Introduction / Background
All organism contain cells which need to produce energy. The way these cells produce energy is a process called cellular respiration. Cellular respiration is how these cells produce energy by turning glucose (C6H12O6) and oxygen (6 O2) into energy, water (H2O), and carbon dioxide (CO2 ). However, this leaves a large question, what factors affect cellular respiration? To test this we will use respirators to measure the lost oxygen of germinating beans and dry beans in room temperature water and cold water. The results we all expected to see was the germinating beans at room temperature to use the most oxygen. This was based on the idea that if a bean is germinating it would require more energy to grow and would
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therefore need to create more energy. We also reasoned that since cellular respiration is chemical reaction it is most likely sped up through an enzyme. Since plants tend to grow less in the cold it can be assumed that the enzymes which facilitate cellular respiration do not prefer to be in the cold, which is why we predicted that the germinating beans in the warm temperature water would allow the beans to use the most oxygen. Methods We measured out 20 germinating beans and put them in a graduated cylinder filled with 20 mL of water which totaled to 23 mL in the cylinder. We subtracted 20 mL from this to find the volume of the beans which is 3 mL. We then repeated the process of acquired 20 beans and placing them into a cylinder of water filled with 20 mL. However, the beans were dry and the final measure was 21 mL. We then place beads until we matched the original volume we got of 23 mL when we measured the germinated beans. We then removed the dry beans and the germinated beans together, separate from the germinating beans. We then repeated the process of filling the cylinder with 20 mL of water, but we only placed beads in the cylinder this time until it measured into 23 mL. We then removed these beads from the cylinder, separate from the previously created groups. All these processes were then repeated leaving 6 groups.
We then proceeded to construct a device to measure the amount of oxygen used for each of these 6 groups. To do this we acquired 6 vials which were waited with a metal washed on the base. At the bottom of each vial, we placed an absorbent cotton ball which contained a few drops of KOH. KOH, also known as potassium hydroxide which absorbs carbon dioxide. e then placed a non absorbent cotton ball on top of the absorbent cotton ball in each of the vials. Each of our separated groups were then placed in a vial, one per group. All of the vials were finally topped of with a rubber stopper and a pipette which ran through the stopper. The pipette contain units of measurements in mL which show how much oxygen was lost by looking at the water moving towards the organisms in the vial. This device is called a respirator. We then filled out two black trays with water. One contained normal room-temperature water and the other contained ice water. Paper towels were then placed at the bottom of the tray to increase visibility of the markings on the pipette. Then one vial from each of the pairs created were placed into the room temperature water. These vials contained beads, beans and dry beads, and germinating beads. Water would then enter the pipette and would be recorded when its advance towards the vial significantly stopped. Each of the vials measures were then recorded every 4 minutes until 16 minutes had passed from the start of the vials submergence The same was performed with the vials not yet submerged, but they were placed in cold water. We then compared and analysed the data with each other and our expectations and drew a conclusion using this new
information. Results Time Intervals (min) 0 Minutes 4 Minutes 8 Minutes Room Temperature, Dry Peas .90 .70 .74 O2 Consumed 0 .2 .04 Room Temperature, Germinating Peas .8 .6 .55 O2 Consumed 0 .2 .05 Room Temperature, Beads .90 .85 .85 Discussion As it shows in our results, our hypothesis is proven to be a fact: that germinating beans in warm water will use the most oxygen out of all of the options. We can see that as the temperature becomes warmer the beans are capable of using more and more oxygen, and that germinating bens use more oxygen than non germinating beans because Literature Cited
That CO2 and water vapor would then flow into a condensing ice bath that would cool the water vapor to condense it and remove it from the system. The CO2 and water would also pass through a Drierite Column to ensure that all excess water was removed before the airflow finally reached the CO2 analyzer was not wet. This CO2 analyzer then determines how much CO2 is in the air and sends that information to a computer with the Logger Pro 3 application to display all of the data that was received from the apparatus that was created. The application takes in flow rate data, temperature data, and CO2 in parts per million data. The weigh in grams, the sex, the amount of CO2 in ppm, and the status of habituation of the cockroach were recorded. Flow rate and temperature were also recorded and relatively consistent. A graph with metabolic rate (ml CO2 per min) on the y-axis and the groups of male and female for habituated and unhabituated cockroaches would go along the x-axis to help visualize the differences between the groups. An Analysis of Variance test (ANOVA) would be conducted by calculating the means of each group and with that calculating the sum of squares within groups, sum of squares between groups, and the total
Cellular respiration is the process by which energy is harvested involving the oxidation of organic compounds to extract energy from chemical bonds (Raven & Johnson, 2014). There are two types of cellular respiration which include anaerobic respiration, which can be done without oxygen, and aerobic respiration, which requires oxygen. The purpose of this experiment is to determine whether Phaseolus lunatus, also known as dormant seeds or lima beans, respire. You will compare the results of the respiration rate of the dormant seeds, and the Pisum sativum, or garden peas. In this experiment, you will use two constants which will be the temperature of the water and the time each set of peas are soaked and recorded. Using these constants will help
Aerobic: If succinate is added to certain test tubes, then the percent transmittance of the mixtures in those tubes will increase. This is caused by the resulting higher oxidation states making DCPIP bluer, no due to the amount of mitochondrial suspension.
To begin the lab, the variable treatment was prepared as the Loggerlite probe, used to later measure oxygen consumption, warmed up for approximately 10 minutes. To prepare the variable treatment, 200ml of Sodium and Ammo-lock water was measured in a container and a pre-prepared “tea bag” of tobacco was steeped in the room temperature treated water until a light yellow color was visible. After preparing the tobacco solution the preparation for the live goldfish began as two beakers were filled with 100 ml of treated water. Each beaker was weighed before addi...
