UNIT 1: CHEMEIA OF THE BIOS
B-PRION READING: 08-18-14
According to scientists at the Vanderbilt University "Prions are... infectious proteins..." These proteins are responsible for many diseases including, "mad cow" disease. Prions are also amyloids, which, are clumps of protein that are insoluble. These amyloids are a part of nuerodegenerative diseases, such as Lou Gehrig disease. The synthetic models that scientists use to study prions are not as complex as the real prions. Prions are three-side and cylindrical shaped. Prions don't have DNA and in order to reproduce, they transform proteins by making them fold incorrectly.
G-TOOTHPICKASE ACTIVITY: 08-13-14
1. a. The unbroken toothpicks are the substrates.
b. the person breaking the toothpicks is the Enzyme.
c. The products are broken toothpicks
2. The reaction rate was fastest during the 180 seconds.
3. The speed remains the same.
4. The enzyme wouldn't be able to break as many toothpicks as fast.
5. The reaction rate would stay the same. The enzyme would still be at the same speed, just not break all of them (depending on how many are added) in the given amount of time.
6. Adding more people would increase enzyme concentration and reaction speed.
7. At a competition, the enzymes would try to go faster. Versus, noncompetitive would remain at a steady speed. Adding more people would make it competitive.
B-PRION READING: 08-18-14
According to scientists at the Vanderbilt University "Prions are... infectious proteins..." These proteins are responsible for many diseases including, "mad cow" disease. Prions are also amyloids, which, are clumps of protein that are insoluble. These amyloids are a part of nuerodegenerative diseases, such as Lou Gehrig disease. The synthetic models that scientists use to study prions are not as complex as the real prions. Prions are three-side and cylindrical shaped. Prions don't have DNA and in order to reproduce, they transform proteins by making them fold incorrectly.
G-TOOTHPICKASE ACTIVITY: 08-13-14
1. a. The unbroken toothpicks are the substrates.
b. the person breaking the toothpicks is the Enzyme.
c. The products are broken toothpicks
2. The reaction rate was fastest during the 180 seconds.
3. The speed remains the same.
4. The enzyme wouldn't be able to break as many toothpicks as fast.
5. The reaction rate would stay the same. The enzyme would still be at the same speed, just not break all of them (depending on how many are added) in the given amount of time.
6. Adding more people would increase enzyme concentration and reaction speed.
7. At a competition, the enzymes would try to go faster. Versus, noncompetitive would remain at a steady speed. Adding more people would make it competitive.
G-LAB 8: PINEAPPLE ENZYMES & JELLO MOLDS: 08-15-14
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.
1. In the lab, THE PINEAPPLE EXPRESS, there were interesting results. The first test tubes had fresh pineapple, and the jello didn't set. The next had canned pineapple and the jello did set. The next had frozen pineapple and the jello didn't set. The last test tubes had cooked pineapple and the jello did set.
2. The jello that had fresh and frozen pineapple didn't set because the enzyme (bromelain) broke it down. The jello that had canned and cooked pineapple did set because the enzyme wasn't present due to the heat and preservatives denatured the enzymes.
3. The enzyme is bormelain and is found in pineapple.
4. The test tube is the substrate.
5. The products are solid and liquid jello.
6. Jello is a carbohydrate because it is sugar and gives off short term energy.
7. Bromelain is a protein because it speeds up reactions without being consumed.
8. a) Fresh pineapple + Jello = unset
b) Canned pineapple + Jello = set
c) Frozen pineapple + Jello = unset
d) Cooked pineapple + Jello = set
B and D don't have the enzyme.
9. The reaction is dehydration synthesis because the bonds between the H's and O's are broken apart by the bromelain.
10. The cooked and canned pineapples' enzymes wasn't there. Cooking the pineapple destroyed the enzyme and the preservatives with the canned pineapple denatured the enzyme.
11. A meat tenderizer, such as bromelain, uses hydrolysis to tenderize the meat.
12.Procedure:
1.Supplies:
3. Place 1 piece of pineapple in each test tube.
. 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.
Frozen Pineapple Canned Pineapple Cooked Pineapple Fresh Pineapple
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.
1. In the lab, THE PINEAPPLE EXPRESS, there were interesting results. The first test tubes had fresh pineapple, and the jello didn't set. The next had canned pineapple and the jello did set. The next had frozen pineapple and the jello didn't set. The last test tubes had cooked pineapple and the jello did set.
2. The jello that had fresh and frozen pineapple didn't set because the enzyme (bromelain) broke it down. The jello that had canned and cooked pineapple did set because the enzyme wasn't present due to the heat and preservatives denatured the enzymes.
