biology coursework experiment 2

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Biology library

Welcome to the biology library, unit 1: intro to biology, unit 2: chemistry of life, unit 3: water, acids, and bases, unit 4: properties of carbon, unit 5: macromolecules, unit 6: elements of life, unit 7: energy and enzymes, unit 8: structure of a cell, unit 9: more about cells, unit 10: membranes and transport, unit 11: more about membranes, unit 12: cellular respiration, unit 13: photosynthesis, unit 14: cell signaling, unit 15: cell division, unit 16: classical and molecular genetics, unit 17: dna as the genetic material, unit 18: central dogma (dna to rna to protein), unit 19: gene regulation, unit 20: biotechnology, unit 21: more molecular biology, unit 22: developmental biology, unit 23: bacteria and archaea, unit 24: viruses, unit 25: evolution and the tree of life, unit 26: more about evolution and natural selection, unit 27: history of life on earth, unit 28: ecology, unit 29: more about ecology, unit 30: biodiversity and conservation, unit 31: behavioral biology, unit 32: principles of physiology, unit 33: human biology, unit 34: plant biology, unit 35: ap free response worked examples, unit 36: crash course: biology and ecology, unit 37: meet the biology professional.

Welcome to Biology 2e (2nd edition), an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.

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About Biology 2e

Biology 2e (2nd edition) is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens.  Biology  includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand — and apply — key concepts.

The 2 nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

Coverage and scope

Biology was one of the first textbooks published by OpenStax and has been used by hundreds of faculty and thousands of students since 2012. We mined our adopters’ extensive and helpful feedback to identify the most significant revision needs while maintaining the organization that many instructors had incorporated into their courses. Specific surveys, focus groups, and pre-revision reviews, as well as data from our OpenStax Tutor users, all aided in planning the revision.

The result is a book that thoroughly treats biology’s foundational concepts while adding current and meaningful coverage in specific areas. Biology 2e retains its manageable scope and contains ample features to draw learners into the discipline.

Structurally, the textbook remains similar to the first edition, with no chapter reorganization and very targeted changes at the section level (mostly in biodiversity).

• Unit 1: The Chemistry of Life. Our opening unit introduces students to the sciences, including the scientific method, bioethics, and the fundamental concepts of chemistry and physics that provide a framework within which learners comprehend biological processes.
• Unit 2: The Cell. Students will gain solid understanding of the structures, functions, and processes of the most basic unit of life: the cell.
• Unit 3: Genetics. Our comprehensive genetics unit takes learners from the earliest experiments that revealed the basis of genetics through the intricacies of DNA to current applications in the emerging studies of biotechnology and genomics.
• Unit 4: Evolutionary Processes. The core concepts of evolution are discussed in this unit with examples illustrating evolutionary processes. Additionally, the evolutionary basis of biology reappears throughout the textbook in general discussion and is reinforced through special call-out features highlighting specific evolution-based topics.
• Unit 5: Biological Diversity. The diversity of life is explored with detailed study of various organisms and discussion of emerging phylogenetic relationships. This unit moves from viruses to living organisms like bacteria, discusses the organisms formerly grouped as protists, and devotes multiple chapters to plant and animal life.
• Unit 6: Plant Structure and Function. Our plant unit thoroughly covers the fundamental knowledge of plant life essential to an introductory biology course.
• Unit 7: Animal Structure and Function. An introduction to the form and function of the animal body is followed by chapters on specific body systems and processes. This unit touches on the biology of all organisms while maintaining an engaging focus on human anatomy and physiology that helps students connect to the topics.
• Unit 8: Ecology. Ecological concepts are broadly covered in this unit, with features highlighting localized, real-world issues of conservation and biodiversity.

