenthetical citations with a reference list at the end of your report (Walker and Rapley 2009). The references should be organized in alphabetical order by the primary author’s surname (last name) – DO NOT alphabetize the names within each citation. Be consistent when writing journal titles – write all journal titles out in full (e.g., European Food Research and Technology) or all abbreviated (e.g., Eur Food Res Technol).

Tip: Complete the online Library Research module and associated quiz to help you find relevant primary resources.

See examples below and more by using library resource document included with other FLR files on Quercus. Remember to remove subheadings when preparing your reference list. Reference list should be a single alphabetized list.

Scholarly Journal Article (primary source)

Ma Q, Scanlan C, Bell R, Brennan R. 2013. The dynamics of potassium uptake and use, leaf gas exchange and root growth throughout plant phenological development and its effects on see yield in wheat (Triticum aestivum) on a low-K sandy soil. Plant Soil 373:373-384.

Scholarly Journal Article (primary source found on the internet)

Mattupalli C, Genger RK, Charkowski AO. 2013. Evaluating incidence of Helminthosporium solani and Colletotrichum coccodes on asymptomatic organic potatoes and screening potato lines for resistance to silver scurf. Am J Potato Res [Internet]. [Cited 20 June 2013.] Available from http://link.springer.com/content/pdf/10.1007%2Fs12230-013-9314-3.pdf

Scholarly Journal Article (review, not a primary source)

Miao Y, Stewart BA, Zhang F. 2011. Long-term experiments for sustainable nutrient management in China. A review. Agronomy for Sustainable Development 31:397-414.

Chapter in Book (not a primary source)

Denison RF. 2012. Selfish genes, sophisticated plants, and haphazard ecosystems. In Darwinian Agriculture: How Understanding Evolution can Improve Agriculture. Princeton (NJ): Princeton University Press. Pages 76-94.

Chapter in Book Series (not a primary source)

Fageria NK, Moreira A. 2011. The role of mineral nutrition on root growth of crop plants. Advances in Agronomy (Book series) 110:251-331.

Internet Resource (secondary or tertiary source)

Williamson RC. 2004. Deciduous tree galls [Internet]. Madison (WI): University of Wisconsin-Madison; [cited 2013 Sep 12]. Available from http://labs.russell.wisc.edu/pddc/files/Fact_Sheets/FC_PDF/Deciduous_Tree_Galls.pdf

 
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External Forces And Their Impact On Health Care

External Forces and Their Impact On Health Care

 

Health care quality and safety are not solely dependent on the actions of individual providers and institutions. A host of external forces exert a profound influence on what happens within any single organization or the behavior of any individual provider. These external forces include accreditation bodies, regulators, legislatures, insurers, and many other entities. Sociopolitical forces, including the economy and public opinion, also play a role in how and how well health care is provided.

 

To prepare for this Discussion Question:

 

· Review this week’s Learning Resources.

 

· Choose a specific example of an external force that influences health care and safety, as discussed in Chapter 2 of your Course Text.

 

Then, analyze how it influences health care quality management. (The external force can have minimal or extensive impact on quality.) Finally, evaluate whether the impact on health care is positive or negative, providing evidence to support your position.

 

 

PAPER

 

Pay-for-Performance

 

The predominant model for the delivery of health care in the United States and other parts of the world is fee-for-service. A new model gaining in popularity is known as pay-for-performance, or P4P. In the P4P model, providers are paid for how well they provide care, not how much care they provide. There are rewards for high quality, efficient and effective care and penalties for wastefulness and medical errors. Whether or not P4P can raise the standards of care and/or lower its cost is a matter of some disagreement.

 

To prepare for this Application Assignment:

 

Review the Learning Resources for this week that discuss pay-for for-performance.

Find two additional reputable sources (i.e., news sources, accreditation and health care agencies, peer-reviewed journal articles, etc.) that address the challenges of adopting a pay-for-performance approach for ensuring quality and safety in health care.

 

To complete this Application Assignment, write a 3-page paper that addresses the following:

Summarize and analyze the challenges discussed in the two sources you selected.

Select the two most significant challenges to the successful adoption of a P4P approach, and explain why.

