Principle Of Biology I (Online)

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College Level: Principle of  Biology 1 Lab (course online)

 

13 weeks remaining. Purchase Agreement (Down Payment, Mid-point Payment, Balance Remaining after 13 weeks completed). ervice fees for each transaction is too costly for my budget.

 

13 Lab Reports (due wkly on Monday by 12:00pm)**** Exercises, Experiments, Demostrations. A few questions may require explanation (word count 30+).No format

 

******13 Quizzes (due wkly on Tuesday by 12:00p) *** 30mins, *****10 multiple choice

 

Demostrations/ Experiments (Require photo upload) Typically 2-4 photos.

 

 

********Below is an example of one lab report and syllabus of course (to get an ideal of weekly assignments).

*********Will provide remaining assignments and quizzes after agreement

Water, pH, and Buffers

Hands-on labs, inc. Version 42-0136-00-01

 

Lab Report

 

PHOTOS – Include two digital photos with your lab report, either as separate attachments to an e-mail or paste into your document.

1. Photo #1 – Take a photo of the celery after it has been sitting for at least 4 hours.

Get close enough to see the results

 

2. Photo #2 – Take a photo of the HORIZONTAL needle observation.

Be sure you are close enough to see the needle and how it is relative to the water.

 

3. Photo #3 – Take a photo of your test results –

the layout of the commercial and homemade pH papers side by side

after dipping into each well. –It matches table #5

(This is the paper towel with the 12 numbers on it, with the papers beside the well #.)

 

Exercise 1: Water and its Unique Properties

Part I

 

 

Data Table 1: Needle Observations
Vertical: Horizontal:
   

 

 

 

 

 

Part ii

 

 

Data Table 2: Paper Clips Needed to Break Surface Tension
Hypothesis: Result:
 

 

 

 

Paper clips

  

 

 

 

Paper clips

 

 

Experiment

Water, ph, and Buffers

 

 

 

96

©Hands-On Labs, Inc.

www.LabPaq.com

 

 

 

 

Part iii

 

 

 

Data Table 3: Drops of Water
Hypothesis: Result:
   

 

 

 

Questions for parts i, ii, iii

 

A. How did the experiment in Part I demonstrate surface tension? Use your experiment

observations when answering this question.

 

 

 

 

 

 

 

 

B. In Part I, when adding the needle to the water, which approach worked best to balance the

needle on the water—the vertical or horizontal placement? Explain your answer.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part iV

 

 

Data Table 4: Part IV Observations

 

Observations:

 

 

 

 

 

 

 

 

Question for part IV

 

A. How did this activity demonstrate capillary action? Explain your answer using your experiment results and observations.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Exercise 3: Testing Common Household Materials

for pH Values

 

Observations

 

 

 

 

Data Table 5: pH Observations
 

Well

 

Plate

  

 

item tested

 Commercial

 

pH strip

 Homemade

 

pH strip
    Color pH Color pH
 

1

 HCl

(hydrochloric acid)

        
 

2

 NaOH

(sodium hydroxide)

        
 

3

  

Distilled water

        
 

4

 Lemon juice        
 

5

 Orange juice        
 

6

 Coca cola        
 

7

       
 

8

          
 

9

          
 

10

          
 

11

          
 

12

          

 

 

 

 

 

 

 

 

Data Table 6: Analysis of Results
 

Well plate

  

item tested

 Acid/B ase/ Neutral?  

Explanation:
 

 

1

  

HCl (hydrochloric acid)

    
 

 

2

 NaOH (sodium hydroxide)    
 

 

3

  

 

Distilled water

    
       
       
       
       
       
       
       
       
       

 

 

 

 

 

 

Questions:

 

A. Compare and contrast the results between the commercial and homemade pH test strips. Which test strips were more accurate? Explain your answer.

 

 

 

 

 

 

 

 

B. Why is the pH scale important in science? Give several examples of scientific applications.

 

 

 

 

 

 

 

 

C. What information about a chemical can be inferred from knowing its pH value?

 

 

 

 

 

D. If a chemical has a pH of 3, how could you change its pH value to be more basic?

 

 

Exercise 4: Buffers in a Living System

 

Observations

 

 

 

Data Table 7: pH Change of Buffered and Unbuffered Solutions
  Unbuffered solution Buffered solution
Initial pH    
+ 3 drops HCl    
+ 6 drops HCl    
+ 9 drops HCl    
+ 12 drops

HCl

    
+15 drops HCl    
+18 drops HCl    

 

 

 

 

Questions:

 

A. Analyze the results of your experiment. Did the buffer resist changes in the pH? Explain your

answer using your experiment results.

