Frog Dissection Lab

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Frog Dissection Lab

 

If you have access to a frog specimen and dissection equipment you will be able to do the actual dissection but it is not necessary for this assignment. This assignment is to do some research to find Procedures (steps of instructions) to complete a frog dissection. This would be the step that would be necessary for many experiments.

 

If you can perform the dissection you will insert pictures (or drawings) of what you see during the procedures. If you do not have a specimen then you will find pictures (or make drawings) of what would have been seen during the procedures. [footnoteRef:1] [1: When you use a scan or a picture, be sure to make it low resolution (about 100 dpi) or use the Word command to Reduce or Compress Pictures (select Picture Quality such as Email (100 dpi).]

 

Procedure Sources

Properly cite any sources (at least two) that you used for your research:

 

External Anatomy

List procedures for examining the frog’s external features and their functions. Include drawings or pictures for at least two procedures:

 

Internal Anatomy

List procedures for examining the frog’s internal features and functions. Include drawings or pictures for at least three views seen during the procedures:

 

 

BIOL200-23 Frog Dissection Lab Page 1 of 4

 
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The Housekeeping Service Department Of Ruger Clinic

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The Housekeeping Service department of Ruger Clinic Ruger Clinic

 

The Housekeeping Service department of Ruger Clinic, a multispecialty practice in

Toledo, Ohio, had $100,000 in direct costs in 2007. These costs must be allocated to Ruger’s three revenue-producing patient services departments using the direct method. Two cost drivers are under consideration: patient services revenue and hours of housekeeping services used. The patient services departments generated $5 million in total revenues in 2007, and to support these clinical activities, they used 5,000 hours of housekeeping services.

 

You are to write a 3-5 page report that answers the following:

1. What is the value of the cost pool?

2. What is the allocation rate if: a. Patient services revenue is used as the cost driver?

b. Hours of housekeeping services is used as the cost driver?

3. What is a cost-volume-profit (CVP) analysis and why is it useful to health services managers?

4. Compare and contrast the following three methods of developing capitation rates: fee-for-service approach; cost approach; and demographic approach.

 

5. What are the advantages and disadvantages of conventional budgeting versus zero-based budgeting?

 
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Biology

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1.

a. What is the name of the pigment that captures light (2 points)

b. Why does the pigment appear green? (2 points)

 

2. List two variables besides the wavelength (color) of light which might affect the rate of food production in plants. (4 points

a.

b.

.

3. Why is chlorophyll important for all biological life? (5 points)

 

4.

a. In Part I of the procedure, what is the name of the indicator used to identify the presence of CO2? (2 points)

b. What color did the indicator turn after blowing air into the water through the straw? (2 points)

5.

a. What color did the indicator turn after the tube was placed under a light source for 30 minutes? (2 points)

b. Why did this occur? (3 points)

6. List the four common pigments found in plants and their functions. (4 points)

a.

b.

c.

d.

7. If the Rf factor of a pigment is .8400 and the distance that the solvent traveled is 12 cm, how far did the pigment travel? (5 points)

8. List the pigments extracted from the spinach leaves and their corresponding Rf values, from lowest to highest Rf value (4 points).

a. pigment, Rf value

b. pigment, Rf value

c. pigment, Rf value

d. pigment, Rf value

 

9. Based on the results, which pigment has the highest molecular weight? (5 points)

10. From the chromatography lab, which pigments were soluble in the acetone? (5 points)

11. The earth’s early atmosphere did not contain oxygen. This changed dramatically once the early cells underwent photosynthesis. Explain why photosynthesis could have occurred in such an atmosphere and how it eventually affected the evolution of other organisms. (10 points)

 

12.

a. In reviewing the data from the floating disk experiment, which factor had a greater impact on the rate of photosynthesis (light intensity or concentration of carbon dioxide)? (5 points)

b. How did the student come to this conclusion? (5 points)

**INFORMATION NEEDED TO COMPLETE THE FOLLOWING PROBLEMS**

Independent Variable: This is the cause.

Dependent Variable: This is the response or effect.

One hundred samples of several different plants were placed in each of six sealed containers with water in them. At the end of two days the amount of oxygen produced was measured. Results are shown in the table below.

