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Make sure to do all steps.

 

Unit 4

Work through the following genetics problems and submit their answers as part of the introduction to your lab report.  Please show your work!  You will not receive full credit for problems that only have an answer! The problems belong in your introduction portion of the lab report.

1. Both a man and a woman are heterozygous for bent little fingers. Bent little fingers are dominant over straight little fingers. What is the chance that their child will have bent little fingers?

2. Both a brother and a sister do not have freckles, but their parents have freckles. Freckles (F) are dominant over no freckles (f). What are the genotypes of the parents?

3. A father is far-sighted, the mother has normal vision, and all five of their children are far-sighted. Being far-sighted (F) is dominant over having normal vision (f). Give the probable genotypes of all persons concerned.

4. A woman is heterozygous for polydactyly (which is a dominant condition in which a person has more than the normal number of fingers and/or toes). The woman has a child with a man who is homozygous normal. What is the chance that their child will have more than ten fingers and/or toes?

5. Sarah can’t curl her tongue – which is a recessive trait. Both of her parents can curl their tongues – which is dominant. Give the genotypes of all persons involved (use T and/or t in the genotypes).

6. A man has type AB blood and his child has type B blood. What are all of the possible blood types of the child’s mother? (Hint: think about the genotypes of blood types.  You will need to work more than one Punnett Square.)

7. A child who does not have dimples or freckles is born to a man who has dimples and freckles (both dominant) and a woman who does not. What are the genotypes of all persons concerned?

Try typing in “Baby Steps Through Punnett Squares” in your search engine or try this site:

http://www.sbs.utexas.edu/sanders/bio309/Lectures/2006/Punnet.htm (Links to an external site.)

Tips:

• Be sure to show your work!  If you give me answers only, I will not give you full credit.  Use graphs/Punnett squares, explain your logic, etc.
• Try out several blood types on #6.  Using the actual genotypes is very helpful.
• Be aware that on #7 we have 2 traits, so a complete genotype will have 4, not 2 letters for each person. It is called a Dihybrid Cross.

LAB ASSIGNMENT

For this weeks lab, you will be using a tool called the virtual genetics lab. Here you will create crosses of experimental animals and try to predict what mode of inheritance your organisms have. This lab requires that you complete 3 crosses in the software, the first one is practice with the answer and two additional experimental crosses in which there is no answer, you must make crosses until you are sure that you have enough evidence to reject or support your hypothesis.

VirtualGeneticLabNewton2019.pdf

Website needed to download the virtual genetics lab: http://vgl.umb.edu/ (Links to an external site.)

Upload your lab report, including the information from all 3 crosses as your experiment.

 

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In the mid-1950s, the first study linking cigarette smoking to lung cancer was published. In the decades that followed, many other studies supported this finding and a host of other health-related effects attributed to smoking were uncovered.

Over the last few decades, cities and states have created local regulations prohibiting smoking in certain public places. In 2009, the U.S. Food and Drug Administration was given regulatory authority of all tobacco products.

Chapter 20 of your textbook begins with a comparison of two sources of inhalable nicotine: traditional tobacco cigarettes and E-cigarettes. Because E-cigarettes are a relatively new technology, less is known about the long-term effects of the firsthand and secondhand inhalation of vaping products. However, in recent years they have been treated and regulated similarly to traditional cigarettes.

Your assignment for this unit is to create a 10- to 12-slide PowerPoint presentation that covers the following elements:

• the anatomy and physiology of respiration (e.g., explain how breathing works);
• the effects of the inhalation of smoke and E-cigarette vapor on gas exchange in the lungs;
• specific diseases associated with smoking, both pulmonary and cardiovascular; and
• lastly, based on what you know about E-cigarettes from the reading and your own research, defend or oppose the regulation of vaping products as traditional cigarettes.

You will need to cite and reference at least one article from the CSU Library databases as one of your sources of information.