3. The enzyme is bormelain and is found in pineapple.
4. The test tube is the substrate.
5. The products are solid and liquid jello.
6. Jello is a carbohydrate because it is sugar and gives off short term energy.
7. Bromelain is a protein because it speeds up reactions without being consumed.
8. a) Fresh pineapple + Jello = unset
b) Canned pineapple + Jello = set
c) Frozen pineapple + Jello = unset
d) Cooked pineapple + Jello = set
B and D don't have the enzyme.
9. The reaction is dehydration synthesis because the bonds between the H's and O's are broken apart by the bromelain.
10. The cooked and canned pineapples' enzymes wasn't there. Cooking the pineapple destroyed the enzyme and the preservatives with the canned pineapple denatured the enzyme.
11. A meat tenderizer, such as bromelain, uses hydrolysis to tenderize the meat.
12.Procedure:
1.Supplies:
- 20 test tubes
- fresh pineapple
- a timer
- 1 knife (cutting the pineapple)
- jello
- a scale
- Hydrogen Peroxide
3. Place 1 piece of pineapple in each test tube.
. 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.
Frozen Pineapple Canned Pineapple Cooked Pineapple Fresh Pineapple
OBJECTIVE: This lab most fits with objective 4.17. I think this because the data we received showed that enzymes denature in certain conditions and don't in others. The enzymes that didn't denature.
S-PATTERN MATCHING: ORGANIC MOLECULES: 08-22-14
I divided the 42 cards into 6 groups. The purple group consisted of molecules with H₃N and with a C that a has a double to an O. The Green group consisted of molecules with NH₂ and the same structure (Hexagon/Pentagon shaped). The blue group consisted of molecules with the same shape (hexagon) and had CH₂OH. The yellow group all had the same structure and most had a CH₃. The red group all have the same structure and the C have a double bond with O. Lastly, the brown group consists of a C with a double bond to an O and a CH₂.
I divided the 42 cards into 6 groups. The purple group consisted of molecules with H₃N and with a C that a has a double to an O. The Green group consisted of molecules with NH₂ and the same structure (Hexagon/Pentagon shaped). The blue group consisted of molecules with the same shape (hexagon) and had CH₂OH. The yellow group all had the same structure and most had a CH₃. The red group all have the same structure and the C have a double bond with O. Lastly, the brown group consists of a C with a double bond to an O and a CH₂.
S-COACERVATES READING: 08-25-14
The coacervate reading talks about how RNA reacts in an aqueous solution and coacervate droplets. The goal of the lab was to determine the ability of ATPs and coacervate droplets. With the knowledge of coacervates ad phospholipid vesicles, the development of cells earlier is possible. |
ENZYME LAB: 08-20-14
PART A - Observe Normal Catalase Reaction2. What gas is released? O₂
Has it gotten colder or warmer _Cold_
Is the reaction endothermic or exothermic? Exothermic
Catalase Reusable?
3. What is this liquid composed of? H₂O
What do you think would happen if you added more liver to this liquid? Nothing.
Reaction Rate 0
4. What is the reaction rate? 0
Is catalase reusable? No, the catalase was used up so there was no more left to react.
PART A - Observe Normal Catalase Reaction2. What gas is released? O₂
Has it gotten colder or warmer _Cold_
Is the reaction endothermic or exothermic? Exothermic
Catalase Reusable?
3. What is this liquid composed of? H₂O
What do you think would happen if you added more liver to this liquid? Nothing.
Reaction Rate 0
4. What is the reaction rate? 0
Is catalase reusable? No, the catalase was used up so there was no more left to react.
Which tissues contained catalase? Chicken Liver
Do some contain more catalse than others? Yes, because the reaction would be greater.
PART C - What is the Effect of Temperature on Catalase Activity?
1. What will boiling water do to an enzyme? The enzyme will denature.
2. What is the reaction rate for boiled liver and peroxide? 0
3. What is the reaction rate for the cold liver/peroxide? 0
What is the reaction rate for warm liver/peroxide? 0
PART D - What is the Effect of pH on Catalase Activity
Strong acid 4 Acid 2 Neutral 0 Strong Base 0 Basic 0
What is the optimal pH for catalase: 1-6
PART E - Design an Experiment
Obtain different fruits and meats, as well as 2 to 3 different chemicals (ex: HCl, NaOH), and 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 occured, and record the results.
DATA ANALYSIS
1. Catalase breaks down hydrogen peroxide into H₂O and O₂. Catalase is the enzyme and hydrogen peroxide is the substrate.
2. No, catalase is not reusable. When we added more hydrogen peroxide to the liver, nothing happened.
3. The enzyme could denature or the reaction rate could increase depending on the temperature. You'd have to know the pH levels of the bases/enzymes .
