UNIT 1
Prion Study Reading:
In the article, it talked about the main goal for creating synthetic prions (finding cures for the diseases they cause), and the struggles of doing this. Prions are just basically these little, infectious proteins that can cause diseases in the body. The problems they encountered while making them were that, the ones they made, the synthetic ones, weren’t nearly as infectious as the real ones. so they couldn’t get an accurate result on the infections. Along with not being as infectious, they couldn’t make an exact copy of them yet. The sizes of the synthetic versus the natural material was very different, and the shapes as well. Even though they haven’t completely made a perfect synthetic version of a prion, scientists are still giving their efforts to help achieve their goal.
Toothpickace activity
1. a) The unbroken toothpicks are the substrate.
2. b) The person acts as the enzyme.
3. c) The broken toothpicks are the products.
2. 180 seconds was her fastest time. In that time she broke the most toothpicks in the least amount of time.
3. Her speed remained the same as the supply of toothpicks ran out.
4. It would take her a few extra seconds to move her arm back and forth if the toothpicks were scattered.
5. It would take her a longer time to break them all and she may get more tired as time goes on if there were more toothpicks added to the mix.
6. Having many people break toothpicks or maybe using both hands could increase the enzyme concentration. The rate would go up if this happened.
7. Have many people do this activity at the same time would make it competitive. Competition would probably drive the people to break more toothpicks faster. If they were doing it noncompetitively they would go slower (no drive).
Lab 8: Pineapple Enzymes & Jello Molds
Experimental Design Guide
Title: Pineapple Express
Hypotheses: If we drop the pineapple into the jello, we believe the enzymes will break down the jello and it will not set.
Independent-variable: Jello
Measurement of independent variable: 1 in of jello per test tube
Number of trials: 2 trials each
Dependent variable: Pineapple
Measurement of dependent variable: about 5 grams per piece
Control: Regular, untouched jello
Other controlled factors:
~the fridge
~the same sized beakers
~same box of jello for all molds
~same time amount in the fridge
~same size pineapple slices
Questions
1. The results of the experiment:
-Cooked pineapple: the jell set fully
-Frozen pineapple: jello dissolved the pineapple
-Fresh pineapple: jello did not set
-Canned pineapple: jello set fully
2. The fresh and frozen both have the enzyme Bromelian, which broke down anything
trying to form. Canned was in preservatives, so the enzymes didn't effect the jello.
With cooked, we cooked/ destroyed the enzyme.
3. Bromelian, which is in the pineapple is the enzyme.
4. The reaction is taking place in the test tube (substrate).
5. The products are solid and liquid jello.
6. Jello is a carbohydrate because it is sugars as well as other ingredients. It gives
short term energy also.
7. Bromelian is a biological catalyst, a protein that speeds up chemical reactions.
8. Word equations
fresh+jello+enzyme= jello not set
frozen+jello+enzyme= jello not set
canned+jello-enzyme= set jello
cooked+jello-enzyme= set jello
9. Dehydration synthesis, because the enzyme breaks the water bonds.
10. Cooking the pineapple heated the enzyme and destroyed it.
11. The Bromelain enzyme is put in meat tenderizer (that or other enzymes) and it can
digest protein.
12. Pineapple Enzyme denaturing experiment:
Procedure:
1. Supplies:
20 test tubes
fresh pineapple
a timer
1 knife (cutting the pineapple)
jello
a scale
Hydrogen Peroxide
2. Cut 8 pieces of pineapple into equal size and weight pieces.
3. Place 1 piece of pineapple in each test tube.
4. Place sets of 1 test tube of pineapple in 10 different temperature places. (10*F, 20*F, 30*F, 40*F, 50*F, 60*F, 70*F, 80*F, 90*F, 100*F)
3. Set the timer for 24 hours.
4. Take out the pineapple and lay them out in order of temperature.
5. For each test tube, add 10 ml of hydrogen peroxide to each test tube and record your results on a data table on a scale of 0-10 (10 being highly reactive and 0 being no reaction.)
6. Take 10 new pineapple slices and place it in the 10 other test tubes.
7. For the first temperature you got a 0 reaction on, take the previous 9 temperatures to use for the new data. (ex: if the temp with a 0 reaction rate was 70*F, you would take the test tubes and put them at the new temperatures of 60*F-70*F)
8. Repeat steps 3, 4, and 5.
9. The first temperature with 0 reaction rate if the temperature the pineapple enzyme will denature.
procedure
1. gather all supplies:
-3 beakers
-10 test tubes (5 per trial)
-hot plate
-frozen, fresh, canned and cooked pineapple
- jello
-stirring rods and knives
2. Follow the instructions on the jello box to make jello.
3. pour jello (liquid) into the test tubes (one inch)
4. Put one piece of each kind of pineapple in each kind of test tube (leave last test tube with out pineapple)
5. Let sit until jello forms
6. retrieve jello and record results
7. repeat steps 2-6 for second trial.
Bozeman Biology Videos: Biological Molecules
- Also called macromolecules.
- To find DNA, look into the nucleus.
- Monomers: make up biological molecules
- 4 different kinds of biological molecules:
~Nucleic acids: DNA / RNA. Made up from nucleotides ( 5 carbon sugar,
phosphate group, and a nitrogenous base). Carry genetic material.
~Proteins: make up almost everything. Made up of amino acids (have an R
group. Makes them different from other amino acids but helps with the structure
of the proteins. 20 amino acids. Each amino acid has an amino group, a
carbon, a carboxylic acid group, a hydrogen.
~Lipids: 1 monomer. Make up all cell membranes and are a great source of
energy. All lipids have polarity (generally not polar but some can be). Examples:
cholesterol, fatty acid, triglyceride, phospholipid. All lipids have hydrocarbon tails.
saturated (strait) or unsaturated (curved)
~Carbohydrates: sugars are the monomers of carbohydrates. Made of sugars.
Give us energy.
- Monomers are the building blocks of polymers.
- Dehydration synthesis: have 2 amino acids and want to form a bond between them. Take out the water and form a new bond. (Peptide bond)
- To break apart peptide bonds, add H2O.
- Get building blocks for protein through our diet (takes protein, hydrolysis breaks it apart, takes the amino acids and makes a new protein)
- Cytosine, guanine, adenine, thymine (DNA)
- Cytosine, guanine, adenine, uracil (RNA)
- RNA flows in 1 direction, DNA has 2 going in opposite directions.
Enzyme Lab.
PART A: Observe Normal Catalase Reaction:
1. What gas is being released?
Oxygen is being released.
2. Has it gotten colder or warmer?
The temperature has gotten colder.
3. Is the reaction exothermic or endothermic?
The reaction is exothermic.
4. What is this liquid composed of?
H2O and liver particles are making up this liquid.
