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TRANSCRIPT
East Meadow School DistrictCurriculum Area Project
Title: Living Environment Lab Manual Part 3
Completed: October, 10th 2012
Authors:Christy SullivanBarbara Lucia
Pam Freitag
Grade Level: 9-10
Subject: Science/Biology/Living Environment
1
Abstract/Rationale
This CAP is titled the “Living Environment Lab Manual” which is designed to be incorporated into the Living Environment classrooms, for mostly grades 9 and 10. The goal of this cap is to provide Living Environment teachers with activities and resources that help them reinforce the concepts taught in this course. The labs also enable students to meet the NYS lab time requirement of 1200 minutes. The Labs developed are fun for the students, connect to the curriculum and are modified to meet the needs of our diverse student population. We incorporated a variety of lessons that coincide with the different units covered throughout the year. As successive Caps are completed new labs that we find helpful will be added to the appropriate units in the lab manual. Internet links and activities have been added that coincide with the curriculum. Teachers within our department have been encouraged to share their ideas and any activities they feel will add to the success of this lab manual. The labs focus on concepts tested in the NYS Living Environment regents. The CAP was developed using the Living Environment standards (Standards 1 and Standards 4.1.1, 4.2.1, 4.3.1, 4.4.1, 4.5.1, 4.6.1 and 4.6.2) set forth by New York State. This CAP is for part three of the lab manual so the basic structure might change as successive parts of the CAP are completed.
Hour AllotmentEach participant was allotted 30 hours to complete this CAP. Below you will find the breakdown of how the hours were spent.
Task Hour(s) Spent per
ParticipantPreparing Materials – CAP Procedures 5 hours
Researching and preparing appropriate lessons to be utilized by teachers and students
5 hours
Researching and organizing labs to meet NYS 5 hours
2
standards
Typing and formatting labs for the manual 10 hours
Organizing manual into appropriate sections 5 hours
Total Hours 30 Hours (per participant)
Table of ContentsTopics Page #Safety Lab Safety………………………………………………………………….59 – 62
Tools Microscope (Development of Cell Theory)…………………………….. 146 – 152
Testing pH …………………………………………………………….....108 – 111
Microscope Diagram w/fill-ins……………………………………….....145
Scientific Method Steps of the Scientific Method……………………………………………63 – 68
Graphing Variables………………………………………………………..12 – 16
Corn Lab…………………………………………………………………...190 – 191
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Plant Growth Puzzle………………………………………………………181 – 185
Planarian Lab……………………………………………………………..198 – 199
Is it Alive…………………………………………………………………. 196 – 197
Biochemistry Organic Compounds………………………………………………………44 – 47
Protein Indicator ……………………………………………………….....55 – 58
Building Molecules/Compounds………………………………………. .112 – 114
Monomers and Macromolecules………………………………………....115 – 120
Enzymes (Toothpick-ase) ………………………………………… …….121 – 128
Human Body Elements………………………………………………….. 163 – 169
Enzymes…………………………………………………………………...192 – 195
Ecology Scavenger Hunt……………………………………………………............21 – 25
Symbiotic Relationships…………………………………………………..69 – 79
Human Impact…………………………………………………………….83 – 86
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Photosynthesis……………………………………………………………..92 – 95
Automobile Emissions ……………………………………………………103 – 105
Acid Rain Lab……………………………………………………………...186 – 187
Human Population Growth ………………………………………………178 – 180
Cells Photosynthesis vs. Cellular Respiration …………………………………..9 – 11
Cellular Respiration & Exercise …………………………………………..101 – 102
Mitosis (Candy) ……………………………………………………………17 – 20
Mitosis (Stage Flip Book)………………………………………………….26 – 27
Meiosis (Stage Flip Book)…………………………………………............28 – 33
Human Check Cells (Microscope)………………………………………...89 – 91
Mitosis in Onion Root Tip ………………………………………………...106 – 107
Mitosis in Real Cells ……………………………………………………….133 – 137
Aerobic Respiration Map …………………………………………………..138 – 140
Asexual Reproduction………………………………………………………153 – 155
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Aerobic Respiration Brewing Experiment…………………………………170 – 179
Cell Size Lab…………………………………………………………………188 – 189
Mitosis Phases……………………………………………………………….26 - 27
Genetics Species Chromosome Number……………………………………….…….34 – 36
Structure of DNA……………………………………………………………48 – 54
Gene Mutations……………………………………………………………..37 – 40
Gel Electrophoresis and Analysis…………………………………………..87 – 88
Punnett Squares …………………………………………………………….80 – 82
DNA RNA ……………………………………………………………….96 – 100
Plastic Eggs Genetics ………………………………………………………141 – 144
DNA Transcription & Translation …………………………………………175 – 177
Body System
6
Circulatory System …………………………………………………………41 – 43
Reproductive/Endocrine (Menstrual Cycle) ……………………………129 – 132
NYS Labs Making Connections Lab Report ………………………………………..203 – 204
Making Connections Pulse Rate Charts…………………………………202
Diffusion Lab Group Responsibilities Chart ……………………………201
Biodiversity Data Chart …………………………………………………..200
Evolution Evidence of Evolution……………………………………………………156 – 162
Works Cited
Author Website/Source Right to use workDate
RetrievedMrs. Tracy Trimpe developed in March 1999
The Science Spot
http://sciencespot.net/index.html
http://sciencespot.net/Pages/faq.html
7/21/10
7
Mrs. Stephanie Fazio
Last revised in June 2010
Ms. Fazio's Living Environment Webpage
http://www.nylearns.org/webpage/default.aspx?SID=P0&UID=27674
http://www.nylearns.org/webpage/default.aspx?SID=P0&UID=27674
08/3/2010
Pam Freitag Directly from person Verbal 11/2/10
Kerin Myer Directly from person Verbal 11/2/10
Miller & Levine Textbook (Biology Pearson Ed)Textbook Permission
for educators9/10/10
Christy Sullivan Directly from person Verbal 9/10/10
Ken Nyer Directly from person Verbal 9/10/10
Ms. Blanarovich Website Minisink Valley High School On website and lab 10/1/10
James M. Buckley Living Environment Topic Sequence and Links
http://creativecommons.org/licenses/by-nc-sa/3.0/
9/20/11
Colleen Fitzpatrick Directly from person Verbal 9/20/11
Unknown 1. bhhsbiologylambert.wikispaces.com/.../Cell+Theory+Lab.../Cell+Theory+Lab-honors-bio-11.doc
1. bhhsbiologylambert.wikispaces.com/.../Cell+Theory+Lab.../Cell+Theory+Lab-honors-bio-11.doc
9/10/11
Ken Nyer (Modified from http://www.huntington.org/Education/FIBR/download/2004/04PlantCell.pdf)
(Modified from http://www.huntington.org/Education/FIBR/download/2004/04PlantCell.pdf)
9/10/11
Mary Coyne Directly from person Verbal 7/30/12
Barbara Lucia Directly from person Verbal 7/30/12
UnKnown http://www.lenntech.com/periodic-chart-elements/human-body.htm#ixzz21wgxuz00
http://www.lenntech.com/periodic-chart-elements/human-
7/30/12
8
body.htm#ixzz21wgxuz00
Tish Taylor Retrieved from Biology corner webpage
1994 Woodrow Wilson Biology Institute
7/30/12
Unknown modified from www.biologyjunction.com/DNA.doc
modified from www.biologyjunction.com/DNA.doc
7/30/12
Unknown Modified from http://www.huntington.org/Education/FIBR/download/2004/04Plan
tCell.pdf)
Modified from http://www.huntington.org/Education/FIBR/downloa
d/2004/04PlantCell.pdf)
7/30/12
Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania
University Website 8/10/12
9
Name______________________ Date___________
Photosynthesis vs. Cellular RespirationFollow the instructions below to complete your diagrams on photosynthesis and respiration
Part 1Step 1: Fill in the equation for photosynthesis and answer the following questions.
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____________ + ____________ + ____________ ____________ + ____________
What are the reactants for photosynthesis?
1. _________________
2. _________________
3. _________________
What are the products for photosynthesis?
1. _________________
2. _________________
In which organelle does the process of photosynthesis occur?__________________________
Stages of photosynthesis and where each occurs:
Stage 1 - __________________________ and occurs in the_____________________
Stage 2 - __________________________ and occurs in the ____________________
Why is the process of photosynthesis important for the stability of ecosystems?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______
Step 2: Fill in the equation or aerobic and anaerobic respiration and answer the following questions.
Aerobic
____________ + ____________ ____________ + ____________+ ____________
Reactants1. __________________
2. ___________________
Products1. ___________________
2. ___________________
3. ___________________
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What can be inferred about the reactants and products of aerobic respiration and photosynthesis? ________________________________________________________________________________________________________________________________________________________________
Name 2 organism that do aerobic respiration ___________________ and ________________.
**Remember there are _______ types of anaerobic respiration**
Anaerobic (Lactic Acid Fermentation)
____________ ____________ + ____________
Name 1 organism can perform lactic acid fermentation?_____________________________
Anaerobic (Alcoholic Fermentation)
____________ ____________ + ____________+ ____________
Name 1 organism can perform alcohol fermentation?_____________________________
List 3 differences between aerobic and anaerobic respiration.
1)__________________________________________________________________
2)__________________________________________________________________
3)__________________________________________________________________
Why is the process of respiration important for organisms? __________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 3: Get a piece of construction paper and colored pencils.
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Step 4: Use all the information about photosynthesis from step 1 to create a visual teaching tool for other students on one side of the construction paper.
Step 5: Use all the information about cellular respiration from step 2 to create a visual teaching tool for other students on the other side of the construction paper.
Step 6: BE CREATIVE
Graphing Lab
Name____________________________ Date: _____________
1. Scientists were trying to figure out whether fertilizer affects the growth of tomatoes. The data table below shows the average diameter of ripe tomatoes from plants grown with different amounts of fertilizer. Construct a line graph using this data
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Amount of Fertilizer (g) Average Diameter of Tomatoes (cm)
0 7
20 8
40 9
60 10
80 9
100 8
What is the independent (manipulated) variable? ______________________________________
What is the dependent (responding) variable? _________________________________________
2. Scientists were trying to figure out if the length of a bar would change when heated from 0 degrees Celsius to 250 degrees Celsius. Their findings were recorded in the data table below
Temperature (degreed Celsisus) Length of bar (cm)
0 100.0
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50 100.1
100 100.3
150 100.4
200 100.5
250 100.7
What is the independent (manipulated) variable? ______________________________________
What is the dependent (responding) variable? _________________________________________
3. The data table below shows the number of hours the flowers of different types of plants remain open each day.
Flower Number of Hours Open
Morning glory 6
15
California poppy 7
Dandelion 13
Pumpkin flower 4
Moon flower 16
Use the information in the data table to construct a bar graph on the grid provided.
Number of Hours Flowers Remain Open
4. The data table below shows the average daily temperature for 10 days for 2 New York State cities: Albany and New York City
Average Daily Temperature
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Day Albany Temperature (deg F) New York City Temperature (F)1 77 812 79 853 80 874 72 885 76 846 81 807 84 768 85 749 85 7010 77 65
What is the independent (manipulated) variable? ______________________________________
What is the dependent (responding) variable? _________________________________________
5. The following data represents the measurement taken of a cup of hot coffee cooling off (deg C) with respect to time (min). Using the graph paper attached, create a line graph using this data.
Time (min) Temp (deg C)
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0 1004 788 6612 6016 5420 4824 4228 3832 3436 3440 3044 2848 2752 2656 2660 2664 2668 2670 26
What is the independent (manipulated) variable? ______________________________________
What is the dependent (responding) variable? _________________________________________
Complete this graph on a separate sheet of graph paper.
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Mitosis Candy Lab
Name______________________________ Date:
Per: Living Environment
Directions:
1. Each student will receive an index card labeled with an activity that occurs during 1 of the phases of mitosis (See Attached).
2. Students will decide which phase of mitosis their index card is referring to. 3. All students who have the same phase will meet and fill out the top portion of the “Mitosis
Activity Sheet”.4. Using the poster board, the bag of supplies, and your knowledge of mitosis, you and your
group will construct a poster board representing your specific phase of mitosis. 5. As you construct your poster board, your group must fill in the bottom portion of the
“Mitosis Activity Sheet”.6. The poster board must be labeled (include a large title that has the name of your phase of
mitosis, and each part of the cell should be visibly labeled)7. Each group will present their poster board to the class. 8. At the conclusion of the activity, each member of the group will complete questions
regarding mitosis.
***Grade will be based on:
Accuracy of information Group Participation Creativity and Display Effort Presentation Summary Questions
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Names___________________________________________ Date:
Mitosis Activity Sheet
Our Cell Phase is: _____________________
_________________ is one of the phases of mitosis. During this phase:_______
________________________________________________________________________
________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________________
________________________________________________________
Diagram Legend: Write in the blank space what each object in your diagram represents. For example: Pipe Cleaner Spindle Fibers.
Red Rope: _________________ Blue Ribbon: _________________
Circular Mints: _________________ Black Ribbon: _________________
Good and Plenty: Pipe Cleaner: _________________
Pink: _________________ Marshmallow Hearts: _____________
White: _________________ Cheerios: _________________
Straw: Paper Clips: _________________
Specify Color: _________________ Glitter Glue: _________________
Green Beads_________________
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INDEX CARDS (Each phrase should be cut out and pasted on a separate index
card
Chromosomes duplicate themselves
Centrioles duplicate themselves
The cell is in this phase 90% of the time
Chromatin condenses and becomes visible as double stranded chromosomes (sister chromatids) attached together by centromeres
Spindle fibers begin to form
Nuclear membrane of nucleus disappears and centrioles migrate to the poles
Spindle fibers line up double stranded chromosomes (sister chromatids) at the equator
Double stranded chromosomes (sister chromatids) line up at the equator
Spindle fibers attach to chromosomes centromeres
One set of single stranded chromosomes are pulled to opposite poles by spindle fibers
Sister chromatids are being pulled apart to either side of the cell.
In animal cells, “furrowing” occurs. The cell membrane begins to pinch in at the equator
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In plant cells, a cell plate forms at the equator
In animal cells, pinching of the cell membrane begins
Nuclear membrane begins to REFORM
Spindle Fibers go away
Cells are splitting cytoplasm and other organelles
Chromosomes turn back into chromatin
2 IDENTICAL cells have formed
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Name______________________________ Date:
Living Environment Period:
Ecology Scavenger HuntSkills: Identify abiotic and biotic factors in their natural habitats
Objectives:
Identify organisms found in the field Classify organisms found in the field.
Purpose: In this lab, you will be given a list of items to look for in a site that the class will visit. You will identify living organisms that you will find. You will also observe the living organisms that you find. In addition, you will observe and make note of the environment in which each item was found.
Background: At some time in your life, you may have collected natural objects such as seashells, rocks, leaves, and insects. Although you may have learned a lot about the physical appearance and structures of the specimens collected, you may not have observed the environment in which you collected them.
A scavenger hunt is an activity in which you try to find as many items as possible from a list of objects. In order to find some of the items on your scavenger hunt list, you will have to know about their habitats, classifications and life cycles.
Procedure:
1. The scavenger hunt list is on page 6. Your teacher will tell you which items you may expect to find in the area you will visit. You will not collect any material in the field. All observations will be made in such a way that habitats are disturbed as little as possible.
2. Before going on the scavenger hunt, do background research on the animals, plants, and fungi that you may expect to find.
a. Describe the habitat you are going to visit___________________________________________________________________________
_________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
b. Distinguish between a producer, a consumer and a decomposer___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
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3. Learn all you can about the organisms you find. Record your findings in the table below
Organism Plant, animal or
fungus
Producer, consumer,
or decomposer
Poisonous (Y/N)
4. Take care not to disturb the surrounding environment during your hunt. When you examine items, follow the “rule of six” – do not take one to examine unless there are six more within six feet. This rule generally leaves enough organisms to reproduce.
a. Why should you follow the “rule of six”?__________________________________________________________________
5. Examine live animal specimens only if you can release them unharmed into the same habitat. Do not examine any vertebrates without your teacher’s approval
6. Your teacher will schedule the time for the hunt. Follow your teacher’s instructions about when to start and stop hunting. When you find an item on your list, enter it on your data table. Observe and
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make not of other organisms and unusual features in the area in the appropriate column in your data table.
Analysis:
7. Write a description of the biotic and abiotic factors in the habitat you studied.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8. Construct a food chain from the animals and plants on your list of finds. ________________________________________________________________________
________________________________________________________________________
9. Construct a food web from the animals and plants on the list. Draw your web in the space below.
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10. How might the environment of the habitat you studied change by next year and influence this lab for next year’s biology students?________________________________________________________________________
________________________________________________________________________
11. Instead of investigating a field, how do you think your findings would be affected if you investigated a pond and the area surrounding it? What organisms might you find? ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Scavenger Hunt Items
1. Something unusual2. A bone3. An echinoderm – “spiny skin” and 5 fold
symmetry4. An arachnid – spider5. A nonflying insect6. A mollusk – snail or slug7. An annelid – segmented worm8. A nematode – round worm9. A flying insect10. A pupa (resting stage between a larva
and an adult)11. A larva – immature insect12. Something round13. Something soft14. Something white15. Something that makes noise16. A feather (detached from a bird)17. Conifer Pinecone18. Seven pieces of trash or litter left by
humans19. Something beautiful20. Chewed plant part (not chewed by
humans)21. An owl pellet22. A fungus from a tree23. A fungus from the ground24. A gall – abnormal outgrowth of plant
tissue
***You must take a good picture of at least 25 items
25. A monocot leaf – has parallel veins in leaf
26. A dicot leaf – “branching” veins in leaf27. Scat – Animal droppings28. Something large29. Something straight30. A wind dispersed seed31. An animal dispersed seed32. 50 of any item33. A Thorn34. An example of camouflage35. A solar energy trap36. An animal track37. A frond – large divided leaf (fern)38. A palmate leaf – leaf resembling an open
hand39. A symbiotic relationship between 2
organisms40. Flower41. Seed42. Something red43. Something biotic44. A producer45. A consumer46. Something abiotic47. Food chain of three organisms48. Primary consumer49. A host
***The above circled items must be part of your 25 items
The Phases of Mitosis
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Name_______________________________________ Period_________
Directions: Draw a cell that contains 3 chromosomes (Be careful!! In which stage are the chromosomes visible?)
