Prelab booklet version 2 - Estrella Mountain … · Photosynthesis/Respiration Pre-Lab ..... 25 DNA Replication Pre-Lab ..... 27 Gene Expression Pre-Lab ..... 29 Reebops Pre-Lab

BIO181 PRELAB ASSIGNMENTS

ESTRELLA MOUNTAIN COMMUNITY COLLEGE

Spring 2011

BIO181 Spring 2011

Created by R. Smith Page 2 of 32 1/6/2011

Table of Contents Metric System Pre-Lab ....................................................................... 3 Salt Water Pre-Lab ............................................................................. 5 Organic Macromolecules Pre-Lab ...................................................... 9 Osmosis Pre-Lab .............................................................................. 13 Cells Pre-Lab ................................................................................... 17 Calorimetry Pre-Lab ........................................................................ 19 Enzyme Experiments Pre-Lab .......................................................... 21 Photosynthesis/Respiration Pre-Lab ............................................... 25 DNA Replication Pre-Lab ................................................................. 27 Gene Expression Pre-Lab ................................................................ 29 Reebops Pre-Lab ............................................................................. 31

BIO181 Spring 2011


Metric System Pre-Lab (10 points) NAME: Read the Safety Measures on Page 5 of the lab manual

1. Can you have a bag of M&M’s at your desk during a long lab for when you might get hungry?

2. Why are open-toed shoes not allowed in lab? Read the information about doing conversions between units on pages 9 and 10. Then read the word problem below and follow the steps 1, 2 , 3 and 4 that are described on page 10 to answer the questions. Mary has been studying for several hours for a CHM130 test, and now she has to go to her MAT121 class and she has a huge headache. She decides to take an Advil. The Advil contains 0.2g of ibuprofen. What is this in ounces)

3. In the space below, write the problem out as a simple statement as shown in the box two thirds of the way down on page 10. Remember to leave a space in your statement so you can write in the unit equivalency once you know it.

4. What is the unit equivalency for converting between grams and ounces? (look on page 11)

5. Write this unit equivalency as a fraction, with the unit you want in the answer on the top and the other unit on the bottom. Write this fraction in the space you left in your statement for Question 3.

6. Do the math problem, canceling the appropriate units and doing the

multiplication and/or division.

7. What is your final answer to this word problem?

BIO181 Spring 2011


Using the same set of steps, complete Questions 1 – 6 on page 12. Record your answers to questions 1, 2 and 3 below, showing your working of the steps

2. Convert your 28 inch waist to centimeters Write out problem as a statement leaving gaps for the unit equivalency and the answer: What is the unit equivalency between inches and cm? Write the unit equivalency as a fraction with the appropriate unit on the top in the space you left in your original statement. Cancel the units and do the math Final Answer:

3. A person weighs 150 pounds. What is his weight in Kilograms

Write out problem as a statement leaving gaps for the unit equivalency and the answer: What is the unit equivalency between pounds and kilograms? Write the unit equivalency as a fraction with the appropriate unit on the top in the space you left in your original statement. Cancel the units and do the math Final Answer:

4. An average male has a lung capacity of 6liters. Convert this to quarts Write out problem as a statement leaving gaps for the unit equivalencies and the answer: What is the unit equivalency between liters and gallons? What is the unit equivalency between gallons and quarts? Write the unit equivalencies as fractions with the appropriate unit s on the top in the space you left in your original statement. The problem half way down page 11 will show you how to tackle this question. Cancel the units and do the math Final Answer:

BIO181 Spring 2011


Salt Water Pre-Lab (10 points) NAME: Watch the following animation http://www.absorblearning.com/media/item.action?quick=t1

1. When the water is at room temperature (when the Bunsen burner is turned

off) describe what are the molecules of water are doing.

2. After you turn on the Bunsen burner what happens to the water molecules as the liquid heats up and eventually boils?

Next, watch this animation: http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/molvie1.swf Now you have to imagine this process (dissolving salt) occurring at the same time as the heating and boiling of the water that you saw in the first animation.

3. How do you think having increasing amounts of salt dissolved in water would affect the boiling point temperature of a solution? Will it make the solution boil at a hotter or cooler temperature? Or will the presence of salt have no effect on the boiling point? Explain your answer.

Click here then click on the arrow in the green circle to start heating the water.

BIO181 Spring 2011


In lab this week we will be determining the effect of salt on the boiling point temperature of water. Read the first paragraph on page 29, then flip to page 31 and read the experimental procedure. Return to page 29 and answer Q.1 – 5, then read page 30 and use your answer to Q3 above to create your hypothesis and write it in the place provided on page 30 of the lab manual.

