1. 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

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

3. 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.

4. 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.

5. 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).

6. 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 Do not cite any sources.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Do not cite any sources.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…

7. 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!

8. Where to find peer-reviewed literature?

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

10. 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

11. Survivorship in Populations – Activity 1 – Human Data Collection

12. 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
Percent of maximum life span

13. Each group will collect data (Table 1.1.)
Access cemetery data on-line at
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

14. Sample data
Aaron, Ted, b. 1916, d 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
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

15. 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

16. 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.

17. 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

18. 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
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.

19. 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.

20. 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.

21. What’s Due PowerPoint available at
What’s Due
Weekly Write-Up: p. 427
Weekly Data Sheets: , 431, ,
LAB REPORTS ARE DUE NEXT WEEK!!!
Paper copies OK p