Interphase Prophase
Metaphase Anaphase
Telophase Cytokenesis
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2. How do the daughter cells compare to the parent cell after mitosis?
3. Which cells in the human body undergo mitosis?
4. Why is mitosis important for an individual that has cut their hand open?
5. The 3 phases of interphase are:
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Meiosis Flip Book
Name_______________________ Date:
Your task is to create an ‘index card’ flip book that shows the following ‘basic’ steps of Meiosis. On the front of each card: label the step with the appropriate title (Interphase, Prophase, etc) at the top of the card, and draw a colored picture of the phase at the bottom of the card. On the back of each card: Write the title and description of what happens in each stage (copy the titles and description EXACTLY as they are listed below. Hand draw and color each cell picture neatly and accurately. Make each cell the same “size” and “color”
___ Card 1: The Cover: Put the underlined title: “The Phases of Meiosis”, along with your name, date, and period.
___ Card 2: Interphase: The time before meiosis. The cells may appear inactive during this stage, but they are quite the opposite: * This is the longest period of the complete cell cycle.* The cells enlarge, preparing for meiosis.* The DNA replicates, or copies itself.* The cell grows and makes structures to use during the rest of the cell cycle.
___ Card 3: Prophase 1:* This is the first phase of meiosis.* The chromatin in the nucleus condenses and becomes visible chromosomes. Each replicated (copied) chromosome is made of two chromatids, both with the same genetic information. * Spindle fibers begin to form around the centrioles.* The nuclear membrane breaks down.* The centrioles are moving to opposite ends of the cell.* Homologous chromosomes come together (synapsis)* The exchange of genes between homologous chromosomes occurs during “crossing over”.
___ Card 4: Metaphase 1: * The centromere attaches the duplicated chromosomes to the spindle fibers.* * Spindle fibers line up chromosomes with their homologous partner at the center of the cell
___ Card 5: Anaphase 1: * Each homologous chromosome pair is pulled toward opposite ends of the cell.* The spindle fibers are getting shorter.
___ Card 6: Telophase 1 and Cytokinesis:* The nuclear membrane forms around the chromosomes.* The spindle fibers that have pulled them apart disappear.* The cell membrane is beginning to pinch in.* The cell begins to divide into two cells.* The paired chromatids are still joined. * Each cell contains one member of each homologous chromosome pair.
___ Card 7: Prophase 2:* Each cell contains one member of each homologous chromosome pair. **The chromosomes are not copied again between the 2 cell divisions.
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___ Card 8: Metaphase 2: * The centromere attaches the chromatids to the spindle fibers. * Spindle fibers line up all chromosomes at the center of the cell.
___ Card 9: Anaphase 2: * The chromatids separate, and are pulled apart and begin moving to the cell poles.* The spindle fibers are getting shorter.* The chromatids arrive at the poles (opposite ends of the cell).
___ Card 10: Telophase 2 and Cytokinesis:* The nuclear membrane forms around the chromosomes.* The spindle fibers that have pulled them apart disappear.* The cell membrane is beginning to pinch in* * The result: Four new cells have formed from the original single cell. Each new cell has half the number of chromosomes present in the original cell. They are Haploid
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Analysis and Interpretation
1. How many chromatids are present in the cell during prophase 1? __________________
2. What is the haploid number at the end of meiosis? ______________________________
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3. In the process of meiosis, how many nuclei are produced from the nucleus of each parent cell?
___________________________________________________________________
4. Are the newly produced cells haploid or diploid? ________________________________
5. State 1 way metaphase 1 differs from metaphase 2 _______________________________
_________________________________________________________________________________
_______________________________________________________________
6. State 1 way anaphase 1 differs from anaphase 2 _________________________________
________________________________________________________________________
________________________________________________________________________
7. In mitosis, replication of chromosomes precedes each cell division. In meiosis, two cell divisions
take place without a replication of chromosomes between them. What is the significance?
____________________________________________________________
_________________________________________________________________________________
_______________________________________________________________
8. Meiosis is sometimes called reduction division. What does this mean and why is it important to a
species? _____________________________________________________
_________________________________________________________________________________
9. Why is it significant that the four newly formed cells differ in chromosome content?
_________________________________________________________________________________
_________________________________________________________________
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Haploid vs. Diploid Graphing Activity
Name___________________________ Date:Living Environment Per:Directions:
Part A – Complete all tables
Table 1
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Species Haploid Number Diploid NumberDonkey 62
Dove 78
Hedgehog 44
Kangaroo 12
Mosquito 3
Pea 14
Pineapple 50
Red Fox 34
Turkey 41
46
Snail 24
Tiger 19
Potato 24
Table 2 Fill in the table with increasing haploid number
Species Haploid Number Diploid Number
Table 3 Fill in the table with decreasing diploid number
Species Haploid Number Diploid Number
PART II1. Create a BAR GRAPH depicting the HAPLOID number of each species using TABLE 1
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2. Create ANOTHER BAR GRAPH depicting the DIPLOID number of each species USING TABLE 1
Questions:
1. Dogs have 78 chromosomes in their diploid cells. How many chromosomes are in their haploid cells?
2. How many pairs of chromosomes do dogs have in their somatic cells?
3. Cats have 38 chromosomes in their diploid cells . How many chromosomes are in their haploid cells?
4. Horses have 32 chromosomes in their sex cells. How many chromosomes are in their somatic cells?
5. How many pairs of homologous chromosomes do horses have in their somatic cells?
6. What types of cells are haploid? What types of cells are diploid?
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Name_____________________________ Date:
Lab – Gene Mutations
A gene mutation is a change in the sequences of bases within a gene. There are three types of gene mutations: 1)Substitution; 2)Deletion; 3) Addition. In this lab, we will investigate these mutations and determine what effect they have on the polypeptide chain they produce.
From Normal Gene to Normal Polypeptide Chain
1. Randomly select 18 base cards and bring them to your work area. 2. Make a short gene by arranging 15 of the bases in a straight line on your desk – You must have the
DNA sequence “ACT” be the last 3 bases of your sequence because it is a stop codon. DO NOT use the stop codon anywhere else in your gene. Other than that, you may choose any order of bases you want for your gene. Set aside the three extra base cards to be used later.
Copy down the DNA Sequence that you’ve just made:__________________________________________________________________
Write the RNA sequence for this gene:__________________________________________________________________
Using the RNA Codon-Amino Acid Chart, write the amino acid sequence for the gene:__________________________________________________________________
RNA Codon-Amino Acid Chart
Simulating Mutations****All of the mutations that you simulate will occur at the 5 th base position***
3. Simulate substitution by replacing the 5th base in the normal gene with one of the bases that you set aside in step 2.
Copy down the new, mutated DNA sequence that you’ve just made:
39
______________________________________________________________________
Write the new mRNA sequence:______________________________________________________________________
Write the new amino acid sequence:______________________________________________________________________
This is the new polypeptide chain made from the mutated gene.
How many amino acids are different from the original, normal polypeptide chain?______
What new amino acids were included in this polypeptide chain that were not present in the original polypeptide chain? ______________________________________________
4. RETURN THE GENE BACK TO ITS ORIGINAL, DNA SEQUENCE 5. Simulate deletion by removing the base in the 5th position (do NOT add any other base). All other
bases should shift over one position to the left.
Copy down the new, mutated DNA sequence that you’ve just made:________________________________________________________________________
Write the new mRNA sequence:______________________________________________________________________
Write the new amino acid sequence:______________________________________________________________________
This is the new polypeptide chain made from the mutated gene.
How many amino acids are different from the original, normal polypeptide chain?______
What new amino acids were included in this polypeptide chain, that were not present in the original polypeptide chain? ______________________________________________
6. RETURN THE GENE BACK TO ITS ORIGINAL, DNA SEQUENCE 7. Simulate addition by inserting an extra base in the 5th position (do NOT remove any original base).
All of the other bases should shift over one position to the right.
Copy down the new, mutated DNA sequence that you’ve just made:________________________________________________________________________
Write the new mRNA sequence:______________________________________________________________________
Write the new amino acid sequence:
40
______________________________________________________________________This is the new polypeptide chain made from the mutated gene.
How many amino acids are different from the original, normal polypeptide chain?______
What new amino acids were included in this polypeptide chain, that were not present in the original polypeptide chain? ______________________________________________
Analysis and Questions1. What are the three types of gene mutations? _________________________________2. Do all three mutations produce the exact same results? Which mutation caused the most drastic
change in your amino acid sequence (polypeptide chain) _____________ _____________________________________________________________________
3. What happened to the amino acid sequence of the polypeptide chain when the substitution mutation occurred? _________________________________________ ____________________________________________________________________
4. What happened to the amino acid sequence of the polypeptide chain when the deletion mutation occurred? _____________________________________________ _____________________________________________________________________
5. What happened to the amino acid sequence of the polypeptide chain when the addition mutation occurred? ____________________________________________ _____________________________________________________________________
6. What would happen to the polypeptide chain if a mutation produced a STOP codon at the beginning of a gene?_________________________________________________ _____________________________________________________________________
7. Why do addition and deletion mutations cause more of a drastic change in the amino acid sequence than a substitution mutation? _________________________________ _____________________________________________________________________
8. When would a substitution mutation cause no change in the resulting polypeptide chain? ______________________________________________________________ ____________________________________________________________________
9. From what you observed in this lab, why do you think addition and deletion mutations are called “Frame-shift mutations”? _______________________________ _____________________________________________________________________
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The Circulatory System Investigations
Understanding the way in which your heart, blood vessels and blood function to deliver nutrients & oxygen, remove wastes, fight infections, etc. is key to realizing why keeping your heat healthy is so important. The human heart is considered a closed circulatory system, because the blood is confined to vessels (arteries, veins, capillaries). Your heart and circulatory system are working 24/7 for you – beating upwards of 3 billion times during the course of your life and circulating nearly 5 liters of blood every minute! You will be investigating and working to understand the inner world of your heart and associated structures in the lab.
The heart’s job is to pump blood to the various parts of your body. In doing so, it only pumps blood in a unidirectional manner – or put in highway terms, it is a one way road of blood flow.
1. You are a red blood cell in the Left Ventricle – describe the path you take as you leave here and travel around the body and eventually make your way back to the left ventricle. Name all of the structures you would pass through – don’t include valves.
Left Ventricle ________________ Arteries Capillaries __________________ Vena Cava _____________ ________________ ________________ Lungs ________________ ________________ End a the Left Ventricle
2. Color the areas of the heart above and associated vessels that carry oxygenated (oxygen rich) blood RED and the areas with deoxygenated (oxygen poor) blood BLUE
3. What prevents blood from flowing in more than 1 direction? ______________________________
4. What is meant by a “closed circulatory system”? _______________________________________
Your Heart and How it Beats
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Doctors will often listen to your heartbeat to ensure that your heart is working properly. Get one of the stethoscopes. Clean the ear pieces, and then listen to your heartbeat. To listen, place the chest piece over where the heart is. Remember, your heart is positioned in the center of your chest slightly tilted to the left.
5. Record what you hear ______________________________________________________________________________ ______________________________________________________________________________
6. What is responsible for the LUB-DUB sounds you are hearing? ____________________________________________________________________________________________________________________________________________________________
7. Determine your resting heart rate by counting how many LUB –DUBs are heard in 15 seconds and multiply that number by 4 for beats per minute. My resting heart rate in 1 minute is _____ beats.
8. Run in place, do jumping jacks, or exercise for one minute then listen again right away and take your heart rate as well. My active heart rate = ______ beats per minute.
9. Was there any difference in the resting heart rate versus the active heart rate? Explain why or why not? ____________________________________________________________________________________________________________________________________________________________
Blood Pressure
Examine the graph below and answer the following questions. Blood pressure refers to the force of the blood on the walls of the arteries. Systolic blood pressure is the pressure exerted as the heart pumps. The Diastolic blood pressure is the pressure exerted as the heart relaxes.
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1. What is systolic pressure? ________________ ____________________________________
2. What is diastolic pressure? ________________ ___________________________________
3. In which area on the chart is blood pressure the highest? Why?_________________________ ____________________________________
4. Since the pressure in veins is so low, what do they have to prevent blood from flowing backwards? ___________________________
Blood Vessels
Three different types of blood vessels carry blood throughout the body. Complete the table below
Arteries Capillaries VeinsFunction (with regard to carrying blood)Diameter (Large, medium, small)Allow diffusion of oxygen, nutrients across their cell layers? (Yes or No)Pressure within the vessel (High, low, lowest)
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Name__________________ Living Environment
Use your organic compound chart to complete the project below.
1) What is a compound?
2) What makes a compound organic?
3) How many organic compounds will you be analyzing today?
4) What is a monomer (building blocks)?
5) What is a polymer?
6) What is the life process that builds compounds called?a) Digestionb) Synthesisc) Respirationd) Transport
7) What is the process that breaks down compounds?a) Reproductionb) Transportc) Digestiond) Synthesis
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Organic Compound Project
Procedure:
1. Each group needs to obtain 4 pieces of computer paper.
2. Measure each piece of paper 8 ½” X 8 ½” (using a ruler).
3. Cut the extra off – so that you have a perfect square.
4. Fold each square in half and then in half again. This should make the big square have 4 squares inside of it.
5. Make sure your creases are VERY sharp.
6. Take each piece of paper separately. Unfold it and create a tab on one of the squares by cutting on the
dotted lines (see diagram)
7. At the top of the page, in big letters, put the title of the page. The four titles are: Carbohydrates, Lipids,
Proteins, and Nucleic Acids.
8. On the left side of the page, below the title, write the elements that are in the compound.
9. Under that, write a list of examples where this compound can be found.
10. On the right hand side, write the function of the organic compound.
11. Below that, write the building block.
12. On the lone bottom square, draw a picture of where this compound can be found or an example of this
compound (Example – Protein – Draw a picture of an enzyme, or of a food that is high in protein)
. ****BE SURE TO DRAW THE PICTURE DIAGNOLLY!!!!!****
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13. Once all four pages have been completed, it is time to glue and fold.
14. With the folds well creased, swing the picture square over on top of the tab (ask your teacher to show you)
15. Using the glue stick, glue the picture to the tab.
16. Do this for all of the pages
17. Each piece of paper should now look like a miniature stage (two walls and a floor (picture). Use glue sticks
and glue the pages together so that pictures are on the floor and the information is pointed outwards.
Post Lab Questions:
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1) What did you use as an example for lipids?
2) What did you use for an example of nucleic acid?
3) What did you use for an example of carbohydrates?
4) What did you use for an example of proteins?
5) Why are proteins important (functions)?
6) Proteins function based on their …a) Colorb) Shapec) Arrangement of amino acidsd) Both b & c
Discovering DNA StructureTish Taylor1994 Woodrow Wilson Biology Institute
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Introduction Instead of giving students copious notes and diagrams on the structure of DNA, why not let them discover the structure?
Teacher InformationBackground Information: In this paper lab students will work in cooperative groups of four and manipulate paper nucleotides to discover the structure of DNA. When you have finished with this lab, you will have a great model of DNA that you can hang on the ceiling; it will reach to the floor and then some probably. This paper model can serve as a continual illustration as you discuss mitosis, amino acid sequences and protein synthesis. Students enjoy this lab and you save many frustrating moments trying to teach your students DNA structure.
Materials: copies of the student pages of "Discovering DNA Structure" (1/student); paper nucleotides (1/student) (enlarge the nucleotides so that each nucleotide fits on one sheet of paper); tape.
Teacher Preparations: Enlarge the nucleotides so that ONE nucleotide will fit on ONE sheet of paper. Each student will get one giant nucleotide to color and cut out. Color coding should be left on the sheet. Make sure that you prepare enough nucleotides so that 1/4th of each class represents each of the four DNA nucleotides. When assigning the cooperative learning groups of four, give one student an adenine nucleotide, one student a cytosine nucleotide, etc. When the groups come together the next day, each nucleotide will be represented.
Extension: Have your students learn the DNA SONG. When they learn and sing this little song, they know the structure of DNA. This would make a good follow-up to this lab. This song is to the tune of "Row, Row, Row Your Boat." Your students will have a lot of fun with this one. You might have them sing it in rounds, or have a contest between classes.
We love DNAMade of nucleotides.
Sugar, phosphate and a baseBonded down one side.
Adenine and thymineMake a lovely pair.
Cytosine without guanineWould feel very bare.
Oh-h-h, de-oxy-ri-i-boNu-u-cleic acidRNA is ri-i-boNu-u-cleic acid
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STUDENT PAGEDiscovering DNA Structure
D = deoxyriboN = nucleic
A = acid
DNA contains the information for carrying out the activities of the cell. How this information is coded or passed from cell to cell was at one time unknown. To break the code, today you will do a paper lab to determine the structure of DNA and show how the genetic code is carried. Each member of your group has a molecule called a NUCLEOTIDE. DNA is made up of repeating units of nucleotides.