 
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Outcome Of Both Vertical And Lateral Gene Transfer

1. Which describes the outcome of both vertical and lateral gene transfer? leads to rapid evolution of a population increases variability in a population results in large changes to the genetic code occurs between nonrelated organisms are types of mutation 2. Which of the following occurs in vertical gene transfer, but does not occur in horizontal gene transfer? a type of asexual reproduction rapid evolutionary changes the use of a sex pilus interaction between parent and offspring plasmid transfers 3. Which of the following best describes the role of vertical gene transfer in evolution? The types of genes passed on in vertical gene transfer are determined by artificial selection. Vertical gene transfer is not affected by fitness. Vertical gene transfer involves sexual reproduction that increases variation. Mechanisms of evolution do not act on processes of vertical gene transfer. Organisms that utilize vertical gene transfer have an increased chance of mutation. 4. Which of the following is not part of the process of bacterial conjugation? plasmids F+ cells F– cells sex pilus bacteriophage 5. Based on the role of gene transfer in populations, which process will not increase variability in a population? sexual reproduction conversion conjugation transformation transduction
 
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Chemical Digestion and Nutrition

BIO 102 Lab 03: Chemical Digestion and Nutrition

 

To submit, print this document, complete all lab activities, take a photo of your bile experiment, and answer the review questions. Scan your lab pages using the free phone app AdobeScan, and upload your PDF and your bile photo to Canvas.

· Please turn in only pages with completed work (ie., omit pages such as page 1 that only provide instructions)

· Please write your name on the 1st page you submit

 

If you have a disability that makes it difficult to complete this lab, please contact your instructor.

 

Copyright © 2016 by Mary Vander Maten and Jill Caporale.

OBJECTIVES

After completing this lab, you should be able to:

Provide an example of how an enzyme is named.

Explain the functions of enzymes during digestion.

Note the effect of bile salts on fats.

Complete a personal diet assessment

Explain Body Mass Index and its relationship to health.

INTRODUCTION

Enzymes are an important group of proteins that enable cells to carry out the chemical reactions needed to support life at temperatures that the cells can tolerate. Enzymes are organic, or biological, catalysts. They speed up chemical reactions that would otherwise occur at much slower rates and can be used over and over many times. The chemical that the enzyme affects is called the substrate. An enzyme is named by adding “–ase” to the name of the substrate it acts upon. For example, the enzyme that speeds up hydrolysis, or digestion, of fats is called lipase and the enzyme that breaks down cellulose is called cellulase.

 

 

Part 1: DIGESTION

•Mouth: The Digestion of Starch

Amylase is a protein that is an enzyme produced by the salivary glands and pancreas. Recall that starch is a complex carbohydrate composed of many glucose molecules bonded together. Amylase begins starch digestion in the mouth and hydrolyzes the starch into less complex carbohydrates, such as maltose, a disaccharide. Starch digestion continues in the small intestines.

Starch ⟶ Simple Sugars

via Amylase

 

•Stomach: The Digestion of Proteins

Protein digestion is initiated in the stomach by proteases such as pepsin and continues in the small intestine.

Protein ⟶ Amino acids

via Pepsin

Although there is some enzyme activity in the stomach, much of the work is mechanical. Searching online, find diagrams or photos of the human stomach’s interior. (Figure 33.8 in your textbook does a poor job clearly showing the stomach interior). Specifically pay attention to the illustrations of the stomach’s interior surface to observe the rugae lining the inside of the stomach.

•Small Intestine: The Primary Site of Digestion and Absorption

Don’t let the name “small intestine” deceive you. The name describes its relative circumference to the large intestine. In contrast, the length of the small intestine is about six meters whereas the length of the large intestine is about one and a half meters.

Most digestion and absorption takes place in the small intestine. Carbohydrate and protein digestion are completed in the small intestine. Lipid and nucleic acid digestion are initiated and completed. Although digestion occurs in the small intestine, some enzymes necessary for the digestion are produced by the pancreas.

The enzymes produced in the pancreas are transported to the duodenum by the pancreatic duct. Bile, produced in the liver and stored in the gall bladder, is delivered to the small intestine to aid in fat digestion. Bile is an emulsifier but is not an enzyme. It enables a more rapid enzymatic breakdown of lipids by increasing surface area of fats (by creating smaller droplets).

 

Microscopic Investigation of the small intestines

Look at a slide of columnar cells in the small intestine.

https://www.dartmouth.edu/

 

1. The brush border at the distal end of the columnar cells form the upper layer of the microvilli.

How do you think microvilli increase absorption?

 

 

2. You will notice some of the columnar cells contain small globules of mucus. These cells are called goblet cells. Why do you have cells in your intestines that produce mucus? (Isn’t mucus just for your nose?)

