Lab Report 5

Purpose: To learn and understand about seed dispersal in angiosperms and

gymnosperms. Also, to understand how the process of vascular transport works in plants.

Lab Observations: Water has a huge role in seed germinations. As I observe in the
pine cone, water plays a big role that result in further splitting the scales where the radicle
pops through. Furthermore, angiosperms (fruit and flowering plants) disperse their seeds
very differently that gymnosperms.

Lab Answers:
1. Anatomy of a pine.

a. Place your open seed cone into a cup of tap water.

b. Record: Time into water 10 mins

Describe your observations and any changes in the cone appearance.

The cone starts to expand

c. Let the cone sit in the water for at least 30 minutes.

d. Record: Time out of water 5 mins

Describe your observations and any changes in the cone appearance. Provide a biological
explanation for this change.

The cone swell up and the scales started to come off. The color of the cone also changed, the
scales are open then a couple seeds were visible.
2. Vascular transport.

a) Examine the top of the celery stalk. Describe your observations:

The top part of the celery had abundant foliage, and the smaller stems started to break
apart. The top portion of the celery had become swollen as it had been sitting in the water
for a bit. Water maybe had traveled up to the very top portion and the end part of the
celery looks like it is growing or at least starting to develop.

b) Make a cross-section cut where the celery stalk has not been split. Describe your observations:

When I did the cross-section cut it reveals the inner part which is filled with water. It looks
like there were lots of fibers (thread like).

3. Answer the following questions about seed dispersal.

a) Describe why is it important for a parent plant to disperse its seeds. Notice that this is not
asking why reproduction is important.

It is important for a parent plant to disperse its seeds to minimize the competition among
every one of the seedlings and at the same time with the parent plant. Seed dispersal
happens in a lot of ways, such as being carried by water, by wind or maybe carried by
some animals.

b) How do the seeds in gymnosperms and angiosperms compare? How are they similar and how
are they different?

Angiosperms or flowering plants have seeds enclosed in the ovary (commonly seen as
fruits) while the gymnosperms have no fruits nor flowers and they have “naked” seeds on
the leaves or on the surface of the scales. The gymnosperm seeds are usually called cones
(pine cones). The unique feature that differentiates gymnosperms from angiosperms
includes flowers, fruits for angiosperms and endosperms in seeds for the gymnosperms.

c) Describe some of the ways angiosperms disperse their seeds.

Seed dispersal has numerous methods to ensure that the seeds will have good chances of
growing up and at the same time to yield seeds on their own. The primary form of
dispersing seeds is wind, water, and animals. For example the seeds got blown by the wind
and landed somewhere else before it starts germinating, one perfect example is a dandelion.

Water also plays a significant role in seed dispersal. Trees commonly found in tropical
places such as coconut have waterproof woody coverings that allow them to float on salty
water for an extended period and later on washed up on different tropical beaches.

Some animals, collect seeds or fruits and save them up to eat later by burying them in the
ground. However, when they got forgotten the seeds grow in different new location.
d) Some gymnosperms, such as redwoods, release seeds only after a fire. Suggest a reason why
this is done.

The heat from the fire prompts the seeds to take the odds where there is no competition.
Fire is the most essential agent for redwood seeds to release from the cones. The heat of the
fire accelerates upward, causing the cones to dry up and shrinking the scales then
eventually release the seeds. Carbon dioxide emitted from the fire also stimulate the seeds.

4. Vascular tissue:

What does xylem transport? Xylem transport water and nutrients in vascular plants. In what
direction does xylem transport this substance? Xylem transport substance in upward direction
only.

What does phloem transport? Phloem transport food and nutrients such as amino acids and
sugar from the leaves to its storage part of the plant. In what direction does phloem transport
this substance? It can transport in both directions (up and down).

5. Use Figure 5.4 to answer this question. What is the function and end organ associated with:

a) radicle? It is an undeveloped root that comes out from the seed that descends into the
ground and let the seeds absorb water and eventually produce leaves to start the
photosynthesis process.

b) epicotyl? It is the very first shoot that comes out from the seed in monocot plants, then
later on the leaves starts to grow.

c) endosperm? Inside the seeds are tissues called endosperm and it is common in most
flowering plants. It provides the nutrition in starch form and it is the embryo’s enclosure
part.

Conclusion: The complicated method of seed dispersal is created through evolution.

Redwood trees usually disperse seeds after a fire when there is not much competition after
a wildfire. Seeds of redwood trees get activated by the heat from the fire. Given that these
trees grow tall the heat from the fire accelerates upward, and that causes the cones to dry
up and shrinking the scales of the cones that results in seed dispersal. After the fire, the
minimal competition for sunlight and fresh nutrients are essential for the good survival of
the seeds.