Changes to the Second Edition

OpenStax only undertakes second editions when significant modifications to the text are necessary. In the case of Biology 2e , user feedback indicated that we needed to focus on a few key areas, which we have done in the following ways:

• Content revisions for clarity, accuracy, and currency. The revision plan varied by chapter based on need. About twenty chapters were wholly revised with significant updates to conceptual coverage, research-informed data, and clearer language. In about fifteen other chapters, the revisions focused mostly on readability and clearer language with fewer conceptual and factual changes.
• Additional end-of-chapter questions. The authors added new assessments to nearly every chapter, including both review and critical thinking questions. The additions total over 350 new items.
• Revisions for accuracy
• Redesigns for greater understanding and impact
• Recoloring art for overall consistency and representation
• To accommodate users of specific assistive technologies, all alternative text was reviewed and revised for comprehensiveness and clarity.
• Many illustrations were revised to improve the color contrast, which is important for some visually impaired students.
• Overall, the OpenStax platform has been continually upgraded to improve accessibility.

A transition guide will be available on OpenStax.org to highlight the specific chapter-level changes to the second edition.

Pedagogical foundation

The pedagogical choices, chapter arrangements, and learning objective fulfillment were developed and vetted with the feedback of another one hundred reviewers, who thoroughly read the material and offered detailed critical commentary.

• Evolution Connection features uphold the importance of evolution to all biological study through discussions like “The Evolution of Metabolic Pathways” and “Algae and Evolutionary Paths to Photosynthesis.”
• Scientific Method Connection call-outs walk students through actual or thought experiments that elucidate the steps of the scientific process as applied to the topic. Features include “Determining the Time Spent in Cell Cycle Stages” and “Testing the Hypothesis of Independent Assortment.”
• Career Connection features present information on a variety of careers in the biological sciences, introducing students to the educational requirements and day-to-day work life of a variety of professions, such as microbiologist, ecologist, neurologist, and forensic scientist.
• Everyday Connection features tie biological concepts to emerging issues and discuss science in terms of everyday life. Topics include “Chesapeake Bay” and “Can Snail Venom Be Used as a Pharmacological Pain Killer?”

Art and animations that engage

Our art program takes a straightforward approach designed to help students learn the concepts of biology through simple, effective illustrations, photos, and micrographs. Biology 2e also incorporates links to relevant animations and interactive exercises that help bring biology to life for students.

• Visual Connection features call out core figures in each chapter for student study. Questions about key figures, including clicker questions that can be used in the classroom, engage students’ critical thinking and analytical abilities to ensure their genuine understanding.
• Link to Learning features direct students to online interactive exercises and animations to add a fuller context and examples to core content.

Below are a few examples of the revised art for Biology 2e :

Answers to Questions in the Book

Students are provided answers to odd-numbered Visual Connection Questions, Review Questions, and Critical Thinking Questions via the Student Solution Manual on the Student Resources page. In order to allow instructors as much flexibility as possible, answers to even-numbered Visual Connection Questions, Review Questions, and Critical Thinking Questions are provided only to instructors via the Instructor Resources page.

Additional resources

Student and instructor resources.

We’ve compiled additional resources for both students and instructors, including Getting Started Guides, an instructor solution guide, and PowerPoint lecture slides. Instructor resources require a verified instructor account, which you can apply for when you log in or create your account on OpenStax.org. Take advantage of these resources to supplement your OpenStax book.

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To reach the Community Hubs, visit www.oercommons.org/hubs/OpenStax.

Technology partners

As allies in making high-quality learning materials accessible, our technology partners offer optional low-cost tools that are integrated with OpenStax books. To access the technology options for your text, visit your book page on OpenStax.org.

About the authors

Second edition authors and reviewers.

Senior Contributing Authors Mary Ann Clark, Texas Wesleyan University Jung Choi, Georgia Institute of Technology Matthew Douglas, Grand Rapids Community College

Reviewers Kathleen Berlyn, Baltimore City Community College Bridgett Brinton, Armstrong State University Jennifer Chase, Northwest Nazarene University Amy Hoffman, Grayson County College Olga Kopp, Utah Valley University Jennifer Larson, Capital University Jason Locklin, Austin Community College Hongmei Ma, American University Melissa Masse, Tulsa Community College Shannon McDermott, Central Virginia Community College Bryan Monesson-Olson, University of Massachusetts Amherst Amber Reece, California State University Fresno Monique Reed, Texas A&M University Jeffrey Roberts, American River College Matthew Smith, North Dakota State University Dawn Wankowski, Cardinal Stritch University

