biology course work 2011
TRANSCRIPT
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Skill A
Using and organizing techniques, apparatus and materials
Aim: To measure the volume of a known solution
Apparatus:
- Measuring Cylinder (100 ml)
- Beaker (100 ml)
- Water
- Potassium Permanganate Solution
Method:
1). Measure in a one hundred milliliter beaker forty milliliters of potassium permanganate solution.
2). Transfer the 40 milliliters of potassium permanganate to a one hundred milliliter measuring cylinder.
3). Add thirty milliliters of water to the one hundred milliliter beaker.
4). Add the thirty milliliters of water to the one hundred milliliter measuring cylinder.
5). Read the volume in the measuring cylinder.
6). Determine the accuracy of the volume measured.
7). Read the accurate volume.
8). Properly dispose of the solution.
9). Clean the apparatus
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Diagrams
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Observation:
It was observed that after measuring the potassium permanganate solution and water in the beaker the
measurement where accurate, when transferring them into the measuring cylinder measurements are
incorrect. It was also observed that when measuring the potassium permanganate solution and water themeasuring beaker had to be placed on a flat surface in order to be measure accurately. While pouring the
liquids into the measuring cylinder it was observed that the measurements were off from the exact
measurement.
Results:
First Attempt
Potassium permanganate solution 42 mlWater 35ml
Results 65ml
Second Attempt
Potassium permanganate solution 40 ml
Water 30ml
Results 62ml
Third Attempt
Potassium permanganate solution 40 ml
Water 30ml
Results 68ml
Conclusion:
When measuring liquids in a beaker it can be a nerve-wracking process, it may appear the level of the
liquids is accurate, on the other hand when using the measuring cylinder it states a different measurement.In order to accurately measure the volume of the cylinder, an individual must stoop down , ensure that the
cylinder is only flat surface and pour in the potassium permanganate solution to gain an accurate
measurement.
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Skill A
Using and organizing techniques apparatus and materials
Aim: To construct a model of the internal structure of a typical leaf
Apparatus:
- Scissors
- Colored pencils
- Sheet of plain white paper
- Glue
Key for colors
Waxy Layer Purple
Xylem Red
Upper epidermis Yellow
Lower epidermis Brown
Guard cells Orange
Sponge mysophll layer Light green
Palisade mysophll layer Dark green
Phloem Blue
Method:
1). Color the different layers and structures using the key above.
2). Cut out the layers and structures along the dotted lines.
3). Write your name at the top right hand side of the blank sheet of paper and underline.
4). Write the title in all caps: MODEL OF THE INTERNAL
STRUCTURE OF A TYPICAL LEAF
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5). Assemble the pieces by gluing them to show the correct layout of the internal structure of the leaf.
Begin with upper epidermis and end with the lower epidermis.
6). Label all parts of model including the stoma and air space.
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Diagrams
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Skill A
Using and organizing techniques apparatus and materials.
Title: Assembling a Bunsen burner
Aim: To assemble, to use and organize techniques and apparatus to light the Bunsen burner
Apparatus:
Bunsen Burner
Gas Hose
Gas Lighter
Tripod Stand
Wire Gauze
Thermometer
Method
1. Identify all equipment & materials needed to assemble the Bunsen burner.
2. Assemble the Bunsen Burner using the necessary equipment
3. Light a Bunsen burner flame using the lighter
4. Adjust the Bunsen burner flame as needed
5. Using a 100ml beaker, half fill the beaker with water, sit and allow the water to boil, adjusting the
Bunsen flame to low
6. Turn off Bunsen burner.
7. Using a thermometer, measure the temperature of the water
8. Discard of the water, place the beaker aside.
9. Dismantle the Bunsen burner.
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Diagrams
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Observation:
It was observed that Bunsen burner is a laboratory device designed to heat substances and a
number of apparatus for various experiments. It was also observed that the air-hole must be
closed before trying to light the Bunsen burner, ensure that gas is off before lighting and then
turn on gas.
