Biology Lab 4 And 5

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Lab 4 1

Lab 4: Molecules of life This week, we are learning that the structural and functional differences between each of the 4 macromolecule groups (carbohydrates, proteins, lipids, nucleic acids) are very important in controlling the structure and function of biological systems such as cels. In this week’s lab, you will visualize first-hand how exposing the molecules of life to varying environments (temperature, pH, etc) dramatically impacts structure and function. Part 1: Heat and Macromolecule Structure and Function As we’re learning this week, denaturation occurs when the molecules of life are exposed to environmental conditions outside their normal range; however, the level and severity of denaturation may (and does) vary depending the specific macromolecule and the environmental conditions. This will be directly observed in our experiment below. In this experiment, we’ll be comparing Coke to Diet Coke. Specifically, regular Coke is sweetened with sugars (carbohydrates) such as monosaccharides glucose and fructose, and also the disaccharide sucrose (glucose+fructose), while Diet Coke is sweetened with a protein- based compound called aspartame (NutraSweet is the brand name; made by linking together two amino acids, aspartic acid and phenylalanine) which tastes sweet, but does not contain the caloric value of sugars. Materials

 1 can/bottle Diet Coke

 1 can/bottle Regular Coke

 Access to heat: Microwave and Microwave safe cup or stovetop and saucepan. Experimental Set Up: A. Taste each, the Coke & Diet Coke. Record your observations regarding how each taste in the

table below. B. Carefully heat some Diet Coke and some regular Coke (separately). To do this, you can

• boil each on a stovetop for ~ 2-5 minutes, or • microwave some of each to boiling (make sure heat is sustained for 2-5 minutes).

C. Allow each to cool (it is ok to refrigerate or add ice). D. Taste each again*. Record your observations regarding how each tastes after heating in the

table below.

Coke Observations Regular Coke Diet Coke

Before Heating

After Heating (and cooling)

 

 

Lab 4 2

*Note- while the solution(s) may taste different after heating, neither is more harmful to drink after heating than it was before heating. When you are finished, answer the following questions: 1. Briefly describe the taste of the regular Coke and the Diet Coke both before and after

heating. Did the taste of either change after heating, and how? 2. What do the results of the Coke/Diet Coke heating experiment tell you about the relative

denaturation sensitivity and process of carbohydrates versus proteins? Explain your answer.

3. Discuss how this Coke/Diet Coke heating experiment relates to the material that we learned this week. Use specific examples.

Part 2: Pineapple Jell-O For this activity, you’ll need some basic equipment outlined below. Plan ahead, making jello takes time (it needs to set in the fridge). You won’t be able to start this right before the lab is due 😉 Materials

 Jell-O Gelatin, 2 identical packages (regular not sugar/fat free, not pudding, not premade; Gelatin must be listed as an ingredient), any flavor.

 Fresh Pineapple (< 1/2 cup is all you will need)

 Canned chunked pineapple in juice

 Large bowl (or container) for mixing the finished Jell-O

 4 smaller containers at least 3 inches tall (ideally clear, glass or plastic) (ex: juice glass)

 Water

 Refrigerator

 Knife and cutting board

 Tape and markers for making labels

 Stopwatch/timer

 Ruler (metric is best, 12 inch/30cm) Experimental Set Up: A. Label your 4 clear containers as follows

 1: Fresh, 2: Fresh, 3: Canned, 4: Canned B. Prepare the gelatin by following the directions on the package. SAVE THE BOX. C. Pour equal amounts of liquid gelatin into each of the 4 numbered containers (see image). D. Place the gelatin into the refrigerator to set. Leave in the refrigerator until fruit is prepared. E. After the gelatin is fully set (it is now solid, jello), prepare the fruit. Remove all juice, and cut

 

 

Lab 4 3

4 pieces of pineapple (2 Fresh and 2 Canned) each the size of a quarter. Make sure that the pineapple chunks are all approximately the same size and shape.

F. Remove all the gelatin containers from the refrigerator; from now on you will be working at room temperature.

G. Measure (in centimeters) the length of solid gelatin in each container (line ruler up alongside container) Record this measurement (at time 0; solid gelatin depth) in the table provided below (or on a separate piece of paper).

