Please Write a Biology Lab Report On The Biology Experiment That I did for Lab Project 2: Medical Mystery That I have already done and follow the Rubric and Guidelines On How to Write The Lab Paper.
Lab Project Paper 2 Guidelines and Rubric Communication of ideas and data is a keystone of science. After all, no matter how great your discovery is, if you can’t explain it to anyone in an effective way, it will never be meaningful to anyone else. To develop your ability to communicate scientific thinking, data, and ideas, you will write Lab Project papers that summarize the goals of your experiments, how you did them, what your results were, and what you concluded from your results. General format of paper Name of the project (this should be descriptive—not just “Lab 1”) Your name Lab Group: names Introduction Describes the goals or central questions of the project, summarizes any background information related to the central question of the project and the techniques used. Where appropriate, hypotheses of experiments should be explained. In this project, the first paragraph should describe the background information about the medical case. The second paragraph should give basic background information about bacteria and describe the traits that will be used to identify the bacteria. It should also outline how the most effective treatment will be determined. The third paragraph should provide background information about protists and explain why protists are being used to identify the source of the bacterial infection. Methods This is a brief description of how each experiment was conducted. The methods should give enough information that someone else could repeat it but not describe every step—for example, you do not need to say that you obtained supplies from the cart—that is a common sense assumption that you can reasonably expect the reader to make. It might be useful to think of recipe directions for cooking to get a sense of the detail needed—you can tell the reader that you stirred the batter, you don’t need to tell them that you stirred it exactly 13 times in the clockwise direction and then 11 times in the counter-clockwise direction. Since it is a record of what you did, it should be in the past tense. The methods for each experiment should be described in a separate paragraph with a heading at the top of the paragraph that describes the experiment. Note: part 1 of the project had 2 different experimental procedures. Part 2 had one experimental procedure. Results The results for each experiment should first be described with a sentence or two that describes what the graph, table or picture shows—for example, a graph might be described by saying, “This graph shows that the average height of the population increased over a 50 year time period.” Each experiment should also have at least one visual presentation of the data which can include tables, images, drawings, and graphs. Images, figures, and charts support a verbal description—they don’t replace it. For part 1 of this project, in addition to a verbal summary, your results should include a table for the first experimentand a table for the second experiment. For part 2 of this project, in addition to a verbal summary, you should have tables describing the the visual appearance of the fluid and the organisms you saw as well as supporting images of your sample organisms. You do not need to analyze or explain the significance of the data in this section (You will do that in the Discussion). The results of each experiment should be separated with headings that describe the experiment (use the same heading that you used in the Methods). Graphs and tables should be created digitally and placed in the text document. Pictures of the microscope view and/or drawings should also be inserted directly into the text document. Discussion Start your Discussion by restating the overall goals of the project and your overall conclusions. Then, explain your conclusion for each experiment (be specific with data) and how it contributes to the overall goal of the project. Make sure to explain your reasoning; don’t just state your conclusion. You also need to address the quality of your data and discuss the strengths and weaknesses of the experiment/simulation. Make sure to mention any improvements for the experiment/simulation and/or any additional related experiments/simulations that could be done to support your conclusion for this experiment. Think about these questions: Were there places where the experiments could be improved or where errors occurred? How reliable do you think your data is? Are there other explanations for the data or evidence that you’ve collected? What additional questions remain? What next experiments should be done in order to support your conclusions? Do this for each experiment (separate into paragraphs). For part 1, make sure to address the type of bacteria that is causing the infection and propose some possible bacterial species that match the type of bacteria. Then, discuss which antibiotic would be most effective for treatment and any antibiotics that would not work at all and why they would not work. For part 2, make sure to clearly state which creek appears to be the source of the infection and justify your match with multiple pieces of evidence. Make sure to address the weaknesses of using protists to identify the source of the