Can this question be solved with the Excel spreadsheet as well?

Motion of an Amoeba Sealing an [Image1 Learning Goals: After completing the lab, you will lmow how to- a- properly scale image measurements. 1- calculate velocityr from position data. 1- evaluate graphs of position, velocity, and aooeleration to determine whether a single cell organism, in this case an amoeba. is aocelerating across the slide. Materials: Ruler, Spreadsheet software Referenees: Please use this short video on YouTube to review the equation for scale factor. Remember in this experiment you are given an enlargement of the motion of an amoeba and the scale factor is represented on the vertical axis. Do not get confused by the sealed length being in micrometers -- this is the actual length. b : m. umheeom wateb?v=Ca -Y- W Background Theory: A copy of the movement of Dictyostelium discofdenm at 3.o-minute intervals is found in the document. The measurements shown originated from a video of the amoeba's motion while it moved across a slide viewed through a microscope. Since this motion 1Incas measured in micrometers, the image was enlarged so that students could view.r the motion. To nd the enlargement scale factor for the image, use the equation on the next page. scaled length [1:] scale actor = 'r original length Remember that the original length is the actual motion of the amoeba and that the scale factor must be larger than 1 since the picture ofthe motion is larger than the actual motion videotaped. Finally, netioe that the time measurements of the enlarged image are in minutes but the averaged velocityproi-rided for an amoeba is provided in seconds. Ensure you properly convert this time 1 Experiment adapted from University of Maryland NEXUS Physics for Biologist course measurement. Make sure to look at the two velocities and note that the distance an amoeba travels in 1 second must be smaller than the distance it travels in 1 minute. M rst after reading this assignment you may think this is a trivial exercise. But, you need to think carefully about how an amoeba moves. Its lack of rigidity [see videos on Blackboard] means that calculating changes in position is more challenging than movement ofa rigid ball. How precisely you determine where to record each 'position' to make measurements is up to you. [fyou are part of a group, make sure to discuss in your group howto make measurements after reviewing at least a couple of the amoeba motion videos and the \"measurement dark tracks\" page at the end of the handout. Experiment: From the outlines ofthe amoeba shown in the le, your task is to record and analyse the motion ofthe amoeba specically the position, average velocity from each track to the next track, and average acceleration over that same track. 1i'ou should also analyze and report the total average velocity and acceleration over the entire set of stop motion images. To determine the velocity from the measured position, you need to divide the difference oftwo consecutive positions by the associated time interval [See equation 2) v = d2_dl [2} The acceleration is the change of velocity over time. _ 1'21'1 . a: I?\" Lil You will be calculating these values using Excel. Make sure you know how to enter a basic equation into Excel {see links under Resources for Excel help} and how to make an x-y scatter graph before starting this activity. As this is required to complete this laboratory, it is assumed all students can do this in Excel. Experimental Data Collection and Analysis nce you have decided upon measurement procedures, write these down clearly. Students should describe how measurements were taken for the distances between the 3.o-minute timed intervals and justify this approach in measurements for the position ofthe amoeba at each time stop. It is likely that more than one measurement of each step may be needed to adequately determine the motion of the amoeba in a reliable method that others can follow. Remember, your procedure should be able to be read and repeated by others not present during your lab or subsequent measurements and nd similar results. Dnce data is collected and scaled properly make graphs ofthe position, velocity, and acceleration of the amoeba in Excel. Discuss and provide written answers to the numbered questions below: 1. Look at the shapes ot'the graphs for the stepped values of position, velocity, and acceleration would you hypothesize that the velocity for most of track is constant? Why? Discuss. Find the average stepped velocity from your measurements and the standard deviation of these values. Repeat #2 for the acceleration stepped values. Discuss. Are there locations on the track where the amoeba seems to stop? Where? Describe? How does the total average velocity compare to the general range of 0.5 X lo? m,."s up to {to x 1o:-Er m,."s? Discuss. {Note your data should show an average value within 1m: this range above and below if your group's data doesn't show the velocitywithin this range you made an error in the scaling of the measurements. Your group MUST go back and correct this error. Make sure to let your instructor know if this occurs.) M lite end oftoday your group should turn in: 1. Results report with your group's procedure for measuring the stepped positions. What assumptions did your group make? 'Where did you decide to measure? Excel spreadsheet with a table including measurements of position, calculated velocities {with average stepped velocity and the standard deviation] as well as accelerations [with the averaged stepped acceleration and standard deviation of the stepped accelerations] in tabular form. The spreadsheet should also include graphs of position, velocity, and acceleration with title and axes labels in correct units. Copy all graphs from the Excel Spreadsheet into the results report and add descriptions. Report also needs to contain answers to all analysis questions. . A brief reection on what you have learned about the motion of an amoeba. Do you think that the learning outcomes listed at the beginning of the lab were met? If not what would you suggest we change? Make sure to send all relevant Word and Eccel les to all group members so that each student has a record of the laboratory. References: ukorguy maggwimsmallfsundrht ml