BIO/351 v4

Cell Structure Lab Reporting Worksheet

In science, reporting what has been done in a laboratory setting is incredibly important for communicating,
replicating, and validating findings. However, writing scientific reports can be a little overwhelming. There
are a set of agreed upon components that the scientific community requires when reporting scientific
research. Answer the following questions to describe what occurred during the lab you conducted in
Labster. Be sure to use complete sentences and descriptions that fully represent what you experienced.
Writing a lab report is less about being correct or incorrect, than it is accurately reporting what happened
and why. So, do not worry about reporting data that might seem counterintuitive or unexpected. Focus on
clearly communicating what you did and what you observed.
Write your answers on a new line.
 What was the title of the lab you completed? Cell Structure Lab

1. Topic
 What was the subject you were trying to understand better in the lab?
By the end of this lab, three objectives were to be understood: cell theory; the main differences between
prokaryotes, eukaryotes, plants, and animals; and the different components of eukaryotic cells by intra-
and extracellular methods.

2. Background Information
 What information from the textbook and classroom is relevant for the subject you were trying to gain a
better understanding of in the lab? Identify the concepts and explain how they are related to the lab
topic.
At the beginning of the lab, consideration was given to identity and the components of living things. This
prompted an investigation of three essential concepts regarding cells: they are the fundamental units of all
living organisms; they are the source of life's structure and organization; and they divide from other cells.
Together, the lab supplies and textbook made it easier to comprehend the specifics of cell structure,
functions, and daily activities.
There was discussion over a key difference between eukaryotic and prokaryotic cells. Eukaryotes, which
range from plants and fungi to animals, are more complex organisms. Prokaryotes, such as bacteria and
archaea, are simple, single-celled creatures. Prokaryotes and eukaryotes differ in other significant ways,
even though they share many fundamental elements, including the cell membrane, cytoplasm, DNA,
ribosomes, and cytoskeleton.
For instance, the most advanced cells are called eukaryotic ones. They are more complex and have
distinct parts called organelles, like the endoplasmic reticulum, mitochondria, lysosomes, and Golgi
apparatus. These cells give rise to both single-celled and complex creatures.
When it comes to cell membranes, they enclose and shield everything inside like the cell club's security
guards. They consist of two layers of fat and contain unique proteins that facilitate communication
between the cell and its surroundings.
Then there's the cell wall, which functions as a plant, fungal, and some other cell's hard outer shell. Its
composition varies depending on the organism (for example, chitin in fungi and cellulose in plants), but its
function is always the same: it keeps things stable and hazardous substances out.
The concept of endosymbiosis was also mentioned, implying that certain components of eukaryotic cells,
such as mitochondria and chloroplasts, were originally free-living bacteria that grew close to them. With

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their own DNA and the capacity for autonomous reproduction, they behave somewhat like separate
bacteria even though they are now a member of the cell team.
Comprehending each of these ideas offers a strong basis for investigating the subject of cells in
laboratory settings.
 During the lab, what information from the theory section provided additional background information
about the subject? (To review the theory section, launch the lab and click the Theory tab on the top of
the data pad). Identify the concepts and explain how they are related to the lab topic.
The process involved in this lab was to investigate the composition of life and, through observation,
propose the three principles of cell theory. Observation under a microscope allowed for the examination
of plant tissue, a bacteria sample, and an animal tissue sample. Varied colors were noted through the
application of different stains on each slide. However, there was no option to alter the type of stain or the
type of cell provided for examination.

3. Phenomenon
 Most scientific observation involves examining phenomena or processes. What phenomenon or
process were you observing in the lab? What were you able to change and explore? What did the
simulation not allow to change?
This lab examined the basic principles of cell theory by observing plant, bacterial, and animal cells. Using
microscopes and interactive tools, the lab explored the structure and functions of different cells,
comparing eukaryotic and prokaryotic types. The lab showed that plant cells have rigid cell walls, while
bacterial cells are smaller and lack a nucleus. Animal cells, being eukaryotic, are larger with more
organelles. While these observations were useful, the lab had limitations—it didn't allow changes to the
slides, stains, or types of cells. Overall, the lab provided a basic understanding of cell theory and the
differences between various cells.