4. 1) Get 4 test tubes and label them 1-4
2) Get a piece of white, sourdough, whole grain and rye bread.
3) Add 10 ml of amylase to each test tube and 5 drops of benedicts solution.
4) Add the white bread to the first test tube. Record how long it takes for the reaction to occur (color change).
5) Repeat step 5 but with the other types of bread.
OBJECTIVE: Number 4.17 because we added hydrogen peroxide to liver and the reaction affected its structure and functions.
G-DETERMINE THE REACTION RATE IN THE PRESENCE OR ABSENCE OF AN ENZYME: 08-24-14
12. The analysis for this lab is that there were no reactions. this could be due to many different things. these include, but are not limited to: weak solutions, wrong amounts of the solution, not enough or too little time and expired solutions.
OBJECTIVE: number 4.17 best fits with this lab because we observed the effect of enzymes on different solutions. THis resulted in changes of color and structure.
G-MACRO-MOLECULES LAB: 09-02-14
Do some contain more catalse than others? Yes, because the reaction would be greater.
PART C - What is the Effect of Temperature on Catalase Activity?
1. What will boiling water do to an enzyme? The enzyme will denature.
2. What is the reaction rate for boiled liver and peroxide? 0
3. What is the reaction rate for the cold liver/peroxide? 0
What is the reaction rate for warm liver/peroxide? 0
PART D - What is the Effect of pH on Catalase Activity
Strong acid 4 Acid 2 Neutral 0 Strong Base 0 Basic 0
What is the optimal pH for catalase: 1-6
PART E - Design an Experiment
Obtain different fruits and meats, as well as 2 to 3 different chemicals (ex: HCl, NaOH), and 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 occured, and record the results.
DATA ANALYSIS
1. Catalase breaks down hydrogen peroxide into H₂O and O₂. Catalase is the enzyme and hydrogen peroxide is the substrate.
2. No, catalase is not reusable. When we added more hydrogen peroxide to the liver, nothing happened.
3. The enzyme could denature or the reaction rate could increase depending on the temperature. You'd have to know the pH levels of the bases/enzymes .
4. 1) Get 4 test tubes and label them 1-4
2) Get a piece of white, sourdough, whole grain and rye bread.
3) Add 10 ml of amylase to each test tube and 5 drops of benedicts solution.
4) Add the white bread to the first test tube. Record how long it takes for the reaction to occur (color change).
5) Repeat step 5 but with the other types of bread.
OBJECTIVE: Number 4.17 because we added hydrogen peroxide to liver and the reaction affected its structure and functions.
G-DETERMINE THE REACTION RATE IN THE PRESENCE OR ABSENCE OF AN ENZYME: 08-24-14
12. The analysis for this lab is that there were no reactions. this could be due to many different things. these include, but are not limited to: weak solutions, wrong amounts of the solution, not enough or too little time and expired solutions.
OBJECTIVE: number 4.17 best fits with this lab because we observed the effect of enzymes on different solutions. THis resulted in changes of color and structure.
G-MACRO-MOLECULES LAB: 09-02-14
1. The data collected was qualitative because the trial resulted in a change of color.
2. The solution can only get as dark as the indicator. There was only one indicator used in the lab.
3. Be at the ideal temperature for carbon-based molecule. Use more/other solutions for comparing the mole
CONCLUSION:
The unknowns were the sugar and starch. We know this because they went through a reaction while the protein and lipids didn't.
OBJECTIVE: The lab best fits with 4.2 because we were given solutions that were unknown and we had to figure out what each one was using its properties and how it reacts with other solutions.
2. The solution can only get as dark as the indicator. There was only one indicator used in the lab.
3. Be at the ideal temperature for carbon-based molecule. Use more/other solutions for comparing the mole
CONCLUSION:
The unknowns were the sugar and starch. We know this because they went through a reaction while the protein and lipids didn't.
OBJECTIVE: The lab best fits with 4.2 because we were given solutions that were unknown and we had to figure out what each one was using its properties and how it reacts with other solutions.
UNIT 2: KITARO
LAB 4: MEETING THE "PROTISTS": 09-12-14
1A. Plasmodium spp.
1A. Plasmodium spp.
Life cycle stage: Trophozoite Stage
1B. Paramecium caudatum/Vorticella
- macronucleus: the larger of the two nuclei in ciliates
- oral groove: the site where food is taken in
- cilia: haor-like structures that move the cell and debris.