Results:
96.9o Fahrenheit
Conclusion:
Boiling water is the rapidvaporization of a liquid, which occurs when a liquid is heated to itsboiling
point. This is usually 100o F, but the measurement that was recorded was 97o F. This was probably
because when you turn off the Bunsen burner, in that space of time the temperature would slowly start to
decrease this is why the water did not measure 100o after turning off the Bunsen burner.
http://en.wikipedia.org/wiki/Vaporizationhttp://en.wikipedia.org/wiki/Vaporizationhttp://en.wikipedia.org/wiki/Liquidhttp://en.wikipedia.org/wiki/Boiling_pointhttp://en.wikipedia.org/wiki/Boiling_pointhttp://en.wikipedia.org/wiki/Liquidhttp://en.wikipedia.org/wiki/Boiling_pointhttp://en.wikipedia.org/wiki/Boiling_pointhttp://en.wikipedia.org/wiki/Vaporization -
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Skill B
Observing measuring and recording
Aim: To measure the heart rate during various activities
Apparatus: Stopwatch
Method:
1. In groups of five, measure the heart rate at rest per minute of each member using two fingers and
a stopwatch. Do this three times and take an average.
2. In groups of five, each member does brisk walking for three to five minutes. Measure the heart
rate of each member using two fingers and a stopwatch. Record the data.
3. In groups of five, each member jogs for three to five minutes. Measure the heart rate of each
member using two fingers and a stopwatch. Record the data.
4. In groups of five each members do strenuous exercise for a minimum of two minutes. Using two
fingers and a stopwatch measure the heart rate at each minute until the resting rate was achieved.
Record data.
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Diagrams
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Observation:
It was observed that after an individual completed their task trying to locate their pulse it takes
concentration to locate the pulse. Many of the participants the pulse in their arm was more measureable,
in other participants it was much more harder to get a pulse from either the neck or arm .
It was also noted that when counting the beats per minute, you need to concentrate to make sure
you do not loose count. It was observed that the pulse if felt best where the main Aorta gets closest to the
surface, and closer to the skin.
The range of heart rate at rest was 90bpm to 70bpm, considering a healthy, normal heart rate is
60- 80 there was one individual who was above this mark.
Results:
Subjects Heart Rate Per. Minute (BPM) At Rest
Subject A B C D E
Attempt 1 103bpm 66bpm 75bpm 64bpm 81bpm
Attempt 2 68bpm 70bpm 76bpm 62bpm 84bpm
Attempt 3 98bpm 74bpm 75bpm 84bpm 79bpm
Average 77.8bpm 72bpm 82bpm
Group Average-77.23
Subjects Heart Rate per Minute (BPM) after 3 minutes of Brisk Walking
Subject A B C D E
Attempt 1 114 91 92 124 121
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Subjects Heart Rate per Minute (BPM) after 3 minutes of Jogging
Subject A B C D E
Attempt 1 154 152 134 165 154
Subjects Heart Rate Per Minute (BPM) after 3 minutes of strenuous exercise
Subject A B C D E
Attempt 1 189 174 184 200 188
Time for heart rate to return to normal.
Subject A 7 min. 38 sec.
Subject B 6 min. 23 sec.
Subject C 8 min. 43 sec.
Subject D 5 min 29 sec
Subject E 8 min 25 sec
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Conclusion:
Each time the heart beats, blood is pumped into the arteries. As the blood surges into the arteriesduring a heartbeat, each artery stretches and bulges. This brief bulge of the artery is called a
pulse. While carrying out this experiment a few things were noted about impulses, how are they
calculated, and the concentration it takes to count impulses of an individual. The more strenuousyour activity, higher would be the heart beat rate.
In the results there were some inconstant results, this can be cause by the participants not
fully concentrating on the participants pulse rate, the person may be in consistent in there in there
counting of the participants pulse. Also during this experiment one of the participants stop the
watch to early and therefore giving a wrong reading.