1) Look at your nucleotide and the nucleotides of the other members of your group. What are the THREE common parts of a nucleotide?
________________
________________
________________
2) What is the ONE part of a nucleotide that differs among the four DIFFERENT nucleotides in your group?
_____________________
3) List the four different kinds of nitrogen bases.
_______________________
_______________________
_______________________
_______________________
4) Manipulate the nucleotide pieces until you find the best fit. Join the nucleotide molecules in your group together like a puzzle. Use tape to connect and reinforce the molecules. Place you group’s DNA molecule on a piece of construction paper. You now have a molecule of DNA.
In the space below, explain WHERE the nucleotide molecules connect to each other.
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_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5) A real DNA molecule consists of THOUSANDS of these pairs of nucleotides. What is the pairing arrangement of nitrogen bases?
_________ pairs with __________and ____________ pairs with ____________
6) Are there always going to be an EQUAL number of adenine and thymine nucleotides in a molecule?
(Yes / No)
Why? ___________________________________________________________________
7) Are there always going to be an EQUAL number of guanine and cytosine molecules in a molecule of DNA?
(Yes / No)
Why? _____________________________________________________________________
8) Scientists abbreviate the nitrogen bases by using the first letter of each base. So,
A always binds to ____ G always binds to ____
9) In the space below, use the letters to show the sequence (order) of the bases in the DNA molecule that your group constructed. Begin at the top left side of your molecule.
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Your Groups DNA Molecule
The structure of DNA is actually in a DOUBLE HELIX arrangement.
DOUBLE HELIX means that the two long chains of nucleotides are arranged in a spiral like a twisted ladder.
10) The sides (or "uprights") of the ladder are made up of alternating _____________ and _____________ molecules. The steps (or "rungs") of the ladder are made of _______________ held together by HYDROGEN BONDS.
Student Page (Enlarge to one nucleotide per page)DNA Nucleotides
Color the nucleotides using the following key:
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Deoxyribose = red Phosphate = blue
A (Adenine) = green C (Cytosine) = yellow
G (Guanine) = purple T (Thymine) = orange
Cut out your nucleotides On the next two pages
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Living Environment Lab
Important Functions of Proteins (Do-Now)
1) ______________________________
2)______________________________
3)______________________________
4)______________________________
5)______________________________
Introduction:Your physical traits, from the shape of your ears to the color of your eyes, are determined by the proteins in your body. The rate of chemical reactions that keep you alive are controlled by proteins called enzymes. Proteins have many important functions, which you outlined above. Some of these proteins are made in your cells through chemical reactions. Proteins are also present in the food that you eat. Your DNA holds the instructions for the assembly of amino acids, which in turn, builds proteins
Problem:How can you find out whether a food contains proteins?
Materials per group: 6 test tubes 1 test tube rack 1 glass marking pencil Test tube stoppers 1 (100 mL graduated cylinder filled with water) 1 (10 mL graduated cylinder) Protein testing solution A Protein testing solution B Small sample of eggs Small sample of cottage cheese Small sample of butter Small sample of tuna Small sample of milk Small sample of cooking oil
Procedure:
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1) Place a small sample of each of the foods listed on the chart into a separate test tube. Use the glass-marking pencil to label each sample.
2) Add 5mL of water to sample in test tube. Stopper and shake to mix with water.
3) Add 5 drops of Protein Testing Solution A, and then add 5 drops of Protein Testing Solution B.
4) Seal the test tube with a stopper and shake. Observe what happens. A pink or purple color indicates the presence of a protein. If you do not see any color change, no protein is present. Record your observations in the Data Table.
5) Repeat steps 2-4 for the rest of the food samples (5 test tubes)
6) Have someone from the group write your results on the board (Chart)
7) Clean you lab set-ups using the wire brushes provided
8) Turn test tubes upside down in rack for drying
9) Put all your lab supplies back exactly the way they were before you began using them.
10) Wash your hands
11) Start the post-lab questions
Pre-Lab Questions:
1) A chemical test using a substance called an indicator can be used to find out if a food contains protein. What indicator will you use in this investigation?
________________________________________________________________________________________________________________________________________________
2) How can an indicator show that protein is present in a food? ________________________________________________________________________
3) Can an indicator show that a food does not contain protein? If so, how?________________________________________________________________________
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4) Which foods from the chart do you think contain protein? ________________________________________________________________________
5) Get into your groups and select a job Write the person’ name next to their job.
Job Name1) Getting lab equipment (See material above)2) Filling Test tubes w/ food samples & Labeling test tubes (follow step 1)3) Mixing samples w/water and protein solutions A&B (follow step 2 and 3)4) Writing results on board & Cleaning set-ups (follow steps 6 – 9)
DATA TABLE
Food Sample Protein Present (Yes or No)1) Eggs
2) Cottage cheese
3) Butter
4) Tuna
5) Milk
6) Cooking oil
7) Water
Post-Lab Questions:
1) Which foods contained proteins? ________________________________________________________________________
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________________________________________________________________________________________________________________________________________________
2) Which foods did not contain proteins?________________________________________________________________________________________________________________________________________________
3) How did the indicator work? ________________________________________________________________________________________________________________________________________________
4) In this of experiment, what is the meaning of a substance testing positive or negative?________________________________________________________________________________________________________________________________________________
5) What did the water act as? _______________________________________________
6) Why are proteins important? ____________________________________________
7) What are the subunits that make up proteins?
_______________________________________________________
8) Proteins function based on their…a) Shapeb) Colorc) Arrangement of Amino Acids d) Both a & c
Name: __________________________________ Date Completed: _____________________________Class: ____________ Lab Minutes: _______________ Teacher: _______________________________
Safety in the Biology LaboratoryThis lab was created by Ms. Blanarovich from Minisink Valley High School. Credit is given for this activity to Ms. Blanarovich.
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Background: If there is one thing that can ruin a biology laboratory experiment or experience, it is the simple act of an accident or incident affecting a student, class, or the entire school. As such, there are certain rules and regulations that MUST be followed to ensure that everyone and everything remains safe. Completing the laboratory is a good way to make yourself aware of the hazards that may exist and be proactive with respect to your well-being and the safety of your fellow students.
Purpose: The purpose of this laboratory experience is:-to make certain you know and agree to follow the rules and regulations that help keep the biology laboratory a safe place to work and gain knowledge. -to identify hazards and to implement a plan to react and respond to a hazardous condition if it presents itself.-to agree with your teacher and your school that you will make your laboratory experience a positive learning time where you can gain valuable knowledge that supports the classroom curriculum.-to agree that you will complete the 1,200 minutes of lab as well as the required New York State Education Department’s mandated laboratory experiences in a timely fashion.
Materials: The following materials are needed to complete this laboratory experience:lab papers pencil, pens
Procedure: The following procedure is utilized to perform this experience:1. The following list of regulations and precautions will be followed in our laboratory. Read each
safety rule. 2. Give a reason as to why that rule is important and then initial in the space provided indicating your
will observe and obey this rule when you are working in the Biology laboratory. Safety in the laboratory must be a primary concern to both student and teacher.
3. Lab Completion Agreement: Read and sign the attached laboratory completion agreement.
Rule Why is it Important?At the beginning of most laboratories, your instructor will engage in a pre-lab discussion. Many safety procedures will be discussed during these discussions. Listen attentively and follow these procedures -- "an ounce of prevention is worth a pound of cure".Keep all books, papers, and other flammablematerials away from hot plates or dangerous chemicals.
Tie back long hair when you are working with an open flame. Pipe cleaners, rubber bands, and string are useful for this purpose.
Do NOT mix chemicals or perform unscheduled (unsanctioned) experiments without your teacher's approval
Never use chemicals from an unlabeled container. Do not taste, smell, or touch chemicals unless specifically instructed by your teacher to do so.
Wear safety goggles during experiments involving heating or hammering or while using acids or bases. If you do not have goggles on, stay away from students that are experimenting.
It is also expected that you will wear goggles while doing dissections.
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Point the open end of a test tube or flask away from yourself and others while heating it. Never heat a closed container.
Use squeeze bottles and droppers only for their intended purpose.A common accident is picking up red hot materials. Take proper precautions against this.
No material should be left in the sinks; i.e. paper, beakers, etc.
Discard all waste matter in the appropriate containers.
Never place pencils, pens, or other materials in your mouth.
NEVER return excess chemicals back to their container.
Be certain that all laboratory equipment and materials are returned to their appropriate storage areas at the end of the laboratory period.
Keep volatile liquids and reagents away from heating sources.
Know where all laboratory safety equipment is located in case you need it.
Most chemical spills are best handled by washing the affected area with water as quickly as possible. Call your teacher for assistance if necessary. Severe spills may require the removal of clothing.
In an emergency situation an all too common response is panic. If you observe another student in trouble, tell them what to do, and assist them in doing it.
You are responsible for keeping your laboratoryarea and completely neat and clean.
Laboratory Completion Agreement
The Living Environment offers a variety of laboratory exercises on current concepts in biology often using state of the art scientific equipment and technology. Various teaching techniques and materials will be employed to provoke student interest and enhance student understanding. Numerous laboratory methods will be utilized in demonstrations and student experiments. Safety instruction will be given and safe practices will be stressed in all laboratory work. Students will exercise critical thinking for solving problems and interpreting laboratory results.
STUDENT LABORATORY CONTRACT
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I, ___________________________________________, a student at The Scholars’ Academy, have thoroughly read the Laboratory Safety Rules and Guidelines and do hereby agree to follow all safety rules and procedures given therein. I will conduct myself in a safe and conscientious manner in the laboratory. I will not perform any unauthorized lab procedure. I understand that misbehavior in the lab or failure to follow safe lab procedures could cause a serious accident. I further understand that a violation of these rules could result in my not being allowed to participate in future lab exercises.
Student Signature: ______________________________________ Date: ___________________
***************************************************************************************************************************************************
Questions: The following can be concluded from performing this laboratory experience:
Why was this experience given to you?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What did you learn by completing this experience?
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Describe a situation that could arise in lab. How would you respond to it?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Analysis Questions: Answer the following questions in the spaces provided:
It is crucial that you understand a few things about this classroom. As such,
1. How do you exit this room in case of a fire or fire drill? What if the entrance is blocked?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
2. Describe at least three things that you would recognize as being hazards that could exist? What would
you do about correcting the hazard?
______________________________________________________________________________________________________________________________________________________________________________
Name: __________________________________ Date Completed: _____________________________The Scientific Method *This lab was created by Ms. Blanarovich from Minisink Valley High School. Credit is given for this activity to Ms. Blanarovich.
Essential Question:Why is it essential for scientists to conduct controlled experiments?
Introduction:Scientists conduct experiments in order to test their hypotheses and answer their questions. A well-designed experiment must have a control. A controlled experiment has at least two groups. There is a control group and an experimental group. The control group is used for comparison. The experimental group is the group that gets tested. The results of the experimental group are compared to the results of the control group. The control group should be as identical as possible to the experimental group. The only difference is that the control group is not tested or changed. When an experiment does not have a control group then the scientist is unable to figure out the reason for any changes observed during the experiment.
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Purpose:The purpose of this lab is to:
Analyze a scientific experiment Identify mistakes in a scientific experiment Improve a scientific experiment Expand scientific vocabulary
o Hypothesiso Controlo Datao Variableo Valido Conclusion
Hypothesis:A well-designed experiment always has a control group. A controlled experiment is able to test the hypothesis and answer the experimental questions. Without a control group, it is not possible to determine the cause of any changes observed during the experiment.
Materials:The materials needed for this lab are as follows:
Pictures of puppies of different sizeso Experiment # 1: One puppyo Experiment # 2: One very big and the other very little puppy Propso Experiment # 3: 2 identical toy dogs
Pet food & jar of vitamins for demonstration
Procedures:a) Teacher reads experiment # 1 to class using props.b) Class discusses possible answers to questions for experiment # 1.c) Teacher reads experiment # 2 d) In lab groups, students discuss and answer questions for experiment # 2. e) Repeat steps c) and d) for experiment # 3.
A Dogged Investigation
Mr. Curiosa loved to observe the world around him. He was very inquisitive and was always asking questions about what he saw, heard, smelled, tasted and felt. He liked to figure out the answers to his questions by doing experiments.
Experiment # 1:On his birthday Mr. Curiosa’s wife gave him a puppy. He named it Bluebell. He noticed that Bluebell did not like to eat store-bought puppy chow. So, he set out to make a better dog food. Mr. Curiosa did some reading on dogs and their dietary requirements and he made a special vitamin mixture. He began adding the vitamins to his dog’s pet food.
After a year, Mr. Curiosa was very pleased with the way Bluebell had grown, and he showed pictures of the dog to his friends.
“That’s nothing”, one friend said, “What did the dog look like before you started giving it your special food?”
So Mr. Curiosa brought pictures of the dog when it was a tiny puppy. By comparing pictures, you could see that the puppy had indeed grown.
“That’s still nothing”, the friend replied. “All puppies grow; it probably had nothing to do with your new vitamin mixture.”Mr. Curiosa realized that his friend was right. His experiment had not proven that his new vitamin formula worked.
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Questions for Experiment # 1:1. Using some of the steps of the scientific method, describe Mr. Curiosa’s first experiment:
a) Observation (what observations did Mr. Curiosa make that lead to his experiment):_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
b) Question (What was Mr. Curiosa’s main question?):_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
c) Hypothesis (What was Mr. Curiosa’s hypothesis?):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
d) Procedure/methods (What did Mr. Curiosa do? What data did he collect?):
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
e) Results (What were Mr. Curiosa’s findings?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
f) Conclusions (What did Mr. Curiosa conclude from his experiment?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Experiment #2Like a dedicated scientist, Mr. Curiosa did not give up. He persevered with his efforts to demonstrate that he had made a better, healthier dog food. He wanted to prove that his special formula worked. Sometime later, his son brought home a Black Labrador puppy named Coal. So, Mr. Curiosa went to his local dog shelter and brought home an adorable, puppy that looked like a dachshund. He named this puppy Dirt. Thus began his second experiment.
Mr. Curiosa added his special vitamin mixture to some commercial dog food and labeled it ‘A’. Then he took the same commercial dog food but this time he did not add any of his vitamins. He labeled this dog food ‘B’. Coal received food A and Dirt received food B.
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For an entire year Mr. Curiosa made sure that each dog got their own food. He brought the dogs to his company picnic and proudly showed them off. Coal, the black Labrador, had grown twice as big as Dirt who was part Dachshund. “You think you made some fancy dog food, huh?” one friend said. “You can not prove that your special dog food is better. Labradors always grow bigger than Dachshunds! His larger size had nothing to do with your fancy dog food.”
Mr. Curiosa realized that his friend was right. He had made a mistake in his second experiment.
Questions for Experiment # 2:1. Which one of the steps in the scientific method did Mr. Curiosa improve on in his second experiment?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What did Mr. Curiosa do differently?_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Why was this change important?_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Why were Mr. Curiosa’s results inconclusive?_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Experiment # 3:So, Mr. Curiosa went back to work. He vowed he would design an experiment so that no one would question the results. He wanted everyone to believe and trust his conclusions. This time around, he invested some of his savings and bought twin, male beagle puppies. They were from the same litter. One he called Wrinkles and the other he called Freckles. For a whole year, Wrinkles ate only food A (+ special vitamins) and Freckles ate only food B (- special vitamins). They drank the same water and got the same amount of exercise every day. Their daily lives were very much the same. Mr. Curiosa weighed the dogs every week and recorded their weights.
This year’s picnic was a great success. Mr. Curiosa brought his dogs and a scale. His friends were very impressed. Wrinkles was larger and his fur was beautiful and shiny. Freckles was cute, too. However, it was obvious that he had not grown as well as Wrinkles. Mr. Curiosa weighed both dogs and sure enough Wrinkles weighed two kilograms more than Freckles. Even Mr. Curiosa’s boss was impressed. This time, all of his co-workers believed that his special vitamin formula really worked.
Within six months, Mr. Curiosa had a contract with a commercial pet food company to market his special vitamin formula worldwide. He had fancy business cards that said, “Mr. George Curiosa, Experimental Canine Dietician”. He
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was a very satisfied scientist (and wealthy, too!).
To this day, both Wrinkles and Freckles are doing fine. Once the experiment was over, Freckles got the special dog food as well!
Questions for Experiment # 3:1. What improvements did Mr. Curiosa make this time?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. Why were these changes important?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Explain whether or not Mr. Curiosa’s conclusions were valid this time:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. In what ways could he have improved this experiment even further?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Analysis Questions:1. What qualities make a good scientist?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. How does Mr. Curiosa demonstrate these traits?
_______________________________________________________________________________________
_______________________________________________________________________________________
3. What is an experimental control?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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4. In experiment # 3, which dog was the control group and which dog was the experimental group?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
5. What is a variable?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
6. List the variables in experiment # 3:
_____________________________________________________________________________________
_____________________________________________________________________________________
7. Mr. Curiosa kept records of Freckle’s and Wrinkle’s body weights. What term is used to refer to these
measurements?
_____________________________________________________________________________________
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Name______________________________ Date _______Ecology Symbiosis (Symbiotic Relationships)Complete questions and try to identify the type of symbiotic relationship each pair of organisms displays.
1)List three ways that organisms interact within an ecosystem.
2) Animals that feed exclusively on herbivores are known as
________________________________.
3)Animals that feed exclusively on producers are known as
__________________________________________.
4)Animals that feed on herbivores and producers are known as
__________________________________.
5)Which type of organism creates energy (sugar) for the rest of the ecosystem?a)Consumersb)Producersc) Heterotrophsd)Decomposers
6)How do decomposers help an ecosystem stay balanced?
