• Anne Bradstreet’s Use Of The Metaphor/Extended Metaphor In “The Author To Her Book”

Surname 4

Student’s Name

Professor’s Name

Course

Date

Metaphor in The Author to Her Book

The Author to Her Book by Anne Bradstreet is a perfect representation of the author’s feelings towards her book following its publication and criticism for being an unfinished piece. Bradstreet uses the controlling metaphor in the poem to illustrate an author’s dissatisfaction with her book. In essence, she uses the leading metaphor entailing Bradstreet and her book to the association of a caring mother and her kid so as to demonstrate the complicated attitude of the author, which changes in the entire process of the work. The controlling metaphor represents the poem’s part that expresses the faults characterizing her book, which shows the author’s conflicting tone. Thus, Bradstreet uses metaphor in the poem to clearly communicate her emotions towards the publication of her works.

While Bradstreet applies extended metaphor in the poem, The Author to Her Book to stress her displeasure with the works, she demonstrates an unwillingness to abandon her original piece. In the first line, Bradstreet offers the overall description regarding her view of her own creation. For instance, she says “ill-formed offspring” to illustrate that the book is her own making and that it is flawed (Bradstreet 1). Additionally, the author expresses her feeling of embarrassment concerning the publication of her private pieces without her approval. Bradstreet feels disappointed that the works were published before they were corrected and edited. From line six to nine, the author compares the humiliation from her unperfected work to the shame that a parent experiences because of their irritable child. Moreover, Bradstreet shows her intention to delete errors in line 10 through 14 of the poem. However, she notices that it is impossible to erase errors since the poem is already printed. Line 9 through 10 demonstrates that Bradstreet is not the finest mother (Shmoop 1). The author attempts to renounce the work since it is “irksome”, meaning that the book is irritating and frustrating.

In The Author to Her Book, Bradstreet demonstrates her shame, which is manifested throughout the poem. She struggles with the aspect of her piece’s publication before perfection. In her skillful usage of extended metaphor, the author piles a complex series of parallels entailing parent and author as well as book and child, which are both creator to creation associations. As a result, the reader is emotionally connected to the author’s condition (eNotes 1). Furthermore, Bradstreet equates herself to an imperfect parent or mother through metaphor. In line 17 through 18, Bradstreet contends, “In better dress to trim thee was my mind, / But nought save homespun cloth I’th’ house I find” (Bradstreet 1). Bradstreet maintains that despite her intentions to perfect the text, she could only manage to “dress it” using homely cloth. Metaphorically, the concept implies that Bradstreet uses what is at his disposal while she recognizes that the flaws in the texts were as result of homeliness as well as her individual brain shortfalls. Overall, it can be said that the “child”/texts are flawed because of the defective mind of the creator, who is Bradstreet in this case. Bradstreet instructs the “child” in the final lines. Generally, she maintains that the “child” only has a missing mother, which is the reason why she is unable to dress in a better cloth despite her desire.

Other metaphors exist within the extended metaphor. Bradstreet illustrates that she “washed” the book’s face to suggest that she attempted to enhance the content and appearance of the book. However, Bradstreet says “And rubbing off a spot still made a flaw” to mean that she committed other blunders in the process of correcting the errors in the book (Bradstreet 1). The metaphors to illustrate Bradstreet’s activities on the work are responsible for the personification of the book as a “child”. She also uses metaphor in the last line as sending the book out of the door implies that the book is released for publication. In conclusion, extended metaphor is used in The Author to Her Book to precisely demonstrate Bradstreet’s displeasure with her book, which is released while still imperfect.

Works Cited

Bradstreet, Anne. The Author to Her Book. 1978. Available at: https://www.poets.org/poetsorg/poem/author-her-book

eNotes. What literary devices are most important in Anne Bradstreet’s poem, “The Author to Her Book”? 2011. Available at: https://www.enotes.com/homework-help/what-literary-elements-would-anne-bradstreets-poem-268355

Shmoop. The Author to Her Book by Anne Bradstreet. 2019. Available at: https://www.shmoop.com/the-author-to-her-book/mother-children-imagery.html

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

THEO 104 QUIZ 6

Question 1 

  1. Johnathan Edwards and George      Whitefield were key figures in the Second Great Awakening.

True

False

2 points

Question 2 

  1. What is the name of the first      major division within the Christian church?

The Great Schism

The Reformation

The Great Awakening

2 points

Question 3 

  1. It was at the Council of Nicea      that the Roman Catholic Church set its doctrines in contrast with the      doctrines of the Protestant movement.

True

False

2 points

Question 4 

  1. The persecution of Christians increased      when Emperor Constantine was appointed ruler of Rome and Christianity was      proclaimed as the official religion.

True

False

2 points

Question 5 

  1. Who had a large influence and      ministry in Switzerland and wrote institutes of the Christian religion?

Martin Luther

John Calvin

Ulrich Zwingli

2 points

Question 6 

  1. The call to be a member of a      church is more than a call for participation. It is also a call for      ________.

Transformation

Initiation

Accommodation

Anticipation

2 points

Question 7 

  1. Within the New Testament,      especially within the letters of Paul, one notices that there were many      different churches within each city.

True

False

2 points

Question 8 

  1. In the Bible, Baptism is      reserved only for individuals who professed faith in the risen      Jesus.

True

False

2 points

Question 9 

  1. The Greek term ekklesia,      commonly translated “church” means, “the people of God.”

True

False

2 points

Question 10 

  1. The church has a local and global connotation.

True

False

2 points

Question 11 

  1. The Bible strictly forbids women      from holding the office of deacon.

True

False

2 points

Question 12 

  1. Which of the following is not one      of the three basic models of church government?

Protestant

Episcopalian

Presbyterian

Congregational

2 points

Question 13 

  1. The term apostle in the strict      sense of the word refers to those who accompanied Jesus throughout his      earthly ministry and who had witnessed his resurrection.

True

False

2 points

Question 14 

  1. Acts 14:23 does NOT point in the      direction of a plurality of elders as the normative practice in the early      church planting movement.

True

False

2 points

Question 15 

  1. Which of the following is not one      of the three main church offices listed in the New Testament?

Pastor

Apostle

Deacon

Bishop

2 points

Question 16 

  1. The early church did not have much      fellowship or community.

True

False

2 points

Question 17 

  1. What passage of scripture gives      insight into the routine activity of the early church?

Acts 12:3-9

Luke 24:13-34

Acts 2:41-47

None of the above

2 points

Question 18 

  1. New Testament Scripture indicates      that the church is made up mostly of nonbelievers.

True

False

2 points

Question 19 

  1. In a healthy church, church      leadership, including pastors, are exclusively responsible for      doing the work of the ministry.

True

False

2 points

Question 20 

  1. Though prayer is important, it      should not be prioritized in the church.

True

False

2 points

Question 21 

  1. __________ baptism was a baptism      of identification with sinful humanity.

John’s

Jesus’s

Christian

Paul’s

2 points

Question 22 

  1. Most theologians agree that the      purpose of the Lord’s Supper is to proclaim the significance of Jesus’s      death.

True

False

2 points

Question 23 

  1. The      major debate concerning baptism throughout church history is concerning      the recipients of baptism and the mode of baptism.

True

False

2 points

Question 24 

  1. The examples of Jesus’s baptism      and baptism in Acts bear witness to baptism by sprinkling.

True

False

2 points

Question 25 

  1. _______ communion allows any      Christian to participate in the Lord’s Supper.

Open

Close

Closed

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Why Is It So Important To Formulate Your Brief For A Data Presentation?

Running head: FORMULATING A DATA PRESENTATION BRIEF 1

FORMULATING A DATA PRESENTATION BRIEF3

Formulating a Data Presentation Brief

Student Name

Institution

Course

Date

A brief is a way of communicating to clients and stakeholders about the objectives of a business and what the business aims to achieve at the end. Formulating a brief provides information to clients and partners and thus it is important to provide the right information in a proper manner for the best results (Brigham, 2016). An effective data presentation brief utilizes the relationship between the presenter and the clients and ensures that it puts data in a clear and concise manner which is able to draw the attention of the audience and make them comprehend the data (Kirk, 2016). Data presentations may contain large volumes of variable data and using the right method to formulate a brief determines the ease with which the audience is able to understand, visualize the data and create interest in the project.

One of the methods of formulating an effective data presentation brief is through the use of charts. Charts provide an interesting way of presenting data to an audience. Charts have an advantage when presenting a data brief in that they enable presenters to display data in ways that are appealing to the audience (Kirk, 2016). This is because different charts like bar graphs can use different colors that are appealing which help to capture the attention of the audience (Kirk, 2016). In addition, bar graphs are easy to read, interpret and understand at a glance. One of the disadvantage of using charts as a method of presenting data briefs is that focusing on the visual aspects of charts as a way to make them attractive to the audience may end up camouflaging the data being presented which can make the audience to miss the objectives (Brigham, 2016). In addition, presenting complex data on charts may be boring to the audience. Another limitation with the use of charts such as pie charts is that they are limited to the number of variables that they can display and therefore, if the data contains numerous variables, they become inappropriate.

Using a Tedtalk can help in presenting data statistics to an audience. This is normally accompanied by some data slides. This method gives the presenter a golden opportunity to be more convincing to the audience through their display of confidence (Brigham, 2016). The presentation can win over the audience depending on the credibility of the speaker. This method might be a disadvantage if the presenter has poor communication skills and lack of confidence. Talking might also get the audience bored and make them fail to visualize the data.

The method of formulating a data brief presentation is very critical to the success of a presentation in terms of the ease in which the audience is able to visualize and comprehend the data and therefore presenters to select a method whose benefits outweigh the disadvantages in order to communicate effectively to the audiences.

References

Brigham, T. J. (2016). Feast for the eyes: an introduction to data visualization. Medical reference services quarterly35(2), 215-223.

Kirk, A. (2016). Data Visualisation: A Handbook for Data Driven Design. Thousand Oaks, CA: Sage Publications, Ltd.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

NURS 6050 Assignment: Agenda Comparison Grid And Fact Sheet Or Talking Points Brief

It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.

Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.

As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.

In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.

To Prepare:

  • Review the agenda priorities of the current/sitting U.S. president and the two previous presidential administrations.
  • Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
  • Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
  • Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.

The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)

Part 1: Agenda Comparison Grid

Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:

  • Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.
  • Describe the administrative agenda focus related to the issue you selected.
  • Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.
  • Explain how each of the presidential administrations approached the issue.

(A draft of Part 1: Agenda Comparison Grid should be posted to the Module 1 Discussion Board by Day 3 of Week 1.)

Part 2: Agenda Comparison Grid Analysis

Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:

  • Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?
  • How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?
  • Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?

Part 3: Fact Sheet or Talking Points Brief

Based on the feedback that you received from your colleagues in the Discussion, revise Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis.

Then, using the information recorded on the template in Parts 1 and 2, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. You can use Microsoft Word or PowerPoint to create your Fact Sheet or Talking Point Brief. Be sure to address the following:

  • Summarize why this healthcare issue is important and should be included in the agenda for legislation.
  • Justify the role of the nurse in agenda setting for healthcare issues.
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Lab5 Questions

Custom Lab Manual   UMUC Physical Science NSCI  101/103

© 2012, eScience Labs LLC  All rights reserved

www.eciencelabs.com ● 888‐375‐5487

3

Table of Contents

Custom Lab Manual for Physical Science NSCI 101/103      Lab 1: Introduc on to Science    Lab 2: Types of Forces     Lab 3: Newton’s Laws    Lab 4: Acids & Bases    Lab 5: Chemical Processes        Lab 6: Light    Lab 7: Radioac vity

4

Time and Addi onal Materials Required

Time and Addi onal Materials Required for Each Lab

Lab 1: Introduc on to Science    o  Time Required: 60 minutes     o  Addi onal Materials Needed: None      Lab 2: Types of Forces    o  Time Required: 60 minutes    o  Addi onal Materials Needed: None      Lab 3: Newton’s Laws    o  Time Required: 60 minutes    o  Addi onal Materials Needed: A deep dish, water, 2 chairs (for  supports)

Lab 4: Acids and Bases

o  Time: 60 min.     o  Materials needed: Tomato juice, dis lled water, milk

Lab 5: Chemical Processes

o  Time: 60 min.    o  Materials needed: none      Lab 6: Light    o  Time Required: 45‐60 minutes    o  Addi onal Materials Needed: White paper      Lab 7: Radioac vity    o  Time Required: 45‐60 minutes    o  Addi onal Materials Needed: None

5

Lab Safety

Lab Safety  Always follow the instruc ons in your laboratory manual and these general rules:

Lab prepara on

 Please thoroughly read the lab exercise before star ng!

 If you have any doubt as to what you are supposed to be doing and how to do it safely,  please STOP and then:

Double‐check the manual instruc ons.

Check www.esciencelabs.com for updates and  ps.

Contact us for technical support by phone at 1‐888‐ESL‐Kits (1‐888‐375‐5487) or by  email at Help@esciencelabs.com.

 Read and understand all labels on chemicals.

If you have any ques ons or concerns, refer to the Material Safely Data Sheets  (MSDS) available at www.esciencelabs.com. The MSDS  lists the dangers, storage  requirements, exposure treatment and disposal instruc ons for each chemical.

 Consult your physician if you are pregnant, allergic to chemicals, or have other medical  condi ons that may require addi onal protec ve measures.

Proper lab a re

 Remove all loose clothing (jackets, sweatshirts, etc.) and always wear closed‐toe shoes.

 Long hair should be pulled back and secured and all jewelry (rings, watches, necklaces,  earrings, bracelets, etc.), should be removed.

 Safety glasses or goggles should be worn at all  mes. In addi on, wearing so  contact  lenses while conduc ng experiments is discouraged, as they can absorb  poten ally  harmful chemicals.

eScience Labs, LLC designs every kit with safety as our top priority.  Nonetheless, these are science kits and contain items which must be

handled with care. Safety in the laboratory always comes first!

6

Lab Safety

 When handling chemicals, always wear the protec ve goggles, gloves, and apron       provided.

Performing the experiment

 Do not eat, drink, chew gum, apply cosme cs or smoke while conduc ng an experi‐ ment.

 Work in a well ven lated area and monitor experiments at all  mes, unless instructed  otherwise.

 When working with chemicals:

Never return unused chemicals to their original container or place chemicals in an                        unmarked container.

Always put lids back onto chemicals immediately a er use.

Never ingest chemicals.  If this occurs, seek immediate help.

Call 911 or “Poison Control” 1‐800‐222‐1222

 Never pipe e anything by mouth.

 Never leave a heat source una ended.

If there is a fire, evacuate the room immediately and dial 911.

Lab Clean‐up and Disposal

  If a spill occurs, consult the MSDS to determine how to clean it up.

 Never pick up broken glassware with your hands.  Use a broom and a dustpan and dis‐ card in a safe area.

 Do not use any part of the lab kit as a container for food.

 Safely dispose of chemicals.  If there are any special requirements for disposal, it will  be noted in the lab manual.

 When finished, wash hands and lab equipment thoroughly with soap and water.

Above all, USE COMMON SENSE!

7

Student Portal

Introduc on  o   Safety Video  o   Scien fic Method Video

Newtonian Mechanics

o  The Science of Sailing Video  o  The Moving Man  o  Slam Dunk Science  o  The Science of Skateboarding  o  Projec le Mo on  o  Ladybug Revolu on  o  Energy Skate Park

Chemistry and Light

o  Acid base reac ons  o Geometric Op cs

 

Log on to the Student Portal using these  easy steps:

Visit our website, www.esciencelabs.com,  and click on the green bu on  (says

“Register or Login”) on the top right side  of the page.  From here, you will be taken  to a login page. If you are registering your  kit code for the first  me, click the “create  an account” hyperlink. Locate the kitcode,  located on a label on the inside of the kit  box lid. Enter this, along with other re‐

quested informa on into the online form  to create your user account. Be sure to  keep track of your username and pass‐

word as this is how you will enter the Stu‐ dent Portal for future visits. This establish‐ es your account with the eScience Labs’

Student Portal.    Have fun!

Student Portal Content

Lab 1: Introduc on to Science

11

Lab 1: Introduc on to Science

What is science? You have likely taken several classes throughout your career as a student, and know that it  is more than just chapters in a book. Science is a process. It uses evidence to understand the history of the  natural world and how it works. Scien fic knowledge is constantly evolving as we understand more about the  natural world. Science begins with observa ons that can be measured in some way, and o en concludes with  observa ons from analyzed data.

Following the scien fic method helps to minimize bias when tes ng a theory. It helps scien sts collect and  organize informa on in a useful way so that pa erns and data can be analyzed in a meaningful way. As a sci‐ en st, you should use the scien fic method as you conduct the experiments throughout this manual.

Concepts to explore:   The Scien fic Method

 Observa ons

 Hypothesis

 Variables

 Controls

 Data Analysis

 Unit Conversions

 Scien fic Nota on

 Significant Digits

 Data Collec on

 Tables

 Graphs

 Percent Error

 Scien fic Reasoning

 Wri ng a Lab Report

Figure 1: The process of the scien fic method

12

Lab 1: Introduc on to Science

The process of the scien fic method begins with an observa on. For ex‐ ample, suppose you observe a plant growing towards a window. This ob‐ serva on could be the first step in designing an experiment. Remember  that observa ons are used to begin the scien fic method, but they may  also be used to help analyze data.

Observa ons can be quan ta ve (measurable), or qualita ve  (immeasurable; observa onal). Quan ta ve observa ons allow us to rec‐ ord findings as data, and leave li le room for subjec ve error. Qualita ve  observa ons cannot be measured. They rely on sensory percep ons. The  nature of these observa ons makes them more subjec ve and suscep ble  to human error.

Lets review this with an example. Suppose you have a handful of pennies. You can make quan ta ve observa‐ ons that there are 15 pennies, and each is 1.9 cm in diameter. Both the quan ty, and the diameter, can be pre‐

cisely measured. You can also make qualita ve observa ons that they are brown, shiny, or smooth. The color and  texture are not numerically measured, and may vary based on the individual’s percep on or background.

Quan ta ve observa ons are generally preferred in science  because they involve “hard” data. Because of this, many sci‐ en fic instruments, such as microscopes and scales, have  been developed to alleviate the need for qualita ve observa‐ ons. Rather than observing that an object is large, we can

now iden fy specific mass, shapes, structures, etc.

There are s ll many situa ons, as you will encounter throughout this lab manual, in which qualita ve observa‐ ons provide useful data. No cing the color change of a leaf or the change in smell of a compound, for example,

are important observa ons and can provide a great deal of prac cal informa on.

Once an observa on has been made, the next step is to develop a hypothesis. A hypothesis is a statement de‐ scribing what the scien st thinks will happen in the experiment. A hypothesis is a proposed explana on for an  event based on observa on(s).  A null hypothesis is a testable statement that if proven true, means the hypothe‐ sis was incorrect.  Both a hypothesis and a null hypothesis statement must be testable, but only one can be true.  Hypotheses are typically wri en in an if/then format. For example:

Hypothesis:

If plants are grown in soil with added nutrients, then they will grow faster than plants grown without  added nutrients.

If plants grow quicker when nutrients are added,  then the hypothesis is accepted and the null

hypothesis is rejected.

Figure 2: What affects plant growth?

13

Lab 1: Introduc on to Science

Null hypothesis:

If plants are grown in soil with added nutrients, then they will grow at the same rate as  plants grown in soil without nutrients.

There are eon many ways to test a hypothesis. However, three rules must always be followed for results to be valid.

 The experiment must be replicable.

 Only test one variable at a  me.

 Always include a control.

Experiments must be replicable to create valid theories. In other words, an  experiment must provide precise results over mul ple trials Precise results  are those which have very similar values (e.g., 85, 86, and 86.5) over mul ‐ ple trials. By contrast, accurate results are those which demonstrate what  you expected to happen (e.g., you expect the test results of three students  tests to be 80%, 67%, and 100%). The following example demonstrates the  significance of experimental repeatability. Suppose you conduct an experiment and conclude that ice melts in 30 seconds when placed on a burner,

but you do not record your procedure or define  the precise variables included. The conclusion  that you draw will not be recognized in the scien‐ fic community because other sciensts cannot

repeat your experiment and find the same results. What if another scien st  tries to repeat your ice experiment, but does not turn on the burner; or, uses a larger ice chunk. The results will not be the same, because the experi‐ ment was not repeated using the same procedure. This makes the results  invalid, and demonstrates why it is important for an experiment to be repli‐ cable.

 

Variables are defined, measurable components of an experiment. Controlling variables in an experiment allows the scien st to quan fy changes that occur. This allows for focused results to be meas‐ ured; and, for refined conclusions to be drawn. There are two types of variables, independent variables  and dependent variables.

Independent variables are variables that sciensts select to change. For example, the  me of day,  amount of substrate, etc. Independent variables are used by scien sts to test hypotheses. There can

If plants grow quicker when nutrients are added,  then the hypothesis is accepted and the null

hypothesis is rejected.

Accurate results all hit the  bulls‐eye on a target.

Precise results may not hit  the bulls‐eye, but they all

hit the same region.

14

Lab 1: Introduc on to Science

only be one independent variable in each experiment. This is because if a change occurs, scien sts  need to be able to pinpoint the cause of the change. Independent variables are always placed on the x‐ axis of a chart or graph.

 

Dpendent variables are variables that scien sts observe in rela onship to the independent variable.  Common examples of this are rate of reac on, color change, etc. Any changes observed in the dependent variable are caused by the changes in the independent variable. In other words, they depend on  the independent variable. There can be more than one dependent variable in an experiment. Dependent variables are placed on the y‐axis of a chart or graph.

A control is a sample of data collected in an experiment that is not exposed to the independent variable. The control sample reflects the factors that could influence the results of the experiment, but do  not reflect the planned changes that might result from manipula ng the independent variable. Con‐ trols must be iden fied to eliminate compounding changes that could influence results. O en, the  hardest part of designing an experiment is determining how to isolate the independent variable and  control all other possible variables. Scien sts must be careful not to eliminate or create a factor that  could skew the results. For this reason, taking notes to account for uniden fied variables is important.  This might include factors such as temperature, humidity,  me of day, or other environmental condions that may impact results.

There are two types of controls, posive and negative. Negative controls are data samples in which  you expect no change to occur. They help scien sts determine that the experimental results are due to  the independent variable, rather than an uniden fied or unaccounted variable. For example, suppose  you need to culture bacteria and want to include a nega ve control. You could create this by streaking  a sterile loop across an agar plate. Sterile loops should not create any microbial growth; therefore, you  expect no change to occur on the agar plate. If no growth occurs, you can assume the equipment used  was sterile. However, if microbial growth does occur, you must assume that the equipment was con‐ taminated prior to the experiment and must redo the experiment with new materials.

Alterna vely, posi ve controls are data samples in which you do expect a change. Let’s return to the  growth example, but now you need to create a posi ve control. To do this, you now use a loop to  streak a plate with a sample that you know grows well on agar (such as E. coli). If the bacteria grow,  you can assume that the bacteria sample and agar are both suitable for the experiment. However, if  the bacteria do not grow, you must assume that the agar or bacteria has been compromised and you  must re‐do the experiment with new materials.

15

Lab 1: Introduc on to Science

The scien fic method also requires data collec on. This may reflect what occurred before, during, or  a er an experiment. Collected results help reveal experimental results. Results should include all rele‐ vant observa ons, both quan ta ve and qualita ve.

A er results are collected, they can be analyzed. Data analysis o en involves a variety of calcula ons,  conversions, graphs, tables etc. The most common task a scien st faces is unit conversion. Units of  me are a common increment that must be converted. For example, suppose half of your data is meas‐

ured in seconds, but the other half is measured in minutes. It will be difficult to understand the rela‐ onship between the data if the units are not equivalent.

When calcula ng a unit conversion, significant digits must be accounted for. Significant digits are the  digits in a number or answer that describe how precise the value actually is. Consider the following  rules:

Addi on and subtrac on problems should result in an answer that has the same number of significant  decimal places as the least precise number in the calcula on. Mul plica on and division problems  should keep the same total number of significant digits as the least precise number in the calcula on.  For example:

Addi on Problem: 12.689 + 5.2 = 17.889 → round to 18

Mul plica on Problem: 28.8 x 54.76 = 1577.088 → round to 1580 (3 sig. digits)

Rule  Example

Any non‐zero number (1‐9) is always significant  45 has two significant digits

3.99 has three significant digits  248678 has six significant digits

Any  me a zero appears between significant num‐ bers, the zero is significant

4005 has four significant digits  0.34000000009 has eleven significant digits

Zeros that are ending numbers a er a decimal  point or zeros that are a er significant numbers

before a decimal point are significant

45.00 has four significant digits  15000.00 has seven significant digits

Zeros that are used as placeholders are NOT sig‐ nificant digits

62000000 has only two significant digits  .0000000897 has only three significant digits

A ze

16

Lab 1: Introduc on to Science

Scien fic nota on is another common method used to transform a number. Scien fic data is o en very  large (e.g., the speed of light) or very small (e.g., the diameter of a cell). Scien fic nota on provides an  abbreviated expression of a number, so that scien sts don’t get caught up coun ng a long series of  zeroes.

There are three parts to scien fic nota on: the base, the coefficient and the exponent. Base 10 is al‐ most always used and makes the nota on easy to translate. The coefficient is always a number be‐ tween 1 and 10, and uses the significant digits of the original number. The exponent tells us whether  the number is greater or less than 1, and can be used to “count” the number of digits the decimal must  be moved to translate the number to regular nota on. A nega ve exponent tells you to move the deci‐ mal to the le , while a posi ve one tells you to move it to the right.

For example, the number 5,600,000 can be wri en as 5.6 x 106. If you mul ply 5.6 by 10 six  mes, you  will arrive at 5,600,000. Note the exponent, six, is posi ve because the number is larger than one. Al‐ terna ve, the number 0.00045 must be wri en using a nega ve exponent. To write this number in sci‐ en fic nota on, determine the coefficient. Remember that the coefficient must be between 1 and 10.  The significant digits are 4 and 5. Therefore, 4.5 is the coefficient. To determine the exponent, count  how many places you must move the decimal over to create the original number. Moving to the le ,  we have 0.45, 0.045, 0.0045, and finally 0.00045. Since we move the decimal 4 places to the le , our  exponent is ‐4. Wri en in scien fic nota on, we have 4.5 x 10‐4

Although these calcula ons may feel laborious, a well‐calculated presenta on can transform data into  a format that scien sts can more easily understand and learn from. Some of the most common meth‐ ods of data presenta on are:

Table: A well‐organized summary of data collected. Tables should display any informa on relevant to  the hypothesis. Always include a clearly stated  tle, labeled columns and rows, and measurement  units.

Variable  Height Wk. 1 (mm)  Height Wk. 2 (mm)  Height Wk. 3 (mm)  Height Wk. 4 (mm)

Control   (without nutrients)  3.4  3.6  3.7

4.0

Independent   (with nutrients)

3.5  3.7  4.1  4.6

Table Example: Plant Growth With and Without Added Nutrients

17

Lab 1: Introduc on to Science

Graph: A visual representa on of the rela onship between the independent and dependent variable.  They are typically created by using data from a table. Graphs are useful in iden fying trends and illus‐ tra ng findings. When construc ng a graph, it is important to use appropriate, consistent numerical  intervals. Titles and axes labels should also reflect the data table informa on. There are several differ‐ ent types of graphs, and each type serves a different purpose. Examples include line graphs or bar  graphs. Line graphs show the rela onship between variables using plo ed points that are connected  with a line.  There must be a direct rela onship and dependence between each point connected.  More  than one set of data can be presented on a line graph. By comparison, bar graphs: compare results that  are independent from each other, as opposed to a con nuous series.

Speed (kph)

Figure 4: Top speed for Cars A, B, C, and D

Figure 3: Plant growth, with and without nutrients,  over  me

Height   (mm)

18

Lab 1: Introduc on to Science

A er compiling the data, scien sts analyze the data to determine if the experiment supports or re‐ futes the hypothesis. If the hypothesis is supported, you may want to consider addi onal variables  that should be examined. If your data does not provide clear results, you may want to consider run‐ ning addi onal trials or revising the procedure to create a more precise outcome.

One way to analyze data is to calculate percent error. Many experiments perform trials which calcu‐ late known value. When this happens, you can compare experimental results to known values and cal‐ culate percent error. Low percent error indicates that results are accurate, and high percent error indi‐ cates that results are inaccurate. The formula for percent error is:

Note that the brackets in the numerator indicate “absolute value”. This means that the number in the  equa on is always posi ve.

Suppose your experiment involves gravity. Your experimental results indicate that the speed of gravity  is 10.1 m/s2, but the known value for gravity is 9.8 m/s2. We can calculate the percent error through  the following steps:

The scien fic method gives us a great founda on to conduct scien fic reasoning. The more data and  observa ons we are able to make, the more we are able to accurately reason through the natural phe‐ nomena which occur in our daily lives. Scien fic reasoning does not always include a structured lab  report, but it always helps society to think through difficult concepts and determine solu ons. For ex‐ ample, scien fic reasoning can be used to create a response to the changing global climate, develop  medical solu ons to health concerns, or even learn about subatomic par cles and tendencies.