It was also noted it that it toke approximately five minutes to get each person heart rate
back to normal, some participants toke a longer time to get to a normal heart rate.
When a person works out, they are moving or using all the muscles of your body.
Muscles require oxygen and energy to continue to respond to directions for example walking or
jogging or any other kind of activity. To ensure that the energy and oxygen reach all the
necessary blood vessels, the heart would have to increase its pace. The more strenuous your
workout more would be the oxygen requirement and hence the brain would instruct the heart to
beat faster to ensure that the muscles are not fatigued because of lack of oxygen.
The participants in this experiment were at rest they had lower heart rates because they
did not need any extra oxygen or get rid of carbon dioxide within the body. Though majority of
the subjects remained within the health category which is 60-80bpm there was one subject whowas way above this mark, which could possibly have something to do with their health.
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Skill B
Observing measuring and recording
Aim: To examine the anatomy of a Queen Conch.
Apparatus: - Dissecting pan
- Scalpel
- Magnifying Glass
- Triple Beam Balance Scale
- 12 inch Ruler
- String
- Conch & Conch Shell
Method:
1. Bring conch partially out of the shell.
2. Place conch and shell in the dissecting pan
3. In Groups of 4-5 persons use a magnifying glass to closely observe the conch and its
shell.
4. Draw and label the external features of both shell and conch.
5. Give the functions of the features labeled.
6. Using a string and ruler measure the length and width of the conch and shell in cm.
7. Identify the sex of the conch in the group, measure the length of the reproductive organ.
8. Weigh the conch in grams
9. For steps 6-8, collect three other sets of data from three other groups.
10. Record results in appropriate manner.
11. Clean work area.
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Diagrams
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Diagrams
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Observation:
It was observed that Queen Conchs have an external, spiral-shaped shell with a glossy pink or
orange interior.
While carrying out the experiment it was recorded that the conch which was experiment on was a
female conch. It was also observed that the conch had to be placed in water, if it was out of water it would
have died. This experiment would have been unsuccessful if not been for the gaping hole in the back of
the shell that allowed air to flow freely through, removing the suction. It was seen that all of the organs of
the conch was attached to the conch as it was carefully removed from its shell and placed in the dissecting
tray. The conch's mantle, a thin layer of tissue located between the body and the shell, creates the shell.
The conch that was experimented on was a fully matured conch, it had a flared lip and the spine was fully
developed.
Results:
Features that were observed and their functions
Feature Function
Foot To assist movement on the sea floor
Operculum To dig into the sea floor to assist in
movement
Mantle Responsible for secreting the shell
Lip To determine the maturity of the conch
Eye Stalk Beers the eyes
Eye To aid in vision
Mouth To ingest food
Spine To determine the maturity of the conch
Egg grove Stores Eggs
Gut Digestion of food
Stomach To store and digest food
Rectum Store undigested food (feces)
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Kidney Filter waste from blood
Radula Used as tongue
Proboscis Mouth piece/parts
Anus Where waste is excreted
Group 1
Part Recordings
Sex Female
Length of Shell 19.2cm
Length of Conch 22cm
Width of Conch 11.5cm
Width of Shell 29.5cm
Length of reproductive organ 16cm
Weight of Conch 242.9 grams
Group 2
Part Recordings
Sex Female
Length of Shell 2.25cm
Length of Conch 19cm
Width of Conch 12cm
Width of Shell 22cm
Length of reproductive organ 11
Weight of conch 156grams
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Group 3
Part Recordings
Sex Female
Length of Shell 26cm
Length of Conch 13.5 cm
Width of Conch 11. 3 cm
Width of Shell 26 cm
Length of reproductive organ 6.5 cm
Weight of conch 103.1 grams
Group 4
Part Recordings
Sex Male
Length of Shell 24cm
Length of Conch 14cm
Width of Conch 13cm
Width of Shell 21.5 cm
Length of reproductive organ 6 cm
Weight of conch 203.4 grams
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Conclusion:
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Skill C
Handling Experiments, Observations and Data.