4. What is the boiling point of pure water in °C? _________________

5. Based on your answer to Q3 above and your hypothesis, would you predict the boiling point temperature of the 3M salt solution to be:

a. higher than that of pure water b. lower than that of pure water c. the same as that of pure water

6. What is the meniscus and why do you need to know about it?

7. How many different molarities (concentrations) of saltwater will you be measuring the boiling point of in the lab?

8. What volume of each concentration of saltwater will you be heating?

9. According to the procedure, are you going to measure the time taken for

any of the solutions to boil?

BIO181 Spring 2011


Molecular Modeling Pre-lab (10 points) NAME: Read the objectives of next week’s lab at the top of page 45. In this lab you are going to be using wooden balls to represent atoms and use short wooden rods to link the atoms together to build molecules Continue to read the instructions on page 45 - 49

1. Draw out the structural formula for molecule of methane in the space below

2. How can you tell that this is a molecule? That is, what does it have that means it must be called a molecule?

3. How many individual atoms make up this molecule? _________

4. How many different elements are used to make a molecule of methane? _______

5. What is the molecular formula for methane? ______________

6. The molecule shown below contains an amino group, a hydroxyl group and a phosphate group. Using the Functional Groups handout on page 52 as a guide, look for each of these functional groups in the molecule below and circle and label them.

BIO181 Spring 2011


7. You are going to have to memorize and learn to recognize and name the various functional groups shown on page 52 when they appear in any molecule. Below are a range of molecules with various functional groups. Circle and label as many functional groups as you can find.

8. Looking in particular at the two molecules at the top right of the group above (these 2 molecules are also shown again below) what functional group(s) can you see? What is the easy mistake to make with this kind of molecule? (Make sure you read page 47 of the lab manual).

BIO181 Spring 2011


Organic Macromolecules Pre-Lab (20 points) NAME: Read page 57 of your lab manual. During this lab you are going to learn how to do simple tests or chemical analyses that will detect whether certain kinds of molecules are present in a test sample. 1. What three kinds of molecules are you going to learn to detect?

2. What is another name for monosaccarides in general? __________________ Read pages 58 and 59 3. In the reaction diagramed at the top of page 58, an electron is passed from

what molecule to what ion? 4. Complete the following paragraph: “The color of Benedicts solution turns from ________ to __________ when it is

mixed with solutions that contain ___________________. This is because

there are functional groups called carbonyl groups present in monosaccaride

molecules. These carbonyl groups contain a _______________________ that

can give up electrons to the Cu2+ ions in the Benedicts solution. An example of a

monosaccharide molecule that contains this kind of functional group is

___________________ “

5. Ribose is a monosaccharide. Circle True or False for the following

statements:

Ribose could also be called a reducing sugar TRUE FALSE

Ribose will turn Benedicts Solution red TRUE FALSE

To go from Cu2+ to Cu1+ the Cu2+ ion must gain one electron TRUE FALSE

BIO181 Spring 2011


After reading the information on pages 58 and 59 complete the table at the bottom of page 59 so that you are ready for the lab this week. Below is the same table. Copy your answers into here too.

Substance Expected result when mixed with Benedict solution

1 Water

2 KNOWN monosaccharide

3 KNOWN disaccharide

4 KNOWN polysaccharide

5 YOUR CHOICE

Read the information on page 61 6. Why can the benedicts test NOT detect disaccharides? After reading page 61, including the procedure for the hydrolysis of sucrose, answer the Concept Check Question: 7. After the hydrolysis process, which of the tubes, A, B or C, will contain

molecules that can turn the benedicts solution red? 8. What molecule will you test for using a chemical IKI? ___________________ 9. What color change will indicate that a protein molecule is present when doing

the biuret test?

BIO181 Spring 2011


Analyzing Unknown Samples Read the instructions on page 66. You will be doing this part of the lab once you’ve practiced each of the Benedicts, IKI and Biuret tests. Imagine you have selected a bottle of an unknown substance X. You test it using the three tests you have learned and here is how you recorded your results.

Benedicts Test IKI test Biuret Test Sample X - + +++

10. Using the data table at the bottom of page 66, what substance(s) could X be?

___________________________________________

Denaturation/Coagulation of proteins Read page 68. 11. What two conditions are you going to expose the protein (albumin) to for this

experiment? • ____________________________________________

• ____________________________________________

BIO181 Spring 2011


BIO181 Spring 2011


Osmosis Pre-Lab (10 points) NAME: Read page 74 of your lab manual. The goal of the experiment in next week’s lab is to determine the concentration of solutes inside a living potato cell.

