Top Tips for Observing Mitosis Lab

We have all seen illustrations in textbooks of how mitosis works. While these types of diagrams are definitely beneficial for visualizing and understanding the stages of mitosis in eukaryotes and connecting them all together to describe the process of mitosis, it is still a good idea to show students how the stages actually look under a microscope in an actively dividing group of cells. Necessary Equipment for This Lab In this lab, there are some necessary equipment and supplies that would need to be purchased that go beyond what would be found in all classrooms or homes. However, most science classrooms should already have some of the necessary components of this lab and it is worth the time and investment to secure the others for this lab, as they can be used for other things beyond this lab. Onion (or Allum) root tip mitosis slides are fairly inexpensive and easily ordered from various scientific supplies companies. They can also be prepared by the teacher or students on blank slides with coverslips. However, the staining process for homemade slides are not as clean and exact as those that are ordered from a professional scientific supply company, so the visual may be somewhat lost. Microscope Tips Microscopes used in this lab do not have to be expensive or high powered. Any light microscope that can magnify at least 40x is sufficient and can be used to complete this lab. It is recommended that students are familiar with microscopes and how to use them correctly before beginning this experiment, as well as the stages of mitosis and what happens in them. This lab can also be completed in pairs or as individuals as the amount of equipment and skill level of the class allows. Alternatively, photos of onion root tip mitosis can be found and either printed onto paper or put into a slideshow presentation in which the students can do the procedure without the need for microscopes or the actual slides. However, learning to use a microscope properly is an important skill for science students to have. Background and Purpose Mitosis is constantly happening the meristems (or growth regions) of roots in plants. Mitosis occurs in four phases: prophase, metaphase, anaphase, and telophase. In this lab, you will determine the relative length of time each phase of mitosis takes in the meristem of an onion root tip on a prepared slide. This will be determined by observing the onion root tip under the microscope and counting the number of cells in each phase. You will then use mathematical equations to figure out time spent in each phase for any given cell in an onion root tip meristem. Materials Light microscope Prepared Onion Root Tip Mitosis Slide Paper Writing utensil Calculator Procedure 1.  Create a data table with the following headings across the top: Number of Cells, Percentage of all Cells, Time (min.); and the stages of mitosis down the side: Prophase, Metaphase, Anaphase, Telophase. 2.  Carefully put the slide on the microscope and focus it under low power (40x is preferred). 3.  Choose a section of the slide where you can clearly see 50-100 cells in the different stages of mitosis (each â€Å"box† you see is a different cell and the darker stained objects are chromosomes). 4.  For each cell in your sample field of view, determine whether it is in prophase, metaphase, anaphase, or telophase based on the appearance of the chromosomes and what they should be doing in that phase. 5.  Make a tally mark under the â€Å"Number of Cells† column for the correct stage of mitosis in your data table as you count your cells. 6.  Once you have finished counting and classifying all of the cells in your field of view (at least 50), calculate your numbers for â€Å"Percentage of All Cells† column by taking your counted number (from Number of Cells column) divided by the total number of cells you counted. Do this for all stages of mitosis. (Note: you will need to take your decimal you get from this calculation times 100 to make it into a percentage) 7.  Mitosis in an onion cell takes approximately 80 minutes. Use the following equation to calculate data for your â€Å"Time (min.)† column of your data table for each stage of mitosis:  (Percentage/100) x 80 8.  Clean up your lab materials as directed by your teacher and answer the analysis questions. Analysis Questions 1.  Describe how you determined which phase each cell was in. 2.  In which phase of mitosis was the number of cells the greatest? 3.  In which phase of mitosis was the number of cells the fewest? 4.  According to your data table, which phase takes the least amount of time? Why do you think that is the case? 5.  According to your data table, which phase of mitosis lasts the longest? Give reasons as to why this is true. 6.  If you were to give your slide to another lab group to have them repeat your experiment, would you end up with the same cell counts? Why or why not? 7.  What could you do to tweak this experiment in order to get more accurate data? Expansion Activities Have the class compile all of their counts into a class data set and recalculate the times. Lead a class discussion on the accuracy of data and why it is important to use large amounts of data when calculating in science experiments.

