BIO181
PRELAB ASSIGNMENTS
ESTRELLA MOUNTAIN COMMUNITY COLLEGE
Spring 2011
BIO181
Spring 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
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BIO181
Metric System Pre-Lab
(10 points)
Spring 2011
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?
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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:
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BIO181
Salt Water Pre-Lab (10 points)
Spring 2011
NAME:
Watch the following animation
http://www.absorblearning.com/media/item.action?quick=t1
Click here
then click on the
arrow in the green
circle to start
heating the water.
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.
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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 22, then flip to page 24
and read the experimental procedure. Return to page 22 and answer Q.1 – 5,
then read page 23 and use your answer to Q3 above to create your hypothesis
and write it in the place provided on page 23 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?
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BIO181
Molecular Modeling Pre-lab
(10 points)
Spring 2011
NAME:
Read the objectives of next week’s lab at the top of page 38. 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 38 - 42
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 45
as a guide, look for each of these functional groups in the molecule below
and circle and label them.
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7. You are going to have to memorize and learn to recognize and name the
various functional groups shown on page 45 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 40 of the lab manual).
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Organic Macromolecules Pre-Lab (20 points) NAME:
Read page 47 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 51 and 52
3. In the reaction diagramed at the top of page 51, 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
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BIO181
Spring 2011
After reading the information on pages 51 and 52 complete the table at the
bottom of page 52 so that you are ready for the lab this week. Below is the same
table. Copy your answers into here too.
Substance
1
Water
2
KNOWN monosaccharide
3
KNOWN disaccharide
4
KNOWN polysaccharide
5
YOUR CHOICE
Expected result when mixed
with Benedict solution
Read the information on page 54
6. Why can the benedicts test NOT detect disaccharides?
After reading page 54, 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?
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Analyzing Unknown Samples
Read the instructions on page 59. 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.
Sample X
Benedicts Test
-
IKI test
+
Biuret Test
+++
10. Using the data table at the bottom of page 59, what substance(s) could X be?
___________________________________________
Denaturation/Coagulation of proteins
Read page 61.
11. What two conditions are you going to expose the protein (albumin) to for this
experiment?
•
____________________________________________
•
____________________________________________
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BIO181
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BIO181
Osmosis Pre-Lab (10 points)
Spring 2011
NAME:
Read page 67 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?
1 pt.
2. What must you be careful to do when preparing the potato slices?
1 pt.
3. What are you going to do with the three dishes of potato slices that you
make?
2 pts.
Read steps 4 and 5 on page 69. Water can enter or leave living cells quite
easily.
2 pts.
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 70. A
graph of your experimental data will be a part of the lab report - see Step 3 on
page 67.
1 pt.
5. For this experiment which is the independent variable? _______________
1 pt.
6. For this experiment what is the dependant variable? _________________
Read step 3 on page 69 VERY closely.
7. What are the two axes of your graph going to be labeled?
2 pts.
X axis: _______________________________________
Y axis: _______________________________________
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BIO181
Microscopes Pre-Lab (10 points)
Spring 2011
NAME:
In this lab you are going to learn how to use a compound microscope to view
plant and animal cells. Read pages 77 – 78 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 80 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
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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 81.
10. One you’ve finished this week’s lab, what will you do with your
microscope?
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BIO181
Cells Pre-Lab
(10 points)
Spring 2011
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 85
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 85, 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 85. 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…
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6. Page 86 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?
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BIO181
Calorimetry Pre-Lab
(10 points)
Spring 2011
NAME:
Read page 93
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
94.
5. Looking at the list of foods on page 94, rank them according to your
predictions for which will contain the most energy down to the least
energy.
GREATEST ENERGY
1.
2.
LEAST ENERGY
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?
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BIO181
Enzyme Experiments Pre-Lab
(10 points)
Spring 2011
NAME:
Read the information about next week’s experiment on page 103
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?
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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 106). 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?
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Here is some made-up data from the experiments. Use the information on the
top of page 108 or 109 to calculate the figures for the last two columns
Tube
Temp.
°C
A
4°C
B
37°C
Intensity of
yellow after
30 minutes
Pale straw
color
Bright
yellow “pee”
color
Ab420
µM O-Nitrophenol
produced in 30
minutes
0.09
0.56
Tube
Amount of
10%
lactose
added
Enzyme
present?
Intensity of
yellow after
30 mins
Ab420
A
0 mL
YES
Very dark
yellow
0.72
YES
Bright
yellow, not as
dark as A
0.44
B
0.5 mL
µM O-Nitrophenol
produced / minute
µM ONitrophenol
produced in 30
minutes
µM ONitrophenol
produced /
minute
10. Once you have your data, and have completed the calculations, what are
you going to do?
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BIO181
Photosynthesis/Respiration Pre-Lab (10 points)
Spring 2011
NAME:
Read the information about Part 1 of next week’s experiment on page 125
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?
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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 125 and
126. 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 125 and 126 after
the lab next week.
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BIO181
DNA Replication Pre-Lab (10 points)
Spring 2011
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 138 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.
5’
3’
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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.
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BIO181
Gene Expression Pre-Lab
(10 points)
Spring 2011
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?
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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? ______________
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BIO181
Reebops Pre-Lab (10 points)
Spring 2011
NAME:
Read page 163 of your lab manual.
1. How will you determine if reebops are haploid or diploid organisms?
1 pt.
1 pt.
1 pt.
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?
1 pt.
5. A reebop has two anenna, three colored humps, a curly tail, three body
segments and an orange nose. What are its possible genotypes?
2 pts.
6. During this lab, how are you going to draw chromosomes?
1 pt.
How are you going to draw replicated chromosomes?,
1 pt.
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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)
2 pts.
Now, alongside your first drawing, draw what this homologous pair of
chromosomes will look like when each chromosome is replicated just prior
to meiosis.
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