First edition authors and reviewers

Senior Contributing Authors Yael Avissar (Cell Biology), Rhode Island College Jung Choi (Genetics), Georgia Institute of Technology Jean DeSaix (Evolution), University of North Carolina at Chapel Hill Vladimir Jurukovski (Animal Physiology), Suffolk County Community College Robert Wise (Plant Biology), University of Wisconsin, Oshkosh Connie Rye (General Content Lead), East Mississippi Community College

Contributing Authors and Reviewers Julie Adams, Aurora University Summer Allen, Brown University James Bader, Case Western Reserve University David Bailey, St. Norbert College Mark Belk, Brigham Young University Nancy Boury, Iowa State University Lisa Bonneau, Metropolitan Community College – Blue River Graciela Brelles-Marino, California State University Pomona Mark Browning, Purdue University Sue Chaplin, University of St. Thomas George Cline, Jacksonville State University Deb Cook, Georgia Gwinnett College Diane Day, Clayton State University Frank Dirrigl, The University of Texas Pan American Waneene Dorsey, Grambling State University Nick Downey, University of Wisconsin La Crosse Rick Duhrkopf, Baylor University Kristy Duran, Adams State University Stan Eisen, Christian Brothers University Brent Ewers, University of Wyoming Myriam Feldman, Lake Washington Institute of Technology Michael Fine, Virginia Commonwealth University Linda Flora, Delaware County Community College Thomas Freeland, Walsh University David Grisé, Texas A & M University – Corpus Christi Andrea Hazard, SUNY Cortland Michael Hedrick, University of North Texas Linda Hensel, Mercer University Mark Kopeny, University of Virginia Norman Johnson, University of Massachusetts Amherst Grace Lasker, Lake Washington Institute of Technology; Walden University Sandy Latourelle, SUNY Plattsburgh Theo Light, Shippensburg University Clark Lindgren, Grinnell College James Malcolm, University of Redlands Mark Meade, Jacksonville State University Richard Merritt, Houston Community College James Mickle, North Carolina State University Jasleen Mishra, Houston Community College Dudley Moon, Albany College of Pharmacy and Health Sciences Shobhana Natarajan, Brookhaven College Jonas Okeagu, Fayetteville State University Diana Oliveras, University of Colorado Boulder John Peters, College of Charleston Joel Piperberg, Millersville University Johanna Porter-Kelley, Winston-Salem State University Robyn Puffenbarger, Bridgewater College Dennis Revie, California Lutheran University Ann Rushing, Baylor University Sangha Saha, City College of Chicago Edward Saiff, Ramapo College of New Jersey Brian Shmaefsky, Lone Star College System Robert Sizemore, Alcorn State University Marc Smith, Sinclair Community College Frederick Spiegel, University of Arkansas Frederick Sproull, La Roche College Bob Sullivan, Marist College Mark Sutherland, Hendrix College Toure Thompson, Alabama A&M University Scott Thomson, University of Wisconsin – Parkside Allison van de Meene, University of Melbourne Mary White, Southeastern Louisiana University Steven Wilt, Bellarmine University James Wise, Hampton University Renna Wolfe Virginia Young, Mercer University Leslie Zeman, University of Washington Daniel Zurek, Pittsburg State University Shobhana Natarajan, Alcon Laboratories, Inc.

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Access for free at https://openstax.org/books/biology-2e/pages/1-introduction

• Authors: Mary Ann Clark, Matthew Douglas, Jung Choi
• Publisher/website: OpenStax
• Book title: Biology 2e
• Publication date: Mar 28, 2018
• Location: Houston, Texas
• Book URL: https://openstax.org/books/biology-2e/pages/1-introduction
• Section URL: https://openstax.org/books/biology-2e/pages/preface

© Jan 8, 2024 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

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To measure heat loss in two test tubes which represent bodies, one which sweats (the wet test tube) and one body which doesn't sweat (the dry test tube).

Biology Coursework: Sweaty Bodies

To measure heat loss in two test tubes which represent bodies, one which sweats (the wet test tube) and one body which doesn’t sweat (the dry test tube).  

2 Thermometers

2 Boiling Tubes

2 Measuring Cylinders

Cotton Wool

Paper Towels

Previous Knowledge:

I know that when the body gets to hot, the sweat glands produce sweat, which evaporates of the skins surface, and cools the body as it evaporates. The evaporation of water needs a lot of heat energy. This heat energy is taken from the body when the sweat evaporates.

