Category: 1st Semester
Volume of Irregular Object Lab
| Volume of an Irregular-shaped Object |  |
||||||||||||||||||||||||||||||||
| Introduction The word mass is used to tell how much matter there is in something. Matter is anything you can touch physically. An electronic scale or triple beam balance can be used to tell the mass of an object. Volume is a measure of how much space an object occupies. When measuring the volume of a liquid, a graduated cylinder can be used. Measurement is the collection of quantitative data (numbers). Measurements are not only numbers. They must always contain a unit of measurement. In the Metric System, the gram (g) is the basic unit of measurement for mass. The basic unit of measurement for the volume of liquids is the milliliter (ml). The density of an object can be determined by dividing the mass by the volume (D = M/V). From a density calculation, we may tell whether a substance will float or sink in another liquid. A less dense substance will float on one that is denser. An example is oil floating on water. Oil is less dense than the water. For solids that have an irregular shape, the displacement method must be used to determine their volume. When using the displacement method, you must first measure the starting volume of the liquid. Then add the object and record the change in volume. This gives the volume of the irregularly-shaped object. Hypothesis The density of objects can be determined by a method known as water displacement. Materials Triple beam or electronic balance Methods
Results & Data Data Table 1
Questions
a. mass? b. Volume? c. density?
|
|||||||||||||||||||||||||||||||||
Teddy Graham Natural Selection Lab
Natural Selection in Teddy Grahams
Introduction
You are a bear-eating monster. There are two kinds of bears that you like to eat: happy bears and sad bears. You can tell the difference between them by the way they hold their hands. Happy bears hold their hands high in the air, and sad bears hold their hands down low. Happy bears taste sweet and are easy to catch. Sad bears taste bitter, are devious and hard to catch. Because of this you only eat happy bears. The happy trait in bears is caused by the expression of a recessive allele. The homozygous recessive condition is being happy. The sad trait is caused by a dominant allele. New bears are born every year (when they are hibernating in their den, the cardboard box), and the birth rate is one new bear for every old bear left from last year.
Materials:
Teddy Bear Grahams, lab worksheet, pencil
Procedure:
1. Obtain a population of 10 bears and record he number of happy and sad bears and the total population number. Using the equation for Hardy-Weinberg equilibrium, calculate the frequencies of both the dominant and recessive alleles and the genotypes that are represented in the population. Example: If 5 of the 10 bears are happy, then 10 out of 20 alleles would be happy alleles. Therefore the q2 number would be 0.5. You must then determine the q number by taking the square of 0.5.
2. Now, go hunting! Eat 3 happy bears. (If you do not have 3 happy bears then eat the difference in sad bears.)
3. Once you have consumed the bears obtain a new generation from your den (the box). You should only remove seven additional bears from the den for a total of 14 bears.
4. Repeat the procedures again. Be sure to record the number of each type of bear and the total population.
Table:
| Generations | P2 (sad) | 2pq (sad) | q2 (happy) | P | q |
| 1. Initial | |||||
| 2. | |||||
| 3. | |||||
| 4. |
Questions:
1. Describe what is happening to the genotype and allele frequencies in the population of Teddy Grahams?
2. What would you expect to happen if you continued the selection process for additional generations?
3. How would the frequencies change if you were to now select for the sad bears?
4. Why doesn’t the recessive allele disappear from the population? How is it protected?
Study of Biology pptQ
| Study of Biology ppt Questions |
What is Biology?
1. Define biology.
2. What are organisms?
3. Name 5 groups of organisms.
4. Living things share common _______________.
5. What is the basic unit of life that makes up all organisms?
6. To survive, populations of organisms must be able to _____________ offspring.
7. All organisms have a _________ code carried in a molecule called _______.
8. Organisms require ____________ such as food and need __________ for their activities.
9. Living things _________ to their environment.
10. Organisms must maintain what type of internal environments ?
11. What does evolve mean?
12. Do groups or individuals evolve?
Characteristics
13. All ____________ are made of cells.
14. Most cells are so __________, they can’t be seen without a microscope.
15. What is cytoplasm?
16. What surrounds all cells?
17. What is the function of the cell membrane?
18. Cells are complex and highly ___________.
19. What are organelles and give an example?
20. The simplest type of cells are known as ______________.
21. Describe prokaryotic cells.
22. Name one of the most common prokaryotes.
23. More complex cells are called ______________.
24. Eukaryotes have a true _________ and _________________ organelles.
25. Name 3 types of eukaryotic cells.
26. Organisms can be grouped by their __________ of cells.
27. Define unicellular organisms.
28. What are multicellular organisms?
Reproduction
29. When organisms reproduce they pass what on to their offspring?
30. Name 2 types of reproduction.
31. What type of reproduction involves 2 parents?
32. A fertilized egg is called a ___________.
33. Are sexually reproduce organisms genetically identical to their parents?
34. asexual reproduction involves a _____________ parent or _________.
35. In asexual reproduction, a single cell __________ to form two new cells.
36. How do asexually reproduced organisms genetically compare to their parents?
Genetic Code
37. What carries the genetic code for all organisms?
38.DNA stands for ____________________ ___________.