Assassination of John F Kennedy - 1119 Words

At approximately 12:30 p.m. on November 22nd, 1963 the world was shockingly stunned by a horrific incident that has forever changed the view of the events that occurred during this day. While our President was riding a convertible motorcade down Elm Street in Dealey Plaza, Texas he was abruptly struck by two penetrating bullets in the upper back and head. Our 35th President of the United States of America had been fatally assassinated by Lee Harvey Oswald, a sniper from the sixth floor of the Texas School Book Depository Building. However, did Lee Harvey Oswald, a crazy lunatic act alone in the assassination of President Kennedy. Both first – hand knowledge and visual evidence allows people to re – examine the events of this day and†¦show more content†¦Kennedy’s head. The badge man was strategically positioned in the grassy knoll, a fenced area to the right of JFK’s motorcade. The final blow to Kennedy’s skull pierced him in the uppe r right forehead causing him to react back and to the left. It is indisputable that Oswald acted alone since his positioned location could not under any circumstance accomplish an unmanageable shot like that. Due to his angle from the grassy knoll the badge man was the only one who could have made the specific shot that obliterated the head of JFK. Coincidentally, as soon as President Kennedy was annihilated the swarm of petrified people instantly ran toward the grassy knoll later proclaiming they heard â€Å"shots† fired from that direction. Pictorial evidence from the camera of Mary Moorman illustrates a figure in a uniformed police suit firing a weapon and clarifies there was assistance to the murder. The question with Lee Harvey Oswald is that could he have shot President John F. Kennedy out of cold blood to achieve a political objective? The answer is no because the entire assassination was a setup to overthrow Kennedy as commander and chief. Previous to the assass ination date Lee Harvey Oswald briefly conversed in a secret meeting with Jack Ruby, a mobster involved with organized crime. The Italian Mafia was notoriously known for despising the Kennedy’s. John F. Kennedy who had failed toShow MoreRelatedThe Assassination Of John F. Kennedy982 Words   |  4 Pages O’Reilly and Dugard’s book, Killing Kennedy, is about the events leading to President John F. Kennedy being shot, as well as what happened after the assassination. This book also describes the rise and fall of John F. Kennedy. The authors also wrote about the Cold War, Kennedy dealing with communism, and threats of crime. January of 1961, the cold war was growing stronger and Kennedy was struggling with communism. During all of this happening, he was learning what it meant to be a president. HeRead MoreThe Assassination Of John F. Kennedy1620 Words   |  7 Pages Ever since the assassination of John F. Kennedy in 1963, there has been controversy over whether the true gunman was held accountable. The United States Government claimed that it was an easy, open and closed case. They found Lee Harvey Oswald, close to ground zero, with a freshly fired riffle, immediately after JFK was shot. Contrary to the governments report, skeptics argue a vast scope of conspiracies to shed light on what they believe happened that day; ideas ranging from magic bullets, multipleRead MoreThe Kennedy Assassinations By John F. Kennedy Essay1486 Words   |  6 Pages Decades later, the Kennedy assassinations and surrounding mysteries continue holding public interest. Although their notoriety as charismatic leaders is a significant contribution, other factors regarding societal psychology deserve consideration whilst exploring this phenomenon. 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We all cherish our children’s future. And we are all mortal.† President Kennedy stated in his commencement speech at American University on June 10, 1963. John F. Kennedy was an American politician who served as the 35th President of the United States from January 1961 to his assassination in November 1963. There are numerous conspiracy theories involving Kennedy’s assassinationRead MoreAssassination of John F. Kennedy931 Words   |  4 PagesThe John F. Kennedy assassination is believed to be one of the most controversial and debated topics in American History. JFK was one of the most beloved presidents of our time. Other assassinations of presidents didn’t have as many Conspiracy theories compared to the JFK assassination on November 22nd, 1963. Some of the theories include a Government cover-up, Mafia influence, and Cuban President Fidel Castro (Stern). T he assassination of John F. Kennedy in Dallas, Texas, raised many questions thatRead MoreThe Assassination Of John F. Kennedy1500 Words   |  6 PagesOn November 23, 1963, three shots were fired at President John F. Kennedy’s limousine in Dallas, Texas. The first shot went through the president’s neck, the second was the fatal shot that would ultimately end Kennedy’s life. There is a lot of speculation about what really took place in the assassination of John F. Kennedy. Many people believe that Lee Harvey Oswald worked alone, but there are many people across the nation who think differently. Many theories can both support and disprove that LeeRead MoreThe Assassination Of John F. Kennedy Essay967 Words   |  4 PagesThe book I chose to read is The Assassination of John F. Kennedy by Lauren Spencer. It was published in 2002 by The Rosen Publishing Group, Inc. It contains 64 pages. This book not only provides information on the killing of President Kennedy, b ut also information on his life, the arrested murderer s life, and more interesting background information and details. This books main objective is to go deeper into the case of John F. Kennedy s assassination, to discuss personal information about suspectsRead MoreThe Assassination Of John F. Kennedy1626 Words   |  7 PagesThe Assassination of John F. Kennedy John F. Kennedy, the 35th President of the United States, was assassinated on November 22, 1963 at 12:30 p.m Central Standard Time in Dallas, Texas while riding in a motorcade in Dealey Plaza.[1] Kennedy was fatally shot by Lee Harvey Oswald while he was riding with his wife, Jacqueline, Texas Governor John Connally, and Connally s wife, Nellie, in a presidential motorcade. A ten-month investigation by the Warren Commission from November 1963 to September 1964Read MoreThe John F. Kennedy Assassination1803 Words   |  8 PagesU.S. History 102 Research Project The John F. Kennedy Assassination Cody D. Bindley History 102: 1865 to Present Instructor Sumner February 7, 2016 INTRODUCTION On November 22, 1963 President John F. Kennedy was attending a parade in Dallas, Texas. During this parade President Kennedy was traveling in a 1961 convertible Lincoln Continental limousine with the top down. President Kennedy was traveling in the third row passenger side seat of the vehicle, seated to his left was