- food vacuole: membrane-enclosed organelle that digests food
- contractile vacuole: pumps fluids from inside the cell
1C. Zoosporangia/ Oogonium/ Antheridium
2A. Chlamydomonas/ Spirogyra/ Volvox/ Ulva
3A. Giardia lamblia
3B. Trypanosoma Gambiense
- nucleus: A membrane enclosed organelle that contains the cell's DNA and controls growth and reproduction.
- flagella: hair-like structure that moves the cell
4A. Foraminifera Strewn
4B. Radiolaria Strew
5A. Amoeba proteus
5B. Plasmodium/ sporangia
- plasmodium: Also known as Malaria. It infects red blood cells and is transmitted through female mosquitoes.
- coenocyte: A mulitimucleate cell
- cytoplasmic streaming: the movement of cytoplasm
- sporangia: A plant, fungus or algae that contains or produces spores
- sclerotium: a compact mass of hardened fungal mycelium containing food reserves
5C. Amoebas/ psuedoplasmodium/ sorocarp
Learning Objective: I chose Objectives 2.13 and 2.14 for this lab because we learned how to look at organisms, identify them and their organelles.
OSMOSIS/PLASMOLYSIS LAB ACTIVITY: 09-15-14
1. Hypertonic solution: The salt water enters the cell and the water leaves the cell
2. Hypertonic Solution: The distilled water enters the cell and the salt water exists the cell
3. Red onion cells are not red blood or animal cells.
4. Because without water, the produce would be dehydrated.
5. Salt lowers the freezing point of water. The salt absorbs the water within the plant and kills the plant.
6. Because the salt replaces the water and causes dehydration.
7.The sugar absorbs the water in the strawberries and creates the juice.
Learning Objective: For this lab I chose objectives 2.5 and 2.6 because we learned about osmosis and how passive transport is used to diffuse the solutions in and out of the cells.
1. Hypertonic solution: The salt water enters the cell and the water leaves the cell
2. Hypertonic Solution: The distilled water enters the cell and the salt water exists the cell
3. Red onion cells are not red blood or animal cells.
4. Because without water, the produce would be dehydrated.
5. Salt lowers the freezing point of water. The salt absorbs the water within the plant and kills the plant.
6. Because the salt replaces the water and causes dehydration.
7.The sugar absorbs the water in the strawberries and creates the juice.
Learning Objective: For this lab I chose objectives 2.5 and 2.6 because we learned about osmosis and how passive transport is used to diffuse the solutions in and out of the cells.
ALCOHOLIC FERMENTATION IN YEAST:09-17-14
Glucose + Oxygen = Carbon dioxide + Water
Experiment 1
1. Yeast is a fungus that is eukaryotic and unicellular.
2. Sucrose is a carbohydrate and an organic compound.
3. Anaerobic/Ethanol and Carbon Dioxide
Glucose + Oxygen = Carbon dioxide + Water
Experiment 1
1. Yeast is a fungus that is eukaryotic and unicellular.
2. Sucrose is a carbohydrate and an organic compound.
3. Anaerobic/Ethanol and Carbon Dioxide
4. The independent variable is the amount of yeast/The sugar solution
5. The 0% sucrose concentration with no yeast/to compare results
5. The 0% sucrose concentration with no yeast/to compare results
8a) It creates more ATP than anaerobic
8b) It doesn't need air
9. No, the 1% solution created the most carbon dioxide in 20 minutes.
10. Over time, the higher the concentration, more carbon dioxide is produced.
11. The group we talked to had similar results to ours.
8b) It doesn't need air
9. No, the 1% solution created the most carbon dioxide in 20 minutes.
10. Over time, the higher the concentration, more carbon dioxide is produced.
11. The group we talked to had similar results to ours.
Experiment 2
1. Yeast breaks down starch molecules into simple sugars and exudes a liquid that releases carbon dioxide and ethyl alcohol into existing air bubbles into the dough.
2. 10% because it releases the most amount of carbon dioxide causing the bread to rise.
3. Does cinnamon effect the fluffiness of bread?
4. If we add cinnamon to the mixture, it will not effect the fluffiness.
5. Water and yeast are independent variables. Cinnamon is the dependent variable.
6. The mixture without cinnamon is the control.
7. a) Fill the testubes
b) Add the sugar and cinnamon
c) Add yeast and immediately place a balloon on top.
d) Record data at 0,10, 20, and 40 minutes.
1. Yeast breaks down starch molecules into simple sugars and exudes a liquid that releases carbon dioxide and ethyl alcohol into existing air bubbles into the dough.
2. 10% because it releases the most amount of carbon dioxide causing the bread to rise.
3. Does cinnamon effect the fluffiness of bread?
4. If we add cinnamon to the mixture, it will not effect the fluffiness.
5. Water and yeast are independent variables. Cinnamon is the dependent variable.
6. The mixture without cinnamon is the control.
7. a) Fill the testubes
b) Add the sugar and cinnamon
c) Add yeast and immediately place a balloon on top.
d) Record data at 0,10, 20, and 40 minutes.