CSU Library Database Instructions

• Open the CSU Online Library link in your student portal.
• Under “discovery search,” click the tab for “articles.””
• In the keyword search field, type keyword “vaping” and/or “E-cigarette” to find articles that cover this topic. You may get different results doing separate searches for each keyword. The keywords “electronic cigarette” may also be used.
• From the list of available articles that comes up, select one that interests you.
• Click on the article link, then click on “PDF full text or HTML full text,” and read the article. (Note: Not all articles will provide the full text; if your choice does not, you will have to select a different article.)
• Discuss what you learned from your chosen articles in 1-2 slides in your presentation. Cite the article according to APA guidelines, and list it on your references slide.

PowerPoint slides should not contain a lot of text; use speaker notes to provide the details of your presentation. The general practice is to use no more than 5-6 bullet points per slide. The quality and depth of your speaker’s notes will be significantly factored into your grade.

Title and reference slides should be included. These do not count toward the 10- to 12-slide requirement. In addition to providing references on a reference slide, you need to cite your material in the slides as appropriate; use APA format for your references and citations.

Suggestions for Searching for Illustrations

Use at least 3 images in the presentation. When looking for illustrations to use, it is suggested that you type the subject into a search engine and click “images.” For your presentation, you are allowed to copy and paste images (being sure to cite and reference them). However, you are NOT allowed to copy and paste content, such as text, tables, and the like. As much as possible, your presentation needs to be in your own words.

PowerPoint Guidance

Do you need to refresh your knowledge concerning PowerPoint? Review this tutorial on PowerPoint Basics.

• Click on the Notes tab on the right side of the tutorial screen to see a transcript of the PowerPoint webinar.
• You can also search online for information concerning best practices about what should and should not be done when creating a PowerPoint presentation.

Notes:

• As directed in the tutorial above, pay attention to the background and font colors in your presentation—try to avoid using plain black text on a white background, but also avoid using colors that are visually difficult to see (such as yellow text on a light background) or that are unpleasant (such as red text on a yellow background). Strive for a pleasing, visually appealing appearance.
• Reminder: The speaker notes should provide the detail and discussion of your presentation, and everything in the presentation should be in your own words, not copied and pasted from a source.

 

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To submit this assignment, students will complete the Lab Worksheet on pages 7-10, then upload their completed document as a DOC or PDF file in Canvas

 

BIO 101 Lab 08: Photosynthesis

 

Notification: If you have a disability that makes it difficult to complete this lab, please contact your instructor. Please provide your instructor a copy of the Memorandum of Accommodation (MOA) from NVCC Disability Support Services.

 

Objectives:________________________________________________________________

· Determine the effects of light on the rate of photosynthesis

· Determine the absorption spectrum of leaf pigments

 

Background:_______________________________________________________________

Sunlight provides the majority of energy for organisms living in most ecosystems, however only a subset of organisms are capable of harvesting this energy. Plants use their chloroplasts to absorb the energy from sunlight. This energy is then stored in the covalent bonds of glucose, a simple sugar, and can be used by the plant for structural purposes (cellulose), as usable energy (ATP generation), or for energy storage (starch). Animals can eat plants to obtain glucose and produce energy through a process called cellular respiration.

 

The overall reaction for photosynthesis is represented by the chemical equation:

 

6 CO2 + 6 H2O + sunlight → C6H12O6 + 6 O2

 

The entire process is complex and involves many enzymatic reactions. You may notice that the photosynthesis reaction is nearly the exact reverse of cellular respiration. From the equation above the three key elements for photosynthesis to occur are carbon dioxide (CO2), water (H2O), and light. If any of the three are missing from the system then photosynthesis will not occur, and glucose production in the plant will be negatively affected.

 

 

 

 

 

 

 

 

 

 

 

There are two phases of photosynthesis: 

 

1) In the light-dependent phase chlorophyll molecules located in the thylakoid membrane stacks of the chloroplasts absorb the energy from light resulting in the production of ATP and NADPH.

 

2) In the light-independent reactions (the Calvin Cycle) the energy stored in ATP and NADPH is used to ultimately convert carbon dioxide to sugar. The process of taking carbon dioxide from the air to build carbohydrates is called carbon fixation.

