Discussion

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Lab Notebooks and Record Keeping

 

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Many lab facilities require a standardized format for lab notebooks and sample handling. More reading material to be incorporated has been added at the bottom of this discussion topic. Please ensure that you have a minimum of 350 words plus references.

Comment on the advantages and disadvantages to the record keeping process.

How, why, and who should monitor this process?

Produce an example of how a page in a lab notebook would be organized. What information should be included by all members of a lab in recording the work done for each day?

Lastly, discuss the importance of laboratory notebooks in patent filing especially in the view of the new era of first to file instead of old system of first to invent.

Lab Notebook 508

Guidelines-Scientific_Recordkeeping 

Electronic lab notebooks_ can they replace paper

Electronic notebook in a post America Invents Act

 
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Discussion 3: Invasives, Exotic Species And Control Methods

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You may use this website as a resource to identify a species that can be used for this discussion: http://www.evergladescisma.org/species/

Choose an invasive, exotic organism that is found in Florida that was introduced to Florida through natural or artificial means. Be sure you know the difference between an exotic and an invasive exotic. A species is exotic if they come from someplace other than Florida but do not cause appreciable harm to native habitats, economy or human health. A species is invasive when they cause significant harm to native habitats, the economy, and/or human health. This assignment is about invasive species. Plants or animals, land based, freshwater, or marine organisms may be used. Respond to the following questions, using complete sentences and correct grammar. Show all your sources.

(1) Identify your species with its common name and scientific name (It is useful to include a picture). Describe why your chosen species an invasive exotic, as defined for this assignment. What are its impacts on native plants, animals, and/or habitats?

(2) How was the species introduced and how did it spread in Florida?

(3) Discuss any control or eradication efforts for your species. Are they working?

(4) Think about invasive species in general. Are there different ethical questions and controversies involved in attempts to eradicate (“kill”) invasive plants compared to invasive animals?

(5) How would you decide on an appropriate, ethical control method for invasive species? Would the type of invasive animal (insect, fish, reptile, bird, mammal) play a role?  What if you had to make this decision?

 
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Scholarly Activity

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The due diligence review process for a site will often be incomplete or have limitations. For each of the following, describe the data and information gaps that will exist with incomplete records, and include in the discussion how each deficit can be overcome.

There is uncertainty if the removal of an underground storage tank was completed back in 1980. When in use, the tank contained diesel fuel for the backup generators.

Information about the site does not exist prior to 1958. Site records from the 1940s indicate that munitions were manufactured to support military initiatives during WWII.

Archived historical records for hazardous material are sporadic and incomplete for the period of 1990 to 2000. The available records indicate that a metal plating operation existed in a building that has been decommissioned.

The chemicals used at the site have properties that need special consideration. How will each be addressed in the due diligence assessment:

the chemical is an oil and is insoluble in water (groundwater);

the chemical is known to sorb tightly to soil and remains tightly bound to the organic fraction of the soil; and

the specific gravity of an insoluble chemical is greater than that of water.

Your completed assignment must be two pages in length, and you must use at least two academic resources, one of which may be your textbook. Adhere to APA Style when creating citations and references for this assignment. APA formatting, however, is not necessary.

 
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Disturbing The Balance Of An Ecosystem – 175 Words

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The Real Story: The Day the Cats were Parachuted In

Some years ago, the ABC Health Services sent supplies of DDT to Gyanpur to control the mosquitoes that were spreading malaria among the people. As the DDT was sprayed, the mosquitoes were quickly wiped out. But there were thousands of lizards in the village that ate these mosquitoes (which had absorbed the sprayed DDT) and they, in turn, kept accumulating the DDT in their bodies. When these lizards ate mosquitoes, they also absorbed a lot of the DDT. Due to the accumulation of so much DDT in their bodies, the lizards became very inactive and slow. This made it easier for cats to catch the lizards, one of their favorite foods. At about the same time, people also found that hordes of caterpillars had moved in to feed on the roofing materials of their homes. They realized that the lizards, which had previously kept the caterpillar population under control, were now being eaten by the cats. And now, all over Gyanpur, the cats that ate the lizards died from DDT poisoning. Then rats moved in because there were no cats to control their population. With the rats came a new danger: plague. Officials sent out emergency calls for cats, which were sent in by airplane and dropped by parachute

 

Respond to the following in a minimum of 175 words:

  • Choose an ecosystem that interests you. Describe the ecosystem you selected and the inhabitants of the ecosystem.
  • Think about the balance between the inhabitants of that ecosystem. What might happen if one small thing was changed? Choose an example of one change, describe it, and then discuss what the impacts that change might have on the ecosystem.
  • Considering the change you discussed, what action would need to be taken to reverse the change and restore the ecosystem? Would all impacts be reversible? Why or why not?
 