Prediction:

I think that the wet test tube will cool the fastest because this is what happened during my preliminary experiment. The wet test tube cooled the water down by 22 O C more than the dry test tube. Also my knowledge of the way the human body works helps support my prediction because the body produces sweat to cool the body down, and the wet test tube acts in the same way.

Fair Testing:

For all the experiments I’m going to conduct I will have to make sure I do them fairly. I will use exactly the same apparatus, the same amount of water in each test tube as well as the same amount of paper towelling each time. I will measure the temperature change in each test tube for the same amount of time and will begin measuring the temperature when the temperature in each test tube is the same.

Plan: Preliminary Experiment.

• I started by setting up my apparatus as it’s shown in the diagram above.
• I then boiled some water in a kettle.
• After the water had boiled I measured out 25cm 3  of water in two measuring cylinders and then pouring into each boiling tube.
• I then began taking readings for 20 minutes, every minute and recorded them.

This is a preview of the whole essay

• My preliminary experiment wasn’t as successful as possible because the starting temperatures of each boiling tube were not the same. This was because the wet paper towelling around one of the boiling tubes had already cooled the boiling tube so when I pored the water in it cooled very rapidly.

Calculations:

The dry boiling tube cooled by 20 O C, and the wet boiling tube cooled by 35 O C.

The wet boiling tube cooled 22 O C more than the dry boiling tube.  

Plan: Experiment 2.

• I decided to test each boiling tube separately.
• I did this by pouring 25cm 3 of boiling water in to a boiling tube covered in a wet paper towel and the taking the readings for 10 minutes because the most significant change in temperature occurs between 0 and 10 minutes in my preliminary experiment.
• I then poured some more boiling water into a boiling tube covered by a dry paper towel. I waited for the temperature to drop so the starting temperature was the same as the starting temperature for the wet test tube.
• I then took readings of this boiling tube for 10 minutes.

The dry boiling tube cooled by 12 O C, and the wet boiling tube cooled by 30 O C.

The wet boiling tube cooled 18 O C more than the dry boiling tube.  

Plan: Experiment 3.

• I decided use a stopper at the top of the boiling tube to plug it up.
• I did this by pouring 25cm 3  of boiling water in to a boiling tube covered in a wet paper towel and then poured 25cm 3  of boiling water into a boiling tube covered by a dry paper towel. At this point, the temperatures were not the same, so I blew on the top of the water in the boiling tube covered in the dry paper towel to bring the temperature down.

The dry boiling tube cooled by 17 O C, and the wet boiling tube cooled by 26 O C.

The wet boiling tube cooled 9 O C more than the dry boiling tube.  

Plan Experiment 4.

• The plan for experiment was exactly the same as experiment 3 except I used cotton wool to plug up the boiling tube instead of using a stopper.

The dry boiling tube cooled by 11 O C, and the wet boiling tube cooled by 25 O C.

The wet boiling tube cooled 14 O C more than the dry boiling tube.  

Plan Experiment 5.

• For this experiment I decided to cover the boiling tubes in dry paper towels and then pour 25cm 3  of boiling water in to each boiling tube.
• I then made sure that the temperature of the water was the same for both boiling tubes and took my first reading for 0 mins.
• I then wet one of the boiling tubes, and took my second reading a minutes later.

The dry boiling tube cooled by 10 O C, and the wet boiling tube cooled by 26 O C.

The wet boiling tube cooled 16 O C more than the dry boiling tube.  

Plan Experiment 6.

• I did this experiment in exactly the same way I did experiment 5 because I thought that this was the most accurate method, so I wanted to make sure my results were accurate.

The wet boiling tube cooled 14 O C more than the dry boiling tube.

Teacher Reviews

Here's what a teacher thought of this essay.

This essay is not really a full write up of a practical but rather a discussion of preliminary tests. It is a good example of how running prelims helps to design an experiment. It could be enhanced to include a summary of how the prelims resulted in the final design. ***

Document Details

• Word Count 1207
• Page Count 5
• Subject Science

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