 

 

In solution, CO2 can be converted to carbonic acid (H2CO3) when dissolved in water. The carbonic acid will then release hydrogen ions (H+), causing the pH of the solution to decrease.

 

CO2 + H2O H2CO3 HCO3- + H+

 

Bromothymol blue is a pH indicator that changes color based on the pH of a solution. Bromothymol blue turns yellow at lower pH and blue as the pH is increased. This indicator can be used to track respiration (turns yellow as CO2 is added to the system) or photosynthesis (turns blue as CO2 is consumed).

 

Different colors of Bromothymol blue at the indicated pH conditions

 

Light energy is a small part of the electromagnetic spectrum which is visible to the eye. The wavelength of visible light lies between 380 nm and 760 nm. In order to obtain the energy from light, plants must absorb light energy using pigments, namely chlorophyll a, chlorophyll b, carotene and xanthophyll. These pigments show characteristic colors because they do not absorb all light equally. By measuring the absorbance at different wavelengths, the absorption spectrum of the leaf pigments can be obtained.

Materials:__________________________________________________________________

· Internet

Safety:

Follow all standard laboratory safety procedures.

 

Procedure:________________________________________________________________

 

Experiment 1. Observing photosynthesis (work in groups)

1. In the laboratory, you would add about 60 ml of tap water into a beaker and then add about 1 mL of bromothymol blue to the water in the beaker.

 

2. Using a clean straw, you would then gently blow into the solution until the color of the solution turns yellow.

 

3. You would next fill three test tubes 2/3 full with this yellow-colored solution.

 

4. Then, you would place a 3-inch cutting of Elodea into Tube 1 and another 3-inch cutting of Elodea into Tube 2, making sure that the cuttings were completely immersed in the solution. After this, you would wrap Tube 1 with green film. Tube 3 will be left alone and will not contain a plant cutting.

 

5. Watch the following video about setting up the photosynthesis lab from time 0:00 until 5:46.

https://www.youtube.com/watch?v=GWUawtweJGM

 

Ignore the use of a second plant in the video, we only use Elodea in this laboratory activity. In the video, Tubes 1 and 2 contain Elodea plant cuttings and Tube 1 is wrapped in foil instead of green film.

In our photosynthesis lab experiment, we wrap Tube 1 in green film, which only allows green-colored light to reach the Elodea plant cutting. The green film we use ends up having the same effect as the aluminum foil used in the video.

 

6. In Table 1 in the Lab Worksheet, record the color of the solution before blowing into it in the “before exhaling” column.

 

7. In Table 1 in the Lab Worksheet, record the color of the solution after blowing into is in the “after exhaling column.

 

8. Answer question 1 in the Lab Worksheet

 

9. In the laboratory, you would then place the test tubes in front of a light source such as a fluorescent lamp. You would allow the tubes to be exposed to the light for 1 hour.

 

10. Record the color of the solution in each test tube in Table 2 of the Lab Worksheet

 

11. Make a hypothesis about how the color of bromothymol blue solution in each test tube will change and record the color you expect for each tube in Table 2 in the “Expected Color after 1 hour of light exposure” column.

 

When making a hypothesis, consider why the pH-indicating solution turned color in the first place and what might happen if the substance that caused the color change was removed by a plant performing photosynthesis.

 

12. Watch the following video showing the results of photosynthesis lab from time 0:00 until 2:41.

https://www.youtube.com/watch?v=SZsQG_rPJwQ

In the video, Vial A corresponds to Tube 1 in our photosynthesis lab experiment. Ignore Vial B from the video. Vial C in the video corresponds to Tube 2 in our photosynthesis lab experiment and Vial D in the video corresponds to Tube 3 (the control).

Note that in our photosynthesis lab experiment, we wrap Tube 2 in green film, which only allows green-colored light to reach the Elodea plant cutting. The green film we use ends up having the same effect as the aluminum foil used in the video.