4. Method
Describing what you did during a lab supports other scientists in replicating your work. It is through this
consistent replication that scientists are able to see repeating patterns and develop ideas that help move
science forward. When you discuss your observations, in a later section, you will have to describe, in
detail, what you did. You may also have to describe what choices you made, why you made them, and
any concerns about things that occurred that were unexpected. To have enough information to do this,
you need to keep very detailed notes. What doesn’t seem important in the moment may end up being
something that explains your findings later. A benefit of conducting virtual labs when learning science is
that many potential errors are controlled for you. The virtual lab environment often will alert you if
something is not going the way it should. This does not occur in non-virtual settings. The virtual lab setting
can be very helpful to learners for this reason. However, we still need to practice documenting so those
skills are practiced for the lab experiences when technology will not be there as a coach.
 You have already described the phenomenon or process you studied in the lab in the previous
section. Now, take some time to fully describe the steps you took during the lab. Do not include the
process of you logging into the lab in your description. For this virtual lab, a short, high-level summary
will suffice.
In the lab, the initial task was to examine three distinct tissue slides - from a plant, bacteria, and animal -
using a microscope at the designated table. Observations were recorded for each slide. Following this, a
graph displaying the components of the cell membrane, including genetic material, cytoplasm, and
ribosomes, was studied. Further microscopic examination of each cell tissue was conducted to grasp the
three principles of cells. A video depicting the time-lapse growth of bacterial tissue identified the cells as
wild-type C. glutamicum cells. Subsequently, the challenge was to differentiate between prokaryotic and
eukaryotic cells by constructing general models of each type. Numerous cell components, including the
centrosome, lysosome, Golgi apparatus, ribosomes, mitochondria, endoplasmic reticulum, and nucleus,
were shown to differ. The next stage was to recognize and classify the primary tissue types, including

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connective, muscular, nerve, and epithelial tissues. Specialized structures within these cells, aiding in
their specific functions, were examined, including neurons, axons, dendrites, cell junctions, microvilli,
myocytes, and sarcomere. This concluded the lab session, providing insights into one's cellular makeup
and the distinguishing features of various cell types.
 Describe some of the observations you made. What did you write down or keep track of? What did
each of your senses observe during the lab process? What did you see (e.g., changes in colors,
movement, shapes, sizes, patterns)? What, if anything, did you measure? What did you hear (e.g.,
sounds from reactions, collisions, error messages)? What did your lab character touch? Did you
notice anything that seemed unexpected? Did you notice anything that you did not expect to
observe?
Various observations were made during the lab. The plant tissue slide displayed a range of colors
including purple, green, and white, with circular structures within square and rectangular shapes. The
bacteria sample appeared green and circular with a rough surface, while the animal tissue exhibited blue
hues with small circular shapes within larger ones. Across all slides, the cell wall was blue, the cell
membrane orange, the cytoplasm purple, and the DNA striped, purple. The distinction lies in the
containment of DNA: within the nucleus for plant tissue, free within the cytoplasm for bacteria, and within
the nucleus for animal tissue. Exact measurements were not available. A video of bacterial cell time-lapse
demonstrated the principle of cells arising from pre-existing cells. Eukaryotic cells were larger and
circular, while prokaryotic cells were elongated like beans, both exhibiting tan coloration. Lysosomes were
small and circular, fluorescing neon green, while mitochondria had a bean shape with blue outer regions
and yellow interiors. A graph of a neuron depicted purple hues with star-shaped branches, while
myocytes were rectangular. Various parts of the epithelium, held together by cell junctions, and microvilli
were observed to increase surface area. The sarcomere, composed of actin and myosin protein filaments,
was also identified. Close examination of tissue slides facilitated comprehension, without encountering
errors throughout the lab.
 Which parts of the lab required you to think more than others and required more time? Which parts
were simple and completed easily?
Initially, considerable time was spent reviewing and comprehending the information provided in the theory
section. Observing each slide and recording observations also required a significant amount of time.
Nonetheless, the subsequent portions of the lab and addressing the questions proved to be
straightforward and were completed effortlessly, thanks to the foundational knowledge provided in the
theory section.