5. What do you think would happen if you added more liver to this liquid?
No reaction would happen if you added more lover to the liquid
6. Reaction rate (1-5) testing the previous question
The reaction rate is 0, nothing happened.
7. What is the reaction rate after adding more hydrogen peroxide.
The reaction rate is 0, nothing happened.
8. Is catalase reusable? Explain how you know:
No. All of its reactants have already been used.
PART B: What Tissues Contain Catalase
Rate of reaction (0-5)
Potato
0 0
Apple
0 0
Chicken
1 1
10. Which tissues contained catalase?
The chicken liver contained catalase.
11. Do some contain more catalase than others? How can you tell?
Yes, because the reactions are greater in some than others.
PART C: What is the Effect of Temperature on Catalase Activity?
12. What will boiling do to an enzyme?
It will denature the enzyme.
13. What is the reaction rate for the boiled liver and peroxide?
The reaction rate is 0, nothing happened.
14. What is the reaction rate for the cold liver/peroxide?
The reaction rate is 0, nothing happened.
15. What is the reaction rate for the warm liver/peroxide?
The reaction rate is 0, nothing happened.
PART D: What is the Effect of pH on Catalase Activity?
16. What is the rate of reaction for ---- after adding liver to each of the following:
Strong acid: 4
Acid: 2
Neutral: 0
Strong base: 0
Basic: 0
17. What is the optimal pH for catalase (estimate)?
The optimal pH for catalase is 1-6.
PART E: Design an Experiment
Using the techniques you learned in this lab, design a new experiment to test the properties of enzymes and substrates.
For my new experiment, I would take multiple materials such as different fruits and meats, as well as 2 to 3 different chemicals (ex: HCl, NaOH), and carefully put each of the fruit/meats into a test tube of each of the chemicals. Then, add more of each chemical after each reaction has stopped, and record the results.
DATA ANALYSIS:
Identifying Categories of Biological Molecules
1. How many groups of molecules do you have?
I have 12 groups total.
2. Explain your reasoning for creating there particular groups.
When I was separating them, first I did it just by general shape (hexagons connected to pentagons, long lines, single bonds and double bonds). Then in those groups, I started looking at more specific shapes (ex: "oh, there are 2 hexagons on that one."). Then after specifying the shapes even more, I looked at the bonds even closer (ex: a Carbon with a double bond to an Oxygen and a single bond to a Hydrogen) Finally I looked at what elements were in each of the sections (ex: "That one has no Nitrogen.").
Presence or Absence of Enzymes:
Analysis: Throughout this experiment, nothing happened. There were no reactions at all in any of the substances. Perhaps we prepared too weak of a solution or had an expired solution that we used. Maybe our times weren't concise and that caused no reaction. Maybe there was even a possibility that we had the wrong amounts of enzymes added.
Labs and objectives:
DATA TABLE 1: KNOWNS
Molecule - Positive test color - Negative test color
Protein - Light blue - Dark blue
Sugar - Dark blue - Light blue
Starch - Dark green - Brown/orange
Lipid - Transparent - Nontransparent
DATA TABLE 2: UNKNOWNS
unknowns - Protein - Lipid - Starch - Sugar
1: starch - No reaction - No reaction - Turned black - No reaction
2: protein - Darker blue - No reaction - No reaction - Turned light green
ANALYSIS QUESTIONS:
Unknown 1: We believe unknown one is starch. When we went through the second experiment, it's reaction was almost the same as the first data table. It turned from a dark yellowish color to a brown/black color. Starch is a carbohydrate, and it is used to give us energy. The monomers of carbohydrates are sugars.
Unknown 2: We believe that unknown 2 is protein. It's reaction was very similar to that in data table number one. Sugar also reacted, however, the reaction wasn't anything like that in data table number one. Proteins make up almost everything (muscles, bones, enzymes... Etc), and they are made from amino acids.
Coacervates Reading:
This article was about rapid RNA exchange in two-phase system and coacervate droplets. The overall goal was to determine the ability of ATPs and coacervate droplets to retain RNA, similar to fatty acid-based vesicles. To do this it took many tests, chemicals, and graphs. In the article it also talked about how they planned to decrease the exchange rate between the RNA and the coacervate droplets specifically. The RNA would only stay on a particular droplet for a few seconds. They wanted to do this because as the droplets spread and spread, they would not be heritable. Understanding how all of these interact and work, combined with knowledge about fatty acids and phospholipid vesicles, it may lead to a greater understanding of the possibilities for the development of earlier cells.
UNIT 2
Red Onion Osmosis Lab
Conclusion Questions:
1. (Picture on assignment) when looking at the cell there would be a higher percentage of salt on the outside and a lower percentage of water on the outside. In order to achieve equilibrium the higher salt concentration would spread out into the inside of the cell and the water would spread out to the outside, from inside the cell. This would cause for equilibrium.
2. (Picture on assignment) when looking at the cell there would be a lower percentage of salt on the outside and a higher percentage of distilled water on the outside. Due to osmosis the higher percentage of water would even out by going inside of the cell and the salt concentration would even itself out by moving to the outside of the cell. This would cause for equilibrium.
3. Red onion cells didn't swell up and burst when placed in the distiller water because it is a plant cell and not an animal cell.
Application Questions:
1. Grocery store owners pray fresh fruits and vegetables with water that way the cells can stay hydrated so they don't shrivel up and die.
2. The plants will die if there is too much salt on the side of the road. Salt can make cells shrivel which messes with their organelles and won't let them function properly.
3. If a ship wrecked crew drinks salt water they will probably die because it will dehydrate the cells and cause them to stop functioning.
4. The outside of the strawberries become hypertonic when you sprinkle them with sugar. In order to achieve equilibrium, strawberry cells will diffuse water out of their cells.
AP Biology Lab 5: Cellular Respiration
DATA TABLE 1: calculation of volume in respirometers
Respirometer 1a (germinating seeds)
Initial volume: 20mL
Final volume: 25mL
Volume of beads/seeds: 5
Respirometer 2a (non germinating)
Initial volume: 20mL
Final volume:25mL
Volume of beads/seeds: 5
Respirometer 3a (beads only)
Initial volume: 20mL
Final volume: 25mL
Volume of beads/seeds: 5
DATA TABLE 2: calculation of oxygen consumption
TIME INTERVALS (min) 0, 5, 10, 15, 20
Room temp germinating seeds
1. Reading, mL
0: 0 mL
5: 1.6 mL
10: 1.7 mL
15: 1.7 mL
20: 1.7 mL
2. Volume, mL
0: n/a
5: 1.6 mL
10: .1 mL
15: 0 mL
20: 0 mL
Room temp dry pea seeds
1. Reading, mL
0: 0 mL
5: 1.5 mL
10: 1.7 mL
15: 2 mL
20: 2.2 mL
2. Volume, mL
0: n/a
5: 1.5 mL
10: .2 mL
15:.3 mL
20: .2 mL
Room temp beads only
1. Reading, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
2 . Volume, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
10°C germinating pea seeds
1. Reading, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
2 . Volume, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
10°C dry pea seeds
1. Reading, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
2 . Volume, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
10°C beads only
1. Reading, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
2 . Volume, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
Graph: on assignment
Analysis
1. We hypothesized that the colder the seeds get, the less productive they will be.
2. We hypothesized that when seeds get cold and go dormant, they don't release any oxygen.
3. Huh.
4. The purpose of the beads is to see the difference in things that do and do not release oxygen.
Lab 4: Meeting the "Protists"
Part 1: The Chromalveolates
1A. the Apicomplexans
Plasmodium spp.