 

13. Using the results diagrammed below, fill in Table 2 in the Lab Worksheet

 

 

14. Record the color you observe for each test tube in Table 2 in the “Observed color” column.

 

15. Answer questions 2 – 3 in the Lab Worksheet.

 

 

Experiment 2. Absorption spectrum of leaf extract (work in groups)

1. In the laboratory, you would first turn on the spectrophotometer and allow it to warm up for 15 min.

 

2. You would then insert the blank cuvette (which contains alcohol) in sample holder marked “B” and the cuvette containing leaf extract in sample holder “1”, making sure that the orientation of the cuvettes is correct.

 

3. Then, you would select a wavelength to measure and calibrate the spectrophotometer by measuring the absorbance of the blank cuvette at this wavelength. You would then see the absorbance reading set to 0.

 

4. Now, you would measure the absorbance of the cuvette containing the leaf extract and record the absorbance in Table 3 in the position corresponding to the wavelength you selected.

 

5. You would repeat steps 3 – 4, changing to a different wavelength each time, until all the wavelengths in Table 3 had been measured. Record absorbance readings in Table 3.

 

6. Watch the following video about using a spectrophotometer from time 0:00 until 4:43.

https://www.youtube.com/watch?v=C-M7EtSuD40

Note that the video uses a tube containing a red liquid, while in our photosynthesis lab, we would use a tube containing leaf extract (which would appear green) as our sample tube and a tube containing alcohol (which would be transparent) as our blank tube.

 

7. Table 3 has been partially filled in for you in the Lab Worksheet. Complete Table 3 by filling in the color of light that corresponds to the grouped wavelengths.

 

8. Answer question 4 by making a Line Graph of the data in Table 3.

 

9. Answer questions 5 and 6 based on your Line Graph

 

10. Answer question 7 based on the results of both Experiment 1 and Experiment 2.

 

BIO 101 Lab 08: Photosynthesis Worksheet

 

Name: __________________________ Section: ______________________

 

Data Analysis and Synthesis Questions:

 

Table 1. pH-indicating dye color

Color before exhaling into beaker	Color after exhaling into beaker

 

1. Why did the solution in the beaker change color after you exhaled?

 

 

 

 

 

Table 2. Observing Photosynthesis

Tube	Color before 1 hour of light exposure	Expected Color after 1 hour of light exposure	Observed color after 1 hour of light exposure
1 (Elodea + green film)
2 (Elodea)
3 (no plant)

 

2. In this experiment , what is the purpose of the tube without the plant?

 

 

 

 

 

 

3. Explain the color change or lack of color change in the three experimental tubes:

 

a. Tube 1:

 

 

 

 

b. Tube 2:

 

 

 

 

c. Tube 3:.

 

 

 

 

Table 3. Absorbance of Different Wavelengths of Light

Color of Light	Wavelength (nm)	Absorbance		Color of Light	Wavelength (nm)	Absorbance
	400	0.58			575	0.09
	425	0.82			600	0.12
	450	0.61			625	0.16
	475	0.44			650	0.23
	500	0.22			675	0.53
	525	0.08			700	0.04
	550	0.06			725	0.05

 

 

 

 

4. Make a Line Graph of the absorbance readings versus the wavelength of light data from Table 3. Be sure to include x-axis and y-axis labels and a chart title.

 

 

 

 

 

 

 

 

 

5. Which wavelength(s) and colors of light are most effectively absorbed by leaf pigments (where are the peaks in your Line Graph)?

 

 

 

 

 

 

6. Which wavelength(s) and colors of light are poorly absorbed (where are the valleys in your Line Graph)?

 

 

 

 

 

 

7. Draw a general conclusion about which color(s) of light are best for plant growth based on your data from both the measurement of absorbance of light in leaf extracts and the observations of CO2 use by Elodea cuttings in different light conditions.

 

 

 

 

 

 

 

 

 

 

BIO 101 Lab 08: Photosynthesis

10

 

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Build on Assignment #1. You will cover the same health problem and the same policy unless I state otherwise. Some remedial action on Assignment #1 may be required for students to proceed to Assignment #2. Complete the assignment using the table format provided below. Except for titles, narrative format is expected with complete sentences. The table should be single spaced and a maximum of two and a half (2.5) pages. Also include a cover page and a reference page in APA Format (these do not count toward the page limit). Except in the case of titles, use complete sentences, i.e. write using narrative format. No more than 15% of direct quotes or paraphrasing are permitted in the document. Review the bolded text in the Class Guidelines section of the syllabus above for formatting requirements.