Aim: To show height variation in individuals
Apparatus: Measuring tape
Method: 1. Measure the height of six students in your class. (3 males and 3 females)
2. Divide the height into three-centimeter groups and record the number in each height
category.
3. Present the result with a graph.
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Diagrams
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Observation: It was observed that out of 3 males 3 females the males were generally taller than the
females. During this experiment it was observed that a female was taller than then a male in the group. Itwas also observed that even though the boys were noticeably different the height range was not really
different due to the age bracket and environment which the individuals live and have grown up in. They
were measured using a measuring tape and ages ranged from fifteen to seventeen years old
Average Height = 65.667 Inches/ 166.79 cm.
Males- 68 inches/ 172.72 cm.
Females -63.33 inches / 160.9 cm
Individual Height
(Inches)
Height
(Centimeters)
Sex Age
A 63 inches 160.02 cm F 16
B 66 inches 167.64 cm M 16
C 70 inches 177.8cm M 17
D 68 inches 172.72cm M 16
E 62 inches 157.48cm F 15
F 65 inches 165.1cm F 15
Conclusion:
Measuring the height of the 6 participants it was shown that there are no two human beings in this
world who are identical because there are a number of factors that separate each of us. This is possible
because human beings are get there characteristics and physical features from the parents and not any two
humans beings have the same DNA structure. This experiment also proves that age is not a dominating
factor that would determine the height in a person.
In this experiment it showed inconstant results this could have been a result of the participants not
standing straight therefore giving an incorrect reading,
During this experiment it was observed that males are taller than females this can be a result of
puberty during this time males and females tend to grow and mature. This is shown in the recordings.
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Despite the thought that males are generally taller than females in the experiment was a female was
shown to be taller than
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Skill C
Handling experimental observations and data
Aim: To investigate how reaction time changes with practice
Material: 12 inch ruler
Method: 1). Hold the ruler vertically above and in front of the subject who should be ready to
catch the ruler between the thumb and for finger when it is released. The subjects fingers should
be at the 0 cm mark.
2). Release the 12 inch ruler without warning.
3). Upon detecting the ruler by sight the subject will attempt to catch it as quickly as
possible.
4). Record how far the ruler falls by nothing the reading at which the subject thumb and
fore finger are located.
5). Repeat five more times.
6). Present your results in a suitable manner.
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Diagrams
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Observations:
It was observed that when attempting to grasp the ruler without warning the speed of the
reaction time improved as the individual became accustomed to the unanticipated dropping ofthe ruler. The person that was releasing the ruler was distracting and giving hint when they were
to release the ruler. If a participant focus on this task then you are more likely to catch it at a
higher number.
Results:
Attempt Individual 1 Individual 2 Individual 3 Individual 4
1st Attempt 19 cm 12cm 9cm 6cm
2nd Attempt 21 1/2 cm 11 cm 8 cm 10 cm
3rd Attempt 22 cm 14 cm 9 cm 6 cm
4th
Attempt 23cm 19 cm 9 cm 10 cm5th Attempt 20 cm 17 cm 7 cm 12 cm
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Conclusion:
This experiment has discovered that with practice the level of speed of a personincreases. Reflexes are set motor responses to specific sensory stimuli. When seeing the ruler
drop repeatedly you begin to be cognizant of how to adjust your reaction time to make sure that
you catch the ruler quicker than the previous trial. The eye watches as the person lets go of theruler, and then these images are sent to the brain which process them and the brain realizes that
I need to catch the ruler. It therefore sends messages to the motor neurons in the arm and other
areas to alert the hand to grab the ruler.In this experiment it was noted that there were some inconsistent results due to the loss of
focus, the person releasing the ruler was holding the wrong way, and the person releasing the
ruler was distracting and giving hints when they were going to drop the ruler.