1. How many petri dishes of potato slices are you going to set up? 2. What must you be careful to do when preparing the potato slices? 3. What are you going to do with the three dishes of potato slices that you

make?

Read steps 4 and 5 on page 76. Water can enter or leave living cells quite easily.

4. How will you know if water has entered or left the potato slices after 60 minutes?

You will be writing a lab report for this lab. The instructions are on page 77. A graph of your experimental data will be a part of the lab report - see Step 3 on page 77.

5. For this experiment which is the independent variable? _______________ 6. For this experiment what is the dependant variable? _________________ Read step 3 on page 77 VERY closely. 7. What are the two axes of your graph going to be labeled?

X axis: _______________________________________

Y axis: _______________________________________

1 pt.

1 pt.

2 pts.

2 pts.

1 pt.

1 pt.

2 pts.

BIO181 Spring 2011


BIO181 Spring 2011


Microscopes Pre-Lab (10 points) NAME: In this lab you are going to learn how to use a compound microscope to view plant and animal cells. Read pages 84 – 85 and then answer the questions below on this sheet.

1. Compound microscopes are called “Compound” because they have two different sets of lenses that work together to magnify samples. What are the names for the two sets of lenses? (Hint: both sets of lenses have names that start with the same letter).

2. One of these sets of lenses is fixed. That is they are set and you cannot change them to a different magnification. Which set of lenses cannot be changed?

One of the sets of lenses can be altered – in fact the compound microscopes you’ll be using have a total of 4 of these lenses that you can rotate between to pick the power of magnification you want to view your specimen.

3. Which of the 4 objective lenses are we NOT going to use in BIO181?

4. What are the names of the other 3 lenses that we will be using?

•

•

• Visit http://www.udel.edu/biology/ketcham/microscope/scope.html and take the tour. This will take 5 or 10 minutes to go thru and will run you through all the steps we will be learning in lab. Concentrate and follow along closely! It’s pretty complicated. These steps are also described on page 87 of the lab manual.

5. When you are preparing to view a specimen, how do you initially make sure you will be looking at the part of the slide that has the specimen

BIO181 Spring 2011


you’re interested in on it? (Hint: Do you look thru the lenses of the microscope or do you look at the stage and center the specimen without looking thru the lenses?)

6. What is the difference between the fine and coarse adjustment knobs? What does each one do?

7. Why do you need to adjust the ocular lenses?

8. How do the ocular lenses move? (up/down, slide side to side, turn around?)

9. Why should the area that you’re interested in looking at be completely dead center in the circle of light when you increase to a higher objective lens magnification?

Read page 88.

10. One you’ve finished this week’s lab, what will you do with your microscope?

BIO181 Spring 2011


Cells Pre-Lab (10 points) NAME: In this week’s lab you are going to view and describe different cell types and learn how to estimate the size of cells using a compound microscope. You are also going to learn how to use a different kind of microscope, the dissecting microscope. To start, read page 92

1. What are the four types of cells that you are going to be examining?

•

•

•

•

2. Using the information in the table at the top of page 92, what is the diameter in µm for the field of view when using the 10X objective lens?

Look at the practice example half way down page 92. The circle indicates the field of view and the small rectangle is a single cell.

3. What is the diameter in µm of the field of view in this example?

4. Estimate how many of the cells shown in the example could fit, end to end, across the field of view.

5. Given that you now know the diameter of the field of view and how many of this type of cell will fit across this field of view, use this information to estimate the size of the single cell shown in the example.

OVER…

BIO181 Spring 2011


6. Page 93 describes viewing Elodea (pond weed) cells. First you are going to look at Elodea cells in fresh water, which is their normal environment. Then you are going to add a few drops of NaCl solution to bathe the cells and examine them again. What do you think you will see? Draw a diagram to illustrate your answer.

7. Where in the cell will you find the purple pigment that gives red onions their distinctive color?

8. Which cell type contains leucoplasts?

BIO181 Spring 2011


Calorimetry Pre-Lab (10 points) NAME: Read page 98

1. Where in food is energy stored?

2. What should the combined weight of the aluminum foil and your food sample equal?

3. Describe what are you going to do with your food sample.

4. What do you do if your water gets to be 82°C and your food sample is still

burning under the test tube? After you have practiced the procedure with a peanut, you are going to continue to measure the calories in a range of different food items that are listed on page 101.