 

 

 

3. How many feet are in 6 meters? How many feet in 1.5 meters? Why are these numbers important in this lab? (For reference, the Chevy Suburban SUV is 5.7 m long)

 

 

 

Effect of Bile on Fats

Materials for at home demonstration:

2 clear drinking glasses

Dry mustard (see *Note below)

Spoon

Timer

Safety goggles recommended for all at-home experimentation/demonstration

Water

Into each glass, place both 3 Tablespoons of vegetable oil and 3 Tablespoons of distilled water (both glasses should have oil and water). You will be using dry mustard to substitute for bile. Add a pinch of dry mustard into glass B2. Stir the mixtures for one minute. Carefully observe both glasses for 3–4 minutes. Record your results in Table -2.

2-2 Effect of bile salts on fat dispersal.

Tube Observation (size of fat droplets)
B1 (oil + water)  
B2 (oil + water + dry mustard)  

The mustard acts an emulsifier. Dispersing the fat globules of the oil into smaller droplets.

Spices like dry mustard are used in the preparation of salad oil are used not only for taste, but to break the oil into smaller particles, thus keeping the salad dressing as a suspension. Bile, emulsifies fat in the small intestines, dispersing the fat into smaller droplets thereby creating more surface area for lipases to work, which speeds up the digestion of fats.

*Note: If you do not have dry mustard, you can use an eighth of a teaspoon of regular liquid yellow mustard

Part 3: Stomachache

We have all experienced the gastrointestinal discomfort and sometimes pain caused by a bout of diarrhea. Make an educated guess regarding the source of the pain. Observe a diagram of the human digestive system. (Refer to your copy of the textbook Campbell: Biology in Focus 2nd edition it is located on page 693). Although we commonly refer to such pain as a stomachache, where is the likely emanating? Explain your reasoning.

 

NUTRITION AND HEALTH – How healthy are you?

Obesity increases risk of diabetes, high blood pressure, heart disease, stroke, arthritis, and even some cancers. Chronic conditions such as diabetes and high blood pressure make COVID-19 outcomes worse, resulting in either a longer disease course or in ~3% of all COVID patients, death.

Activity 1: Personal Assessment

There are 2 ways to see if your weight is in a healthy range.

1) One method is to measure your waist circumference. It is best if women have a waist size under 35 inches and men under 40 inches. Find a tape measure and measure your waist. _________

2) The body/mas index (BMI) is another way to see if your weight is in a good range. The National Institutes of Health (NIH) has a quick BMI check here: https://www.nhlbi.nih.gov/health/educational/lose_wt/BMI/bmicalc.htm

Your BMI _____________

Activity 2: You are a health care worker

You are the nurse or physician for these patients. Determine the BMI and circle the correct weight range:

Patient 1 Male, 5’10” 200 pounds

 

BMI: ________

 

Underweight/Normal/Overweight/Obese

 

Patient 2 Female, 5’ 5” 110 pounds

 

BMI: _________

 

Underweight/Normal/Overweight/Obese

 

When can BMI be misleading? It does not allow for variations in muscle mass, gender, or body (ie., skeletal) frame.

Patient 3 Male college football player in top physical shape: 6’ 2” 245 pounds (average weight of NFL player)

 

BMI: _________

 

Underweight/Normal/Overweight/Obese

 

Is the B.M. Index representative in this case? __________________

 

 

 

 

Activity 3: Fat versus Muscle

 

Fat characteristics: less dense, less metabolically active

Muscle characteristics: more dense, more metabolically active

 

Will it be easier to maintain a target weight if your body contains more muscle or more fat in the body?

 

 

Why?

 

 

Fat tissue (like all tissue) is composed of living cells that require energy to function. Explain how this fact might impact an obese person’s efforts to lose weight?

 

 

 

 

 

Activity 4: Calculating Calories needed to survive

 

The calorie is a measure of the amount of energy contained in a substance. (To observe the chemical energy in a food being transformed into visible heat energy, look for videos online entitled “burning a sugar cube”). Hence, all foods have caloric value, even “junk” foods. To determine the number of calories in a given food, they are actually calories are measured by burning the food in a special container and measuring the heat released. (You may have used a device similar to this in chemistry class, a bomb calorimeter.)

 

How many calories do you need each day? It depends on your gender, age, and activities.

Here are approximate examples of Calories burned/hour for a 150-pound person:

Sleeping 40 Calories per hour
Sitting 80 Calories per hour
Standing 120 Calories per hour
Walking 280 Calories per hour
Swimming or dancing 450 Calories per hour
Running 600 Calories per hour

 

1. Calculate daily calories needed for a 150-pound person if s/he sleeps 8 hours, sits 10 hours, stands 3 hours, walks 2 hours, and dances 1 hour in each 24-hour period: _________________________

 

 

2. Calculate calories for your own typical day:

Activity Time Calories
     
     
     
     
     

 

3. What are obstacles to encouraging people to engage in more physical activity? What could be done to encourage more exercise in busy daily schedules?