Although the scien fic method and scien fic reasoning can guide society through cri cal or abstract  thinking, the scien fic industry typically promotes lab reports as a universal method of data analysis  and presenta on. In general terms, a lab report is a scien fic paper describing the premise of an ex‐ periment, the procedures taken, and the results of the study. They provide a wri en record of what

Percent Error = |(Experimental—Actual)|   x 100%        Actual

Percent Error =          |(10.1 m/s2 ‐ 9.8 m/s2)|       x 100%        (9.8 m/s2)

Percent Error =     |0.3 |    x 100%     (Note the units cancel each other out)       (9.8 )

Percent Error = 0.0306 x 100% = 3.1%   (Remember the significant digits)

19

Lab 1: Introduc on to Science

took place to help others learn and expedite future experimental pro‐ cesses. Though most lab reports go unpublished, it is important to  write a report that accurately characterizes the experiment per‐ formed.

Title  A short statement summarizing the topic

Abstract  A brief summary of the methods, results and conclusions.  It should not exceed 200 words and should be the last part wri en.

Introduc on

An overview of why the experiment was conducted.  It should include:   Background ‐ Provide an overview of what is already known and what ques ons re‐

main unresolved.  Be sure the reader is given enough informa on to know why and  how the experiment was performed.

 Objec ve ‐ Explain the purpose of the experiment (i.e. “I want to determine if taking  baby aspirin every day prevents second heart a acks.”)

 Hypothesis ‐ This is your “guess” as to what will happen when you do the experiment.

Materials and Methods  A detailed descrip on of what was used to conduct the experiment, what was actually  done (step by step) and how it was done. The descrip on should be exact enough that  someone reading the report can replicate the experiment.

Results  Data and observa ons obtained during the experiment. This sec on should be clear and  concise. Tables and graphs are o en appropriate in this sec on. Interpreta ons should not  be included here.

Discussion

Data interpreta ons and experimental conclusions.   Discuss the meaning of your findings. Look for common themes, rela onships and

points that perhaps generate more ques ons.   When appropriate, discuss outside factors (i.e. temperature,  me of day, etc.) that

may have played a role in the experiment.   Iden fy what could be done to control for these factors in future experiments.

Conclusion  A short, concise summary that states what has been learned.

References  Any ar cles, books, magazines, interviews, newspapers, etc. that were used to support  your background, experimental protocols, discussions and conclusions.

Part of the Lab Report  Purpose

Figure 5: Lab reports are an important  part of science, providing a way to

report conclusions and ideas.

20

Lab 1: Introduc on to Science

Exercise 1: Data Interpreta on

Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since virtually every living organ‐ ism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes  and rivers in order to support aqua c life. The dissolved oxygen is measured in units of ppm—or parts  per million. Examine the data in Table 2 showing the amount of dissolved oxygen present and the  number of fish observed in the body of water the sample was taken from; finally, answer the ques‐ ons below.

Ques ons  1.  What pa erns do you observe based on the informa on in Table 2?

2.  Develop a hypothesis rela ng to the amount of dissolved oxygen measured in the water sample  and the number of fish observed in the body of water.

3.  What would your experimental approach be to test this hypothesis?

4.  What would be the independent and dependent variables?

5.  What would be your controls?

Dissolved Oxygen  (ppm)  0  2  4  6

Number of Fish  Observed  0  1  3  10

8

12

10

13

12

15

14

10

16

12

18

13

Table 2: Water Quality vs. Fish Popula on

21

Lab 1: Introduc on to Science

6.  What type of graph would be appropriate for this data set?  Why?

7.  Graph the data from Table 2: Water Quality vs. Fish Popula on (found at the beginning of this  experiment).

8.  Interpret the data from the graph made in Ques on 7.

Exercise 2: Testable Observa ons  Determine which of the following observa ons are testable.  For those that are testable:

Determine if the observa on is qualita ve or quan ta ve  Write a hypothesis and null hypothesis  What would be your experimental approach?  What are the dependent and independent variables?  What are your controls ‐ both posi ve and nega ve?  How will you collect your data?  How will you present your data (charts, graphs, types)?  How will you analyze your data?

Observa ons  1.  When a plant is placed on a window sill, it grows 3 inches faster per day than when it is placed on

a coffee table in the middle of the living room.  Quan ta ve

2.  The teller at the bank with brown hair and brown eyes is taller than the other tellers.

22

Lab 1: Introduc on to Science

3.  When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than  when she does not exercise and eats fa y foods.

4.  The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10  pm.

5.  For the past two days, the clouds have come out at 3 pm and it has started raining at 3:15 pm.

6.  George did not sleep at all the night following the start of daylight savings.

Exercise 3: Conversion

For each of the following, convert each value into the designated units.

1.  46,756,790 mg = _______ kg

2.  5.6 hours = ________ seconds

3.  13.5 cm = ________ inches

4.  47 °C = _______ °F

Exercise 4: Accuracy and Precision

For the following, determine whether the informa on is accurate, precise, both or neither.

1.  During gym class, four students decided to see if they could beat the norm of 45 sit‐ups in a mi‐ nute. The first student did 64 sit‐ups, the second did 69, the third did 65, and the fourth did 67.

2.  The average score for the 5th grade math test is 89.5.  The top 4th graders took the test and

23

Lab 1: Introduc on to Science

scored 89, 93, 91 and 87.

3.  Yesterday the temperature was 89 °F, tomorrow it’s supposed to be 88°F and the next day it’s  supposed to be 90°F, even though the average for September is only 75°F degrees!

4.  Four friends decided to go out and play horseshoes. They took a picture  of their results shown to the right:

5.  A local grocery store was holding a contest to see who could most closely  guess the number of pennies that they had inside a large jar.  The first six  people guessed the numbers 735, 209, 390, 300, 1005 and 689.  The gro‐ cery clerk said the jar actually contains 568 pennies.

 

Exercise 5: Significant Digits and Scien fic Nota on

Part 1: Determine the number of significant digits in each number and write out the specific signifi‐ cant digits.

1.  405000

2.  0.0098

3.  39.999999

4.  13.00

5.  80,000,089

6.  55,430.00

7.  0.000033

8.  620.03080

Part 2: Write the numbers below in scien fic nota on, incorpora ng what you know about signifi‐ cant digits.

1.  70,000,000,000

2.  0.000000048

3.  67,890,000

4.  70,500

5.  450,900,800

6.  0.009045

7.  0.023

  Lab 2: Types of Forces

27

Lab 2: Types of Forces

Moon is an elementary concept of physics.  It is what happens when an object changes posi on and is  produced by a force (a push or pull on the object).  Kinema cs is the study of how things move.  Be‐ cause we deal so much with moving objects in the world, kinema cs is one of the most important and  visual areas in physics.     It is important to remember that mo on is rela ve. Even when we stand s ll, we are s ll moving. The  Earth that we stand on is rota ng and thus we are s ll moving. Nonetheless, it is of great value to  measure how things move. Velocity is a measure of how fast something is moving in a specific direc on  (velocity is commonly called speed, but the two terms have an important difference).  Expressed as a  ra o, velocity is the distance an object covers over an elapsed  me. Since we don’t know how much  the object has accelerated or decelerated in between measurements, this ra o will give us an average  velocity:

Figure 1: Surprisingly, light and heavy objects fall at the same rate when there is no  air resistance. If these two objects were dropped in a vacuum, both would hit the

ground at the same  me.

Concepts to explore:   Kinema cs   Types of forces   Velocity   Accelera on   Balanced/unbalanced forces   Free body diagrams

 Net force   Equilibrium

v  =  Δx           Δt

28

Lab 2: Types of Forces

Here, the value Δx is called the displacement, which is another word for the total change in posi on  measured in a straight line from an object’s star ng point to its ending point. (Note: Δ is the Greek  symbol for ‘change’ and represents a calcula on of the final measurement subtracted by the ini al  measurement). Velocity can be measured as an average over  me—as above—or at a single moment  (instantaneous velocity).  Velocity differs from our normal understanding of speed in that it requires a  known direc on. For example, if a car is driving 30 mph at a moment in  me we know its speed; but, if  we say it is going 30 mph west, we know the velocity at that point.      Constant velocity requires both constant speed and constant direc on. Accelera on occurs when an  object undergoes a change in velocity. Therefore, accelera on occurs when an object’s speed, direc‐ on of travel, or both change :

When you press the gas pedal in your car while driving on a straight road, you will experience linear  accelera on. The force of the seat pressing against your back indicates this change in velocity. If you  are driving around a turn, your speed may be constant but your direc on is changing. Fric on between  the road and your  res is causing you to accelerate into a new direc on of mo on.                           All accelera ons are caused by forces—more specifically, unbalanced forces. There are many types of  forces that can act on an object, characterized by the type of interac on between objects.

 Applied force is the force exerted on the object by a person or another object.    Gravita onal force is a force of a rac on between two masses. The size of the gravita on‐

al force depends on the size of the masses and the distance between them                 (Fgravity=m ·g). Gravity is a long‐range force which is rela vely weak, but it can have great  effects when objects are very massive—such as planets!

 An electromagne c force is a force that occurs between charged objects. Like gravity, elec‐ tromagne c  forces can act at long ranges. These forces are very powerful even if the par ‐ cles involved do not have much mass. Atomic nuclei are held together by electromagne c  forces.

 The normal force is the support force exerted on an object when it is in contact with an‐ other sta onary object. The normal force is the force exerted upward by the ground on  your feet (or whatever you are standing on) that keeps you from falling through the sur‐ face.

 Fric onal forces act to oppose the mo on of an object. No surface is perfectly smooth at a   microscopic scale. Fric on occurs when two surfaces are pressed together and molecules

Figure 2: Scalar quan es express magnitudes, while vector quan es ex‐ press magnitude and direc on.

Scalar:            Average Speed = 10 m/s

Vector:            Velocity = 10 m/s at 30°

a  =  Δv           Δt

29

Lab 2: Types of Forces

on each surface collide, impeding each other’s mo on. A specialized fric on force when an  object is in free fall is air resistance, which is affected by the speed of an object and its  cross‐sec onal area. Though it can never cause an object to move, it can check or stop mo‐ on. As resistance, fric on wastes power, creates heat and causes wear. It has been shown

that the force required to slide one object over another is propor onal to the normal force  pressing the surfaces together, expressed by the equa on shown below:                    Ff = μFN  where μ is called the coefficient of fric on and represents the roughness of the surfaces in  contact.  There are two types of fric on, sta c (not moving) fric on and kine c (moving)  fric on. They have unique coefficients of fric on, μs and  μk, respec vely. In general, μs ≥ μk.

 Tensile forces are transmi ed through an  object when opposing forces pull at op‐ posite ends. The tension force pulls  equally on the object from the opposite  ends.

 Spring forces are exerted on an object by  a compressed or stretched spring. The  spring acts to restore its original or equi‐ librium posi on. For most springs, the  magnitude of the force is directly propor‐ onal to the stretch or compression of

the spring, expressed by the equa on  below:

Fs=‐k∆x     The SI unit for force is the Newton (N), where 1 N = 1  kg·m/s2 (the lb is the English unit). In other words, it  takes 1 N of force to accelerate a 1 kg mass by 1 m/s2.  If you are given a mass in kilograms, all you need to  do to find the force (N) is to mul ply the mass by the accelera on due to gravity, g = 9.8 m/s2.  Take a  look at Figure 5 for an example. Another measurement of force you are familiar with is the pound (lb),  but scien sts usually s ck with the SI units of measurement.    When a number of forces act on an object at once, it is helpful to draw a free body diagram (FBD). Free  body diagrams show all the forces ac ng on an object as arrows. For now, we will only talk about forc‐ es that point in the horizontal or ver cal direc ons. Since forces are vector quan es, when they add  together we must take into account both magnitude and direc on. For example, if a 5 N force acts to  the le  on an object, and at the same  me an 8 N force acts to the right, the total force or net force  would be 3 N to the right. Using FBDs, you can visualize which forces will cancel others out.     When you draw a FBD, each object of interest is drawn (you can draw the object, or even a box or  point to represent the object), and each force is represented by an arrow.  The length of the arrow rep‐ resents that magnitude of the force, and the direc on of the arrow indicates the direc on the force is  ac ng upon the object. This way, you can visualize which forces will cancel out others, leaving a total  net force in one direc on. If all the forces cancel each other out (for instance, equal but opposite forc‐ es in the ver cal and horizontal direc ons) the object is said to be in sta c equilibrium—the net force is  equal to zero, even though there are many forces ac ng at once.

Figure 3: Despite gravity’s weakness as a force, it is  responsible for the ball shape of planets and stars,  and for the shape of galaxies. Masses within these  structures a ract every other bit of mass within

the object, which creates their ball shape.

30

Lab 2: Types of Forces

Consider a book si ng on a table.  If you apply a force to slide it across the table to your study partner,  there are actually four forces involved in the mo on. The FBD would involve the normal force, gravity,  the applied force and fric on, and the diagram is shown in Figure 4.  The normal force arrow is drawn  perpendicular to the surface, directly opposite the force of gravity in this case. We know the object is  not moving in the ver cal direc on, so the ver cal forces are equal but in opposite direc ons and can‐ cel out on the net force diagram. Since enough force was applied to overcome fric on and move the  book, we draw the applied force arrow longer than the fric onal force arrow that acts to resist mo on.  The applied force is greater than the fric on force, so the net force is in the direc on of the applied  force. This object will accelerate to the right. When an object is not moving in the horizontal or ver cal  direc on, the sum of the forces must equal zero in that direc on (∑F=0).

Figure 4: The le  figure is an example of a typical free body diagram (FBD) with a variety of forces labeled. The  normal force (Fnorm) and the force due to gravity (Fgrav) must be equal and opposite because the object is not  falling into the surfaces or accelera ng into the air. The applied force Fapp is larger than the force due to fric‐ on, so the net overall force Fnet points to the right‐‐shown on the reduced FBD on the right. The normal force

is not always directly opposite the force of gravity, as with an object res ng on an incline.

Figure 5: The 1 kg mass on the le  is supported by a  rope drawn around a pulley and anchored to a flat sur‐ face. The free body diagram on the right shows the case  of sta c equilibrium: the force of gravity is balanced out

by the tension in the string. In FBDs only the forces  ac ng direc onally on the object of interest ma er!

Figure 6: The two masses (weights labeled) are sus‐ pended by a single rope through a pulley wheel. The  right side is a free body diagram for each mass; note  that the tension in the string is the same on each side  (in other words, the string does not stretch). The net  force is upward on the 5 N mass and downward on the

8 N mass—which way will the assembly move?

31

Lab 2: Types of Forces

The following experiments will demonstrate the effects of balanced and unbalanced forces.  You will  draw Free Body Diagrams to analyze the balance of forces and use simple kinema c equa ons to calcu‐ late velocity and accelera on.

Experiment 1: Fric on  When two materials are in contact with each other, the fric on between them acts to impede mo on.  Fric on is always a reac on force, meaning fric on never causes an object to move by itself. Instead,  fric on acts to oppose applied forces.  The equa on used to calculate the force of fric on is:

Ff = μFN

where Ff is the force of fric on, μ is the coefficient of fric on which represents the roughness of the  surface, and FN is the normal force. On a horizontal surface, FN = ‐mg, and the equa on becomes:

Ff = ‐μmg

In this lab you will demonstrate this rela onship between the normal force, FN, and the force of fricon, Ff.

Figure 7: Since the force that team 1 exerts on team 2 is equal and  opposite to the reac on force that team 2 exerts on team 1, how can  anyone ever win a tug of war? If no accelera on is occurring, the

game is in a state of equilibrium.

32

Lab 2: Types of Forces

Procedure  1.  Use Steps 2 ‐ 5 to complete the experiment with the plas c, Styrofoam, and paper cups. Begin with

the plas c cup, then use the Styrofoam cup, and conclude with the paper cup. Record the force  readings on the spring scale for each trial in Table 1.

NOTE: For the paper cup, use smaller amounts of water as indicated in Table 1

2.  Tie the string around the outside edge of the cup, leaving some slack. Tie a loop at the end of the  string.

3.  Fill the cup with 300 mL of water (1 mL water = 1 g water). Place the materials on a smooth, flat  surface (be sure to use the same surface for each trial). Record a descrip on of the surface in Table  1.

4.  Hook the spring scale to the string. Pull on the scale gradually un l the cup starts to slide at a con‐ stant speed. Record the value of the force (Fapp) as the cup starts to move in Table 1.  Repeat four  more  mes.

5.  Using the same cup, empty the cup and fill it back up with 150 mL of water. Measure the force re‐ quired to slide the cup. Repeat the process four more  mes (as done in Step 4 with the 300 mL of  water).

6.  Average the data for the Force Applied (spring scale readings) columns and record your results in  Table 1.

Materials  Styrofoam cup  Plas c cup  Paper cup  String  Spring Scale

33

Lab 2: Types of Forces

Please submit your table data and answers for this experiment on the Word document provided to you.

Cup Material  Force Applied F1  m1 =  300 g water  Force Applied F2   m2 =  150 g water

F1 / FN1  F2 / FN2

Plas c

Avg:  Avg:  Avg:  Avg:

Styrofoam

Avg:  Avg:  Avg:  Avg:

Paper

F1  m1 =  150 g water

F2   m1 =  100 g water

F1 / FN1  F2

Avg:  Avg:  Avg:  Avg:

Surface Descrip on

Table 1: Applied force required to slide cup

34

Lab 2: Types of Forces

Ques ons  1.   What happened to your applied force Fapp as you decreased the amount of water in the cup?        2.  Assume the mass to be exactly equal to the mass of water. Calculate the normal force (FN) for 300

g, 150 g, and 100 g. Use these values to compute the ra o of the Applied Force (Fapp) to the Nor‐ mal Force (Fn). Place these values in the rightmost column of Table 1.

What do these last two columns represent?  What is the ra o of the normal forces F1 / F300? Com‐ pare this to your values for F2/ F150, and F3/F100. What can you  conclude about the ra o between  the Force Normal and the Force Fric on?                    FN= mg          FN (300 g) = _________kg × 9.8 m/s2 = ___________          FN (150 g) = _________kg × 9.8 m/s2 = ___________          FN (100 g) = _________kg × 9.8 m/s2 = ___________

3.  Why doesn’t the normal force (FN) depend on the cup material?           4.  Right as the cup begins to slide the applied force is equal to the Force Fric on (Ff)‐ draw a free body

diagram sliding each type of cup (a total of three diagrams). Label the Force Gravity (=mg), the Nor‐ mal Force (FN), and the Fric on Force (Ff), but don’t use any specific numbers. What makes this a  state of equilibrium?

5.  Does it take more force to  slide an object across a surface if there is a high value of μ or a low one?  Explain your answer

35

Lab 2: Types of Forces

Experiment 2: Velocity and Air‐resistance  In a vacuum, all objects accelerate due to gravity at the same rate: 9.8 m/s2. In actuality, fric on from  air resistance prevents this from happening. A falling object will accelerate un l the force of air re‐ sistance matches the force on it due to gravity (mg). When these forces are equal, the object is said to  have reached terminal velocity, and will con nue to fall at a constant rate indefinitely.     In this experiment you will see how the air resistance of an object can work against the force of gravity  for an object of low weight and a large air resistance. If the object is light enough, air resistance can  cancel out the force of gravity, resul ng in a constant velocity.

Procedure 1  1.  Measure the height of a table and record the value in Table 2.   2.  Push one coffee filter off the edge of the table and start the stopwatch.  In Table 2, record how

long it takes for the filter to hit the ground in Table 2.  Repeat four  mes and average your results.  3.  Using the average  me calculated from Step 2, find the average speed of the falling filter using the

measured height of the table.   4.  Repeat Steps 2‐3 with two coffee filters stuck together.    Procedure 2    1.  Find a higher table, or get a friend to help you drop the filter from a higher spot. Measure the actu‐

al height.   2.  Push one coffee filter off the edge of the table and start the stopwatch.  In Table 2, record how

long it takes for the filter to hit the ground in Table 2.  Repeat four  mes and average your results  in Table 2.

3.  Using the average  me calculated from Step 2, find the average speed of the falling filter using the  measured height of the table.

4.  Repeat Steps 2‐3 with two coffee filters stuck together.

Materials  Tape measure  Stopwatch  Coffee filters (re‐shape to how they would sit in a coffee pot)

36

Lab 2: Types of Forces

Please submit your table data and answers for this experiment on the Word document provided to you.        Ques ons  1.  Draw a FBD for the falling coffee filter. What is the net force?

Table 2: Coffee Filter Data

Procedure 1

1 Coffee Filter  2 Coffee Filters

Height of table (m)

Total Time (s) ‐ Trial 1

Total Time (s) ‐ Trial 2

Total Time (s) ‐ Trial 3

Total Time (s) ‐ Trial 4

Total Time (s) ‐ Trial 5

Calculated average speed (m/s)

Procedure 2

Measured height (m)

Calculated average speed (m/s)

Total Time (s) ‐ Trial 5

Total Time (s) ‐ Trial 1

Total Time (s) ‐ Trial 4

Total Time (s) ‐ Trial 2

Total Time (s) ‐ Trial 3

37

Lab 2: Types of Forces

2.   What are we assuming by using the average velocity from Procedure 1 to es mate the height of  the fall in Procedure 2?

3.  Is the object actually traveling at the average speed over the dura on of its fall? Where does the   accelera on occur?

4.  Draw the FBD for the 2‐filter combina on, assuming constant velocity. What is the net force?

 

5.  How do your measured and calculated values for the height in Procedure 2 compare? If they are  significantly different, explain what you think caused the difference.

6.  Why do two coffee filters reach a higher velocity in free fall than one coffee filter?

7.  How would the FBD differ for a round rubber ball dropped from the same height?

Lab 3: Newton’s Laws

41

Lab 3: Newton’s Laws

Forces can produce or prevent mo on. The laws used today to describe all aspects of mo on date back  to the 1700s, when Sir Isaac Newton proposed a set of rules to describe how all objects move.  New‐ ton’s First Law of Mo on states that an object will remain at rest, or in uniform mo on, unless acted  on by an unbalanced force. In other words, objects have the tendency to resist changes in mo on.  The  concept that force can change the velocity of a mass is very important. Nothing would change without  forces.                                               Newton’s First Law is also called the Law of Iner a.  Iner a is an object’s tendency to resist changes in  state of mo on (speed or direc on). Ma er has this property whether it is at rest or in mo on. The  First Law states that an object will con nue at a constant velocity in one direc on unless acted on by a  net force. When a net force on an object is applied, the object will accelerate in the direc on of that

Figure 1: Newton’s First Law of Mo on in ac on ‐ billiard balls remain at rest  un l an external force (the cue ball) causes them to move.

Concepts to explore:   Newton’s First Law   Weight vs. Mass   Iner a   Newton’s Second Law   Newton’s Third Law

42

Lab 3: Newton’s Laws

force. The movement of planets around the Sun is an example of in‐ er a.  Planets have a lot of mass, and therefore a great amount of  iner a—it takes a huge force to accelerate a planet in a new direc‐ on.  The pull of gravity from the Sun keeps the planets in orbit—if

the Sun were to suddenly disappear, the planets would con nue at a  constant speed in a straight line, shoo ng off into space!  Newton also observed a special rela onship between mass and iner‐ a. Mass is o en confused with weight, but the difference is crucial in

physics. While mass is the measure of how much ma er is in an ob‐ ject (how much stuff is there), weight is a measure of the force expe‐ rienced by an object due to gravity. Thus, weight is rela ve to your  loca on – your weight would differ at the Earth’s core, at the summit  of Mount Everest, and especially in outer space, when compared to  the surface.  On the other hand, mass remains constant in all these  loca ons.  Mathema cally, weight is the mass of an object mul plied  by its accelera on due to gravity:

w = mg

where w is weight, m is mass and g is gravity.    Sir Isaac Newton noted that the greater an object’s mass, the more it  resisted changes in mo on.  Therefore, he concluded that mass and  iner a are directly propor onal (↑mass = ↑iner a).  This predic on  produced Newton’s Second Law of Mo on, an expression for how an  object will accelerate based on its mass and the net force applied to  the object.  This law can be summarized by the equa on:

ΣF = ma    where ΣF is the sum of all forces ac ng on the object, m is its mass and a is its accelera on. The stand‐ ard measurement for mass is the kilogram (kg), and for accelera on is the meter/sec/sec, or m/s2. The  standard measurement for force is the Newton, where 1 N = 1 kg·m/s2. Comparing this equa on to the  first one helps reinforce the difference between mass and force (such as weight).    Newton’s Third Law of Mo on states that for every ac on there is an equal, but opposite reac on.  When you hold up a heavy object, the force of gravity is pulling the object down against your hands. In  order to keep the object from falling to the floor, your hands and arms supply an equal and opposite  force upward against the ball. Thus, single forces do not exist, only pairs of forces (the ac on force and  the reac on force). You might not think about it, but you do not directly feel the force of gravity when  you stand on the ground; what you’re really feeling is the opposing force exerted by the ground that  keeps you from falling toward the center of the earth! Even when you walk, you push against the  ground, and it pushes right back!    Newton’s three laws of mo on govern the rela onship of forces and accelera on. There are many ap‐ plica ons of Newton’s Laws in your everyday life.  To get that last bit of ketchup from the bo le, you

Figure 2: When this player leaps to the bas‐ ket you are seeing the Third Law in ac on:  the player’s downward push receives an  equal and opposite force upward from the  ground. Without this reac on force, he

would have no way to accelerate upward to  the rim.

43

Lab 3: Newton’s Laws

shake the bo le upside‐down, and quickly stop it (with the lid). Consider riding in a car. Have you ever  experienced iner a while rapidly accelera ng or decelera ng? Thousands of lives are saved every year  by seatbelts, which are safety restraints that protect against the iner a that propels a person forward  when a car comes to a quick stop.       Experiment 1: Newton’s First Law

Procedure    1.  Fill the container with about 4 inches of water.  2.  Find an open space outside to walk around in with the container of water in your hands.  3.  Perform the following ac vi es:

a.  Start with the water at rest (i.e., on top of a table).  Grab the container and quickly acceler‐ ate.

b.  Walk with constant speed in a straight line for 15 feet.  c.  A er walking a straight line at constant speed, make an abrupt right‐hand turn. Repeat with

a le ‐hand turn.  d.  A er walking a straight line at constant speed, stop abruptly.

4.  Record your observa ons for each type of mo on from Step 3 in the space below.  Comment on  where  the water tended to move. If it spilled, note if it spilled right, le , away from you, or toward  you.

a.    b.    c.    d.

Materials  Deep bowl or pitcher*  Water*  * You must provide

44

Lab 3: Newton’s Laws

Ques ons  Please submit your answers for this experiment on the Word document provided to you.    1.  Explain how your observa ons of the water demonstrate Newton’s law of iner a.

2.  Draw a free body diagram of your containers of water from the situa on in Step 3, Part d. Draw  arrows for the force of gravity, the normal force (your hand pushing up on the container), and the  stopping force (your  hand decelera ng the container as you stop.) What is the direc on of the  water’s accelera on?

*Note, free body diagrams are discussed in depth in Lab 2: Types  of Forces.  See Figure 3 for a sample diagram. Remember, the ob‐ ject is usually indicated as a box, and each force that acts upon  the box is indicated with an arrow. The size of the arrow indicates  the magnitude of the force, and the direc on of the arrow indi‐ cates the direc on which the force is ac ng. Each arrow should be  labeled to iden fy the type of force. Note, not all objects have  four forces ac ng upon them.

3.  Can you think of any instances when your are driving or riding a car that are similar to this experi‐ ment? Describe two instances where you feel forces in a car in terms of iner a.

Experiment 2: Unbalanced Forces – Newton’s Second Law  This experiment will demonstrate the mechanical laws of mo on using a simple assembly similar to  that used by Rev. George Atwood in 1784 to verify Newton’s Second Law, named the Atwood machine.

Materials  Pulley  String  Tape measure  Stop watch  2 Paperclips  15 Washers  Masking tape

Ffric on  Fapp

Fnormal

Fgravity

Figure 3

45

Lab 3: Newton’s Laws

Procedure 1  1.  Support the pulley so that objects hanging from it can descend

to the floor. (i.e., Tape a pencil to the top of a table, door, etc.)  Remember that higher support will produce longer  me inter‐ vals which are easier to measure. See

2.  Thread  a  piece  of  string  through  the  pulley  so  that  you  can  a ach washers to both ends of the string. The string should be  long enough for one set of washers to touch the ground with  the other  set near  the pulley.  (You may  a ach  the washers  using a paperclip or by tying them on.)

3.  Count out 15 washers  4.  A ach seven washers to each end of the string.   5.  Observe how the washers on one side behave when you pull

on the washers on the other side. Answer ques on 1 based on  your observa ons.

6.  Add the remaining washer to one end of the string so one side  of  the  string  has  seven washers  (M1),  and  the  other  has  8  washers a ached to it (M2).

7.  Place M1  on  the  floor. Measure  the  height  of M2 when  sus‐ pended while M1 is on the floor. Measure the distance M2 falls  when you  release  the  light  set when  it  is  in  contact with  the  floor, and record it in Table 1.