 

 

 

 

 

Ex

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Lab Report

 

 

PHOTOS

–

 

Include two digital photos with your lab report, either as separate attachments to an e

–

mail

 

or paste into your document.

 

1.

 

Photo #1

–

 

Take a photo of the

celery after it has been sitting for at least 4 hours.

 

Get close enough to see the results

 

 

2.

 

Photo #2

–

 

Take a photo of the HORIZONTAL needle observation.

 

Be sure you are close enough to see

the needle and how it is relative to the water.

 

 

3.

 

Photo #

3

 

–

 

Take a photo of your test results

–

 

 

the layout of the commercial and homemade pH papers side by side

 

after dipping into each well.

–

It matches table #5

 

(This is the paper towel with the 12

numbers on it, with the papers beside the well #.

)

 

 

 

 

 

E

x

e

r

cise 1:

W

a

t

er and its Unique P

r

operties

 

P

art

 

I

 

 

 

D

a

t

a

T

able 1: Needle O

b

se

r

v

a

tions

 

V

erti

c

al:

 

Hori

z

o

nt

al:

 

 

 

 

 

 

 

P

art

 

ii

 

 

 

D

a

t

a

T

able 2:

P

aper Cli

p

s Needed

t

o B

r

eak Sur

f

ace

T

ension

 

Hypothesis:

 

R

esult:

 

 

 

 

 

 

 

 

P

aper

 

cli

p

s

 

 

 

 

 

 

 

 

P

aper

 

cli

p

s

 

Experiment

 

Water, ph, and Buffers

 

96 ©Hands-On Labs, Inc.

www.LabPaq.com

 

 

 

 

Water, pH, and Buffers

 

Hands-on labs, inc. Version 42-0136-00-01

 

Lab Report

 

PHOTOS – Include two digital photos with your lab report, either as separate attachments to an e-

mail or paste into your document.

1. Photo #1 – Take a photo of the celery after it has been sitting for at least 4 hours.

Get close enough to see the results

 

2. Photo #2 – Take a photo of the HORIZONTAL needle observation.

Be sure you are close enough to see the needle and how it is relative to the water.

 

3. Photo #3 – Take a photo of your test results –

the layout of the commercial and homemade pH papers side by side

after dipping into each well. –It matches table #5

(This is the paper towel with the 12 numbers on it, with the papers beside the well #.)

 

Exercise 1: Water and its Unique Properties

Part I

 

 

Data Table 1: Needle Observations

Vertical: Horizontal:

 

 

 

 

 

Part ii

 

 

Data Table 2: Paper Clips Needed to Break Surface Tension

Hypothesis: Result:

 

 

 

 

Paper clips

 

 

 

 

Paper clips

BS101 Lab 6 Microarray MCQs

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1. Genomics is the study of:
a. The structure and function of mutations and how they alter genetic traits.
b. Genes and the DNA sequences between genes and how they determine development.
c. The information provided by computer programs which analyzes mRNA.
d. The human genome as compared to other vertebrate genomes.
2. Microarrays are a very useful tool in genomics because they:
a. Help scientists examine intergenetic DNA by separating it from genes.
b. Provide a unique promoter region for polymerase chain reactions.
c. Allow scientists to examine thousands of genes all at once.
d. Decrease the time it takes for scientists to make copies of DNA.
3. Generally, every cell in our body contains the same 20,000 (or so) genes.  However, cells  in our body are different from each other because they:
a. Have different genes turned “on” or “off” to support different functions.
b. Contain different copies of genes for different functions.
c. Provide different nucleotide bases for each developmental function.
d. Function differently based on varying proteomics.

4. How can scientists determine the function of or differences between cell types?  They can examine the:
a. Number of nucleotide bases in genes versus intergenetic sequences.
b. Amount of mRNA expressed for each gene in a cell type, and then compare that information between cell types.
c. Amount of mutations between genes in the intergenetic spaces.
d. Number of tRNA copies for a particular cell type.

5. How is a microarray constructed?  In each spot, there are:
a. Copies of all the genes for an organism.
b. Multiple copies of one gene; each spot has copies for a different gene.
c. Multiple copies of intergenetic sequences, which bind to genes in the samples.
d. Copies of intergenetic sequences, which promote the replication of DNA in a sample.

6. The experiment that begins in Chapter 3 of the simulation seeks to answer the question:
a. What is the difference between intergenetic spaces in cancer cells versus healthy cells?
b. Why do different cell types express different amounts of mRNA?
c. How do different cancer cells produce different mutations?
d. What is the difference between healthy cells and cancer cells?