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Simplified Risk Analysis Process

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The risk analysis process coordinates with the National Response Framework (NRF) and the National Incident Management System (NIMS) for effective preparedness and response to a risk. Every community should complete the risk analysis process to identify the hazards that present risks and assess the probability, vulnerability, and consequences of the risk (Norman, 2016). If the hazard causes a disaster of large magnitude that requires federal assistance, the community will have already identified the required resources and assistance required from the federal government under the National Response Framework (NRF).

Using the simplified Risk Analysis Process on page 200 of the textbook (Risk = (Probability + Vulnerability + Consequences) / 3), what are some of the hazards that your community potentially faces that would require federal assistance under the NRF?

 

250–350 words excluding references, APA format and a minimum of three references

 
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Exercise Set 2 – A Little Bit Of Atmospheric Physics [Total 40 Marks] Complete The Table Below By Filling In The…

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Exercise Set 2 – A little bit of atmospheric physics [Total 40 marks] Complete the table below by filling in the temperature in °C, °F, or K, as needed. Indoor air temperature Coldest wind chill (N.S.) Boiling point of nitrogen Surface of the Sun °C 20°C 6500°C °F -40°F K 77.5 K [8 points] 2. Imagine a puddle of water, 1 cm deep. Direct sun rays are used to evaporate the water at 0°C. How long will it take to evaporate the water completely? [The latent heat of vaporisation for water is 540 cal. g-1 at 100°C and 600 cal. g-1 at 0°C. The solar constant is 1.97 cal.cm-2 .min-1 , or 1372 W .m-2. Remember that one cubic centimetre (1 cm3) of water = 1 g, so you can consider the puddle to be made up of lots of cubes of water, each 1 cm deep, and 1 cm2 on their top surfaces.] [2 points] How long will it take at 33°C? (You will need to estimate the latent heat of vapourisation at 33°C.) [2 points] Comment on these results. Why do you think the calculations show it should take only slightly longer on a cold day than on a hot day, when you know well enough that a shallow puddle can lie around for hours in the winter, but will be gone in minutes in the summer? What other factors might come into play? Why does the River Nile not evaporate to dryness when it flows from Khartoum to Cairo through the Sahara Desert? [2 points] 3. Construct a graph of January, July and annual temperatures against latitude for a north-south transect through North America from Corpus Christi, Texas, to Churchill, Manitoba. As best as you can fit a straight line through each set of data. Corpus Christi to Churchill climatic data transect – Graph [4 points] Comment on any significant trends – why do you think the winter data display a steeper slope than the summer data (refer to Figure 2.24 in the text). [2 points] 4. Recall that relative humidity is a function of the actual vapour pressure and the saturation vapour pressure (text, p. 106): where VP = vapour pressure, and W = mixing ratio. The subscript s refers to the saturation vapour pressure or mixing ratio. Compare the actual water content of the air over the sunny Sahara with that of a blizzard in Baffin Bay. In the Sahara, use a temperature of 40°C and a RH of 10%. Use mixing ratios (W/Ws) for your calculations, so that you will end up with water content in g/kg, which is more meaningful than mb here. Calculate the mixing ratio by reversing the above equation and solving for W. Determine the saturation mixing ratio by referring to Table 4-1 in the text. Then do the same for the Baffin Bay blizzard, where the air temperature is -10°C and the RH = 100%. [2 marks] 5. In the tropical rain forest latitudes, intense solar heating causes air to rise along a zone sometimes referred to as the “thermal equator” or the “inter-tropical convergence zone”. You know that the active tropospheric part of the atmosphere is a maximum of 18 km at the equator. Suppose the air at sea level has a temperature of 30°C. What would be its temperature at 18 km assuming it rises by the dry adiabatic lapse rate? [2 marks] Obviously (I hope) the air never gets that cold! Why not? [2 marks] 6. On the map below are shown the pressure values for a set of weather stations. On a weather chart, pressure is usually shown as a three-digit number, which at first bears no obvious relation to the millibar or kilopascal or inches of mercury units at all! For this exercise we will work in millibars. The numbers reported represent the last two digits and first decimal place in millibars – the leading 9 or 10 is simply dropped off. In other words, the pressure in Toronto shows 101 – insert either a 9 or 10 in front to get the pressure (910.1 or 1010.1 mb). Meteorologists are well aware that a pressure of 910 or so mb would only be found in the eye of an extreme hurricane (See Figure 6-3, p.163), while 1010 mb is just slightly below average sea level pressure. No hurricane was obvious in Toronto that day so we can conclude the pressure was 1010.1 mb. As a general rule, atmospheric pressure doesn’t exceed the range of 960 to 1040 mb, so “high numbers” (above 500) on the map below need a ‘9’ in front of them, while “low numbers” (below 500) need a ’10’. Click here for a page-sized version of this map to print. [10 points] Draw contours on the map at 4 mb intervals. Begin by identifying the area of lowest pressure (remember numbers will be in the 800’s and 900’s), and encircle all the numbers lower than 988 (i.e., 880) with the 988 isobar; then do all the numbers lower than 992 mb (i.e., 920’s on the map) with the 992 mb isobar, and so on until you complete the map. Label each isobar with the millibar value as you go. Notice that pressure refers to the centre of the symbol, not where the pressure values are actually written. If you are unfamiliar to drawing contours, you might find the flash animation at http://ees.acadiau.ca/~raeside/2753/contours.swf useful. b. Identify the areas of high and low pressure with a large H and a large L. c. Solid symbols indicate the sky was overcast (possibly raining too) at the time of reading; unfilled symbols indicate at least half the sky was clear. What general relationship do you see between atmospheric pressure and the nature of sky cover? [2 marks]