8.  Time how long it takes for M2 to reach the floor.   9.  Repeat Steps 7  ‐ 8  four more  mes  (for a  total of five  mes),

recording the values in Table 1. Calculate the average  me.  10. Calculate  the  accelera on  (assuming  it  is  constant)  from  the

average  me and the distance the washers moved. Refer to the  “Hint” below Table 1 for help.

Procedure 2  1.  Transfer one washer,  so  that  there are  six on one end of  the

string (M1) and nine on the other (M2).  2.  Place  the M1 on  the floor. Measure  the height  that M2  is sus‐

pended at while M1  is on  the floor. Measure  the distance M2  will fall if you release the light set when it is in contact with the  floor.

3.  Time how  long  it  takes  for  the heavy  set of washers  to  reach  the floor.

4.  Repeat Steps 2  ‐ 3  four more  mes  (for a  total of five  mes),  recording the values  in a table and then calculate the average  me.

5.  Calculate  the  accelera on  (assuming  it  is  constant)  from  the  average  me and the distance the washers moved.

Figure 5: Atwood machine. The tension  force is directed up for both M1 and M2.   M1 accelerates upward, and M2 acceler‐ ates downward. Do you know what  causes the downward force?

M2

M1  Tension force

Tension force

Figure 4: Sample experimental set‐up.  This set‐up hangs the pulley from a pencil  that has been taped to a table. Although,  any level surface (such as a counter‐top or  door) will suffice. Metal washers will also  be  ed to both ends of the string for this  experiment. Do not  e the string in a knot  you cannot un e!

46

Lab 3: Newton’s Laws

Please submit the table data and answers for this experiment on the Word document provided to you.    Table 1: Mo on Data for Experiment 2

Trial  M1    M2  Δd of M2  Time (s)  Accelera on

Procedure 1

1

2

3

4

5

Average

Procedure 2

1

2

3

4

5

Average

Hint: You need to rearrange the formula d = 1/2 at2 to calculate the accelera on. In this equa on,  d = distance, a = accelera on, and t =  me.     Example:  Suppose you set up an Atwood Machine. The M2 weight accelerates downward a distance of 1.30 me‐ ters in 1.50 seconds. What was the accelera on rate?    Given:  d = 1.30 meters  t = 1.50 seconds     The goal is to rearrange the formula to end with “a” by itself on one side of the equa on. To do this…    1.  Set up your equa on, and square the value for t;      1.30 meters = 1/2 · (a · (1.50 seconds)2)  2.  Remove the “1/2” by mul plying each side of the equa on by 2;      (2) · 1.30 meters = 1/2 · (a · 2.25 seconds) · (2)  3.  Remove the 2.25 seconds by dividing each side of the equa on by 2.25 seconds;     2.60 meters/2.25 seconds =  a     Answer: The accelera on for M2 = 1.15 meters per second.

47

Lab 3: Newton’s Laws

Ques ons  1.  When you give one set of washers a downward push, does it move as easily as the other set? Does

it stop before it reaches the floor. How do you explain this behavior?

2.  Draw a FBD for M1 and M2 in each procedure (Procedure 1 and Procedure 2). Draw force arrows for

the force due to gravity ac ng on both masses (Fg1 and Fg2) and the force of tension (FT). Also draw

arrows indica on the direc on of accelera on, a.

Experiment 3: Newton’s Third Law

Procedure  1.  Tie one end of the fishing line to a chair. Space the second chair about 10 feet away.     2.  String the other end of the fishing line through the straw.   3.  Tie the loose end of the fishing line to the second chair.   4.  Inflate a balloon. Hold it closed with your fingers, and tape it to the straw.   5.  Slide the straw/balloon back so that the mouth of the balloon is facing the nearest chair.    6.  Let go of the balloon and observe what happens.

Materials  Fishing line  Balloon  Plas c straw  Masking tape  2 Chairs*  *You must provide

48

Lab 3: Newton’s Laws

Ques ons   Please submit your answers for this experiment on the Word document provided to you.    1.  Explain what caused the balloon to move in terms of Newton’s Third Law.

2.  What is the force pair in this experiment? Draw a Free Body Diagram (FBD) to represent the  (unbalanced) forces on the balloon/straw combina on.

3.  Add some mass to the straw by taping some metal washers to the bo om and repeat the experi‐ ment. How does this change the mo on of the assembly? How does this change the FBD?

4.  If the recoil of the rifle has the same magnitude force on the shooter as rifle has on the bullet, why  does the shooter not fly backwards with a high velocity?

Lab 4: Acids & Bases

51

Lab 4: Acids & Bases

Introduc on

Have you ever had a drink of orange juice a er brushing your teeth?  What do you taste when you brush your teeth and drink orange juice a erwards? Yuck! It  leaves a really bad taste  in your mouth. But why? Orange  juice and toothpaste by them‐ selves  taste good. The  terrible  taste  is  the  result of an acid/base  reac on  that occurs  in  your mouth.  Orange juice is a weak acid and the toothpaste is a weak base. When they are  placed  together  they neutralize each other and produce a product  that  is unpleasant  to  taste. In this lab we will discover how to dis nguish between acids and bases.

Two very  important  classes of  compounds are acids and bases. But what exactly makes  them different? Acids and bases have physical and chemical differences that you can ob‐ serve and  test. According  to  the Arrhenius defini on, acids  ionize  in water  to produce a  hydronium ion (H3O+), and bases dissociate in water to produce hydroxide ion (OH‐).

Physical differences  between  acids  and bases  can  be detected  by  the  senses,  including  taste and touch.   Acids have a sour or tart taste and can produce a s nging sensa on to  broken  skin. For example,  if you have ever  tasted a  lemon,  it can o en  result  in a  sour  face. Bases have a bi er taste and a slippery  feel. Soap and many cleaning products are  bases. Have you accidentally tasted soap or had it slip out of your hands?

Reac ons with acids and bases vary depending on the par cular reactants, and acids and bases each react differently with  other substances. For example, bases do not react with most metals, but acids will react readily with certain metals to pro‐ duce hydrogen gas and an ionic compound—which is referred to as a salt.  An example of this type of reac on occurs when  magnesium metal reacts with hydrochloric acid.  In this reac on, magnesium chloride (a salt) and hydrogen gas are formed.

Mg (s) + 2 HCl (aq) → MgCl2 (aq) + H2(g)

metal      +      acid              →         a salt      +      hydrogen gas

Acids may also react with a carbonate or bicarbonate to form carbon dioxide gas and water.  The general reac on equa on  for a reac on between an acid and a carbonate can be represented in this manner:

CO32-(aq) + 2 H3O+(aq) → CO2 (g) + 3 H2O (l)

carbonate      +       acid        → carbon dioxide     +    water

The general equa on for a reac on between an acid and a bicarbonate is similar and can be represented in this manner:

Figure 1: Orange juice has a pH  of around 3.5. Dairy milk, by  comparison, is much less acid‐ ic, with a pH of around 6.5.

Concepts to explore:   Understand the proper es and reac ons of acids and bases   Relate these proper es to common household products

52

Lab 4: Acids & Bases

HCO3- (aq) + H3O+ (aq) → CO2 (g) + 2 H2O (l)

Acids and bases can also react with each other.    In this case, the two opposites  cancel each other out  so  that  the product  formed has neither acidic nor basic  (also called alkaline) proper es.   This  type of  reac on  is called a neutraliza on  reac on.   The general equa on  for  the  reac on between an acid and a base  is  represented in this manner:

H3O+ + OH – → 2 H2O

An example of a neutraliza on  reac on  is when an aqueous  solu on of HCl, a  strong acid, is mixed with an aqueous solu on of NaOH, a strong base.  HCl, when  dissolved in water, forms H3O+ and Cl‐.   NaOH in water forms Na+ and OH‐.  When  the two solu ons are mixed together the products are water and common table  salt  (NaCl). Neither water nor  table  salt has acid or base proper es.   Generally  this reac on is wri en without the water solvent shown as a reactant:

HCl  +  NaOH      →    H2O  + NaCl

There is another group of acids called organic acids.  Ace c acid found in vinegar and citric acid found in citrus fruit are  examples of organic acids.  These acids are all much weaker than HCl.  Organic acids have at least one –CO2H group in  their molecular formula.  When a base is added, the –H of the –CO2H group is replaced just like the –H in HCl.  In this lab  you will use citric acid as the acid and sodium bicarbonate as the base.  Citric acid has three –CO2H groups and only each  of the H’s on these groups react with a sodium bicarbonate.  The other H’s in the formula do not react.  This reac on can  be represented in this manner:

HOC(CO2H)(CH2CO2H)2   +   3 NaHCO3       →      HOC(CO2‐Na+)(CH2CO2‐Na+ )2   +    3 CO2    +   3 H2O

Acids and bases are measured on a scale called pH.  The pH of a substance is defined as the nega ve log of its  hydronium  ion concentra on. An aqueous (water) solu on that has a  lot of hydronium  ions but very few hy‐ droxide  ions  is considered to be very acidic, while a solu on that contains many hydroxide  ions but very few  hydronium ions is considered to be very basic.

pH   =  ‐ log [H3O+]

pH values range from less than 1 to 14, and are measured on a logarithmic scale (equa on above). This means  that a substance with a pH of 2 is 10‐ mes (101) more acidic than a substance with a pH of 3. Similarly, a pH of  7  is 100‐ mes (102)more basic than a pH of 5. This scale  lets us quickly tell  if something  is very acidic, a  li le

bicarbonate      +       acid             →        carbon dioxide       +    water

Table 1: Approximate pH of various  common foods.

Food  pH Range

Lime  1.8 ‐ 2.0

So  Drinks  2.0 ‐ 4.0

Apple  3.3 ‐ 3.9

Tomato  4.3 ‐ 4.9

Cheese  4.8 ‐ 6.4

Potato  5.6 ‐ 6.0

Drinking Water  6.5 ‐ 8.0

Tea  7.2

Eggs  7.6 ‐ 8.0

Acid       +      Base          →         Water

53

Lab 4: Acids & Bases

acidic, neutral (neither acidic nor basic), a  li le basic, or very basic.   A pH of 1  is highly acidic, a pH of 14  is  highly basic, and a pH of 7 is neutral.

pH  indicators, which change color under a certain pH level, can be used to determine whether a solu on is  acidic or basic.  Litmus paper is made by coa ng a piece of paper with litmus, which changes color at around  a pH of 7. Either red or blue litmus paper can be purchased depending on the experimental needs. Blue lit‐ mus paper remains blue when dipped in a base, but turns red when dipped in an acid, while red litmus paper  stays red when dipped in an acid, but turns blue when in contact with a base.

A more precise way to determine acidity or basicity is with pH paper.  When a substance is placed on pH pa‐ per a color appears, and this color can be matched to a color chart that shows a wide range of pH values. In  this way, pH paper allows us to determine to what degree a substance is acidic or basic and can provide an  approximate pH value.

Pre‐lab Ques ons

1.  What is a neutraliza on reac on?

2.  Hydrochloric acid (HCl) is a strong acid.  About what pH would you expect it to be?

3.  Sodium  hydroxide  (NaOH)  is  a  strong  base.    About  what  pH  would  you  expect  it  to  be?

54

Lab 4: Acids & Bases

Experiment: Acidity of Common Household Products

In this experiment, we will observe the neutraliza on of acids and bases using grape juice as an indicator. We  will also test common household products for their acidity or alkalinity.

Procedure

Part 1:  Acid‐Base Neutraliza on

1.  Label three test tubes 1, 2, and Standard.

2.  Prepare 50 mL of a 10% grape  juice solu on by first pouring 5 mL of  grape Juice into a 100 mL graduated cylinder.  Add dis lled water un l  the total volume of  liquid  is 50 mL.   Mix well by s rring the solu on  with a s rring rod.

3.  Pour 10 mL of the dilute grape juice solu on into each test tube.

4.  Note the color of the juice in the test tube labeled Standard in Table 2.

5.  Using a pipe e, add 15 drops of saturated citric acid solu on into test  tube 1.   Record your observa ons concerning the color change  in Ta‐ ble 2 of the Data sec on. Use the juice in the test tube labeled Standard for comparison.

6.  Using a pipe e, add 15 drops of saturated sodium bicarbonate solu on into test tube 2. Record  your observa ons concerning  the color change  in Table 2 of  the Data sec on. Use the  juice  in  the test tube labeled Standard for comparison.

7.  Use pH paper to determine the pH of the solu on in each of the 3 test tubes.  Record the pH val‐ ues in Table 2.

8.  Using a pipe e, add drops of saturated sodium bicarbonate solu on  to  test  tube 1 un l  it  re‐ turns to its original color.  Record your observa ons in Table 3.

Materials  Safety Equipment: Safety goggles,  gloves  Vinegar  Household ammonia  **Grape Juice  3 test tubes  pH strips  Saturated citric acid solu on  (60%  Test tube rack  Neutral litmus paper

Saturated sodium bicarbonate solu‐ on (15%)

(2) 50 mL beakers  Tomato juice  Sodium bicarbonate   12‐well plate  Powdered milk  Lemon juice  10 Droppers (pipe es)  Baking soda  Dishwashing liquid

S rring rod  100 mL Graduated cylinder  *Dis lled water      *You must provide     **Used in the next lab— refrigerate a er opening

HINT: If the grape juice  is not dilute enough or

the base is not as  strong as needed, you  may con nue adding

drops of base.

55

Lab 4: Acids & Bases

9.  Using a pipe e, add drops of saturated citric acid solu on to test tube 2 un l it returns to its original col‐ or.  Record your observa ons in Table 3.

10.  Use pH paper to test the pH of the three solu ons. Record the pH values in Table 3.

Part 2:  Tes ng acidity and basicity of common household products

1.  Use the pipe es to place  into different wells of your 12‐well plate a couple of drops of each of the fol‐ lowing  items:  tomato  juice, household ammonia, milk  (mix powdered milk with 50mL water un l dis‐ solved), vinegar, lemon juice, and diluted dishwashing liquid (mix 1mL dishwashing liquid with 5mL wa‐ ter).  Be sure to label or write down where each item is located in the 12‐well plate. CAUTION: Do not  contaminate the items being tested.  Be sure to use only a clean pipe e for each item.

2.  Guess the pH of each of the items before you find the experimental value and record your guess in Table  4.

3.  Test each item with litmus paper and pH paper.  Record your results in Table 4.

4.  To clean up rinse all chemicals into a waste beaker.  Neutralize the waste to a pH between 4 and 8 using  either baking soda or vinegar.  Wash the waste solu on down the drain.

Data

Please submit your table data and answers for this experiment on the Word document provided to you.

Table 2: Acid‐Base Neutraliza on for Part 1, Steps 5 & 6  Table 3: Acid‐Base Neutraliza on for Part 1, Steps 8 & 9

Test tube 1  Test tube 2  Standard

Step 1  Add acid  Add base  Neutral

Color

pH value

Test tube 1  Test tube 2  Standard

Step 1  Add base  Add acid  Neutral

Color

pH value

Table 4: Acidity and basicity tes ng for household products data

Product  Hypothesized pH  Color of Litmus Paper  Color of pH Paper  Actual pH

Acids & Bases

Ques ons

1.  Why did the grape juice change color when an acid or base was added?

2.  You added a base, sodium bicarbonate, to test tube 1 that contained citric acid and an acid to test  tube 2 that contained base.  Why did the grape juice return to its original color?

3.  Name two acids and two bases you o en use.

Lab 5: Chemical Processes

59

Lab 5: Chemical Processes

Introduc on

Have you ever needed to place a cold pack on  a sprained muscle?  It’s  the final  seconds of  the community  league champion‐ ship  basketball  game,  and  your  team  is  behind  by  one  point.  One of your team’s players takes a shot and scores.   The game  is over, and your  team won!   But  something  is  wrong: the player is si ng on the floor, and appears to be  in a lot of pain.  The coach quickly brings a cold pack to the  player, squeezes it, and places it on the swelling ankle.  The  bag immediately becomes cold—but how?

Though we o en use them interchangeably, heat and tem‐ perature have different defini ons—though they are close‐ ly  related  in  the  study  of  thermodynamics.  Heat  is  the  transfer  of  energy  from  one  object  to  another  due  to  a  difference in temperature. Temperature, on the other hand, describes how much energy the atoms and molecules in a sub‐ stance have. This energy, o en called internal energy, describes how quickly the atoms or molecules in a substance move  or vibrate around.  When an object gains heat its molecules vibrate with more energy, which we can sense or measure as  an  increase  in temperature. When you touch a hot object,  it feels hot because a heat moves from the hot object (higher  energy) to your skin (lower energy). Similarly, an object feels cold when heat  is  lost by your hand and gained by the cold  object. Heat always transfers in the direction of high temperature to low temperature—high energy to low energy.

Both physical processes and chemical reac ons can release or absorb energy in the form of heat.  When a reac on or phys‐ ical change gives off energy it is called an exothermic process. To remember exothermic, think of ‘exi ng’ as in leaving or  going out.   An endothermic process does  just  the opposite—it  takes  in energy  from  its  surroundings.   The generalized  chemical equa ons for exothermic and endothermic reactions are: The direction energy moves determines whether the process is considered endothermic or exothermic, and tells you how  the temperature of a system changes.  In an endothermic reac on or physical change,  energy is absorbed and the overall  temperature of  the system decreases.   Some examples of endothermic processes  include  the mel ng of water  in a so   drink or the evapora on of a liquid.  Similarly, an endothermic reac on takes in energy for chemical changes to occur. One  example is what occurs in an instant cold pack like the ones used to decrease the swelling caused from a sports injury.  The‐

exothermic:

endothermic:

reactants → products + energy

reactants + energy → products

Figure 1: The combus on of fuel, such as wood or coal, is a com‐ mon example of an exothermic reac on. Under the right condi‐ ons (usually the applica on of enough heat), a chemical reac‐ on occurs between wood and the oxygen in air. Fire is the re‐

Concepts to explore:   Understand the difference between endothermic and exothermic

processes   Understand the concept of enthalpy

60

Lab 5: Chemical Processes

se types of cold packs u lize the chemical process of ammonium nitrate (NH4NO3 ) dissolving in water. The ammonium  nitrate needs  to absorb heat  from  the surrounding water  to dissolve, so  the overall  temperature of  the mixture de‐ creases as the reac on occurs.

In contrast, energy is released in an exothermic process.  An example of an exothermic reac on is what occurs in com‐ mon hand warmers.  The increase in temperature is the result of the chemical reac on of rus ng iron:

4 Fe(s) + 3 O2(g)  2 Fe2O3(s) + energy

Iron usually rusts fairly slowly so that any heat transfer  is not easily no ced.    In the case of hand warmers, common  table salt is added to iron filings as a catalyst to speed up the rate of the reac on.  Hand warmers also have a permea‐ ble plas c bag that regulates the flow of air into the bag, which allows just the right amount of oxygen  in so that the  desired temperature is maintained for a long period of  me.  Other ingredients that are found in hand warmers include  a cellulose filler, carbon to disperse the heat, and vermiculite to insulate and retain the heat.

Enthalpy is a quan ty of energy contained in a chemical process.  In the cases we will be dealing with, the energy re‐ leased or absorbed  in a  reac on  is  in  the  form of heat. Enthalpy by  itself does not have an absolute quan ty, but  changes in enthalpy can be observed and recorded. For example, if you s ck your finger into a glass of cold tap water,  it probably feels pre y cold. However, a er being outside on a freezing winter day for a long period of  me, the same  glass of water might actually feel warm to touch. It would be difficult to measure the absolute quan ty of energy in the  water in either case, but it is rela vely easy to no ce the movement of energy from one object to another. In exother‐ mic reac ons, heat energy is released and the change in enthalpy is nega ve, while in endothermic reac ons, energy is  absorbed and the change in enthalpy is posi ve.

Pre‐lab Ques ons

1.  Define enthalpy:

2.  What is the rela onship between the enthalpy of a reac on and  its classifica on as endothermic or exo‐ thermic?

3.  With  instant hot compresses, calcium chloride dissolves  in water and the temperature of the mixture  in‐ creases. Is this an endothermic or exothermic process?

Note: the energy term on the right side shows that the reac on is exothermic, but is not required.

61

Lab 5: Chemical Processes

Experiment: Cold Packs vs. Hand Warmers

In this lab you will observe the temperature changes for cold packs and hand warmers.  Since temperature is defined as  the average kine c energy of the molecules, changes  in temperature  indicate changes  in energy.   You will use simply a  Styrofoam cup as a calorimeter to capture the energy.  The customary lid will not be placed on the cup since ample oxy‐ gen from the air is needed for the hand warmer ingredients to react within a reasonable amount of  me.

Procedure

Part 1: Cold Pack

1.  Measure 10 mL of dis lled water into a 10 mL graduated cylinder.

2.  Place about 1/4 of the ammonium nitrate crystals found  in the solid  inner contents of a cold pack  into a  Styrofoam cup.  The Styrofoam cup is used as a simple calorimeter.

3.  Place a thermometer and a s rring rod  into the calorimeter  (Styrofoam cup).   CAUTION: Hold or secure  the calorimeter AND the thermometer to prevent breakage.

4.  Pour the 10 mL of water into the calorimeter containing the ammonium nitrate, (NH4NO3) taken from the  cold pack.

5.  Immediately record the temperature and the  me.

6.  Quickly begin s rring the contents in the calorimeter.

7.  Con nue s rring and record the temperature at thirty second intervals in Table 1.  You will need to s r the  reac on the en re  me you are recording data.

8.  Collect data for at least five minutes and un l a er the temperature reaches its minimum and then begins  to rise.  This should take approximately 5 to 7 minutes.

9.  Record the overall minimum temperature in the appropriate place on the data table.

Materials  Safety Equipment: Safety goggles, gloves  En re contents of a hand warmer  S r rod  1/4 contents of a cold pack  Spatula  Calorimeters (2 Styrofoam cups)

Stopwatch  Thermometer (digital)  *Dis lled water    10mL Graduated cylinder        *You must provide       62

Lab 5: Chemical Processes

Part 2:  Hand Warmer

1.  Wash and dry the thermometer.  HINT: Remember to rinse it with dis lled water before drying.

2.  Carefully place and hold the thermometer in another Styrofoam cup.

3.  Cut open the  inner package of a hand warmer and quickly transfer all of  its contents  into the calorimeter.   Immediately record the ini al temperature of the contents and being  ming the reac on.  HINT: Data collec‐ on should start quickly a er the package  is opened because the reac on will be ac vated as soon as it  is

exposed to air.

4.  Quickly insert the s rring rod into the cup and begin s rring the contents in the calorimeter.

5.  Con nue s rring and record the temperature at thirty second intervals in Table 2. You will need to s r the  reac on the en re  me you are recording data.

6.  Let the reac on con nue for at least five minutes and un l the temperature has reached its maximum and  then fallen a few degrees.  This should take approximately 5 to 7 minutes.

7.  Record the overall maximum temperature in the appropriate place in the data table.

Data

Please submit your table data and answers for this experiment on the Word document provided to you.

Table 1:  Cold pack data

Time  (sec)  Temp.  (0C)  Time (sec)  Temp. in (0C)

Ini al  240

30  270

60  * 300

90  330

120  360

150  390

180  420

210  450

Minimum Temperature (0C) : __________

 

 

63

Lab 5: Chemical Processes

 

Table 2: Hand warmer data

Time  (sec)  Temp.  (0C)  Time (sec)  Temp. in (0C)

Ini al  240

30  270

60  * 300

90  330

120  360

150  390

180  420

210  450

Maximum Temperature (°C) : __________

64

Lab 5: Chemical Processes

Graph your data from the tables on the Word document provided to you. You may create  the graph on any program, but make sure it can be integrated into the Word document.

Ques ons  1.  Calculate the overall temperature change (referred to as ΔT) for the cold and hot pack substance. HINT:

This is the difference in the maximum temperature and minimum temperature of each.

Cold pack ΔT:

Hand warmer ΔT:

2.  Which pack works by an exothermic process?  Use experimental data to support your answer.

3.  Which pack works by an endothermic process?  Use experimental data to support your answer.

4.  Which pack had the greatest change in enthalpy?  How do you know?

Lab 6: Light

67

Lab 6: Light

For centuries, scien sts have used op cal equipment such as lenses and mirrors to study the nature of  light. Telescopes and microscopes take advantage of the proper es of light to create images from stars  across the galaxy and to magnify objects hardly visible to the naked eye.     In the late 19th century, James Maxwell proposed a series of equa ons that unify what we know about  electricity and magne sm—it turns out that what we see as light is really electromagne c waves in  wavelengths ranging from radio waves to gamma rays. Whenever subatomic par cles interact, they  release or absorb energy in the form of electromagne c radia on, which travels through space in the  form of electromagne c waves! Many  mes, this electromagne c radia on can be detected by the  human eye as visible light, but other kinds of light such as infrared radia on require special equipment  to view.

Figure 1: This camera uses a series of op cal lenses so that the user can adjust for the  intended focal point (f‐stop) and magnifica on of the

desired image.

Concepts to explore:   Electromagne c waves   Speed of light   Reflec on and refrac on   Mirrors and lenses

68

Lab 6: Light

Electromagne c waves travel fast—so fast that it took scien sts many  years to confirm that light does not travel at an infinite speed. Over  the past half century there have been a number of experiments con‐ ducted to measure the precise speed of light. Modern experiments  confirm the speed of light to be about 2.998×108 m/s, usually rounded  off as:

c  =  3.00×108  m/s

Just as sound travels at different speeds through different materials,  the speed of light also changes depending on the medium it travels in.  You can calculate how fast light travels in a material by using the equa‐ on

where n is equal to the index of refrac on for the material. The value of n for all sorts of materials has  been found experimentally; some of these materials are listed in Table 1. This number tells us a lot  about how light will behave within a material or as it crosses from one medium to another. Because  electromagne c waves are so small and fluctuate so quickly, we can divide the light up into idealized  lines called rays. You can imagine a ray as a straight beam of light, but in reality light is emi ed from a  source in all direc ons.     Reflec on occurs when a beam of light bounces off of a material. If the surface is smooth, the reflected  beam leaves the surface at the same angle at which it approached. Thus we say that the angle of inci‐ dence equals the angle of reflec on, or θi=θr. You can see your reflec on in a mirror because rays of  light from different points on your body reflect in this uniform manner.     When a beam of light transmits from one medium to another, refrac on occurs. The direc on of light  bends one direc on or another depending on the refrac ve index of each material. In general, when  light travels from a material with smaller n to larger n, the ray will bend toward the normal (θ1 > θ2); if  it goes from larger n to smaller n, it bends away from the normal. See Figure 2  for a diagram.

Table 1: Sample indices of refrac‐ on for several materials.

Material  n

Vacuum  1 (exact)

Air  1.00

Water  1.33

Glass (Crown)  1.52

Diamond  2.15

Figure 2: Reflec on (le ) and Refrac on (right). No ce the direc on the ray of light bends as it moves from a  material with larger index of refrac on to a smaller one, and vice versa.  V =   c           n

69

Lab 6: Light

Mirrors and lenses are devices that u lize the phenomena of reflec on and refrac on to create a num‐ ber of useful results for scien sts and engineers. A mirror is usually a polished metal surface that re‐ flects almost all of the light that lands on it. While it is easy to predict how a ray will bounce off of a  plane mirror, such as the one in your bathroom, curved mirrors can produce some very interes ng re‐ sults. The following diagrams show how incident rays will reflect off of different spherical mirrors.

Figure 3: Rays incident on a convex (le ) and concave (right) mirror reflect outward or inward as shown above.  Images form where the rays converge (real image) or where they appear to emanate from (virtual image).

● F

Figure 4: Rays incident on a convex (le ) and concave (right) lens reflect outward or inward as shown above.  Convex lenses (le ) focus parallel incident rays through a single point, called the focus point. For this reason,  they are some mes referred to as convergent lenses. Concave lenses (right) cause parallel incident rays to  bend away from each other. In fact, they diverge away from each other as if they all began at the same focal

point (rather than converging at the same focal point, as with concave lenses )

● ●

70

Lab 6: Light

Parallel rays incident on a concave mirror all reflect toward the mirror’s focal point, which lies in front  of the mirror. For a convex mirror, rays reflect outward in such a way that, if traced backward, they  converge at a focal point behind the mirror (Figure 3). In each case, the focal point is halfway between  the mirror surface and the center—the center of the imaginary sphere that the mirror surface shares:                        In the case of lenses, parallel rays refract through the lens material. For converging lenses, the rays  converge at a focal point behind the lens. For diverging lenses, rays are refracted outward so that when  traced backward they will intersect at a focal point in front of the lens.     If the object is very far away from a concave mirror (we can say “at infinity”), rays hi ng the mirror  surface will be pre y much parallel, and an image will form at the focal point in front of the mirror. In  the case of a converging lens, rays refract through the lens and converge at the focal distance on the  other side. A real image occurs when a mirror or lens focuses rays of light from all points on the object  at a specific distance. If you know where all the light rays intersect, you could put a screen at that point  and view the real image that forms there. The projec on screen at a movie theater, for instance, cre‐ ates a real image at the precise distance of the movie screen. Without a screen, you can view a real  image by placing your eyes at just the right distance beyond where the image forms so that your eyes  are focused at the image point—and an image will appear in the air in front of you!    A virtual image occurs when rays coming off of a mirror or through a lens appear to originate from a  specific spot, when really no actual object exists at that point. Virtual images are usually made with  convex mirrors and diverging lenses. Your reflec on in a regular plane mirror is a virtual image—there  is nothing really behind the mirror giving off light. With a concave mirror, the forma on of a virtual im‐ age depends on how close the object is to the mirror. An object closer than the mirror’s focal point is  virtual and magnified, while an object placed outside the focal point creates a real image in front of the  mirror that can only be seen clearly at the right distance (usually with a screen).    When images form from spherical mirrors and lenses, o en  mes the image appears to be larger or  smaller than the original object. The magnifica on of a mirror or lens tells us how large or small the  image is compared to the object. It turns out that the magnifica on (M) is also directly related to the  image and object distances:        Here the magnifica on is expressed as ra os of the image and object heights and distances. By conven‐ on, an inverted image has a nega ve image height, while an upright image is given a posi ve height.