H. Place a piece of pineapple on the surface of the gelatin as appropriate (fresh pineapple to containers 1 and 2, canned pineapple to containers 3, and 4), and start the timer.

I. Every 15 minutes for the next 2 hours:

 Examine/observe the appearance each gelatin + pineapple treatment.

 Measure (in centimeters) the distance the fruit has moved into the gelatin

 Record your measurements and describe your observations for each container in the table provided (or on a separate piece of paper).

J. Use this distance migrated to quantitatively evaluate each treatment.

 For example, if you start with 8cm solid gelatin in your container and: after 1 hour the pineapple had moved through 5cm  62.5% (5/8cm*100) of the gelatin, and after 2 hour the pineapple had moved through 7cm  82.5% (7/8cm*100) of the gelatin.

Note: if desired, and pending clean handling of samples and measurement materials, the Jello+/-Pineapple treatments are safe to eat at this point. Make sure you record your observations before snacking! Experimental Fruit Depth Optional Data Collection Table:

Expired Time

(h:min)

Container 1: Fresh Container 2: Fresh Container 3: Canned Container 4: Canned

Distance Description Distance Description Distance Description Distance Description

0

 

solid gelatin depth

solid gelatin

depth

solid gelatin depth

solid gelatin

depth

0:15

 

 

 

 

 

0:30

 

 

 

0:45

 

 

 

 

 

Lab 4 4

1:00

 

 

 

 

1:15

 

 

 

1:30

 

 

 

1:45

 

 

 

2:00

 

 

 

 

When you are finished, answer the following questions: 4. When you were setting up the gelatin+/-pineapple experiment, explain why was it better to

have two containers for each condition instead of only one?

5. Did the gelatin+/-pineapple experiment include a control? If so, what was it? If not, what could have served as a valid control for this experiment?

6. Briefly summarize the results of the gelatin+/-pineapple experiment. What were the effects of fresh versus canned pineapple on the gelatin? Include a description of each treatment, along with the relative % migration for each pineapple after 1 hour and 2 hours each.

7. Review the preparation instructions on the gelatin box. What do you notice about the

manufacturer’s recommendations regarding the addition of fruits to gelatin-based desserts? Why do you think this is? How does that relate to the gelatin+/-pineapple experiment?

8. Discuss your results for the gelatin+/-pineapple experiment treatments 1 and 2, versus treatments 3 and 4. What happened? What molecular component of the pineapple could be responsible for converting the gelatin from a solid to a liquid? Explain your rationale.

9. Using what you’ve learned this week about the structure and function of the molecules of

 

 

Lab 4 5

life, discuss your results for the gelatin+/-pineapple treatments 3 and 4. What could be different between the canned and fresh pineapple (hint: during the canning process, pineapples are heated to a high temperature for sterilization purposes).

10. Note that in the instructions for the Jello and Pineapple experiment, the material specifically require Gelatin based Jello. The reason for this is because the experiment does not work with gels that are solidified with molecules other than gelatin (Dr. Pangle personally verified that premade “Snack Pack” pre-prepared gel cups, lacking gelatin, do not work with this experiment). What does this tell you about the chemical reaction that occurs between whatever was in the pineapple and it’s substrate? What was in the pineapple anyway?

11. Discuss how this gelatin+/-pineapple experiment relates to the material that we learned this

week. Use specific examples.

12. Let’s examine another example of macromolecules and structure and function. The composition of an egg white is 90% water and 10% protein (primarily a storage protein called Albumin that will be used to make all the proteins of the developing chick). Based on what you know about proteins, what happens to the albumin when you cook and egg, why?

BIO 201L Lab 6 The Skeletal System 2015

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Pre-Lab Questions:

 

”1. List the functions of the skeletal system.”