Identify: Life Cycle Stage
Prion Study Reading:
In the article, it talked about the main goal for creating synthetic prions (finding cures for the diseases they cause), and the struggles of doing this. Prions are just basically these little, infectious proteins that can cause diseases in the body. The problems they encountered while making them were that, the ones they made, the synthetic ones, weren’t nearly as infectious as the real ones. so they couldn’t get an accurate result on the infections. Along with not being as infectious, they couldn’t make an exact copy of them yet. The sizes of the synthetic versus the natural material was very different, and the shapes as well. Even though they haven’t completely made a perfect synthetic version of a prion, scientists are still giving their efforts to help achieve their goal.
Toothpickace activity
1. a) The unbroken toothpicks are the substrate.
2. b) The person acts as the enzyme.
3. c) The broken toothpicks are the products.
2. 180 seconds was her fastest time. In that time she broke the most toothpicks in the least amount of time.
3. Her speed remained the same as the supply of toothpicks ran out.
4. It would take her a few extra seconds to move her arm back and forth if the toothpicks were scattered.
5. It would take her a longer time to break them all and she may get more tired as time goes on if there were more toothpicks added to the mix.
6. Having many people break toothpicks or maybe using both hands could increase the enzyme concentration. The rate would go up if this happened.
7. Have many people do this activity at the same time would make it competitive. Competition would probably drive the people to break more toothpicks faster. If they were doing it noncompetitively they would go slower (no drive).
Lab 8: Pineapple Enzymes & Jello Molds
Experimental Design Guide
Title: Pineapple Express
Hypotheses: If we drop the pineapple into the jello, we believe the enzymes will break down the jello and it will not set.
Independent-variable: Jello
Measurement of independent variable: 1 in of jello per test tube
Number of trials: 2 trials each
Dependent variable: Pineapple
Measurement of dependent variable: about 5 grams per piece
Control: Regular, untouched jello
Other controlled factors:
~the fridge
~the same sized beakers
~same box of jello for all molds
~same time amount in the fridge
~same size pineapple slices
Questions
1. The results of the experiment:
-Cooked pineapple: the jell set fully
-Frozen pineapple: jello dissolved the pineapple
-Fresh pineapple: jello did not set
-Canned pineapple: jello set fully
2. The fresh and frozen both have the enzyme Bromelian, which broke down anything
trying to form. Canned was in preservatives, so the enzymes didn't effect the jello.
With cooked, we cooked/ destroyed the enzyme.
3. Bromelian, which is in the pineapple is the enzyme.
4. The reaction is taking place in the test tube (substrate).
5. The products are solid and liquid jello.
6. Jello is a carbohydrate because it is sugars as well as other ingredients. It gives
short term energy also.
7. Bromelian is a biological catalyst, a protein that speeds up chemical reactions.
8. Word equations
fresh+jello+enzyme= jello not set
frozen+jello+enzyme= jello not set
canned+jello-enzyme= set jello
cooked+jello-enzyme= set jello
9. Dehydration synthesis, because the enzyme breaks the water bonds.
10. Cooking the pineapple heated the enzyme and destroyed it.
11. The Bromelain enzyme is put in meat tenderizer (that or other enzymes) and it can
digest protein.
12. Pineapple Enzyme denaturing experiment:
Procedure:
1. Supplies:
20 test tubes
fresh pineapple
a timer
1 knife (cutting the pineapple)
jello
a scale
Hydrogen Peroxide
2. Cut 8 pieces of pineapple into equal size and weight pieces.
3. Place 1 piece of pineapple in each test tube.
4. Place sets of 1 test tube of pineapple in 10 different temperature places. (10*F, 20*F, 30*F, 40*F, 50*F, 60*F, 70*F, 80*F, 90*F, 100*F)
3. Set the timer for 24 hours.
4. Take out the pineapple and lay them out in order of temperature.
5. For each test tube, add 10 ml of hydrogen peroxide to each test tube and record your results on a data table on a scale of 0-10 (10 being highly reactive and 0 being no reaction.)
6. Take 10 new pineapple slices and place it in the 10 other test tubes.
7. For the first temperature you got a 0 reaction on, take the previous 9 temperatures to use for the new data. (ex: if the temp with a 0 reaction rate was 70*F, you would take the test tubes and put them at the new temperatures of 60*F-70*F)
8. Repeat steps 3, 4, and 5.
9. The first temperature with 0 reaction rate if the temperature the pineapple enzyme will denature.
procedure
1. gather all supplies:
-3 beakers
-10 test tubes (5 per trial)
-hot plate
-frozen, fresh, canned and cooked pineapple
- jello
-stirring rods and knives
2. Follow the instructions on the jello box to make jello.
3. pour jello (liquid) into the test tubes (one inch)
4. Put one piece of each kind of pineapple in each kind of test tube (leave last test tube with out pineapple)
5. Let sit until jello forms
6. retrieve jello and record results
7. repeat steps 2-6 for second trial.
Bozeman Biology Videos: Biological Molecules
- Also called macromolecules.
- To find DNA, look into the nucleus.
- Monomers: make up biological molecules
- 4 different kinds of biological molecules:
~Nucleic acids: DNA / RNA. Made up from nucleotides ( 5 carbon sugar,
phosphate group, and a nitrogenous base). Carry genetic material.
~Proteins: make up almost everything. Made up of amino acids (have an R
group. Makes them different from other amino acids but helps with the structure
of the proteins. 20 amino acids. Each amino acid has an amino group, a
carbon, a carboxylic acid group, a hydrogen.
~Lipids: 1 monomer. Make up all cell membranes and are a great source of
energy. All lipids have polarity (generally not polar but some can be). Examples:
cholesterol, fatty acid, triglyceride, phospholipid. All lipids have hydrocarbon tails.
saturated (strait) or unsaturated (curved)
~Carbohydrates: sugars are the monomers of carbohydrates. Made of sugars.
Give us energy.
- Monomers are the building blocks of polymers.
