cynthiaguzma's blog

If calcium affects the actions of contractile proteins and intracellular signaling proteins involved in phagocytosis, which allows cillia to contract faster, then adding higher concentrations of calcium should lead to increased numbers of vacuoles in the Tetrahymena cells. Figure 3 and Figure 4 from the “Pseudopterosin A inhibits phagocytosis and alters intracellular calcium turnover in a pertussis toxin sensitive site in Tetrahymena thermophila” paper on Moodle. Figure 3 shows that the higher the calcium concentration, the higher the incidence of phagocytosis. In Figure 4, we see that the control group has a lower level of phagocytosis than does the group given the calcium. Both these figures suggest that our hypothesis is correct since in our hypothesis, we state that the calcium should lead to more phagocytosis and vacuoles. If our hypothesis is correct an increase in the number of vacuoles will occur with the higher concentration of calcium. Record the number of vacuoles in ten different cells with different calcium concentrations. We will compare the amount of vacuoles in the cells with different calcium concentrations to the control by looking at the standard deviation and mean.

We chose up and right to be the positive direction. The intial position of the ball is 0.3m. The inital velocity is 0 because it is not in motion yet so it does not have a velocity. The initial force of the ball is 0.1568 N because the force is mass times acceleration. The initial acceleration of the ball is -9.8 m/s2 because that is the force of gravity. It is negative because we chose down to be negative and the ball is moving down. The force and acceleration stay the same because they are constants. Force is 0.1568N and acceleration is -9.8 m/s2..The velocity at 0.01 seconds is -0.098 because final velocity is initial velocity plus acceleration times the change in seconds.     The position of the ball after 0.01 seconds is 0.3 because final position is initial position plus velocity times the change in time. The condition for the ball hitting the table is the acceleration and force change because gravity is no longer causing a change in either. The ball hits the table at 0.25 and 0.26 seconds. When time equals 0 then force equals 0 since there is no force acting on it in the horizontal direction.

The class methatheria is made up of marsupials these marsupials have the placenta get their nourishment from yolk. Their young is altricial meaning that they are incapable of moving around on their own soon after bring born. They have a short gestation and a long lacatopn period for their young. A good way to differentiate them from eutherians is by looking at their premolars and molars. Metatherians have three premolars and 4 molars. Eutherians were found as early as the cretaceous for their fossils they have a chorioallantoic placenta. As for their prmolars and molars they have 4 premolars and three molars. Eutherians have more morphological diversity compared to the metatherians. They have a greater range in body size, more complex social behavior, and precocial young. This means their young is pretty well developed to survive outside the womb. They also have higher taxanomic diversity, relatively bigger brains, and higher metabollic rates. They also have a higher investment in gestation instead of lactation. Which means there is faster postnatal growth.

The methods project required students to create a multi-panel scientific figure of an interspecific interaction. A methods section was then created by the student to describe in detail how to replicate the figure created. The purpose of the project was to be able to see if the methods that were written could lead to an accurate replication of the multi-panel figure created. There were three separate panels in the figure that consisted of lichen and a tree. The differences observed in this figure was of background, color, and labeling. These differences were a result from the differences in weather and positioning of the photo.

    Between the two figures there are only a couple of differences that stand out when taking a first glance. These differences consist of the labeling, the background, and the quality of both the images. The labeling in Figure 1, the original, consists of using capital letters while in Figure 2, the replica, the letters are not capitalized. The font that is used in both images cannot be correctly identified. In Figure 1 the letters are layered on top of a white square, this white square is not present in the replica. Another difference all the photos share is the color of the trunk. Figure 1 has the trunk of the tree appearing black in color while in Figure 2 the trunk appears to have a white dusting on it.

Many differences presented in these figures can be explained by the weather. The original figure that was created, was taken after a rainshower had fallen on UMass. The rain would account for the dark color on the trunk of the tree that appears in Figure 1 and not in Figure 2. The panels in Figure 2 were created after a snowfall, the snowfall is the reason why the ground is white and why there is a white dusting on the trunk of the trees.

The differences in the labeling would be due to the way the information was presented. There was no mention of capitalization in the methods, just that the labels used were a, b, and c. This would have led to some confusion in the replicators end and a creation of panels with a lowercase labeling. The reason for no white square behind the letters may have been due to more confusion from the replicators end.

I downloaded all the photos I had and placed them onto my desktop so I knew where they were. I downloaded inkscape and opened it and uploaded each image . The two photos that include just the trunk without the ucard I made the same height and width it was the third photo with the ucard that was different. The two trunk photos were stacked ontop of each other and were to the right of the photo that included the ucard. I made the photo with lichens of varying sizes and the trunk image a by using the square box tool and put a textbox within the left corner. I highlighted the box and duplicated it two times but put the letters b and c for the next two. I put the letter b for photo of the trunk with lichens that were very small in size. I put letter c for the image other trunk and the ucard. I placed the letters in the left corners of each box. I exported the Figure onto my desktop and set the width to 1300 pixel.

I found a maple red tree outside of  the Durfee Conservatory and Garden in a rectangularly shaped piece of land that contained multiple rocks and small paths, right in front of a space of grass. The tree did not have any leaves coming off the branches due to the cold weather it was bare on top. It had many lichens covering the trunk of the tree some large some small. These lichens were ruffled pieces of green on the tree. Once I saw these lichens on the tree I got close up the tree a foot away from it and took a photo, using my phone in portrait mode, of the trunk making sure that the trunk took up most of the photo only a fourth of the image showed the background. In this photo there were two very large lichens and three smaller ones as well as a sprinkle of lichens around the trunk. I took another photo closer up to the tree allowing one fourth of the left side of the image to just be the background. This image did not have as many large lichens or smaller ones it just showed a splattering of lichens on the trunk. These lichens appeared more white then green. The next photo I took included my ucard for size reference. Once again most of the image was taken up by the tree trunk which once again was a foot away from me. My ucard was flipped showing the black strip closest to the lichen. These lichen were the two large ones and three medium ones with the ucard being next to the large lichen that appeared the lowest in the image. The trunk looked black in the background. All the photos taken were in portrait mode and I emailed them to myself to get access to them on my computer.

As part of the the Writing in Biology class of Spring 2019 in University of Massachusetts Amherst I had to create a multi-panel figure that depicted an interspecific interaction that was replicable. The majority of scientific articles include a methods section, this section allows other scientists to replicate the results that were obtained in the original article. The purpose of this project is to help develop the skills needed to write a thorough methods that can be replicated. In this project, the interspecific interaction between a lichen and a maple red tree will be photographed. The interaction that most lichen and trees shared can be classified as commensalism since trees do not derive harm from having lichens perched on their trunks and branches.

The methods project required students to create a multi-panel scientific figure of an interspecific interaction. A methods section was then created by the student to describe in detail how to replicate the figure created. The purpose of the project was to be able to see if the methods that were written could lead to an accurate replication of the multi-panel figure created. There were three separate panels in the figure that consisted of lichen and a tree. The differences observed in this figure was of background, color, and labeling. These differences were a result from the differences in weather and positioning of the photo.

As part of the the Writing in Biology class of Spring 2019 in University of Massachusetts Amherst I had to create a multi-panel figure that depicted an interspecific interaction that was replicable. The majority of scientific articles include a methods section, this section allows other scientists to replicate the results that were obtained in the original article. The purpose of this project is to help develop the skills needed to write a thorough methods that can be replicated. In this project, the interspecific interaction between a lichen and a maple red tree will be photographed.