HGMT 310 Assignment #2

Student Name:

Type your name here.

Assignment #2 Title:

Provide a unique short name of your assignment submission and official title of the federal policy or legislation.

Implementation:

Identify the federal (or state agency if the federal law places this on the states) and subunit (such as a department, bureau or office) responsible for implementing (putting it into effect) the policy. If multiple agencies are involved, indicate the roles and responsibilities of each.

Describe how the legislation is implemented? Any programs implemented as a result of the policy or law? Are local public health departments involved? Are collaborating organizations engaged to achieve the aims of the policy? Are citizen’s involved? Are health provider organizations involved? Are grants awarded to organizations to execute the policy (i.e. FDA, CDC, etc.)?

Enforcement:

What federal (or state agency if the federal law places this on the states) is responsible for enforcement? If multiple agencies are involved, indicate the roles and responsibilities of each.

What are the key areas for enforcement? How will compliance be measured, if at all? What penalties will be assessed, if any?

Impact on Health Care Organizations:

What should a Health Care Administrator know about this legislation and its related implementation? Does the implementation of this policy impact how Health Care Administrators deliver services? Include five bullets of how this federal legislation impacts health care organizations operating in your home state.  How would the Health Care Administrator ensure compliance?

Resource(s):

What internet resources are available to health organizations to find updates on programs implemented as a result of the policy you described? 

 

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BIO 100A Online Home Lab Reports

Instructions and Grading Rubric (40p)

Due by: 11:59 PM PST on the second Sunday of class

 

Directions

 

1. Before attempting to perform a lab, read the lab’s protocol in its entirety, look over the relevant supplemental materials, and gather all of the necessary materials.

2. Exercise caution and respect the safety of yourself and others at all times.

3. Keep notes as you perform experiments.

4. Use the lab reports to report your results.

5. Type your answers, observations, and results in bold.

6. Save your report often as you fill it out, so as not to lose information.

7. Use the “Save As” option to save your file as a Word file.

8. Save your lab report with this file name: Last name, underscore, First Initial, underscore H1. Thus Charles Darwin would save his Unit 1 Home Lab Report 1 as Darwin_C_H1.

9. Submit reports 1-4 as under the corresponding assignment link in week 2before 11:59 PM PST on the second Sunday of class.

10. Submit reports 5-8 as under the corresponding assignment link in week 4before 11:59 PM PST on the second Sunday of class.

11. Please note that the reports will be scanned for plagiarism, and it will be flagged for both containing web content verbatim and previously submitted papers- this includes your previous submissions if you have taken the class previously.

 

Laboratory Reports

 

Each of your lab reports MUST include the following components to receive full credit and be organized in the following way.

 

1. Purpose (4 pts): one to two sentences briefly stating the learning objective for the assigned lab.

 

2. Lab Summary (6 pts): Explain what was observed during the lab activity. This section should be approximately one paragraph in length.

 

3. Lab Answers (14 pts): Answers to the lab report questions that reflect and demonstrate your understanding on the concepts. (Should be written in complete sentences for Labs 2-6)

4. Discussion and Conclusions (16 pts):1-2 paragraph learning reflection that summarize the lab and specifically addresses the learning objectives relating them back to the data or observations collected in the lab.

 

Grading rubric

 