___________________________________________________________
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7)Define Commensalism.
______________________________________________________________________________________________________________________
8)Define Parasitism.
______________________________________________________________________________________________________________________
9)Define Mutualism.
______________________________________________________________________________________________________________________
10) What is an organic compound? _________________________________________________________
_________________________________________________________
Provide an example of an organic compound? _____________________Provide an example of an inorganic compound? _____________________
Identify the relationships below using the terms commensalism, parasitism, mutualism, or no relationship. Descriptions of the relationships will be provided if the relationship is unclear.
1)Humans and domesticated dogs. ___________________________
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2)Lichen (composed of fungi and algae). ________________________
Algae makes food (sugar) and fungi attaches and absorbs nutrients from the environment through the process of _______________.
3)Tapeworms and humans. __________________________
Tapeworms infect human’s intestines and use the nutrients from the human’s food.
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4)Sea anemones and clownfish. ______________________________
Sea anemone protects clownfish from predators and provides a habitat and the clownfish cleans the sea anemone and provides it with better water circulation.
5)Blood fluke and humans. ________________________________
The fluke is a type of flatworm that lives off the blood of humans. The f
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6)Bird living in a tree. ______________________________
7)Flowering plants and bees. _____________________________________
Bees transfer pollen to other plants for plant reproduction (cross-pollination) and bees get nectar from the flowers and convert it into honey.
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8)Spider monkey living in a tree. ________________________________
9)Anglerfish and bioluminescent bacteria.
___________________________
Bacteria live inside fish (shelter) and the bacteria have chemical reactions that provide light for the fish. This light allows the anglerfish to attract prey.
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10) Whales and barnacles. _______________________________
Barnacles are filter feeders that attach and live on whales. They don’t have to compete with other filter feeders attached to the bottom of the ocean floor. They don’t hurt the whale they just live on them.
11) Tics and deer. _________________________________
Tics feed off the blood of the deers.
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12) Fleas and dogs. _________________________________________
Fleas feed off the blood of dogs.
13) Sharks and remora. __________________________________
The remora (small fish) hangout under the shark and feed on the left overs. The shark is not bothered by the remoras.
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14) Humans and intestinal bacteria. ______________________________
Humans have bacteria living in their intestines that produce important compounds for humans such as, vitamins and enzymes. They also help maintain the pH of the digestive tract.
15) Deep sea tubeworms & thermophilic bacteria.
___________________
Bacteria live inside the tubeworms and are producers that use chemosynthesis to produce energy. The tubeworms provide the bacteria with a habitat (place to live) and the bacteria make energy for the tubeworms.
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16) Malaria protists and human. ________________________________
The malaria protists infect humans through mosquito vectors. Once the protists enter the human they destroy their red blood cells.
Post Lab Questions:
1)From relationship number 12 identify the
Parasite _________________
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Host ____________________
2)How many mutual relationships did you find? __________________
3)How many relationships of commensalism did you find? _____________
4)How many parasitic relationships did you find? ___________________
Genetics Practice ProblemsName__________________________
1. For each genotype, indicate whether it is heterozygous (HE) or homozygous (HO)
AA _______
Bb ______
Cc ______
Dd ______
Ee ______
ff ________
GG ______
HH ______
Ii ______
Jj ______
kk ______
Ll ______
Mm ______
nn ______
OO ______
Pp ______
2. For each of the genotypes below, determine the phenotype.
Purple flowers are dominant to white flowers
PP ___________________________
Pp ___________________________
pp ___________________________
Brown eyes are dominant to blue eyes
BB ___________________________
Bb ___________________________
bb ___________________________
Round seeds are dominant to wrinkled
RR ___________________________
Rr ___________________________
rr ___________________________
Bobtails are recessive (long tails dominant)
TT ___________________________
Tt ___________________________
tt ___________________________
3. For each phenotype, list the possible genotypes. (Remember to use the letter of the dominant trait)
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Straight hair is dominant to curly.
____________ straight
____________ straight
____________ curly
Pointed heads are dominant to round heads.
____________ pointed
____________ pointed
____________ round
4. Set up the square for each of the crosses listed below. The trait being studied is extra fingers or toes (dominant) and normal number of fingers and toes (recessive)
Tt x tt
What percentage of the offspring will have extra toes? ___________
Tt x Tt
What percentage of the offspring will have extra toes? ___________
What percentage of the offspring will have extra toes?
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TT x tt
___________
Practice with Crosses. Show all work!
5. A TT (tall) plant is crossed with a tt (short plant). What percentage of the offspring will be tall? ___________
6. A Tt plant is crossed with a Tt plant. What percentageof the offspring will be short? ______
7. A heterozygous round seeded plant (Rr) is crossed with ahomozygous round seeded plant (RR). What percentage of the offspring will be homozygous (RR)? ____________
8. A homozygous round seeded plant is crossed with a homozygous wrinkled seeded plant. What are the genotypes of the parents? __________ x __________
What percentage of the offspring will also be homozygous? ______________
9. In pea plants purple flowers are dominant to white flowers. If two white flowered plants are cross, what percentage of their offspring will be white flowered? ______________
10. A white flowered plant is crossed with a plant that is heterozygous for the trait. What percentage of the offspring will have purple flowers? _____________
11. Two plants, both heterozygous for the gene that controlsflower color are crossed. What percentage of their offspringwill have purple flowers? ______________What percentage will have white flowers? ___________
12. In guinea pigs, the allele for short hair is dominant. What genotype would a heterozygous short haired guinea pig have? _______What genotype would a purebreeding short haired guinea pig have? _______What genotype would a long haired guinea pig have? ________
13. Show the cross for a pure breeding short haired guinea pigand a long haired guinea pig.What percentage of the offspring will have short hair? __________
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14. Show the cross for two heterozygous guinea pigs.What percentage of the offspring will have short hair? ________What percentage of the offspring will have long hair? _______
Name_________________________Date_____________________
Human Impact on Ecosystems1) List some ways, in the chart below, that humans affect ecosystems.
Negative Positive
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2) What are resources? ________________________________________________________________________________________________________________________________________________
3) Which type of resource will eventually run out? (Renewable or Nonrenewable)
4) List 10 resources that are important to humans.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5) What is the carrying capacity of an ecosystem? _______________________________________________________________________________________________________________________________________________________________________________________________________________________
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U.S. & World Population ClocksYou are here: Census.gov Skip top of page navigation
U.S. 307,925,597World 6,796,786,16616:42 UTC (EST+5)
Nov 13, 2009
World Population GrowthYear Population
1 200 million1000 275 million1500 450 million1650 500 million1750 700 million1804 1 billion1850 1.2 billion1900 1.6 billion1927 2 billion1950 2.55 billion1955 2.8 billion1960 3 billion1965 3.3 billion1970 3.7 billion1975 4 billion1980 4.5 billion1985 4.85 billion1990 5.3 billion1995 5.7 billion1999 6 billion2006 6.5 billion2009 6.8 billion2011 7 billion2025 8 billion2050 9.4 billion
Look over The change in human population outlined above.6) Graph the change in human population from year ____________ to
_____________.
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7) What is the independent variable? __________________________
8) What is the dependent variable? ___________________________
9) How has the human population changed? ____________________________________
10) List 3 factors that contribute to this change in human population?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
11) If the human population continues to grow at the current rate, how might the availability of resources change?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________
12) How many people do you think Earth can support? ______________________________________________________________________________________________________________________________________________________________________________________________________________
Name___________________________Date_________________
The Arizona Hedgehog Cactus: Endangered Species or Not?Gel Electrophoresis and Analysis - Lab Sheet
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Assignment: After participating in the classroom dramatization of the process of gel electrophoresis and the post-activity discussion, answer the following questions.
1. What is gel electrophoresis?
2. Why do scientists use gel electrophoresis?
3. What is the function of each of the following in gel electrophoresis of DNA?
Agarose gel:
Electric current:
"Wells" in the gel:
4. Toward which pole (positive or negative) does DNA migrate when electric current is run through the gel? _____________ Why do the DNA molecules move toward this pole?
5. What would happen to the DNA fragments if you forgot to turn the current off?
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4. Describe how different sized DNA fragments are separated by the gel matrix.
5. Examine the diagram of an agarose gel below and answer the following questions.
What do the bands in the drawing of the agarose gel represent?
Which band(s) traveled slowest?
Which band(s) traveled fastest?
On the above drawing, label the positive and negative ends of the gel.
How many bands are shared in common by all of the individuals?
Are there any bands which are unique to only one individual? ____ If so, which one?
The Human Cheek Cell Procedure:
1. Put a drop of methylene blue on a slide. Caution: methylene blue will stain clothes and skin.2. Gently scrape the inside of your cheek with the flat side of a toothpick. Scrape lightly.3. Stir the end of the toothpick in the stain and throw the toothpick away.4. Place a coverslip onto the slide5. Use the SCANNING objective to focus. You probably will not see the cells at this power.6. Switch to low power. Cells should be visible, but they will be small and look like nearly clear purplish blobs. If you are looking at something very dark purple, it is probably not a cell
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7. Once you think you have located a cell, switch to high power and refocus. (Remember, do NOT use the coarse adjustment knob at this point)
1. List the 3 parts of the Cell Theory
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Describe or define each of the following
--cell membrane _______________________________________________________
--cytoplasm ___________________________________________________________
--nucleus _____________________________________________________________
--organelle ____________________________________________________________
--diffusion ____________________________________________________________
--nutrients ____________________________________________________________
--waste ______________________________________________________________
--osmosis _____________________________________________________________
3. Sketch the cell at low and high power. Label the nucleus, cytoplasm, and cell membrane of a single cell. Draw your cells to scale.
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Low Power High Power
4. Why is methylene blue necessary?
5. The light microscope used in the lab is not powerful enough to view other organelles in the cheek cell. What parts of the cell were visible.
6. List 2 organelles that were NOT visible but should have been in the cheek cell.
7. Is the cheek cell a eukaryote or prokaryote cell? How do you know?
8. Keeping in mind that the mouth is the first site of chemical digestion in a human. Your saliva starts the process of breaking down the food you eat. Keeping this in mind, what organelle do you think would be numerous inside the cells of your mouth?
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9. How are plant cells different than animal cells?
10. Name 3 nutrients that our cells need.
11. How does DNA help your cells function?
Name_____________________ Date__________Photosynthesis
1) What are autotrophs/producers?
___________________________________________________ ___________________________________________________ ___________________________________________________
2) Where does photosynthesis occur?
___________________________________________________
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3) Write the chemical reaction for photosynthesis below.
__________
4) Why is photosynthesis necessary for the stability of ecosystems?
___________________________________________________ ___________________________________________________ ___________________________________________________
5) How many stages do the chemical reaction photosynthesis
involve?
a) 10
b) 3
c) 4
d) 2
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6) What is the name of these stages?
___________________________________________________
___________________________________________________
7) Where does the light-dependent stage occur? ______________
8) Where does the light-independent stage occur?
_______________________________
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9) Which product is produced from the light-dependent stage?
________________________
10) Which product is produced from the light-independent stage?
_______________________
11) Which molecule/compound allows the chloroplast to absorb and use the sun’s energy? __________________________________
12) Draw and label your own chloroplast on an index without using your notes.
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Name:______________________ (modified from www.biologyjunction.com/DNA.doc)
DNA - The Double Helix Recall that the nucleus is a small spherical, crucial part in a cell. It is often called the "control center" because it controls all the activities of the cell including cell reproduction, and heredity. Chromosomes are microscopic, threadlike strands composed of the chemical DNA (short for deoxyribonucleic acid). In simple terms, DNA controls the production of proteins within the cell. These proteins in turn, form the structural units of cells and control all chemical processes within the cell. Think of proteins as the the building blocks for an organism, proteins make up your skin, your hair, parts of individual cells. How you look is largely determined by the proteins that are made. The proteins that are made is determined by the sequence of DNA in the nucleus.
In 1953, James Watson and Francis Crick established the structure of DNA. The shape of DNA is a double helix, which is like a twisted ladder. The sides of the ladder are made of alternating sugar and phosphate molecules. The sugar is deoxyribose. Color all the phosphates pink (one is labeled with a "p"). Color all the deoxyriboses blue (one is labeled with a "D") .
The rungs of the ladder are pairs of 4 types of nitrogen bases. The bases are known by their coded letters A, G, T, C. These bases always bond in a certain way. Adenine will only bond to thymine. Guanine will only bond with cytosine. This is known as the "Base-Pair Rule". The bases can occur in any order along a strand of DNA. The order of these bases is the code the contains the instructions. For instance ATGCACATA would code for a different gene than AATTACGGA. A strand of DNA contains millions of bases. (For simplicity, the image only contains a few.)
Color the thymines orange and label each thymine with a letter “T”. Color the adenines green and label each adenine with a letter “A”. Color the guanines purple, and label each guanine with a letter “G”. Color the cytosines yellow, and label each cytosine with a letter “C”.
Note that that the bases attach to the sides of the ladder at the sugars and not the phosphate.
The DNA helix is actually made of repeating units called nucleotides. Each nucleotide consists of three molecules: a sugar (deoxyribose), a phosphate which links the sugars together, and then one of the four bases: adenine, guanine, thymine and cytosine. Color the nucleotides using the same colors as you colored them in the double helix.
The two sides of the DNA ladder are held together loosely by hydrogen bonds. The DNA can actually "unzip" when it needs to replicate - or make a copy of itself. DNA needs to copy itself when a cell divides, so that the new cells each contain a copy of the DNA. Without these instructions, the new cells wouldn't
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have the correct information. The hydrogen bonds are represented by small circles. Color the hydrogen bonds grey.
Messenger RNASo, now, we know the nucleus controls the cell's activities through the chemical DNA, but how? It is the sequence of bases that determine which protein is to be made. The sequence is like a code that we can now interpret. The sequence determines which proteins are made and the proteins determine which activities will be performed. And that is how the nucleus is the control center of the cell. The only problem is that the DNA is too big to go through the nuclear pores. So a chemical is used to to read the DNA in the nucleus. That chemical is messenger RNA. The messenger RNA (mRNA) is small enough to go through the nuclear pores. It takes the "message" of the DNA to the ribosomes and "tells them" what proteins are to be made. Recall that proteins are the body's building blocks. Imagine that the code taken to the ribosomes is telling the ribosome what is needed - like a recipe.
Messenger RNA is similar to DNA, except that it is a single strand, and it has no thymine. Instead of thymine, mRNA contains the base Uracil. In addition to that difference, mRNA has the sugar ribose instead of deoxyribose. RNA stands for Ribonucleic Acid. Color the mRNA as you did the DNA, except:Color the ribose black, and the uracil brown.
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Name ______________________________________
1. Write out the full name for DNA. _____________________________________________
2. What are genes made up of?_______________________________________________
3. Where in the cell are chromosomes located? _______________________________________________________
4. What two scientists established the structure of DNA? __________________________________________________________
5. What are the 3 types of RNA? ___________________________________________________________
6. What is the shape of DNA? ______________________________________
7. What are the sides of the DNA ladder made of? ________________________________________
8. What are the "rungs" of the DNA ladder made of? _______________________________________________________
9. What sugar is found in DNA? _______________________ In RNA? ____________________
10. How do the bases bond together in DNA? A bonds with _____ G bonds with _______
11. How do the bases bond together in RNA? A bonds with _____ G bonds with _______
12. DNA is made of repeating units called _______________________________________________________
13. Why is RNA necessary to act as a messenger? Why can't the code be taken directly from the DNA? ______________________________________________________________________________________________________________________________________________________________________________
14. Where are proteins made in a cell? ___________________________________________________
15. Explain the purpose of DNA replication: _______________________________________________________________________________________ _______________________________________________________________________________________
16. During DNA replication, what is needed to “unzip” the double helix? ______________________________
17. Why is DNA called the "Blueprint of Life"? _______________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________
Name______________________________ Partners ____________
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(Modified from Pearson Text Book)
Problem: How does exercise affect disposal of wastes from cellular respiration?
Hypothesis:
Directions:
1. Label two test tubes A and B. Put 10 ml of water and 5 drops of bromothymol blue solution in each test tube. Carbon Dioxide causes bromthymol blue to turn yellow or green.
2. Your partner will time you during this step. When your partner says “go”, slowly blow air through a straw into the bottom of test tube A.
CAUTION – DO NOT INHALE THROUGH THE STRAW
3. When the solution changes color, your partner should say “stop” and then record how long the color change took.
4. Jog in place for 2 minutes.
5. Repeat steps 2-4 using test tube B.
6. Trade roles with your partner. Repeat steps 1 through 5.Observation Table:
Your Results Test Tube ATest Tube B
Your Partner’s Results Test Tube ATest Tube B
Analysis:
1. What is the function of the respiratory system? ___________________________________________
2. What caused the bromothymol blue solution to change color?
3. Compare the time it took the bromothymol blue solution to change color before exercise and after exercise. _________________________________________________________
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4. What is the manipulated variable in this experiement? ________________________ ________________________________ _________________________________________________________
5. What process in your body produces carbon dioxide? ____________________
6. Draw a picture depicting the carbon and oxygen cycle
Name_______________________________ Date:
Investigating the emissions of different automobiles
Pre-lab Questions:
1. What are the makes and models of your family’s cars?__________________________________________________________________________________________________________________________________________________________________________________________________________________
2. Of your family’s cars, which do you believe is the most environmental friendly? _____________________________________________
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3. What are the makes and models of your dream cars?__________________________________________________________________________________________________________________________________________________________________________________________________________________
1. Copy your dream vehicles and your families vehicles in the chart below2. Complete the chart by filling in 30 random vehicles. 3. Go to http://www.epa.gov/autoemissions for the Air Pollution Score, and
Greenhouse Gas Score of each vehicle. 4. Calculate the average Air Pollution and Greenhouse Gas score.