Image distances are posi ve or nega ve depending on the conven ons listed in Figure 4. Consider a 3  cm tall object. If a lens forms an upright image that is 6 cm tall, the magnifica on of that lens is 2(or 2x,  meaning “two  mes”). On the contrary, an upside‐down image that is 1.5 cm tall yields a magnifica on  of ‐0.5. As you can see, magnifica ons greater than 1 imply an image that appears larger than the origi‐ nal object, while magnifica ons less than one produce images that appear smaller than the original  object.

f  =   c           2

M  =  h  =  ‐ si                 h0      so

71

Lab 6: Light

Mirrors:    concave:         convex:        All image and object distances are posi ve on the re‐ flec ng side of the mirror (object side) and nega ve if  “behind” the surface.

Lenses:    convex:  f > 0      concave: f < 0    so > 0 if object is on side of mirror that rays enter  si > 0 if image is on side opposite where rays enter   (real image)  si < 0 if image is on same side as where rays enter   (virtual image)

Figure 5: The Lens Equa on  The most useful equa on when dealing with mirrors and lenses is called the lens equa on. This  equa on works well, as long as the mirror you are working with is not too curved (meaning, small in  size compared to the radius of its curvature) and if the lens is thin. It relates the focal length f, the  object distance, so , and the image distance, si.

The following sign conven ons allow you to use this equa on with both mirrors and lenses. In gen‐ eral, real images are said to have posi ve distances, and virtual images are said to have nega ve dis‐ tances.

Example Lens Equa on Calcula on:    What image is produced when placing an object 9 cm. away from a convex lens that is 3 cm. long.    Given:  f = 3 cm.  so = 9 cm.    We need to solve for si to determine the image length. To do this, plug in the known variables and iso‐ late si on one side of the equa on.    1.   1   =   1 +   1           3        si         9  2.  3  ‐ 1 = 2   = 1          9     9    9      si   3.  9  = si          2      1     Answer: Si = 4.5 cm

1  =  1     +   1   f          si         so

f  =  ‐  C                2

f  =  C             2

72

Lab 6: Light

A ray diagram is helpful for showing how to find where images will form. Generally, three rays can be  used to locate the image formed by a mirror or a lens. The following examples in Figures 6‐8 will give you  a be er picture of how mirrors and lenses affect rays of light from objects.

Figure 6: A real image  formed by a concave mir‐ ror. Note the inverted

orienta on and the mag‐ nifica on.

Example Ray Diagrams

Figure 7: A virtual  image is formed in a

convex mirror.

73

Lab 6: Light

Experiment 1: Ray Diagrams  To complete this lab, you will need to draw three, separate ray diagrams. The start of each diagram has  been provided for you in the beginning of Procedure 1, Procedure 2, and Procedure 3, respec vely. It is  important that you use a ruler when drawing to ensure that each diagram reflects the correct dimensions  (listed at the top of every diagram.)     When drawing your diagrams, remember that the distances measured along the axis should begin at the  center of each lens (convex or concave). For example, a focal point that is marked at 5 cm should be posi‐ oned  5 cm away from the center of the lens. The diagrams indicate if the focal point or object is placed

to the right or le  of the lens.    Note: The size of your computer screen and the amount of “zoom” perspec ve you have applied to the  manual will affect the scales of the diagrams. It is important for you to rely on the numbers provided at  the top of each diagram, rather than measuring the dimensions of the images provided in the manual, to  create your diagram.    When you have completed your diagram, take a picture of it (using camera phone, digital camera,  webcam, etc.) or scan the image onto your computer. These diagrams should be included in the final doc‐ ument you submit with your post‐lab ques ons.

Figure 8: A real image formed by a convex lens. Again, note the inverted orienta on and the magnifica on.

Materials  Ruler  *White or graphing paper  *Pencil    *You must provide

74

Lab 6: Light

Procedure 1: Concave Mirror  Please submit your ray diagrams and answers for this experiment on the Word document provided to you.

1.  To begin, Ray 1 should be drawn horizontal from the top of the “object” and reflect through the focal  point f. To help you start the diagram, Ray 1 has been drawn in for you.

2.  Since rays trace the same path no ma er what direc on they are going, we can draw Ray 2 as the  “reverse” of Ray 1: this ray should be drawn through the focal point first, then reflect off the mirror  horizontally.*

3.  Finally, Ray 3 should be drawn through the center point C of the mirror, and reflect direc on back  through its origin. Why can we draw this ray like this (think about the radius of a circle)?

4.  If done correctly, these lines should all intersect at one point! Draw your new arrow from the axis to  the point of intersec on—what do you no ce about the orienta on of the real image?

5.  Measure and record the resul ng image distance and image height from your diagram.

f = ___________    si  = ___________    hi  = ___________      * As another op on, a ray may be drawn that reflects off the mirror’s center. This ray will reflect at the  same angle at which it is incident, as the mirror center is perpendicular to the horizontal.

so= 12.5 cm, C= 6.5 cm, ho= 4 cm

Ray 1

Object  f

75

Lab 6: Light

Procedure 2: Convex Lens A  Please submit your ray diagrams and answers for this experiment on the Word document provided to you.

1.  To begin, Ray 1 should be drawn horizontally from the top of the object, and refract through the focal

point f.    2.  Ray 2 goes directly through the center of the lens and does not refract.   3.  Ray 3 goes through the focal length on the object side, then refracts horizontally through the lens.   4.  Your three rays should intersect very at or very nearly at a single point.  Draw in the resul ng image as

another arrow.   5.  Measure and record the resul ng image distance and image height from your diagram.

si  = ___________    hi  = ___________

so= 8.8 cm, f = 3.2 cm, ho= 3.4cm

Object  f  f

Lab 6: Light

Procedure 3: Convex Lens B  Please submit your ray diagrams and answers for this experiment on the Word document provided to you.

1.  For this diagram, the first part of Ray 1 is drawn for you. Determine what kind of image will form based

on the placement of the object inside the focal length? Finish this ray by bending the it inward and  down so that it passes through the right‐most focal point.

2.  Ray 2 is a li le more complicated because the object is placed closer to the lens than it is to the focal  point. Thus, the ray must be drawn as if it came from the focal point, travel towards the top por on of  the lens, and converge slightly once through the lens.

3.  Ray 3 begins at the top of the apex, and travels directly through the center of the lens. Is does not expe‐ rience any deflec on.

4.  So far, these rays do not intersect. Therefore, to determine where the image is formed you must ex‐ trapolate the rays backwards un l they create an intersec on point.

5.  Indicate where the new image will form on your ray diagram. What do you no ce about the size/ loca on of the image? Is this image real or virtual, and how do you know?

Object f

Ray 1

so= 3.7 cm, f = 6.0 cm, ho= 1.7cm

f

77

Lab 6: Light

Ques ons  1.  Is the resul ng image for the concave mirror real or virtual, and how do you know? Use your meas‐

urements to calculate the magnifica on.                         M=__________________

2.  For the concave mirror, use the lens equa on, magnifica on equa on, and the provided distances  (not any measured image distances) to calculate si and hi. How do your measured values compare?

3.  Is your image for Convex Lens A real or virtual, and how do you know? Use your measurements to

calculate the magnifica on.                 M=__________________

4.  For Convex Lens A, use the lens equa on, magnifica on equa on, and the provided distances to  calculate si and hi. How do your measured values compare?

5.  Measure and record the image height and image distances for Convex Lens B.

Si =__________     hi =______________    6.  Is the image formed through Convex Lens B real or virtual, and how do you know? Use the lens

equa on to find si and hi , and compare this to the actual measurements.

78

Lab 6: Light

Experiment 2: Exploring Mirrors  Concave and convex mirrors can create a variety of different images. A convex mirror reflects incoming rays  outward from its center—these rays are perceived by your eye as origina ng behind the mirror as a virtual  image. For a concave mirror, the forma on of either a virtual image or a real image depends on how close  the object is to its focal point. In this lab you will examine how both types of mirror create real and virtual  images.

Procedure / Observa ons   1.  Look into the side of the mirror that bulges out toward you. Write down how the image appears

(orienta on and magnifica on) and how many objects you can see in the background.   2.  Hold the mirror close to your face, and then gradually move it away. Note what happens to your image

as you get farther from the mirror.  3.  Now turn the mirror over and look into the side that bends inward. Note down how the image appears

(orienta on and magnifica on) and how many objects you can see in the background.   4.  Place this mirror as close as you can to your eyes and note what you see differently. Write down how

the orienta on and magnifica on change as you move the mirror farther away.                   Ques ons  Please submit your answers for this experiment on the Word document provided to you.    1.  What kind of mirror did you use in Procedure/Observa ons 1—is it convex or concave?

2.  Is your image in this type of mirror a virtual image or a real image? How do you know?

3.  Did the convex mirror give you a good view of a lot of objects to either side of you? Where have you

seen mirrors like this used, and what do you think makes them useful?

Materials  Concave/convex plas c mirror

79

Lab 6: Light

4.  Is the other side of the mirror convex or concave? Comment on the magnifica on of this side of the  mirror when it is held very close to your eyes. How does the magnifica on change as you move it  away from your eyes?

5.  Is this a virtual image or a real image? Draw a ray diagram for a concave mirror with the object placed  inside the focal length (so < f ) to verify your answer.

Experiment 3: Exploring Lenses

Procedure 1  1.  Hold the convex lens at about 30 cm in front of your eyes, and hold it up to different objects (such as

a ruler or your lab manual page).   2.  Gradually move the lens farther from the object, and note what happens to your view of the object

through the lens. Record how the image appears and changes in the space below.   3.  Repeat the above steps with the concave lens, and record your observa ons.   4.  Use your observa ons to answer Ques ons 1‐2.     Observa ons  Please submit your observa ons and answers for this experiment on the Word document provided to you.      Convex Lens:            Concave Lens:

Materials  1 Convex lens  1 Concave lens  Plain white paper*  Wax paper  Ruler  * You must provide

80

Lab 6: Light

Procedure 2  1.  Find an area in your room or home with a bright window. Try to dim the inside lights in the area so

that the window provides most of the light—it helps if you can use a curtain to limit the amount of  light coming in.

2.  View the window through the lens while holding it at arm’s length. Move the lens back and forth  slowly un l you can see a clear image (if you can’t create an image easily, move yourself farther  from the window). Once you can see a clear image answer Ques on 3.

3.  Try to form an image of the window on your “screen” by changing the distance between the lens  and  the paper—this should occur when the lens is between 10 cm and 20 cm from the paper.  Once you can make a sharp image, move on to Ques ons 4 and 5.

Ques ons  1.  Describe the general orienta on and magnifica on of the images formed through the convex lens

before the image became blurry (this occurs when the image distance is larger than the distance  from the lens to your eye).

2.  What kind of image forms through the convex lens in the above situa on, and how do you know?

3.  How does the image of the window appear through the lens at this distance? What kind of image  is this, and how do you know?

4.  At what distance must you posi on the screen in order to view a clear image on the paper?

5.  Explain why the screen allows you to view this kind of image, but would not work in viewing the  images from Procedure 1.

Lab 7: Radioac vity

83

Lab 7: Radioac vity

Concepts to explore:   Strong force   Radioac vity   Isotopes   Nuclear decay   Half‐life

All ma er consists of atoms. Most of ma er is actually empty space defined by electrons spinning  around a small nucleus of protons and neutrons. Therefore, there is abundant space within an atom.

Protons and neutrons are a racted to each other by strong and weak forces. The strong force is one of  the four basic forces in nature, and measures more than 100  mes stronger than the electric force.  However, it is only ac ve in short‐ranges such as in the nucleus of an atom. The larger the nucleus of  an atom the less affect the strong force has on the nucleus, as the electric force causes the protons and  neutrons to repel each other. For this reason, the resul ng net force decreases as the size of the nucle‐ us increases.

The nucleus can decay and give off ma er and energy when the strong force is not large enough to  hold the nucleus together. This process is called radioac vity. Nuclear decay occurs in all nuclei with  more than 83 protons; these atoms are both unstable and radioac ve.

The number of protons in an atom is constant and represented by the atomic number (See Figure 2). In  contrast, the number of neutrons present can vary. Atoms with the same number of protons and elec‐ trons, but different numbers of neutrons are called isotopes.  Isotopes have the same chemical proper‐

Figure 1: If a nucleus was the size of  a grain of sugar, the electron cloud  would span 10m from the grain in

all direc ons!

84

Lab 7: Radioac vity

es, but the stability of the nuclei may differ. Nuclei that have too many  or too few neutrons rela ve to the number of protons are considered  unstable. The mass of an electron can be considered negligible com‐ pared with the mass of protons and neutrons; therefore, the mass of an  atom can be considered equivalent to the combined mass of protons and  neutrons in the atom. The combined mass gives rise to the mass num‐ ber.

Unstable nuclei are constantly changing as a result of the energy imbal‐ ance within the nucleus. As unstable nuclei decay, they emit par cles  and electromagne c energy called radia on. Radia on is energy trans‐ mi ed through space in the form of electromagne c waves or energe c  par cles. As radioac ve isotopes decay, they emit radia on only once.   However, it may take several steps for an unstable atom to become sta‐ ble, and radia on will be given off at each step. For this reason, radioac‐ ve sources become weaker with  me.  As more and more unstable at‐

oms of a material become stable through successive radioac ve decay, less radia on is produced by  the material and eventually the material will cease being radioac ve and unstable.

Radia on is a natural process and is categorized into three types, based on the decay product that is  released: alpha, beta, and gamma. When alpha radia on occurs, an alpha par cle made of two protons  and two neutrons is emi ed from the decaying nucleus. The alpha par cle has the charge of +2 and an  atomic mass of 4. Therefore, when an atom loses an alpha par cle it undergoes a transmuta on, and  becomes another element. They are the largest radia on par cle and also have the biggest electric  charge, which makes them lose energy quickly when they collide with other ma er. As a result, the  alpha par cles are the lowest penetra ng form of radia on, stoppable by a single sheet of paper. A  second type of radia on is caused when an unstable nucleus loses an electron from the neutron. This is  called beta radia on, and the electron that is lost is referred to as the beta par cle. This par cle is fast‐ er and more penetra ng than an alpha par cle, but can be stopped by a piece of aluminum foil. As  with alpha radia on, the atom undergoes a transmuta on when beta decay occurs, becoming an ele‐ ment with one more proton and an atomic number one greater than before.  The most penetra ng  form of radia on is gamma radia on. Gamma rays have no mass or charge and travel at the speed of  light, and require thick, dense materials (such as lead or concrete) to stop their penetra on. Gamma

rays are emi ed from the nucleus when alpha or  beta decay occurs.

The behavior and effects of the radioac ve iso‐ tope (radioisotope) are influenced by the half‐ life of that isotope.  The half‐life of a radioac ve  isotope is the amount of  me required for half  the nuclei in the sample to decay into something  else. It also provides informa on about the fre‐ quency of radioac ve emissions. Note that it  does not represent a fixed number of atoms that  disintegrate, but a frac on. A radioisotope with  a long half‐life will only infrequently emit radia‐ on, while a short‐lived radioac ve isotope will

 

6C    Figure 2: The nucleus symbol  includes the mass number  (above the C) as well as the

atomic number (below the C).  How many neutrons does car‐

bon‐14 have?

14

Radioisotope  Half‐life

Polonium‐215  0.0018 seconds

Bismuth‐212  60.5 seconds

Sodium‐24  15 hours

Iodine‐131  8.07 days

Cobalt‐60  5.26 years

Radium‐226  1,600 years

Carbon‐14  5,730 years

Uranium‐238  4.5 billion years

Table 1: Half lives of Some Radioisotopes

85

Lab 7: Radioac vity

emit radia on repeatedly over a short period of  me. Half‐life varies widely among the radioisotopes,  from a frac on of a second to billions of years, as shown in Table 1.

Since the number of atoms present decreases by one half with the passing of each half‐life, the frac on  of atoms remaining can be calculated as:

½n = undecayed atoms

where n is the number of half‐lives that have passed.  A er one half‐life, 1/2 of the atoms remain un‐ stable (and undecayed), and the other half became something else to achieve stability. A er two half‐ lives, 1/4 ((½)2) of the  atoms in the sample are undecayed. A er three half‐lives, 1/8 ((½)3) atoms re‐ main undecayed, and so on.  This expression demonstrates how sequen al decay events result in a re‐ duc on in the amount of unstable radioisotopes present. The decay pa ern follows the characteris c  curve demonstrated in Figure 3 showing the decay rate of Carbon‐14.

Figure 3: Carbon‐14 has a half life of 5,730 years. A er 11,460 years (5,730 x 2) pass by, you might think that  there are zero elements remaining. However, there are half as many as were present a er 5,730  years passed.  The concept of half‐life is depicted in the graph above, showing how much of the element is present a er se‐

quen al half‐lives pass.

86

Lab 7: Radioac vity

Materials  Ski les bag (approximately 60 candies)  5x8in. Resealable bag

Experiment 1: Es ma ng Half‐Life  While it would be nice to do an actual decay experiment, the  me, money, and equipment required is  unrealis c. Instead, you will use Ski les™ candies to demonstrate the concept of half‐life. The  Ski les™ represent atoms.

Procedure  1.  Count the number of candies in the Ski les bag. Record this number in Table 2.

2.  Place all of the candies into the resealable bag.

3.  Seal and shake the bag gently.

4.  Pour out the candy onto a flat surface, and count the number of candies with the print‐side up  (with the S on it). This represents the decayed atoms. Record this number in Table 2 next to the  Trial number.

5.  Return ONLY the pieces with the print side down into the resealable bag. Remove the print‐side up  candies and set them aside (Note: You will repeat this experiment two more  mes, so do not dis‐ card the Ski les™ you set aside!).

6.  Repeat steps 3‐5 un l all of the atoms have decayed (Note: you may not need all rows in the table  or you might need more rows).

7.  Repeat the above procedure two  mes, recording the results in Table 2. Average the number of  decayed atoms for each trial, repor ng the calcula on in Table 2.

8.  Calculate the percentage of decayed atoms based on the average number of decayed atoms for  each trial. Put a check next to the trial with the calculated percentage of decayed atoms that most  closely matches 1/2 (50%), 1/4 (25%), 1/8 (12.5%), and 1/16 (6.25%). You will use this data to plot a  graph similar to Figure 3 showing the half‐life of Carbon‐14 for Ques on 3.

87

Lab 7: Radioac vity

Please submit your table data and answers for this experiment on the Word document provided to you.

Table 2: Half‐life experimental results

 

Ques ons  1.  What is meant by the term half‐life?

 

2.  At the end of two half‐lives, what percentage of atoms (Ski les™) have not decayed? Show your  calcula on.

Total number of  atoms

Trial   Number of decayed atoms

Average

1st Round  2nd Round  3rd Round

1

2

3

4

5

6

7

8

9

10

Percentage of decayed      atoms

(from original number)

88

Lab 7: Radioac vity

3.  Using your data, graph the number of undecayed atoms vs. trials below to show when 1/2, 1/4,  1/8, and 1/16 of your Ski les remain (use the values next to the boxes you put checks next to in  Step 8 of the procedure).

4.  How would the graph change if 20 Ski les were used in this experiment?

5.  If 1/8 of a radioac ve element remains a er 600 years, what is that element’s half‐life?

eScience Labs, LLC  1500 West Hampden Avenue

Building 2  Sheridan, CO 80110

303.741.0674  •  www.esciencelabs.com

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Biology Questions On Cancer

1. What are the causes of skin cancer?

2. Why are Caucasians more at risk of skin cancer than other populations?

3. At what age does skin cancer typically occur? Is the incidence of skin cancer greater in youth or old age?

4. Does the amount of UV light reaching the Earth vary in a predictable manner (Figure 6-3)? If so, describe the pattern you observe.

5. What latitude receives the greatest amount of UV light (Figure 6-3)? The least?

6. Based on these data (Figure 6-3), where might you expect to find the most lightly pigmented and most darkly pigmented people on the planet? Be as specific as you can.

7. Provide a rationale to your answer above (i.e., why did you think that more darkly pigmented people would be found in those areas)?

8. Interpret Figure 6-4 and the trend it describes.

A. Is skin reflectance randomly distributed throughout the globe? If not, how would you describe the pattern?

B. Restate your findings in terms of skin color and UV light (instead of skin reflectance and latitude).

C. How closely do these findings match the predictions of your hypothesis (Question 6)?

D. Some populations have skin colors that are darker or lighter than predicted based on their loca­tion. Their data point falls somewhere outside of the line shown in (Figure 6-4). What might ex­plain the skin color of these exceptional populations? Propose a few hypotheses.

E. Hypothesize why different skin colors have evolved.

9. Hypothesize why different skin colors have evolved. Based on what you know, what factor is most likely to exert a selective pressure on skin color?

10. Review your answer to Question 3. Keeping your answer in mind, how strong a selective pressure do you expect skin cancer (UV-induced mutations) to exert on reproductive success?

11. Based on this information, does your hypothesis about the evolution of skin color (Question 9) seem likely? Why or why not? How does skin color meet, or fail to meet, the three requirements of natural selection outlined above?

12. Based on Branda and Eaton’s results (Figure 6-5), what is the apparent effect of UV light exposure on blood folate levels?

13. What is the apparent effect of UV light on folate levels in these test tubes? __________________

14. How is folate linked to natural selection?

15. All other things being equal, which skin tone would you expect to be correlated with higher levels of folate? _________________________________________________________________________

16. Based on this new information, revise your hypothesis to explain the evolution of human skin color.

17. What would happen to the reproductive success of:

A.light-skinnedperson living in the tropics? _________________________________________

B. light-skinned person living in the polar region? _____________________________________

C.dark-skinned person living in the tropics? _________________________________________

D.  dark-skinned person living in the polar region? _____________________________________

18. Predict the skin tones expected at different latitudes, taking folate needs into consideration. Use the world map (Figure 6-6) to indicate the skin tone expected at each latitude (shade the areas where populations are darkly pigmented).

19. Can folate explain the variation and distribution of light- and dark-skinned individuals around the world?

20. How is vitamin D linked to natural selection?

21. Which skin tone allows someone to maintain the recommended level of vitamin D? ________________

22. Based on this new information, revise your hypothesis to explain the evolution of the variation and distribution of human skin color.

23. Taking only vitamin D into consideration, what would happen to the reproductive success of:

A. light-skinned person living in the tropics? _________________________________________

B. light-skinned person living in the polar region? _____________________________________

C. dark-skinned person living in the tropics? _________________________________________

D. dark-skinned person living in the polar region? _____________________________________

24. Predict the skin tones expected at different latitudes, taking only vitamin D needs into consider­ation. Use the world map (Figure 6-8) to indicate the skin tone expected at each latitude (shade a region to represent pigmented skin in that population).

25. Can vitamin D alone explain the current world distribution of skin color? ____________________

26. Using principles of natural selection, predict the skin tone expected at different latitudes, taking ul­traviolet exposure, vitamin D, and folate needs into consideration. Use the map (Figure 6-9) to indicate skin tone patterns at different latitudes (shade regions where populations are expected to be darkly pigmented).

27. Are UV light, vitamin D and folate needs sufficient to explain the current world distribution of skin color? ___________________________________________________________________________

28. How might you explain that Inuits, living at northern latitudes, are relatively dark-skinned (much more so than expected for their latitude)? Propose a hypothesis.

29. Conversely, Northern Europeans are slightly lighter-skinned than expected for their latitude. Pro­pose a hypothesis to explain this observation.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

HW HW

Human Evolution Revised April 2018 www.BioInteractive.org Page 1 of 7

Activity Student Handout

Human Skin Color: Evidence for Selection

INTRODUCTION Our closest primate relatives have pale skin under dark fur, but human skin comes in a variety of shades from pinkish white to dark brown. How did this variation arise? Many biological traits have been shaped by natural selection. To determine whether the variation in human skin color is the result of evolution by natural selection, scientists look for patterns revealing an association between different versions of the trait and the environment. Then they look for selective pressures that can explain the association.

In this lesson, you will explore some of the evidence for selection by analyzing data and watching the film The Biology of Skin Color (http://www.hhmi.org/biointeractive/biology-skin-color), featuring anthropologist Dr. Nina Jablonski. In Part 1 of this lesson, you’ll discover the particular environmental factor correlated with the global distribution of skin color variations. In Parts 2 and 3, you’ll come to understand the specific selective pressures that have shaped the evolution of the trait. Finally, in Part 4, you’ll investigate how modern human migration is causing a mismatch between biology and the environment.

PROCEDURE Read the information in Parts 1–4 below, watching segments of the film and pausing as directed. Answer the questions in each section before proceeding to the next.

PART 1: Is There a Connection Between UV Radiation and Skin Color? Watch the film from the beginning to time stamp 5:49 minutes. Pause when Dr. Nina Jablonski asks the question, “Is there a connection between the intensity of UV radiation and skin color?”

In this segment of the film, Dr. Jablonski explains that the sun emits energy over a broad spectrum of wavelengths. In particular, she mentions visible light that you see and ultraviolet (UV) radiation that you can’t see or feel. (Wavelengths you feel as heat are in a portion of the spectrum called infrared.) UV radiation has a shorter wavelength and higher energy than visible light. It has both positive and negative effects on human health, as you will learn in this film. The level of UV radiation reaching Earth’s surface can vary depending on the time of day, the time of year, latitude, altitude, and weather conditions.

The UV Index is a standardized scale that forecasts the intensity of UV radiation at any given time and location in the globe; the higher the number, the greater the intensity. Examine Figure 1 on the next page and answer Questions 1–6.

1. Describe the relationship between the UV Index (the colored bar in Figure 1) and latitude (y-axis).

2. How do you explain the relationship between the UV Index and latitude? (In other words, why does UV intensity change with latitude?)

Human Skin Color: Evidence for Selection

Human Evolution Revised April 2018 www.BioInteractive.org Page 2 of 7

Activity Student Handout

3. Find your approximate location on the map. What is the primary UV Index value of your state on this particular day in September? _________

4. Look at the regions that receive the most-intense UV (light pink). Site a specific piece of evidence from the map that a factor other than latitude was contributing to UV intensity on this day.

5. In the film, Dr. Jablonski explains that melanin, located in the top layer of human skin, absorbs UV radiation, protecting cells from the damaging effects of UV. Genetics determines the type of melanin (i.e., brown/black eumelanin or red/brown pheomelanin) and the amount of melanin present in an individual’s cells. Based on this information, write a hypothesis for where in the world you would expect to find human populations with darker or lighter skin pigmentation (i.e., different amounts of melanin).

6. Explain how scientists could test this hypothesis.

Figure 1. Ultraviolet Radiation Index Across the World. The colors on this map of the world represent Ultraviolet (UV) Index values on a particular day in September 2015. The UV Index is a standardized scale of UV radiation intensity running from 0 (least intense) to 18 (most intense). The y-axis values are degrees of latitude, which range from the equator (0°) to the poles (90° north and −90° south). The x-axis values are degrees of longitude, which range from the prime meridian (0°) to the antimeridian (180° east and −180° west). (Source: European Space Agency, http://www.temis.nl/uvradiati on/UVindex.html.)

Human Skin Color: Evidence for Selection

Human Evolution Revised April 2018 www.BioInteractive.org Page 3 of 7

Activity Student Handout

You will now look at another figure that has to do with skin color. One way to measure skin color is by skin reflectance. Scientists can shine visible light on a portion of skin (typically the inside of the arm) and then measure how much light is reflected back. Dark skin reflects less visible light than does light skin. The lower the reflectance value, therefore, the darker the skin. Examine Figure 2 and answer Questions 7–9.

7. Why do you think that reflectance data are collected from a subject’s inner arm?

8. Describe the relationship between skin reflectance (y-axis) and latitude (x-axis). Consider both the direction and steepness of the lines’ slopes.

9. Do these data support your hypothesis from Question 5? Justify your answer.

Watch the film from time stamp 5:49 minutes to 9:08 minutes. Pause when Dr. Jablonski says, “That suggests that variation in human skin melanin production arose as different populations adapted biologically to different solar conditions around the world.” After watching this segment of the film, answer Question 10.

10. Based on what you know about skin pigmentation so far, suggest a mechanism by which UV intensity could provide a selective pressure on the evolution of human skin color. In other words, propose a hypothesis that links skin color to evolutionary fitness.