- Dehydration synthesis: have 2 amino acids and want to form a bond between them. Take out the water and form a new bond. (Peptide bond)
- To break apart peptide bonds, add H2O.
- Get building blocks for protein through our diet (takes protein, hydrolysis breaks it apart, takes the amino acids and makes a new protein)
- Cytosine, guanine, adenine, thymine (DNA)
- Cytosine, guanine, adenine, uracil (RNA)
- RNA flows in 1 direction, DNA has 2 going in opposite directions.
Enzyme Lab.
PART A: Observe Normal Catalase Reaction:
1. What gas is being released?
Oxygen is being released.
2. Has it gotten colder or warmer?
The temperature has gotten colder.
3. Is the reaction exothermic or endothermic?
The reaction is exothermic.
4. What is this liquid composed of?
H2O and liver particles are making up this liquid.
5. What do you think would happen if you added more liver to this liquid?
No reaction would happen if you added more lover to the liquid
6. Reaction rate (1-5) testing the previous question
The reaction rate is 0, nothing happened.
7. What is the reaction rate after adding more hydrogen peroxide.
The reaction rate is 0, nothing happened.
8. Is catalase reusable? Explain how you know:
No. All of its reactants have already been used.
PART B: What Tissues Contain Catalase
Rate of reaction (0-5)
Potato
0 0
Apple
0 0
Chicken
1 1
10. Which tissues contained catalase?
The chicken liver contained catalase.
11. Do some contain more catalase than others? How can you tell?
Yes, because the reactions are greater in some than others.
PART C: What is the Effect of Temperature on Catalase Activity?
12. What will boiling do to an enzyme?
It will denature the enzyme.
13. What is the reaction rate for the boiled liver and peroxide?
The reaction rate is 0, nothing happened.
14. What is the reaction rate for the cold liver/peroxide?
The reaction rate is 0, nothing happened.
15. What is the reaction rate for the warm liver/peroxide?
The reaction rate is 0, nothing happened.
PART D: What is the Effect of pH on Catalase Activity?
16. What is the rate of reaction for ---- after adding liver to each of the following:
Strong acid: 4
Acid: 2
Neutral: 0
Strong base: 0
Basic: 0
17. What is the optimal pH for catalase (estimate)?
The optimal pH for catalase is 1-6.
PART E: Design an Experiment
Using the techniques you learned in this lab, design a new experiment to test the properties of enzymes and substrates.
For my new experiment, I would take multiple materials such as different fruits and meats, as well as 2 to 3 different chemicals (ex: HCl, NaOH), and carefully put each of the fruit/meats into a test tube of each of the chemicals. Then, add more of each chemical after each reaction has stopped, and record the results.
DATA ANALYSIS:
- Catalase breaks down the hydrogen peroxide. The enzyme is the catalyst and the substrate is the peroxide. When the reaction occurs, the catalase takes peroxide and breaks it into separate things.
- Judging by all the data, catalase is not reusable. You can tell because when we added more peroxide to the liver, there was no reaction at all.
- At different temperatures and pH levels, enzymes can denature. This affects the reaction with the substrate. To find an exact pH, you have to use different acids/bases at each pH level.
- For my experiment, the first thing I'd have to do is obtain several different types of sugar, some amylase, and Benedict solution. You would also want multiple test tubes to do multiple trials in. I would put each of the different sugars into test tubes, then add the Benedict's solution, then add the amylase and set a timer to see how long it takes I'd also want a control (sugar and Benedict solution) to compare against.
Identifying Categories of Biological Molecules
1. How many groups of molecules do you have?
I have 12 groups total.
2. Explain your reasoning for creating there particular groups.
When I was separating them, first I did it just by general shape (hexagons connected to pentagons, long lines, single bonds and double bonds). Then in those groups, I started looking at more specific shapes (ex: "oh, there are 2 hexagons on that one."). Then after specifying the shapes even more, I looked at the bonds even closer (ex: a Carbon with a double bond to an Oxygen and a single bond to a Hydrogen) Finally I looked at what elements were in each of the sections (ex: "That one has no Nitrogen.").
Presence or Absence of Enzymes:
Analysis: Throughout this experiment, nothing happened. There were no reactions at all in any of the substances. Perhaps we prepared too weak of a solution or had an expired solution that we used. Maybe our times weren't concise and that caused no reaction. Maybe there was even a possibility that we had the wrong amounts of enzymes added.
Labs and objectives:
- Testing for the presence of biomolecules
This best fits with learning objective 4.2. This is because we used different solutions that were added to the solutions we knew, to compare their properties. In this case color. We also got to work backwards and use the color properties to determine what the solution was.
- Enzyme lab
This best fits with learning objective 4.3. This is because we were changing the subcomponents (liver) by adding the peroxide, and you could see the change when there was no reaction after adding more peroxide. Also, learning objective 4.17, the molecular interactions between the liver and peroxide greatly affected the structure and function. Our lab proves this through the tests we had to do.
- Pineapple enzyme lab
The most obvious learning objective for this lab is learning objective 4.17. Because of the enzyme that was in the pineapple, you could see a drastic change in the Jell-O itself, from it either being broken down completely, to not being broken down at all. another learning objective is learning objective 4.3. We used different types of pineapple throughout our lab, and because of these changes, the functionality of the molecule differed. You could see it in the Jell-O after we pulled it out of the fridge to examine it.
- Toothpickase
The learning objective that best fits the slab is learning objective 4.3. We used people as models and gave them different conditions such as the length of time they had. As the time length differed, you could see different results, also known as the changes in the functionality of the "molecule".
- Presence or absence of enzymes
The learning objective the best fits this lab is also learning objective 4.17. In this lab we had to analyze what happened when we added different solutions to an enzyme. As we added the solution, many of the colors of the enzymes changed to a much darker color. This was an effect on the structure and function as stated in the learning objective.
DATA TABLE 1: KNOWNS
Molecule - Positive test color - Negative test color
Protein - Light blue - Dark blue
Sugar - Dark blue - Light blue
Starch - Dark green - Brown/orange
Lipid - Transparent - Nontransparent
DATA TABLE 2: UNKNOWNS
unknowns - Protein - Lipid - Starch - Sugar
1: starch - No reaction - No reaction - Turned black - No reaction
2: protein - Darker blue - No reaction - No reaction - Turned light green
ANALYSIS QUESTIONS:
- The data collected was qualitative, because we are only doing one trial and looking at qualities, not quantities.
- Two limitations would be that you can add more iodine to make it more blue, and that there's only one color.
- To minimize errors you would have to do a quantitative lab over a qualitative lab, and maybe using a different indicator to have a more accurate idea. (Such as different colors.)