”2. What material contributes the greatest to the compressive strength of bone? ”

”3. Briefly describe the process of bone remodeling. ”

Experiment 1: Classification of Bones

Table 6: Classification of Bones

Bone Name Classification by Shape Classification by Location

 

Post-Lab Questions

”1. Why is it important to classify bones? ”

”2. Aside from length, what are some other common characteristics of a long bone? Are long bones typically associated with the axial or appendicular skeleton? ”

”3. Compare flat bones and long bones. How are they different? How are they the same? ”

 

 

Experiment 2: Digital Slide Image Examination—Bone

Post-Lab Questions

”1. Label the arrows in the following digital slide images: ”

”Cortical Bone: ”

A-

B-

C-

D-

”Trabecular Bone: ”

A-

B-

 

 

”2. Compare and contrast cortical and trabecular bone. ”

”3. What is the purpose of cortical bone? What is the purpose of trabecular bone? ”

”4. What are trabeculae? What is their function? ”

”5. What are haversian systems? What is their function? ”

 

Experiment 5: Physical Skeleton – The Axial Skeleton

 

Table 9: Cervical Vertebrae Observations

Vertebral Feature Observations

Size of cervical vertebrae in comparison to those of the thoracic and lumbar region

Shape of the vertebral foramen

Spinous Process of the C3 – C6 Vertebrae

Spinous Process of the C7 Vertebra

 

Table 10: Thoracic Vertebrae Observations

Vertebral Feature Observations

Size and weight of the thoracic vertebrae in comparison to those of the cervical and lumbar region

Shape of the vertebral body

Appearance and projection direction of the Spinous Process

 

 

 

Table 11: Lumbar Vertebrae Observations

Vertebral Feature Observations

Size of the lumbar vertebrae in comparison to those of the cervical and lumbar region

Shape of the vertebral body

Appearance and projection direction of the Spinous Process

 

Table 15: Rib Feature Observations

Rib Feature Observations

Length of ribs 1 – 7 (do they increase or decrease in length?)

Length or ribs 8 – 12 (do they increase or decrease in length?)

Articulation of the ribs and thoracic vertebrae (notice the specific rib and vertebra that articulate)

 

Post-Lab Questions

”1. What are the three components of the axial skeleton? Describe the function of each. ”

 

”2. On the skull below, fill in the blanks with the correct bone names. ”

A-

B-

C-

D-

E-

F-

 

 

 

”3. For the following bones, state whether they are cranial or facial bones and give their location. ”

Bone Facial or Cranial Location

Temporal Bones

Mandible

Vomer

Zygomatic Bones

Parietal Bones

Ethmoid Bone

Sphenoid Bone

Lacrimal Bones

 

”4. What are the three regions of the vertebral column? Describe the general shape and size of the vertebrae in each region. ”

”5. What are the atlas and axis? What are their functions? ”

”6. On the vertebra below, fill in the blanks with the correct vertebral structure. ”

A-

B-

C-

D-

E-

 

 

”7. What is the purpose of the thoracic cage? ”

”8. Describe the three components of the sternum. ”

”9. Describe the difference between true ribs, false ribs and floating ribs. ”

 

Experiment 6: Virtual Model – The Axial Skeleton

”1. What features are located inferior to the cranium, and superior to the mandibular? Identify the category here. How many individual items are included in this category? Hint: The answer is not a bone. ”

”2. Why aren’t teeth considered bones? ”

”3. Identify the two major bones which compose the head. ”

”4. To what bone does the right scapula attach? ”

”5. Is the left clavicle superior or inferior to the right scapula? ”

 

Experiment 7: Physical Skeleton – The Appendicular Skeleton

Post-Lab Questions

”1. What are the four parts of the upper extremity and the lower extremity of the appendicular skeleton? ”

”2. Compare and contrast the size and function of the upper and lower extremities of the appendicular skeleton. ”

”3. What are the three fused bones that make up the coxae of the pelvic girdle? What is their location in relationship to one another? ”

 

Experiment 8: Virtual Model – The Appendicular Skeleton

Post-Lab Questions

”1. How many left metatarsals are there? ”

”2. Is the right fibula inferior or superior to the patella? ”

”3. Are the ossa digitorum or the ossa metatarsalia more medial to the body? ”

”4. Which two bones attach to the patella? ”