Figure 2. Relationship Between Skin Reflectance and Latitude. This figure shows how skin reflectance changes with latitude. Negative latitudes are south of the equator (located at 0°), and positive latitudes are north of the equator. Available reflectance data from multiple sources were combined to form this graph. All combined data were obtained using a reflectometer with an output of 680 nanometers (i.e., a wavelength of visible light) and placed on the subjects’ upper or lower inner arms. (Source: Panel B of Figure 2 in Barsh (2003). Graph originally captioned as “Summary of 102 skin reflectance samples for males as a function of latitude, redrawn from Relethford (1997).” © 2003 Public Library of Science.)

Human Skin Color: Evidence for Selection

Human Evolution Revised April 2018 www.BioInteractive.org Page 4 of 7

Activity Student Handout

PART 2: What Was the Selective Pressure? Watch the film from time stamp 9:08 minutes to 12:19 minutes. Pause when Dr. Jablonski says, “For that reason, though it might cut your life short, it’s unlikely to affect your ability to pass on your genes.” After watching this segment of the film, answer Questions 11–13.

11. What does it mean for a trait, such as light skin coloration, to be under negative selection in equatorial Africa? Relate negative selective pressure to what we know about MC1R allele diversity among African populations.

12. Why does Dr. Jablonski dismiss the hypothesis that protection from skin cancer provided selection for the evolution of darker skin in our human ancestors?

13. Revisit your hypothesis from Question 10. Based on the information you have now, does this seem like a more or less probable hypothesis than when you first proposed it? Provide evidence to support your reasoning.

Watch the film from time stamp 12:19 minutes to 13:32 minutes. Pause when Dr. Jablonski says, “That is what melanin does.” In this segment of the film, Dr. Jablonski references a paper she had read about the connection between UV exposure and the essential nutrient folate (a B vitamin), which circulates throughout the body in the blood. The paper, published in 1978, describes how the serum (blood) folate concentrations differed between two groups of light-skinned people. You will now look at one of the figures from that paper. Examine Figure 3 and answer Questions 14–17.

Figure 3. Folate Levels in Two Groups of People. In one group (“patients”), 10 individuals were exposed to intense UV light for at least 30–60 minutes once or twice a week for three months. Sixty-four individuals not receiving this treatement (“normals”) served as the control group. The difference between the two groups was statistically significant (p < 0.005). Brackets represent the standard error of the mean, and “ng/mL” means “nanograms per milliliter.” (Republished with permission of the American Assn for the Advancement of Science, from Skin color and nutrient photolysis: an evolutionary hypothesis, Branda, RF and Eaton, JW, 201:4356, 1978; permission conveyed through Copyright Clearance Center, Inc.)

Human Skin Color: Evidence for Selection

Human Evolution Revised April 2018 www.BioInteractive.org Page 5 of 7

Activity Student Handout

14. Describe the relationship between folate levels and UV exposure. Use specific data from the graph to support your answer.

15. Dr. Jablonski describes learning that low folate levels are linked to severe birth defects as a “eureka moment.” Explain what she means by this.

16. Based on this new information, revise your hypothesis to explain the selective pressure on the evolution of human skin color.

17. Can the effects of UV light on folate explain the full variation of human skin color that exists among human populations today? Explain your reasoning.

PART 3: Why Aren’t We All Dark Skinned? Watch the film from time stamp 13:32 minutes to 16:04 minutes. Pause when Dr. Jablonski says, “Support for the idea that the UV–vitamin D connection helped drive the evolution of paler skin comes from the fact that indigenous peoples with diets rich in this essential vitamin have dark pigmentation.”

Unlike many essential nutrients, vitamin D is produced by the human body. One type of UV radiation called UVB starts a chain of reactions that convert 7-dehydrocholesterol—a chemical found in skin—to vitamin D. Vitamin D is essential to the absorption of calcium and phosphorus from the foods we eat to make strong bones. It is also important for reproductive health and for the maintenance of a strong immune system. How much UVB exposure is necessary to synthesize sufficient vitamin D depends largely on two factors: UVB intensity and skin color. In general, at a given UV intensity, a dark-skinned individual must be exposed to UVB five times as long as a light-skinned individual to synthesize the same amount of vitamin D.

Dr. Jablonski and Dr. George Chaplin published a paper in which they theorize whether available UV around the world would enable individuals with different skin colors to synthesize an adequate amount of vitamin D. Figure 4 and Table 1 summarize the results. Analyze Figure 4 and Table 1 and answer Questions 18–21.

Human Skin Color: Evidence for Selection

Human Evolution Revised April 2018 www.BioInteractive.org Page 6 of 7

Activity Student Handout

Table 1. Key to Zones in Figure 4.

Skin Pigmentation Wide Diagonals Narrow Diagonals Dots

Light N Y Y

Moderate N N Y

Dark N N N

Note: “Y” means that an individual with that skin pigmentation could synthesize sufficient vitamin D in the region indicated throughout the year. “N” means that the person could not.

18. Based on these data, describe the populations least likely to synthesize sufficient levels of vitamin D. Explain your answer with data from the figure.

19. How do these data support the hypothesis that the evolution of lighter skin colors was driven by selection for vitamin D production?

20. For a person living farther away from the equator, would the risk of vitamin D deficiency be uniform or vary throughout the year? If it would vary, how would it vary? Explain your reasoning.

Figure 4. Comparison of Geographic Areas in Which Mean UVB Intensity Would Not Be Sufficient for Vitamin D Synthesis by Populations with Different Skin Colors. Widely spaced diagonal lines show regions in which UVB radiation, averaged over an entire year, is not sufficient for vitamin D synthesis by people with lightly, moderately, and darkly pigmented skin. Narrowly spaced diagonal lines show regions in which UVB radiation is not sufficient for vitamin D synthesis by people with moderately and darkly pigmented skin. The dotted pattern shows regions in which UVB radiation averaged over the year is not sufficient for vitamin D synthesis in people with darkly pigmented skin. (Reprinted from The Journal of Human Evolution, 39:1, Nina G. Jablonski and George Chaplin, The Evolution of Human Skin Coloration, 57-106, Copyright 2000, with permission from Elsevier.)

Human Skin Color: Evidence for Selection

Human Evolution Revised April 2018 www.BioInteractive.org Page 7 of 7

Activity Student Handout

21. Vitamin D and folate levels in the blood are both affected by UV light. Describe the predicted effects of using a tanning booth (which exposes skin to UV light) on the blood levels of these two vitamins.

22. Based on everything that you have learned so far, provide an explanation for how the different shades of skin color from pinkish white to dark brown evolved throughout human history.

PART 4: How Does Recent Migration Affect Our Health? Watch the film from time stamp 16:04 minutes to the end. In this segment of the film, Dr. Jablonski and Dr. Zalfa Abdel-Malek explain that some people are living in environments that are not well matched to their skin colors. One example is vitamin D production. The recommended level of circulating vitamin D is 20 ng/mL (nanograms per milliliter). But, as you learned in Part 3, vitamin D production is affected by UV intensity and skin color.

Figure 5 shows the concentrations of serum 25(OH)D vitamin, which is the main type of vitamin D that circulates in blood. Measurements were taken among people living in the United States and were standardized to negate the effects of weight, age, and other factors. Examine Figure 5 and answer Questions 22 and 23.

23. Describe the trends visible in the data. Which subpopulation (gender, race/ethnicity) is at the greatest risk for vitamin D deficiency? Which subpopulation is at the least risk for vitamin D deficiency?

24. What is one of the consequences of recent human migrations on human health?

Figure 5. Adjusted mean serum 25(OH)D levels according to race/ethnicity and stratified according to gender (n = 2629). aAdjusted for gender, age, weight, education, income, urban, region; b adjusted for age, weight, education, income, urban, region. (Reproduced with permission from Pediatrics 123, 797-803, Copyright© 2009 by the AAP.)

  • Introduction
  • PROCEDURE
    • PART 1: Is There a Connection Between UV Radiation and Skin Color?
    • PART 2: What Was the Selective Pressure?
    • PART 3: Why Aren’t We All Dark Skinned?
    • PART 4: How Does Recent Migration Affect Our Health?
  1. question 1:
  2. question 3:
  3. question 4:
  4. question 5:
  5. question 2:
  6. question 6:
  7. question 7:
  8. question 8:
  9. question 9:
  10. question 11:
  11. question 12:
  12. question 13:
  13. question 14:
  14. question 15:
  15. question 16:
  16. question 17:
  17. question 18:
  18. question 19:
  19. question 20:
  20. question 21:
  21. question 22:
  22. question 10:
  23. question 23:
  24. question 24:
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Scin Work 5

SCIN 130 Lab 5: Viruses

General Instructions

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

Remember, you are to upload this packet with your quiz for the week!

Background

Most people have heard of influenza, HIV, and rabies. Zika, human papillomavirus (HPV), and Ebola have recently made headlines. Adenovirus, T7 virus, and tobacco mosaic virus are familiar to researchers and science students. What do these viruses have in common? And how are they different?

Specific Lab Instructions

Name:

Date:

Go to: http://media.hhmi.org/biointeractive/click/virus-explorer/index.html

And work through the following questions.

Let’s first make sure you understand what information is presented, and how it is. Click on the “About” tab at the bottom of the page.

Read the information in this section, then answer the following:

1. List four (4) ways in which viruses can differ from each other

1.

2.

3.

4.

2. This interactive uses several abbreviations. Fill in what each abbreviation stands for in the table below.

Abbreviation Description
nm

bp

ss

ds

SCIN130 Lab 5: Viruses

3. Close the “About” window.

V1 04.2018 Felicetti

Page 1 of 8

4. Locate the i next to each viral characteristic tab across the top of the page.

Click on these icons and answer the questions in your own words (do NOT simply copy and paste from the site or you will not receive credit):

a. Envelope: Not all viruses have an envelope. If a virus has this outer layer, explain how it forms.b. Structure: What determines the shape of the capsid, or core?

c. Host(s): From the virus’ perspective, why is the host important?

d. Genome Type: Viral genomes may vary by four characteristics of their genetic information. What are they?

e. Transmission: Define the terms “vector” and “zoonotic.”

f. Vaccine: What is one advantage of being vaccinated against a particular virus?

5. Virus Scavenger Hunt: Use the home page of the Virus Explorer and the various viral characteristic tabs across the top to answer the questions below.

a. What is one difference between the rabies virus and the influenza virus?

b. Of the nine viruses shown, which is the only one that infects plants?

c. What is one characteristic that adenoviruses and papillomaviruses have in common?

d. Recently, Zika virus has been in the news. Treatment of it is of particular concern. Why?

6. Locate the + next to each virus name.

Click on these icons and answer the questions below associated with selected viruses.

a. Rabies virus: People often associate rabies virus with dogs. Why is this incomplete?

b. Influenza virus: Influenza virus has a segmented genome. Why is this an advantage for the virus?

c. HIV: HIV infects immune cells. Why is this a disadvantage to the infected person?

d. Zika virus: Why is Zika virus of great concern to pregnant women?

e. Tobacco mosaic virus (TMV): Name one unique characteristic of the tobacco mosaic virus.

7.

8. How big is a virus anyway? Click on the “Show Relative Sizes of the Viruses” tab at the bottom of the interactive home page.

9. Answer the following questions using the white scale bar at the bottom of the page for size comparison. Remember to include your units!!

a. Using the white scale bar provided, approximately how long (tall) is TMV?

b. What is the approximate diameter of HIV?

c. What is the approximate diameter of Zika virus?

Adapted from: Click and Learn “Virus Explorer” (2016). Virus Explorer Worksheet. HHMI Biointeractive Teaching Materials.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Biol 101 Individual Assignment 3

Individual Assignment 3 Instructions

The global community is plagued by increasing incidence of leukemia; non-Hodgkin lymphoma; lung, colorectal, breast, pancreatic, prostate, liver, ovarian, and esophageal cancers. Other types of cancer exist but are less frequent. What is the scientific community doing to attempt to eliminate the most common forms of cancer that are ravaging society?

1. Read the course textbook’s chapter on cell division, specifically the last section on how cells become cancerous. This is context for completing Individual Assignment 3.

2. Watch the Presentation in Module/Week 4 entitled “Ways to Fight Cancer.” Notice that the presentation outlines essentially 3 approaches to fighting cancer: a) reduction of cancer risks, b) correction of cancer genes, and c) destruction of cancerous tissue.

3. Open the “10 Discoveries in the War on Cancer” document in the Assignment Instructions folder. Scan the discoveries briefly. Then, open the assignment submission link in Module/Week 9. In the text box, number from 1 to 10 for the 10 discoveries.

4. Reflect carefully on discovery 1. Would this discovery be more useful for a) reducing cancer risks, b) correcting/restoring cancer cells to normal, or c) destroying cancerous tissue? After number 1 in your list, place in parentheses the letter representing the approach to fighting cancer that will best be served by this new discovery. (More than 1 approach may be served, but which is most likely to be helped most significantly?)

5. Repeat this analysis for each of the remaining 9 discoveries. Return to the “Ways to Fight Cancer” presentation as needed for additional perspective. When finished, your entire text box must be simple: a numbered (1–10) list of letters (a), (b) or (c). The assignment is now complete.

6. Each correct association up to 8 correct answers is granted 7 points. If you get 9 or 10 out of 10, you get a perfect score (60 pts.) on the assignment.

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 4.

 

Individual Assignment 3 – 10 Discoveries in the War on Cancer

1. Virologists are modifying lentiviruses as vectors for carrying proto-oncogenes into cancer-transformed cells in culture. They are developing this virus for inserting the ras proto-oncogene directly into its correct location in the genome. The correct ras gene will already be linked to human DNA on either side of it and complexed with a recombination enzyme that will insert it into its correct location within the human genome. At the same time, the recombination enzyme will excise the defective oncogenic form of ras. The cells in culture should again come under normal hormonal control and require extra-cellular signals in order to continue dividing.

2. Malignant brain tumors in adults are fast-growing cancers with median survival rates of 15 months, even with aggressive treatment. Researchers have been searching for genetic “signatures” (characteristic groups of cancer-causing genes) that could help in defining the kind of brain tumor the patient has. They hope to be better able to predict the course of the disease and more accurately design the patient’s course of treatment.

3. Tobacco smoking is the leading cause of preventable deaths worldwide. It is a risk factor for lung cancer and several other types of cancer. Results of analysis of the entire human gene collection (the “genome”) support some previous findings that a region of human chromosome number 15 contains one or more genes that are associated with smoking intensity (the number of cigarettes smoked per day) and the closely related trait of nicotine dependency. Scanning people’s genomes for these genes will help them to determine their risk of addiction should they begin smoking tobacco.

4. Immunologists are working with a mutation (HER2) that is expressed on the surface of many breast, bladder, pancreatic, and ovarian cancer cells. They have made antibodies against this mutant surface protein. These antibodies have been covalently bonded to a “gene expression vector” that makes cells light up when incubated with luciferin from fire flies. The vector takes the gene for luciferin into the cancer cells. The researchers have shown that their antibody can accurately find and “light up” cancer cells. Their next step is to bond the antibody to an expression vector that carries the normal HER2 gene into mutant cancer cells.

5. Immunologists are investigating ways to destroy lymphocytes (white blood cells of the immune system) that have become cancerous (lymphomas). A current drug Rituximab contains antibodies that bind to the surfaces of these lymphocytes setting them up for destruction by the cancer patient’s own immune system. They are currently seeking ways to modify the antibody’s structure so that it will attract the cancer patient’s “natural killer” (NK) cells to the lymphocytes. Success of this project will bring a multi-faceted immune response against lymphomas and hasten destruction.

 

6. Biochemists have discovered a protein kinase enzyme named BRAF that is an important link in a molecular pathway that causes a cell to divide. Normally, BRAF responds to signals coming from outside the cell—signals calling for the cell to divide normally under normal conditions. But there is a mutation in BRAF enzymes that causes it activate the cell toward division continually. In this way it gives rise to melanomas and thyroid or ovarian cancers. Biochemists have also found a drug, vemurafenib, which binds selectively to mutant BRAF totally inactivating it. Cells that have inactivated BRAF undergo apoptosis—a process that leads to cell death.

7. Molecular biologists have taken nanoparticle-sized spheres and used them to deliver a cell-killing toxin from bee venom to tumors in mice, substantially reducing tumor growth without harming normal body tissues. Nanoparticles are known to concentrate in solid tumors because blood vessels in tumors show “enhanced permeability and retention effect” or EPR. Hence substances such as nanoparticles escape more readily from the bloodstream into tumors and the generally poor drainage of lymph from tumors further helps trap the particles in tumor tissue.

8. Organic chemists are exploring structural variations of the organic compound avobenzone (1-[4-Methoxyphenyl]-3-[4-tert-butylphenyl] propane-1,3-dione) for inclusion in sunblock products. Avobenzone is known for its ability to absorb a broad spectrum of ultra-violet radiations including UVB light (known to enhance the frequency of basal cell and squamous cell carcinomas [skin cancers]); and UVA rays thought to increase the frequency of melanoma cancers. New variations in the structure of avobenzone are hoped to retain the ability to absorb harmful UV radiation while having an increased stability in the presence of that radiation.

9. Biochemists are analyzing the many, many components of red meat (beef and pork) to determine which component, if any, will cause increased colorectal cancer rates in mice when the component is administered orally. Studies have shown that higher colorectal cancer rates in humans are associated with higher consumption rates of red meat.

10. Molecular biologists have developed a new sequence of human genes called an ankyrin insulator sequence. A new corrected or therapeutic gene is placed within this sequence. Its role is to create an active area on a human chromosome where the new gene can work efficiently no matter what chromosome it lands on.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Lab2

This experiment requires your lab kit.

You will explore the basic properties of the chemistry that underlies biology. You will determine the presence of biological macromolecules such as proteins and carbohydrates using reagents that change color in their presence.

Additional Materials needed for the labs (not included in lab kit)

Experiment 1: egg white, potato, onion, hot water, fork, knife, hot water bath, tap water

Photos of the results of all the tests in this experiment are required. Please include within the pictures an index card with your name and date.

We discussed last week that the properties of living organisms are determined by the properties of their building blocks. These building blocks interact through chemical bonding, and then form even larger entities. The elements most frequently found in biological molecules include carbon, hydrogen, oxygen, nitrogen, phosphorus, sulfur, and a few others in smaller amounts. The chemistry of the element carbon is particularly important for the formation of “organic molecules” that form the basic structure of biological molecules.

Biological molecules can be very large in comparison to atoms or subatomic molecules and are referred to as biological macromolecules (macro means “big”). Learning about macromolecules is important to understanding living organisms. All living organisms are characterized by the presence of four major classes of macromolecules: proteins, carbohydrates, lipids, and nucleic acids. These macromolecules are often called the molecules of life.

Biological macromolecules such as proteins are able to carry out specific functions in living organisms. For example, certain proteins such as enzymes act as catalysts—substances that increase the rate of a chemical reaction between other molecules but do not change chemically themselves. These enzymes activate reactions occurring within living organisms.

However, enzymes and other biological molecules made of matter do not possess the properties of life. Only after we combine these molecular building blocks to form a cell can we finally see the emergent property of life. At this point we have the smallest units of structure and function in biology: cells are then living entities.

Types of cells differ considerably in their structure, size, shape, and function. Scientists usually categorize cells based on their structural features. You will learn these classifications and understand how those different features affect the cell’s purpose and abilities. Some living organisms, including humans, are composed of many different cell types among trillions of cells. Other living organisms, such as bacteria, are composed of just one single cell.

In this section, we will discuss cell theory and the various organelles of a cell. We will then learn about a cell structure called the plasma membrane and see how materials move in and out of this membrane.

You will participate in a class discussion related to topics in biology.

You will also complete a laboratory experiment related to biological macromolecules.

And you will demonstrate your knowledge of course concepts with a quiz.

Week 2 Outcomes

By the end of this week, you should be able to

  • describe the structure and function of biological molecules;
  • explain cell theory, the role of cells, and methods of studying cell structure;
  • compare and contrast eukaryotic and prokaryotic cells;
  • compare and contrast animal and plant cells;
  • describe the structure and functions of the major cell organelles, as well as the cytoskeleton and extracellular matrix;
  • explain the fluid mosaic model of membranes and the processes of cellular transport in eukaryotic cells;
  • determine the presence of proteins, glucose, starch (carbohydrate) using indicator solutions;
  • manipulate test tubes and measure liquids;
  • measure pH (acidity) using pH strips; and
  • apply concepts and/or argue a position related to a scientific topic.

Chemistry of Life: Biological Molecules

Biological Molecules

By the end of this section, you will be able to:

  • describe the ways in which carbon is critical to life
  • explain the impact of slight changes in amino acids on organisms
  • describe the four major types of biological molecules
  • understand the functions of the four major types of molecules.

The large molecules necessary for life that are built from smaller organic molecules are called biological macromolecules. There are four major classes of biological macromolecules (carbohydrates, lipids, proteins, and nucleic acids), and each is an important component of the cell and performs a wide array of functions. Combined, these molecules make up the majority of a cell’s mass. Biological macromolecules are organic, meaning that they contain carbon. In addition, they may contain hydrogen, oxygen, nitrogen, phosphorus, sulfur, and additional minor elements.

Carbon

It is often said that life is “carbon-based.” This means that carbon atoms, bonded to other carbon atoms or other elements, form the fundamental components of many, if not most, of the molecules found uniquely in living things. Other elements play important roles in biological molecules, but carbon certainly qualifies as the “foundation” element for molecules in living things. It is the bonding properties of carbon atoms that are responsible for its important role.

Carbon Bonding

Carbon contains four electrons in its outer shell. Therefore, it can form four covalent bonds with other atoms or molecules. The simplest organic carbon molecule is methane (CH4), in which four hydrogen atoms bind to a carbon atom (Figure 13).

However, structures that are more complex are made using carbon. Any of the hydrogen atoms could be replaced with another carbon atom covalently bonded to the first carbon atom. In this way, long and branching chains of carbon compounds can be made (Figure 14a). The carbon atoms may bond with atoms of other elements, such as nitrogen, oxygen, and phosphorus (Figure 14b). The molecules may also form rings, which themselves can link with other rings (Figure 14c). This diversity of molecular forms accounts for the diversity of functions of the biological macromolecules and is based to a large degree on the ability of carbon to form multiple bonds with itself and other atoms.

Carbohydrates

Carbohydrates are macromolecules with which most consumers are somewhat familiar. To lose weight, some individuals adhere to “low-carb” diets. Athletes, in contrast, often “carb-load” before important competitions to ensure that they have sufficient energy to compete at a high level. Carbohydrates are, in fact, an essential part of our diet; grains, fruits, and vegetables are all natural sources of carbohydrates. Carbohydrates provide energy to the body, particularly through glucose, a simple sugar. Carbohydrates also have other important functions in humans, animals, and plants.

Carbohydrates can be represented by the formula (CH2O)n, where n is the number of carbon atoms in the molecule. In other words, the ratio of carbon to hydrogen to oxygen is 1:2:1 in carbohydrate molecules. Carbohydrates are classified into three subtypes: monosaccharides, disaccharides, and polysaccharides.

Monosaccharides (mono- = “one”; sacchar- = “sweet”) are simple sugars, the most common of which is glucose. In monosaccharides, the number of carbon atoms usually ranges from three to six. Most monosaccharide names end with the suffix -ose. Depending on the number of carbon atoms in the sugar, they may be known as trioses (three carbon atoms), pentoses (five carbon atoms), and hexoses (six carbon atoms).

Monosaccharides may exist as a linear chain or as ring-shaped molecules; in aqueous solutions, they are usually found in the ring form.

The chemical formula for glucose is C6H12O6. In most living species, glucose is an important source of energy. During cellular respiration, energy is released from glucose, and that energy is used to help make adenosine triphosphate (ATP). Plants synthesize glucose using carbon dioxide and water by the process of photosynthesis, and the glucose, in turn, is used for the energy requirements of the plant. The excess synthesized glucose is often stored as starch that is broken down by other organisms that feed on plants.

Galactose (part of lactose, or milk sugar) and fructose (found in fruit) are other common monosaccharides. Although glucose, galactose, and fructose all have the same chemical formula (C6H12O6), they differ structurally and chemically (and are known as isomers) because of differing arrangements of atoms in the carbon chain (Figure 15).

Disaccharides (di- = “two”) form when two monosaccharides undergo a dehydration reaction (a reaction in which the removal of a water molecule occurs). During this process, the hydroxyl group (−OH) of one monosaccharide combines with a hydrogen atom of another monosaccharide, releasing a molecule of water (H2O) and forming a covalent bond between atoms in the two sugar molecules.

Common disaccharides include lactose, maltose, and sucrose. Lactose is a disaccharide consisting of the monomers glucose and galactose. It is found naturally in milk. Maltose, or malt sugar, is a disaccharide formed from a dehydration reaction between two glucose molecules. The most common disaccharide is sucrose, or table sugar, which is composed of the monomers glucose and fructose.

A long chain of monosaccharides linked by covalent bonds is known as a polysaccharide (poly- = “many”). The chain may be branched or unbranched, and it may contain different types of monosaccharides. Polysaccharides may be very large molecules. Starch, glycogen, cellulose, and chitin are examples of polysaccharides.

Starch is the stored form of sugars in plants and is made up of amylose and amylopectin (both polymers of glucose). Plants are able to synthesize glucose, and the excess glucose is stored as starch in different plant parts, including roots and seeds. The starch that is consumed by animals is broken down into smaller molecules, such as glucose. The cells can then absorb the glucose.

Glycogen is the storage form of glucose in humans and other vertebrates and is made up of monomers of glucose. Glycogen is the animal equivalent of starch and is a highly branched molecule usually stored in liver and muscle cells. Whenever glucose levels decrease, glycogen is broken down to release glucose.

Cellulose is one of the most abundant natural biopolymers. The cell walls of plants are mostly made of cellulose, which provides structural support to the cell. Wood and paper are mostly cellulosic in nature. Cellulose is made up of glucose monomers that are linked by bonds between particular carbon atoms in the glucose molecule.

Every other glucose monomer in cellulose is flipped over and packed tightly as extended long chains. This gives cellulose its rigidity and high tensile strength—which is so important to plant cells. Cellulose passing through our digestive system is called dietary fiber. While the glucose-glucose bonds in cellulose cannot be broken down by human digestive enzymes, herbivores such as cows, buffalos, and horses are able to digest grass that is rich in cellulose and use it as a food source. In these animals, certain species of bacteria reside in the digestive system and secrete the enzyme cellulase. Cellulases can break down cellulose into glucose monomers that can be used as an energy source by the animal.

Carbohydrates serve other functions in different animals. Arthropods, such as insects, spiders, and crabs, have an outer skeleton, called the exoskeleton, which protects their internal body parts. This exoskeleton is made of the biological macromolecule chitin, which is a nitrogenous carbohydrate. It is made of repeating units of a modified sugar containing nitrogen.

Thus, through differences in molecular structure, carbohydrates are able to serve the very different functions of energy storage (starch and glycogen) and structural support and protection (cellulose and chitin) (Figure 16)

Careers in Action: Registered Dietitian

Obesity is a worldwide health concern, and many diseases, such as diabetes and heart disease, are becoming more prevalent because of obesity. This is one of the reasons why registered dietitians are increasingly sought after for advice. Registered dietitians help plan food and nutrition programs for individuals in various settings. They often work with patients in health-care facilities, designing nutrition plans to prevent and treat diseases. For example, dietitians may teach a patient with diabetes how to manage blood sugar levels by eating the correct types and amounts of carbohydrates. Dietitians may also work in nursing homes, schools, and private practices.

To become a registered dietitian, one needs to earn at least a bachelor’s degree in dietetics, nutrition, food technology, or a related field. In addition, registered dietitians must complete a supervised internship program and pass a national exam. Those who pursue careers in dietetics take courses in nutrition, chemistry, biochemistry, biology, microbiology, and human physiology. Dietitians must become experts in the chemistry and functions of food (proteins, carbohydrates, and fats).

Lipids

Lipids include a diverse group of compounds that are united by a common feature. Lipids are hydrophobic (“water-fearing”), or insoluble in water, because they are nonpolar molecules. This is because they are hydrocarbons that include only nonpolar carbon-carbon or carbon-hydrogen bonds. Lipids perform many different functions in a cell. Cells store energy for long-term use in the form of lipids called fats. Lipids also provide insulation from the environment for plants and animals (Figure 17). For example, they help keep aquatic birds and mammals dry because of their water-repelling nature. Lipids are also the building blocks of many hormones and are an important constituent of the plasma membrane. Lipids include fats, oils, waxes, phospholipids, and steroids.

fat molecule, such as a triglyceride, consists of two main components—glycerol and fatty acids. Glycerol is an organic compound with three carbon atoms, five hydrogen atoms, and three hydroxyl (−OH) groups. Fatty acids have a long chain of hydrocarbons to which an acidic carboxyl group is attached, hence the name “fatty acid.” The number of carbons in the fatty acid may range from 4 to 36; most common are those containing 12 to -18 carbons. In a fat molecule, a fatty acid is attached to each of the three oxygen atoms in the −OH groups of the glycerol molecule with a covalent bond (Figure 18).

During this covalent bond formation, three water molecules are released. The three fatty acids in the fat may be similar or dissimilar. These fats are also called triglycerides because they have three fatty acids. Some fatty acids have common names that specify their origin. For example, palmitic acid, a saturated fatty acid, is derived from the palm tree. Arachidic acid is derived from Arachis hypogaea, the scientific name for peanuts.