10. No, different amounts of carbon dioxide was not produced. The results matched my hypothesis.
11. Cinnamon will not effect the fluffiness of the bread.
11. Cinnamon will not effect the fluffiness of the bread.
AP BIOLOGY LAB 5: 09-22-14
Data
Data
Analysis
1. If the temperature of the seeds is 10° F or lower than they will not do cellular respiration.
2. They non-germinating seeds will produce less oxygen than the germinating seeds.
3. (On the graph)
4. To compare living and non-living.
1. If the temperature of the seeds is 10° F or lower than they will not do cellular respiration.
2. They non-germinating seeds will produce less oxygen than the germinating seeds.
3. (On the graph)
4. To compare living and non-living.
Learning objective: For this lab I chose objectives 4.5 and 4.6 because we demonstrated the effects of temperature on cellular respiration and about the necessity of cellular respiration.
INTERNAL STRUCTURE OF CELLS
Page 36
1. (a) 100um 1*10^(-3)mm
(b) 100um 1*10^(-3)mm
(c) 1um 1*10^(-6)mm
(d) 50um 5*10^(-4)mm
(e) 1000um 1mm
(f).1um .001mm
2. Daphnia, Papillomavirus, leptospira, epidermis, foraminiferan, and amoeba.
3. Amoeba.
4. (a) 2.5*10^(-4)mm
(b) .45mm
(c) 2*10^(-4)mm
Page 38
1. (a) Prokaryotic do not have a nucleus.
(b) Prokaryotic are much smaller.
(c) Prokaryotic cells do not have organelles.
2. (a)They are used for movement.
(b) shorter, straighter, and thinner than flagella. They are used for attachment, not for movement.
3. (a)Underneath the glycocalyx and above the cell surface membrane. They are made of peptidoglycan.
(b) Cell wall prevents rupture wile the glycoclayx protects from viruses.
4. (a) Bacteria usually reproduce through binary fission.
(b) Bacteria exchange DNA from a donor to a recipient cell.
5. They are used for cloning.
Page 40
1. Its a cell without a specific function.
2. The shape and size determine what other cells it can connect with.
3. (a) nucleus
(b) cell membrane
(c) golgi apparatus
4. Red blood cells don't have a nucleus while white blood cells do.
5. Centrioles.
Page 41
1. (a) nucleus
(b) cell wall
(c) vacuole
(d) chloroplasts
2. (a) chloroplasts
(b) cell wall
(c) starch granule
Page 42
1. Maintain cell shape.
2. They move and change the cell and move materials in the cell.
3. Motor proteins transport materials by "walking along cytoskeletal tracks" and are hydrolyzing ATP each step.
Pages 43-45
Page 36
1. (a) 100um 1*10^(-3)mm
(b) 100um 1*10^(-3)mm
(c) 1um 1*10^(-6)mm
(d) 50um 5*10^(-4)mm
(e) 1000um 1mm
(f).1um .001mm
2. Daphnia, Papillomavirus, leptospira, epidermis, foraminiferan, and amoeba.
3. Amoeba.
4. (a) 2.5*10^(-4)mm
(b) .45mm
(c) 2*10^(-4)mm
Page 38
1. (a) Prokaryotic do not have a nucleus.
(b) Prokaryotic are much smaller.
(c) Prokaryotic cells do not have organelles.
2. (a)They are used for movement.
(b) shorter, straighter, and thinner than flagella. They are used for attachment, not for movement.
3. (a)Underneath the glycocalyx and above the cell surface membrane. They are made of peptidoglycan.
(b) Cell wall prevents rupture wile the glycoclayx protects from viruses.
4. (a) Bacteria usually reproduce through binary fission.
(b) Bacteria exchange DNA from a donor to a recipient cell.
5. They are used for cloning.
Page 40
1. Its a cell without a specific function.
2. The shape and size determine what other cells it can connect with.
3. (a) nucleus
(b) cell membrane
(c) golgi apparatus
4. Red blood cells don't have a nucleus while white blood cells do.
5. Centrioles.
Page 41
1. (a) nucleus
(b) cell wall
(c) vacuole
(d) chloroplasts
2. (a) chloroplasts
(b) cell wall
(c) starch granule
Page 42
1. Maintain cell shape.
2. They move and change the cell and move materials in the cell.
3. Motor proteins transport materials by "walking along cytoskeletal tracks" and are hydrolyzing ATP each step.
Pages 43-45
Page 46
1. a) golgi apparatus
b) cytoplasm and mitochondria
c) plasma membrane
d) plasma membrane
e) Rough ER and Ribsomes
f) chloroplasts
g) centrioles
h) lysosomes
i) plasma membrane
2. Everything happening within the cell that requires energy.
Page 47
1. A carbohydrate is one exapmle. Its a range of organic polymers of repeating molecules.
2. Because the ER sends the chain to the golgi body.
3. They are proteins with carbohydrates attached to it.
4. a) Has ribosomes attached to it.
b) Synthesis of fats and lipids.
c) Sends proteins throughout the cell in vesicles.
d) Contains proteins from the golgi body.