Fruit bearing and flowering plants have different ways of dispersing their seeds. Fruits can
be eaten by animals and will be brought to another location where seeds can start to
germinate. Water is one method of seed dispersal such as coconuts washed up in another
beach location. Also, wind is one of the seed dispersal methods where seeds can be blown
by the wind and landed somewhere, then seeds start to germinate.
Lab Report 6
Purpose: This activity is performed to understand the effects of salt in celery and
radishes germination process.

Lab Observations: The regular water in the cups containing celery appears to travel
upward. However, the cups of water that contain salt in it, the direction of how the water
travels appears to be downward quite different than the non-salt dye solution. It could be
because the water in the celery is moving down in the direction of the salt that causes the
celery to droop. In the cups containing salty water, the natural water from the celery is
moving downward or towards the roots to protect them from the harsh effect of salination.

Salt turn out to be the cause of slowing down the rate of the seed germination process. It is
may be because the salt interferes the normal water intake that the seed germination
process needs.

Lab Answers:
Lab 6A: Water transport and salinity

1. Examine the top of the celery stalks. Are there differences between the celery in the high
salt and low salt water conditions? Describe your observations.

The celery in high salt water appears to be drooping. It can be due to, the celery is
attempting to attain the balance of its own water at the same time with the salt water.
While the celery in low salt condition appears to be discolored but was not drooping
and very different (celery) than in the high salt water condition.
2. Record the distance (cm) traveled by the red dye in high salt conditions (S), the blue dye in
high salt conditions (S), the red dye in low salt conditions (non-S) and the blue dye in low salt
conditions (non-S).

Table 6.1

Distance (cm)

Red dye (S) ------------- 4cm

Blue dye (S) -------------- 4cm

Red dye (non-S) --------- 4cm

Blue dye (non-S) --------- 4cm

3. From Question 2 above, did the dyes travel at the same rate? The dyes did change the celery
color and its leaves and it gets me more interested to discover as to how and what it does to
the celery. Celery leaves turn into red and blue. However, the salt water reduces the rate to
which the changes happened. Both the blue (S) and the red (S) changed the color of the
leaves and the stems (minimal).

4. What can you conclude about the effect of salinity on water transport in celery from this
experiment? Please bring information about water transport and osmosis in your response.

The water salinity affects the celery’s water to travel downward into the cup to establish
the equilibrium of salt through osmosis process. This happens for the celery roots to absorb
enough water to survive. The stem part yield its water balance for the roots.

Lab 6B: Seed germination and environmental conditions

5. Observe the radish seed and sprout. Are radishes monocots or dicots? How can you tell?

Radishes are dicots because their leaves and the cotyledons emerge while germinating.

6. List 3 differences between monocots and dicots.

1) Monocots have embryo and one cotyledon, while the dicots have embryo with a pair of
cotyledons.

2) Monocots have pollen with only one pore, while the dicots have pollen that consist of
three pores.

3) In monocots the stems vascular tissue is spread out throughout the stem and no specific
arrangement. In the dicots the vascular tissues are arranged in circular order.

7. Describe the results of your experiment in Table 6.2. How many sprouted seeds were present
in each group per day? Include any other relevant observations, such as appearance, color, etc.
Include any alternative treatments or conditions.

Table 6.2. Seed germination.

Initial date (Day 0): ________________

Record # sprouts, appearance, etc. per day.

Saline solution Day 1: Day 2: Day 3: Day 4:

0 sprouted seed 0 sprouted seed; Two seeds, Two sprouted

it appears to start sprouted; good seed; good
0% ("0" cup) Solid splitting sprouting sprouting

0 sprouted seed 0 sprouted 2 sprouted

seeds; seeds 1 sprouted seed; seeds; tiny
3.1% ("1/32" cup) starting to split very tiny sprout sprouts

0 sprouted seed 0 sprouted seeds 0 sprouted seeds; 1 sprouted

some are starting seed
6.3% ("1/16 cup) to split
 0 sprouted seeds; 1 sprouted
0 sprouted seed 0 sprouted seeds starting to split seed

12.5% ("1/8" cup)

0 sprouted seed 0 sprouted seeds 0 sprouted seeds 0 sprouted

seeds; some
25% ("1/4" cup) starts splitting

0 sprouted seed
0 sprouted 0 sprouted seeds; 0 sprouted
50% ("1/2" cup) Hazy seeds; hazy hazy seeds; hazy

2 sprouted
1 sprouted seed; 2 sprouted seeds; seeds; sugar
sugar was sugar appears appears
Alternative: Sugar diluted powdery powdery

2 sprouted
0 sprouted 1 sprouted seed; seeds; the
650mg crushed seeds; seeds good reddish water looks
Alternative: aspirin appear reddish color clear

8. From your results in Table 6.2, draw a conclusion about the effect of salinity on sprouting
success. Salt causes severe stress on the seed germination process. When water contains
excessive salt it affects the sprouting progress of the seeds..