Make & Model of Vehicle Air Pollution Score Greenhouse Gas Score1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.
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23.24.25.26.27.28.29.30.
AVERAGE RATINGS
Conclusion:
1. What are some harmful effects of air pollution?
_________________________________________________________________
____________________________________________________________________________________
________________________________________________
2. What is your family’s average Air Pollution Score?_____________________________
3. What is your family’s average Greenhouse Gas Score?___________________________
4. What is the average Air Pollution Score of your dream cars?_____________________
5. What is the average Greenhouse Gas Score of your dream cars?___________________
6. From the list that you compiled, which vehicle would be the best option for your
family to purchase in order to help the environment?
__________________________________
7. Aside from buying more efficient vehicles, what are some other things people can
do to help reduce the amount of air pollution?
____________________________________________________________________________________
____________________________________________________________________________________
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____________________________________________________________________________________
____________
Name___________________________ Date:
(Modified from http://www.huntington.org/Education/FIBR/download/2004/04PlantCell.pdf)
Lab: Mitosis in Onion Root Tips Introduction:
All new cells come from previously existing cells. New cells are formed by the process of cell division which involves both replication of the cell’s nucleus and division of the cytoplasm (cytokinesis) to form two genetically identical daughter cells. There are two types of nuclear division: mitosis and meiosis. Mitosis typically results in new somatic (body) cells. To study the stages of mitosis, you need to look for tissues where there are many cells in the process of mitosis. In plants, this restricts your search to growing tips, such as the onion root tip.
Phases of mitosis (in order)
Use this column to draw sketches of the what you see in the microscope
Use this column to describe what is occurring
Answer the following questions:
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1. Why are you unable to see chromosomes during interphase?
2. What would happen if the DNA did not duplicate during interphase?
3. A human body cell has 46 chromosomes. After mitosis has occurred, how many chromosomes would you expect to find in each of the 2 new cells?
4. How do daughter cells compare to the parent cell after mitosis?
5. What might happen if the process of mitosis skipped anaphase?
6. How might telophase/cytokinesis look differently if you were observing an animal cell instead of a plant cell?
7. Label the following: Centromere, sister chromatids, genes
8. Which cells in the human body undergo mitosis?
9. Why is mitosis important for an individual that has cut their hand open?
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Name: ___________________________________________________________________ Date: ____________
Lab - Comparing Acids and Bases
Introduction:
Many common substances are either acids or bases. Some acids, like stomach acid are necessary for our health, while others, like sulfuric acid are dangerous and can cause burns and other injuries. Baking soda is a common, weak base used in our homes, while sodium hydroxide, a strong base, is hazardous to skin and eyes.
Our world would be very different if we did not have acids and bases. Most of the food we eat is acid and our stomach produces very strong acids. The acids help us digest our food. One of the few foods that we eat that is basic is beans and we all know the results of that! Our blood has a pH of about 7.3 which helps our red blood cells to carry oxygen throughout our body! If the pH of water is too high or basic, minerals can settle out of the water causing our water pipes to clog and give us low water pressure. If the pH of our water is too low, or acidic, plumbing fixtures and our hot water heaters can be damaged.
To determine if a particular substance is acidic, basic or neutral in the laboratory, a scientist will test the pH of this substance. A common tool that is used to test pH is pH paper. pH paper is an indicator – a substance that changes color to indicate the presence of a particular substance. The change in color of the pH paper can be compared to a scale supplied with the pH paper. It provides a fast way to determine if a substance has acidic or basic properties.
How can we determine the strength of an acid or base? The pH of a substance is a measurement that indicates whether the substance is acidic, neutral or basic. pH is measured on a scale which ranges from 0 to 14. Using an indicator like pH paper gives an actual pH value. A pH of 7 is considered neutral (like water). Substances with a pH below 7 are acidic and those with a pH above 7 are basic, or alkaline.
Many common household solutions contain acids and bases. In this experiment, you will use pH paper to determine the pH values of various common household substances.
Problem:
What is the pH of some common household items that humans come in contact with?
Pre-Lab Questions:
1. What is an indicator?
2. What indicator will be used in today’s lab?
3. What is the difference in pH between an acid and a base?
4. In the procedure, you will need to guess what an unknown substance is by wafting. Why is it important to waft an unknown chemical?
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5. Why is it important to not switch pipettes of the dropper bottles that the unknown substance is in?
6. A solution with a pH of 9 is
a) Acidicb) Basic
c) Neutrald) Saline
7. Some digestive enzymes work best in an acidic environment. This pH range would most likely be
a) 6 – 8b) 12 – 14
c) 1 – 3d) 8 – 10
8. Which of the following substances would most likely be the strongest base?
a) Bleachb) Blood
c) Milkd) Orange juice
Safety Concerns:
1. Tasting a lab chemical is very dangerous and you don't want to taste a liquid to determine whether it is an acid or not.
2. Be sure to waft the substances. DO NOT smell directly. 3. Use care with unknown substances – Do not spill them or get the substance on your clothes.
Materials
pH paper
Known Acid
Known Base
Known Neutral
10 – 12 Unknown Substances
Paper Towel
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Procedure:
1. You will be testing 15 different samples in this lab. You will start with an assigned sample which will be rotated between lab groups.
2. First, without testing pH, you will use your powers of observation to try to guess what household substance you have a sample of.
3. On the data table, you will record your “Guess of what the sample is” and “Guess of what the pH is”.4. To test for pH, place a piece of paper towel on your lab table/desk. 5. Take one strip of pH paper and place one to two drops of your first solution on the pH paper. Wait
about 5-10 seconds to observe the color change.6. Compare this color change with the pH color chart.7. Record the pH number in the “Actual pH” column on your data table.8. Be sure to keep the correct dropper with the appropriate sample.9. Once you have tested all 15 samples, determine if the sample is actually acidic, basic or neutral using
the tested pH value.10. Together as a class, we will determine the last column on your data table (“What the actual sample is”).11. At the end of the lab, throw out all test strips and the paper towels.12. Return all samples and other materials to the proper place.
Analysis Questions:
1. Define an acid? Define a base? Give an example of each.
2. What is a buffer?
3. What are some factors that can affect the pH of drinking water?4. What do you think the pH of human blood is? Explain your answer.
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5. Why are medications like Milk of Magnesia or Tums such a good remedy for heartburn?
Name _____________________________ Date_____________109
Biology – Regents Ms. Fitzpatrick
Create a Molecule
Purpose: Students will demonstrate their ability to correctly construct viable organic compounds from their building blocks (elements). The students must know the correct chemical and structural formulas for each of the compounds in question.
Grading Rubric:
The atoms must be neatly cut and properly colored. Each compound must contain the proper number and position of each
element making it up. Any adjustments to the placement of the atom's valance electrons must be
cleared with the teacher before the change is made. This may occur when trying to form a ring structure, or a double bonded end group.
Correctly answer the questions that follow.
Materials:
Template of atoms with valance electrons Glue Construction Paper colors: red, blue, black, and yellow scissors
Procedure:
1. Each group should receive the following number of each atom. O = 12 N = 1H = 24 C = 12
2. Cut each atom out along their outline (including the bonds as well).3. Color the atoms accordingly:
O = Red C = Black H = YellowN = Blue Bonds = Brown.
4. Using the finished atoms, you will create a hanging mobile of one of the following compounds. (The teacher will assign the compound you will be making.)
a. Glucose (linear)Chemical formula: C6H12O6
b. Unsaturated fatty acid
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Chemical formula: C6H11COOHc. Saturated fatty acid
Chemical formula: C6H13COOHd. Glycerol
Chemical formula: C3H8O3
e. Maltose (two glucose molecules)Chemical formula: C12H22O11
f. Dipeptide (2 amino acids)Chemical Formula: C3H7N2(COOH)
See the structural formulas below:
a) Glucose b) Saturated Fatty Acid c) Unsaturated Fatty Acid
d) Glycerol e) Peptide
5. Once you are assigned a compound, work with your lab partner to complete the compounds. To make your compound you will need to do the following:
a. Place the atom in the correct place to make the structure of your assigned compound.
b. Once you have the structure, transfer the compound to a piece of a construction paper.
c. Glue the atoms in the appropriate place on the construction paper.
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d. Once the compounds are made, cut around the entire compound (removing excess construction paper).
Questions:1. When combining the two glucose molecules together to form the sugar
maltose, a molecule of ______________________ must be eliminated in order for this larger molecule to remain intact?
2. The above process of forming a larger molecule from its monomers is called ______________________ ____________________.
3. What are the major groups of organic compounds represented above (a-g)?________________________________________________________________________
4. Which of the above compounds contains the element nitrogen? ____________________
5. Which of the above compounds is needed for the formation of fat?
Name: ________________________________________________ Date: __________
Lab - Building Monomers of Macromolecules
Introduction:
The term macromolecule by definition implies "large molecule". In the context of biochemistry, the term may be applied to the four large molecules that make up organisms --- nucleotides, proteins, carbohydrates, and lipids. Macromolecules are made of smaller subunits called monomers.
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Objective:
Students will construct the basic components of organic molecular structure.
Materials:
Introductory Molecular Model Set --- 82 V 1107; Ward's scientific
Task:
Construct each of the following monomers and answer the questions. After constructing each monomer, bring your lab sheet & model to the teacher to be approved and then break them down so the next model can be made.
REMEMBER:
1. Molecules are 3-dimensional so models will NOT ALWAYS BE FLAT!2. When constructing a functional group (-OH, -COOH, -NH2) PUT BONDS BETWEEN ALL ELEMENTS!!
Part A: Construct glucose.
Correctly NUMBER the carbons on this picture.
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1. What is the chemical formula for glucose?
2. Glucose is a monomer for what macromolecule?
3. What other simple sugar(s) has the same chemical formula as glucose?
4. Simple sugars like glucose are called
_M __ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ _S_.
5. What is the function of carbohydrates for the body?
Part B: Construct Glycine
Place a BOX around the amino group on this picture.
Circle the carboxyl group on this picture.
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6. Glycine is what type of monomer? (Two words)
7. Name the 4 things attached to the center carbon in ALL amino acids.
A.
B.
C.
D.
8. How many amino acids exist?
9. What element is found in amino acid that isn’t found in simple sugars like glucose or fructose?
10. Amino acids join together to make what type of macromolecule?
11. What are some of the functions of proteins in the body? (List several)
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Part C: Construct Glycerol.
Place a CIRCLE around a hydroxyl group.
12. Glycerol is one of two molecules that make up a monomer known as
_T_ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ _S_.
13. Besides glycerol, what 3 other molecules make up a triglyceride?
14. Glycerol and other organic compounds with an –ol ending are called ___________________.
15. Triglycerides are the monomers for what type of macromolecule?
16. Give 3 types of lipids and give their function.
A.
B.
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C.
Part D: Construct a Fatty acid.Place a BOX around the hydrocarbon chain in these pictures.
Circle the carboxyl group in both pictures.
17. Fatty acids are made of long chains of _______________ atoms with attached ______________ atoms.
18. How many bond(s) does each carbon atom have?
19. How many bond(s) does each hydrogen have?
20. What 3 elements make up fatty acids?
A.
B.
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C.
Part E: Construct Cytosine.
21. Cytosine is an example of a nitrogen base found on _______________ acids.
22. Name the 2 nucleic acids found in organisms.
23. List the name for the elements making up cytosine.
24. Name the other 3 nitrogen bases found on DNA.
25. What nitrogen base is found on RNA but not DNA?
Name: ______________________________________________________________ Date: _______________________________
Toothpick-ase: Introduction to Enzymes
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Enzymes are used in all metabolic reactions to control the rate of reactions and decrease the amount of energy necessary for the reaction to take place. Enzymes are specific for each reaction and are reusable. Enzymes have an area called the active site to which a specific substrate will bond temporarily while the reaction is taking place. Enzymes are proteins that are used as catalysts in biochemical reactions. A catalyst is a factor that controls the rate of a reaction without itself being used up. In biological systems, enzymes are used to speed up the rate of a reaction. However, there are a number of factors that can affect the rate of an enzyme-facilitated reaction, in addition to the presence of the enzyme, amongst them are:
1. Substrate concentration 2. Temperature
Here is a set of quick activities designed to simulate how substrate concentration and temperature affect enzyme function. In the activities that follow:
One person’s fingers are the enzyme TOOTHPICKASE The toothpicks are the SUBSTRATE Toothpickase is a DIGESTIVE ENZYME. It breaks down toothpicks into two units. To hydrolyse the
toothpick, place a toothpick between the thumb and the first finger of each hand. Break the toothpick in two pieces.
Materials:100 toothpicks per teambowlclock/watch with a second handPencil
Procedure:
Part A - rate of Product Formation in an Enzyme-Facilitated reactionIn this activity, the toothpicks represent a substrate and your thumbs and index fingers represent the enzyme,
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toothpick-ase. When you break a toothpick, the place where the toothpick fits between your fingers represents the active site of the enzyme.
1. Count out 100 unbroken toothpicks into a bowl on your desk.
2. Have one person in the group serve as the timer, have one person serve as the recorder, and have another person in your group act as the enzyme or toothpick-ase.
3. The person acting as the enzyme is to break toothpicks without looking at the bowl and all of its products (broken toothpicks). All broken toothpicks must remain in the bowl along with the unbroken toothpicks, & you cannot re-break a broken toothpick!.
4. The experiment is conducted in 10 second intervals.
5. WITHOUT LOOKING AT THE BOWL, break as many toothpicks as you can in 10 second intervals and record this on the data table. Broken toothpicks should be kept in the bowl with unbroken toothpicks because products & reactants mix in metabolic reactions. DO NOT BREAK TOOTHPICKS ALREADY BROKEN!
Remember when counting, two halves equal a whole broken toothpick!
6. Do another 10 seconds of breaking (total of 20 seconds now), and then count & record the number of toothpicks broken.
7. Do another 10 seconds (thirty seconds total now) more of breaking and count and record the number of toothpicks broken.
8. Continue breaking toothpicks for these total time intervals ( 60, 120, and 180 seconds). REMEMBER TO ALWAYS THROW BROKEN TOOTHPICKS BACK IN THE PILE (because products & reactants stay mixed in reactions), BUT DON’T RE-BREAK THEM (the enzyme has already acted on the substrate!)
6. Graph the number of toothpicks broken as a function of time (10, 20, 30, 60, 120, & 180 seconds.) Be sure to title your graph and to label the x and y-axis.
Data Table:
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Total Time (seconds) Number of toothpicks broken
10
20 (additional 10 seconds)
30 (additional 10 seconds)
60 (additional 30 seconds)
120 (additional 60 seconds)
180 (additional 60 seconds)
Graph Title: ____________________________________________________________
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100 paper clipsclock/watch with a second handPencil
PART B: EFFECT OF SUBSTRATE CONCENTRATION ON REACTION RATE
1. Remove the broken toothpicks from the shallow bowl. Place 100 paperclips in the empty bowl. The paper clips represent a “solvent” in which the toothpicks are “dissolved”. Different concentrations are simulated by mixing different numbers of toothpicks in with the paper clips.
2. For the first trial, place 10 toothpicks in the bowl with the paper clip. Mix them up. The enzyme has 20 seconds to react (break as many toothpicks as possible). Remember the enzyme breaks the toothpicks without looking at the bowl and all of the products (“broken toothpicks”) must remain in the bowl. Remember toothpicks can only be digested once; do not break toothpicks already broken! Record the number broken at a concentration of 10.
3. Remove the broken toothpicks and repeat with concentrations of 20, 30, 40, 50, 60, 70, 80, 90, and 100 toothpicks, each time mixing them with the 100 paper clips.
4. Graph the results. 5. Discuss your results and explain why the rates were different at different concentrations. Summarize
the effect of substrate concentration on enzyme action.
Discussion & summary:
Data Table:
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Time (seconds) Toothpick Concentration Number of toothpicks broken
20 10
20 20
20 30
20 40
20 50
20 60
20 70
20 80
20 90
20 100
Graph Title: ____________________________________________________________
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ice & ice bucketclock/watch with a second handPencil
PART C: EFFECT OF TEMPERATURE SUBSTRATE CONCENTRATION ON REACTION RATE
1. Select 10 toothpicks. Time how long it takes to break the 10 toothpicks as fast as you can. 2. Place your hands in the pail of iced water for 10 minutes. Repeat step 1. 3. Calculate the rate of enzyme action in toothpicks per second. Compare the two rates. 4. Discuss your results and explain why the rates were different at different temperatures. Summarize the
effect of temperature on enzyme action.
Discussion & summary:
Analysis & conclusions:
1. What happens to the reaction rate as the supply of toothpicks runs out?
2. What would happen to the reaction rate if the toothpicks were spread out so that the "breaker" has to reach for them?
3. What would happen to the reaction rate if more toothpicks (substrate) were added?
4. What would happen to the reaction rate if there were two "breakers" (more enzymes)?
5. What happens if the breaker wears bulky gloves (active site affected) when picking up toothpicks?
6. Explain what would happen to an enzyme-facilitated reaction if temperature were increased. Be sure to include the effect if temperature were increased to 100°C.
7. What is the optimal temperature (°C) for enzymes functioning in the human body?
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Name: ___________________________________________ Date: _____
Lab: The Human Menstrual Cycle
Problem: How do hormone levels vary in the menstrual cycle?Procedure:
1. Graph the following data into TWO data tablesa. Put LH and FSH on one graph.b. Put Estrogen and Progesterone on a second graph.
