Microbiology Lab

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2420-Lab 3- Bacterial Staining Techniques-II-(Differential)

Directions:

Answer following questions after reading the information and watching the video from the link below. Use color RED or BLUE for your answers. Submit the completed document on eCampus for grading. Refer to

· the textbook chapter 3 (3.2) (Nester- McGraw Hill)

· Link: Bacterial Staining Techniques-II, Virtual Edge Experiment-4

Differential Staining

1. What is differential staining?

Gram Staining (4A on Virtual Edge)

Watch the video of Gram Staining from the textbook chapter 3- review 3.2 (pages 53-54), 3.5 (pages 65-67– cell wall of prokaryotic cells) and answer the following questions.

2. What is the purpose of Gram staining?

3. Who invented the Gram staining procedure?

4. What is the first stain used in Gram staining procedure?

5. Do all cells pick up this stain?

6. What is the function of a mordant?

7. Which mordant is used in the Gram staining procedure?

8. What would be the result if the mordant is forgotten from the procedure?

9. What is alcohol used for?

10. Why is decolorization necessary?

11. What is a counterstain?

12. Which counterstain is used in Gram staining?

13. What are cells called that retain the primary stain?

14. What are cells called that lose the primary stain?

15. What are cells called that take up the counterstain?

16. What type of cells do not take up the counterstain?

17. After the Gram staining procedure, Gram positive bacterial cells appear ______________ colored.

18. After the Gram staining procedure, Gram negative bacterial cells appear ______________ colored.

19. Which component of the cell wall in Gram positive bacteria is responsible for the retention of the primary stain?

20. Which component of the cell wall in Gram negative bacteria is responsible for the retention of the counterstain?

21. What would be the color of Gram negative bacterial cells if the decolorization step is forgotten? Explain.

22. Which bacteria were used in this experiment and what were their shapes? (From the textbook, review 3.3- Morphology of prokaryotic cells)

23. From what you have learned from the textbook, if a patient has E. coli infection which are Gram negative bacteria, would you advise them to take a course of Penicillin? Why or Why not?- Explain

24. Following picture shows the Gram staining result. Point out (or describe) Gram positive and Gram negative cells from the picture. Be sure to specify morphology:

Gram stain - Wikipedia

Acid-fast Staining- (4B on Virtual Edge):

Read the text from the following to help answering the following questions.

· link Acid-fast Staining,

· textbook chapter 3- section 3.2

25. List two genera of bacteria that are stained for identification by using Acid-fast staining method.

26. Which fatty acid is found in the cell walls of acid-fast bacteria?

27. Which primary stain is used in the acid-fast staining procedure?

28. Why is steaming necessary at this step?

29. Which counterstain is used in the acid-fast staining procedure?

30. Why is acid-alcohol used to decolorize in the acid-fast staining process instead of regular ethanol?

31. Which two types of bacteria were used in this experiment?

32. Which of the above two types of bacteria were acid-fast? (or retained the primary stain?)

33. From the picture below, point out the acid-fast cells:

Acid Fast Staining Flashcards | Quizlet

34. If you are working in a clinical diagnostic laboratory, which of the above staining methods would you use to predict the cause of infection under following conditions?

a. Tuberculosis

b. Strep throat

 
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Homework 7

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Complete the following and submit the Word document by midnight Sunday. Remember to include complete citations for all sources used to answer each question.

1. In _____________ selection, individuals with both extreme forms of a trait are at a selective advantage.

2. The spotted touch-me-not, a flowering plant, has seed pods that burst open when touched and forcefully eject their seeds. Such an adaptation is favorable because it

A.  aids in the dispersal of the species.

B.  attracts insects that aid in pollination.

C.  prevents germination within the seed pod.

D.  can cause genetic changes to occur.

3. Which concept was not included in Charles Darwin’s theory of natural selection?

A.  survival of the fittest

B.  struggle for existence

C.  overproduction of offspring

D.  punctuated equilibrium

4. Define microevolution. Explain how the bottleneck effect and the founder effect each affect microevolution. Be sure you demonstrate your understanding of these three concepts in your answer.

5. Because of prolonged drought, the trees on an island are producing nuts that are much smaller with thicker and harder shells. What will happen to the birds that depend on the nuts for food?

Of the three general outcomes of natural selection, this example illustrates ____________ selection.