Page 48
1. a) plasma membrane
b) golgi body
c) lysosome
d) mitochondrion
e) centriole
f) nucleus
g) rough ER
h) cytoplasm
2. Mitochondria, plasma membrane, and cytoplasm.
3. Plant cells do not move willingly.
4. a) It has a golgi body for transporting proteins and a rough ER to make those proteins.
b)
5. The nucleus is the reason that the cell is considered eukaryotic.
Page 49
1. a) cytoplasm
b) vacuole
c) chloroplast
d) starch granule
e) mitochondrion
f) cell well
g) chromosome
h) nuclear membrane
i) ER
j) plasma membrane
2. 9 cells
3. Cell wall, chloroplasts, and starch granules.
4. a) Surrounds all organelles.
b) Dissolved fluids.
5. a) Vacuole: water storage
b) Nucleus: Stores DNA
Page 50
a) Ocular lens
b) Frame
c) Coarse adjustment
d) Fine adjustment
e) Objective lens
f) Mechanical stage
g) Condenser
h) Illumination
i) Ocular lens
j) Diopter
k) Focus knob
l) Auxiliary lens
m) Base
Page 51
2. a) 600
b) 600
3. Dissecting microscope gives 3D perspective and zooms in less.
4. a) Dissecting
b) Compound light
5. a) magnification is zooming in and out. Resolution is focus.
b) The image is focused more, therefore things can be distinguished more clearly.
6. 10, 7, 1, 2, 6, 9, 4, 8, 5, 3
Page 52
1. a) prokaryotic
b) flagellum
c) movement
d)bacteria
2. a) golgi body
b) eukaryotic cells
c) send out proteins to parts of the cell
3. a) chloroplast
b) plant cells
c) photosynthesis
4. a) Rough ER
b) Eukaryotic cells
c) Contains DNA
Page 53
1. Improves the sample's appearance and enhances deatil.
2. Highlights specific components or structures.
3. Vital=living. Non-viable= dead
4. a) Trypan blue
b) Iodine solution
c) Crystal violet
d) Crystal violet
e) Methylene blue
Page 54
1. 371um
2. 60x
3. 2mm
4. 21500um
Page 56
1. a) Not centered on page
b) not everything is labeled
c) magnification is not labeled
d) no scale for indication of size
e) stain used is not labeled
f) Lines should be straight, non-crossing lines
2.
1. a) golgi apparatus
b) cytoplasm and mitochondria
c) plasma membrane
d) plasma membrane
e) Rough ER and Ribsomes
f) chloroplasts
g) centrioles
h) lysosomes
i) plasma membrane
2. Everything happening within the cell that requires energy.
Page 47
1. A carbohydrate is one exapmle. Its a range of organic polymers of repeating molecules.
2. Because the ER sends the chain to the golgi body.
3. They are proteins with carbohydrates attached to it.
4. a) Has ribosomes attached to it.
b) Synthesis of fats and lipids.
c) Sends proteins throughout the cell in vesicles.
d) Contains proteins from the golgi body.
Page 48
1. a) plasma membrane
b) golgi body
c) lysosome
d) mitochondrion
e) centriole
f) nucleus
g) rough ER
h) cytoplasm
2. Mitochondria, plasma membrane, and cytoplasm.
3. Plant cells do not move willingly.
4. a) It has a golgi body for transporting proteins and a rough ER to make those proteins.
b)
5. The nucleus is the reason that the cell is considered eukaryotic.
Page 49
1. a) cytoplasm
b) vacuole
c) chloroplast
d) starch granule
e) mitochondrion
f) cell well
g) chromosome
h) nuclear membrane
i) ER
j) plasma membrane
2. 9 cells
3. Cell wall, chloroplasts, and starch granules.
4. a) Surrounds all organelles.
b) Dissolved fluids.