Manuscript Essay Example For Students

Manuscript Essay Jonathan FinnManuScript is a simple, music-based programming language developed to write plug-ins for the Sibelius music processor. It is based on Simkin, an embedded scripting language developed by Simon Whiteside (www.larts.co Personal Narrative - Being Fully Human perso EssayA variable can contain an integer (whole number), a string (text) or an object (e.g. a note) ? more about objects in a moment. Unlike most languages, in ManuScript a variable can contain any type of data ? you don?t have to declare what type you want. Thus you can store a number in a variable, then store some text instead, then an object. Try this:x = 56;x = x+1;Sibelius.MessageBox(x);// prints ?57? in a dialog boxx = now this is text;// the number it held is lostSibelius.MessageBox(x);// prints ?now this is text? in a dialogx = Sibelius.ActiveScore;// now it contains a scoreSibelius.MessageBox(x);// prints nothing in a dialogConverting between numbers, text and objectsNotice that the method MessageBox is expecting to be sent some text to display. If you give it a number instead (as in the first call to MessageBox above) the number is conv erted to text. If you give it an object (such as a score), no text is produced. Similarly, if a calculation is expecting a number but is given some text, the text will be converted to a number:x = 1 + 1;// the + means numbers are expectedSibelius.MessageBox(x);// displays ?2?If the text doesn?t start with a number (or if the variable contains an object instead of text), it is treated as 0:x = 1 + fred;Sibelius.MessageBox(x);// displays ?1?The while loopManuScript has a while loop which is does the same duties as while, do and for loops in other languages. Create a new plug-in called Potato. This is going to amuse one and all by writing the words of the well-known song ?1 potato, 2 potato, 3 potato, 4?. Type in the following for the Run method of the new plug-in (if you?re lazy and you?re reading this as a Word document, you could just copy and paste the code):x = 1;while (x5)text = x potato,;Sibelius.MessageBox(text);x = x+1;}Run it. It should display ?1 potato?, ?2 potato?, ?3 potato?, ?4 potato?, which is a start, though annoyingly you have to click OK after each message. The while statement is followed by a condition in ( ) parentheses, then a block of statements in } braces (you don?t need a semicolon after the final } brace). While the condition is true, the block is executed. Unlike some other languages, the braces are compulsory (you can?t omit them if they only contain one statement). We did say that ManuScript was a simple language. In this example you can see that testing the value of x at the start of the loop, and increasing the value at the end, gives the same effect as for loops in other languages. You can use other simple techniques (such as if statements) to simulate the do loops and break/continue statements you thought you couldn?t do without. Notice the use of to add strings. Because a string is expected on either side, the value of x is turned into a string. Notice also that I?ve typed the Tab key to indent the statements inside the loop. This is a good habit to get into as it makes the structure clearer. If you have loops inside loops you should indent the inner loops even more. The if statementNow we can add an if statement so that the last phrase is just ?4?, not ?4 potato?:x = 1;while (x5)if(x=4)text = x .;}elsetext = x potato,;}Sibelius.MessageBox(text);x = x+1;}The rule for if takes the form if (condition) statements }. You can also optionally add else statements } which is executed if the condition is false. As with while, the parentheses and braces are compulsory, though you can make the program shorter by putting braces on the same line as other statements:x = 1;while (x5)if(x=4) text = x .;} else text = x potato,;}Sibelius.MessageBox(text);x = x+1;}The position of braces is entirely a matter of taste. Condition operatorsYou can put any expressions in parentheses after an if or while statement, but typically they will contain conditions such as = and . The available conditions are very simple:a = bequals (for numbers, text or objects)a bless than (for numbers)a bgreater than (for numbers)c and dboth are truec or deither are truenot cinverts a condition, e.g. not(x=4)Note that you use = to compare for equality, not the barbaric == found in C/C++ and Java. Instead of != or in other languages, use not(a=b). Instead of a = b, use not(a b). Or you could try (ab or a=b). Instead of a = b, use not(a b). Or you could try (ab or a=b). Now let?s make this plug-in really cool. We can build up the four messages in a variable called text, and only display it at the end, saving valuable wear on your mouse button. We can also switch round the if and else blocks to show off the use of not:x = 1;text = ;// start with no textwhile (x5)if (not(x=4)) text = text x potato, ;// add some text} else text = text x .;// add no. 4}x = x+1;}Sibelius.MessageBox(text);// finally display itArithmeticWe?ve been using + without comment, so here?s a complete list of the available arithmetic operators:a + badda ? bsubtracta * bmultiplya / bdividea % bremainder-anegateevaluate firstThe normal precedence for these operators applies; in other words, 2+3*4 is 14, not 20, because * is evaluated before +. To make this clearer you could write 2+(3*4). To get the answer 20, you?d have to write (2+3)*4.