39. Do all organisms have DNA?
40. What does DNA code for in a cell?
41. Why are proteins so important to cells?
Growth and Development
42. Name the stages of development in the life of a frog.
43. Name two ways that organisms grow.
44. When organisms change into adults they ___________ and may change.
Requiring Food and Energy
45. What organisms can make their own food?
46. What is a photoautotroph and give an example.
47. What food making process is used by photoautotrophs?
48. What do chemoautotrophs use to get energy?
49. ___________ cannot make their own food.
50. How do heterotrophs meet their food requirements?
51. Name 3 groups of heterotrophs.
52. Explain the difference among herbivores, carnivores, and omnivores.
53. Define metabolism.
54. All metabolic processes require ____________.
55. What is the ultimate energy for all life on earth?
56. What metabolic process uses sunlight for energy?
57. Write the balanced overall equation for the photosynthesis process and label the reactants & products.
58. What metabolic process releases the chemical energy stored in food?
59. Write the balanced overall equation for cellular respiration .
60. Name several environmental factors that organisms respond to.
61. Give an example of an organism responding to their environment to promote survival.
62. Define homeostasis.
63. Give 3 examples of internal conditions in which organisms must maintain stability.
64. Why do populations evolve?
65. What record do we have that populations evolve?
Organization Levels
66. Name 3 nonliving levels into which life is organized.
67. At what level of organization does life begin?
68. Cells organize into ____________.
69. What makes up organs?
70. Organs working together become a ____________, and these working together make the entire _____________.
71. From simplest to most complex, list the levels of life above organism.
72. What is the most inclusive level of life?
Strawberry DNA
Strawberry DNA Extraction
Adapted from a lab by C. Sheldon
Introduction:
DNA is found in cells from Animals and Plants. DNA is a double stranded macromolecule composed of nucleotide bases pairing Adenine with Thymine and Guanine with Cytosine. DNA can be extracted from cells by a simple technique with household chemicals, enabling students to see strands of DNA with the naked eye.
Purpose:
To extract DNA from the fruit of a strawberry plant
Safety Precautions:
- Do not eat or drink in the laboratory.
- Wear Apron & Safety Goggles.
Materials / Equipment (per student group):
1. heavy duty zip-lock baggie
2. 1 strawberry (fresh or frozen and thawed)
3. cheesecloth
4. funnel
5. 100 ml beaker
6. test tube
7. wooden coffee stirrer
8. DNA Extraction Buffer (One liter: mix 100 ml of shampoo (without conditioner), 15 g NaCl, 900 ml water OR 50 ml liquid dishwashing detergent, 15 g NaCl and 950 ml water)
9. Ice-cold 95% ethanol or 95% isopropyl alcohol
Procedure:
1. Place one strawberry in a zip lock baggie and carefully press out all of the air and seal the bag.
2. Smash the strawberry with your fist for 2 minutes.
3. Add 10 ml extraction buffer to the bag and carefully press out all of the air and seal the bag.
4. Mush again for one minute.
5. Filter through cheesecloth in a funnel into beaker. Support the test tube in a test tube rack.
6. Discard the extra mashed strawberry.
7. Pour filtrate into test tube so that it is 1/8 full.
8. Slowly pour the ice-cold alcohol into the tube until the tube is half full and forms a layer over the top of the strawberry extract.
9. At the interface, you will see the DNA precipitate out of solution and float to the top. You may spool the DNA on your glass rod or pipette tip.
10. Spool the DNA by dipping a pipette tip or glass rod into the tube right where the extract layer & alcohol are in contact with each other. With your tube at eye level, twirl the rod & watch as DNA strands collect.
Prelab:
Take a look at the sketch of the plant cell below. The chromosomes (which are made of DNA) are in the nucleus. This is the only place where DNA is located.
Now match the procedure with what it is doing to help isolate the DNA from the other materials in the cell.
| _____1. Break open the cell | A. Squish the fruit to a slush
|
| _____2. Dissolve cell membranes | B. Filter your extract through cheesecloth |
| _____3. Precipitate the DNA (clump the DNA together | C. Mix in a detergent solution |
| _____4. Separate organelles, broken cell wall, and membranes from proteins, carbohydrates, and DNA | D. Layer cold alcohol over the extract |
DNA Extraction Table
| AMOUNT ADDED OR OBTAINED | INITIAL COLOR | PURPOSE | |
| BUFFER (soap-salt mixture) |
|||
| STRAWBERRY | |||
| COLD ALCOHOL | |||
| DNA |
SKETCH OF TEST TUBE WITH CONTENTS
Questions:
1. Where can DNA be found in the cell?
2. Discuss the action of the soap (detergent) on the cell. What is the purpose of the soap in this activity?
3. What was the purpose of the Sodium Chloride? Include a discussion of polarity and charged particles.
4. Why was the cold ethanol added to the soap and salt mixture?
5. Describe the appearance of your final product?
6. Draw a diagram of DNA containing 5 sets of nucleotide bases labeling the hydrogen bonds between the bases.