After doing this continuously the eyes and brain gets accustomed to this activity. If youcontinue to drop and catch the ruler the reaction time and reflexes will eventually alter to almost
perfect because you would have done it so much times, that you will almost be able to anticipate
when the ruler will drop.
This experiment was blossoming at testing and proving that reaction time does get betterafter practice though in between it can very well still vary.
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Skill D
Planning, Carrying out, and Evaluating investigations
Title: Energy in Food
Aim: To obtain energy in food using nuts.
Scenario: John is in Home Economics class and his teacher constantly tells his class that nuts are
high in fat and those foods most rich in fat give the most energy . John is going to find out howmuch energy is in various types of nuts through heating water by the burning nut.
Apparatus:
Retort Stand
Stop Watch
Triple Beam Balance
Thermometer Bunsen Burner
Nuts
Measuring Cylinder
Needle
Test tube
Method
1. Measure out 20cm3 of water with a measuring cylinder and then transfer it to a test tube.
2.Clamp the test tube to the Retort stand and put a thermometer in it.
3. Record the temperature of the water.
4. Stick nut onto the pointed end of a mounted needle.
5. Assembly the Bunsen Burner and connect the Bunsen Burner to the gas tap.
6. Hold the nut in the Bunsen flame until it starts to burn, and then place it under the test tube and
start stopwatch.
7. When the nut stops burning, record the temperature of the water and time it took for flame to
stop.
8. Switch test tubes and repeat method with other nuts.
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Diagrams
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Diagrams
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Observation:
It was observed the various nuts burned for a longer time than expected. The brazil nut burned
for the longest out all the nuts tested. The Brazil nut had the most energy and the peanut had theleast energy out of all the nuts tested. The size of the nuts varied. It was also observed that the
Brazil and hazelnut toke the longest light. Once the nuts where lit and place under a test tube,
some of the test tubes quickly turned black.
Results:
Almond Walnut Hazelnut Peanut Brazil Cashews
Startingwater temp.
70o F 64o F 61o F 60oF 62oF 57oF
Duration 4mins 23s. 4mins 48s. 3mins 32s 2mins 40s 11mins
57s.
3mins
10s.Temperatureof water
during the
flame of thenut,
165o F 163o F 151o F 134o F 194o F 154o F
Change In
watertemperature
95oF 99oF 90oF 74oF 132oF 97o F
Conclusion:
To survive, our bodies need a constant supply of energy, much of which is provided by the Sun.
Other commonly used energy sources fall into two categoriesfood and fuel. The energy in
foods and fuels is stored within the chemicals that make up these materials. This stored energy
can then be released during chemical reactions. When the energy is released, it is transferred
from the energy source to something else. Foods are used by all organisms to supply the energy
and nutrients needed for life. Fuels are used by people and their societies to provide energy for
tasks they consider important, such as staying warm, cooking food, or generating electricity.
Fuels can be classified as renewable or non-renewable resources. Renewable fuels, such as
firewood and other plant products, can be replenished within a single human lifetime. Non-
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renewable fuels, like coal and gasoline, cannot be replenished during a single human lifetime.
Nuts are an example of a renewable resource that can be used as a food or a fuel. In this activity,
you will actually burn a nut and measure the amount of energy stored in it. During the
combustion process, the energy stored in the nut will be transferred from the nut to some water.
Plants utilize sunlight during photosynthesis to convert carbon dioxide and water into glucose
(sugar) and oxygen. This glucose has energy stored in its chemical bonds that can be used by
other organisms. This stored energy is released whenever these chemical bonds are broken in
metabolic processes such as cellular respiration.
In this experiment there were some errors that includenot all the heat from the burning food is
absorbed by the test tube and its contents this tends to be a small error.Burning nuts falls off
holder a large error, depending on how long the sample burns after it falls.