”5. Identify the three bones which comprise the leg. ”

Experiment 9: Articulations

Post-Lab Questions

”1. What two ways can joints be classified? What are the three classifications of each type? ”

”2. Fibrous joints are either sutures or syndesmoses. What is the difference between the two? Give examples of each type. ”

”3. A symphysis and synchondroses are two classifications of what type of joint? What are the differences between the two classifications? ”

”4. What allows synovial joints to be diarthrotic? ”

”5. For the following, match the correct synovial joint to the movement it produces. ”

 

”Pivot Joint” ”Gliding Joint”

”Ball and Socket Joint ” ”Condyloid Joint”

”Saddle Joint” ”Hinge Joint”

 

Movement Joint

Uniaxial movement, typically flexion or extension

Uniaxial rotation

Side-to-side and back-and-forth movement

Multiaxial movement

Concave and convex surfaces of both bones allow for biaxial movement

Ellipsoidal fit allows for biaxial movement

 

 

6. Fill in the chart below:

 

Joint Articulating Bones Type of Synovial Joint Movement

Elbow

Knee

Hip

Ankle

Wrist

 

 

Experiment 10: Virtual Model- Skeletal System Coloring Activity

”Insert the image for each exercise below: ”

”Left Arm: ”

 

”Sternum and Clavicles: ”

 

 

 

”Vertebral Column: ”

 

 

 

”Right Hand: ”

 

 

 

”Sacrum: ”

 

 

 

”Legs: ”

 

 

 

”Feet: ”

 

 

Experiment 11: Skeletal System of the Fetal Pig

Table 34: Skeletal Region Observations

Skeletal Region Observations

Axial Skeleton

Appendicular Skeleton

Joints

 

Post-Lab Questions

”1. What are some of the similarities and differences you noticed between the human skeletal system and the palpation of the fetal pig skeletal system? ”

”Insert photo of pig in dissection tray with your name clearly visible in the background: ”

Food Safety Report

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Lab Report Directions for SPHP Courses

Please refer to any additional directions within your course that may address specific directions for your experiment and report.

 

Sections

 Description
Title Page · Experiment number and/or title

· Your name

· Date and time experiment was performed

· Location if work was performed in the field

· Course name and section
Section 1: Abstract · One paragraph that summarizes the report (no longer than a paragraph)

· Belongs at the very beginning of the paper, but should be written last

· Concise description of the experimental objectives, results, and conclusions

· Includes why the experiment was performed; what problems were addressed; what major conclusions were found; and what major conclusions were drawn.

· Does not include general background information.

· Uses proper terminology for your course (examples include: pH, dominant, nucleotide, contamination, X or Y-linked, etc.)
Section 2: Introduction and Background · Includes the reason the study is being done, relevant background information about the organism, chemical, or process being examined, and the hypothesis or questions being asked in the study.

· Briefly explain any specific and relevant theories and research (3 sources expected – see section 7)

· Briefly summarize of what was done in the experiment, what was observed and/or what you expected to find, and what, if any, problems were encountered.

· Briefly summarize the laboratory techniques and equipment you used to collect and analyze the data upon which the conclusions are based.

· Photos and graphic illustrations in this section with graphics in .jpg, .tif, or .gif format to minimize electronic file size.
Section 3: Materials and Methods · Lists the materials and/or equipment used to conduct the experiment

· States what was done by you with enough detail to allow the reader to repeat the experiment step-by-step.

· Describes in detail the laboratory techniques and equipment you used to collect and analyze the data upon which the conclusions are based.

· Lists the steps of the procedure in order and the reasons for each. Includes all calculations or formulas needed to obtain the final results.

· Write this section with the audience in mind; for example, most people do not need to be told how to find the mean or standard deviation of the data, but will need to know the formula used to find the rate of oxygen consumption of an organism
Section 4: Results · Results section is written in paragraph form and is one or two pages long

· Do not offer any explanation for the results in this section

· Presents the results in text and graphic form (figures, tables, graphs)

· Describes the general trends seen in the data in narrative form (paragraphs).

· All figures and tables should be referenced in the narrative.