5. Observations
Many lessons learned from scientific research come from the reporting and analysis of data and
observations. This part of scientific reporting requires detailed descriptions of technical information and
observations, as well as high-level synthesis of information. High-level synthesis requires a mastery of
foundational content in the related scientific field and a complementary mastery in some field of
quantitative and/or qualitative analysis. For this report, let’s focus on big picture patterns.
 What did you notice about the phenomenon or process you explored?
Observing the various slides and referring to the theory section and background information facilitated the
identification of different cell structures and their respective organelles of origin. It became evident that the
lab comprehensively covered every aspect of cell theory.
 Describe any information about the phenomenon or process that you learned.
The data obtained demonstrated notable differences in the structure and organelle makeup of
prokaryotic and eukaryotic cells. Compared to eukaryotic cells, prokaryotic cells are single-celled and
considerably smaller. These cells include bacteria and archaea, as examples. They have a cell wall
covering them and lack many of the nuclei and organelles found in eukaryotic cells. On the other hand,
DNA is contained within a nucleus in eukaryotic cells, which include plants, animals, and fungus, but it is
free in the region known as the nucleoid of prokaryotic cells. While eukaryotic cells can exist as both
unicellular and multicellular organisms, prokaryotic cells are always unicellular.

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6. Discussion
The discussion section is used to explain why things might have happened the way that they did in your
research. Here, scientists describe any potential anomalies or mistakes and why they think they may
have occurred.
 During your lab, what happened that might have had an impact on the accuracy of your
observations? Did the simulation alert you that an error was occurring? If so, how did you resolve it?
The purpose of this lab was to examine the various principles of cell theory and delineate the distinctions
among different cells and their components. There were no circumstances that could have altered the
outcome or precision of the observations.
 The discussion section is also used to summarize big ideas from the lab. What were the important
learnings about the phenomenon or process from the lab?
The examination revealed the cell theory's three principles: all organisms consist of cells, cells serve as
the structural and organizational unit of life, and all cells arise from pre-existing cells. Identification of the
tissue sample origins and allocation of structural functions to corresponding organelles were
accomplished. Additionally, a comparison and distinction between eukaryotic and prokaryotic cells were
made. Ultimately, understanding was attained regarding the cell types constituting both oneself and other
organisms, along with the factors distinguishing each cell type.

7. Conclusion
The conclusion section of a lab report describes how the learnings from the lab research fit in to prior
scientific knowledge. This is done by comparing new information to previously known information that was
identified in the section of your report that discusses background information.
 Review the background information section of your report from above and describe how the results of
your lab compare to the information you discussed before.
The findings from the lab closely match the background information provided earlier. For instance, the lab
aimed to explore the composition of life and validate the three principles of cell theory, which were
discussed at the outset. This included using a microscope to study samples of bacteria, plant, and animal
tissue to distinguish between prokaryotic and eukaryotic cells. The idea that prokaryotic cells, like
bacteria, are simpler and lack several organelles seen in more complex eukaryotic cells, like those found
in plant and animal tissues, was directly agreed by these discoveries. The examination of cell membranes
and walls also confirmed their roles in providing protection and structural support, consistent with the
background information. While the lab didn't directly observe endosymbiosis, the presence of organelles
like mitochondria and chloroplasts in eukaryotic cells indirectly supported the concept discussed earlier. In
essence, the lab results provided practical evidence supporting the theoretical concepts introduced in the
background information.
 After scientists have identified how the new knowledge fits into the old knowledge, they discuss the
implications of the new information for moving forward. In this class, the purpose of study is to learn
some foundational science ideas represented by the course learning outcomes. Review the course
learning outcome aligned to this lab in the assignment directions in Blackboard. How is the
information from this lab related to the course learning outcome? What knowledge has the lab
supported you with learning that is related to this course learning outcome?
This lab effectively elucidated the distinctions among plant, bacteria, and animal tissues, as well as the
disparities between eukaryotic and prokaryotic cells. Utilizing microscope slides, interactive visuals, and
videos, all levels of scientific organization, from chemicals to cells to tissues within organisms, were
comprehensively summarized. As a result of this lab, a clear understanding has been attained regarding
the composition and structure of each cell, its functions, and the unique characteristics of individual cell
organelles. The theory section provided ample information that aptly represented the learning objectives
for this week's lab.

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 Following scientific research, scientists usually come up with new questions that result from what they
learned. These new questions often end up leading to new research in the future. What additional
scientific things do you wonder about after completing and writing about your lab experience?
How do environmental factors influence the structure and function of different cell types? What
mechanisms regulate the communication between organelles within a cell? How would the tissue slides
appear if there were errors or defects present within the organism itself?

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