 
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Follow The Guideline Instructions On The Selected Topic Highlighted In Purple.

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GUIDELINES FOR SIGNATURE ASSIGNMENT:

 

MAKE SURE TO LABEL EACH STEP BY NUMBER SEQUENCE FOR CLARITY.

 

This signature assignment is a summary of previous research on a topic on climate change. Follow the following guidelines.

 

 

Step-1: Choose ANY one of the following Climate Change stressor listed in Table 1. The same general topic in step-1 can be chosen by multiple groups, but the final topic focus should be different enough (see steps 2 & 3). However, you can also develop your own topic following the same thinking process as outlined in this assignment. Must get approval of new topic from instructor before proceeding.

 

TOPIC OF CHOICE IS: #13 FROM THE TABLE LIST BELOW

 

Table 1. List of topics.

SN# Topic

 
1 Health & environmental impact from sea level rise or coastal flooding (ex: water quality, salt water intrusion, population displacement)

 
2 Heat related illnesses due to extreme heat events

 
3 Increase in extent and severity of wildfires (a) health or (b) environmental effects from particulate matter air pollution
4 Increase in severe weather

4a. effects from natural disasters

4b. water quality effects (ex: drinking water)
5 Health, environmental, and economic effects from increase in ocean acidification or ocean warming

 
6 Impact from vector-borne diseases from changes in precipitation patterns

 
7 Changes in water availability and water scarcity from increase in drought

 
8 Effects of flooding from extreme precipitation (disaster issues, water borne diseases)

 
9 Health and environmental effects from ozone related air pollution due to increase in hot sunny days

 
10 Health and environmental impact from changes in growing season (crop & agriculture, malnutrition)

 
11 Health and ecological effects from reduced snow/sea ice/permafrost

 
12 Increase in allergens (effects on asthma)

 
13 Change in mosquito ecology leading to increase in vector-borne disease e.g. Zika, dengue chikungunya, malaria, yellow fever

 
14 Change in rodent ecology (ex: hantavirus) leading to an change in vector-borne disease

 
15 Increase in hazardous algal blooms (ex: effects from acute inhalation or ingestion or risks to fishing/aquaculture)

 
16 Health and environmental effects from increased fossil-fuel based energy production

 

 

Step 2 (IMPORTANT) Specifically focus your topic to at least ONE public health effect or disease

PUBLIC HEALTH EFFECT: DENGUE FEVER

Example:

· increased risk for malaria

· increase in asthma

Step 3: (IMPORTANT) Choose ONE geographic region or Country or area/location.