	Unacceptable	Poor Effort	Good; Needs Improvement	Meets all Requirements
Purpose	No purpose provided (0 points)	Purpose does not state the learning objective and is unclear (1 point)	Purpose states learning objective but is not well thought through or written in a complete sentences. Purpose does not cover all aspects of the lab. (2 point)	Purpose states the learning objective, touches all aspects of the lab, and is written in a complete, well-thought out sentences (4 points)
Lab Summary	Missing (0 points)	Summary is incomplete (2 point)	Summary lacks complete thoughts and are not thorough (4 points)	Summary explains what occurred throughout the entirety of the lab and are 1 paragraph in length (6 points)
Lab Answers	No answers provided (0 points)	Lab answers lack detail, understanding, and/or bold print. Not all answers are provided (2-6 points)	Lab answers are provided and reveal the student had a strong understanding of the lab objectives. Not all questions are answered in detail or in bold. (8-12 points)	All lab answers are provided and reveal the student had a strong understanding of the lab objectives. Each question is answered in detail and in complete sentences. Also, the answers are in bold (14 points)
Discussion and Conclusions	No discussion & conclusions (0 points)	The discussion & conclusions does not meet length requirements and provides a weak summary of the lab activity and data (2-8 points)	The discussion & conclusions is on the shorter side of the length requirements and does not contain a thorough summary of the lab objectives and/or findings (9-15 points).	The discussion & conclusions is 1 -2 paragraphs long and contains references to the data found in the lab. The conclusion summarizes findings and reiterates the learning outcomes. Numerical values are mentioned. Possible issues, mistakes, and other occurrences during the lab are discussed (16 points). Please note this is not a diary!

Weak discussion & conclusions containing little in the way of quality content or revealing a lack of effort towards reflecting on the purpose of the lab activity will receive ZERO credit!

 

Unit 1 Home Lab 1: Metric system

Points: 40p

Name:

 

Purpose (4p)

 

Lab Summary (6p)

 

 

Lab Answers (14p)

1. Using a metric ruler, determine the length of the items in Table 1.1 below:

 

In the final column, you are to estimate your measurement precision. To do this, measure each item a second or even third time. How close are the measurements? If there is a range of values for the length you measure, record the average difference between measurement values as your uncertainty. If your measured value for a given object appears the same after repeated measurements, this does not necessarily mean that your uncertainty is zero. Look closely at your ruler or measurement device and estimate the smallest unit of length that you would be able to discriminate with it. Every measurement device has limits. For instance, very few people use a ruler with a precision greater than 1/3 or 1/2 of a millimeter; in many cases, even this precision is difficult or impossible to obtain. Typically +/- 1 mm is standard for measuring flat objects with a ruler, but this uncertainty can be expected to go up when the object has significant curvature or its length is not quite so well defined.

 

To measure the circumference (length around) of your head or thigh, wrap a piece of string around it and mark where the string meets itself. Then lay the string out flat and measure the length with your ruler.

 

Table 1.1. Metric measurements and uncertainties.

	meters	cm	mm	inches	Uncertainty ?
Your favorite shoe	.254	25.4	254	10	2.54
Your index finger	0.0762	7.62	76.2	3	7.62
A pencil	0.1524	15.24	152.4	6	1.524
Fingernail of your pinky	0.003175	0.3175	3.175	1/8	.3175
Width of a credit card
The circumference of your thigh
The circumference of your head

2. Measure and record volume in Table 1.2.

 

Estimate the rough volume of your head by using the circumference (denoted C) and multiplying out this formula (based on the volume of a sphere =4pr³/3 = C³/(6p²)):

 

Volume ? 1/59 × C × C × C = C³/59

 

Estimate the uncertainty in your head volume (?V, called “delta V”) calculation by using the uncertainty in your measurement of the circumference of your head (denoted ?C) and multiplying through the following formula:

 

?V ? 3/59 × C × C × ?C = 3/59 × C² × ?C

 

Table 1.2. Head volume and uncertainty estimates.

Circumference (C)	Uncertainty in Circumference (?C)	Head Volume   ? 1/59 C3	Uncertainty in Head Volume (?V) ? 3/59 × C2 × ?C

 

 

3. Complete the conversions in Table 1.3. The first row has been done.

 

Table 1.3. Length conversions.

Length	km	m	miles	feet
2.0 km	2.0	2,000	1.24	6,562
705 m		705
3.25 miles			3.25
300 ft				300

 

 

4. Complete the conversions in Table 1.4.

 

Table 1.4. Mass conversions.

Weight	kg	g	pounds (lbs)
5.0 kg	5.0
400 g		400
50 pounds			50

 

 

 

5. Complete the conversions in Table 1.5.

 

Table 1.5. Volume conversions.