7. Why can’t doctors use cell appearance to diagnose cancer?
a. Not all cancer cells look different from healthy cells.
b. Cancer cells are too small to examine using cell appearance.
c. Not all cancer cells are able to be biopsied from the body.
d. Cancer cells change appearance when taken out of the body.

8. In the experiment, a solvent is added to each cell type (healthy cells and cancer cells).  After the sample tube containing each cell type is mixed on the vortex, the RNA is separated from the rest of the sample in a centrifuge.  Why does DNA settle to the bottom of the tube and RNA doesn’t?
a. RNA is much longer than DNA.
b. RNA is attached to proteins that help it stay in solution.
c. DNA is attached to biomolecules that weigh it down and help it settle to the bottom.
d. DNA is much longer than RNA.

9. What feature does mRNA have that tRNA and rRNA do not? mRNA always:
a. Contains a GABA box.
b. Contains a TATA sequence.
c. Ends with a G tail.
d. Ends with a poly-A tail.

10. How do the beads in the column separate mRNA from all other RNA?  The beads contain:
a. Sequences that magnetically separate the mRNA.
b. A glue-like substance derived from spider webs.
c. Poly-T’s.
d. A sequence of uracil’s that bind to the Poly-A tail.

11. After you isolate mRNA, you have to make a DNA copy.  Why can’t we just use mRNA?
a. DNA is much more stable than mRNA.
b. We have to add a fluorescent label that will allow us to see the sample.
c. mRNA will eventually transform into tRNA making it unusable.
d. A and B

12. Scientists call hybridization the key to microarrays.  Hybridization occurs when:
a. Two complimentary strands of DNA from different sources bind to each other.
b. Poly-A tails bind to Poly-Ts.
c. Different species interbreed and create new DNA base pairings.
d. Two strands of identical DNA bind without using the traditional nucleotide pairs.

13. When you scan the microarray in the scanner, the data show some dark spots.  What do these represent?
a. The DNA that has been replicated in healthy cells.
b. The mRNA that was washed away in the washing solution.
c. The DNA that was not transcribed and expressed in healthy cells.
d. The mRNA that was not bound by Oligo-d-tails in the beads.

14. When you scan the microarray in the scanner, some spots are yellow and represent places where the gene was expressed in both healthy and cancer cells.  These spots tell us:
a. Where to look for mutations.
b. Where DNA hybridized in cancer cells.
c. That DNA expression didn’t change in these genes when cancer occurred.
d. That the microarray didn’t work in these genes.

15. In our example, gene 6219 mRNA is made in both healthy and cancerous cells; however proteins are only translated from that mRNA in healthy cells.  Microarray analysis:
a. Shows us this defect by making yellow spots.
b. Cannot show us this defect, which is a limitation of this type of analysis.
c. Show us this defect by making red spots.
d. Cannot show us this defect, which is a benefit of this type of analysis.

DEMOGRAPHICS LAB WORKSHEET

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Worksheet for Demographics Lab

Page 2 of 3

 

Lab 3: Demographics

Fill this sheet out and submit via the link given in Blackboard.

· Begin by going to the following website: https://www.learner.org/courses/envsci/interactives/demographics/

· Then click the link labeled Open Simulator.

· This will bring up a simulator, which is pre-loaded with demographic data from various countries.

 

Part 1. Age Structure Diagrams

1. Using the tool provided on the website, examine the 2015 population, the growth rate, and the age structure diagram for each of the following countries. Match the overall profile of the age structure diagram to one of the shapes given below.

Shape 1 Shape 2  Shape 3
Shape 4 Shape 5 Table of Age Structure Shapes to Match

 

2. Without changing any of the default settings for the country of interest, click the Step button 7 times, which advances the simulation to the year 2050. (Each click of the step button advanced the simulation 5 years).

Write down the predicted population for 2050, as well as age structure shape that most closely matches the simulation.

Enter all the data in the following data table:

Table 1.

Country 2015

Population

 2015

Age Structure Shape

 2015

Overall Growth Rate

 2050 Population 2050

Age Structure Shape

 2050

Overall Growth Rate
USA            
Brazil            
Nigeria            

 

Questions:

3. What clues from the shape of the age structure diagram tell you whether a population has positive or negative growth rates?

 

4. In our textbook, Figure 16.12 (p. 324) designates individuals in the ages of 0-14 as “pre-reproductive individuals”, and individuals between the ages of 15 and 44 as “reproductive individuals”. Explain how we can get some idea of whether a population is growing or shrinking by comparing the population levels of pre-reproductive individuals to reproductive individuals.