AREA LOCATION: FLORIDA

Example:

· Higher elevations of Mt. Kilimanjaro

· Coastal southeast US

· Bangladesh

· Sub-saharan Africa

· South Sudan

 

Step 4: Identify the underlying climatic CAUSE(S) of this problem and list the pathway(s) leading to this problem. See “Pathway Diagram Example” that is included as an EXAMPLE.

 

Pathway Diagram Example (not a perfect scoring example)

 

Figure 1. Pathway diagram illustrating global temperature increase’s ocean warming and its effect on methylmercury poisoning in the Pacific Islands.

 

 

Step 6: Focus on at least one public health response to addressing the problem. You could focus on both climate mitigation and adaptation strategies, or focus on climate adaptation and resilience, as it pertains to your chosen topic. It is a good idea to find online agency-based reports or additional peer-reviewed journal papers to develop your climate mitigation and adaptation strategies and understand how your population/region is resilient to changes in climate.

 

· Climate Change Mitigation refers to efforts to reduce or prevent emission of greenhouse gases. Mitigation can mean using new technologies and renewable energies, making older equipment more energy efficient, or changing management practices or consumer behavior (UNEP, 2017).

 

· The UNFCCC defines Climate Adaptation as actions taken to help communities and ecosystems cope with changing climate condition. While the IPCC describes Climate Adaptation as adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects, which moderates harm or exploits beneficial opportunities.

 

Climate resilience can be generally defined as the capacity for a socio-ecological system to: (1) absorb stresses and maintain function in the face of external stresses imposed upon it by climate change and (2) adapt, reorganize, and evolve into more desirable configurations that improve the sustainability of the system, leaving it better prepared for future change impact.

 

 

 

4. Identify the underlying climatic CAUSE(S) of this problem and list the pathway(s) leading to this problem

 

 

5. Focus on at least ONE public health response (mitigation, adaptation, or resilience) to the problem

 
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Research Paper

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Unit III Paper Topic

 

In this course, you are asked to prepare a research paper on construction-related fall accidents. To get started on the research paper, it is best to begin to narrow down your topic, or the accident. You have two choices for this assignment. Complete only ONE of the following options.

 

Option One: At this point, if you are unsure about which accident to select, narrow it down to three accidents. Write two to three paragraphs and include each of the following:

 Briefly summarize the accident;

 Your initial thoughts about the cause of the accident; and

 Your initial thoughts about potential fall protection plan(s).

 

Option Two: If you are sure about your topic, prepare one to two pages of your initial thoughts about the accident. Include each of the following:

 Briefly summarize the accident;

 Your initial thoughts about the cause of the accident; and

 Your initial thoughts about potential fall protection plan(s).

 

The purpose of this assignment is to allow you to select a topic (i.e., accident) for your Research Paper, and to begin thinking about how you will approach the rest of the paper.

 

Format your Paper Topic using APA style. Use your own words, and include citations and references as needed to avoid plagiarism.

 
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Assignment 9: Soil: Foundation For Land Ecosystems

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Chapter 11 Soil and Plant Growth

 

1. List five management considerations for productive topsoil. a. ________________________________ b. ___________________________________ c.________________________________ d. ___________________________________ e. ________________________________

 

 

2. What constitutes the base of the food chain in soil ecosystems? ____________________________________

 

 

3. The soil environment must supply the plant or at least its roots with ______________________________, __________________________________, and _________________________________.

 

 

4. Three mineral nutrients required by the plant are _____________________________________, _________________________________________, and _______________________________________.

 

 

5. The original source of mineral nutrients is from the breakdown of __________________________________ through the process of ________________________________________.

 

 

6. The process of weathering is fast enough to sustain vigorous plant growth without other sources. (True or False)

 

 

7. In natural ecosystems, the greatest source of mineral nutrients for sustaining plant growth is from ____________________________________.