5. Looking at the list of foods on page 101, rank them according to your predictions for which will contain the most energy down to the least energy.

GREATEST ENERGY LEAST ENERGY

1. 2. 3. 4. 5.

6. Why did you rank them in this way? That is, what were your reasons, or what information or knowledge did you use to place them in this order?

BIO181 Spring 2011


BIO181 Spring 2011


Enzyme Experiments Pre-Lab (10 points) NAME: Read the information about next week’s experiment on page 110

1. The enzyme from the plant can turn which chemical into which other

chemical?

2. Which chemical ONPG, O-nitrophenol, or the plant enzyme is directly responsible for protecting again FeLV? That is, which one would you need to administer as a drug to a cat?

3. If you do this reaction in a test tube, how will you know, just by looking at it, if O-nitrophenol has been produced?

4. What are the conditions that you are going to test to see how they effect this reaction?

5. Which tubes should you be careful NOT to use for either the lactose experiment or the temperature experiment?

BIO181 Spring 2011


You will be setting up three identical reactions, and placing each one in a different temperature environment. You’ll also be setting up one additional control tube that will not contain any enzyme at all. This is to test the impact of heat alone on the ONPG.

6. What are the waterbaths for?

7. Although you’ll be setting up 3 identical reactions you’ll actually need 6 tubes to start with, not 3. Why is this?

Read the instructions for testing the effect of lactose on the enzyme’s activity (page 113). When you are testing the effect of lactose on enzyme activity you will be setting up four tubes.

8. Tubes A, B and C all have the same amount of ONPG and enzyme in them. How are they different?

9. The buffer does not contribute to this reaction at all. Why do you think it is added to the tubes?

BIO181 Spring 2011


Here is some made-up data from the experiments. Use the information on the top of page 115 or 116 to calculate the figures for the last two columns

Tube Temp. °C

Intensity of yellow after 30 minutes

Ab420 µM O-Nitrophenol

produced in 30 minutes

µM O-Nitrophenol produced / minute

A 4°C Pale straw

color 0.09

B 37°C Bright

yellow “pee” color

0.56

10. Once you have your data, and have completed the calculations, what are you going to do?

Tube Amount of

10% lactose added

Enzyme present?

Intensity of yellow after

30 mins Ab420

µM O-Nitrophenol

produced in 30 minutes

µM O-Nitrophenol produced /

minute

A 0 mL YES Very dark

yellow 0.72

B 0.5 mL YES Bright

yellow, not as dark as A

0.44

BIO181 Spring 2011


BIO181 Spring 2011


Photosynthesis/Respiration Pre-Lab (10 points) NAME: Read the information about Part 1 of next week’s experiment on page 131.

1. What gas is the sensor going to measure?

2. What process that we study in Unit 3 produces this gas?

3. What process that we study in Unit 3 uses up this gas?

4. Write out the equations for these two processes. Although the spinach leaves we will be using for the experiment are cut off from the original spinach plant, enough of the cells are undamaged in the leaves for them to function pretty normally, as if they were still attached. So you can assume the spinach leaves are doing the usual process that any leaves will do when they are alive and growing.

5. Which of the process(es) that you named in Q2 and Q3 above would you assume a healthy spinach leaf to be doing when growing in sunlight?

BIO181 Spring 2011


Both of these processes (from Q2 and Q3) are going on simultaneously when the leaves are in the light. But they are not necessarily going on at the same rate. One may be going faster than the other.

6. Suppose the levels of CO2 in the chamber decrease over time while the leaves are sitting in the chamber, in the light. Which reaction is going faster?

7. What would happen to each of these to processes if light is blocked from the chamber and the leaves are sitting in the dark? (Hint: the answer is not the same for each process).

8. What will happen to the CO2 levels in the chamber over time if light is

blocked from reaching the leaves? Explain your answer. These questions are very similar to 1a. – f. in the lab manual on pages 132 and 133. Now that you have thought about the experiment to answer the questions on this sheet, try questions 1a – f in the lab manual. You will need the same type of reasoning to figure them out. You will be turning in pages 132 and 133 after the lab next week.

BIO181 Spring 2011


DNA Replication Pre-Lab (10 points) NAME: In this week’s lab you are going to be using the puzzle pieces to work thru the stages of DNA replication. Starting on page 145 you are going to put together 6 DNA nucleotides (step 2).