2. Answer the questions that follow.The relative hormone levels vary greatly during the 28 day human menstrual cycle. The table below shows the relative level of the four major hormones by day.
Day Luteinizing Hormone (LH)
Follicule Stimulating
Hormone (FSH)
Estrogen Progesterone
1 6 10 10 22 7 11 10 23 8 12 10 24 8 13 10 25 8 14 10 26 8 13 13 27 8 12 16 28 8 12 19 29 8 12 22 2
10 10 13 28 211 12 14 35 212 22 16 28 313 32 20 22 414 20 15 19 515 6 10 16 816 6 9 15 1017 6 8 15 1218 6 8 15 1519 6 8 15 1820 6 7 15 2421 6 6 15 2822 6 6 15 2823 6 6 15 2824 5 6 13 2425 4 6 10 1826 3 8 10 1227 3 10 10 728 3 10 10 2
Analysis and Conclusion Questions
1. Estrogen levels are highest on day number? ____________
2. LH levels are highest on day number? ______________
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3. Where are the following hormones produced:a. Estrogen - ____________________b. FSH - ________________________c. LH - _________________________d. Progesterone - _________________
4. Name 2 times in a woman’s adult life when menstruation ceases:A - _________________B - _________________
5. How long does the menstrual cycle last?
6. The release of an egg from the ovary is ________________.
7. Name 3 female parts used in the menstrual cycle:a. _______________b. _______________c. _______________
Using the below diagram to answer the following questions.
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(Source: http://en.wikipedia.org/wiki/Image:MenstrualCycle2.png)
8. To which phases of the menstrual cycle do the following letters correspond to:A – ____________________B – ____________________C – ____________________D – ____________________
9. On which day(s) is fertilization most likely to occur?
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10. When during the cycle does a woman menstruate?
11. How would the curve of progesterone change if the egg was fertilized?
Name: _____________________________________________________ Date: ____________________
Mitosis in Real Cells
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Introduction:
To study mitosis, biologists often look at particular cells. Remember, that mitosis occurs only in areas of growth, so finding a good spot to study it can be challenging. Two specimens are commonly used by biologists to study mitosis: the blastula of a whitefish and the root tip of an onion.
Plant cells and animal cells have a variety of cellular differences which contribute to the organismal differences we see daily. First and foremost is the existence of a cell wall for all plants, followed by the various plastids (including chloroplasts). Despite this, the process of mitosis does follow virtually identical pathways.
The whitefish embryo is a good place to look at mitosis because these cells are rapidly dividing as the fish embryo is growing. The onion root is also a good place because this is the area where the plant is growing. Remember that when cells divide, each new cell needs an exact copy of the DNA in the parent cell. This is why mitosis is only visible in cells that are dividing, like the whitefish embryo and the onion root tip.
Mitosis can take several hours to complete. Scientists will make slides of cells that should be undergoing mitosis in order to find a particular cell in any of the stages - prophase, metaphase, anaphase and telophase. Remember that most cells you see will be in interphase, that's the cells "resting" state. Your task is to look at actual slides and identify the stages of mitosis.
Pre-lab Questions:
1. Why is the whitefish used to study mitosis?
2. What are the four stages of mitosis?
3. How long does it take for mitosis to complete?
4. Why will most of the cells you view be in interphase?
Example of Mitosis in the White Fish
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Procedure: Follow the instructions below and answer the following questions.
1. Get a microscope and a prepared slide of "Whitefish Blastula". Following proper microscope procedure, place the slide on the stage. View the slide under 100X and 400X.
a. How many individual sections do you find on the slide? On average, how many cells do you see in each section?
b. Estimate the average size of each cell.
2. Locate a cell during INTERPHASE. Examine it under high power. Draw in the box below an example of this stage.
c. Describe how the cell appears, particularly the nuclear region.
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3. Now locate a cell undergoing PROPHASE. Using low power to find it first, then switching may be useful. Draw in the box below an example of this stage.
d. Is the nuclear membrane obviously present?
e. Describe the appearance of the nuclear region. How does it compare to interphase?
4. Now locate a cell at METAPHASE. Draw in the box below an example of this stage.
f. Describe the appearance of the chromosomes now.
g. Does the ASTER appear to be present at this time?
h. What is the Aster made of?
i. Do the SPINDLE FIBERS appear clearly?
j. What do the spindle fibers do?
5. Now locate a cell in ANAPHASE. Draw in the box below an example of this stage.
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k. What is occuring in the cells now?
6. Locate a cell in TELOPHASE. Draw in the box below an example of this stage.
l. What two major actions occur during Telophase?
m. How can you tell visually when Telophase is occurring?
7. Locate a pair of DAUGHTER CELLS. Draw in the box below an example of this stage.
n. What characteristic of Daughter cells do you use to distinguish them from other cells.
o. Do the Daughter cells have a nucleus?
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Review Questions
1. What happens to the nuclear membrane during prophase?
2. When do spindle fibers appear and disappear during mitosis?
3. Compare the location of chromosomes during metaphase and anaphase.
4. During interphase, what is occurring in the cell?
5. Create a table, using each stage as a heading, and describe similarities and differences, at each stage, between plan cells and animal cells.
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Name: ______________________________________ Date: _____________Living Environment / Biology Ms. Fitzpatrick
Aerobic Respiration Mapping Lab
Introduction:
The cell is the basic unit of life. One of its responsibilities is to produce energy. Chemical energy, stored in the chemical bonds of glucose, is transferred into smaller, easy to use ATP molecules. The process that allows this to happen is called aerobic respiration. The process occurs in three distinct areas within the cell. The first part is called glycoloysis, which occurs in the cytoplasm. The second part, called the Krebs Cycle, occurs in the mitochondrial matrix. The final part, called the Electron Transport Chain (ETS), occurs in the inner mitochondrial membrane (cristae).
Objectives:
1. You will follow the process of aerobic respiration by cutting out the label parts and pasting hem, in the proper order, on the cell.
2. You will be able to determine the total number of ATP molecules produced by respiration for one glucose molecule.
Materials:ScissorsGlueTemplate of the cellLabels for each step of aerobic respiration
Procedure:
1. Using scissors cut out all of the labels dealing with aerobic respiration.2. Locate the cell template on the lab paper. Notice that it contains a nucleus and
another rather large structure. What is the name of this other cellular organelle?___________________________________________________________
3. With glue, attach the label to this cellular organelle.a. What is its major function of this organelle in the cell?____________________________________________________________________________________________________________________
b. Describe its physical structure.____________________________________________________________________________________________________________________
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4. Looking at the remainder of the labels, arrange them in proper order representing the steps of aerobic respiration. Then write out the word or words in the proper space below:
a. Step 1: _________________________________________________b. Step 2: _________________________________________________c. Step 3: _________________________________________________d. Step 4: _________________________________________________
5. Attach the labels for the steps of aerobic respiration in the correct area on the cell template.
Conclusion Questions:1. What is ATP?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. How many usable ATP molecules did the process of glycolysis produce?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. How many ATP molecules did the Krebs Cycle produce per on molecule of glucose?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. What was the total ATP production of the ETS?______________________________________________________________________________________________________________________________
5. How many ATP molecules were produced from one molecule of glucose?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
6. How many pyruvic acids are produced from one glucose molecule?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Name: _____________________________________ Date: ________________Plastic Egg Genetics Period: ______________
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½ Egg Phenotyp
e
½ Egg Genotype
Purple RROrange Rr
Pink rrBlue BB
Green BbYellow bb
½ egg + ½ egg = 1 whole plastic egg
Directions:
1. One your lab table, there will be a variety of plastic eggs.
2. Choose one egg, but do NOT open it yet!
3. Record the phenotype and genotype of your egg.
4. Place the genotypes of your egg into the Punnett Square.
5. Determine the phenotypes and genotypes of the offspring.
6. Open your egg – do your punnett square results match the bead color and quantity inside the
egg?
a. If yes, then place the egg back together and pick another one!!
b. If no, check your work and make corrections.
7. Continue until you have completed 5 different eggs!
8. When all punnet squares are complete, complete the result chart and conclusion questions.
Results:
Egg Cross PercentGenotype
Percent Phenotype
Example
1
2
3
4
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5
6
Conclusion:
(Be sure to use complete sentences)
1. What does each half of the plastic egg represent?a. Zygote c. Parent’s DNAb. Genes for a specific trait from one parent d. Parent’s sex cells
2. Describe what the beads inside the egg represent. [Hint: what specific part of the offspring??]
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Determine what traits you obtained from the genes carried in your parents sex cells? Be specific.______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Name 3 different alleles of eye color.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Use the following words and place them IN the diagram below in size order.
chromosome, cell, gene, nucleus, DNA
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½ egg + ½ egg = 1 whole plastic egg
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½ Egg Phenotype ½ Egg Genotype
Purple RR
Orange Rr
Pink rr
Blue BB
Green Bb
Yellow bb
arm - this attaches the eyepiece and body tube to the base.base - this supports the microscope.body tube - the tube that supports the eyepiece.coarse focus adjustment - a knob that makes large adjustments to the focus.diaphragm - an adjustable opening under the stage, allowing different amounts of light onto the stage.eyepiece - where you place your eye.fine focus adjustment - a knob that makes small adjustments to the focus (it is often smaller than the coarse focus knob).
high-power objective - a large lens with high magnifying power.low-power objective - a small lens with low magnifying power.light source - this directs light upwards onto the slide.revolving nosepiece - the rotating device that holds the objectives (lenses).stage - the platform on which a slide is placed.stage clips - metal clips that hold a slide securely onto the stage.
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Name________________________ Date___________The Cell Theory Lab
Use the timeline below and your knowledge of biology to answer the following questions.
INTRODUCTION:
Cells are the basic unit of life because they are the simplest structure that displays all the characteristics of life. Five different scientists’ work led to a very important Cell Theory. You will examine various samples of cells that were important to the contribution of the Cell Theory.
PURPOSE:
The purpose of this laboratory experience is to allow you to observe, compare and draw cells you view under the microscope. You will connect the advancements in science to the increase in technology. You will see how a theory is made.
PROCEDURE:
Obtain a microscope from the cabinet. (carry the microscope carefully and correctly)
Obtain the following slides for examination and comparison:
Cork – label cell wall
Diatom
Onion (Plant) – label cytoplasm, cell wall and nucleus
Red blood cell – label cell membrane and cytoplasm
Sickle cell – label cell membrane and cytoplasm
Lung
Coal miners lung
Prepare your own cheek slide.- label nucleus, cell membrane, cytoplasm
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Using color pencils, draw each of the slides (in the data section of your lab) and label the parts listed after each specimen above. Be sure to include the name and magnification of each slide.
Complete conclusion questions.
__________________________ ____________________________
______________________________ _____________________________
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___________________________ ___________________________
_____________________________ _____________________________
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Conclusions for Cell Microscope Lab
1. How did observing the cork allow Robert Hooke to begin development of the cell theory?
__________________________________________________________________________
__________________________________________________________________________
2. How did observing the diatom help Anton Van Leeuwenhoek to contribute to the cell theory?
__________________________________________________________________________
__________________________________________________________________________
3. How did observing plant cells allow Matthias Schleiden contribute to the cell theory?
__________________________________________________________________________
__________________________________________________________________________
4. How did observing cheek cells allow Theodor Schwann to contribute to the cell theory?
__________________________________________________________________________
__________________________________________________________________________
5. How did Rudolf Virchow contribute to the cell theory?
__________________________________________________________________________
__________________________________________________________________________
6. How is structure of a cell related to its function?
____________________________________________________________________________________________________________________________________________________
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7. How does the size of a red blood cell contribute to its function?
__________________________________________________________________________
__________________________________________________________________________
8. Calculate the surface area : volume ratio of each of the cells of a 2 cm cuboidal and 7 cm cuboidal cell. (show all math).
__________________________________________________________________________
__________________________________________________________________________
9. How is the size of a cell related to how efficiently the cell brings in items it needs to maintain homeostasis?
__________________________________________________________________________
__________________________________________________________________________
10. Which two organelles are visible in the plant cell that are not in the animal cell?
__________________________________________________________________________
__________________________________________________________________________
11. Explain the proper way to make a wet mount slide?
__________________________________________________________________________
__________________________________________________________________________
12. Explain the proper way to focus a microscopic specimen?
__________________________________________________________________________
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13. Our ocular lens magnifies 10x. If you are using a 40x objective lens, what would the total magnification?
__________________________________________________________________________
__________________________________________________________________________
14. Which type of electron microscope would be used for the following: a). the changes in shape of a living human white blood cell; b). the finest details of the surface texture of the human hair; c). the detailed structure of an organelle in a human liver cell.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
15. Describe the difference in appearance between a coal miners lung and a normal lung?
__________________________________________________________________________
__________________________________________________________________________
16. What is the major function of our lungs?
__________________________________________________________________________
__________________________________________________________________________
17. In which area of the lung does gas exchange occur?
__________________________________________________________________________
__________________________________________________________________________
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Name_________________________________ Date_______________________
Asexual Reproduction Lab
Directions: Use the microscope to view the Hydra specimen provided and draw it in the circles below with
the appropriate magnifications. Then complete the questions below.
4x 10x
1) In your drawings, label the parent organism and the bud.
2) Identify and define the type of asexual reproduction that is being used by the specimen.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3) What will happen to the bud forming on the Hydra?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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4) How does the bud compare genetically to the parent Hydra? __________________________________
5) What type of cellular division is used to create the bud? ______________________________________
Directions: Use the microscope to view the Paramecium specimen provided and draw it in the circles
below with the appropriate magnifications. Then complete the questions below.
4x 10x
6) Identify and define the type of asexual reproduction that is being used by the specimen.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7) In terms of size, how will the offspring compare to the parent cell? _____________________________
8) How will the offspring compare genetically with the parent cell? _______________________________
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9) What type of cellular division is being used by the specimen? _____________________________
Post Lab Questions
1) How do offspring produced asexually differ from offspring produced sexually?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________
2) Which type of reproduction, sexual or asexual, produces offspring at a faster rate? How is this
advantageous for the species?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________________________________
3) Which type of reproduction, sexual or asexual, is better for a species that lives in a changing
environment? Why?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________
Bonus Question +5 points!!! How is genetic engineering used in medicine? What type of reproduction is important to medicinal genetic engineering?
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Name________________________ Date________________Evidence of Evolution Lab
Background A lot of evidence has been found to indicate that living things have evolved or changed gradually during their natural history. The study of fossils, embryology, comparative anatomy and biochemistry provides evidence of evolution. The evidence shows that modern organisms have descended from ancient organisms with modifications.
ObjectiveIn this lab you will learn about homologous, analogous and vestigial structures. You will learn how comparing anatomy provides evidence of common ancestry.
Materials Your Brain 6 Different colored pencils
Pre-Lab Questions
1) Define Evolution -- _______________________________________________________________________________________________________________________________________________
2) What are variations in a population? Provide an example._________________________________________________________________________________________________
3) Where does the biodiversity you see today come from?a) Inbreedingb) Asexual reproductionc) Natural selectiond) Genetic engineering
4) What happens when organisms are lacking advantageous adaptations? _____________________________________________________________________________________
5) What is a theory? _______________________________________________________________________
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Part 1: Homologous Structures
Parts that look that have the same structure but perform different functions. Homologous structures mean that animals share a recent common ancestor.
a. In the chart below, describe the function of each set of bones and how they help the animal survive.
Animal Function How do these Structures help them
survive?Human arm
Whale flipper
Cat leg
Bat wing
Bird wing
Crocodile leg
a. Carefully examine the drawings of the bones in figure 1 shown on the next page. Look for similarities among the various animals (human, whale, cat, bat, bird and crocodile)
b. Color each part of the human arm a different color (all bones of the wrist should be a single color). Then color the corresponding bone in each of the other animals the same color as the human bone.
c. Answer the summary questions at the end of the lab.
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HOMOLOGOUS STRUCTURES
1. Are the functions of the limbs of each of the animals illustrated the same or different?___________________________________________________________________
2. Are the bones of the limbs arranged in a similar or in a very different way in each animal?
________________________________________________
3. Does the similarity in bone structure suggest a common ancestry amongst these animals?________________________________________
4. Offer a possible evolutionary explanation for how the skeletons can be similar but the functions very different in each of the animals.
_____________________________________________________________
Part 2 : Analogous Structures
There are also many examples of body structures in animals that are very similar in function and superficially similar in form and but develop very different and have very different internal structures and embryonic development. These structures are called analogous structures. Analogous structures mean that the animals do not share a recent common ancestor.
a. Examine the butterfly wing and the bird wing shown in Figure 2.
b. Answer the questions.
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ANALOGOUS STRUCTURES
5. What function do the butterfly and bird wings share?
_______________________________________________________
6. In what way do these structures differ?
________________________________________________________
7. Explain why these are considered analogous structures and not homologous structures.
__________________________________________________________________________________________________________________________________
Part 3: VESTIGIAL STRUCTURES
There are also many examples of body structures in animals that show gradual changes over time. In some cases, these changes have reduced or removed the function of some body parts and organs. These reduced or lost structures are called vestigial structures. The wings of penguins and the leg bones of snakes are examples of this phenomenon.
a. Observe the drawings of the cavefish and the minnow shown in Figure 3. The fish are related to each other but the cave fish is blind and only has the remnants of an eye.
b. Answer the summary questions at the end of the lab.