Who Was Mother Theresa Essays - Mother Teresa, Doctors Of The Church

Who Was Mother Theresa Who Was Mother Teresa? Mother Teresa was always her own person, startlingly independent, obedient, yet challenging some preconceived notions and expectations. Her own life story includes many illustrations of her willingness to listen to and follow her own conscience, even when it seemed to contradict what was expected. This strong and independent Slavic woman was born Gonxha (Agnes) Bojaxhiu in Skopje, Yugoslavia, on August 27, 1910. Five children were born to Nikola and Dronda Bojaxhiu, yet only three survived. Gonxha was the youngest, with an older sister, Aga, and brother, Lazar. This brother describes the family's early years as well-off, not the life of peasants reported inaccurately by some. We lacked for nothing. In fact, the family lived in one of the two houses they owned. Nikola was a contractor, working with a partner in a successful construction business. He was also heavily involved in the politics of the day. Lazar tells of his father's rather sudden and shocking death, which may have been due to poisoning because of his political involvement. With this event, life changed overnight as their mother assumed total responsibility for the family, Aga, only 14, Lazar, 9, and Gonxha, 7. Though so much of her young life was centered in the Church, Mother Teresa later revealed that until she reached 18, she had never thought of being a nun. During her early years, however, she was fascinated with stories of missionary life and service. She could locate any number of missions on the map, and tell others of the service being given in each place. Called to Religious Life At 18, Gonxha decided to follow the path that seems to have been unconsciously unfolding throughout her life. She chose the Loreto Sisters of Dublin, missionaries and educators founded in the 17th century to educate young girls. In 1928, the future Mother Teresa began her religious life in Ireland, far from her family and the life she'd known, never seeing her mother again in this life, speaking a language few understood. During this period a sister novice remembered her as very small, quiet and shy, and another member of the congregation described her as ordinary. Mother Teresa herself, even with the later decision to begin her own community of religious, continued to value her beginnings with the Loreto sisters and to maintain close ties. Unwavering commitment and self-discipline, always a part of her life and reinforced in her association with the Loreto sisters, seemed to stay with her throughout her life. One year later, in 1929, Gonxha was sent to Darjeeling to the novitiate of the Sisters of Loreto. In 1931, she made her first vows there, choosing the name of Teresa, honoring both saints of the same name, Teresa of Avila and Therese of Lisieux. In keeping with the usual procedures of the congregation and her deepest desires, it was time for the new Sister Teresa to begin her years of service to God's people. She was sent to St. Mary's, a high school for girls in a district of Calcutta. Here she began a career teaching history and geography, which she reportedly did with dedication and enjoyment for the next 15 years. It was in the protected environment of this school for the daughters of the wealthy that Teresa's new vocation developed and grew. This was the clear message, the invitation to her second calling, that Teresa heard on that fateful day in 1946 when she traveled to Darjeeling for retreat. The Streets of Calcutta During the next two years, Teresa pursued every avenue to follow what she never doubted was the direction God was pointing her. She was to give up even Loreto where I was very happy and to go out in the streets. I heard the call to give up all and follow Christ into the slums to serve him among the poorest of the poor. Technicalities and practicalities abounded. She had to be released formally, not from her perpetual vows, but from living within the convents of the Sisters of Loreto. She had to confront the Church's resistance to forming new religious communities, and receive permission from the Archbishop of Calcutta to serve the poor openly on the streets. She had to figure out how to live and work on the streets, without the safety and comfort of the convent. As for clothing, Teresa decided she would set aside the habit she had worn during her years as a Loreto sister and wear the ordinary dress of an Indian woman: a plain white sari and sandals. Teresa first went to Patna for a few months to prepare for her future work by taking a nursing course. In 1948 she received permission from Pius XII to leave her community and live as an independent nun. So back to Calcutta she went and found a small hovel to rent to begin her