 

 

8. In addition to the frequency and amount of precipitation, the amount of water that is actually available to plants will depend on: a. the amount of water that infiltrates versus running off. (True or False) b. the amount of water that is held in soil versus percolating through it. (True or False) c. the amount of water that evaporates from the soil surface. (True or False)

 

 

9. Most plants have access to oxygen through the (roots, stems, or leaves).

 

 

10. List two ways of depriving plants of sufficient oxygen. a. ___________________________________ b. _____________________________________

 

 

11. pH is a measure of relative _____________________________ and ____________________________.

 

 

12. Most plants require a soil environment that is a. acidic b. basic or alkaline c. close to neutral

 

 

13. Neutral is expressed by a pH of ________________. The Soil Community

 

 

14. List the five ingredients required of productive topsoil. a. ________________________________________________________________________________ b. ________________________________________________________________________________ c. ________________________________________________________________________________ d. ________________________________________________________________________________ e. ________________________________________________________________________________

 

 

15. The workability of clay soils will be (more or less) difficult when compared to sandy soils.

 

 

16. As soil organisms feed on the detritus and reduce it to humus, their activity also mixes and integrates humus with mineral particles, developing what is called soil _______________________________.

 

 

17. Who gets what in the symbiotic relationship between some plants and mycorrhizae? Plants: _____________________________________________________________________________ Mycorrhizae: ________________________________________________________________________

 

 

18. Green plants support soil organisms by being the direct or indirect source of all their food. (True or False)

 

 

19. Soil organisms support green plants by making the soil more suitable for their growth. (True or False)

 

 

20. The second tropic level of the food web in a soil ecosystem is a. producers b. detritus c. humus d. decomposers

 

 
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Why Do You See Increases And Decreases In The Invasive Species Population? What Are The Implications Associated With These Alterations To The Ecosystem As A Whole

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Student Instructions

In this lab, you will determine how an invasive species—the zebra and quagga mussel—affects other species in the freshwater lake. Use the animation to help you come up with an answer to the following:

  • Why do you see increases and decreases in the invasive species population?
  • What are the implications associated with these alterations to the ecosystem as a whole?

The Effects of Zebra and Quagga Mussels Introduced into a Freshwater Lake

As you have learned, population dynamics are caused by the biotic potential of the population and the effects of environmental resistance. When there is minimal environmental resistance impacting a population, it will exhibit a population explosion. One reason for minimal resistance could be factors that no longer regulate a population (e.g., predator decline or resource increases). Another reason for a population explosion is the introduction of an invasive species. Invasive species are species foreign to an ecosystem and are not immediately regulated by the environmental restraints of the particular ecosystem that they invade. This in turn allows their populations to grow seemingly uncontrolled and to displace other indigenous populations. Examples of such an invasive species into North America are dreissenid mussels, commonly known as zebra and quagga mussels. Their introduction into the Great Lakes has caused economic hardship and a reorganization of the ecosystem. This has led, in part, to pollution-causing effects that can be linked to an alga known as Cladophora.

Ecosystems are webs of intricately balanced interactions, what happens when a new species is introduced that uses a disproportionate share of the ecosystem’s resources?

Using the M.U.S.E. link, review the background information and animation to complete your report.

Use the Lab 5 worksheet for assignment instructions and data collection.

 

Hi Everyone,
For your lab report this week, you will investigate the impact and spread of invasive species.

One of these described in your MUSE lab activity is the Zebra Mussel.

Just as you have done for the previous assignments, you will first review the background information, then collect the data. Your study will involve measurements showing how the mussels have spread and how they have impacted native species in an aquatic environment.

You will find that the number of mussels increases for 13 years and then begins to decrease. You are asked to explain this in your report.

  • Why do you see increases and decreases in the invasive species population?
  • What are the implications associated with these alterations to the ecosystem as a whole?

Use the notes in the animation to review the food chain in this ecosystem. It will be very important to be able to describe which species are native and which are invasive. And to describe how even a native species, such as cladophora (algae) can result in ecological damage. Next, review Chapter 4 of your eBook and refresh your memory on how the members of an ecosystem interact and the upper limit of organisms that an ecosystem can support, known as the carrying capacity. As you collect your data consider how the cladophora  increases along with the mussels. This happens because the mussels filter the water making it clearer. More sunlight reaches into the water’s depths allowing for better growth of these autotrophs. At year 13 we see a peak in both populations. I expect you will find that the huge number of mussels and the high level of cladophora deplete the Great Lakes ecosystem of nutrients.

