EVPP 110 Atmosphere & Ocean Circulation – Activity 8 Survivorship – Activities 1-2 Week of April 2nd 2018 Version 1.2. Last updated: 4/3/2018 1:57:02 PM

Lab reports are due NEXT WEEK You MUST submit your lab report via BlackBoard BEFORE the start of lab!

Writing a lab report Everything must be in the third person (no “I”, “you”, or “we” statements). Write in past tense. The one exception is when you are citing someone else’s published research – then it’s OK to use present tense. You will be graded on spelling, grammar and punctuation. Yes, we know yeast is a simple organism, you don’t have to say that more than once.

Abstract Introduction Should be a mini version of your report. Include ALL sections: Introduction, Methods, Results, Discussion (conclusions). Introduction Include background information on cellular respiration. This would be a good place to include 1-2 peer-reviewed sources. State your hypotheses at the end.

Methods – make sure you write out what we did in lab! We did not use “dram-shell vials”. Write out the instructions for the entire class (all six pollutants). Do not mention “groups” or “our section”. Two parts to the experiment – carbohydrate and pollutants. Cite your methods (i.e. cite the lab manual).

Usually the shortest section. Do not cite any sources. Results Usually the shortest section. Do not cite any sources. Just say what happened. Paragraph form first. Label all tables and figures. Start with “Table 1”. Table headings go above tables, figure legends go below figures. Fig. 2. Cellular respiration of yeast, water, sugar and six pollutants. Red line represents…

Discussion Works Cited What is the significance of your results? Do your results support your hypotheses? Why or why not? What are your suggestions for future studies? Works Cited Must be peer-reviewed sources. Must be in APA format. Software like Zotero or EndNote makes formatting very easy!

Where to find peer-reviewed literature?

Atmosphere and Ocean Circulation – Activity 8 – Moisture Content of Warm versus Cold Air

Narrow-necked glass bottle, ~0.5 L Ice Cube Fill 0.5 L jar w/ ice water, wait 10 s, pour all but 2c m of ice water back into ice water container. Place ice cube on mouth of jar. Watch for condensation inside jar. Repeat using hot water. Water level Narrow-necked glass bottle, ~0.5 L A B Table 8.1. Description of observations and indication of whether condensation forms when an ice cube is placed on the mouth of a bottles containing ice water and hot water Figure 8.1. Illustration of narrow-necked glass bottle filled with water and without ice cube (A), as in steps 1-6 and with ~2 cm water and an ice cube (B), as in steps 3 and 8. Bottle Contents Condensation? Description of Observations Ice Water Hot Water

Survivorship in Populations – Activity 1 – Human Data Collection

Survivorship Curves Surviving number of individuals Type I Fig. 1. Approximate shapes of Type I, II and III survivorship curves as number of individuals versus percent of potential life span. Type II Type III 0 25 50 100 Percent of maximum life span

Each group will collect data (Table 1.1.) Access cemetery data on-line at http://www.interment.net/data/us/oh/delaware/oakgrove/ Each group will collect data (Table 1.1.) Sample each deceased individual born between 1800 and 1899. Table 1.1. Surname ranges assigned to each pair for human data collection from online cemetery records Table 1 A-Fl Table 2 Fo-O Table 3 Pa-Z

Sample data Aaron, Ted, b. 1916, d. 1916 Abbott, Anna, b. 1862, d. 01/01/1909, Abbott, Ashford Wellington, b. 05/12/1856, d. 11/15/1932, Abbott, Edith, b. 03/26/1885, d. 10/17/1961, Abbott, H. B., b. 03/--/1889, d. 03/18/1889 Abbott, Ella Josephine, b. 1860, d. 12/26/1957 Abbott, Frank Richard, b. 06/30/1919, d. 04/12/1980 Adair, Frank Byers, b. 1877, d. 07/--/1877, Don’t sample, not born between 1800-1899. Sample, assume female. Sample, assume male. Don’t sample, gender unknown. For each sampled individual, record gender and age at death in Table 1.2. Males Females Birth year Death year Age at death 1856 1932 76 1862 1909 47 1877 1885 1961 1860 1957 97 Table 1.2. Age at death data for individuals by gender, collected by a student pair

Compile data from Table 1.2 into Table 1.3 Review Table 1.2 data collected by each group. Place tick marks as you compile data into “tally” column. Determine number of males and females that died in each age category. Age class Male deaths Female deaths Tally Total < 1 5 1-4 5-9 10-14 15-19 Table 1.3. Student pair data for age at death by gender compiled into group data for age at death by age class and gender

Female Deaths (by table) Table 1.4. Age at death data by gender and age class for all groups Age Class Male Deaths (by table) Female Deaths (by table) 1 2 3 Total < 1      1-4 5-9 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 Transfer group data to Table 1.4.

Data for humans Transfer data from Table 1.4 to 1.5. Table 1.5. Number of deaths and surviving individuals by age class for males, females and males + females combined for class-wide data Age Class Males Females Males + Females # deaths # surviving < 1 2 248 4 246 6 494 1-4 242 240 12 482 5-9 1 241 3 237 478 10-14 235 475 15-19

Age Range for Class (years) Age Class # Age Range for Class (years) Human Survivorship # surviving % surviving Initial pop. Size 500 100 1 0-14 475 95 2 15-29 3 30-44 4 45-59 5 60-74 6 75-89 7 90-104 8 105-110 Table 2.1. Human survivorship data as number and percent surviving by age class for class-wide data from Activity 1 Consolidate data from Table 1.5 in Activity 1 into Table 2.1. Condense data into the smaller number of age classes shown in Table 2.1. Complete Table 2.1 by calculating the % surviving in each age class.

Age Range for Class (Stage) High Arctic Moth Survivorship Table 2.2. High Arctic moth survivorship data as number and percent surviving by age class Age Class # Age Range for Class (Stage) High Arctic Moth Survivorship # surviving % surviving Egg (= initial pop. Size) 85 100 1 Instar I 71 2 Instar II 59 3 Instar III 49 4 Instar IV 26 5 Instar V 14 6 Instar VI 7 Pupa 8 Adult moth Calculate % surviving in each age class, using “# surviving” data.

1 2 3 4 5 6 7 8 9 100 90 80 70 60 50 40 30 20 10 Discussion Questions Graph % surviving data by age class for humans and five species (Fig 2.1). Graph will have six lines. Label each line or use different color/patterns. % of surviving colonies Age class Fig 2.1. Survivorship as percent of survivors by age class (no units) for humans, ground squirrels, bull trout, annual bluegrass, high arctic moth and finch.

What’s Due PowerPoint available at https://eeltown.org/evpp-110-spring-2018/ What’s Due Weekly Write-Up: p. 427 Weekly Data Sheets: 351-352, 431, 435-437, 453-454 LAB REPORTS ARE DUE NEXT WEEK!!! Paper copies OK p. 435-436