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VESTIGIAL STRUCTURES
8. Explain why eyesight is not an important adaptation to life in a deep-sea cave.
________________________________________________________________
9. Does the appearance of the cavefish and the minnow suggest a common ancestry? Why?
_______________________________________________________________
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Name_______________________ Date___________________
You are what you eat. But do you recall munching some molybdenum or snacking on selenium? Some 60 chemical elements are found in the body, but what all of them are doing there is still unknown.Roughly 96 percent of the mass of the human body is made up of just four elements: oxygen, carbon, hydrogen and nitrogen, with a lot of that in the form of water. The remaining 4 percent is a sparse sampling of the periodic table of elements. Some of the more prominent representatives are called macro nutrients, whereas those appearing only at the level of parts per million or less are referred to as micronutrients. These nutrients perform various functions, including the building of bones and cell structures, regulating the body's pH, carrying charge, and driving chemical reactions.
The FDA has set a reference daily intake for 12 minerals (calcium, iron, phosphorous, iodine, magnesium, zinc, selenium, copper, manganese, chromium, molybdenum and chloride). Sodium and potassium also have recommended levels, but they are treated separately. However, this does not exhaust the list of elements that you need. Sulfur is not usually mentioned as a dietary supplement because the body gets plenty of it in proteins. And there are several other elements — such as silicon, boron, nickel, vanadium and lead — that may play a biological role but are not classified as essential. "This may be due to the fact that a biochemical function has not been defined by experimental evidence," said Victoria Drake from the Linus Pauling Institute at Oregon State University. Sometimes all that is known is that lab animals performed poorly when their diets lacked a particular non-essential element. However, identifying the exact benefit an element confers can be difficult as they rarely enter the body in a pure form."We don't look at them as single elements but as elements wrapped up in a compound," said Christine Gerbstadt, national spokesperson for the American Dietetic Association. A normal diet consists of thousands of compounds (some containing trace elements) whose effects are the study of ongoing research. For now, we can only say for certain what 20 or so elements are doing. Here is a quick rundown, with the percentage of body weight in parentheses.
InstructionsRead the passage above and answer the following the questions.
1) How many chemical elements are found in the human body? _________________
2) Scientists know what all the elements in the human body are used for.
(True or False)
3) List the four elements that make up most of the human body.160
________________________________________________________________________________________________________________
4) What are macronutrients? _____________________________________________________________
5) What are micronutrients? ______________________________________________________________
6) What are two functions of nutrients in our bodies? ____________________________________________________________________________________________________________________________________
7) What does the FDA stand for? _________________________________________
8) How many minerals does the FDA recommend for your daily intake? __________
9) Why are there several other elements that most likely play a biological role but are not yet classified as essential? _________________________________________
_________________________________________________________________
10) Why is it difficult to determine the function of a single element in the human body?
________________________________________________________________
________________________________________________________________
11) As of now, how many elements have we determined the function of in the human body? ______________________________________
12) Fill in the chemical symbols for each element and answer the following questions using the chart.
Chemical elements listed by their presence in human body
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Presence in human body (%)
Name of chemical element
Chemical Symbol Presence
65 OxygenPart of water ->in all liquids and tissues, bones, proteins,etc
18 Carbon
is synonymous with life. Its central role is due to the fact that it has four bonding sites that allow for the building of long, complex chains of molecules. Moreover, carbon bonds can be formed and broken with a modest amount of energy, allowing for the dynamic organic chemistry that goes on in our cells
10 HydrogenPart of water in all liquids and tissues, bones, proteins,etc
3 Nitrogenis found in many organic molecules, including the amino acids that make up proteins, and the nucleic acids that make up DNA
1.5 Calcium
is the most common mineral in the human body — nearly all of it found in bones and teeth. Ironically, calcium's most important role is in bodily functions, such as muscle contraction and protein regulation. In fact, the body will actually pull calcium from bones (causing problems like osteoporosis) if there's not enough of the element in a person's diet.Essential for the proper functioning of organs lungs, kidney, liver, thyroid, brain, muscles, heart, bones
1 Phosphorus
is found predominantly in bone but also in the molecule ATP, which provides energy in cells for driving chemical reactions.
0.35 Potassium
is an important electrolyte (meaning it carries a charge in solution). It helps regulate the heartbeat and is vital for electrical signaling in nerves. Found in proteins (enzymes)
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0.25 Sulfuris found in two amino acids that are important for giving proteins their shape.
0.15 Sodiumis another electrolyte that is vital for electrical signaling in nerves. It also regulates the amount of water in the body.
0.05 Magnesium
plays an important role in the structure of the skeleton and muscles. It also is necessary in more than 300 essential metabolic reactions enzymes
Traces (.0037) Fluorine
is found in teeth and bones. Outside of preventing tooth decay, it does not appear to have any importance to bodily health.
Traces (.15) Chlorine
in body liquid is usually found in the body as a negative ion, called chloride. This electrolyte is important for maintaining a normal balance of fluids.
Traces (.000017) Manganese
is essential for certain enzymes, in particular those that protect mitochondria — the place where usable energy is generated inside cells — from dangerous oxidants.
Traces (.006) Iron
is a key element in the metabolism of almost all living organisms. It is also found in hemoglobin, which is the oxygen carrier in red blood cells. Half of women don't get enough iron in their diet.
Traces (.0000021) Cobalt
is contained in vitamin B12, which is important in protein formation and DNA regulation.
Traces (.0001) Copper
is important as an electron donor in various biological reactions. Without enough copper, iron won't work properly in the body.
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Traces (.0032) Zinc
is an essential trace element for all forms of life. Several proteins contain structures called "zinc fingers" help to regulate genes. Zinc deficiency has been known to lead to dwarfism in developing countries.
Traces (.000019) Selenium
is essential for certain enzymes, including several anti-oxidants. Unlike animals, plants do not appear to require selenium for survival, but they do absorb it, so there are several cases of selenium poisoning from eating plants grown in selenium-rich soils.
Traces (0.000013%) Molybdenum
is essential to virtually all life forms. In humans, it is important for transforming sulfur into a usable form. In nitrogen-fixing bacteria, it is important for transforming nitrogen into a usable form.
Traces (.000016) Iodine
is required for making of thyroid hormones, which regulate metabolic rate and other cellular functions. Iodine deficiency, which can lead to goiter and brain damage, is an important health problem throughout much of the world.
Traces (0.0000024%) Chromium
helps regulate sugar levels by interacting with insulin, but the exact mechanism is still not completely understood.
minimum traces Lithium
13) Which elements is water made of? ___________________________164
14) What is the most common mineral in the body? _____________________
15) What does ATP do in our cells? ____________________________________________ _____________________________________________________________________
16) What is an electrolyte? __________________________________________________
17) What is the function of Fluorine? _________________________________________ ____________________________________________________________________
18) Which element is found in hemoglobin? ____________________________________ What is the function of hemoglobin? _______________________________________
19) Which element deficiency causes health problems all over the world? ____________________________________________
20) Use the percentages from the chart above for the 4 major elements (outlined in question 3) and shade in the body diagram below. Make sure you label and create a key. For the last four percent just shade in and label other to represent all the elements that are found in our bodies in smaller amounts.
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Teacher Notes for Barley & Oat’s Brewing Backfire!By Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 20111
In this discussion activity students interpret evidence to figure out why a microbrewer’s beer has no alcohol. This activity reinforces understanding of:
the similarities and difference between aerobic respiration and alcoholic fermentation the interpretation of data.
If you would like your students to compare chemical equations which summarize aerobic respiration (including glycolysis, the Krebs cycle and the electron transport chain) vs. glycolysis followed by alcoholic fermentation, we recommend:
For aerobic respiration: C6 H12O6 + 6 O2 ---->---->---->----> 6 CO2 +6 H2O
\/ energy \/
n ADP + n phosphate ----------> n ATP (n <= 29)
(In the first equation, the multiple arrows represent the multiple steps of glycolysis, the Krebs cycle and the electron transport chain.)
For glycolysis followed by alcoholic fermentation: C6 H12O6 ---->----> 2 CO2 + 2 C2H5OH
\/ energy
\/ 2 ADP + 2 phosphate ------------> 2 ATP
For aerobic cellular respiration, the number of ATP molecules generated for each glucose molecule is variable and less than previously thought. A brief explanation is provided in "Cellular Respiration and Photosynthesis -- Big Concepts, Misconceptions, and Classroom Activities", available on this website. These recent findings are interesting as an example of how science progresses by a series of successively more accurate approximations to the truth.
One possible question is why yeast can't use glycolysis without alcoholic fermentation when O2 is not available. In the process of glycolysis, NAD + is reduced to NADH. For glycolysis to continue, NADH must be oxidized back to NAD +. When O2 is available as an electron acceptor, NADH enters the electron transport chain and is oxidized to NAD + in a process that contributes to the production of ATP. When oxygen is not available, yeast use alcoholic fermentation in which the pyruvate produced by glycolysis is converted to acetaldehyde (releasing CO2) and acetaldehyde reacts with NADH to produce ethanol and NAD+.
During intense exercise, when not enough O2 reaches the active muscles, our muscle cells use glycolysis followed by a different type of fermentation called lactic acid fermentation. In this process pyruvate reacts directly with NADH to produce lactate and NAD +.
1 These teacher notes, the related student handout, and other activities for teaching biology are available at http://serendip.brynmawr.edu/exchange/bioactivities. Hands-on, minds-on activities for teaching biology are available at http://serendip.brynmawr.edu/sci_edu/waldron/.
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Some bacteria and archaea use a different process called anaerobic respiration in which nitrate or sulfate serve as electron acceptors at the end of the electron transport chain (instead of O2).
To correct their problem Mr. Barley and Ms. Oat need to reduce the O2 concentration in their brewing vats, perhaps by reducing the surface area exposed to air (e.g. put a cover on the surface of the brew) or by reducing aeration in each step in the process (e.g. no stirring or turbulent pouring). Reduced O2 concentration will induce the yeast to switch from aerobic cellular respiration to alcoholic fermentation.
In beer making, the glucose that undergoes alcoholic fermentation is generally provided by barley malt (barley that has been soaked in water to allow it to begin germination so that the digestive enzyme amylase breaks down starch into sugars). Despite our title, oats are generally not used in making beer.
This discussion activity can be used with the hands-on activity Alcoholic Fermentation in Yeast (available at http://serendip.brynmawr.edu/sci_edu/waldron/) or you may want to incorporate the following question from that activity to help your students review aerobic cellular respiration and alcoholic fermentation:
Review what you know about cellular respiration and fill in the chart below. Fill in each oval with the appropriate molecule. On the blank lines write the name of the appropriate process. In the boxes at the bottom of the figure, fill in the number of ATP molecules made in each pathway.
Barley & Oat’s Brewing Backfire!By Dr. Ingrid Waldron, John Coulter and Dr. Jennifer Doherty, Department of Biology, University of Pennsylvania, November, 20102
2 Teachers are encouraged to copy this student handout for classroom use. A Word file (which can be used to prepare a modified version if desired), teacher notes, comments, and links to additional activities are available at http://serendip.brynmawr.edu/exchange/bioactivities.
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Mr. Barley and Ms. Oat are opening a new beer brewing company, Barley & Oat’s Brews. Neither of them has brewed beer before, but they have an instruction manual and the supplies they need, including yeast and barley (which provides a source of sugar for the yeast to use as food). The only problem is that the beer that they have made does not have any alcohol in it! They can’t figure out why, so they have hired you to figure out why alcohol is not being produced.
Mr. Barley and Ms. Oat have given you some information that could be helpful to solve their problem. They found the figure below in the instruction manual for making beer. Ovals represent processes and rectangles represent some of the reactants and products.
1. Which process produces ethanol (the alcohol found in beer)?
2. Which molecule is needed for aerobic respiration but not for fermentation?
3. How many molecules of ATP are produced for each glucose molecule undergoing aerobic respiration (including glycolysis, Krebs cycle and electron transport chain)?
4. How many molecules of ATP are produced for each glucose molecule undergoing glycolysis followed by fermentation?
5. Why do yeast cells need ATP?
6. The yeast used to make beer can perform aerobic respiration or alcoholic fermentation. When O2 is available, yeast perform aerobic respiration, and when O2 is not available, yeast perform alcoholic fermentation. What is the advantage of aerobic respiration?
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What is the advantage of fermentation?
With this background you are ready to interpret the evidence collected by Mr. Barley and Ms. Oat as they tried to brew beer. Mr. Barley carried out an experiment to test whether increasing the amount of sugar would increase the amount of alcohol produced. The figure shows the results of his experiment.
Mr. Barley's Experiment
Sugar Concentration
Amou
nt
Alcohol CO2 Bubbles
7. What was the independent variable Mr. Barley changed in the experiment?
What axis is this variable on?
8. What two dependent variables did Mr. Barley measure?
What axis are these variables on?
9. How did alcohol production change in response to higher sugar concentrations?
10. How did CO2 production change in response to higher sugar concentrations?
Ms. Oat measured the change in concentrations of O2, CO2 and ethanol while trying to brew her beer.
Time (hours) O2 (%) CO2 (%) Ethanol (%)0 = beginning 1.00 0.01 0
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1 0.99 0.02 02 0.98 0.03 03 0.97 0.03 04 0.97 0.04 05 0.96 0.05 06 0.95 0.05 07 0.94 0.06 08 = end 0.94 0.06 0
11. How did the amount of O2 in the brewing vat change over time?
12. How did the amount of CO2 in the brewing vat change over time?
13. How did the amount of ethanol in the brewing vat change over time?
Now you are ready to put together all the evidence and figure out why the beer produced by Barley and Oat’s Brews does not have any alcohol and what Mr. Barley and Ms. Oats should do to make real beer.
14. Was the yeast in the brewing vats of Barley and Oat’s Brews performing aerobic respiration or alcoholic fermentation? What evidence supports this conclusion?
15. What characteristic of the environment in the brewing vat determines whether the yeast perform aerobic respiration or alcoholic fermentation?
16. What do Mr. Barley and Ms. Oat need to do to make sure they have alcohol in their beer?
Name:
How DNA Controls the Workings of the Cell
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Below are two partial sequences of DNA bases (shown for only one strand of DNA) Sequence 1 is from a human and sequence 2 is from a cow. In both humans and cows, this sequence is part of a set of instructions for controlling a bodily function. In this case, the sequence contains the gene to make the protein insulin. Insulin is necessary for the uptake of sugar from the blood. Without insulin, a person cannot use digest sugars the same way others can, and they have a disease called diabetes.
Instructions:
1 Using the DNA sequence, make a complimentary RNA strand from both the human and the cow. Write the RNA directly below the DNA strand (remember to substitute U's for T's in RNA)
2. Use the codon table in your book to determine what amino acids are assembled to make the insulin protein in both the cow and the human. Write your amino acid chain directly below the RNA sequence.
Sequence 1 - Human
C C A T A G C A C G T T A C A A C G T G A A G G T A A
RNA :
Amino Acids:
Sequence 2 - Cow
C C G T A G C A T G T T A C A A C G C G A A G G C A C
RNA:
Amino Acids:
Analysis
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1. Comparing the human gene to the cow gene, how many of the codons are exactly the same? ___________
2. How many of the amino acids in the sequence are exactly the same? ________
3. Could two humans (or two cows) have some differences in their DNA sequences for insulin, yet still make the exact same insulin proteins? Explain.
4. Find ALL of the codons that can code for the amino acid leucine and list them.
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5. Diabetes is a disease characterized by the inability to break down sugars. Often a person with diabetes has a defective DNA sequence that codes for the making of the insulin protein.
Suppose a person has a mutation in their DNA and the first triplet for the insulin gene reads T A T.
The normal gene reads T A G. What amino acid does the mutant DNA and the normal DNA code for and will the person with this mutation be diabetic?
6. Another mutation changes the insulin gene to read T C T (instead of the normal T A G). Will this person be diabetic? Explain.
7. DNA sequences are often used to determine relationships between organisms. DNA sequences that code for a particularly gen can vary, though organisms that are closely related will have very similar sequences. This table shows the amino acid sequences of 4 organisms.
Human: C C A T A G C A C C T A Chimpanzee: C C A T A A C A C C T A
Pig: C C A T G T A A A C G A Cricket: C C T A A A G G G A C G
Based on these sequences, which two organisms are most closely related?
8. An unknown organism is found in the forest and the gene is sequenced as follows:
Unknown: C C A T G G A A T C G A
What kind of an animal do you think this is? _______________________________
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Name:
Human Population Growth Objectives: You will create a LINE graph of human population growth and use it to predict future growth.You will identify factors that affect population growth.
Statistics on Human Population
Year A.D. Number of People (in billions)1650 .501750 .70
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1850 1.01925 2.01956 2.51966 3.31970 3.61974 3.91976 4.01980 4.41991 5.52000 6.02004 6.4
Instructions for creating your LINE graph.
Place time on the horizontal access. Values should range from 1650 to 2020. Place number of people on the vertical access. Values should range from 0 to 20 billion.Make sure that your graph is a full page in size and you have the correct labels for the X and Y access and a title for your graph.
Analysis
1. It took 1649 years for the world population to double, going from .25 billion people to .50 billion people. How long did it take for the population to double once again?
2. How long did it take for the population to double a second time? ___________ A third time? ________________
3. Based on your graph, in what year will the population reach 8 billion? _____________
4. Based on your graph, how many years will it take for the population of 2004 to double? ______________
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The Earth's Carrying Capacity
Prior to 1950, the death rate was high, which kept the numbers of humans from increasing rapidly. In the 19th Century, the agricultural revolution increased food production. The industrial revolution improved methods of transporting food and other good. In the 20th Century, advances in medicine, sanitation and nutrition have decreased the death rates further. These factors combined to produce the rapid growth of the human population in the 20th century.
