Egg Osmosis Sample 2 lab

 

 

Osmosis through the Cell Membrane of an Egg

 

Introduction:
Transport can be either passive or active. Passive transport is the movement of substances across the membrane without any input of energy by the cell. Active transport is the movement of materials where a cell is required to expend energy. In the case of this lab the discussion will be centered on passive transport.
The simplest type of passive transport is diffusion. Diffusion is the movement of molecules from an area of higher to an area of lower concentration without any energy input. Diffusion is driven by the kinetic energy found in the molecules. Diffusion will eventually cause the concentration of molecules to be the same throughout the space the molecules occupy, causing a state of equilibrium to exist.
Another type of passive transport is that of osmosis. Osmosis is the movement of water across a semi-permeable membrane. The process by which osmosis occurs is when water molecules diffuse across a cell membrane from an area of higher concentration to an area of lower concentration. The direction of osmosis depends on the relative concentration of the solutes on the two sides. In osmosis, water can travel in three different ways.
If the molecules outside the cell are lower than the concentration in the cytosol, the solution is said to be hypotonic to the cytosol, in this process, water diffuses into the cell until equilibrium is established. If the molecules outside the cell are higher than the concentration in the cytosol, the solution is said to be hypertonic to the cytosol, in this process, water diffuses out of the cell until equilibrium exists. If the molecules outside and inside the cell are equal, the solution is said to be isotonic to the cytosol, in this process, water diffuses into and out of the cell at equal rates, causing no net movement of water.
In osmosis the cell is selectively permeable, meaning that it only allows certain substances to be transferred into and out of the cell. In osmosis, the proteins only on the surface are called peripheral proteins, which form carbohydrate chains whose purpose is used like antennae for communication. Embedded in the peripheral proteins are integral proteins that can either be solid or have a pore called channel proteins. Channel proteins allow glucose, or food that all living things need to live, pass through.

 

Hypothesis:
In the syrup solution, there will be a net movement of molecules out of the egg, and in the water solution, the molecules will diffuse in and out of the cell at equal rates.

 

Materials:
The materials used in this lab were 2 fresh eggs in the shell, an overhead marker, 400 ml of water, graduated cylinder, 1 large beaker, 2 medium beakers, 1 small beaker, white vinegar, Karo syrup, distilled water, pencil, paper, lab apron, lab goggles, saran wrap, masking tape, plastic tray, tongs, electronic balance, osmosis lab sheet, and computer.

 

Methods:
On day 1, measure the masses of both the eggs with the shell. Label 1 beaker vinegar, and then use the graduated cylinder to measure 400 mL of vinegar to put in the labeled beaker. Place both eggs in the solution (place a small beaker on top of the eggs, if necessary) then cover. Let the eggs stand for 24 hours or more to remove the shell.

 

On day 2, record the observations of what happened to the eggs in the vinegar solution. Carefully, remove the eggs from the vinegar, gently rinsing the eggs off in water. Clean the beakers used for the vinegar solution preparing them for the syrup solution, and then label the 2 medium beakers syrup. Before the eggs are placed in the syrup solution record the mass of both eggs then put it on the datasheet. After that has been done, place the eggs in the beaker, pouring enough syrup to cover the eggs, cover them loosely and let them stand for 24 hours.

On day 3, record the observations of the egg from the syrup solution. Carefully, remove the eggs from the beakers, gently rinsing the syrup off of the eggs. Pour the remaining syrup in the container provided by the teacher. Clean the two beakers used in the syrup solution, preparing them for the water solution. Before the eggs are placed in the water solution record the mass of both eggs then put it on the datasheet. After that has been done, using a graduated cylinder, measure out 200 mL of water for each beaker. Place the eggs in the water solution, cover and let stand 24 hours.

On day 4, record the observations of the egg from the water solution. Carefully remove the eggs from the beakers, gently rinsing them off. Mass both of the eggs. After the teacher has came and looked at the eggs, discard in the proper place.

 

Results:

 

 

Isotonic Solution Hypotonic (Vinegar is acid in Water)
Hypertonic

 

Table 1- Egg 1 Data

 

 

 

Egg mass before added into the solution (g)

 

Egg mass after added into the solution (g)

 

Observations

 

Vinegar

70.8 g (with shell) 98.0 g (without shell) Before the egg was added into the vinegar, it was large, but the after effect was that the egg increased in size and had become hard. After two days, the shell was completely removed.
 

Syrup

98.0 g 65.0 g When the egg was removed from the syrup, it had shrunk and it was softer than before it was added into the solution
 

Water

65.0 g 105.3 g When the egg was removed out of the water, the color looked of a pale yellow. The water had diffused into the egg, because the egg was larger in size before it was added into the water.

 

 

Table 2- Egg 2 Data

 

 

 

Egg mass before added into the solution (g)

 

Egg mass after added into the solution (g)

 

Observations

 

Vinegar

71.6 g (with shell) 99.1 g (without shell) Egg 2s’ mass was greater than egg 1s’ mass before and after it was added into the vinegar solution. The mass had increased some 20 grams with the shell off.
 