Fatty acids may be saturated or unsaturated. In a fatty acid chain, if there are only single bonds between neighboring carbons in the hydrocarbon chain, the fatty acid is saturated. Saturated fatty acids are saturated with hydrogen; in other words, the number of hydrogen atoms attached to the carbon skeleton is maximized.

When the hydrocarbon chain contains a double bond, the fatty acid is an unsaturated fatty acid.

Most unsaturated fats are liquid at room temperature and are called oils. If there is one double bond in the molecule, then it is known as a monounsaturated fat (e.g., olive oil), and if there is more than one double bond, then it is known as a polyunsaturated fat (e.g., canola oil).

Saturated fats tend to get packed tightly and are solid at room temperature. Animal fats with stearic acid and palmitic acid contained in meat, and the fat with butyric acid contained in butter, are examples of saturated fats. Mammals store fats in specialized cells called adipocytes, where globules of fat occupy most of the cell. In plants, fat or oil is stored in seeds and is used as a source of energy during embryonic development.

Unsaturated fats or oils are usually of plant origin and contain unsaturated fatty acids. The double bond causes a bend or a “kink” that prevents the fatty acids from packing tightly, keeping them liquid at room temperature. Olive oil, corn oil, canola oil, and cod liver oil are examples of unsaturated fats. Unsaturated fats help to improve blood cholesterol levels, whereas saturated fats contribute to plaque formation in the arteries, which increases the risk of a heart attack.

In the food industry, oils are artificially hydrogenated to make them semisolid, leading to less spoilage and increased shelf life. Simply speaking, hydrogen gas is bubbled through oils to solidify them. During this hydrogenation process, double bonds of the cis-conformation in the hydrocarbon chain may be converted to double bonds in the trans-conformation. This forms a trans-fat from a cis-fat. The orientation of the double bonds affects the chemical properties of the fat (Figure 19)..

Margarine, some types of peanut butter, and shortening are examples of artificially hydrogenated trans-fats. Recent studies have shown that an increase in trans-fats in the human diet may lead to an increase in levels of low-density lipoprotein (LDL), or “bad” cholesterol, which, in turn, may lead to plaque deposition in the arteries, resulting in heart disease. Many fast food restaurants have recently eliminated the use of trans-fats, and U.S. food labels are now required to list trans-fat content.

Essential fatty acids are fatty acids that are required but not synthesized by the human body. Consequently, they must be supplemented through the diet. Omega-3 fatty acids fall into this category and are one of only two known essential fatty acids for humans (the other being omega-6 fatty acids). They are a type of polyunsaturated fat and are called omega-3 fatty acids because the third carbon from the end of the fatty acid participates in a double bond.

Salmon, trout, and tuna are good sources of omega-3 fatty acids. Omega-3 fatty acids are important in brain function and normal growth and development. They may also prevent heart disease and reduce the risk of cancer.

Like carbohydrates, fats have received a lot of bad publicity. It is true that eating an excess of fried foods and other “fatty” foods leads to weight gain. However, fats do have important functions. Fats serve as long-term energy storage. They also provide insulation for the body. Therefore, “healthy” unsaturated fats in moderate amounts should be consumed on a regular basis.

Phospholipids are the major constituent of the plasma membrane. Like fats, they are composed of fatty acid chains attached to a glycerol or similar backbone. Instead of three fatty acids attached, however, there are two fatty acids, and the third carbon of the glycerol backbone is bound to a phosphate group. The phosphate group is modified by the addition of an alcohol.

A phospholipid has both hydrophobic and hydrophilic regions. The fatty acid chains are hydrophobic and exclude themselves from water, whereas the phosphate is hydrophilic and interacts with water.

Cells are surrounded by a membrane, which has a bilayer of phospholipids. The fatty acids of phospholipids face inside, away from water, whereas the phosphate group can face either the outside environment or the inside of the cell, which are both aqueous.

Steroids and Waxes

Unlike the phospholipids and fats discussed earlier, steroids have a ring structure. Although they do not resemble other lipids, they are grouped with them because they are also hydrophobic. All steroids have four linked carbon rings and several of them, like cholesterol, have a short tail.

Cholesterol is a steroid. Cholesterol is mainly synthesized in the liver and is the precursor of many steroid hormones, such as testosterone and estradiol. It is also the precursor of vitamins E and

K and the precursor of bile salts, which help in the breakdown of fats and their subsequent absorption by cells. Although cholesterol is often spoken of in negative terms, it is necessary for the proper functioning of the body. It is a key component of the plasma membranes of animal cells.

Waxes are made up of a hydrocarbon chain with an alcohol (−OH) group and a fatty acid. Examples of animal waxes include beeswax and lanolin. Plants also have waxes, such as the coating on their leaves, that helps prevent them from drying out.

For an additional perspective on lipids, explore “Biomolecules: The Lipids” through this interactive animation: http://openstaxcollege.org/l/lipids.

Proteins

Proteins are one of the most abundant organic molecules in living systems and have the most diverse range of functions of all macromolecules. Proteins may be structural, regulatory, contractile, or protective; they may serve in transport, storage, or membranes; or they may be toxins or enzymes. Each cell in a living system may contain thousands of different proteins, each with a unique function. Their structures, like their functions, vary greatly. They are all, however, polymers of amino acids, arranged in a linear sequence.

The functions of proteins are very diverse because there are 20 different chemically distinct amino acids that form long chains, and the amino acids can be in any order. For example, proteins can function as enzymes or hormones. Enzymes, which are produced by living cells, are catalysts in biochemical reactions (like digestion) and are usually proteins. Each enzyme is specific for the substrate (a reactant that binds to an enzyme) upon which it acts. Enzymes can function to break molecular bonds, to rearrange bonds, or to form new bonds. An example of an enzyme is salivary amylase, which breaks down amylose, a component of starch.

Hormones are chemical signaling molecules, usually proteins or steroids, secreted by an endocrine gland or group of endocrine cells that act to control or regulate specific physiological processes, including growth, development, metabolism, and reproduction. For example, insulin is a protein hormone that maintains blood glucose levels.

Proteins have different shapes and molecular weights; some proteins are globular in shape whereas others are fibrous in nature. For example, hemoglobin is a globular protein, but collagen, found in our skin, is a fibrous protein. Protein shape is critical to its function. Changes in temperature, pH, and exposure to chemicals may lead to permanent changes in the shape of the protein, leading to a loss of function or denaturation (to be discussed in more detail later). All proteins are made up of different arrangements of the same 20 kinds of amino acids.

Amino acids are the monomers that make up proteins. Each amino acid has the same fundamental structure, which consists of a central carbon atom bonded to an amino group (−NH2), a carboxyl group (−COOH), and a hydrogen atom. Every amino acid also has another variable atom or group of atoms bonded to the central carbon atom known as the R group. The R group is the only difference in structure between the 20 amino acids; otherwise, the amino acids are identical (Figure 20).

The chemical nature of the R group determines the chemical nature of the amino acid within its protein (that is, whether it is acidic, basic, polar, or nonpolar).

The sequence and number of amino acids ultimately determine a protein’s shape, size, and function. Each amino acid is attached to another amino acid by a covalent bond, known as a peptide bond, which is formed by a dehydration reaction. The carboxyl group of one amino acid and the amino group of a second amino acid combine, releasing a water molecule. The resulting bond is the peptide bond.

The products formed by such a linkage are called polypeptides. While the terms polypeptide and protein are sometimes used interchangeably, a polypeptide is technically a polymer of amino acids, whereas the term protein is used for a polypeptide or polypeptides that have combined, have a distinct shape, and have a unique function.

Evolution in Action: The Evolutionary Significance of Cytochrome c

Cytochrome c is an important component of the molecular machinery that harvests energy from glucose. Because this protein’s role in producing cellular energy is crucial, it has changed very little over millions of years. Protein sequencing has shown that there is a considerable amount of sequence similarity among cytochrome c molecules of different species; evolutionary relationships can be assessed by measuring the similarities or differences among various species’ protein sequences.

For example, scientists have determined that human cytochrome c contains 104 amino acids. For each cytochrome c molecule that has been sequenced to date from different organisms, 37 of these amino acids appear in the same position in each cytochrome c. This indicates that all these organisms are descended from a common ancestor. On comparing the human and chimpanzee protein sequences, no sequence difference was found. When human and rhesus monkey sequences were compared, a single difference was found in one amino acid. In contrast, human-to-yeast comparisons show a difference in 44 amino acids, suggesting that humans and chimpanzees have a more recent common ancestor than humans and the rhesus monkey, or humans and yeast.

Protein Structure

As discussed earlier, the shape of a protein is critical to its function. To understand how the protein gets its final shape or conformation, we need to understand the four levels of protein structure: primary, secondary, tertiary, and quaternary (Figure 21).

The unique sequence and number of amino acids in a polypeptide chain is its primary structure. The unique sequence for every protein is ultimately determined by the gene that encodes the protein. Any change in the gene sequence may lead to a different amino acid being added to the polypeptide chain, causing a change in protein structure and function. In sickle cell anemia, the hemoglobin β chain has a single amino acid substitution, causing a change in both the structure and function of the protein. What is most remarkable to consider is that a hemoglobin molecule is made up of two alpha chains and two beta chains that each consist of about 150 amino acids. The molecule, therefore, has about 600 amino acids. The structural difference between a normal hemoglobin molecule and a sickle cell molecule—that dramatically decreases life expectancy—is a single amino acid of the 600.

Because of this change of one amino acid in the chain, the normally biconcave, or disc-shaped, red blood cells assume a crescent or “sickle” shape, which clogs arteries. This can lead to a myriad of serious health problems, such as breathlessness, dizziness, headaches, and abdominal pain for those who have this disease.

Folding patterns resulting from interactions between the non-R group portions of amino acids give rise to the secondary structure of the protein. The most common are the alpha (α)-helix and beta (β)- pleated sheet structures. Both structures are held in shape by hydrogen bonds. In the alpha helix, the bonds form between every fourth amino acid and cause a twist in the amino acid chain.

In the β-pleated sheet, the “pleats” are formed by hydrogen bonding between atoms on the backbone of the polypeptide chain. The R groups are attached to the carbons and extend above and below the folds of the pleat. The pleated segments align parallel to each other, and hydrogen bonds form between the same pairs of atoms on each of the aligned amino acids. The α-helix and β-pleated sheet structures are found in many globular and fibrous proteins.

The unique three-dimensional structure of a polypeptide is known as its tertiary structure. This structure is caused by chemical interactions between various amino acids and regions of the polypeptide. Primarily, the interactions among R groups create the complex three-dimensional tertiary structure of a protein. There may be ionic bonds formed between R groups on different amino acids, or hydrogen bonding beyond that involved in the secondary structure. When protein folding takes place, the hydrophobic R groups of nonpolar amino acids lie in the interior of the protein, whereas the hydrophilic R groups lie on the outside. The former types of interactions are also known as hydrophobic interactions. In nature, some proteins are formed from several polypeptides, also known as subunits, and the interaction of these subunits forms the quaternary structure. Weak interactions between the subunits help to stabilize the overall structure. For example, hemoglobin is a combination of four polypeptide subunits.

Each protein has its own unique sequence and shape held together by chemical interactions. If the protein is subject to changes in temperature, pH, or exposure to chemicals, the protein structure may change, losing its shape in what is known as denaturation, as discussed earlier. Denaturation is often reversible because the primary structure is preserved if the denaturing agent is removed, allowing the protein to resume its function. Sometimes denaturation is irreversible, leading to a loss of function. One example of protein denaturation can be seen when an egg is fried or boiled. The albumin protein in the liquid egg white is denatured when placed in a hot pan, changing from a clear substance to an opaque white substance. Not all proteins are denatured at high temperatures; for instance, bacteria that survive in hot springs have proteins that are adapted to function at those temperatures.

For an additional perspective on proteins, explore “Biomolecules: The Proteins” through this interactive animation (http://openstaxcollege.org/l/proteins)

Nucleic Acids

Nucleic acids are key macromolecules in the continuity of life. They carry the genetic blueprint of a cell and carry instructions for the functioning of the cell.

The two main types of nucleic acids are deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). DNA is the genetic material found in all living organisms, ranging from single-celled bacteria to multicellular mammals.

The other type of nucleic acid, RNA, is mostly involved in protein synthesis. The DNA molecules never leave the nucleus but instead use an RNA intermediary to communicate with the rest of the cell. Other types of RNA are also involved in protein synthesis and its regulation.

DNA and RNA are made up of monomers known as nucleotides. The nucleotides combine with each other to form a polynucleotide, DNA or RNA. Each nucleotide is made up of three components: a nitrogenous base, a pentose (five-carbon) sugar, and a phosphate group (Figure 22). Each nitrogenous base in a nucleotide is attached to a sugar molecule, which is attached to a phosphate group.

DNA Double-Helical Structure

DNA has a double-helical structure (Figure 23). It is composed of two strands, or polymers, of nucleotides. The strands are formed with bonds between phosphate and sugar groups of adjacent nucleotides. The strands are bonded to each other at their bases with hydrogen bonds, and the strands coil about each other along their length, hence the “double helix” description, which means a double spiral.

The alternating sugar and phosphate groups lie on the outside of each strand, forming the backbone of the DNA. The nitrogenous bases are stacked in the interior, like the steps of a staircase, and these bases pair; the pairs are bound to each other by hydrogen bonds. The bases pair in such a way that the distance between the backbones of the two strands is the same all along the molecule.

Key Terms

acid a substance that donates hydrogen ions and therefore lowers pH

adhesion the attraction between water molecules and molecules of a different substance

amino acid a monomer of a protein

anion a negative ion formed by gaining electrons

atomic number the number of protons in an atom

base a substance that absorbs hydrogen ions and therefore raises pH

buffer a solution that resists a change in pH by absorbing or releasing hydrogen or hydroxide ions

carbohydrate a biological macromolecule in which the ratio of carbon to hydrogen to oxygen is 1:2:1; carbohydrates serve as energy sources and structural support in cells

cation a positive ion formed by losing electrons

cellulose a polysaccharide that makes up the cell walls of plants and provides structural support to the cell

chemical bond an interaction between two or more of the same or different elements that results in the formation of molecules

chitin a type of carbohydrate that forms the outer skeleton of arthropods, such as insects and crustaceans, and the cell walls of fungi

cohesion the intermolecular forces between water molecules caused by the polar nature of water; creates surface tension

covalent bond a type of strong bond between two or more of the same or different elements; forms when electrons are shared between elements

denaturation the loss of shape in a protein as a result of changes in temperature, pH, or exposure to chemicals

deoxyribonucleic acid (DNA) a double-stranded polymer of nucleotides that carries the hereditary information of the cell

disaccharide two sugar monomers that are linked together by a peptide bond

electron a negatively charged particle that resides outside of the nucleus in the electron orbital; lacks functional mass and has a charge of –1

electron transfer the movement of electrons from one element to another

element one of 118 unique substances that cannot be broken down into smaller substances and retain the characteristic of that substance; each element has a specified number of protons and unique properties

enzyme a catalyst in a biochemical reaction that is usually a complex or conjugated protein

evaporation the release of water molecules from liquid water to form water vapor

fat a lipid molecule composed of three fatty acids and a glycerol (triglyceride) that typically exists in a solid form at room temperature

glycogen a storage carbohydrate in animals

hormone a chemical signaling molecule, usually a protein or steroid, secreted by an endocrine gland or group of endocrine cells; acts to control or regulate specific physiological processes

hydrogen bond a weak bond between partially positively charged hydrogen atoms and partially negatively charged elements or molecules

hydrophilic describes a substance that dissolves in water; water-loving

hydrophobic describes a substance that does not dissolve in water; water-fearing

ion an atom or compound that does not contain equal numbers of protons and electrons and therefore has a net charge

ionic bond a chemical bond that forms between ions of opposite charges

isotope one or more forms of an element that have different numbers of neutrons

lipids a class of macromolecules that are nonpolar and insoluble in water

litmus paper filter paper that has been treated with a natural water-soluble dye so it can be used as a pH indicator

macromolecule a large molecule, often formed by polymerization of smaller monomers

mass number the number of protons plus neutrons in an atom

matter anything that has mass and occupies space

monosaccharide a single unit or monomer of carbohydrates

neutron a particle with no charge that resides in the nucleus of an atom; has a mass of 1

nonpolar covalent bond a type of covalent bond that forms between atoms when electrons are shared equally between atoms, resulting in no regions with partial charges as in polar covalent bonds

nucleic acid a biological macromolecule that carries the genetic information of a cell and carries instructions for the functioning of the cell

nucleotide a monomer of nucleic acids; contains a pentose sugar, a phosphate group, and a nitrogenous base

nucleus (chemistry) the dense center of an atom made up of protons and (except in the case of a hydrogen atom) neutrons

octet rule states that the outermost shell of an element with a low atomic number can hold eight electrons

oil an unsaturated fat that is a liquid at room temperature

periodic table of elements an organizational chart of elements, indicating the atomic number and mass number of each element; also provides key information about the properties of elements

pH scale a scale ranging from 0 to 14 that measures the approximate concentration of hydrogen ions of a substance

phospholipid a major constituent of the membranes of cells; composed of two fatty acids and a phosphate group attached to the glycerol backbone

polar covalent bond a type of covalent bond in which electrons are pulled toward one atom and away from another, resulting in slightly positive and slightly negative charged regions of the molecule

polypeptide a long chain of amino acids linked by peptide bonds

polysaccharide a long chain of monosaccharides; may be branched or unbranched

protein a biological macromolecule composed of one or more chains of amino acids

proton a positively charged particle that resides in the nucleus of an atom; has a mass of 1 and a charge of +1

radioactive isotope an isotope that spontaneously emits particles or energy to form a more stable element

ribonucleic acid (RNA) a single-stranded polymer of nucleotides that is involved in protein synthesis

saturated fatty acid a long-chain hydrocarbon with single covalent bonds in the carbon chain; the number of hydrogen atoms attached to the carbon skeleton is maximized

solvent a substance capable of dissolving another substance

starch a storage carbohydrate in plants

steroid a type of lipid composed of four fused hydrocarbon rings

surface tension the cohesive force at the surface of a body of liquid that prevents the molecules from separating

temperature a measure of molecular motion

trans-fat a form of unsaturated fat with the hydrogen atoms neighboring the double bond across from each other rather than on the same side of the double bond

triglyceride a fat molecule; consists of three fatty acids linked to a glycerol molecule

unsaturated fatty acid a long-chain hydrocarbon that has one or more than one double bonds in the hydrocarbon chain

van der Waals interaction a weak attraction or interaction between molecules caused by slightly positively charged or slightly negatively charged atoms

Chapter Summary

The Building Blocks of Molecules

Matter is anything that occupies space and has mass. It is made up of atoms of different elements. All the 92 elements that occur naturally have unique qualities that allow them to combine in various ways to create compounds or molecules. Atoms, which consist of protons, neutrons, and electrons, are the smallest units of an element that retain all the properties of that element. Electrons can be donated or shared between atoms to create bonds, including ionic, covalent, and hydrogen bonds, as well as van der Waals interactions.

Water 

Water has many properties that are critical to maintaining life. It is polar, allowing for the formation of hydrogen bonds, which allow ions and other polar molecules to dissolve in water. Therefore, water is an excellent solvent. The hydrogen bonds between water molecules give water the ability to hold heat better than many other substances. As the temperature rises, the hydrogen bonds between water continually break and reform, allowing for the overall temperature to remain stable, although increased energy is added to the system. Water’s cohesive forces allow for the property of surface tension. All these unique properties of water are important in the chemistry of living organisms.

The pH of a solution is a measure of the concentration of hydrogen ions in the solution. A solution with a high number of hydrogen ions is acidic and has a low pH value. A solution with a high number of hydroxide ions is basic and has a high pH value. The pH scale ranges from 0 to 14, with a pH of 7 being neutral. Buffers are solutions that moderate pH changes when an acid or base is added to the buffer system. Buffers are important in biological systems because of their ability to maintain constant pH conditions.

Biological Molecules 

Living things are carbon-based because carbon plays such a prominent role in the chemistry of living things. The four covalent bonding positions of the carbon atom can give rise to a wide diversity of compounds with many functions, accounting for the importance of carbon in living things. Carbohydrates are a group of macromolecules that are a vital energy source for the cell, provide structural support to many organisms, and can be found on the surface of the cell as receptors or for cell recognition. Carbohydrates are classified as monosaccharides, disaccharides, and polysaccharides, depending on the number of monomers in the molecule.

Lipids are a class of macromolecules that are nonpolar and hydrophobic in nature. Major types include fats and oils, waxes, phospholipids, and steroids. Fats and oils are a stored form of energy and can include triglycerides. Fats and oils are usually made up of fatty acids and glycerol.

Proteins are a class of macromolecules that can perform a diverse range of functions for the cell.

They help in metabolism by providing structural support and by acting as enzymes, carriers, or as hormones. The building blocks of proteins are amino acids. Proteins are organized at four levels: primary, secondary, tertiary, and quaternary. Protein shape and function are intricately linked; any change in shape caused by changes in temperature, pH, or chemical exposure may lead to protein denaturation and a loss of function.

Nucleic acids are molecules made up of repeating units of nucleotides that direct cellular activities such as cell division and protein synthesis. Each nucleotide is made up of a pentose sugar, a nitrogenous base, and a phosphate group. There are two types of nucleic acids: DNA and RNA.

Art Connection Question

1.  Figure 3 How many neutrons do (K) potassium-39 and potassium-40 have, respectively?

Review Questions

1.  Magnesium has an atomic number of 12. Which of the following statements is true of a neutral magnesium atom?

a. It has 12 protons, 12 electrons, and 12 neutrons.

b.  It has 12 protons, 12 electrons, and six neutrons.

c. It has six protons, six electrons, and no neutrons.

d. It has six protons, six electrons, and six neutrons.

2.  Which type of bond represents a weak chemical bond?

a. hydrogen bond

b. ionic bond

c. covalent bond

d. polar covalent bond

3.  An isotope of sodium (Na) has a mass number of 22. How many neutrons does it have?

a. 11

b. 12

c. 22

d. 44

4.  Which of the following statements is not true?

a. Water is polar.

b.  Water stabilizes temperature.

c.. Water is essential for life.

d. Water is the most abundant atom in Earth’s atmosphere.

5.  Using a pH meter, you find the pH of an unknown solution to be 8.0. How would you describe this solution?

a. weakly acidic

b. strongly acidic

c. weakly basic

d. strongly basic

6.  The pH of lemon juice is about 2.0; tomato juice’s pH is about 4.0. Approximately how much of an increase in hydrogen ion concentration is there between tomato juice and lemon juice?

a. 2 times

b. 10 times

c. 100 times

d. 1000 times

7.  An example of a monosaccharide is

a. fructose

b. glucose

c. galactose

d. all of the above

8.  Cellulose and starch are examples of

a. monosaccharides

b. disaccharides

c. lipids

d. polysaccharides

9.      Phospholipids are important components of

a. the plasma membrane of cells

b. the ring structure of steroids

c. the waxy covering on leaves

d. the double bond in hydrocarbon chains

10.  The monomers that make up proteins are called     .

a. nucleotides

b. disaccharides

c. amino acids

d. chaperones

Critical Thinking Questions

  1. Why are hydrogen bonds and van der Waals interactions necessary for cells?
  2. Why can some insects walk on water?
  3. Explain why water is an excellent solvent.
  4. Explain at least three functions that lipids serve in plants and/or animals.
  5. Explain what happens if even one amino acid is substituted for another in a polypeptide chain. Provide a specific example.

 

Cell Structure and Function

Chapter Outline

  • How Cells are Studied
  • Comparing Prokaryotic and Eukaryotic Cells
  • Eukaryotic Cells
  • The Cell Membrane
  • Passive Transport
  • Active Transport

Introduction

Close your eyes and picture a brick wall. What is the basic building block of that wall? It is a single brick, of course. Like a brick wall, your body is composed of basic building blocks, and the building blocks of your body are cells.

Your body has many kinds of cells, each specialized for a specific purpose. Just as a home is made from a variety of building materials, the human body is constructed from many cell types. For example, epithelial cells protect the surface of the body and cover the organs and body cavities within. Bone cells help to support and protect the body. Cells of the immune system fight invading bacteria. Additionally, red blood cells carry oxygen throughout the body. Each of these cell types plays a vital role during the growth, development, and day-to-day maintenance of the body. In spite of their enormous variety, however, all cells share certain fundamental characteristics.

By the end of this section,  you will be able to:

  • describe the roles of cells in organisms
  • compare and contrast light microscopy and electron microscopy
  • summarize the cell theory

How Cells Are Studied

A cell is the smallest unit of a living thing. A living thing, like you, is called an organism. Thus, cells are the basic building blocks of all organisms.

In multicellular organisms, several cells of one particular kind interconnect with each other and perform shared functions to form tissues (for example, muscle tissue, connective tissue, and nervous tissue); several tissues combine to form an organ (for example, stomach, heart, or brain); and several organs make up an organ system (such as the digestive system, circulatory system, or nervous system). Several systems functioning together form an organism (such as an elephant, for example).

There are many types of cells, and all are grouped into one of two broad categories: prokaryotic and eukaryotic. Animal cells, plant cells, fungal cells, and protist cells are classified as eukaryotic, whereas bacteria and archaea cells are classified as prokaryotic. Before discussing the criteria for determining whether a cell is prokaryotic or eukaryotic, let us first examine how biologists study cells.

Microscopy

Cells vary in size. With few exceptions, individual cells are too small to be seen with the naked eye, so scientists use microscopes to study them. A microscope is an instrument that magnifies an object. Most images of cells are taken with a microscope and are called micrographs.

Light Microscopes

To give you a sense of the size of a cell, a typical human red blood cell is about eight millionths of a meter, or eight micrometers (abbreviated as µm) in diameter; the head of a pin is about two thousandths of a meter, or 2 millimeters (mm) in diameter. That means that approximately 250 red blood cells could fit on the head of a pin.

The optics of the lenses of a light microscope changes the orientation of the image. A specimen that is right-side up and facing right on the microscope slide will appear upside-down and facing left when viewed through a microscope, and vice versa. Similarly, if the slide is moved left while looking through the microscope, it will appear to move right, and if moved down, it will seem to move up. This occurs because microscopes use two sets of lenses to magnify the image. Due to the manner in which light travels through the lenses, this system of lenses produces an inverted image (binoculars and a dissecting microscope work in a similar manner but include an additional magnification system that makes the final image appear to be upright).

Most student microscopes are classified as light microscopes (Figure 2a). Visible light both passes through and is bent by the lens system to enable the user to see the specimen. Light microscopes are advantageous for viewing living organisms, but since individual cells are generally transparent, their components are not distinguishable unless they are colored with special stains. Staining, however, usually kills the cells.

Light microscopes commonly used in the undergraduate college laboratory magnify up to approximately 400 times. Two parameters that are important in microscopy are magnification and resolving power. Magnification is the degree of enlargement of an object. Resolving power is the ability of a microscope to allow the eye to distinguish two adjacent structures as separate; the higher the resolution, the closer those two objects can be and the better the clarity and detail of the image. When oil immersion lenses are used, magnification is usually increased to 1,000 times for the study of smaller cells, like most prokaryotic cells. Because light entering a specimen from below is focused onto the eye of an observer, the specimen can be viewed using light microscopy. For this reason, for light to pass through a specimen, the sample must be thin or translucent.

A second type of microscope used in laboratories is the dissecting microscope (Figure 2b). These microscopes have a lower magnification (20 to 80 times the object size) than light microscopes and can provide a three-dimensional view of the specimen. Thick objects can be examined with many components in focus at the same time. These microscopes are designed to give a magnified and clear view of tissue structure as well as the anatomy of the whole organism. Like light microscopes, most modern dissecting microscopes are also binocular, meaning that they have two separate lens systems, one for each eye. The lens systems are separated by a certain distance and therefore provide a sense of depth in the view of their subject to make manipulations by hand easier. Dissecting microscopes also have optics that correct the image so that it appears as if being seen by the naked eye and not as an inverted image. The light illuminating a sample under a dissecting microscope typically comes from above the sample, but may also be directed from below.

Electron Microscopes

In contrast to light microscopes, electron microscopes use a beam of electrons instead of a beam of light. Not only does this allow for higher magnification and thus more detail (Figure 3), it also provides higher resolving power. Preparation of a specimen for viewing under an electron microscope will kill it; therefore, live cells cannot be viewed using this type of microscopy. In addition, the electron beam moves best in a vacuum, making it impossible to view living materials.

In a scanning electron microscope, a beam of electrons moves back and forth across a cell’s surface, rendering the details of cell surface characteristics by reflection. Cells and other structures are usually coated with a metal like gold. In a transmission electron microscope, the electron beam is transmitted through the cell and provides details of a cell’s internal structures. As you might imagine, electron microscopes are significantly more bulky and expensive than are light microscopes.

Careers in Action: Cytotechnologist

Have you ever heard of a medical test called a Pap smear (Figure 4)? In this test, a doctor takes a small sample of cells from the uterine cervix of a patient and sends it to a medical lab where a cytotechnologist stains the cells and examines them for any changes that could indicate cervical cancer or a microbial infection.