Improvements to the apparatus should include catching more of the heat released by burning and
also more accurate measures of temperature increase. More nuts could be used to get a variety of
results.
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Skill D
Planning, Carrying Out and Evaluating Investigations
Scenario: My grandmother is coming to my house for a visit; she has just recently been
diagnosed with type 2diabetes. I m not sure what food that are high in sugar. Therefore I am
going to carry out a food test to find out what foods are high in sugar.
Title- Sugar relating to diabetes in foods
Aim: To test for glucose in various foods.
Theory : The human body requires sugar so it can operate properly, the sugars it uses best are the ones it
derives from carbohydrates in fruits, vegetables, whole grains and legumes. Sugarcomes in simple and
complex forms. Simple sugars include honey, molasses, corn syrup and all fruits. Complex
sugars include nonstarchy vegetables broccoli, spinach, kale and starchy vegetables potatoes,
corn and peas. Grains like rice, breads and pastas also contain sugar.
Hypothesis: I believe that almost all foods have some sugar in it and that the food tested will
orange.
Apparatus
Scalpel
Beaker
Bunsen burner
Pestle
Mortar
Banana
Cereal
Orange juice
Test tubes
Tripod Stand
Wire Gauze
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Tongs
Benedict Solution
Test tube racks
Method:
1. If the food is not already in liquid form, mash it up with pestle and mortar, and a little
water to make a suspension.
2. Pour about 2 cm of food into a test tube.
3. Add about 2 of Benedict's solution to the test tube and shake.
4. Boil 60 cm of water in a beaker over a lit Bunsen burner.
5. Put the test tube in the beaker of boiling water, shake and leave it there for a minute or
two.
6. Remove test tube from the beaker with thongs.
7. Place test tubes in test rack and observe the color change and record data.
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Observation- It was observed while carrying out this experiment that each sample of
food must be mashed before putting it in the test tubes, the food must be mashed down
and a little water must be added to soften the food. Benedict's solution is used to test for
simple sugars, such as glucose. It is a clear blue solution of sodium and copper blue,the
presence of sugar will turn the solution to orange green, yellow and brick red depending
on the amount of sugar
Results:
Food Appearance of Sugar Precipitate Result
Banana Yes Orange-yellow
Breakfast Cereal Yes Yellow-green
Orange Juice Yes Orange
Irish Potato No No precipitate developed
Whole Milk Yes Green
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Conclusion:
Type 2 diabetes is a chronic (lifelong) disease marked by high levels of sugar (glucose) in
the blood. Type 2 diabetes is the most common form of diabetes. Diabetes is caused by a
problem in the way your body makes or uses insulin. Insulin is needed to move blood
sugar (glucose) into cells, where it is stored and later used for energy.When an indivual
have type 2 diabetes, the body does not respond correctly to insulin. This is called insulin
resistance. Insulin resistance means that fat, liver, and muscle cells do not respond
normally to insulin. As a result blood sugar does not get into cells to be stored for energy.
When sugar cannot enter cells, abnormally high levels of sugar build up in the blood.
This is called hyperglycemia. High levels of blood sugar often trigger the pancreas to
produce more and more insulin, but it is not enough to keep up with the body's demand.
The nutrients in the food you eat supply your body with energy for growth and
repair. These principle substances include carbohydrates, proteins, fats, minerals and
vitamins. Carbohydrates make up a group of organic compounds that include sugars and
starches, which are important in supplying your body with energy. Some starches provide
your body with indigestible fiber, or roughage, which aids digestion.
In this experiment there were some sources of error including adding too little Benedicts
solution to the food sample. Leaving the test tubes in the boiling water for too long
therefore changing the color of the samples and giving a false result. Also not mashing
the sample foods to fit in the test tube therefore not giving an accurate result.
Improvements to this experiment would be using more varieties of foods to gain a variety
of results.
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