Syrup

99.1 g 64.0 g The mass of the egg had decreased some 30 grams after it the egg was removed from the syrup solution. The mass of the egg 2 was smaller than the mass of egg1.
 

Water

64.0 g 105.2 g The mass of egg 2 had increased some 50 grams after being added into the water solution. The mass of egg 1, though, was larger than the mass of 2 by 1 gram. If the egg would have remained in the water a little while longer, the egg would have probably went through cytolysis.

 

 

1. When the egg was placed in the water in which direction did the water molecules move?     The water molecules moved in the egg.

2. On what evidence do you base this? The molecules moved in, because the size of the egg increased

3. How do you explain the volume of liquid remaining when the egg was removed from the syrup? Since, the cell is selectively permeable, it only allowed a certain amount of the syrup to be present in the cell, just enough to shrink it and also equilibrium was reached..

4. When the egg was placed in the water after being removed from the syrup in which direction did the water move? The water moved in.

5. Why did the water molecules travel better inside the cell than the syrup molecules? The water molecules traveled better into the cell because smaller molecules travel better than other larger molecules.

6. What was the purpose of placing the egg in vinegar? The  vinegar solution was only used to remove the shell off the egg.

Error Analysis:
A possible error in this lab occurred by having to leave the egg in vinegar for two days instead of one to remove the shell. This caused the egg to initially take in more water.

 

Discussion and Conclusion:
Based on the data collected and the results of the experiment, the hypothesis was  correct. The egg appeared shriveled after removing it from the syrup because of the movement of water out of the egg. The syrup solution was hypertonic so water moved out of the egg from an area where water was more concentrated to the outside of the egg where water was less concentrated due to the high amount of sugar or solute. The acetic acid in vinegar did remove the shell from the egg, because the egg required two days to completely remove the shell, some water did move into the egg causing its initial mass without the shell to be higher than the egg’s mass with its shell. Whenever the egg was transferred from the syrup to the distilled water, the concentration of water outside the shriveled egg was greater than the water concentration inside the egg; therefore, water moved into the egg until equilibrium was reached. At that point, movement into and out of the egg continued with no net movement of water molecules.
Additional research  to see if the egg would have went through cytolysis in another 24 or more hours in the water solution would have been interesting.

BACK

DNA Model

 

 

Structure of DNA Lab

 

Introduction:

Deoxyribonucleic acid (DNA) is one of the two types of nucleic acids found in organisms and viruses. The structure of DNA determines which proteins particular cells will make. The general structure of DNA was determined in 1953 by James Watson and Francis Crick. The model of DNA that they constructed was made of two chains now referred to as the double helix. Each chain consists of linked deoxyribose sugars and phosphates units. The chains are complementary to each other. One of four nitrogen-containing bases connects the chains together like the rungs of a ladder. The bases are cytosine, guanine, thymine, and adenine. The DNA molecule looks like a spiral staircase. The structure of DNA is illustrated by a right handed double helix, with about 10 nucleotide pairs per helical turn.

DNA is a polymer. The monomer units of DNA are nucleotides. Each nucleotide consists of a 5-carbon sugar (deoxyribose), a nitrogen containing base attached to the sugar, and a phosphate group. (See Table 1.) There are four different types of nucleotides found in DNA, differing only in the nitrogenous base. Adenine and guanine are purines. Purines are the larger of the two types of bases found in DNA. They have two rings of carbons & nitrogens. Cytosine and thymine are pyrimidines and have a single carbon-nitrogen ring. (See Table 2.) The sequence of these bases encodes hereditary instructions for making proteins—which are long chains of amino acids. These proteins help build an organism, act as enzymes, and do much of the work inside cells.

Table 1

 

DNA Nucleotide
(Sugar + Phosphate + Base)

 

 Table 2

 

Pyrimidine
(single ring of C & N)
Purine
(double ring of C & N)

 

 

Materials:

Colored paper (any 5 different colors to run templates), scissors, transparent tape, coat hanger, hole punch, string or fishing line

Procedure:

  1. Use the section of DNA you have been assigned (Human hemoglobin or Chicken Hemoglobin), and figure out the sequence of bases present on the complementary strand of this molecule Table 1.