Note that after 13 years the numbers of these detrimental organisms decreases, allowing the native populations to rebound.

If you would like a little more background information on the Zebra Mussel, this site has a good description with clear pictures:

http://www.protectyourwaters.net/hitchhikers/mollusks_zebra_mussel.php

 

Please use this outline to help you craft your report:

 

Purpose

 

State the purpose of the lab. This will be a sentence or two about assessing the impact of zebra mussels on the native populations of species in the Great Lakes.

 

Introduction

 

Include information on zebra mussels; where they come from; how they got to the US; what effect they have on native species.

 

Hypothesis/Predicted Outcome

 

A hypothesis is an educated guess. It needs to be a single statement that can be shown to be true or false through the results gleaned from this investigation.

It could be that zebra mussels will grow out of control.

It could be that zebra mussels will grow until they reach the carrying capacity of the ecosystem and then their population will crash.

 

Methods

Imagine you are the investigator. You will have to go to the Great Lakes and take samples to determine the population of all the species for which data has been collected.

For zebra mussels, they actually go diving to count and collect mussels. For fish species, they would perform a catch and release survey. Microscopic organisms would be analyzed through determining concentrations spectroscopically, etc.

 

Results/Outcome

Include the table. No further analysis is necessary.

 

Discussion/Analysis

In this section,

1)       Summarize your results

2)       Relate your results back to your hypothesis, either accepting or rejecting your prediction with an explanation of why you did so.

3)       Explain the increase and decrease in population. Present an explanation of why the zebra mussels and cladophora increased and then suddenly decreased. Be sure to answer these questions:

Why do you see increases and decreases in the invasive species population?

What are the implications associated with these alterations to the ecosystem as a whole?

 

 

Deliverable Length:

1 page

 

 

 

 

 

 

Name:

 

Date:

 

Instructor’s Name:

 

Assignment: SCIE211 Phase 5 Lab Report

 

Title: Identifying Environmental Hazards

 

Instructions: You will write a 1-page lab report using the scientific method to answer the following questions:

 

·         Why do you see increases and decreases in the invasive species population?

·         What are the implications associated with these alterations to the ecosystem as a whole?

 

When your lab report is complete, post it in Submitted Assignment files.

 

Part I: Using the lab animation, fill in the data table below to help you generate your hypothesis, outcomes, and analysis.

 

Years Zebra and Quagga Mussel (density/m2) Phytoplankton (µg/ml) Zooplankton (µg/ml) Cladophora Biomass (g/m2) Foraging Fish (kilotons) Lake Trout (kilotons)
0 100 3 2 10 150 15
4 1000 2.5 1 100 100 10
7 2500 2 0.5 200 80 8
10 7500 1.5 0.25 600 50 5
13 15,000 1 0.1 700 25 2.5
15 7500 1.5 0.2 243 40 4
20 5000 1.75 0.4 136 60 6

 

Part II: Write a 1-page lab report using the following scientific method sections:

  • Purpose
    • State the purpose of the lab.
  • Introduction
    • This is an investigation of what is currently known about the question being asked. Use background information from credible references to write a short summary about concepts in the lab. List and cite references in APA style.
  • Hypothesis/Predicted Outcome
    • A hypothesis is an educated guess. Based on what you have learned and written about in the Introduction, state what you expect to be the results of the lab procedures.
  • Methods
    • Summarize the procedures that you used in the lab. The Methods section should also state clearly how data (numbers) were collected during the lab; this will be reported in the Results/Outcome section.
  • Results/Outcome
    • Provide here any results or data that were generated while doing the lab procedure.
  • Discussion/Analysis
    • In this section, state clearly whether you obtained the expected results, and if the outcome was as expected.
    • Note: You can use the lab data to help you discuss the results and what you learned.

Provide references in APA format. This includes a reference list and in-text citations for references used in the Introduction section.

Give your paper a title and number, and identify each section as specified above. Although the hypothesis will be a 1-sentence answer, the other sections will need to be paragraphs to adequately explain your experiment.

When your lab report is complete, post it in Submitted Assignment files.

 
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