9. Discuss the results of your alternative experiment.

However, sugar appears to have good germination results, the same thing as the aspirin
samples. Water with aspirin appears to be clear, unlike the water with sugar appears to
look like cloudy. Both have good germination result.
Conclusion: Concluding the different sprouting results, water with high salinity level
produce the slower seed germination progress in a period of the 4 day experiment. On the
other hand, the water with sugar seems to have good germination progress. It is may be
because of the natural starch contents, the plants can process the sugar and convert them
into useful energy that the plants need for survival.
Lab Report 7

Purpose: The purpose of this lab is to learn and understand how different species can
share body feature similarities, yet their functions are different.

Lab Observations: It is fascinating to learn how fungi and animals can share very
identical characteristics. Fungi and animals have distinct similarities in genetics compare to
fungi and plants. These are the reasons what life scientists might encounter when they try
to identify different species.

Lab Answers:
Lab 7A: Fungi

1. Define the following terms as they relate to fungi:

1. Saprotrophic- is a chemoheterotrophic extracellular digestion involved in the

processing of dead or decayed organic matter that usually occur in saprotrophs and
heterotrophs, and it is mostly associated with fungi (mucor/rhizobium) and soil
bacterias.
2. Mycelium- it is a spiderweb-like structure that grow on rotten tomato or moldy
bread. These strings are often white and grow in long fibers called hyphae.
Mycelium is the vegetative structure of fungi and usually found in soils or on any
organic material.
3. Spore- it is a reproductive cell that has capabilities to reproduce a new individual
without the fusion of another reproductive cell. Spores are usually produced by
bacteria, fungi, and green plants.
4. Cap- is a member of cosmopolitan mushroom species (kingdom fungi), and it usually
grows on wood or dung (cow manure). The cap of shaggy mane is edible when
young before they turn black.

Reference:

http://www.britannica.com/
2. List 4 ways fungi are similar to plants:

1. They are both multicellular eukaryotic organisms.

2. Both fungi and plant cells have tough and flexible cell wall structure.
3. Contain cells with nuclei and membrane-bound organelles.
4. They are both stationary organisms and does not move.

3. List 4 ways fungi are similar to animals:

1. Both organisms are heterotrophic

2. Animals and fungi use energy from external food sources.
3. Share identical molecule called Chitin
4. Consume complicated carbohydrates

4. List 4 ways fungi are different from plants:

1. Plants use photosynthesis to manufacture food.

2. Plant cell walls compose of cellulose.
3. Fungi cell walls are made of chitin.
4. Plants are autotrophic producers while fungi are heterotrophic decomposers.

5. List 4 ways fungi are different from animals:

1. Animals are mobile while fungi does not have the ability to move independently.
2. Animals mate
3. Fungi are decomposers while animals are consumers.
4. Animals have muscles and nerves while fungi does not have.

6. Which two groups are most closely related evolutionarily (explain your answer):

a) Plants and animals,

b) Plants and fungi, Both do not have the ability to move independently.

c) Fungi and Animals. Both are heterotrophic and also shares very similar genes.

Lab 7B: Animalia

**NOTE: The animals you discuss here must be from the list of animals in the Home Lab
Manual
7. Name of animal #1:

Three unique body design features (and their function) of animal #1:

Cricket

1. This creature has wings, legs, antennae, thorax, neck

2. Their body structure is surrounded with a hard, inflexible skeleton.
3. It has two hexagonal combined eyes.

8. Name of animal #2:

Three unique body design features (and their function) of animal #2:

Lady bug

1. This creature has six short legs, arranged in paired of three.

2. They have antennae to help them feel their way around and also to smell.
3. They have eyes, but could only see light and dark, meaning they are color blind.

9. List 4 ways these two animals are similar in body design:

1. Both insects have wings, eyes, legs and antennae

2. They live in grasslands or meadows
3. They both have six legs
4. Both insects undergo metamorphosis in their lives.

10. List 4 ways these two animals are different in body design:

1. Cricket has back legs designed for jumping

2. It has chewing mouthparts.
3. Lady bug has distinct color (red and black spots)
4. Its head is much smaller than other parts of their body.