6. What is meant by “survival of the fittest” and how does it relate to evolution? Are these two concepts the same or different? Justify your answer and be sure to define both concepts adequately.

7. Define and compare natural and artificial selection, including the source of selection pressure and the traits selected for. Provide a specific example of each.

8. What is speciation in general? Briefly describe the difference between allopatric speciation and sympatric speciation. Be sure to include under what sort of conditions each type might occur.

9.  Huntington’s disease is a dominant disorder that causes progressive deterioration of brain cells and eventually death.  Even though this is a fatal disease and a dominant one, it has persisted in the human population.  Explain the reason that Huntington’s has not been eliminated.  (You will have to look up information on the disease paying special attention to the age at which it is expressed. It is important to understand the significance of this.)

 
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Investigation Design

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Investigation Design Instructions and Rubric Your Task: Design an investigation to collect appropriate evidence to answer the guiding question:Why does (or doesn’t)

the frequency of a physical trait change in a rabbit population in differentenvironments? You can approach this question

in many different ways. There are multiple rabbit traits to focus on (fur color, tail length, teeth length) and many different

types of environments you could test (e.g. environments with and without predators, environments with or without food

limitation, environments with predators at the equator or arctic,and many more!). It is your job to determine what would be

appropriate and sufficient evidence to collect to support your answer to the guiding questionabove.

During Labs #10 and #11 you will have time to brainstorm with a classmate about different elements of the investigation

design, but each student will write up the investigation design assignment individually. By the due date on the course

calendar, you will individually submit an assignment in your own words via the Turnitin link under “Investigation Design” on

the main menu. Features of your design may be similar to a classmate’s if you brainstormed together, but the entire

assignment must be written individually and in your own words. Do not write your assignment in the same room asa

classmate and do not share your written assignment witha classmate. Write your procedure where indicated in Lab 12of the

lab manual or bring a copy of your investigation design to lab so that you can conduct your investigation during Lab #12! This assignment is 10% of your grade.Your investigation design must include sufficient detail that your TA could conduct

the same investigation after reading your assignment. You will be graded based on the rubric below. Your investigation design assignment will consist of the four sections outlined below and each section should address the following questions:

1. Introduction

a) Did you brainstorm with a classmate? If yes, who did you brainstorm with? b) What is the provided guiding question you are trying to answer with this investigation(it’s the same for everyone)?

c) Why is this an important orinteresting question to investigate? (Think about how this investigation connects to the

predictions about traits you made on the field tripin Lab #10.) 2. Experimental Design

a) How will you determine if the frequency of a trait in the population changes over time in different environments? b) What trait will you investigate? (e.g. fur color, tail length, or teeth length?)Why are you interested in this trait?

c) What different environments will you include in your design? (e.g. environments with and without predators,

environments with or without food limitation, environments with predators at the equator or arctic, etc.)Why did you decide to design you investigation this way?

d) There are other variables you can manipulate in the simulation that might influenc the biotic interactions (e.g. Which

allele is inherited as the dominant allele? Where do the rabbits live? When isa selection pressure first introduced?).

How will these variables be controlled or manipulated in your investigationtrials? Why did you make those decisions?

e) How many trials (or replicates) will you conduct? Why is the number of trials important?

f) For how many generations will you need to run the simulation during each trail?How did you determine this# of

generations was appropriate? Why do you think # of generationsis a biologically important variable in this

investigation? 3. Data Collection

a) Will you collect data on a singleresponse variable or multiple response variables (e.g. Total rabbits in population, number of rabbits with white fur, number of rabbits with brown fur, etc)?. Why did you decide to design your

investigation this way?

b) How will you keep track ofand organize the data you collect? Look through your lab manual to review the types of data charts you have used in this class. Draft a data table on the “Data Collection” page of Lab 12 in your manual.

4. Data Analysis

a) How do you predict the frequency of the trait will change in the rabbit population in the different environments you are testing? Why do you think this?

b) Is your prediction grounded in biological concept that we have learned this semester? How so?

c) What type of calculations will you need to maketo summarize your data across multiple trials? Why are these necessary?

d) What type of graph could you createto help make sense of your data? Describe what the graph would look like,

including how you would label the axis, if applicable.