Unknown 1: We believe unknown one is starch. When we went through the second experiment, it's reaction was almost the same as the first data table. It turned from a dark yellowish color to a brown/black color. Starch is a carbohydrate, and it is used to give us energy. The monomers of carbohydrates are sugars.
Unknown 2: We believe that unknown 2 is protein. It's reaction was very similar to that in data table number one. Sugar also reacted, however, the reaction wasn't anything like that in data table number one. Proteins make up almost everything (muscles, bones, enzymes... Etc), and they are made from amino acids.
Coacervates Reading:
This article was about rapid RNA exchange in two-phase system and coacervate droplets. The overall goal was to determine the ability of ATPs and coacervate droplets to retain RNA, similar to fatty acid-based vesicles. To do this it took many tests, chemicals, and graphs. In the article it also talked about how they planned to decrease the exchange rate between the RNA and the coacervate droplets specifically. The RNA would only stay on a particular droplet for a few seconds. They wanted to do this because as the droplets spread and spread, they would not be heritable. Understanding how all of these interact and work, combined with knowledge about fatty acids and phospholipid vesicles, it may lead to a greater understanding of the possibilities for the development of earlier cells.
UNIT 2
Red Onion Osmosis Lab
Conclusion Questions:
1. (Picture on assignment) when looking at the cell there would be a higher percentage of salt on the outside and a lower percentage of water on the outside. In order to achieve equilibrium the higher salt concentration would spread out into the inside of the cell and the water would spread out to the outside, from inside the cell. This would cause for equilibrium.
2. (Picture on assignment) when looking at the cell there would be a lower percentage of salt on the outside and a higher percentage of distilled water on the outside. Due to osmosis the higher percentage of water would even out by going inside of the cell and the salt concentration would even itself out by moving to the outside of the cell. This would cause for equilibrium.
3. Red onion cells didn't swell up and burst when placed in the distiller water because it is a plant cell and not an animal cell.
Application Questions:
1. Grocery store owners pray fresh fruits and vegetables with water that way the cells can stay hydrated so they don't shrivel up and die.
2. The plants will die if there is too much salt on the side of the road. Salt can make cells shrivel which messes with their organelles and won't let them function properly.
3. If a ship wrecked crew drinks salt water they will probably die because it will dehydrate the cells and cause them to stop functioning.
4. The outside of the strawberries become hypertonic when you sprinkle them with sugar. In order to achieve equilibrium, strawberry cells will diffuse water out of their cells.
AP Biology Lab 5: Cellular Respiration
DATA TABLE 1: calculation of volume in respirometers
Respirometer 1a (germinating seeds)
Initial volume: 20mL
Final volume: 25mL
Volume of beads/seeds: 5
Respirometer 2a (non germinating)
Initial volume: 20mL
Final volume:25mL
Volume of beads/seeds: 5
Respirometer 3a (beads only)
Initial volume: 20mL
Final volume: 25mL
Volume of beads/seeds: 5
DATA TABLE 2: calculation of oxygen consumption
TIME INTERVALS (min) 0, 5, 10, 15, 20
Room temp germinating seeds
1. Reading, mL
0: 0 mL
5: 1.6 mL
10: 1.7 mL
15: 1.7 mL
20: 1.7 mL
2. Volume, mL
0: n/a
5: 1.6 mL
10: .1 mL
15: 0 mL
20: 0 mL
Room temp dry pea seeds
1. Reading, mL
0: 0 mL
5: 1.5 mL
10: 1.7 mL
15: 2 mL
20: 2.2 mL
2. Volume, mL
0: n/a
5: 1.5 mL
10: .2 mL
15:.3 mL
20: .2 mL
Room temp beads only
1. Reading, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
2 . Volume, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
10°C germinating pea seeds
1. Reading, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
2 . Volume, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
10°C dry pea seeds
1. Reading, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
2 . Volume, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
10°C beads only
1. Reading, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
2 . Volume, mL
0: 0 mL
5: 0 mL
10: 0 mL
15: 0 mL
20: 0 mL
Graph: on assignment
Analysis
1. We hypothesized that the colder the seeds get, the less productive they will be.
2. We hypothesized that when seeds get cold and go dormant, they don't release any oxygen.
3. Huh.
4. The purpose of the beads is to see the difference in things that do and do not release oxygen.
Lab 4: Meeting the "Protists"
Part 1: The Chromalveolates
1A. the Apicomplexans
Plasmodium spp.
Identify: Life Cycle Stage
1B. The Cilliates
Paramecium Caudatum and Vorticella
Identify: Macronucleus, Oral Groove, Cillia, Food Vacuole, Contractile Vaculoe
Macronucleus: Found in Vorticella around the center, the large circles that are dark green around the edges.
Cillia: Found in paramecium, The very light colored rim surrounding the cell.
Oral Groove: Found in Parimicium, extremely difficult to see in the photo, located between the 2 sun shapes (Contractile Vacuole)
Food Vacuole: Found in Paramecium, large yellow circle to the left of the Contractile Vacuole at the bottom of the cell.
Contractile Vacuole: Found in Paramecium, large Sun shaped organelles in the cell.
Paramecium Caudatum and Vorticella
Identify: Macronucleus, Oral Groove, Cillia, Food Vacuole, Contractile Vaculoe
Macronucleus: Found in Vorticella around the center, the large circles that are dark green around the edges.
Cillia: Found in paramecium, The very light colored rim surrounding the cell.
Oral Groove: Found in Parimicium, extremely difficult to see in the photo, located between the 2 sun shapes (Contractile Vacuole)
Food Vacuole: Found in Paramecium, large yellow circle to the left of the Contractile Vacuole at the bottom of the cell.
Contractile Vacuole: Found in Paramecium, large Sun shaped organelles in the cell.
1C. The Oomycetes (Water Molds or Egg Molds)
Saprolegnia spp.
Identify: Zoosporangia, Oogonium, Antheridium
Saprolegnia spp.
Identify: Zoosporangia, Oogonium, Antheridium
Part 2: The Plantae
2A. The Chlorophytes (Green Algae)
Chlamydomonas spp., Spirogyra spp., Volvox spp., Ulva spp.
Identify:
Chlamydomonas: Stigma, Chloroplasts
Stigma: Very small black dot, located near the flagella of the cell
Chloroplasts: Small Light colored circles within the cells, located throughout.
Spirogyra: Spiral Chloroplasts
Spiral Chloroplasts: All the little green dots that make a spiraling pattern throughout the cell.
Volvox: Cells, Daughter Colony
Cells: the very tiny dots covering the entire volvox, very light in color.
Daughter Colony: All of the very dark green medium sized circles within the cell.
Ulva: Gametophytes, Sporophytes, Zoospores
Gametophytes: (definition) an individual or generation of plants exhibiting alterations of generations that bear sex organs.
Sporophytes: (definition) an individual or generation of plants exhibiting alterations of generations that bear asexual spores.