· Do not redraw the graph in words; let it do the work for you. For example, Temperature had a pronounced effect on seedling growth rate (Figure 6). In particular, seedlings at 25 degrees Celsius consistently grew more rapidly than those at 20 degrees Celsius.
Section 5: Discussion · The discussion is the meat of the lab report.

· Tries to answer the question “Why?” Explains what was expected and what was found.

· Do the data support the original hypothesis? Why or why not?

· This section presents reasons for the results obtained in the experiment and references related studies.

· What trends were noticed; why did they occur?

· What is the theory or model behind the experiment and is it substantiated by your results?

· This section also includes potential sources of error. What recommendations might improve the procedure and results?

 

Consideration is given to:

· What is the connection between the experimental measurements taken and the final results and conclusions? How do your results relate to the real world?

· What were the results of observations and calculations?

· What trends were noticed?

· What is the theory or model behind the experiment?

· Do the experimental results substantiate or refute the theory? Why? Be sure to refer specifically to the results you obtained.

· Were the results consistent with your original predictions of outcomes or were you forced to revise your thinking?

· Did errors occur (for example, environmental changes or unplanned interference in the procedure)? If so, how did these errors affect the experiment?

· Did any errors occur due to the equipment used (for example, contamination due to a lack of aseptic technique)?

· What recommendations might improve the procedures and results?
Section 6: Conclusion · Consists of a single paragraph.

· Restates the objective, the results, and important discussion findings; Does NOT introduce new material.

· Conclusion should be supported by at least 3 reasons and/or pieces of data obtained from the experiment.
Section 7: Citations and Presentation

 

 For Citations:

· Presents complete citations for all factual material referred to in the text of the report.

· Each citation should include the names of all authors, the year of publication, and the full title

· Be sure that all sources are accurately documented in the desired AMA format (see UNE library for resources on this; i.e. RefWorks).

· At least 3 sources are expected, three of which are from the scientific peer-reviewed literature, unless told otherwise by your instructor.

· The rest of these may be non-internet sources (books, magazines, newspapers, journals, etc.).

· Avoid the citation of blogs, Facebook, or other non-scientific sites. WebMD, Wikipedia, Mayo Clinic, etc. summary sites are not accepted as references.

For Presentation:

· The text for each section is in a narrative format using standard English and using complete sentences

· The text displays proper grammar, spelling, punctuation, and word-choice

Biology Lab 3

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Lab 3: Follow the instructions and complete the assignment below. Submit your answers through the Lab 3 Assignment on Blackboard.

Lab 3 1

Lab 3: Evolution by Natural Selection

In this lab, you will explore two different simulations that explain how evolution by natural selection works, both on short and long term scales. For each simulation, you’ll have a series of questions to answer at the end. As for previous labs, you will want to take good notes along the way so that you can answer the questions at the end more easily. A. Go to the Darwin survival game at the following link:

http://coolsciencelab.com/who_wants_to_live_a_million_years.htm

[the game does not work well on my Firefox browser, but works well in all other browsers I’ve tried, such as Chrome or Internet Explorer]

 

– Press the “Natural Selection” tab and complete the quick simulation – Play the “Survival Game”. I suggest playing it 3-5 times to get a good idea of how it

works; take notes along the way, keeping track of your different organisms, which one was most successful and why, which one lived the longest, whether you won (and if not, how long did you last).

– Click on “Darwin’s Bio” tab and read the text – Take the quiz; keep track of the questions, esp. if you find some of them difficult,

and keep track of what it tells you at the end of the quiz.

When you are finished, answer the following questions about this activity.

1. Are all organisms within a species typically identical? Why or why not? Justify your answer using your notes from the “Natural Selection” tab and from the game you played.

2. What happens to traits that are beneficial for an organism? To traits that are detrimental to the organism? Justify your answers using your notes from the game you played. Where do these traits come from?

3. Did you win any of the rounds of the game you played? If not, what was your oldest organism? What did it look like, and why was it more successful than others?

4. Describe the process happening during the game. Are the different organisms different species, or different variants within a species? Why does this matter? Justify your answer.