Cytotechnologists (cyto– = cell) are professionals who study cells through microscopic examinations and other laboratory tests. They are trained to determine which cellular changes are within normal limits or are abnormal. Their focus is not limited to cervical cells; they study cellular specimens that come from all organs. When they notice abnormalities, they consult a pathologist, who is a medical doctor who can make a clinical diagnosis.

Cytotechnologists play vital roles in saving people’s lives. When abnormalities are discovered early, a patient’s treatment can begin sooner, which usually increases the chances of successful treatment.

Cell Theory

The microscopes we use today are far more complex than those used in the 1600s by Antonie van Leeuwenhoek, a Dutch shopkeeper who had great skill in crafting lenses. Despite the limitations of his now-ancient lenses, van Leeuwenhoek observed the movements of protists (a type of single-celled organism) and sperm, which he collectively termed “animalcules.”

In a 1665 publication called Micrographia, experimental scientist Robert Hooke coined the term “cell” (from the Latin cella, meaning “small room”) for the box-like structures he observed when viewing cork tissue through a lens. In the 1670s, van Leeuwenhoek discovered bacteria and protozoa. Later advances in lenses and microscope construction enabled other scientists to see different components inside cells.

By the late 1830s, botanist Matthias Schleiden and zoologist Theodor Schwann were studying tissues and proposed the unified cell theory, which states that all living things are composed of one or more cells, that the cell is the basic unit of life, and that all new cells arise from existing cells. These principles still stand today.

Comparing Prokaryotic and Eukaryotic Cells

By the end of this section, you will be able to:

  • name examples of prokaryotic and eukaryotic organisms
  • compare and contrast prokaryotic cells and eukaryotic cells
  • describe the relative sizes of different kinds of cells.

Cells fall into one of two broad categories: prokaryotic and eukaryotic. The predominantly single-celled organisms of the domains Bacteria and Archaea are classified as prokaryotes (pro– = before; –karyon– = nucleus). Animal cells, plant cells, fungi, and protists are eukaryotes (eu– = true).

Components of Prokaryotic Cells

All cells share four common components: 1) a plasma membrane, an outer covering that separates the cell’s interior from its surrounding environment; 2) cytoplasm, consisting of a jelly-like region within the cell in which other cellular components are found; 3) DNA, the genetic material of the cell; and 4) ribosomes, particles that synthesize proteins. However, prokaryotes differ from eukaryotic cells in several ways.

prokaryotic cell is a simple, single-celled (unicellular) organism that lacks a nucleus, or any other membrane-bound organelle. We will shortly come to see that this is significantly different in eukaryotes. Prokaryotic DNA is found in the central part of the cell: a darkened region called the nucleoid (Figure 5).

Unlike Archaea and eukaryotes, bacteria have a cell wall made of peptidoglycan, composed of sugars and amino acids, and many have a polysaccharide capsule (Figure 5). The cell wall acts as an extra layer of protection, helps the cell maintain its shape, and prevents dehydration. The capsule enables the cell to attach to surfaces in its environment. Some prokaryotes have flagella, pili, or fimbriae. Flagella are used for locomotion. Pili are used to exchange genetic material during a type of reproduction called conjugation. Fimbriae are protein appendages used by bacteria to attach to other cells.

Eukaryotic Cells

In nature, the relationship between form and function is apparent at all levels, including the level of the cell, and this will become clear as we explore eukaryotic cells. The principle “form follows function” is found in many contexts. For example, birds and fish have streamlined bodies that allow them to move quickly through the medium in which they live, be it air or water. It means that, in general, one can deduce the function of a structure by looking at its form, because the two are matched.

eukaryotic cell is a cell that has a membrane-bound nucleus and other membrane-bound compartments or sacs, called organelles, which have specialized functions. The word eukaryotic means “true kernel” or “true nucleus,” alluding to the presence of the membrane-bound nucleus in these cells.

The word “organelle” means “little organ,” and, as already mentioned, organelles have specialized cellular functions, just as the organs of your body have specialized functions.

Cell Size

At 0.1 to 5.0 µm in diameter, prokaryotic cells are significantly smaller than eukaryotic cells, which have diameters ranging from 10 to 100 µm (Figure 6). The small size of prokaryotes allows ions and organic molecules that enter them to quickly spread to other parts of the cell. Similarly, any wastes produced within a prokaryotic cell can quickly move out. However, larger eukaryotic cells have evolved different structural adaptations to enhance cellular transport. Indeed, the large size of these cells would not be possible without these adaptations. In general, cell size is limited because volume increases much more quickly than does cell surface area. As a cell becomes larger, it becomes more and more difficult for the cell to acquire sufficient materials to support the processes inside the cell, because the relative size of the surface area through which materials must be transported declines.

By the end of this section, you will be able to:

  • describe the structure of eukaryotic plant and animal cells
  • state the role of the plasma membrane
  • summarize the functions of the major cell organelles
  • describe the cytoskeleton extracellar matrix.

Eukaryotic Cells

At this point, it should be clear that eukaryotic cells have a more complex structure than do prokaryotic cells. Organelles allow for various functions to occur in the cell at the same time. Before discussing the functions of organelles within a eukaryotic cell, let us first examine two important components of the cell: the plasma membrane and the cytoplasm.

Art Connection

The Plasma Membrane

Like prokaryotes, eukaryotic cells have a plasma membrane (Figure 8) made up of a phospholipid bilayer with embedded proteins that separates the internal contents of the cell from its surrounding environment. A phospholipid is a lipid molecule composed of two fatty acid chains and a phosphate group. The plasma membrane regulates the passage of some substances, such as organic molecules, ions, and water, preventing the passage of some to maintain internal conditions, while actively bringing in or removing others. Other compounds move passively across the membrane.

The plasma membranes of cells that specialize in absorption are folded into fingerlike projections called microvilli (singular = microvillus). This folding increases the surface area of the plasma membrane. Such cells are typically found lining the small intestine, the organ that absorbs nutrients from digested food. This is an excellent example of form matching the function of a structure.

People with celiac disease have an immune response to gluten, which is a protein found in wheat, barley, and rye. The immune response damages microvilli, and thus, afflicted individuals cannot absorb nutrients. This leads to malnutrition, cramping, and diarrhea. Patients suffering from celiac disease must follow a gluten-free diet.

The Cytoplasm

The cytoplasm comprises the contents of a cell between the plasma membrane and the nuclear envelope (a structure to be discussed shortly). It is made up of organelles suspended in the gel-like cytosol, the cytoskeleton, and various chemicals (Figure 7). Even though the cytoplasm consists of 70 to 80 percent water, it has a semisolid consistency, which comes from the proteins within it. However, proteins are not the only organic molecules found in the cytoplasm. Glucose and other simple sugars, polysaccharides, amino acids, nucleic acids, fatty acids, and derivatives of glycerol are found there too. Ions of sodium, potassium, calcium, and many other elements are also dissolved in the cytoplasm. Many metabolic reactions, including protein synthesis, take place in the cytoplasm.

The Cytoskeleton

If you were to remove all the organelles from a cell, would the plasma membrane and the cytoplasm be the only components left? No. Within the cytoplasm, there would still be ions and organic molecules, plus a network of protein fibers that helps to maintain the shape of the cell, secures certain organelles in specific positions, allows cytoplasm and vesicles to move within the cell, and enables unicellular organisms to move independently. Collectively, this network of protein fibers is known as the cytoskeleton. There are three types of fibers within the cytoskeleton: microfilaments, also known as actin filaments, intermediate filaments, and microtubules (Figure 9).

Microfilaments are the thinnest of the cytoskeletal fibers and function in moving cellular components, for example, during cell division. They also maintain the structure of microvilli, the extensive folding of the plasma membrane found in cells dedicated to absorption. These components are also common in muscle cells and are responsible for muscle cell contraction. Intermediate filaments are of intermediate diameter and have structural functions, such as maintaining the shape of the cell and anchoring organelles. Keratin, the compound that strengthens hair and nails, forms one type of intermediate filament. Microtubules are the thickest of the cytoskeletal fibers. These are hollow tubes that can dissolve and reform quickly. Microtubules guide organelle movement and are the structures that pull chromosomes to their poles during cell division. They are also the structural components of flagella and cilia. In cilia and flagella, the microtubules are organized as a circle of nine double microtubules on the outside and two microtubules in the center.

The centrosome is a region near the nucleus of animal cells that functions as a microtubule- organizing center. It contains a pair of centrioles, two structures that lie perpendicular to each other. Each centriole is a cylinder of nine triplets of microtubules.

The centrosome replicates itself before a cell divides, and the centrioles play a role in pulling the duplicated chromosomes to opposite ends of the dividing cell. However, the exact function of the centrioles in cell division is not clear, since cells that have the centrioles removed can still divide, and plant cells, which lack centrioles, are capable of cell division.

Flagella and Cilia

Flagella (singular = flagellum) are long, hair-like structures that extend from the plasma membrane and are used to move an entire cell, (for example, sperm, Euglena). When present, the cell has just one flagellum or a few flagella. When cilia (singular = cilium) are present, however, they are many in number and extend along the entire surface of the plasma membrane. They are short, hair-like structures that are used to move entire cells (such as paramecium) or move substances along the outer surface of the cell (for example, the cilia of cells lining the Fallopian tubes that move the ovum toward the uterus, or cilia lining the cells of the respiratory tract that move particulate matter toward the throat that mucus has trapped).

The Endomembrane System

The endomembrane system (endo = within) is a group of membranes and organelles (Figure 13) in eukaryotic cells that work together to modify, package, and transport lipids and proteins. It includes the nuclear envelope, lysosomes, vesicles, the endoplasmic reticulum, and Golgi apparatus, which we will cover shortly. Although not technically within the cell, the plasma membrane is included in the endomembrane system because, as you will see, it interacts with the other endomembranous organelles.

The Nucleus

Typically, the nucleus is the most prominent organelle in a cell (Figure 7). The nucleus (plural = nuclei) houses the cell’s DNA in the form of chromatin and directs the synthesis of ribosomes and proteins. Let us look at it in more detail (Figure 10).

The nuclear envelope is a double-membrane structure that constitutes the outermost portion of the nucleus (Figure 10). Both the inner and outer membranes of the nuclear envelope are phospholipid bilayers.

The nuclear envelope is punctuated with pores that control the passage of ions, molecules, and RNA between the nucleoplasm and the cytoplasm.

To understand chromatin, it is helpful to first consider chromosomes. Chromosomes are structures within the nucleus that are made up of DNA, the hereditary material, and proteins. This combination of DNA and proteins is called chromatin. In eukaryotes, chromosomes are linear structures. Every species has a specific number of chromosomes in the nucleus of its body cells. For example, in humans, the chromosome number is 46, whereas in fruit flies, the chromosome number is eight.

Chromosomes are only visible and distinguishable from one another when the cell is getting ready to divide. When the cell is in the growth and maintenance phases of its life cycle, the chromosomes resemble an unwound, jumbled bunch of threads, which is the chromatin.

We already know that the nucleus directs the synthesis of ribosomes, but how does it do this? Some chromosomes have sections of DNA that encode ribosomal RNA. A darkly staining area within the nucleus, called the nucleolus (plural = nucleoli), aggregates the ribosomal RNA with associated proteins to assemble the ribosomal subunits that are then transported through the nuclear pores into the cytoplasm.

The Endoplasmic Reticulum

The endoplasmic reticulum (ER) (Figure 13) is a series of interconnected membranous tubules that collectively modify proteins and synthesize lipids. However, these two functions are performed in separate areas of the endoplasmic reticulum: the rough endoplasmic reticulum and the smooth endoplasmic reticulum, respectively.

The hollow portion of the ER tubules is called the lumen or cisternal space. The membrane of the ER, which is a phospholipid bilayer embedded with proteins, is continuous with the nuclear envelope.

The rough endoplasmic reticulum (RER) is so named because the ribosomes attached to its cytoplasmic surface give it a studded appearance when viewed through an electron microscope.

The ribosomes synthesize proteins while attached to the ER, resulting in transfer of their newly synthesized proteins into the lumen of the RER where they undergo modifications such as folding or addition of sugars. The RER also makes phospholipids for cell membranes.

If the phospholipids or modified proteins are not destined to stay in the RER, they will be packaged within vesicles and transported from the RER by budding from the membrane (Figure 13). Since the RER is engaged in modifying proteins that will be secreted from the cell, it is abundant in cells that secrete proteins, such as the liver.

The smooth endoplasmic reticulum (SER) is continuous with the RER but has few or no ribosomes on its cytoplasmic surface (see Figure 7). The SER’s functions include synthesis of carbohydrates, lipids (including phospholipids), and steroid hormones; detoxification of medications and poisons; alcohol metabolism; and storage of calcium ions.

The Golgi Apparatus

We have already mentioned that vesicles can bud from the ER, but where do the vesicles go? Before reaching their final destination, the lipids or proteins within the transport vesicles need to be sorted, packaged, and tagged so that they wind up in the right place. The sorting, tagging, packaging, and distribution of lipids and proteins take place in the Golgi apparatus (also called the Golgi body), a series of flattened membranous sacs (Figure 11).

The Golgi apparatus has a receiving face near the endoplasmic reticulum and a releasing face on the side away from the ER, toward the cell membrane. The transport vesicles that form from the ER travel to the receiving face, fuse with it, and empty their contents into the lumen of the Golgi apparatus. As the proteins and lipids travel through the Golgi, they undergo further modifications. The most frequent modification is the addition of short chains of sugar molecules. The newly modified proteins and lipids are then tagged with small molecular groups so that they are routed to their proper destinations.

Finally, the modified and tagged proteins are packaged into vesicles that bud from the opposite face of the Golgi. While some of these vesicles, transport vesicles, deposit their contents into other parts of the cell where they will be used, others, secretory vesicles, fuse with the plasma membrane and release their contents outside the cell.

The amount of Golgi in different cell types again illustrates that form follows function within cells. Cells that engage in a great deal of secretory activity (such as cells of the salivary glands that secrete digestive enzymes or cells of the immune system that secrete antibodies) have an abundant number of Golgi.

In plant cells, the Golgi has an additional role of synthesizing polysaccharides, some of which are incorporated into the cell wall and some of which are used in other parts of the cell.

Lysosomes

In animal cells, the lysosomes are the cell’s “garbage disposal.” Digestive enzymes within the lysosomes aid the breakdown of proteins, polysaccharides, lipids, nucleic acids, and even worn-out organelles. In single-celled eukaryotes, lysosomes are important for digestion of the food they ingest and the recycling of organelles. These enzymes are active at a much lower pH (more acidic) than those located in the cytoplasm. Many reactions that take place in the cytoplasm could not occur at a low pH, thus the advantage of compartmentalizing the eukaryotic cell into organelles is apparent.

Lysosomes also use their hydrolytic enzymes to destroy disease-causing organisms that might enter the cell. A good example of this occurs in a group of white blood cells called macrophages, which are part of your body’s immune system. In a process known as phagocytosis, a section of the plasma membrane of the macrophage invaginates (folds in) and engulfs a pathogen. The invaginated section, with the pathogen inside, then pinches itself off from the plasma membrane and becomes a vesicle. The vesicle fuses with a lysosome. The lysosome’s hydrolytic enzymes then destroy the pathogen (Figure 12).

Vesicles and Vacuoles

Vesicles and vacuoles are membrane-bound sacs that function in storage and transport. Vacuoles are somewhat larger than vesicles, and the membrane of a vacuole does not fuse with the membranes of other cellular components. Vesicles can fuse with other membranes within the cell system. Additionally, enzymes within plant vacuoles can break down macromolecules.

Art Connection

Ribosomes

Ribosomes are the cellular structures responsible for protein synthesis. When viewed through an electron microscope, free ribosomes appear as either clusters or single tiny dots floating freely in the cytoplasm. Ribosomes may be attached to either the cytoplasmic side of the plasma membrane or the cytoplasmic side of the endoplasmic reticulum (Figure 7). Electron microscopy has shown that ribosomes consist of large and small subunits. Ribosomes are enzyme complexes that are responsible for protein synthesis. Because protein synthesis is essential for all cells, ribosomes are found in practically every cell, although they are smaller in prokaryotic cells. They are particularly abundant in immature red blood cells for the synthesis of hemoglobin, which functions in the transport of oxygen throughout the body.

Mitochondria

Mitochondria (singular = mitochondrion) are often called the “powerhouses” or “energy factories” of a cell because they are responsible for making adenosine triphosphate (ATP), the cell’s main energy- carrying molecule. The formation of ATP from the breakdown of glucose is known as cellular respiration. Mitochondria are oval-shaped, double-membrane organelles (Figure 14) that have their own ribosomes and DNA. Each membrane is a phospholipid bilayer embedded with proteins. The inner layer has folds called cristae, which increase the surface area of the inner membrane. The area surrounded by the folds is called the mitochondrial matrix. The cristae and the matrix have different roles in cellular respiration.

In keeping with our theme of form following function, it is important to point out that muscle cells have a very high concentration of mitochondria because muscle cells need a lot of energy to contract.

Peroxisomes

Animal Cells versus Plant Cells

Peroxisomes are small, round organelles enclosed by single membranes. They carry out oxidation reactions that break down fatty acids and amino acids. They also detoxify many poisons that may enter the body. Alcohol is detoxified by peroxisomes in liver cells. A byproduct of these oxidation reactions is hydrogen peroxide, H2O2, which is contained within the peroxisomes to prevent the chemical from causing damage to cellular components outside of the organelle. Hydrogen peroxide is safely broken down by peroxisomal enzymes into water and oxygen.

Despite their fundamental similarities, there are some striking differences between animal and plant cells (see Figure 7). Animal cells have centrioles, centrosomes (discussed under the cytoskeleton), and lysosomes, whereas plant cells do not. Plant cells have a cell wall, chloroplasts, plasmodesmata, and plastids used for storage, and a large central vacuole, whereas animal cells do not.

The Cell Wall

In Figure 7b, the diagram of a plant cell, you see a structure external to the plasma membrane called the cell wall. The cell wall is a rigid covering that protects the cell, provides structural support, and gives shape to the cell. Fungal and protist cells also have cell walls.

While the chief component of prokaryotic cell walls is peptidoglycan, the major organic molecule in the plant cell wall is cellulose, a polysaccharide made up of long, straight chains of glucose units. When nutritional information refers to dietary fiber, it is referring to the cellulose content of food.

Chloroplasts

Like mitochondria, chloroplasts also have their own DNA and ribosomes. Chloroplasts function in photosynthesis and can be found in eukaryotic cells such as plants and algae. In photosynthesis, carbon dioxide, water, and light energy are used to make glucose and oxygen. This is the major difference between plants and animals: Plants (autotrophs) can make their own food, like glucose, whereas animals (heterotrophs) must rely on other organisms for their organic compounds or food source.

Like mitochondria, chloroplasts have outer and inner membranes, but within the space enclosed by a chloroplast’s inner membrane is a set of interconnected and stacked, fluid-filled membrane sacs called thylakoids (Figure 15). Each stack of thylakoids is called a granum (plural = grana). The fluid enclosed by the inner membrane and surrounding the grana is called the stroma.

The chloroplasts contain a green pigment called chlorophyll, which captures the energy of sunlight for photosynthesis. Like plant cells, photosynthetic protists also have chloroplasts. Some bacteria also perform photosynthesis, but they do not have chloroplasts. Their photosynthetic pigments are located in the thylakoid membrane within the cell itself.

Evolution in Action: Endosymbiosis

We have mentioned that both mitochondria and chloroplasts contain DNA and ribosomes. Have you wondered why? Stong evidence points to endosymbiosis as the explanation.

Symbiosis is a relationship in which organisms from two separate species live in close association and typically exhibit specific adaptations to each other. Endosymbiosis (endo-=with) is a relationship in which one organism lives inside the other. Endosymbiotic relationships abound in nature. Microbes that produce vitamin K live inside the human gut. This relationship is beneficial for us because we are unable to synthesis vitamin K. It is also beneficial for the microbes because they are protected from other organisms and are provided a stable habitat and abundant food by living within the large intestine.

Scientists have long noticed that bacteria, mitochondria, and chloroplasts are similiar in size. We also know that mitrochondria and chloroplasts have DNA and ribosomes, just as bacteria do. Scientists believe that host cells and bacteria formed a mutually beneficial endosymbiotic relationship when the host cells ingested aerobic bacteria and cyanobacteria but did not destroy them. Through evolution, these ingested bacteria became more specialized in their functions, with the aerobic bacteria becoming mitrochondria and the photosynthetic bacteria becoming chloroplasts.

The Central Vacuole

Previously, we mentioned vacuoles as essential components of plant cells. If you look at Figure 7, you will see that plant cells each have a large, central vacuole that occupies most of the cell. The central vacuoleplays a key role in regulating the cell’s concentration of water in changing environmental conditions. In plant cells, the liquid inside the central vacuole provides turgor pressure, which is the outward pressure caused by the fluid inside the cell. Have you ever noticed that if you forget to water a plant for a few days, it wilts? That is because as the water concentration in the soil becomes lower than the water concentration in the plant, water moves out of the central vacuoles and cytoplasm and into the soil. As the central vacuole shrinks, it leaves the cell wall unsupported. This loss of support to the cell walls of a plant results in the wilted appearance. Additionally, this fluid can deter herbivory since the bitter taste of the wastes it contains discourages consumption by insects and animals. The central vacuole also functions to store proteins in developing seed cells.

Extracellular Matrix of Animal Cells

Most animal cells release materials into the extracellular space. The primary components of these materials are glycoproteins and the protein collagen. Collectively, these materials are called the extracellular matrix(Figure 16). Not only does the extracellular matrix hold the cells together to form a tissue, but it also allows the cells within the tissue to communicate with each other.

Blood clotting provides an example of the role of the extracellular matrix in cell communication. When the cells lining a blood vessel are damaged, they display a protein receptor called tissue factor. When tissue factor binds with another factor in the extracellular matrix, it causes platelets to adhere to the wall of the damaged blood vessel, stimulates adjacent smooth muscle cells in the blood vessel to contract (thus constricting the blood vessel), and initiates a series of steps that stimulate the platelets to produce clotting factors.

Intercellular Junctions

Cells can also communicate with each other by direct contact, referred to as intercellular junctions. There are some differences in the ways that plant and animal cells do this. Plasmodesmata (singular= plasmodesma) are junctions between plant cells, whereas animal cell contacts include tight and gap junctions, and desmosomes.

In general, long stretches of the plasma membranes of neighboring plant cells cannot touch one another because they are separated by the cell walls surrounding each cell. Plasmodesmata are numerous channels that pass between the cell walls of adjacent plant cells, connecting their cytoplasm and enabling signal molecules and nutrients to be transported from cell to cell (Figure 17a).

tight junction is a watertight seal between two adjacent animal cells (Figure 17b). Proteins hold the cells tightly against each other. This tight adhesion prevents materials from leaking between the cells. Tight junctions are typically found in the epithelial tissue that lines internal organs and cavities and composes most of the skin. For example, the tight junctions of the epithelial cells lining the urinary bladder prevent urine from leaking into the extracellular space.

Also found only in animal cells are desmosomes, which act like spot welds between adjacent epithelial cells (Figure 17c). They keep cells together in a sheet-like formation in organs and tissues that stretch, like the skin, heart, and muscles.

Gap junctions in animal cells are like plasmodesmata in plant cells in that they are channels between adjacent cells that allow for the transport of ions, nutrients, and other substances that enable cells to communicate (Figure 17d). Structurally, however, gap junctions and plasmodesmata differ.

This table provides the components of prokaryotic and eukaryotic cells and their respective functions.

Components of Prokaryotic and Eukaryotic Cells and Their Functions

Cell ComponentFunctionPresent in Prokaryotes?Present in Animal Cells?Present in Plant Cells?Plasma membraneSeparates cell from external environment; controls passage of organic molecules, ions, water, oxygen, and wastes into and out of the cellYesYesYesCytoplasmProvides structure to cell; site of many metabolic reactions; medium in which organelles are foundYesYesYesNucleoidLocation of DNAYesNoNoNucleusCell organelle that houses DNA and directs synthesis of ribosomes and proteinsNoYesYesRibosomesProtein synthesisYesYesYesMitochondriaATP production/cellular respirationNoYesYesPeroxisomesOxidizes and breaks down fatty acids and amino acids, and detoxifies poisonsNoYesYesVesicles and vacuolesStorage and transport; digestive function in plant cellsNoYesYesCentrosomeUnspecified role in cell division in animal cells; source of microtubules in animal cellsNoYesNoLysosomesDigestion of macromolecules; recycling of worn-out organellesNoYesNoCell wallProtection, structural support and maintenance of cell shapeYes, primarily peptidoglycan in bacteria but not ArchaeaNoYes, primarily celluloseChloroplastsPhotosynthesisNoNoYesEndoplasmic reticulumModifies proteins and synthesizes lipidsNoYesYesGolgi apparatusModifies, sorts, tags, packages, and distributes lipids and proteinsNoYesYesCytoskeletonMaintains cell’s shape, secures organelles in specific positions, allows cytoplasm and vesicles to move within the cell, and enables unicellular organisms to move independentlyYesYesYesFlagellaCellular locomotionSomeSomeNo, except for some plant spermCiliaCellular locomotion, movement of particles along extracellular surface of plasma membrane, and filtrationNoSomeNo

The Cell Membrane

By the end of this section, you will be able to:

  • understand the fluid mosaic model of membranes
  • describe the functions of phospholipids, proteins, and carbohydrates in membranes.

A cell’s plasma membrane defines the boundary of the cell and determines the nature of its contact with the environment. Cells exclude some substances, take in others, and excrete still others, all in controlled quantities. Plasma membranes enclose the borders of cells, but rather than being a static bag, they are dynamic and constantly in flux. The plasma membrane must be sufficiently flexible to allow certain cells, such as red blood cells and white blood cells, to change shape as they pass through narrow capillaries. These are the more obvious functions of a plasma membrane. In addition, the surface of the plasma membrane carries markers that allow cells to recognize one another, which is vital as tissues and organs form during early development and which later plays a role in the “self” versus “non-self” distinction of the immune response.

The plasma membrane also carries receptors, which are attachment sites for specific substances that interact with the cell. Each receptor is structured to bind with a specific substance. For example, surface receptors of the membrane create changes in the interior, such as changes in enzymes of metabolic pathways. These metabolic pathways might be vital for providing the cell with energy, making specific substances for the cell or breaking down cellular waste or toxins for disposal. Receptors on the plasma membrane’s exterior surface interact with hormones or neurotransmitters and allow their messages to be transmitted into the cell. Some recognition sites are used by viruses as attachment points. Although they are highly specific, pathogens like viruses may evolve to exploit receptors to gain entry to a cell by mimicking the specific substance that the receptor is meant to bind. This specificity helps to explain why human immunodeficiency virus (HIV) or any of the five types of hepatitis viruses invade only specific cells.

Fluid Mosaic Model

In 1972, S. J. Singer and Garth L. Nicolson proposed a new model of the plasma membrane that, compared to earlier understanding, better explained both microscopic observations and the function of the plasma membrane. This was called the fluid mosaic model. The model has evolved somewhat over time but still best accounts for the structure and functions of the plasma membrane as we now understand them. The fluid mosaic model describes the structure of the plasma membrane as a mosaic of components—including phospholipids, cholesterol, proteins, and carbohydrates—in which the components are able to flow and change position, while maintaining the basic integrity of the membrane.

Both phospholipid molecules and embedded proteins are able to diffuse rapidly and laterally in the membrane. The fluidity of the plasma membrane is necessary for the activities of certain enzymes and transport molecules within the membrane. Plasma membranes range from 5 to 10 nm thick. As a comparison, human red blood cells, visible via light microscopy, are approximately 8 µm thick, or approximately 1,000 times thicker than a plasma membrane (Figure 18).

The plasma membrane is made up primarily of a bilayer of phospholipids with embedded proteins, carbohydrates, glycolipids, and glycoproteins, and, in animal cells, cholesterol. The amount of cholesterol in animal plasma membranes regulates the fluidity of the membrane and changes based on the temperature of the cell’s environment. In other words, cholesterol acts as antifreeze in the cell membrane and is more abundant in animals that live in cold climates.

The main fabric of the membrane is composed of two layers of phospholipid molecules, and the polar ends of these molecules (which look like a collection of balls in an artist’s rendition of the model) (Figure 18) are in contact with aqueous fluid both inside and outside the cell. Thus, both surfaces of the plasma membrane are hydrophilic. In contrast, the interior of the membrane, between its two surfaces, is a hydrophobic or nonpolar region because of the fatty acid tails. This region has no attraction for water or other polar molecules.

Proteins make up the second major chemical component of plasma membranes. Integral proteins are embedded in the plasma membrane and may span all or part of the membrane. Integral proteins may serve as channels or pumps to move materials into or out of the cell. Peripheral proteins are found on the exterior or interior surfaces of membranes, attached either to integral proteins or to phospholipid molecules. Both integral and peripheral proteins may serve as enzymes, as structural attachments for the fibers of the cytoskeleton, or as part of the cell’s recognition sites.

Carbohydrates are the third major component of plasma membranes. They are always found on the exterior surface of cells and are bound either to proteins (forming glycoproteins) or to lipids (forming glycolipids). These carbohydrate chains may consist of 2 to 60 monosaccharide units and may be either straight or branched. Along with peripheral proteins, carbohydrates form specialized sites on the cell surface that allow cells to recognize each other.