 

 

 

 

 

 

 

 

Part 2. Population Momentum

Call up the information for Nigeria (which is growing at a high rate). Enter the editing menu for the vital rates of birth by clicking on the pencil that is shown in the vital rates chart. When you get into the menu for editing the birth rates, look at the “Use rates from ______” feature. Use the pull down menu to select the values for the United States (which has a lower birth rate).

Simulate what would happen if Nigeria were to suddenly have the birth rates of the United States. Click the Step button 7 times, which advances the simulation to the year 2050.

Questions:

5. What happens to the population immediately after the birth rate is abruptly dropped in this simulation?

6. After the birth rate went down abruptly, in this simulation, at what point in the future did the simulation show that the population was leveling off or starting to decrease?

7. Why doesn’t the population level drop immediately when the birth rate is thus diminished?

Human Genetics

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[Type text] [Type text] [Type text]

 

Please answer each question fully and in complete sentences. You may use textbook, or PowerPoint slides, and resources indicated in the questions below; if you use other resources, they must be cited properly in a working bibliography (author, article title, journal or book title, date of publication, page numbers)

 

 

Topic 8: Multifactorial and Acquired Developmental Traits

 

Should a woman be held legally responsible if she drinks alcohol, smokes, or abuses drugs during pregnancy and it harms her child (e.g., fetal alcohol syndrome)? If so, should liability apply to all substances that can harm a fetus, or only to those that are illegal? For example, we know that maternal weight gain in pregnancy is associated with an increased risk for diabetes in their children. What evidence or reasoning leads you to this opinion? State your opinion and then give sound reasoning for it.)

 

 

Topic 9: Multifactorial and Acquired Cancer Traits

 

Many genes contribute to lung cancer risk, especially among people who smoke tobacco. These genes include p53, IL1A, IL1B, CYP1A1, EPHX1, TERT, and CRR9. Search for one of these genes online and describe how mutations in the gene may contribute to causing lung cancer, or how polymorphisms in the gene may be associated with increased risk in combination with smoking. Be sure to choose a trustworthy source and cite the source with your answer.

 

 

Topic 10: Acquired Microbiome Traits

 

Malnutrition is common among children in the African nation of Malawi. Researchers hypothesized that the microbiome may play a role in starvation because in some families, some children are malnourished and their siblings are not, even though they eat the same diet. Even identical twins may differ in nutritional status.

 

Researchers followed 317 sets of twins in Malawi, from birth until age 3. In half of the twin pairs, one or both twins developed kwashiorkor, the type of protein malnutrition that swells bellies. The researchers focused on twin pairs in which only one was starving, including both identical and fraternal pairs. At the first sign that one twin was malnourished, both were placed on a diet of healthy “therapeutic food.” Four weeks later, the pair returned to the nutrient-poor village diet. If the malnourished twin became so again, then the researchers compared his or her microbiome to that of the healthy sibling. The goal was to identify bacterial species that impair the ability of a child to extract nutrients from the native diet. [Smith, et al. (2013) Gut microbiomes of Malawian twin pairs discordant for kwashiorkor. Science 339(6119):548-554.]

 

How might the findings from this study be applied to help prevent or treat malnutrition? Do you think that the study was conducted ethically? Why or why not? Explain how identical twins who follow the same diet can differ in nutritional status.

 

Topic 11: Multifactorial and Acquired Epigenetic Traits

 

The environmental epigenetics hypothesis states that early negative experiences, such as neglect, abuse, and extreme stress, increase the risk of developing depression, anxiety disorder, addictions, and/or obesity later in life through effects on gene expression that persist and can be passed on to the next generation. Suggest an experiment to test this hypothesis.

 

 

Topic 12: Genetics of Human Populations: Hardy-Weinberg Equilibrium

 

Population bottlenecks are evident today in Arab communities, Israel, India, Thailand, Scandinavia, some African nations, and especially among indigenous peoples such as Native Americans. Research an indigenous or isolated population and describe a genetic condition that its members have that is rare among other groups of people, and how the population bottleneck occurred.

 

 

Topic 13: Human Evolution

 

Explain why analyzing mitochondrial DNA or Y chromosome DNA cannot provide a complete picture of an individual’s ancestry. How can a female trace her paternal lineage if she does not have a Y chromosome?

 

 

Topic 14: Biotechnology in Human Genetic Research

 

Go to clinicaltrials.gov and search under “gene therapy.” Describe one of the current research trials for correcting a genetic problem. Include information about the genetic condition if available, including: mode of inheritance, age of onset, symptom severity, variability in expression, existing treatments (standard of care), and how the gene therapy is proposed to correct the problem.