Zoospores: (definition) a motile flagellated asexually produced spore.
2A. The Chlorophytes (Green Algae)
Chlamydomonas spp., Spirogyra spp., Volvox spp., Ulva spp.
Identify:
Chlamydomonas: Stigma, Chloroplasts
Stigma: Very small black dot, located near the flagella of the cell
Chloroplasts: Small Light colored circles within the cells, located throughout.
Spirogyra: Spiral Chloroplasts
Spiral Chloroplasts: All the little green dots that make a spiraling pattern throughout the cell.
Volvox: Cells, Daughter Colony
Cells: the very tiny dots covering the entire volvox, very light in color.
Daughter Colony: All of the very dark green medium sized circles within the cell.
Ulva: Gametophytes, Sporophytes, Zoospores
Gametophytes: (definition) an individual or generation of plants exhibiting alterations of generations that bear sex organs.
Sporophytes: (definition) an individual or generation of plants exhibiting alterations of generations that bear asexual spores.
Zoospores: (definition) a motile flagellated asexually produced spore.
Part 3: The Excavates
3A. The Diplomonads
Giardia Lamblia
3A. The Diplomonads
Giardia Lamblia
3B. The Kinetoplastids
Trypanosoma Gambiense
Identify: Nucleus, Flagella
Nucleus: Around the center of the dark purple worm like cells. The darkest spot of purple in them.
Flagella: The thinnest end of the worm like cells.
Trypanosoma Gambiense
Identify: Nucleus, Flagella
Nucleus: Around the center of the dark purple worm like cells. The darkest spot of purple in them.
Flagella: The thinnest end of the worm like cells.
Part 4: Rhizaria
4A. The Foraminiferans
Foraminifera Strew
4A. The Foraminiferans
Foraminifera Strew
4B. The Radiolarians
Radiolaria Strew
Radiolaria Strew
Part 5: Unikonts
5A. The Laboseans
Amoeba Proteus
5A. The Laboseans
Amoeba Proteus
5B. The Plasmodial Slime Molds
Dictydium spp.
Identify: Plasmodium, Sporangium
Dictydium spp.
Identify: Plasmodium, Sporangium
5C. The Cellular Slime Molds
Identify: Amoebas, Pseudoplasmodium, Fruiting Body
Identify: Amoebas, Pseudoplasmodium, Fruiting Body
Part 6: Recognizing Protists "In the Wild"
6A.
6A.
The Internal Structure of Cells Activity
Saving Superman
Part I, Section A- "The Basics"
Concept check:
1. I don't think that you could extract extra Totipotent cells at any period of the embryonic stage, because eventually they will become a set type of cell. Pluripotent cells are the same. They will also become something else later on.
2. No Louis Lane would not carry a baby because pluripotent sells (a.k.a. embryonic stem cells) are not capable of forming a human being.
3. Another example of multipotent cells in the body with the brain stem cells.
4. There might be ethical issues surrounding the manipulation of pluripotent stem cells because they are used by embryos and the germline cells of fetuses. Taking them away could be bad for the baby.
5. Limitations with multipotent stem cells include the fact that they are often in minute quantities, their numbers can decrease with age, and they often do you contain DNA damage due to certain factors. They don't offer the same level of plasticity as pluripotent cells and research on the early stages of multipotent cells can be extremely difficult.
6. Multipotent cells are a nice source for replacing cells that have died or been sloughed away.
Part I, Section B- "Pluripotent Stem Cell Isolation"
Concept Check:
1. One conflict that is probably arisen concerning the process of primordial germ line isolation, is that it is killing a fetus, almost like an abortion. Personally I think that it is okay because the parents have given consent to doing this.
2. These processes could be abused by either hurting people, or not having people give consent to do this for research.
3. Nuclear transplantation fits into the picture because it is similar to a sperm and egg, where they unite to form a totipotent cell. Only thing different is that nuclear transplantation involves the use of an unfertilized egg.
4. Nuclear transplantation is so advantages because it is a way to produce stem cells that are compatible with the person's body.
5. I disagree with President Bush's view. If people want to study embryos in this way and the people give consent, it is perfectly acceptable for people to research this.
6. By abandoning this form of research we could be impacting lives. Yes, there are negatives to this form of research, such as hurting the fetuses and abandoning pregnancies, but there are also many positives that go along with it. Having this research federally regulated would guarantee that people couldn't abuse it, but people might also not get as far in their research.
Part I, Section C- "Stem Cell Applications"
Concept Check:
1. By using stem cells for drug testing you would reduce expenses because you could produce so many of them, you would have no use for animal testing, it would be just like a human trial. The faster you could go through the testing, the faster you can get FDA approval.
2. When you put stem cells into a human being, or another creature, you do not want the stem cells to divide uncontrollably. It could be dangerous for the specimen.
3. Finding Dr. Verfiallie and her colleagues is significant because they can lead us through a new stage of research of stem cells.
4. I do believe that stem cell research has the potential to serve as a human healing therapy based on the research that has already been acquired. However I do not believe that you can find a common ground to protect public health and respect all opposing views, mainly because everybody will stick strongly to their opinions on the matter.
Part II- "Role-Play/Jigsaw"
The stem cell researchers:
As a stem cell researcher, I fully support further research into this topic. There are so many benefits for stem cells that can allow for understanding in the ways of genetics, development, and specialization in cells. To understand why I feel this way, first you must know the basics. Stem cells have the ability to differentiate to regenerate and to relocate. There are three types of stem cells, totipotent, pluripotent, and multipotent. Totipotent cells have the genetic potential to create every cell of the body and can form a human being. Pluripotent cells have the potential to create every cell of the body, but cannot form a human being. And lastly multipotent cells are found in both developing fetus and fully developed human beings. The study of both pluripotent and mulitpotent stem cells are absolutely necessary to understand cell specialization and potentially develop new treatments for human beings and even cures for diseases.This could be a huge benefit to things like therapy for bones, muscles, heart, liver, and brain cells. In fact certain stems all therapies already exist. Stem cells have the ability to be compatible with the persons own body. Over time, the cells could create any and every cell of the human body. Also stem cells allow for safe drug testing which has always been a huge controversy. There would be no need to worry about expense, animal testing, human trials, or delayed FDA approval. A long with this drug testing on stem cells could be a perfect source to study diseases that can't be cultured correctly. By using this kind of research, we could save millions of lives from diseases that we cannot yet cure. By us being able to do this for the public, it is a fantastic means of protecting public and human life. Because of certain laws a lot of this research has to be done privately. People are spending more money to get funding than they are to focus on the science itself. Us stem cell researchers are in need of federal funding to accomplish this great feat in human society. There are amazing things that we can do with these new stem cells. But the only way that we can accomplish this, is by the proper funding, and Understanding of what this research is for, and the concepts behind stem cell research. Based on current research and experiments, stem cells do have the potential to change human life for the better.