1. What component molecules will you need to put together one DNA nucleotide?

2. What functional group is on the 5’end of a nucleotide or a DNA strand?

3. What functional group is on the 3’end of a nucleotide or a DNA strand? You will then take these 6 nucleotides and join them together to make a single strand of DNA that is 6 nucleotides long.

4. To be completely accurate, in what direction should you join them together? That is should you add nucleotides on to the 5’or 3; end of the growing chain?

You now have to make 6 individual nucleotides that could be used to make an RNA molecule.

5. How will these nucleotides for the RNA molecule be different from the six you made for the DNA molecule?

The diagram below summarizes the chain you made with 6 DNA nucleotides. The thicker lines are the sugar phosphate backbone, and the 3’and 5’ends of the strand are indicated.

3’

5’

BIO181 Spring 2011


6. Show on this diagram where the RNA primer will be made and use an arrow head to show which direction the primer will be extended in.

7. What enzyme will be used to join the RNA nucleotides together to make the primer?

8. How long will the primer you make be? Continue reading Step 7. Answer questions 2 and 3 Q2. What were these proteins called? ______________________________________ Q3. What were these proteins doing? ______________________________________ The diagram below is a part of DNA replication. The dark strand is the original DNA, the grey lines are the new pieces of DNA that are being made. Looking at the diagram the helix of original DNA is being opened up to the left at the replication fork.

Describe in your own words why there is a leading and a lagging strand during this process.

BIO181 Spring 2011


Gene Expression Pre-Lab (10 points) NAME: Visit http://www.genomicseducation.ca/animations/gene_expression.asp and play the animation.

1. What has to happen first to this cell before the expression of the gene we are following is triggered?

2. What kind of molecules are the blue, green and yellow molecules that are embedded in the cell’s membrane?

3. Once a molecule binds to the external surface of the yellow molecule, the pink molecule that is inside the cells is triggered to go to the nucleus. Why does it need to go to the nucleus? That is, what is it going to do once it gets there?

4. What is the name of the first process that occurs during gene expression?

5. Moving to the part of the animation that takes place in the nucleus, which molecules is shown as green?

6. Which molecule is shown as purple?

7. What is the name of the large grey molecule that is reading the DNA

strand?

8. What is the name of the darker blue section that is cut out of the purple molecule?

9. What happens to the purple molecule once the darker blue sections have been cut out?

BIO181 Spring 2011


10. What is the name of the second part of the gene expression process?

11. Where does this second part of the process occur?

12. What is the end product of this second process?

13. What happens to the end product in this animation? Next, visit http://www.biostudio.com/demo_freeman_protein_synthesis.htm Click on “narrated” and then “Play”.

14. What 4 components need to be put together for translation to start? (Ignore the info about the Shine-Dalgarno sequence that comes next)

15. What is the first codon that is read on the mRNA? _______________

16. What is the anticodon on the second tRNA molecule? ____________

17. What is the grey oval that says “His” representing? _______________________

18. Using the terms P-site, A-site, amino acid, tRNA and polypeptide chain

(plus any others you think will be useful) describe in your own words how the polypeptide chain grows longer.

19. What is the stop codon on this piece of mRNA? ______________

BIO181 Spring 2011


Reebops Pre-Lab (10 points) NAME: Read page 163 of your lab manual.

1. How will you determine if reebops are haploid or diploid organisms? 2. How will you determine the reebops’ diploid chromosome number? That

is, what will you count? 3. A reebop is described as having two anenna, three colored humps and an

orange nose. Is this a description of the reebop’s genotype or phenotype?

4. A reebop has the genotype LL, Ee, tt. What will it look like?

5. A reebop has two anenna, three colored humps, a curly tail, three body segments and an orange nose. What are its possible genotypes?

6. During this lab, how are you going to draw chromosomes?

How are you going to draw replicated chromosomes?,

1 pt.

1 pt.

1 pt.

2 pts.

1 pt.

1 pt.

1 pt.

BIO181 Spring 2011


7. In the space below draw a homologous pair of chromosomes. Make sure you have some way in your drawing to indicate that your choromosomes are homologues (Hint – put some alleles on your chromosomes)

Now, alongside your first drawing, draw what this homologous pair of chromosomes will look like when each chromosome is replicated just prior to meiosis.

2 pts.

Documents

Prelab booklet version 2 - Estrella Mountain … · Photosynthesis/Respiration Pre-Lab ..... 25 DNA Replication Pre-Lab ..... 27 Gene Expression Pre-Lab ..... 29 Reebops Pre-Lab