Evololution in Action: How Viruses Infect Specific Organs

Specific glycoprotein molecules exposed on the surface of the cell membranes of host cells are exploited by many viruses to infect specific organs. For example, HIV is able to penetrate the plasma membranes of specific kinds of white blood cells called T-helper cells and monocytes. as well as some cells of the central nervous system. The hepatitis virus attacks only liver cells.

These viruses are able to invade these cells because the cells have binding sites on their surfaces that the viruses have exploited with equally specific glycoproteins in their coats, (Figure 19). The cell is tricked by the mimicry of the virus coat molecules, and the virus can enter the cell. Other recognition sites on the virus’s surface interact with the human immune system, prompting the body to produce antibodies. Antibodies are made in response to the antigens (or proteins associated with invasive pathogens). These same sites serve as places for antibodies to attach and either destroy or inhibit the activity of the virus. Unfortunately, these sites on HIV are encoded by genes that change quickly, making the production of an effective vaccine against the virus very difficult. The virus population within an infected individual quickly evolves through mutation into different populations, or variants, distinguished by differences in these recognition sites. This rapid change of viral surface markers decreases the effectiveness of the person's immune system in attacking the virus, because the antibodies will not recognize the new variations of the surface patterns.

Passive Transport

By the end of this section, you will be able to:

  • explain why and how passive transport occurs
  • understand the processes of osmosis and diffusion
  • define tonicity and describe its relevance to passive transport.

Plasma membranes must allow certain substances to enter and leave a cell, while preventing harmful material from entering and essential material from leaving. In other words, plasma membranes are selectively permeable—they allow some substances through but not others. If they were to lose this selectivity, the cell would no longer be able to sustain itself, and it would be destroyed. Some cells require larger amounts of specific substances than do other cells; they must have a way of obtaining these materials from the extracellular fluids. This may happen passively, as certain materials move back and forth, or the cell may have special mechanisms that ensure transport. Most cells expend most of their energy, in the form of adenosine triphosphate (ATP), to create and maintain an uneven distribution of ions on the opposite sides of their membranes. The structure of the plasma membrane contributes to these functions, but it also presents some problems.

The most direct forms of membrane transport are passive. Passive transport is a naturally occurring phenomenon and does not require the cell to expend energy to accomplish the movement. In passive transport, substances move from an area of higher concentration to an area of lower concentration in a process called diffusion. A physical space in which there is a different concentration of a single substance is said to have a concentration gradient.

Selective Permeability

Plasma membranes are asymmetric, meaning that despite the mirror image formed by the phospholipids, the interior of the membrane is not identical to the exterior of the membrane. Integral proteins that act as channels or pumps work in one direction. Carbohydrates, attached to lipids or proteins, are also found on the exterior surface of the plasma membrane. These carbohydrate complexes help the cell bind substances that the cell needs in the extracellular fluid. This adds considerably to the selective nature of plasma membranes.

Recall that plasma membranes have hydrophilic and hydrophobic regions. This characteristic helps the movement of certain materials through the membrane and hinders the movement of others. Lipid- soluble material can easily slip through the hydrophobic lipid core of the membrane. Substances such as the fat-soluble vitamins A, D, E, and K readily pass through the plasma membranes in the digestive tract and other tissues. Fat-soluble drugs also gain easy entry into cells and are readily transported into the body’s tissues and organs. Molecules of oxygen and carbon dioxide have no charge and pass through by simple diffusion.

Polar substances, with the exception of water, present problems for the membrane. While some polar molecules connect easily with the outside of a cell, they cannot readily pass through the lipid core of the plasma membrane. Additionally, whereas small ions could easily slip through the spaces in the mosaic of the membrane, their charge prevents them from doing so. Ions such as sodium, potassium, calcium, and chloride must have a special means of penetrating plasma membranes. Simple sugars and amino acids also need help with transport across plasma membranes.

Diffusion

Diffusion is a passive process of transport. A single substance tends to move from an area of high concentration to an area of low concentration until the concentration is equal across the space. You are familiar with diffusion of substances through the air. For example, think about someone opening a bottle of perfume in a room filled with people. The perfume is at its highest concentration in the bottle and is at its lowest at the edges of the room. The perfume vapor will diffuse, or spread away, from the bottle, and gradually more and more people will smell the perfume as it spreads. Materials move within the cell’s cytosol by diffusion, and certain materials move through the plasma membrane by diffusion (Figure 20). Diffusion expends no energy. Rather the different concentrations of materials in different areas are a form of potential energy, and diffusion is the dissipation of that potential energy as materials move down their concentration gradients, from high to low.

Each separate substance in a medium, such as the extracellular fluid, has its own concentration gradient, independent of the concentration gradients of other materials. Additionally, each substance will diffuse according to that gradient.

Several factors affect the rate of diffusion:

  • Extent of the concentration gradient: The greater the difference in concentration, the more rapid the diffusion. The closer the distribution of the material gets to equilibrium, the slower the rate of diffusion becomes.y
  • Mass of the molecules diffusing: More massive molecules move more slowly, because it is more difficult for them to move between the molecules of the substance they are moving through; therefore, they diffuse more slowly.
  • Temperature: Higher temperatures increase the energy and therefore the movement of the molecules, increasing the rate of diffusion.
  • Solvent density: As the density of the solvent increases, the rate of diffusion decreases. The molecules slow down because they have a more difficult time getting through the denser medium.

For an animation of the diffusion process in action, view this short video on cell membrane transport:http://openstaxcollege.org/ l/passive_trnsprt .

Facilitated Transport

In facilitated transport, also called facilitated diffusion, material moves across the plasma membrane with the assistance of transmembrane proteins down a concentration gradient (from high to low concentration) without the expenditure of cellular energy. However, the substances that undergo facilitated transport would otherwise not diffuse easily or quickly across the plasma membrane. The solution to moving polar substances and other substances across the plasma membrane rests in the proteins that span its surface. The material being transported is first attached to protein or glycoprotein receptors on the exterior surface of the plasma membrane. This allows the material that is needed by the cell to be removed from the extracellular fluid. The substances are then passed to specific integral proteins that facilitate their passage, because they form channels or pores that allow certain substances to pass through the membrane. The integral proteins involved in facilitated transport are collectively referred to as transport proteins, and they function as either channels for the material or carriers.

Osmosis

Osmosis is the diffusion of water through a semipermeable membrane according to the concentration gradient of water across the membrane. Whereas diffusion transports material across membranes and within cells, osmosis transports only water across a membrane and the membrane limits the diffusion of solutes in the water. Osmosis is a special case of diffusion. Water, like other substances, moves from an area of higher concentration to one of lower concentration. Imagine a beaker with a semipermeable membrane, separating the two sides or halves (Figure 21). On both sides of the membrane, the water level is the same, but there are different concentrations on each side of a dissolved substance, or solute, that cannot cross the membrane. If the volume of the water is the same, but the concentrations of solute are different, then there are also different concentrations of water, the solvent, on either side of the membrane.

A principle of diffusion is that the molecules move around and will spread evenly throughout the medium if they can. However, only the material capable of getting through the membrane will diffuse through it. In this example, the solute cannot diffuse through the membrane, but the water can. Water has a concentration gradient in this system. Therefore, water will diffuse down its concentration gradient, crossing the membrane to the side where it is less concentrated. This diffusion of water through the membrane—osmosis—will continue until the concentration gradient of water goes to zero. Osmosis proceeds constantly in living systems.

Tonicity

Tonicity describes the amount of solute in a solution. The measure of the tonicity of a solution, or the total amount of solutes dissolved in a specific amount of solution, is called its osmolarity. Three terms—hypotonic, isotonic, and hypertonic—are used to relate the osmolarity of a cell to the osmolarity of the extracellular fluid that contains the cells. In a hypotonic solution, such as tap water, the extracellular fluid has a lower concentration of solutes than the fluid inside the cell, and water enters the cell. (In living systems, the point of reference is always the cytoplasm, so the prefix hypo– means that the extracellular fluid has a lower concentration of solutes, or a lower osmolarity, than the cell cytoplasm.) It also means that the extracellular fluid has a higher concentration of water than does the cell. In this situation, water will follow its concentration gradient and enter the cell. This may cause an animal cell to burst, or lyse.

In a hypertonic solution (the prefix hyper– refers to the extracellular fluid having a higher concentration of solutes than the cell’s cytoplasm), the fluid contains less water than the cell does, such as seawater. Because the cell has a lower concentration of solutes, the water will leave the cell. In effect, the solute is drawing the water out of the cell. This may cause an animal cell to shrivel, or crenate.

In an isotonic solution, the extracellular fluid has the same osmolarity as the cell. If the concentration of solutes of the cell matches that of the extracellular fluid, there will be no net movement of water into or out of the cell. Blood cells in hypertonic, isotonic, and hypotonic solutions take on characteristic appearances (Figure 22).

Art Connection

Some organisms, such as plants, fungi, bacteria, and some protists, have cell walls that surround the plasma membrane and prevent cell lysis. The plasma membrane can only expand to the limit of the cell wall, so the cell will not lyse. In fact, the cytoplasm in plants is always slightly hypertonic compared to the cellular environment, and water will always enter a cell if water is available. This influx of water produces turgor pressure, which stiffens the cell walls of the plant (Figure 23). In nonwoody plants, turgor pressure supports the plant. If the plant cells become hypertonic, as occurs in drought or if a plant is not watered adequately, water will leave the cell. Plants lose turgor pressure in this condition and wilt.

Active Transport

By the end of this section, you will be able to:

  • understand how electrochemical gradients affect ions
  • describe endocytosis, including phagorcytosis, pinocytosis, and receptor-medicated endocytosis
  • understand the process of exocytosis.

Active transport mechanisms require the use of the cell’s energy, usually in the form of adenosine triphosphate (ATP). If a substance must move into the cell against its concentration gradient—that is, if the concentration of the substance inside the cell must be greater than its concentration in the extracellular fluid—the cell must use energy to move the substance. Some active transport mechanisms move small- molecular-weight material, such as ions, through the membrane.

In addition to moving small ions and molecules through the membrane, cells also need to remove and take in larger molecules and particles. Some cells are even capable of engulfing entire unicellular microorganisms. You might have correctly hypothesized that the uptake and release of large particles by the cell requires energy. A large particle, however, cannot pass through the membrane, even with energy supplied by the cell.

Electrochemical Gradient

We have discussed simple concentration gradients—differential concentrations of a substance across a space or a membrane—but in living systems, gradients are more complex. Because cells contain proteins, most of which are negatively charged, and because ions move into and out of cells, there is an electrical gradient, a difference of charge, across the plasma membrane. The interior of living cells is electrically negative with respect to the extracellular fluid in which they are bathed; at the same time, cells have higher concentrations of potassium (K+) and lower concentrations of sodium (Na+) than does the extracellular fluid. Thus, in a living cell, the concentration gradient and electrical gradient of Na+ promotes diffusion of the ion into the cell, and the electrical gradient of Na+ (a positive ion) tends to drive it inward to the negatively charged interior. The situation is more complex, however, for other elements such as potassium. The electrical gradient of K+ promotes diffusion of the ion into the cell, but the concentration gradient of K+ promotes diffusion out of the cell (Figure 24). The combined gradient that affects an ion is called its electrochemical gradient, and it is especially important to muscle and nerve cells.

Moving Against a Gradient

To move substances against a concentration or an electrochemical gradient, the cell must use energy. This energy is harvested from ATP that is generated through cellular metabolism. Active transport mechanisms, collectively called pumps or carrier proteins, work against electrochemical gradients. With the exception of ions, small substances constantly pass through plasma membranes. Active transport maintains concentrations of ions and other substances needed by living cells in the face of these passive changes. Much of a cell’s supply of metabolic energy may be spent maintaining these processes. Because active transport mechanisms depend on cellular metabolism for energy, they are sensitive to many metabolic poisons that interfere with the supply of ATP.

Two mechanisms exist for the transport of small-molecular-weight material and macromolecules. Primary active transport moves ions across a membrane and creates a difference in charge across that membrane. The primary active transport system uses ATP to move a substance, such as an ion, into the cell, and often at the same time, a second substance is moved out of the cell. The sodium-potassium pump, an important pump in animal cells, expends energy to move potassium ions into the cell and a different number of sodium ions out of the cell (Figure 25). The action of this pump results in a concentration and charge difference across the membrane.

Secondary active transport describes the movement of material using the energy of the electrochemical gradient established by primary active transport. Using the energy of the electrochemical gradient created by the primary active transport system, other substances such as amino acids and glucose can be brought into the cell through membrane channels. ATP itself is formed through secondary active transport using a hydrogen ion gradient in the mitochondrion.

Endocytosis

Endocytosis is a type of active transport that moves particles, such as large molecules, parts of cells, and even whole cells, into a cell. There are different variations of endocytosis, but all share a common characteristic: The plasma membrane of the cell invaginates, forming a pocket around the target particle. The pocket pinches off, resulting in the particle being contained in a newly created vacuole that is formed from the plasma membrane.

Phagocytosis is the process by which large particles, such as cells, are taken in by a cell. For example, when microorganisms invade the human body, a type of white blood cell called a neutrophil removes the invader through this process, surrounding and engulfing the microorganism, which is then destroyed by the neutrophil (Figure 26).

A variation of endocytosis is called pinocytosis. This literally means “cell drinking” and was named at a time when the assumption was that the cell was purposefully taking in extracellular fluid. In reality, this process takes in solutes that the cell needs from the extracellular fluid (Figure 26).

A targeted variation of endocytosis employs binding proteins in the plasma membrane that are specific for certain substances (Figure 26). The particles bind to the proteins and the plasma membrane invaginates, bringing the substance and the proteins into the cell. If passage across the membrane of the target of receptor-mediated endocytosis is ineffective, it will not be removed from the tissue fluids or blood. Instead, it will stay in those fluids and increase in concentration. Some human diseases are caused by a failure of receptor-mediated endocytosis. For example, the form of cholesterol termed low- density lipoprotein or LDL (also referred to as “bad” cholesterol) is removed from the blood by receptor- mediated endocytosis. In the human genetic disease familial hypercholesterolemia, the LDL receptors are defective or missing entirely. People with this condition have life-threatening levels of cholesterol in their blood, because their cells cannot clear the chemical from their blood.

See receptor-mediated endocytosis in action: https://www.youtube.com/watch?v=hLbjLWNA5c0

Exocytosis

In contrast to these methods of moving material into a cell is the process of exocytosis. Exocytosis is the opposite of the processes discussed above in that its purpose is to expel material from the cell into the extracellular fluid. A particle enveloped in membrane fuses with the interior of the plasma membrane. This fusion opens the membranous envelope to the exterior of the cell, and the particle is expelled into the extracellular space (Figure 27).

Key Terms

active transport the method of transporting material that requires energy

cell wall a rigid cell covering made of cellulose in plants, peptidoglycan in bacteria, non- peptidoglycan compounds in Archaea, and chitin in fungi that protects the cell, provides structural support, and gives shape to the cell

central vacuole a large plant cell organelle that acts as a storage compartment, water reservoir, and site of macromolecule degradation

chloroplast a plant cell organelle that carries out photosynthesis

cilium (plural: cilia) a short, hair-like structure that extends from the plasma membrane in large numbers and is used to move an entire cell or move substances along the outer surface of the cell

concentration gradient an area of high concentration across from an area of low concentration

cytoplasm the entire region between the plasma membrane and the nuclear envelope, consisting of organelles suspended in the gel-like cytosol, the cytoskeleton, and various chemicals

cytoskeleton the network of protein fibers that collectively maintains the shape of the cell, secures some organelles in specific positions, allows cytoplasm and vesicles to move within the cell, and enables unicellular organisms to move

cytosol the gel-like material of the cytoplasm in which cell structures are suspended

desmosome a linkage between adjacent epithelial cells that forms when cadherins in the plasma membrane attach to intermediate filaments

diffusion a passive process of transport of low-molecular-weight material down its concentration gradient

electrochemical gradient a gradient produced by the combined forces of the electrical gradient and the chemical gradient

endocytosis a type of active transport that moves substances, including fluids and particles, into a cell

endomembrane system the group of organelles and membranes in eukaryotic cells that work together to modify, package, and transport lipids and proteins

endoplasmic reticulum (ER) a series of interconnected membranous structures within eukaryotic cells that collectively modify proteins and synthesize lipids

eukaryotic cell a cell that has a membrane-bound nucleus and several other membrane-bound compartments or sacs

exocytosis a process of passing material out of a cell

extracellular matrix the material, primarily collagen, glycoproteins, and proteoglycans, secreted from animal cells that holds cells together as a tissue, allows cells to communicate with each other, and provides mechanical protection and anchoring for cells in the tissue

facilitated transport a process by which material moves down a concentration gradient (from high to low concentration) using integral membrane proteins

flagellum (plural: flagella) the long, hair-like structure that extends from the plasma membrane and is used to move the cell

fluid mosaic model a model of the structure of the plasma membrane as a mosaic of components, including phospholipids, cholesterol, proteins, and glycolipids, resulting in a fluid rather than static character

Golgi apparatus a eukaryotic organelle made up of a series of stacked membranes that sorts, tags, and packages lipids and proteins for distribution

gap junction a channel between two adjacent animal cells that allows ions, nutrients, and other low- molecular-weight substances to pass between the cells, enabling the cells to communicate

hypertonic describes a solution in which extracellular fluid has higher osmolarity than the fluid inside the cell

hypotonic describes a solution in which extracellular fluid has lower osmolarity than the fluid inside the cell

isotonic describes a solution in which the extracellular fluid has the same osmolarity as the fluid inside the cell

lysosome an organelle in an animal cell that functions as the cell’s digestive component; it breaks down proteins, polysaccharides, lipids, nucleic acids, and even worn-out organelles

microscope the instrument that magnifies an object

mitochondria (singular: mitochondrion) the cellular organelles responsible for carrying out cellular respiration, resulting in the production of ATP, the cell’s main energy-carrying molecule

nuclear envelope the double-membrane structure that constitutes the outermost portion of the nucleus

nucleolus the darkly staining body within the nucleus that is responsible for assembling ribosomal subunits

nucleus the cell organelle that houses the cell’s DNA and directs the synthesis of ribosomes and proteins

organelle a membrane-bound compartment or sac within a cell

osmolarity the total amount of substances dissolved in a specific amount of solution

osmosis the transport of water through a semipermeable membrane from an area of high water concentration to an area of low water concentration across a membrane

passive transport a method of transporting material that does not require energy

peroxisome a small, round organelle that contains hydrogen peroxide, oxidizes fatty acids and amino acids, and detoxifies many poisons

phagocytosis a process that takes macromolecules that the cell needs from the extracellular fluid; a variation of endocytosis

pinocytosis a process that takes solutes that the cell needs from the extracellular fluid; a variation of endocytosis

plasma membrane a phospholipid bilayer with embedded (integral) or attached (peripheral) proteins that separates the internal contents of the cell from its surrounding environment

plasmodesma (plural: plasmodesmata) a channel that passes between the cell walls of adjacent plant cells, connects their cytoplasm, and allows materials to be transported from cell to cell

prokaryotic cell a unicellular organism that lacks a nucleus or any other membrane-bound organelle

receptor-mediated endocytosis a variant of endocytosis that involves the use of specific binding proteins in the plasma membrane for specific molecules or particles

ribosome a cellular organelle that carries out protein synthesis

rough endoplasmic reticulum (RER) the region of the endoplasmic reticulum that is studded with ribosomes and engages in protein modification

selectively permeable the characteristic of a membrane that allows some substances through but not others

smooth endoplasmic reticulum (SER) the region of the endoplasmic reticulum that has few or no ribosomes on its cytoplasmic surface and synthesizes carbohydrates, lipids, and steroid hormones; detoxifies chemicals like pesticides, preservatives, medications, and environmental pollutants; and stores calcium ions

solute a substance dissolved in another to form a solution

tight junction a firm seal between two adjacent animal cells created by protein adherence

tonicity the amount of solute in a solution.

unified cell theory the biological concept that states that all organisms are composed of one or more cells, the cell is the basic unit of life, and new cells arise from existing cells

vacuole a membrane-bound sac, somewhat larger than a vesicle, that functions in cellular storage and transport

vesicle a small, membrane-bound sac that functions in cellular storage and transport; its membrane is capable of fusing with the plasma membrane and the membranes of the endoplasmic reticulum and Golgi apparatus

Chapter Summary

How Cells Are Studied

A cell is the smallest unit of life. Most cells are so small that they cannot be viewed with the naked eye. Therefore, scientists must use microscopes to study cells. Electron microscopes provide higher magnification, higher resolution, and more detail than light microscopes. The unified cell theory states that all organisms are composed of one or more cells, the cell is the basic unit of life, and new cells arise from existing cells.

Comparing Prokaryotic and Eukaryotic Cells

Prokaryotes are predominantly single-celled organisms of the domains Bacteria and Archaea. All prokaryotes have plasma membranes, cytoplasm, ribosomes, a cell wall, DNA, and lack membrane- bound organelles. Many also have polysaccharide capsules. Prokaryotic cells range in diameter from 0.1 to 5.0 µm.

Like a prokaryotic cell, a eukaryotic cell has a plasma membrane, cytoplasm, and ribosomes, but a eukaryotic cell is typically larger than a prokaryotic cell, has a true nucleus (meaning its DNA is surrounded by a membrane), and has other membrane-bound organelles that allow for compartmentalization of functions. Eukaryotic cells tend to be 10 to 100 times the size of prokaryotic cells.

Eukaryotic Cells

Like a prokaryotic cell, a eukaryotic cell has a plasma membrane, cytoplasm, and ribosomes, but a eukaryotic cell is typically larger than a prokaryotic cell, has a true nucleus (meaning its DNA is surrounded by a membrane), and has other membrane-bound organelles that allow for compartmentalization of functions. The plasma membrane is a phospholipid bilayer embedded with proteins. The nucleolus within the nucleus is the site for ribosome assembly. Ribosomes are found in the cytoplasm or are attached to the cytoplasmic side of the plasma membrane or endoplasmic reticulum. They perform protein synthesis. Mitochondria perform cellular respiration and produce ATP. Peroxisomes break down fatty acids, amino acids, and some toxins. Vesicles and vacuoles are storage and transport compartments. In plant cells, vacuoles also help break down macromolecules.

Animal cells also have a centrosome and lysosomes. The centrosome has two bodies, the centrioles, with an unknown role in cell division. Lysosomes are the digestive organelles of animal cells.

Plant cells have a cell wall, chloroplasts, and a central vacuole. The plant cell wall, whose primary component is cellulose, protects the cell, provides structural support, and gives shape to the cell.

Photosynthesis takes place in chloroplasts. The central vacuole expands, enlarging the cell without the need to produce more cytoplasm.

The endomembrane system includes the nuclear envelope, the endoplasmic reticulum, Golgi apparatus, lysosomes, vesicles, as well as the plasma membrane. These cellular components work together to modify, package, tag, and transport membrane lipids and proteins.

The cytoskeleton has three different types of protein elements. Microfilaments provide rigidity and shape to the cell and facilitate cellular movements. Intermediate filaments bear tension and anchor the nucleus and other organelles in place. Microtubules help the cell resist compression, serve as tracks for motor proteins that move vesicles through the cell, and pull replicated chromosomes to opposite ends of a dividing cell. They are also the structural elements of centrioles, flagella, and cilia.

Animal cells communicate through their extracellular matrices and are connected to each other by tight junctions, desmosomes, and gap junctions. Plant cells are connected and communicate with each other by plasmodesmata.

The Cell Membrane

The modern understanding of the plasma membrane is referred to as the fluid mosaic model. The plasma membrane is composed of a bilayer of phospholipids, with their hydrophobic fatty acid tails in contact with each other. The landscape of the membrane is studded with proteins, some of which span the membrane. Some of these proteins serve to transport materials into or out of the cell. Carbohydrates are attached to some of the proteins and lipids on the outward-facing surface of the membrane. These form complexes that function to identify the cell to other cells. The fluid nature of the membrane owes itself to the configuration of the fatty acid tails, the presence of cholesterol embedded in the membrane (in animal cells), and the mosaic nature of the proteins and protein-carbohydrate complexes, which are not firmly fixed in place. Plasma membranes enclose the borders of cells, but rather than being a static bag, they are dynamic and constantly in flux.

Passive Transport

The passive forms of transport, diffusion and osmosis, move material of small molecular weight. Substances diffuse from areas of high concentration to areas of low concentration, and this process continues until the substance is evenly distributed in a system. In solutions of more than one substance, each type of molecule diffuses according to its own concentration gradient. Many factors can affect the rate of diffusion, including concentration gradient, the sizes of the particles that are diffusing, and the temperature of the system.

In living systems, diffusion of substances into and out of cells is mediated by the plasma membrane. Some materials diffuse readily through the membrane, but others are hindered, and their passage is only made possible by protein channels and carriers. The chemistry of living things occurs in aqueous solutions, and balancing the concentrations of those solutions is an ongoing problem. In living systems, diffusion of some substances would be slow or difficult without membrane proteins.

Active Transport

The combined gradient that affects an ion includes its concentration gradient and its electrical gradient. Living cells need certain substances in concentrations greater than they exist in the extracellular space. Moving substances up their electrochemical gradients requires energy from the cell. Active transport uses energy stored in ATP to fuel the transport. Active transport of small-molecular-size material uses integral proteins in the cell membrane to move the material—these proteins are analogous to pumps. Some pumps, which carry out primary active transport, couple directly with ATP to drive their action. In secondary transport, energy from primary transport can be used to move another substance into the cell and up its concentration gradient.

Endocytosis methods require the direct use of ATP to fuel the transport of large particles such as macromolecules; parts of cells or whole cells can be engulfed by other cells in a process called phagocytosis. In phagocytosis, a portion of the membrane invaginates and flows around the particle, eventually pinching off and leaving the particle wholly enclosed by an envelope of plasma membrane. Vacuoles are broken down by the cell, with the particles used as food or dispatched in some other way. Pinocytosis is a similar process on a smaller scale. The cell expels waste and other particles through the reverse process, exocytosis. Wastes are moved outside the cell, pushing a membranous vesicle to the plasma membrane, allowing the vesicle to fuse with the membrane and incorporating itself into the membrane structure, releasing its contents to the exterior of the cell.

Art Connection Questions

1.  Figure 7 What structures does a plant cell have that an animal cell does not have? What structures does an animal cell have that a plant cell does not have?

2.  Figure 13 Why does the cis face of the Golgi not face the plasma membrane?

3.  Figure 22 A doctor injects a patient with what he thinks is isotonic saline solution. The patient dies, and autopsy reveals that many red blood cells have been destroyed. Do you think the solution the doctor injected was really isotonic?

Review Questions

1. When viewing a specimen through a light microscope, scientists use _____ to distinguish the individual components of cells.

a. a beam of electrons

b. radioactive isotopes

c. special stains

d. high temperatures

2. The is the basic unit of life.

a. cell

b. tissue

c. organ

d. lysosome

3. Which of these do all prokaryotes and eukaryotes share?

a. nuclear envelope

b. cell walls

c. organelles

d. plasma membrane

4.  A typical prokaryotic cell_  compared to a eukaryotic cell.

a. is smaller in size by a factor of 100

b. is similar in size

c. is smaller in size by a factor of one million

d. is larger in size by a factor of 10

5. Which of the following is found both in eukaryotic and prokaryotic cells?

a. nucleus

b. mitochondrion

c. vacuole

d. ribosome

6. Which of the following is not a component of the endomembrane system?

a. mitochondrion

b. Golgi apparatus

c. endoplasmic reticulum

d. lysosome

7. Which plasma membrane component can be either found on its surface or embedded in the membrane structure?

a. protein

b. cholesterol

c. carbohydrates

d. phospholipid

8. The tails of the phospholipids of the plasma organism membrane are composed of and are:

a. phosphate groups; hydrophobic

b. fatty acid groups; hydrophilic

c. phosphate groups; hydrophilic

d. fatty acid groups; hydrophobic

9. Water moves via osmosis

a. throughout the cytoplasm

b. from an area with a high concentration of other solutes to a lower one

c. from an area with a low concentration of solutes to an area with a higher one

d. from an area with a low concentration of water to one of higher concentration

10. The principal force driving movement in diffusion is

a. temperature

b. particle size

c. concentration gradient

d. membrane surface area

11. Active transport must function continuously because

a. plasma membranes wear out

b. cells must be in constant motion

c. facilitated transport opposes active transport

d. diffusion is constantly moving the solutes in the other direction

Critical Thinking Questions

  1. What are the advantages and disadvantages of light, transmission, and scanning electron microscopes?
  2. Describe the structures that are characteristic of a prokaryote cell.
  3. In the context of cell biology, what do we mean by form follows function? What are at least two examples of this concept?
  4. Why is it advantageous for the cell membrane to be fluid in nature?
  5. Why does osmosis occur?

Licenses and Attributions

“Cell Structure and Function” from Concepts of Biology by OpenStax College is available under a Creative Commons Attribution 3.0 Unported license. © 2013, Rice University. Download for free at http://cnx.org/contents/col11487/latest/

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!