Biology Lab Report Lab No. 18: Biochemical Genetics: Smooth Peas Wrinkled Peas Data Presentation: The diagram of cotyledon for smooth and wrinkled pea is attached to the next page. The table of starch presents is below: Type of Pea Starch Present? (Color change) Smooth
The procedures for this experiment are those that are referred to in Duncan and Townsend, 1996 p9-7. In our experiment however, each student group chose a temperature of either 5 C, 10 C, 15 C, or 20 C. Each group selected a crayfish, and placed it in an erlenmeyer flask filled with distilled water. The flask’s O2 levels had already been measured. the flask was then placed in a water bath of the selected temperature for thirty minutes, and then the O2 levels were measured again. Each group shared their findings with the class. The metabolic rates of the mouse were conducted by the instructor and distributed. We also did not use the Winkler method to measure the O2 levels. We used a measuring device instead.
Overview of Cellular Respiration and Photosynthesis Written by Cheril Tague South University Online Cellular Respiration and Photosynthesis are both cellular processes in which organisms use energy. However, photosynthesis converts the light obtained from the sun and turns it into a chemical energy of sugar and oxygen. Cellular respiration is a biochemical process in which the energy is obtained from chemical bonds from food. They both seem the same since they are essential to life, but they are very different processes and not all living things use both to survive ("Difference Between Photosynthesis and Cellular Respiration", 2017). In this paper I will go over the different processes for photosynthesis and the processes for cellular respiration and how they are like each other and how they are essential to our everyday life.
In this lab, we viewed Allium Root Tip and Whitefish Blastula cells under the microscope in order to view the different stages of Mitosis. The purpose of this activity was to visualize the process of cell reproduction, and the results of our experiment conclude that 44% of the Whitefish Blastula cells were in Prophase, 18% in Metaphase, 21% in Anaphase, and 17% in Telophase, so cells generally spend a longer amount of time in Prophase.
Materials needed for the cellular respiration experiment were two chambers to trap the CO2, a scale,10 grams of germinated chickpeas, germinated black beans, germinated cranberry beans, germinated red kidney beans, as well as germinated mung beans and glass beans. A Pasco CO2 sensor as well as a computer with SPARKvue software are also required. This experiment contained an independent variable: type of beans and dependent variable: amount of carbon dioxide, this is important to note because it identifies which variables are being altered during the experiment as well as which are not. The independent variable being the species of germinated beans due to the amount of carbon dioxide emitted from each
Abstract: In this experiment, the amount of oxygen gases produced by an aquatic plant was measured in various concentrations of sodium bicarbonate. The plant Elodea densa was submerged into two test tubes, containing a specific concentration of sodium bicarbonate for each individual group, and the total amount of O2 produced in mL was recorded for each test tube in a specified in amount of time. The data from the groups was collected a put into table. It was predicated that, with an increase in sodium bicarbonate concentration there would be in an increase in O2. The results were graphed, and using graphpad a t-test was administered. The results concluded the null hypothesis is rejected in favor of alternative hypothesis. The experimental results, did not match the predicated results, based on the graph, there was not a direct
Aging affects all living organisms, which is characterized by the loss of cellular homeostasis causing systemic cellular dysfunction. In fact, both the mitochondrion and the actin cytoskeleton show age-associated declines in functions. As an organism age, mitochondria accumulate mtDNA mutations, which result in mitochondrial dysfunction. The actin cytoskeleton also declines with age. This affects establishment and maintenance of cell polarity as well as cellular and intracellular movement, which in turn contributes to age-associated declines in systems including the immune system and skeletal muscle. In addition, many age-related pathologies like neurodegenerative diseases, such as Alzheimer’s, display dysfunction in mitochondria and actin. Interestingly, Dr. Liza Pon’s
Humans transport things around the world just like the cell membrane. The cell membrane uses active transport which uses energy to move thing around. It also uses passive transport that doesn’t require energy at all to move molecules. In order for things to move around in the cell membrane, it needs the cell transport. The cell membrane won’t be a membrane without cell transport.
The Cell, the fundamental structural unit of all living organisms. Some cells are complete organisms, such as the unicellular bacteria and protozoa, others, such as nerve, liver, and muscle cells, are specialized components of multicellular organisms. In another words, without cells we wouldn’t be able to live or function correctly. There are Animal Cells and Plant Cells. In Biology class the other day we studied the Animal Cell. We were split into groups of our own and we each picked a different animal cell slide to observe. My group chose the slide,'; Smeared Frog Blood ';.
According to our text, Campbell Essential Biology with Physiology, 2010, pg. 78. 94. Cellular respiration is stated as “The aerobic harvesting of energy from food molecules; the energy-releasing chemical breakdown of food molecules, such as glucose, and the storage of potential energy in a form that cells can use to perform work; involves glycolysis, the citric acid cycle, the electron transport chain, and chemiosmosis”.
All living things are made out of cells. Some things such as E.coli and Hay bacillus are single-celled organisms other known as unicellular organisms. Other things like worms, humans, fungi, and plants are multicellular organisms. Unicellular and multicellular organisms need a few things to live. These things are a way to dispose of waste, an environment that the organism can adapt to, and these organisms need food too. Most cells take in oxygen, this oxygen that is taken in actually help give your body energy. How? Well, when the cells in your organs take in oxygen it breaks down the sugar from your food, and this gives you energy. This process is called cellular respiration. Cellular respiration is very important for the following experiment. This experiment is to prove that unicellular organisms can breathe. To do this will have yeast suspension ( a single-celled organism) in a small little cup hooked to a big oval cup by a small tube. This