5. a) Vacuole: water storage
b) Nucleus: Stores DNA
Page 50
a) Ocular lens
b) Frame
c) Coarse adjustment
d) Fine adjustment
e) Objective lens
f) Mechanical stage
g) Condenser
h) Illumination
i) Ocular lens
j) Diopter
k) Focus knob
l) Auxiliary lens
m) Base
Page 51
2. a) 600
b) 600
3. Dissecting microscope gives 3D perspective and zooms in less.
4. a) Dissecting
b) Compound light
5. a) magnification is zooming in and out. Resolution is focus.
b) The image is focused more, therefore things can be distinguished more clearly.
6. 10, 7, 1, 2, 6, 9, 4, 8, 5, 3
Page 52
1. a) prokaryotic
b) flagellum
c) movement
d)bacteria
2. a) golgi body
b) eukaryotic cells
c) send out proteins to parts of the cell
3. a) chloroplast
b) plant cells
c) photosynthesis
4. a) Rough ER
b) Eukaryotic cells
c) Contains DNA
Page 53
1. Improves the sample's appearance and enhances deatil.
2. Highlights specific components or structures.
3. Vital=living. Non-viable= dead
4. a) Trypan blue
b) Iodine solution
c) Crystal violet
d) Crystal violet
e) Methylene blue
Page 54
1. 371um
2. 60x
3. 2mm
4. 21500um
Page 56
1. a) Not centered on page
b) not everything is labeled
c) magnification is not labeled
d) no scale for indication of size
e) stain used is not labeled
f) Lines should be straight, non-crossing lines
2.
3. So scientists can easily identify the drawing.
Page 57
Page 57
SAVING SUPERMAN
Part I, Section A
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 are 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 good source for replacing cells that have died or been sloughed away.
Part I, Section B
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-
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
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, and for the good
Part I, Section A
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 are 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 good source for replacing cells that have died or been sloughed away.
Part I, Section B
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-
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
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, and for the good
SHOW ME YOUR TATTOO
The word “tattoo” originated from the Polynesian word “ta” meaning “striking something” and from the Tahitian word “tatau” meaning “to strike something”.
Up until 1991, scientists believed that tattoos began roughly 2000 years ago. However, in 1991, a man was found in between the Italian-Austrian Mountains, completely preserved. The man had dozens of tattoos used for expression but also thought to be used for therapeutic purposes (ex: arthritis). Scientists used carbon-dating to determine how old the body was and they found out that he was almost 5,000 years old! This means that tattoo are at least 5,000 years old.
References
1. Anderson, A., Lee, S., Patten, M., Lindo, C. A., Van Ryzen, C., & Parisi, R. [TED-Ed]. (2014, September 18, 2014). The history of tattoos [Video file]. Retrieved from https://www.youtube.com/watch?v=MYn15yDBvxM
2. Lineberry, C. (2007). Tatoo, The Ancient and Mysterious History . Retrieved from http://www.smithsonianmag.com/history/tattoos-144038580/?no-ist
3. Skin Stories: The art and culture of polynesian tattoos. (n.d.). Retrieved from http://www.pbs.org/skinstories/history/
4. A brief history of tattoos . (n.d.). Retrieved from http://www.designboom.com/history/tattoo_history.html
The word “tattoo” originated from the Polynesian word “ta” meaning “striking something” and from the Tahitian word “tatau” meaning “to strike something”.
Up until 1991, scientists believed that tattoos began roughly 2000 years ago. However, in 1991, a man was found in between the Italian-Austrian Mountains, completely preserved. The man had dozens of tattoos used for expression but also thought to be used for therapeutic purposes (ex: arthritis). Scientists used carbon-dating to determine how old the body was and they found out that he was almost 5,000 years old! This means that tattoo are at least 5,000 years old.
References
1. Anderson, A., Lee, S., Patten, M., Lindo, C. A., Van Ryzen, C., & Parisi, R. [TED-Ed]. (2014, September 18, 2014). The history of tattoos [Video file]. Retrieved from https://www.youtube.com/watch?v=MYn15yDBvxM
2. Lineberry, C. (2007). Tatoo, The Ancient and Mysterious History . Retrieved from http://www.smithsonianmag.com/history/tattoos-144038580/?no-ist
3. Skin Stories: The art and culture of polynesian tattoos. (n.d.). Retrieved from http://www.pbs.org/skinstories/history/
4. A brief history of tattoos . (n.d.). Retrieved from http://www.designboom.com/history/tattoo_history.html
UNIT 3: Akanthos
GERMINATION INHIBITORS: 10-24-14
1. The control is the tomato seeds with water. We washed the seeds because if the control had tomato juice in it then it wouldn’t actually be a control.
2. If the seeds grew, then they were germinating.
3. Tomatoes contain germination inhibitors. Yes, these inhibitors work in other tomatoes.
4. Any fruits or vegetables that have contain the seeds inside of the fruit have germination inhibitors. Some examples include: Apples, cucumbers and squash.