infection. In some cases, a final paragraph with additional questions or future research may also be included (when not appropriate in previous paragraphs—see example paper). Additional requirements · Make sure to review the questions in the lab packet. Many of them were pointing you towards important things to include in your paper. · This type of paper should not have any direct quotes from any source. If you use a resource, make sure to summarize in your own words and give credit to the source using either the MLA or APA format and in text citations. You do not need to reference the lab manual. Use of resources other than your textbook is probably not needed. · Revise and make sure your final paper utilizes language, grammar, and spelling appropriate to a college class. Get help and have someone review your draft. You can use the Writing Studio or online draft review with Brainfuse. · There is not a page minimum or maximum, though at least 3-4 pages is probably required to adequately explain your experiments and conclusions and provide sufficient visuals. Please make sure to use standard professional fonts, font sizes and margins like Calibri, Times, and Arial. The default of your text software is almost always appropriate. · The entire paper should be your original work. Papers that show evidence of plagiarism from the internet, another student, or any other source will be given a grade of zero. Do not provide a copy of your paper or graphs to any other students. You are equally responsible if someone turns in your work, even if it was done without your permission, and will also receive a grade of zero on the plagiarized paper. There are no warnings or re-dos. If you have any questions about this or aren’t sure what plagiarism means, please see me for more information. · Submit the final paper to the D2L dropbox folder by the due date. It must be a .doc, .pdf or similar file type. (.pages files do not work. If you have a Mac, please convert to a Word compatible file before submitting—ask for help if you don’t know how to do this). This is an example lab paper. Gradual Decrease in Light Length Induces Leaf Drop in Maple Trees By Rhonda Hattar Lab Group: Jessica Jones, Peter Parker, Clark Kent Introduction The earliest humans observed the predictable fall of leaves from trees in the autumn. However, the cause of this annual leaf drop has long been the subject of myths as varied as Jack Frost’s cold breath or Persephone’s annual trip to her husband in Hades. We sought a scientific explanation for this phenomenon and considered additional documented traits of the fall season worldwide. Regardless of the particular details of an area’s geography and unique climate, the autumn brings to most environments a decrease in sunlight and a lower average temperature. Since average lower temperature is likely the byproduct of the decrease in sunlight, we hypothesized that change in daylight length was the direct cause of leaf drop from deciduous trees. In the first experiment, we tested whether a gradual decrease in light will indeed induce leaf drop in deciduous maple trees in otherwise controlled and identical environments. Light length was decreased in a greenhouse setting and amount of leaf fall was measured. In the second experiment, we tested whether a change in temperature would not produce leaf drop if the amount of light was kept the same. This evidence would further support that light changes, not temperature, cause leaf fall in the autumn. Methods Analysis of leaf fall based on light conditions All maple trees were grown at 72ºF and 50% humidity for 180 days. Trees were irrigated with 2 gallons of water every other day. Fertilizer was applied every 30 days at 2 mL per gallon of water. In the control group, the light was provided for 12 hours a day over the entire 180 days. In the experimental group, the length of light time was reduced by 2 minutes every day after a week of 12 hours per day. Leaves were collected from the ground and counted daily for each group. The experiment was performed in triplicate and statistical analysis performed. Analysis of leaf fall based on temperature conditions All maple trees were grown at 50% humidity for 180 days with 12 hours of light every day. Trees were irrigated with 2 gallons of water every other day. Fertilizer was applied every 30 days at 2 mL per gallon of water. In the control group, the temperature was kept constant at 72 ºF. In the experimental group, the temperature was reduced by 1 degree every third day for 180 days. Leaves were collected from the ground and counted daily for each group. The experiment was performed in triplicate and statistical analysis performed. Results Analysis of leaf fall based on light conditions The average number of leaves dropped per maple tree after 180 days was calculated for the control group (constant light) and the experimental group (decreasing light). For the control group, trees dropped an average of 15 leaves. For the experimental group, trees dropped an average of 200 leaves. This difference is statistically significant. This data is presented in Figure 1. Analysis of leaf fall based on temperature conditions The average number of leaves dropped per maple tree after 180 days was calculated for the control group (constant temperature) and the experimental group (decreasing temperature). For the control group, trees