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Procedure: 1. Write out your hypothesis: 6°C: 26°C: 2. The following steps will be completed by me, BUT YOU ARE RESONSIBLE FOR KNOWING THE PROCESS, AS YOU WILL BE WRITING A LAB REPORT ON THIS EXPERIMENT: ● ● Obtain 2 jars for each lab group. Use a grease pencil to label with your group number and label one jar 6°C and the other jar 26°C. Put a 2 cm layer of oat bran in the bottom of each jar. Add 10 meal worms to each jar. To provide moisture for the meal worms, place a piece of potato on the bran, leave at the surface. Screw on lids that have holes. One jar will be put into the refrigerator and the other will be at room temperature. Both jars will be kept in the dark. • Record results and write a lab report detailing the experiment. Follow the rubric provided by your instructor. Record: Make note of any observations and materials (etc.) that you want to make sure you include in your lab report. Collecting Data: ? What data will you be collecting when you look back at the larva? Why does it need to be a line graph? How will you display the changes in a graph? Make a sample graph with fake #'s:

Procedure: 1. Write out your hypothesis: 6°C: 26°C: 2. The following steps will be completed by me, BUT YOU ARE RESONSIBLE FOR KNOWING THE PROCESS, AS YOU WILL BE WRITING A LAB REPORT ON THIS EXPERIMENT: ● ● Obtain 2 jars for each lab group. Use a grease pencil to label with your group number and label one jar 6°C and the other jar 26°C. Put a 2 cm layer of oat bran in the bottom of each jar. Add 10 meal worms to each jar. To provide moisture for the meal worms, place a piece of potato on the bran, leave at the surface. Screw on lids that have holes. One jar will be put into the refrigerator and the other will be at room temperature. Both jars will be kept in the dark. • Record results and write a lab report detailing the experiment. Follow the rubric provided by your instructor. Record: Make note of any observations and materials (etc.) that you want to make sure you include in your lab report. Collecting Data: ? What data will you be collecting when you look back at the larva? Why does it need to be a line graph? How will you display the changes in a graph? Make a sample graph with fake #'s:

Human Anatomy & Physiology (11th Edition)
Human Anatomy & Physiology (11th Edition)
11th Edition
ISBN:9780134580999
Author:Elaine N. Marieb, Katja N. Hoehn
Publisher:Elaine N. Marieb, Katja N. Hoehn
Chapter1: The Human Body: An Orientation
Section: Chapter Questions
Problem 1RQ: The correct sequence of levels forming the structural hierarchy is A. (a) organ, organ system,...
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Please answer the image attached please This is for meal worm Both images attached go together
Procedure: 1. Write out your hypothesis: 6°C: 26°C: 2. The following steps will be completed by me, BUT YOU ARE RESONSIBLE FOR KNOWING THE PROCESS, AS YOU WILL BE WRITING A LAB REPORT ON THIS EXPERIMENT: Obtain 2 jars for each lab group. Use a grease pencil to label with your group number and label one jar 6°C and the other jar 26°C. Put a 2 cm layer of oat bran in the bottom of each jar. Add 10 meal worms to each jar. To provide moisture for the meal worms, place a piece of potato on the bran, leave at the surface. Screw on lids that have holes. One jar will be put into the refrigerator and the other will be at room temperature. Both jars will be kept in the dark. Record results and write a lab report detailing the experiment. Follow the rubric provided by your instructor. Record: Make note of any observations and materials (etc.) that you want to make sure you include in your lab report. Collecting Data: ? What data will you be collecting when you look back at the larva? Why does it need to be a line graph? How will you display the changes in a graph? Make a sample graph with fake #'s:
Transcribed Image Text:Procedure: 1. Write out your hypothesis: 6°C: 26°C: 2. The following steps will be completed by me, BUT YOU ARE RESONSIBLE FOR KNOWING THE PROCESS, AS YOU WILL BE WRITING A LAB REPORT ON THIS EXPERIMENT: Obtain 2 jars for each lab group. Use a grease pencil to label with your group number and label one jar 6°C and the other jar 26°C. Put a 2 cm layer of oat bran in the bottom of each jar. Add 10 meal worms to each jar. To provide moisture for the meal worms, place a piece of potato on the bran, leave at the surface. Screw on lids that have holes. One jar will be put into the refrigerator and the other will be at room temperature. Both jars will be kept in the dark. Record results and write a lab report detailing the experiment. Follow the rubric provided by your instructor. Record: Make note of any observations and materials (etc.) that you want to make sure you include in your lab report. Collecting Data: ? What data will you be collecting when you look back at the larva? Why does it need to be a line graph? How will you display the changes in a graph? Make a sample graph with fake #'s:
Part 9: Subphylum - Hexapoda: The biggest group of arthropods, the most diverse form of life, are the insects. They have a reduced coelom, metameric bilateral symmetry, uniramous jointed appendages, true cephalization, and an exoskeleton made of chitin. Their bodies are divided into three tagmata: head, thorax and abdomen, with 11 segments on the abdomen, and three pairs of appendages on the thorax, two pairs of wings on the thorax, and one pair of antennae. Insects have a dorsal brain, well developed sense organs including large compound eyes and usually three ocelli which are smaller 'eyes". Insects have one pair of antennae that are used for touch, olfaction, and even hearing. Insects' complex behaviors are usually innate. Some learning may be involved, but no real thought occurs. They often communicate visually or with sound, touch or pheromones. Insects have excellent neuromuscular coordination using striated muscle and legs modified for swimming, walking, etc. Most insects have two pairs of wings for flight. They have a complete digestive system consisting of a foregut (mouth with salivary glands) and an esophagus that transports food to the crop for storage. A gizzard helps grind the food then trans- ports it to the midgut (stomach and gastric ceca) used for digestion and absorption and finally the food moves to the hindgut (intestine, rectum, anus) which is used mostly to reabsorb water. Mouth parts are often modified for different foods. Some insects have sucking mouth parts that form a tube (butterfly, bee). Others, like flies, have sponging or lapping mouth parts. Many insects have modified mouth parts for biting or chewing (grasshoppers). Malpighian tubules are used to excrete waste, excess water or may help reabsorb water in dry environments. An open circulatory system transports materials. A tracheal system, a system of tubes that open from spiracles on thorax and abdomen, is used for gas exchange. Insects are dioecious. Some use spermatophores, but most use copulation to achieve internal fertilization which is an adaptation to terrestrial life. Insects have two types of metamorphosis, controlled by hormones. Eighty-eight percent of insects (butterflies, flies, etc.) have holometabolous development which involves complete change: (egg-> larva- > pupa->adult). Other in-sects (grasshoppers, cicadas, mantids, dragonflies, damselflies) are hemimetabolous which means "half change" (egg->nymph->adult). A few types of insects have direct development with no larval stage. Development of insects is affected by a number of factors. Will temperature affect the rate of development?
Transcribed Image Text:Part 9: Subphylum - Hexapoda: The biggest group of arthropods, the most diverse form of life, are the insects. They have a reduced coelom, metameric bilateral symmetry, uniramous jointed appendages, true cephalization, and an exoskeleton made of chitin. Their bodies are divided into three tagmata: head, thorax and abdomen, with 11 segments on the abdomen, and three pairs of appendages on the thorax, two pairs of wings on the thorax, and one pair of antennae. Insects have a dorsal brain, well developed sense organs including large compound eyes and usually three ocelli which are smaller 'eyes". Insects have one pair of antennae that are used for touch, olfaction, and even hearing. Insects' complex behaviors are usually innate. Some learning may be involved, but no real thought occurs. They often communicate visually or with sound, touch or pheromones. Insects have excellent neuromuscular coordination using striated muscle and legs modified for swimming, walking, etc. Most insects have two pairs of wings for flight. They have a complete digestive system consisting of a foregut (mouth with salivary glands) and an esophagus that transports food to the crop for storage. A gizzard helps grind the food then trans- ports it to the midgut (stomach and gastric ceca) used for digestion and absorption and finally the food moves to the hindgut (intestine, rectum, anus) which is used mostly to reabsorb water. Mouth parts are often modified for different foods. Some insects have sucking mouth parts that form a tube (butterfly, bee). Others, like flies, have sponging or lapping mouth parts. Many insects have modified mouth parts for biting or chewing (grasshoppers). Malpighian tubules are used to excrete waste, excess water or may help reabsorb water in dry environments. An open circulatory system transports materials. A tracheal system, a system of tubes that open from spiracles on thorax and abdomen, is used for gas exchange. Insects are dioecious. Some use spermatophores, but most use copulation to achieve internal fertilization which is an adaptation to terrestrial life. Insects have two types of metamorphosis, controlled by hormones. Eighty-eight percent of insects (butterflies, flies, etc.) have holometabolous development which involves complete change: (egg-> larva- > pupa->adult). Other in-sects (grasshoppers, cicadas, mantids, dragonflies, damselflies) are hemimetabolous which means "half change" (egg->nymph->adult). A few types of insects have direct development with no larval stage. Development of insects is affected by a number of factors. Will temperature affect the rate of development?
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