5. So the seed don’t grown while they are inside of a grown fruit or vegetable.
Lab Objective: 2.19 because the tomato seeds absorb the tomato juice and water and began to grow.
EXPERIEMNT 3: CHROMOGENIC COMPOSITION OF PLANT PIGMENTS: 10-17-14
Hyp: If we add ethanol to the leaves and blend it, then we will be able to see the chlorophyll and we should be able to see the NAD-NADH under a black light.
*There was no chlorophyll because nothing fluoresced under the black light*
Lab Objective: 2.8 because we learned how to extract chlorophyll and look at pigment from leaves.
SEED GERMINATION EXPERIEMENTS: 10-24-14
1. How does acid affect the germination of a seed?
2. The more acid, the less the seed will germinate.
3. 4 testubes
4 seeds
75ml HCL
Graduated Cylinder
Soil
Water
4. Pictures
5. 10ml of water grew the most and 10ml of HCL grew a little.
POLLEN TUBE GROWTH: 10-23-14
(pictures)
4.17 Because the pollen increased in the sugar solution.
WHERE DO PLANTS GET THEIR FOOD?
A) Plants don’t obtain food from soil.
B) 4 germinating seeds and divide them equally into two pots with the soil. One pot will have light and one will not. We will let the seeds sit for 5 days and water them with 40ml.
C) (pictures)
D) The seeds did not germinate when there was no light.
Lab Objective: 2.8 because with the data we received, we will be able to determine if soil is where plants obtain its food.
FLOATING LEAF DISK PHOTOSYNTHESIS LAB: 10-23
Purpose: To see how different lights affect photosynthesis.
Predictions:
1. More will float under light, less under ambient light and least under dark.
2. Some floated in light while none floated in the others.
Analysis:
2. To act as Carbon Dioxide and make the leaf sink.
3. Photosynthesis releases Oxygen and light is needed for photosynthesis, therefore, the Light trial was best.
4. Oxygen was released through photosynthesis.
5. The leaves would be too dense.
6. The more light there is, the more Oxygen is produced.
7. The leaf disks were floating.
GERMINATION INHIBITORS: 10-24-14
1. The control is the tomato seeds with water. We washed the seeds because if the control had tomato juice in it then it wouldn’t actually be a control.
2. If the seeds grew, then they were germinating.
3. Tomatoes contain germination inhibitors. Yes, these inhibitors work in other tomatoes.
4. Any fruits or vegetables that have contain the seeds inside of the fruit have germination inhibitors. Some examples include: Apples, cucumbers and squash.
5. So the seed don’t grown while they are inside of a grown fruit or vegetable.
Lab Objective: 2.19 because the tomato seeds absorb the tomato juice and water and began to grow.
EXPERIEMNT 3: CHROMOGENIC COMPOSITION OF PLANT PIGMENTS: 10-17-14
Hyp: If we add ethanol to the leaves and blend it, then we will be able to see the chlorophyll and we should be able to see the NAD-NADH under a black light.
*There was no chlorophyll because nothing fluoresced under the black light*
Lab Objective: 2.8 because we learned how to extract chlorophyll and look at pigment from leaves.
SEED GERMINATION EXPERIEMENTS: 10-24-14
1. How does acid affect the germination of a seed?
2. The more acid, the less the seed will germinate.
3. 4 testubes
4 seeds
75ml HCL
Graduated Cylinder
Soil
Water
4. Pictures
5. 10ml of water grew the most and 10ml of HCL grew a little.
POLLEN TUBE GROWTH: 10-23-14
(pictures)
4.17 Because the pollen increased in the sugar solution.
WHERE DO PLANTS GET THEIR FOOD?
A) Plants don’t obtain food from soil.
B) 4 germinating seeds and divide them equally into two pots with the soil. One pot will have light and one will not. We will let the seeds sit for 5 days and water them with 40ml.
C) (pictures)
D) The seeds did not germinate when there was no light.
Lab Objective: 2.8 because with the data we received, we will be able to determine if soil is where plants obtain its food.
FLOATING LEAF DISK PHOTOSYNTHESIS LAB: 10-23
Purpose: To see how different lights affect photosynthesis.
Predictions:
1. More will float under light, less under ambient light and least under dark.
2. Some floated in light while none floated in the others.
Analysis:
2. To act as Carbon Dioxide and make the leaf sink.
3. Photosynthesis releases Oxygen and light is needed for photosynthesis, therefore, the Light trial was best.
4. Oxygen was released through photosynthesis.
5. The leaves would be too dense.
6. The more light there is, the more Oxygen is produced.
7. The leaf disks were floating.