Part I, Section A- "The Basics"
Concept check:
1. I don't think that you could extract extra Totipotent cells at any period of the embryonic stage, because eventually they will become a set type of cell. Pluripotent cells are the same. They will also become something else later on.
2. No Louis Lane would not carry a baby because pluripotent sells (a.k.a. embryonic stem cells) are not capable of forming a human being.
3. Another example of multipotent cells in the body with the brain stem cells.
4. There might be ethical issues surrounding the manipulation of pluripotent stem cells because they are used by embryos and the germline cells of fetuses. Taking them away could be bad for the baby.
5. Limitations with multipotent stem cells include the fact that they are often in minute quantities, their numbers can decrease with age, and they often do you contain DNA damage due to certain factors. They don't offer the same level of plasticity as pluripotent cells and research on the early stages of multipotent cells can be extremely difficult.
6. Multipotent cells are a nice source for replacing cells that have died or been sloughed away.
Part I, Section B- "Pluripotent Stem Cell Isolation"
Concept Check:
1. One conflict that is probably arisen concerning the process of primordial germ line isolation, is that it is killing a fetus, almost like an abortion. Personally I think that it is okay because the parents have given consent to doing this.
2. These processes could be abused by either hurting people, or not having people give consent to do this for research.
3. Nuclear transplantation fits into the picture because it is similar to a sperm and egg, where they unite to form a totipotent cell. Only thing different is that nuclear transplantation involves the use of an unfertilized egg.
4. Nuclear transplantation is so advantages because it is a way to produce stem cells that are compatible with the person's body.
5. I disagree with President Bush's view. If people want to study embryos in this way and the people give consent, it is perfectly acceptable for people to research this.
6. By abandoning this form of research we could be impacting lives. Yes, there are negatives to this form of research, such as hurting the fetuses and abandoning pregnancies, but there are also many positives that go along with it. Having this research federally regulated would guarantee that people couldn't abuse it, but people might also not get as far in their research.
Part I, Section C- "Stem Cell Applications"
Concept Check:
1. By using stem cells for drug testing you would reduce expenses because you could produce so many of them, you would have no use for animal testing, it would be just like a human trial. The faster you could go through the testing, the faster you can get FDA approval.
2. When you put stem cells into a human being, or another creature, you do not want the stem cells to divide uncontrollably. It could be dangerous for the specimen.
3. Finding Dr. Verfiallie and her colleagues is significant because they can lead us through a new stage of research of stem cells.
4. I do believe that stem cell research has the potential to serve as a human healing therapy based on the research that has already been acquired. However I do not believe that you can find a common ground to protect public health and respect all opposing views, mainly because everybody will stick strongly to their opinions on the matter.
Part II- "Role-Play/Jigsaw"
The stem cell researchers:
As a stem cell researcher, I fully support further research into this topic. There are so many benefits for stem cells that can allow for understanding in the ways of genetics, development, and specialization in cells. To understand why I feel this way, first you must know the basics. Stem cells have the ability to differentiate to regenerate and to relocate. There are three types of stem cells, totipotent, pluripotent, and multipotent. Totipotent cells have the genetic potential to create every cell of the body and can form a human being. Pluripotent cells have the potential to create every cell of the body, but cannot form a human being. And lastly multipotent cells are found in both developing fetus and fully developed human beings. The study of both pluripotent and mulitpotent stem cells are absolutely necessary to understand cell specialization and potentially develop new treatments for human beings and even cures for diseases.This could be a huge benefit to things like therapy for bones, muscles, heart, liver, and brain cells. In fact certain stems all therapies already exist. Stem cells have the ability to be compatible with the persons own body. Over time, the cells could create any and every cell of the human body. Also stem cells allow for safe drug testing which has always been a huge controversy. There would be no need to worry about expense, animal testing, human trials, or delayed FDA approval. A long with this drug testing on stem cells could be a perfect source to study diseases that can't be cultured correctly. By using this kind of research, we could save millions of lives from diseases that we cannot yet cure. By us being able to do this for the public, it is a fantastic means of protecting public and human life. Because of certain laws a lot of this research has to be done privately. People are spending more money to get funding than they are to focus on the science itself. Us stem cell researchers are in need of federal funding to accomplish this great feat in human society. There are amazing things that we can do with these new stem cells. But the only way that we can accomplish this, is by the proper funding, and Understanding of what this research is for, and the concepts behind stem cell research. Based on current research and experiments, stem cells do have the potential to change human life for the better.
Show Me Your Tattoo
When a lot of people think about tattoos, we usually associate them with things like bikers, sailors, or even artists. Today tattoos are becoming more common everywhere. To understand what a tattoo does to your skin, you must first understand the layers of skin. First, there are three layers of skin, epidermis, dermis, and hypodermis. Dermis is a connective tissue made up of collagen and networks of elastic fibers which give skin its resiliency. Getting a tattoo is like getting a scar. It is formed on granulation tissue, pink soft tissue, which will eventually turn into fibrous tissue, like an old scar. To create a tattoo special ink must be injected into a person's dermis by using a powered tattoo machine. As the needle penetrates the epidermis of our bodies it will inject insoluble ink into our skin very quickly. Sometimes tattoo needles will penetrate you deeply, and they will lead to skin cell damage. These inks are also injected deep enough to where they can't even be destroyed throughout burns. Instead of being injected into the epidermis (our top layer of skin), it is actually injected into our dermis, which is beneath it. The ink will "stain" these stable dermis cells. Tattoos can cause many problems, such as skin infections, psoriasis, as well as many other skin diseases. Tattoos have even been known to kill people. The ink being injected into our bodies, might be injected too deep and enter our bloodstream with poisonous chemicals instead of being put into the dermal cells. When you look at tattoos, the reason they are permanent is because of our three layers of skin. When you inject this skin, your body thinks that your body is being damaged. Since the body thinks this it will send white blood cells to attack the ink particles. Being as these particles are are larger than the white blood cells the tattoo stays permanent. However, that does not mean that the tattoo will stay the same way. The tattoo will fade or get ruined I was your folds of skin change, so make sure to think out these tattoos and that they can do to yourself and your skin! ALA Citations Cararra, M. (2009, August 28). Tattoos - Effects on the Skin. Retrieved October 12, 2014. Helmanstine, A. (n.d.). Tattoo Ink Carrier Chemistry. Retrieved October 8, 2014, from http://chemistry.about.com/od/medicalhealth/a/tattoocarrier.htm Pant, A. (2014, January 3). AweSci – Science Everyday. Retrieved October 11, 2014, from http://awesci.com/human-skin-permanent-tattoos/ Tattoo Ink - Where Does It All Go. (n.d.). Retrieved October 6, 2014, from http://archives.evergreen.edu/webpages/curricular/1999-2000/humanbio/TattooInk.htm The Truth About Tattoos: Health Risks, Toxicity and More. (2007, September 28). Retrieved October 10, 2014, from http://www.naturalnews.com/022073_tattoos_health_skin.html |
UNIT 3:
Germination Inhibitors:
Analysis Questions: 1. The control was the seeds with just the water. We washed the seeds to make sure the control wasn't effected. 2. You can tell is a seed germinated or not if it grows over a period of time. 3. Yes, they do contain germination inhibitors. Yes, they do work with other tomato seeds as well. 4. Any types of fruits or vegetables with seeds in them would contain the seed germination inhibitors. 5. A practical use of a germination inhibitor would be to make sure the seeds don't grow in the already grown plants. |
Data Table: |
Seed Germination Experiments:
1. Hypothesis:
The more acid we add, the less the seed will germinate.