1

 

 

Grading Rubric

 

 

Criteria Levels of Achievement Proficient Satisfactory Needs Improvement Unsatisfactory

Biology Content 20 Points 18 Points 15 Points 10 Points Use concepts All biological content 1 biology content 2-­­3 biology content 4 or more biology content correctly in Intro and was correct error errors errors Analysis sections

Biology reasoning 30 Points 27 Points 22 Points 15 Points Supported design All reasoning was 1 reasoning error 2-­­3 reasoning errors 4 or more reasoning errors with appropriate appropriate reasoning

Depth of response 20 points 18 points 15 points 10 points Fully explained all Vaguely explained Needed to elaborate Complete lack of depth; thinking thinking on 1 item more on several Answers are limited to bare responses minimum.

Completeness 20 Points 18 Points 15 Points 10 Points Complete all Completed all parts Answered all Completed all 4 Skipped several sub-­­parts or questions in the of all questions parts of all sections but skipped entire sections outline above sections, but 1 or 2 sub-­­parts missed 1 sub-­­ question within a part

Quality 10 Points 8 Points 6 Points 4 Points Creativity, No – or very minor, 1-­­2 noticeable Several noticeable Errors indicated lack of cohesiveness, word almost unnoticeable errors or average errors proofreading; errors made it choice, spelling, – errors; creative design difficult to understand grammar, correct use design of scientific terms

 

 

 

2

 
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Reflection 300 Words

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Reflection 300 Words

 

 If the body positivity movement had to select its unofficial MVP, it would definitely be Lizzo. Known for her catchy songs like “Truth Hurts” and “Good as Hell,” this singer-songwriter, rapper, and flutist unabashedly celebrates her own body and urges fans to accept themselves, no matter their shape, size, color, gender, or sexuality. Recently, though, celebrity trainer Jillian Michaels (famous for her tenure on the reality television show The Biggest Loser) drew ire from Lizzo’s fans by expressing concern about Lizzo’s health on social media. Little did she know that she was treading on controversial ground in the body positivity movement: the intersection between size and health. Enter into this debate yourself by reading Katelyn Esmonde’s Vox article “What Jillian Michaels Got Wrong about Lizzo and Body Positivity” and answer the following questions.

· In response to praise of Lizzo’s self-acceptance, Jillian Michaels declared, “Why are we celebrating her [Lizzo’s] body? … ‘Cause it isn’t going to be awesome if she gets diabetes. I’m just being honest. Like, I love her music. … But there’s never a moment where I’m like, ‘And I’m so glad she’s overweight!’” Do you feel that Michaels is justified in her comments? Why or why not? Also, consider Michaels’s potential authority on the topics of health and body. Do these lend more credibility to her comments on Lizzo? Why or why not?

· Esmonde (the author of the article) argues that “by publicly speculating about Lizzo’s susceptibility to diabetes or other chronic diseases, Michaels is doing more harm than good.” What specifically does the writer mean by this? How exactly does she see Michaels’s comments as causing harm (sometimes even literal) to fat people?

· The author also explores scientific research that complicates our understanding of the relationship between health and weight. Explain how Esmonde argues that poor health is not always related to fatness (and vice versa), using specific examples from the text.

· Lastly, the author attempts to distinguish expressing concern for someone’s health and fat-shaming. What do you see as the difference between these two things? Do you believe that Jillian Michaels was legitimately worried about Lizzo’s health or was she engaging in a type of fat shaming (or even something else entirely)? Explain your reasoning.

 
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Case Studies

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In Case Study 9, Building Trust in Communities: The Narragansett Indian Tribe and the State of Rhode Island, The Natives had a longstanding history in Rhode Island. In the U.S., the federal government has a history of taking land, claiming it and then isolating the Native community from resources and opportunities. This case study is only one example. The Narragansett filed suit again the state and individual landowners to reclaim the land the tribe asserted rightfully belonged to them. The Federal government ended up giving the Natives 1,800 acres of land in a settlement and sovereignty over the land.

Today, there is still a fight with Native tribes about land and resources. As a result, Natives tend to face a plethora of public health issues.

a. Name at least three of the socioeconomic factors or behavioral risk factors, that contribute to health disparities among Native populations, currently (If necessary, Use data from Centers for Disease Control and Prevention to support your answers. You can also use  the Bureau of Indian Health Services)   b.  Explain why these factors are public health issues using current data. c. Provide one example of potential prevention strategies for each of the factors, that you listed and described, using current or modern day prevention strategies. (e.g. use Healthy People 2020, The Guide to Community Preventive Services websites, case studies, peer-reviewed research studies, etc.) d. Why is building community trust critical to improving health outcomes of Native populations.