Container Plant Height of Plant Light Intensity Source of Light Distance from Light mL O2 Produced
1 Iris 4″ High Artificial 6″ 16
2 Iris 4″ High Natural 6″ 13
3 Iris 6″ Low Artificial 5″ 12
4 Carnation 6″ High Natural 4″ 13
5 Carnation 6″ Low Natural 4″ 9
6 Carnation 4″ Low Artificial 5″ 14

 

13. Based on the data presented in the table, which two containers could be correctly used to compare the rate of photosynthesis at two different light intensities? (5 points)

a. 1 and 2

b. 2 and 3

c. 1 and 5

d. 5 and 6

e. 4 and 5

 

14. Compare Containers 1 and 2. What independent variable is tested by this comparison? (5 points)

a. Kind of plant

b. Height of plant

c. Light intensity

d. Distance from light source

e. Light source

 

15. Which container had the slowest rate of photosynthesis? (5 points)

a. 1

b. 2

c. 3

d. 4

e. 5

f. 6

 

16. (Application) How might the information gained from this lab pertaining to photosynthesis and pigments be useful to the student or how can the student apply this knowledge to everyday life as a non-scientist?

 
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Investigating tornadoes

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For this lab we will be investigating tornadoes; how, when, and where they form!

At the end of the lab you should hand in the completed “SevereActivity” as well as the answers to the questions listed throughout this assignment.

Part I Thunderstorm & Tornado Formation

A tornado is a fast rotating column of air that touches the ground at the bottom and a storm cloud at the top. The first step to forming a tornado is:

1. Create a thunderstorm

Thunderstorms are when warm air rises and condenses, forming a cloud. The three necessary ingredients for forming a thunderstorm are

Lift – This is something that makes the air rise and could be surface heating, a cold front or dry line, or even a mountain.

Instability – When the atmosphere is unstable, air that is lifted continues to rise. Just like a hot air balloon.

Moisture – Moisture is the fuel for the storm and is needed to form the clouds and precipitation.

This video describes the ingredients for thunderstorms:

https://www.youtube.com/watch?v=6UyPr6kt7Jg (Links to an external site.)

2. Make the storm long lasting

In order for a storm to last longer we often need a continued source of lift. This source of lift is often a

Boundary – The transition zone between two types of air. A cold front is the boundary between cold air and warm air, while a dry line is a boundary between moist air and dry air.

3. Create rotation in the storm

To get rotation in the storm you need

Shear – Also known as wind shear this is a change in wind with height in the atmosphere. The shear can either be in the speed of the wind or the direction of the wind, but usually both are present when a tornado forms.

The wind shear creates horizontal rotation in the storm

4. Tilt rotation into the vertical

Next the storm updraft (rising air) tilts the horizontal rotation into a vertical direction. We now have what we call a mesocyclone. A mesocyclone is when there is a big slow rotation in a storm, and is indicative of supercell thunderstorms. Mesocyclones are needed to form tornadoes, but not all thunderstorms with mesocyclones produce tornadoes.

5. Stretch and squish the rotation

Now comes what I like to call the “figure skater effect.” The slow mesocylone becomes smaller underneath the storm which makes it speed up, just like a figure skater pulling in their arms. This stretching or squishing usually is caused by the up- and downdrafts of the storm.

This video describes more about the needed conditions and some of what we still don’t know about tornadoes:

https://www.youtube.com/watch?v=BMLZpjRYK9Q

So in summary LIMBS (lift, instability, moisture, boundary, and shear) is needed to form supercells, mesocyclones, and tornadoes, but it doesn’t guarantee that a tornado will form.

Questions 1: Describe in your own words how tornadoes form.

Part II: Tornado Climatology

Tornadoes are primarily a U.S. phenomena. In this section we will explore where and when tornadoes occur. Watch this short video that describes why we get so many tornadoes in the U.S.:

https://www.youtube.com/watch?v=0yiZveJAEp4

This link shows a map of tornado track in the U.S.:

http://uxblog.idvsolutions.com/2012/05/tornado-tracks.html

Question 2: Where are there very few tornadoes? From what you have learned, why do you think this is?

This link shows a similar map, but broken down by the time of year:

http://uxblog.idvsolutions.com/2012/06/seasonal-tornado-habitats-1950-2011.html

This link shows the occurrence of tornado by month and day of year:

http://www.ustornadoes.com/2012/03/14/total-u-s-tornadoes-by-month-and-by-day/

Question 3: Describe how the locations of tornadoes changes throughout the year.

Question 4: Why do you think we see these changes?

Part III: Tornado Forecasting

This page gives a brief description of tornado forecasting, including the products that severe weather forecasts put out to inform the public about the risks and likelihood of severe weather and tornadoes:

http://www.noaa.gov/features/protecting_0808/tornadoes.html

You will now be using weather data to forecast tornadoes. Complete the following activity and scan or photograph it to hand in, along with the other questions in this lab:

SevereActivity.docx

After you have completed the activity, look at the maps below.

This map shows the severe weather forecast from the storm prediction center on April 6, 2003:

day1otlk_20030406_1200_prt.gif

This map shows the actual reports of severe weather on April 6, 2003:

030406_rpts.gif

Questions 5: How well were you able to predict severe weather using the data in the activity? How close were you to identifying the areas that actually had severe weather?

 
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