 

 

 

Activity 5: What kind of Calories are best?

A healthy diet can make a big difference in overall fitness. According to the CDC (Centers for Disease Control), “poor nutrition contributes to many costly diseases, including obesity, heart disease, and some cancers.” (www.cdc.gov/nutrition)

Here are some recommended numbers, from U.S. Guidelines (https://health.gov/our-work/food-nutrition/2015-2020-dietary-guidelines/guidelines/appendix-7/ ), for a normal diet of 2200 calories per day:

10-30% protein, or 110 grams (20% of 2200 = 440 calories divided by 4 = 110 grams*)

 

25-35% fat, or 73 grams (30% of 2200 = 660 calories divided by 9 = 73 grams**)

 

45-65% carbohydratesor 275 grams (50% of 2200 = 1100 calories divided by 4 = 275 grams*)

 

*There are 4 Calories per gram of protein or carbohydrate.

**There are 9 Calories per gram of fat.

 

You can check calories and grams on food packaging, or by looking online

 

Food examples

1. We likely consume large quantities of sugar in our diets. For example, a can of Coke contains 42 grams of sugar.

a. Which is true about this amount of sugar as related to the daily requirement for carbohydrates?

It is 5%

It is 15%

It is 25%

 

b. The American Heart Association recommends no more than about 30 grams of simple sugar a day.

(https://www.heart.org/en/healthy-living/healthy-eating/eat-smart/sugar/added-sugars)

 

c. Is this simple sugar the best carbohydrate to consume? Why or why not? __________________________________________________________

 

d. List food sources of complex carbohydrates: _________________________________

_________________________________

_________________________________

_________________________________

 

 

2. Many of us may also consume too much fat. For example, a small serving of French fries at a fast food restaurant has about 230 calories and contains 44% fat (11 grams).

 

Here are some other sources of fats. Which do you eat?

 

Nuts and seeds Fatty fish Avocado

Cheese Eggs Butter and oils

 

3. What about salt? The sodium in NaCl can cause problems such as hypertension in some individuals (this will be discussed when studying the circulatory system). Processed foods are typically high in salt.

 

If you want simple help with your diet, check out MyPlate at https://www.choosemyplate.gov

Review Questions: (to be completed and submitted)

1. Define the term “substrate”:

 

 

2. Explain the role of enzymes in chemical digestion:

 

 

3. a) Test your knowledge of naming enzymes. What is the enzyme that works on the following substrates?

Substrate: lipids. Enzyme: _______________________

Substrate: peptide. Enzyme: _______________________

Substrate: lactose. Enzyme: _______________________

b) You may have heard of a friend or family member being “lactose intolerant”. This is caused by the individual lacking an enzyme to digest the sugar most commonly found in milk. What is your guess of the name of this enzyme? Doing some independent online research, what happens when a person is incapable of digesting this milk sugar, lactose? Why do you think that evolutionary change has removed the ability of grown adults to digest milk sugars?

 

4. a) Bile is made in the liver, stored in the gallbladder and is secreted into the small intestines to assist with digestion of fats through its action as an emulsifier. What is an “emulsifier”?

 

 

b) What is the difference between and emulsifier and an enzyme?

 

 

c) Performing online research, what are everyday examples of emulsified items that you eat/drink?

 

 

 

5. Explain the function of bile:

 

 

 

6. How do you think microvilli work to increase absorption?

 

 

7. What cells in your intestines produce mucus?

 

8. For each of the following substrates, state the locations of its chemical digestion occurs in the body, which type of enzyme is involved, and what units these molecules are broken down into.

 

Organic Molecule Location of digestion Enzyme involved Monomer units
Carbohydrate      
Fats (triglyceride)      
Proteins      

 

 

9. The Body Mass Index uses __________ and _____________ to see if a person’s weight is healthy.

 

10. Fill in the chart below.

Type of Tissue More or less dense More or less metabolic activity
Fat    
Muscle    

 

11. Number these activities in order of activity, starting with the highest (you may rank activities as tied for equal activity, denoting them as, for example, “2-tied”):

___ walking ___ sitting ___ running ___ riding a bicycle

___ sleeping ___ swimming ___ standing ___ using a skateboard

Why did you rank a specific activity as highest, and why?

 

12. Most processed foods have too much (check all that apply)

___ fresh fruit ___ salt ___ fresh vegetables

___ water ___ whole grains ___ fat

___ simple sugar ___ protein ___ leafy vegetables

 

 

1

Bio 102 Lab 03: Chemical Digestion and Nutrition

 
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