Prior to the advent of the Affordable Care Act of 2012, signed by President Barack Obama, medication errors cost the U.S. over $200 billion. Medication errors also contributed to gross health disparities primarily impacting elderly populations with co-morbid chronic illnesses. Case Study 20: Big Brother is Watching: Utilizing Clinical Decision Support as a Tool to Limit Adverse Drug Events, provided several examples of how public health and healthcare systems worked together to overcome problems with medication adherence, to improve patient health outcomes and to improve prescribing practices. Provide an update on the impact of the Affordable Act on Clinical Decision Support specifically relating to medication errors. This means, what advancements have been made since the Act to improve Clinical Decision Support in Healthcare or Prescribing. Use the internet and other resources such as the Agency for Healthcare Quality and Research (AHRQ) to briefly summarize your findings. It may also be helpful to cite important resources (i.e. websites or research articles) that support your understanding of the issue. Furthermore, report on what is the current hot topic issue on clinical decision support (e.g. a new policy, advisory group). Check White House resources or the American Public Health Association for clues.

Case Study 16: Beyond Measurement? Evaluating Environmental Public Health: Assessing the Effectiveness of Food Safety Programs, discusses the pressures that many governmental public health practitioners face at the nexus of budget cuts and protecting the health and safety of the population. Please answer the following questions:

a. What sort of roles and responsibilities do environmental health professionals have regarding food safety?

b. What type of information would the environmental health director need to know to help make the case to state legislature to not cut the budget?

c. From the farm to the plate, what are some of the ways food can become contaminated with pathogens?

d. What food safety practices would a health inspector look for doing a routine restaurant inspection?

e. What are examples of recent food-borne illness outbreaks that have taken place in the last 2 years? What was the cause of the outbreak?

f. What actions can health inspectors take to mitigate or prevent an outbreak from occurring?

g. How has COVID-19 impacted food safety, if at all?

h. What is your position?  If faced with cutting the budget or limiting the scope of the environmental health dept. What you would do?  Provide a brief rationale.

 
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7 Dis Bio V

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Theme 1

Each student will have to select and discuss a case study.  The Case Study can involve a bacterial, viral, parasitic, or fungal infection or an intoxication caused by an infectious agent (such as Botulism or Staphylococcus aureus food poisoning, to name two).

The discussion should present information about the disease, including symptoms, pertinent diagnostic tests, laboratory (including Microbiology) and physical findings, treatments, and prognoses.

Please write the whole scenario on your discussion thread for referencing.

Case 10

A 22-year old woman presents    at the walk-in health clinic with slight fever (38.5C), a complaint of frequent    urination, burning on urination, vaginal discharge and a small lesion on the    labia.

The woman reported that    she was moderately sexually active and had three sexual partners in the past    six months. Her last sexual contacts were about 7 days earlier. She had developed    mild symptoms about 5 days earlier, beginning with a discharge from the vagina.    She began having pain on urination about 3 days earlier.

Urine analysis revealed    a pH of 8.2, some white cells and a few red blood cells. There was protein in    the urine. A smear of the vaginal secretion showed a number of Gram-negative    cocci.

1. What is your diagnosis      here?

2. What clinical features      are critical to your diagnosis?

3. What further actions      must be taken?

Theme 2

Mutations in PDE6β gene result in a progressive loss of vision. Describe generation of a potential viral vector for treatment of this disease. What are the advantages and disadvantages of using this viral vector in gene therapy?

Theme 3

Clostridium difficile (C. diff.) is an opportunistic intestinal bacteria causes severe forms of diarrhea and bowel inflammatory disease. Search and discuss the treatment of C. diff. with Bacteriophages. Are there other types of bacterial infections treated with bacteriophages? What is the mode of action of this treatment option and what is the proposed route of delivery?

 
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Karyotyping Assignment

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Mapping of chromosomes is called as Karyotyping. The biologists who study the chromosomes and the anomalies are cytogeneticists and the study is called as cytogenetics.

I want you to go to this website and play with it. You have to match all the 23 pairs of chromatids and get to this page as follows. In this discussion, I want you to post a picture of completed karyotype and discuss on following questions:

  1. Is it a karyotype of a female or a male?
  2. Name one disorder which has abnormal number of chromosomes
  3. What would be the cause of the disorder; is it genetic, the mother’s age, and some other reason. Explain.
  4. As earlier, please post your comments for two other discussions to earn full points of this discussion.