Experiment:
Materials:
4 test tubes
4 seeds
HCL
Soil
1. Take your test tubes and fill with 2in of soil in each, add the seed, the cover completely with another 2in of soil.
2. Label all of your test tubes #1-4,
3. In test tubes 1, add nothing
4. In test. tubes 2, add 10mL of water to the soil.
5. In test tubes 3, put 5mL of water and 5mL of HCL
6. In test tubes 4, add 10mL of HCL
7. Create a data table of all your observations over a week long period
8. Each day of the week, repeat steps 3-6
Data: pictures
Conclusion: The plant with 10mL of water grew the best as expected, but the 10mL of HCL also grew instead of completely killing the seed, which was surprising to us.
2. Hypothesis:
The seed will not grow with the more water you add to it.
Experiment:
Materials:
4 test tubes
4 seeds
Soil
Granulated cylinder
1. Take your test tubes and fill with 2in of soil in each, add the seed, the cover completely with another 2in of soil.
2. Label all of your test tubes #1-4,
3. In test tubes 1, add nothing
4. In test. tubes 2, add 10mL of water to the soil.
5. In test tubes 3, put 20mL of water and 5 drops of HCL
6. In test tubes 4, add 30mL of HCL
7. Create a data table of all your observations over a week long period
8. Each day of the week, repeat steps 3-6
Data: pictures
Conclusion: The 10mL of water grew the best, the 20mL and 30mL grew fairly well, but not as much since they had too much water constantly. This flooding caused the seeds to have trouble in their growing processes.
1. Hypothesis:
The more acid we add, the less the seed will germinate.
Experiment:
Materials:
4 test tubes
4 seeds
HCL
Soil
1. Take your test tubes and fill with 2in of soil in each, add the seed, the cover completely with another 2in of soil.
2. Label all of your test tubes #1-4,
3. In test tubes 1, add nothing
4. In test. tubes 2, add 10mL of water to the soil.
5. In test tubes 3, put 5mL of water and 5mL of HCL
6. In test tubes 4, add 10mL of HCL
7. Create a data table of all your observations over a week long period
8. Each day of the week, repeat steps 3-6
Data: pictures
Conclusion: The plant with 10mL of water grew the best as expected, but the 10mL of HCL also grew instead of completely killing the seed, which was surprising to us.
2. Hypothesis:
The seed will not grow with the more water you add to it.
Experiment:
Materials:
4 test tubes
4 seeds
Soil
Granulated cylinder
1. Take your test tubes and fill with 2in of soil in each, add the seed, the cover completely with another 2in of soil.
2. Label all of your test tubes #1-4,
3. In test tubes 1, add nothing
4. In test. tubes 2, add 10mL of water to the soil.
5. In test tubes 3, put 20mL of water and 5 drops of HCL
6. In test tubes 4, add 30mL of HCL
7. Create a data table of all your observations over a week long period
8. Each day of the week, repeat steps 3-6
Data: pictures
Conclusion: The 10mL of water grew the best, the 20mL and 30mL grew fairly well, but not as much since they had too much water constantly. This flooding caused the seeds to have trouble in their growing processes.
Where Do Plants Get Their Food?
Floating Leaf Disk Photosynthesis Lab:
Experiment 3: Chromogenic Composition of Plant Pigments:
Photosystes and Chemiosmosis- The Mechanism of ATP Synthesis in Chloroplasts:
Pollen Tube Growth Lab:
Before:
Before:
After:
UNIT 4:
Gregor Mendel Genetic Recombination:
Mitosis Onion Root Tip Lab:
Viruses:
Strength in Numbers Reading:
In the article, it talks mainly about polyploidy cells and their benefits and disadvantages, mainly their effects on liver cells. Polyploidy cells have unusual maneuvers because they carry extra sets of chromosomes. Normally that would be very bad or even disastrous for the mammal, but in some cases they can help create aneuploidy cells with regenerative properties. Aneuploidy cells help make a more diverse genetic capability in a tissue or organ. These Polyploidy cells can also boost production of proteins needed for structural support and sticking with their neighbors. There are beginning to be a multitude of uses for these extra sets of chromosomes, and they are all just beginning to be discovered.
In the article, it talks mainly about polyploidy cells and their benefits and disadvantages, mainly their effects on liver cells. Polyploidy cells have unusual maneuvers because they carry extra sets of chromosomes. Normally that would be very bad or even disastrous for the mammal, but in some cases they can help create aneuploidy cells with regenerative properties. Aneuploidy cells help make a more diverse genetic capability in a tissue or organ. These Polyploidy cells can also boost production of proteins needed for structural support and sticking with their neighbors. There are beginning to be a multitude of uses for these extra sets of chromosomes, and they are all just beginning to be discovered.
AP Biology Hardy Weinberg Lab:
Beyond Mendel:
M&M Probability:
Mysterious Ribosomopathies Readings:
In this article it talks about why defects in a ribosome cause disease (Ribosompathies) only in certain tissues. These diseases are clinically distinct and require different interventions. It gave three hypotheses for ribosompathies: 1. Tissues are highly sensitive to mutations because they are rapidly dividing, 2. The composition of ribosomes could be different in different cell types, and 3. Mutations in ribosomal proteins or assembly could reduce the number of functioning ribosomes. The “mechanisms” leading to ribosompathies are still undefined and these disorders must be acknowledged.
In this article it talks about why defects in a ribosome cause disease (Ribosompathies) only in certain tissues. These diseases are clinically distinct and require different interventions. It gave three hypotheses for ribosompathies: 1. Tissues are highly sensitive to mutations because they are rapidly dividing, 2. The composition of ribosomes could be different in different cell types, and 3. Mutations in ribosomal proteins or assembly could reduce the number of functioning ribosomes. The “mechanisms” leading to ribosompathies are still undefined and these disorders must be acknowledged.