Volume	liters	ml	gallons
6.0 liters (l)	6.0
600 ml		600
3 gallons			3

 

 

6. Complete the conversions in Table 1.6.

 

Table 1.6. Temperature conversions.

Temperature	°C	°F
100 °C	100
27 °C	27
-2 °C	-2
27 °F		27
95 °F		95
-40 °F		-40

 

 

7. Population biologists use the term “Doubling time” to refer to how long it takes a population to double in size. This concept is particularly useful when the average time for a given individual to reproduce is fairly constant in a species. Consider a bacterial population that can reproduce by dividing into two daughter cells (binary fission) from an original single individual cell. Assume a doubling time of ten minutes and fill out the following table. At time zero there is one bacterium, ten minutes later there are two bacteria, ten minutes after that there are 4 bacteria, etc. Fill in the blanks in Table 1.7.

 

Table 1.7. Population growth.

Number of Bacteria	1	8			First exceeds 10,000
Time	0	30 min	1 hour	2 hour

 

Unit 1 Home Lab 2: Enzymes

Points: 40p

Name:

Purpose (4p)

Lab Summary (6p)

Lab Answers (14p)

1. Fill in the following table. Compare all cups. Use relative terms to describe the size and number of bubbles in each cup. For instance, describe the Number of Bubbles using the terms: No bubbling, Moderate bubbling, Good bubbling, Very good bubbling. To describe average bubble size use the terms: Very small, Small, Large, or Very large. To describe pH without access to pH detectors, simply use the pH chart earlier in this chapter to describe each as acidic, neutral,or basic. To describe the Catalase Activity, use your data on the size and number of bubbles to estimate the amount of gas produced in the Catalase mediated process. Use the following terms: Very Low, Low, Moderate, High, Very high

 

Table 2.1. Catalase reaction observations.

Cup	Number of Bubbles	Size of Bubbles	pH	Catalase Activity
1
2
3
4

 

 

2. Bubbling indicates the formation of what chemical?

 

 

3. Describe the activity of Catalase as pH increases. Do you think that other enzymes are likely to behave in this way as well? Why or why not.

 

 

4. Assume that you have a pH meter which would enable you to very accurately measure the pH of a solution. Describe an experimental design that would allow you to pinpoint the exact pH at which Catalase is the most active.

 

 

5. Regarding cup #1:

a) Describe the utility of cup #1 as a control.

b) What other material did you introduce to this cup? Describe what you observed. How does Catalase activity in the material you investigated compare to potato?

Unit 1 Home Lab 3: Cellular Respiration

Points: 40p

Name:

Purpose (4p)

Lab Summary (6p)

Lab Answers (14p)

1. List the following experimental materials:

a) Kind of yeast used:

b) Kind of water used:

c) Average temperature of the water bath during the experiment:

d) Average room temperature during the experiment (estimate if necessary):

e) Duration of yeast solutions exposure to bath:

 

2. List your results in Tables 3.1 – 3.4.

 

Table 3.1. Independent variables and experimental conditions.

Bottle	Sugar	Yeast	Water	Yeast solution height (in cm)	To be heated in warm water bath?
1	1 teasp	2 teasp	¼ cup		No. Leave this bottle at room temp.
2	1 teasp	2 teasp	¼ cup		Yes.
3	1 teasp	2 teasp	¼ cup		Yes. Replicates bottle #2
4	1/3 teasp	2 teasp	¼ cup		Yes.
5	No Sugar	2 teasp	¼ cup		Yes.
6			¼ cup

 

Table 3.2. Observations of dependent variables.

Bottle	Balloon size	Yeast growth	Other observations
1
2
3
4
5
6

 

 

 

Table 3.3. Balloon size and solution height measurements.

Bottle	Circumference, C (cm)	Uncertainty in C, ?C	Radius (long axis, R; cm)	Uncertainty in R, ?R	New height of yeast solution (in cm)
1
2
3
4
5
6

 

 

3. In Table 3.4, record yeast growth and estimated volume of each balloon on Bottles 1-6.

 

a. Yeast growth = New height (in Table 3.3) – Original height (in Table 3.1)

 

b. If the balloon did not inflate, it has a volume of zero.