Karyotyping: https://learn.genetics.utah.edu/content/basics/karyotype/

 
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Neeed Done Asap , Case Study

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Follow the directions for each activity. Answer the essay questions completely using thoughtful ideas, the course text, and outside reference sources, where applicable. Proofread answers for potential writing errors. 

Part A. Metatherian Mammals

 

Part A Question1) What are metatherian mammals? What are distinguishing characteristics of metatherian mammals?

Extinct mammals, they are very few living. Metatherians, which comprise marsupials and their closest fossil relatives, were one of the most dominant clades of mammals during the Cretaceous and are the most diverse clade of living mammals after Placentalia. The only living metatherian mammals are the marsupials. There were some extinct metatherians that were not marsupials, such as the Sparassodonts, but as these have gone extinct, a metatherian is now just a synonym for a marsupial Metatherians belong to a subgroup of the northern tribosphenic mammal clade or Boreosphenida. They differ from all other mammals in certain morphologies like their dental formula, which includes about five upper and four lower incisors, a canine, three premolars, and four molar. In metatherians, marsupium is present which is required for carrying the infants

Part A Question2) Describe the biogeography of metatherian mammals.

Part A Question3) Using the following websites choose one extant (currently living) metatherian (marsupial) mammal species. Conduct research about the species. Discuss and analyze the species’ anatomy, ecology, and life history. Write a species account of at least 300 words correctly citing the reference source(s) you used. Scientific names are comprised of the genus (capitalized) followed by the species name (not capitalized) and they are italicized. For example, Ornithorhynchus anatinus.

 

Site Name

Web Site URL/Address

 

Mammalogy on the Internet

http://www.mammalsociety.org/mammalogy-internet

 

Tree of Life Web Project

http://www.tolweb.org/Mammalia

 

Animal Diversity Web 

http://animaldiversity.ummz.umich.edu/site/accounts/information/Mammalia.html

 

Wilson & Reeder’s Mammal Species of the World

http://www.vertebrates.si.edu/msw/mswcfapp/msw/index.cfm

 

American Society of Mammalogists: Mammalian Species

http://www.mammalsociety.org/publications/mammalian-species

 

Mammalian Species pdf Site

http://www.science.smith.edu/departments/Biology/VHAYSSEN/msi/

 

National Geographic Mammals

http://animals.nationalgeographic.com/animals/mammals/

Species Scientific Name:

Species Common Name:

Species Account:

Part B. Comparison of Metatherian and Eutherian Mammal Ecology

 

Complete the table using the websites listed in Part B. Match the eutherian (placental) mammal with a similar ecological equivalent metatherian.

 

Scientific Name of Metatherian   Mammal

Common Name

Ecological Description

Eutherian Mammal Match

 

Petaurus   breviceps

 

Vombatus ursinus

 

Myrmecobius fasciatus

 

Notoryctes typhlops

 

Dasycercus cristicauda

 

Sarcophilus harrisii

 

Thylacinus   cynocephalus

List of Eutherian Mammals to Match

Peromyscus polionotus

Talpa europaea 

Glaucomys volans

Taxidea taxus

Myrmecophaga tridactyla

Canis latrans

Marmota flaviventris

Part B Essay Question: What are potential hypotheses (explanations) regarding why there are ecological equivalents between many metatherians and eutherians? Discuss your hypothesis in terms of the processes that could lead to the current ecologies and distributions of metatherians and eutherians. 

 
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The Following Information Is Available For Aikman Company.

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The following information is available for Aikman Company.

 

January   1, 2017

2017

December   31, 2017

 

Raw materials inventory

$21,000

$30,000

 

Work in process inventory

13,500

17,200

 

Finished goods inventory

27,000

21,000

 

Materials purchased

$150,000

 

Direct labor

220,000

 

Manufacturing overhead

180,000

 

Sales revenue

910,000

Prepare an income statement through gross profit.