5. Based on your experience in playing this game, do you think there have been more extinctions of species than successes of various species? Explain.

 

 

http://coolsciencelab.com/who_wants_to_live_a_million_years.htm

 

Lab 3: Follow the instructions and complete the assignment below. Submit your answers through the Lab 3 Assignment on Blackboard.

Lab 3 2

6. What was your score on the quiz, and what did it tell you once you completed it? Did you find some specific questions harder? If so, which ones were they?

7. What are the benefits of using simulations like the one you played to learn natural selection? Discuss your answer briefly. Did you enjoy this simulation (including the game and the quiz), and did it help you learn the material? Justify your answer.

 

B. Discovering relationships between species

The website below is an interactive activity that lets you explore the relationship between organisms on Earth by building phylogenies, both with morphological traits and DNA.

– Go to the website: https://www.pbs.org/wgbh/nova/labs/lab/evolution/, and click on PLAY GAME. You do not have to sign in with an account, you can just play the game as a guest. The website is free.

– Once you enter the game, you’ll see that the screen contains missions you’ll have to

complete, along with a short video. Start by watching the video; remember to take notes about what you learn in the video clip

– Missions have to completed in order; in other words, mission 2 will only open once you’ve completed mission 1. Each mission has 3 “games” to complete, along with a short video.

– Complete all missions, taking notes along the way for each video clip, and about things that are you learning. Take a screen shot of your screen at the end of the 6th mission as evidence that you completed them all 

Once you’re done with all missions, answer the following questions: 8. According to the first video you watched on the website (“Evolution 101”), what is the purpose of the Tree of Life? Explain your answer 9. In mission 1, one of the pop-up questions asks whether an animal or a plant is more closely related to a fungus. What is the correct answer, using the information you learned in mission 1, and why is the answer likely surprising to many people? Another pop-up question was whether a banana is more closely related to a lemon or an onion. What is the correct answer, using the information you learned in mission 1, and why is the answer likely surprising to many people? 10. When two groups of organisms independently evolve similar adaptations, it’s called convergent evolution. Sharks and whales both have streamlined bodies and tail flukes. How do we know that these similarities are because of convergent evolution? Describe your reasoning (Hint: this comes from material in Mission 2)

 

https://www.pbs.org/wgbh/nova/labs/lab/evolution/

 

Lab 3: Follow the instructions and complete the assignment below. Submit your answers through the Lab 3 Assignment on Blackboard.

Lab 3 3

11. When you compare the DNA of two closely related organisms, would you expect their DNA to be more similar or less similar than the DNA of two distantly related organisms? Explain your answer. 12. Fossils almost never contain DNA. So how can we know how closely or distantly related fossil organisms are to living organisms? Justify your answer using information you learned in Mission 3. 13. Which do you consider more convincing evidence, DNA or physical features? Why? Justify your answer using material you learned in this lab. 14. What do you think the narrator means when he says, “The host and the parasite are always in this really intimate dance together”, in the video from Mission 5? 15. Based on the information you learned in mission 5, how do scientists think that SIV has jumped hosts to humans? Based on your phylogenetic tree, how many times—at a minimum— do you infer that an HIV virus has jumped hosts to humans? Explain your answer. 16. A common misconception is that humans evolved from chimpanzees. It can therefore be confusing to some people that there are still chimpanzees. How could you use a tree diagram like the one you generated in this level to explain the correct relationship between living chimps and living humans? 17. What is the most surprising thing you have learned while playing through these missions? What is one thing that you’d like to learn more about? Did you enjoy the first simulation (Darwin’s survival game) or this simulation (NOVA phylogenies) more? Justify your answer. Now that you completed this lab, return to Blackboard and select Lab 3 Submission. You will see that Blackboard randomly selected questions for you to answer from the pool of all 17 questions. Copy-paste your answers for the 5 questions that Blackboard selected into Blackboard. Note that as this is a random selection, sometimes the questions will all be next to each other, sometimes they will be the hard ones, sometimes the easy ones, sometimes a true mix, and each student gets a slightly different selection. Each question is worth 2 points, for a total of 10 points for the lab.