Reference:

Amsel, Sheri. “Entomology - Study of Insects.” Classification - Insects Orders Illustrated (Grade
3-6). Exploring Nature Educational Resource. © 2005 - 2015. May 26, 2015.
Conclusion: Lots of species may appear to have different body structure, but share
identical characteristics. The cell walls in fungi and plants is one good example. Even
though they are made of various substances (chitin and cellulose) its walls have very
identical functions. Grouping species tend to be simple to identify species, but it sometimes
turns out to be difficult. I do believe that fungi have the most complicated kingdom.

Go to the next page for Lab Report #8

Lab Report 8

Purpose: This activity is intended to identify and locate pulse points in human anatomy
and how to measure heart rate before, during and at the end of the exercise.

Lab Observations: In human anatomy every muscles, arteries, skeletal system has its
function throughout the body. The heart is a powerful muscle that pumps blood and
distribute to the rest of the body after going through the pulmonary circulation process. In
the pulmonary processes, it is where the gas exchange happens and the by-product is
oxygenated blood, which then go through systemic circulation then to the rest of the body.

Lab Answers:
1. Using Figure 8.1, find each of the listed bones on your body. Then, using Figures 8.2 and 8.3,
write in a muscle that attaches to the bone and an artery that runs alongside the bone.

Bone Muscles Artery

Facial bones Temporalis Vertebral

Neck (cervical region) Sternohoid Carotid

Pectoral girdle Trapezius Subclavian artery

Ribs Intercostal Intercostals artery

Humerus Biceps bicali Brachial

Radius or Ulna Palmaris longus Radial

Coxal bone Pectineus Common iliac

Abdomen Rectus abdominis Epigastric arteries

Femur Rectus femoris Femoral

Tibia Fibularis longus Peroneal

Fibula Soleus Posterior tibial

Metatarsals
Tibialis anterior Plantar arch

2. Record data for heart rate as measured from the carotid artery (see Figure 8.5).

Table 8.1. Heart rate (carotid artery).

A B C D

(Exercise
(Resting) (Exercise 1) 2) (End Rest)

Check 1 (15
sec) 5 12 15 7

Check 2 (15
sec) 5 12 15 6

Check 3 (15
sec) 6 12 14 7

Check 4 (15
sec) 5 14 14 7

Sum of all 21 50 58 27
checks

Heart rate Heart rate Heart rate Heart rate

(beats/min) (beats/min) (beats/min) (beats/min)

3. Record data for heart rate as measured from the radial artery (see Figure 8.6).

Table 8.2. Heart rate (radial artery).

A B C D

(Exercise
(Resting) (Exercise 1) 2) (End Rest)

Check 1 (15
sec) 6 11 16 6

Check 2 (15
sec) 6 12 16 6

Check 3 (15
sec) 5 11 15 7

Check 4 (15
sec) 6 11 14 7

Sum of all
checks 23 45 61 26

Heart rate Heart rate Heart rate Heart rate

(beats/min) (beats/min) (beats/min) (beats/min)

4. Discuss your investigation of heart rate, answering the following:

a) How similar was Resting heart rate (beats/min), as measured on the carotid artery vs. the
radial artery? Heart rate measured through the carotid artery has a slight difference
compared to radial artery measurement. This is maybe due to the reason that the carotid is
closer to the heart and the brachial is a little farther away from the heart.

b) After Exercise 1, did the data change between checks? How does the Exercise 1 heart rate
(beats/min) differ from the Resting heart rate?

Heart rate in exercise 1 showed the heart beat faster compared to when the heart is at rest.
When exercising, the body temperature increases, which causes the hypothalamus to warn
the brainstem to increase our heart rate.

c) After Exercise 2, did the data change between checks? How does the Exercise 2 heart rate
(beats/min) differ from the Resting and Exercise 1 heart rate?

Exercise 2 shows the higher heart rate compared to exercise 1 and when the heart is at rest.
This is because when our body temperature increases our heart beats faster as well.

d) Is End Rest heart rate (beats/min) similar to the original Resting heart rate? If not, describe
your physical condition at the time of the end rest heart rate.

End rest heart rate measured through the carotid artery and radial artery is higher
compared to the heart rate when the body is at rest. Even after the cool-down period the
heart rate is still higher than resting heart rate, because our left ventricular systolic
function which is the lower left pumping chamber of our heart sending blood to the rest of
the body.

Conclusion: During the two different phases of the exercise the heart beats were
different. The exercise 1 has a lower heart rate measurement than exercise 2. Our body has
several pulse points, but the radial pulse is the most easiest to access.