 

AIKMAN   COMPANY
Income   Statement (Partial)

 
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BI101 Unit 2 Experiment

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  • Read through the introductory materials below.
  • Open the Unit 2 Experiment Answer Sheet and complete the following Experiment exercises this unit:
    • Experiment 2 Exercise 1A – Effect of substrate concentration on enzyme function (~30 min)
    • Experiment 2 Exercise 1B – Effect of pH on enzyme function (~30 min)
    • Experiment 2 Exercise 2 – Cellular Respiration and Photosynthesis (~1.5 hrs)
  • Save your completed Unit 2 Experiment Answer Sheet and submit it by Midnight Sunday (CT).

Enzymes – Introduction

This unit we will examine enzyme function using a virtual simulation. Be sure to review our online lecture on Energetics and pp 80 – 82 in your book. As we have learned this unit, enzymes are biological catalysts that can lower the activation energy required to allow reactions to proceed. Enzymes are very sensitive to the environment in which they work, meaning changes in substrate concentration, temperature, pH, salts and other chemicals can drastically alter their function. This is one of the reasons the buffers we learned about last unit are so important!

When you are ready to begin these two exercises, go to:

Bioman. No date. Enzymatic (Links to an external site.)

Procedure

  1. Click on “Start a New Game” and follow the on-screen instructions.
  2. When you get to the “Main Menu”, click on “Experiments”.  You will have to click twice.
  3. Click “OK” and follow the on-screen instructions.  Please note that you do not need to submit the answers from the quiz.

You will need an understanding of the different types of experimental variables in order to correctly graph your results. There are three different types of variables:

Independent Variable: This is the variable that the experimenter manipulates and is expected to affect the dependent variable. For example, if you think the amount of sunlight affects plant growth, you would vary the amount of light a plant receives (e.g., 2 hrs/day, 4hrs/day, 6 hrs/day). The amount of sunlight would be the independent variable.

Dependent Variable: This variable is expected to vary depending on the independent variable. In the example above, plant growth would be the dependent variable, because it is dependent on the amount of sunlight it receives.

Control Variable: This type of variable includes factors (there may be many) that could affect the outcome of your experiment. By holding these variables constant in all treatments, the experimenter knows that only the independent variable is affecting the outcome. In the example above, the variables you would want to hold constant would be things such as temperature, water and nutrients.

When graphing your results, the two variables of interest are the independent and dependent variables. The independent variable is always graphed on the x-axis and the dependent variable is always graphed on the y-axis. When you generate a graph, you must also always label each axis and include any units of measure.

When you are ready to begin, use the instructions in the Unit 2 Experiment Answer Sheet to complete these exercises.

Cellular Respiration and Photosynthesis – Introduction

In this exercise, you will have the opportunity to explore the relationship between the air we breathe and the plants around us. Be sure to review our online lecture on Energetics and Chapters 6 and 7 in your book; particularly pp 92-93.

Cellular respiration is the metabolic pathway in which all plants and animals extract usable energy (ATP) from foods either eaten (animals) or synthesized (plants). Yes, plants perform cellular respiration! This is because the energy they generate via photosynthesis is used to produce sugars. It is these sugars that are then broken down by cellular respiration to provide the energy to carry out plant cellular functions, just like in animal cells!

Cellular respiration and photosynthesis are linked by their reactants and products. Here is a chemical summary of the two reactions:

Cellular Respiration:     Oxygen + Glucose » Energy + Carbon dioxide + Water

Photosynthesis:             Energy + Water + Carbon dioxide » Glucose + Oxygen

What do you notice about the reactants and products of these two processes? RIGHT! The reactants of cellular respiration are the products of photosynthesis and the products of cellular respiration are the reactants of photosynthesis. Without photosynthesis and the production of oxygen, aerobic cellular respiration could not occur. And, carbon dioxide levels would increase significantly!

In this exercise, you will demonstrate this relationship between these two important processes using snails and Elodea, a water plant. When you are ready to start this exercise, go to:

Virtual Labs Simulation
http://www.classzone.com/cz/books/bio_09/resources/htmls/virtual_labs/virtualLabs.html (Links to an external site.)

If a link to Carbon Transfer through Snails and Elodea is not directly available, then follow these instructions:

  • Select Missouri as your location and click Go
  • Click on the Go beneath Biology 2010
  • Under the Labs heading, click on Virtual Labs
  • Click on Carbon Transfer through Snails and Elodea

You will need to open the Unit 2 Experiment Answer Sheet and follow the instructions carefully. The simulation is a little clunky to use and if you don’t do things right, you will have to start over. You must complete certain steps before you can proceed.

 
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