 

c. To estimate the volume of each balloon, use the following formula for the approximate volume of an ellipsoid with a horizontal circumference C and long axis radius R (from Table 3.3):

 

Volume ? 2/19 × (C × C × R)

 

d. To estimate the fractional uncertainty in the volume, use this formula:

 

?V ? 2 × (?C +?R) / C

 

Table 3.4. Yeast growth and balloon volume.

Bottle	Independent Variable	Yeast growth: (Change in solution height)	Balloon Volume (cm3)	Uncertainty in Balloon Volume estimate (?V)
1	No heating
2	Control 1
3	Control 2
4	1/3 teaspoon sugar
5	No sugar
6

 

 

4. Outline the experimental questions in this yeast activity (in a paragraph or two).

 

5. Describe what is measured by the balloon volume. How does it correlate with yeast growth?

 

6. Compare Bottles # 2 & 3. Are they very different? Discuss the utility of having a duplicate measurement when considering the precision of your experimental technique.

 

7. Compare Bottles # 1 to 2 & 3 and discuss the effect of temperature on cellular respiration in yeast.

 

8. Compare Bottles # 2, 3, 4, 5 and discuss the effect of sugar on cellular respiration in yeast.

 

9. Discuss results obtained with your experimental Bottle #6 in comparison with the other experimental conditions.

 

10. In a paragraph or two, describe your conclusions, thoughts about what you learned about cellular respiration, and/or things that went wrong.

Unit 1 Home Lab 4: Genetics and DNA

Points: 40p

Name:

Purpose (4p)

Lab Summary (6p)

Lab Answers (14p)

 

1. Describe what you can see in the final DNA extraction solution. Is the precipitant bubbly or stringy? Does it stick together or does it form many islands?

 

2. List your phenotype for the tongue rolling, ear attachment, and hitch-hiker thumb traits in Table 4.1. Use the following notation:

a) If you can roll your tongue, then your phenotype is R. If you cannot, then your phenotype is r.

b) If your earlobes are unattached, then your phenotype is U. If your earlobes are attached, then your phenotype is u.

c) If you do not have a hitch-hiker thumb, then your phenotype is H. If you do have a hitch-hiker thumb, then your phenotype is h.

 

Use the information above to determine your possible genotypes and record them in Table 4.1. Notice that the phenotype for a given trait is recorded with a single letter, whereas the genotype requires two letters per trait.

 

Then, using what you have figured about your genotype, infer the different possible genotypes that your parents could have had. For instance, if you determine that your possible genotype for earlobe attachment is UU or Uu,then the possible parental genotypes are:

 

Possible parents of UU: UU ×UU; UU ×Uu; Uu × Uu

Possible parents of Uu: UU ×Uu; UU × uu; Uu × Uu; Uu × uu

 

For this question, do not ask your parents about their phenotypes! You will do this in question 3. Question 2 is an exercise in inference based on your understanding of genetics.

 

 

 

 

Table 4.1. Personal phenotype and genotype; inferred possible parental genotypes.

Trait	Your Phenotype	Your possible Genotypes	Inferred possible parental genotypes
Tongue rolling (R or r)
Earlobe attachment (U or u)
Hitch-hiker thumb (H or h)

 

 

 

3. Complete Table 4.2 for you, any blood relatives that you can ask (i.e., parents, siblings, children, etc.), and at least five unrelated “Others” (e.g., spouse, friends, co-workers, etc.). As before, phenotypes for a given trait are recorded with a single letter. You may wish to report separately on your children and spouse in Table 4.3.

 

Table 4.2. Observed parental, sibling, and other’s phenotypes,

Trait	Mother’s Phenotype	Father’s Phenotype	Relatives’ Phenotype(s)	Others’ Phenotype(s)
Tongue rolling (R or r)
Earlobe attachment (U or u)
Hitch-hiker thumb (H or h)

 

 

In Table 4.2, are there any traits that are particularly common or uncommon among you and your relatives, compared to the unrelated others?

 

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