As with any population, humans are also limited by factors such as space, amount of food and disease. The carrying capacity is the number of individuals that a stable environment can support. Authorities disagree on on the maximum number of people that the earth can support, though the numbers generally range for 8 to 10 billion. As the population approaches its limit, starvation will increase. Some countries have a much higher growth rate than others. Growth rate is the number of people born minus the number of people that die. Compare the growth rates of the following countries
Most countries are trying to reduce their growth rate. Zero population growth means that as many people are being born as there are dying - to achieve zero population growth, each couple would need to have no more than two children (to replace the parents). Even if this number is achieved, the population will continue to grow because the parents will still live on for decades, as their children have children and their children have children and so forth. The United States reached zero population growth in the 1980's, and yet the overall population of the US still increases.
Analysis
1. What factors contributed to the world's overall population growth in the last 150 years.
2. Why does a population not level off during the same year it reaches zero population growth?
3. If the carrying capacity of the earth was 9 billion people, when would this number be reached (according to your graph)?
4. What will happen when the human population exceeds the earth's carrying capacity?
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Name Period
Plant Growth Puzzle Lab
1. An experimenter grew three batches of seeds, each weighing 1.5 g, in three different conditions, as shown in the table below. For each condition, predict whether the seeds will germinate and grow into plants. (Think about how seeds normally start growing underground.)
Growing Condition Will plants grow?
Predicted Biomass at 10 days (question 2)
Light, no water ___ yes ___ no __< 1.5 g __ 1.5 g __ > 1.5 g
Light, water ___ yes ___ no __< 1.5 g __ 1.5 g __ > 1.5 g
No light, water ___ yes ___ no __< 1.5 g __ 1.5 g __ > 1.5 g
2. After 10 days the seeds and/or plants from each condition were dried in an oven overnight (to remove all the water). Then, plant biomass was measured in grams. For each condition, predict the amount of biomass. (Seeds have very little water, so each batch of seeds originally had ~1.5 g biomass.)
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3. Two processes that affect the biomass of a plant are photosynthesis and cellular respiration. Complete the following concept map to show the interconnections between photosynthesis and cellular respiration.
- All of the white arrows mean that something is produced or used. Label each white arrow with either P for produces or U for uses.
- Each curved rectangle represents a type of organism. Label each box with “plants" or “animals”.
- All other shapes represent products or reactants. Label each shape.
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Photosynthesis
Cellular
Respiration
carry out
carry out
carry out
LightEnergy
4. Which molecule in question 3 can be converted to other organic molecules such as cellulose and starch that become part of the plant’s biomass?
Notice that the sugars produced by photosynthesis are used for two different purposes:
(1) building blocks to synthesize the molecules that make up the plant’s biomass
(2) input for cellular respiration to produce the ATP needed to provide energy for the plant’s biological processes.
5. Which process can result in increased biomass for a plant:
cellular respiration or photosynthesis?
Where does the mass come from? What molecules are taken in by the plant cells?
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6. Which process can result in decreased biomass for a plant:
cellular respiration or photosynthesis?
Where does the mass go? What molecules are given off by the plant cells?
7. A seed contains a lot of starch and oil to provide energy when the seed germinates and a plant first begins to grow. When a seed begins growing underground in the dark, the plant cannot carry out ___________________________ because there is no light. Therefore, a plant growing in the dark will only carry out _________________________ and the plant will ______ biomass.
(cellular respiration/photosynthesis) (gain/lose)
8. Think again about the expected change in biomass for each batch of seeds in the three different growing conditions. Based on your answers to questions 3-7, predict the biomass after 10 days in each growing condition. (Remember that each batch of seeds had ~1.5 g of biomass.) Explain your reasons for predicting decrease, increase or no change in biomass.
Growing Condition
Predicted Biomass
Reason for Decrease, Increase or No Change in Biomass
Observed Biomass (question 9)
Light,
__< 1.5 g
__ 1.5 g _____ g
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no water __ > 1.5 g
Light,
water
__< 1.5 g
__ 1.5 g
__ > 1.5 g
_____ g
No light,
water
__< 1.5 g
__ 1.5 g
__ > 1.5 g
_____ g
9. Your teacher will distribute a page with the results of the experiment. Enter the observed results in the table. If any results differ from your predictions, explain the biological reasons for the observed results.
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Name ___________________________ Date Due ________________
Acid Rain Lab
Purpose: To determine the effect of acid rain on the germination of mustard seeds.
Hypothesis: If….then…..because……
Materials: List all the materials used during this lab investigation.
Procedure: Write the exact step by step instructions for what you did.
Data: Design a data table to use in the lab. Show that data in your table.
Analysis:
1. What are the independent and dependent variables?
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2. What is the control in your experiment?3. List at least 5 constants.4. List 3 sources of error?5. How could you make the experimental results more valid?6. Predict what would happen if rain was alkaline? (basic)
Conclusion: Was your hypothesis correct? Discuss results.
Please include a cover to your lab report.
Information for Teachers:
Students will need to gather information about pH, the pH of rain and the pH range of acid rain. They will need to determine the best way to germinate the seeds, including the proper environmental conditions to employ. Each group will need to write a procedure which you will approve prior to beginning the lab activity. If you prefer, you can make it a competition in which the best procedure will be employed by every group. This adds to the fun and makes your material gathering process simpler.
The students will use this form to help them set up a proper lab report. The lab they submit will be all of their own doing. It should include a cover. Having a lab report for another task from previous students as a model will help them understand what is expected as a final product.
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Name ___________________________ Date Due ________________
Cell Size LabPurpose: To determine the size of three different types of cells. The cells are human red blood cells, human cheek cells and onion cells.
Hypothesis: The _________ cell is the largest because _____. The ___ cell is middle sized because _____. The ____cell is the smallest because _____.
Materials: List all the materials used during this lab investigation.
Procedure: There will be 3 sections, one for each cell type. For each cell type write the exact step by step instructions for what you did.
Data: The data table should have the size of each cell under low power including the calculations, and the size and calculations under high power. You may design the table as you wish.
Analysis:
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1. Try to determine why the largest cell is the largest &/or why the smallest is smallest. (Hint: Think about function).
2. Under which magnification do you think you got the most accurate results? Why?3. List at least 4 possible sources of error using this measurement method.4. The red blood cell is unusual in its internal structure. What is the unusual feature?
Conclusion: Was your hypothesis correct? Discuss results.
At the end of the lab attach drawings of exactly what you see under low power and under high power. Use colored pencils and label each drawing with what it is and the magnification. I have “circle paper” you can use for this.
The final lab report should have a cover.
Instructions for Teachers
The rbc you have to use prepared slides. The onion cell slide can be prepared with a red onion and iodine. The cheek cells can be prepared with a toothpick and methylene blue.
If the students struggle with questions 4 have them observe a slide of frog blood.
The use of a lab journal is very helpful. They can write all the data and any other helpful information in the journal and use that when they write up the lab report.
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Name __________________________ Date_______________________________________________
Corn Lab
Purpose: To determine the effect of a light bank, with light 24/7, on the growth of corn seeds.
Hypothesis: If…then….because…..
Materials: List all materials used during this lab investigation.
Procedure: Write the exact step by step instructions for what you did.
Data: Data tables – everything you recorded and averages.
Graph the averages only– natural and bank light on graph paper.
Any anecdotal information may be included here.
Analysis:
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1. What is the independent variable and what is the dependent variable?2. What is the control?3. What are the constants? (Give at least ten)4. What percent of your seeds grew? What percent of the class’s seeds grew? Give
possible explanations for results.5. Why do you think the light bank plants looked so tall after the first weekend
compared to the window plants?6. We combined the results of both classes. In what ways is this not valid?7. We had some plants that were white. Is this a good mutation? Defend your
position.
Conclusion: Was your hypothesis correct? Discuss results.
Please include a cover to your lab report.
Instructions for Teachers
You can use corn seeds that have been treated with radiation. They are available through Carolina. If so then you can include questions about dihybrid crosses and mutagens and favorable mutations vs unfavorable mutations and so on.
Since this lab will take some time you need to plan carefully so no vacations interfere with data collection.
Students should use a lab journal to record data throughout the lab. They can also record procedures and materials there. This lab sheet and their journal will be the resources they use to write their lab report.
The exact procedure can be voted on, or chosen by you from the class proposals or each group can work somewhat independently.
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Name:____________________________________ biologycorner.com
AP Objectives met:
* Measure the effects of changes in temperature, pH, and enzyme concentration on reaction rates of an enzyme catalyzed reaction in a controlled experiment.
* Explain how environmental factors affect the rate of enzyme-catalyzed reactions.
Enzyme Lab
INTRODUCTION: What would happen to your cells if they made a poisonous chemical? You might think that they would die. In fact, your cells are always making poisonous chemicals. They do not die because your cells use enzymes to break down these poisonous chemicals into harmless substances. Enzymes are proteins that speed up the rate of reactions that would otherwise happen more slowly. The enzyme is not altered by the reaction. You have hundreds of different enzymes in each of your cells.
Each of these enzymes is responsible for one particular reaction that occurs in the cell. In this lab, you will study an enzyme that is found in the cells of many living tissues. The name of the enzyme is catalase (KAT-uh-LAYSS); it speeds up a reaction which breaks down hydrogen peroxide, a toxic chemical, into 2 harmless substances--water and oxygen.
The reaction is: 2 H2O2 ----> 2 H2O + O2
This reaction is important to cells because hydrogen peroxide (H2O2) is produced as a byproduct of many normal cellular reactions. If the cells did not break down the hydrogen peroxide, they would be poisoned and die. In this lab, you will study the catalase found in liver cells. You will be using chicken or beef liver. It might seem strange to use dead cells to study the function of
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enzymes. This is possible because when a cell dies, the enzymes remain intact and active for several weeks, as long as the tissue is kept refrigerated.
MATERIALS:
--1molar HCl solution (in dropper bottle)--1molar NaOH solution (in dropper bottle) --6 Test tubes--Measuring Pipette
--10-ml Graduated cylinder --40 ml 3% Hydrogen peroxide solution (found in stores)--Straight-edged razor blade --Scissors and Forceps (tweezers)
--Stirring rod --Fresh liver, Apple, and Potato--Test tube holders
--Ice bath--Warm water bathBoiling water bath
PART A - Observe Normal Catalase Reaction
1. Place 2 ml of the 3% hydrogen peroxide solution into a clean test tube.2. Using forceps and scissors cut a small piece of liver and add it to the test tube. Push it into the hydrogen peroxide with a stirring rod. Observe the bubbles. What gas is being released? ______________________
Throughout this investigation you will estimate the rate of the reaction (how rapidly the solution bubbles) on a scale of 0-5
(0=no reaction, 1=slow, ..... 5= very fast). Assume that the reaction in step 2 proceeded at a rate of "4"
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Recall that a reaction that absorbs heat is endothermic; a reaction that gives off heat is exothermic. Now, feel the temperature of the test tube with your hand. Has it gotten warmer or colder _____________________
Is the reaction endothermic or exothermic? _____________________
Is Catalase Reusable?
3. Pour off the liquid into a second test tube. Assuming the reaction is complete. What is this liquid composed of? _______What do you think would happen if you added more liver to this liquid? _____________________
Test this and record the reaction rate. Reaction Rate ___________ (1 – 5)
4. Add another 2 ml of hydrogen peroxide to the liver remaining in the first test tube. What is the reaction rate? ________Is catalase reusable? Explain how you know. _________________________________________________________________________________________________
Part B - What Tissues Contain Catalase
You will now test for the presence of catalase in tissues other than liver. Place 2 ml of hydrogen peroxide in each of 3 clean test tubes and then add each of the three test substances to the tubes. As you add each test substance, record the reaction rate (0-5) for each tube.
Substance Rate of Reaction (0-5)
Potato
Apple
Chicken
Which tissues contained catalase? _______________________________________________
Do some contain more catalase than others? How can you tell? _____________________________________________
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PART C - What is the Effect of Temperature on Catalase Activity?
1. Put a piece of liver into the bottom of a clean test tube and cover it with a small amount of water. Place this test tube in a boiling water bath for 5 minutes. What will boiling do to an enzyme? _________________________________________
2. Remove the test tube from the hot water bath, allow it to air cool, then pour out the water. Add 2 ml of hydrogen peroxide. CAUTION: Use a test-tube holder for hot test tubes. What is the reaction rate for the boiled liver and peroxide? __________
3. Put equal quantities of liver into 2 clean test tubes and 1 ml H2O2 into 2 other test tubes. Put one test tube of liver and one of H2O2 into an ice bath. Place the other set in a warm water bath (not boiling).
After 3 minutes, pour each tube of H2O2 into the corresponding tube of liver and observe the reaction
What is the reaction rate for the cold liver/peroxide? ______What is the reaction rate for the warm liver/peroxide? ______
PART D - What is the Effect of pH on Catalase Activity
1. Add 2 ml hydrogen peroxide to each of 5 clean test tubes.
Tube 1--add 4 drops of HCl (acid) Tube 2 - dilute HCl (1 drop / 3 m water)
Tube 3 – add 4 drops of NaOH (Base)Tube 4 – dilute NaOH (1 drop / 3 ml water) Tube 5 – add 3 drops of water (neutral)
Now add liver to each of the test tubes (try to do it all at about the same time, so you can easily compare)
Rate of Reaction for Strong Acid _____ Acid _____ Neutral ______Strong Base_____ Basic _____*If needed you can raise your rating scale to 6
What is the optimal pH for catalase (estimate)? _____________________________________________DATA ANALYSISDescribe in a short paragraph (on a separate page). Attach the analysis to this page.
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describe the reaction and how you measured reaction rate how temperature and pH affect the actions of the enzyme catalase, and why these
elements affect the reaction rates how you would determine the optimal temperatures and pH of an enzyme, propose a new
experiment how this experiment can apply to the real world
Name ___________________________ Date Due ________________
Is It Alive LabPurpose: To determine if any of the substances provided are alive.
Hypothesis: Predict whether each is alive or not before beginning any testing.
Materials: List all the materials used during this lab investigation.
Procedure: Write the exact step by step instructions for what you did. Since you will perform more than one test you will need more than one procedure. ( Hint: If they are alive then what will you observe and why? Answering this will help you figure out what tests to perform in this activity.)
Data: Design a data table to use in the lab. Show that data in your table. Include a description of each unknown. Also include drawing of what you see under the microscope. You may use “circle paper” for this, be sure to include the unknown number and magnification.
Analysis:
1. What were we looking for on the slide?2. Why did we use iodine?3. You may predict what each unknown actually is but it is not required.
For the BTB portion of the lab:
7. What are the independent and dependent variables for the experiment?8. What is the control for the experiment?9. List at least 5 constants.10.List 3 sources of error.11.How could you make the experimental results more valid?12.Why does BTB turn yellow?13.How did the BTB help determine if something was alive or not?
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Conclusion: Was your hypothesis correct? Discuss results.
The lab report should have a cover.
Information for Teachers:
You will need to provide a number of unknowns for the students to test. Ideas are: rock salt, vermiculite, poppy seeds, brine shrimp, yeast, and radish seeds. 4-6 samples are sufficient.
The students will use this form to help them set up a proper lab report. The lab they submit will be all of their own doing. It should include a cover. Having a lab report for another task from previous students as a model will help them understand what is expected as a final product.
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Name ___________________________ Date Due ________________
Planaria Lab
Purpose: To determine the effect of ………. on the regeneration of the flatworm Planaria.
Hypothesis: If….then…..because……
Materials: List all the materials used during this lab investigation.
Procedure: Write the exact step by step instructions for what you did.
Data: Design a data table to use in the lab. Show that data in your table.
Analysis:
1. What are the independent and dependent variables?2. What is the control in your experiment?3. List at least 5 constants.4. List 3 sources of error?5. How could you make the experimental results more valid?6. Why did we not feed the Planaria at all?
Conclusion: Was your hypothesis correct? Discuss results.
Please include a cover to your lab report.
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Information for Teachers:
How the students the Planaria and explain how they can be cut with a razor. Students should brainstorm ideas to use for the independent variable. Ultimately, you will have to choose one experiment for them to perform. Explain that the more data they generate the more reliable their results will be and that is why they will all do the same thing.
The cut Planaria should be separated into petri dishes with bottled water. They must label the dishes. Caution them that if the bottom is not labeled and they remove all the tops they will not know which is which. Therefore, label top and bottom or remove only one top at a time.
Regeneration takes 2-3 weeks. The Planaria can be kept in the classroom during this time. Once regeneration is complete they can be fed hard boiled egg yolk. But VERY little!!
Be sure to begin the lab when you have plenty of time to let it finish. They should draw what they see on day one and every day they observe their Planaria. A microscope is best for observation but they find it difficult, in which case they can use a hand lens.
The students will use this form to help them set up a proper lab report. The lab they submit will be all of their own doing. It should include a cover. Having a lab report for another task from previous students as a model will help them understand what is expected as a final product.
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NYS Biodiversity Lab ChartSpecies
Structural Char of Plants
Structural Char of Seeds
Microscopic Stem Structure
Paper Chromatography
Test for Enzyme M
Differences in Amino Acid Sequence
Gel Electrophoresis Banding Pattern
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Pulse Rate per minute (range of averages)
< 51 51 - 60 61-70 71-80 81-90 >90
Number of students in this range
Activity Level <60 61-70 71-80 81-90 91-100 >100
Resting
200
Exercising
Making Connections NYS Lab (Student Written Report Organizer)
Name___________________________ Date___________
Final Report
Title: ______________________________________________________________
Hypothesis: __________________________________________________________________________________________________________________________________________________________
Methods & Materials (Experiment): _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
201
***DO YOUR EXPERIMENT***
Data Collected (Make a Chart Below)
Discussion & Conclusions:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Suggestions for Improvement: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Suggestions for Further Research: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
202