 

Human Hemoglobin Chicken Hemoglobin
Left Strand Complementary Strand Left Strand Complementary Strand
TAA GTT
TGT TGT
CGA CCG
CCG CCG
CTG CGA
GTC GTC
CAA TAT
GTC CGA
CTT TTG
TGA AGG

 

  1. Count the number of bases (A, T, C, and G) you will need for both strands of the DNA model your group has been assigned, and cut out these bases. (60 total)
  2. Cut out a sugar and a phosphate for each of your DNA bases. (120 of each)
  3. Construct a nucleotide for each base that you have cut (sugar + phosphate + base) by taping these together. (20 total nucleotides)
  4. Using your assigned DNA sequence from Table 1, line up the nucleotides in the right order forming he left strand of your DNA molecule. (30 nucleotides)
  5. Add the other complementary nucleotides to form the right strand by taping the bases together (A bonds with T; C bonds with G).
  6. Once the strand is complete, secure it by adding more transparent tape or ask your teacher to laminate your model.
  7. Punch two holes at the top of your model, and attach the DNA model to a coat hanger with string.
  8. Carefully twist your model into a double helix (5 base pairs in a 1/2 turn and 10 in a complete turn).
  9. Attach thin fishing line to the sides of the nucleotides to hold the turns in place.
  10. Hang your model from the ceiling using the top of your coat hanger.

TEMPLATES:

Questions & Observations:

1. What 2 molecules make up the sides of the DNA molecule?

2. What nitrogen bases form the rungs of the DNA double helix?

3. What is meant by the complementary strand of DNA?

 

4. What sugar makes up DNA nucleotides?

5. How are nucleotides named?

 

6. DNA is the instructions for building what molecule in our cells?

7. What would happen if one or more bases on the DNA strand were changed?

 

Chromosomes & Inheritance Worksheet Bi

 

 

 

Chromosomes & Inheritance

Section 12-1 Sex Determination

1. Geneticist Thomas Hunt Morgan conducted breeding experiments with what animal?

2. How many pairs of chromosomes are found in Drosophila.

3. Are the chromosomes in male & female fruit flies the same? Explain.

4. What did Morgan name the 2 chromosomes in the non-identical pair?

5. Describe the shape of the 2 chromosomes in the non-identical pair.

6. Morgan hypothesized that the non-identical pair were the _____________ chromosomes.

7. All other chromosomes except X and Y are called ______________________________.

8. What is the genotype for males? Females?

9. When male & female fruit flies are crossed, what percent of the offspring will be male? Female?

10. Because the X chromosome was much bigger than the Y chromosome, what did Morgan hypothesize?

11. Genes on the X chromosome are ____________________________ genes.

12. What is meant by sex linkage?

13. Did Morgan’s experiments prove or disprove the existence of sex-linked traits?

14. Name a trait that Morgan discovered was carried on the X chromosome in fruit flies.

15. Use a Punnett Square to show the results of crossing a red-eyed female (XRXR) with a white-eyed male XrY.

16. Use a Punnett Square to show the results of crossing a red-eyed female (XRXr) with a red-eyed male XRY.

17. What are linkage groups?

18. What 2 fruit fly traits did Morgan discover were linked?

19. What is the effect of crossing-over on genes?

20. Do genes that are close together or far apart get crossed over more often?

21. What is a chromosome map?

22. What scientist made a chromosome map of Drosophila?

23. How is one amp unit determined?

24. What is germ cell mutation & what is its effect?

25. What are somatic mutations, give an example, & can they be passed on to offspring?

26. What are lethal mutations?

27. What are chromosome mutations?

28. Name & describe 4 types of chromosome mutations.

29. What are gene mutations?

30. What are point mutations?

31. What are substitutions & give an example of a disease caused by this type of gene change?

32. What are frame shift mutations?

Section 12-2 Human Genetics

33. What is a pedigree?

34. Write the symbol that would appear on a pedigree for each of the following:

a. Male carrier?

b. Male with trait?

c. Female carrier?

d. Female with trait?

35. Name several single allele traits (both dominant & recessive).

36. Name 3 sex-linked traits.

37. What are polygenic traits and name four.

38. What influences the expression of a sex-influenced trait?

39. Name & describe 2 types of nondisjunction.

40. What causes Down syndrome?

41. When would genetic screening be useful?

42. What is amniocentesis?

43. What disease is genetically screened fro immediately after birth in the U.S.?

Codon Bingo

 

Codon Bingo

Introduction:

DNA is simply a storage form of information, like a recipe book.  In order to make useful proteins from this recipe, we must first transcribe the selected recipe from the DNA into messenger RNA (m-RNA) which then leaves the nucleus & goes to the ribosomes where it is “read” to link amino acids (building blocks of proteins). The code is “read” three bases at a time called a codon. The triplet code allows for a total of 4x4x4 or 64 different codons (groups of three RNA bases) –far more than needed to code for 20 amino acids. It was discovered that each amino acid is coded for by more than one codon. Codon Bingo is a simple exercise to learn how to use a codon table to translate mRNA into its associated amino acids.

Materials:  Bingo cards, pencil, codon table, beans or pennies

Procedure:

1. Pass out blank bingo cards.

2. Students should fill out each of the blanks with an amino acid from the codon chart.

3. Teacher will call out 3 bases (A, T, G, C)

4. Students find the amino acid that is associated with the codon and mark the square (use bingo chips, pennies, beans, or other miscellaneous items)

 

 

BIOLOGY BINGO