Curriculum Map 144 - BIOLOGY JUNCTION

Annelids
Segmented Worms
All Materials © Cmassengale

Phylum Annelida
Characteristics

Includes duster worms, earthworms, & leeches
Abundant in all habitats
Have a true coelom fully lined with mesoderm
Body divided into external segments called metameres (metamerism)

Metameres correspond to internal segments
Have a one-way digestive system with a mouth & anus
Well developed brain & sensory organs
Fluid-filled coelom provides hydrostatic skeleton
Most have external bristles or setae that aid movement
Setae may be modified into flashy appendages called parapodia

PARAPODIA

Includes 3 classes based on number of setae & presence or absence of parapodia
Classes of segmented worms — Oligochaeta, Polychaeta, & Hirudenia

Class Oligochaeta
Characteristics

Have no parapodia & few setae
Includes earthworms

EARTHWORM

Bodies may have over 100 metameres
Internal partitions called septa
Distinct anterior & posterior ends
Cephalization (head with sense organs) shows specialization for burrowing
Have both circular & longitudinal muscles for movement
Have external, saddle-shaped structure called clitellum that forms a cocoon containing eggs & sperm
Prostomium or lip digs through soil as earthworm feeds on organic matter
Pharynx is a muscular organ behind the mouth to help suck in food
Food temporarily stored in crop, ground in gizzard, and digested & absorbed in intestine
Wastes called castings pass out through anus
Closed circulatory system with 5 pairs of aortic arches or hearts
Dorsal blood vessel carries blood posteriorly to cells & ventral blood vessel returns blood anteriorly

Secrete mucus to keep skin moist so oxygen will dissolve & diffuse into body
Long tubules called nephridia filter wastes from blood & excrete it through pores
Simple brain, no eyes, & dorsal and ventral nerve cords
Sensitive to light, touch, moisture, chemicals, temperature, & vibrations
Hermaphrodites exchange sperm & cross-fertilize
Sperm sacs store the worm’s own sperm & seminal receptacles store exchanged sperm

Class Hirudenia
Characteristics

No setae or parapodia
Includes leeches
Have anterior & posterior suckers for attachment

LEECH

Some suck blood from hosts, while others are scavengers or predators
Mouth’s of blood-sucking leeches with chitinous teeth & secrete anticoagulant
Found in freshwater
Flattened dorso-ventrally
Hermaphrodites that cross-fertilize

Class Polychaeta
Characteristics

Marine
Includes sandworms & clamworms
Have paddle-like parapodia to move
Take in oxygen through parapodia
Some are free-swimming predators with strong jaws to feed on small animals
Many live commensally with sponges, mollusks, & echinoderms
Well-developed head with antenna & specialized mouthparts

SANDWORM

BACK

Amylase on Starch Lab

Enzyme Amylase Action on Starch

INTRODUCTION:

In this experiment you will observe the action of the enzyme amylase on starch. Amylase changes starch into a simpler form: the sugar maltose, which is soluble in water. Amylase is present in our saliva, and begins to act on the starch in our food while still in the mouth.
Exposure to heat or extreme pH (acid or base) will denature proteins. Enzymes, including amylase, are proteins. If denatured, an enzyme can no longer act as a catalyst for the reaction.
Benedict’s solution is a test reagent that reacts positively with simple reducing sugars like maltose, but will not react with starch. A positive test is observed as the formation of a brownish-red cuprous oxide precipitate. A weaker positive test will be yellow to orange.

MATERIALS:

Cornstarch
Distilled water
Saliva
Vinegar
Benedict’s qualitative solution
3 graduated cylinders (10mL)
250-ml beaker
Stirring rod
3 test tubes (16 x 125mm)
Test tube rack
Wax pencil
Water Bath

PRE-LAB:

Add 1g of cornstarch to a beaker containing 100ml of cold distilled water. While stirring frequently, heat the mixture just until it begins to boil. Allow to cool.

PROCEDURE:

1. Fill the 250-mL beaker about 3/4 full of water and place on the hot plate for a boiling water bath. Keep the water JUST AT BOILING.

2. Mark 3 test tubes A, B and C. “Spit” between 1 and 2 mL of saliva into each test tube.

3. Into tube A, add 2 mL of vinegar. Into tubes B and C, add 2 mL of distilled water. Thump the tubes to mix.

4. Place tube B into the boiling water bath for 5 minutes. After the five minutes, remove from the bath, and place back into the test tube rack.

5. Add 5 mL of the starch solution to each tube and thump to mix. Allow the tubes to sit for 10 minutes, occasionally thumping the tubes to mix.

6. Add 5 mL of Benedict’s solution to each tube and thump to mix. Place the tubes in the hot water bath. The reaction takes several minutes to begin.

OBSERVATIONS:

Tube A: Starch + saliva treated with vinegar (acid)

What does this indicate?__________________________________________________

____________________________________________________________________

Tube B: Starch + saliva and water, treated in a boiling water bath

What does this indicate?__________________________________________________

____________________________________________________________________

Tube C: Starch + saliva

What does this indicate?__________________________________________________

____________________________________________________________________

QUESTIONS:

1. What is the function of an enzyme?

2. Where does a substrate attach to an enzyme?

3. If an enzyme is present in a reaction, less ________________ _________________ will be needed to get the reaction started.

4. What is a common suffix found at the end of most biological enzymes?

5. Most enzymes are macromolecules called ________________.

6. Define denaturation of proteins.

7. Name 3 things that can denature or unfold an enzyme.

8. In this lab, what weak acid denatured the protein?

9. What was the purpose of placing one test tube in a hot water bath?

10. What happens to enzymes in your body whenever you run fever?

Alien Invasion

Alien Invasion

Help! Aliens have landed on Earth from another planet. Before scientists can release the aliens, they want to identify and classify them. Use the dichotomous key on the next page to identify these creatures.

1.	2.	3.	4.	5.
6.	7.	8.	9.	10.
11.	12.	13.	14.	15.
16.	17.	18.	19.	20.

A Key to Alien Creatures:

1.	a. The creature has a large wide head…………………………………….go to 2
b. The creature has a small narrow head……………………………….go to 11
2.	a. It has 3 eyes ……………………………………………………………………………..go to 3
b. It has 2 eyes …………………………………………………………………………….go to 7
3.	a. There is a star in the middle of its chest………………………….go to 4
b. There is no star in the middle of its chest ………………………go to 6
4.	a. The creature has hair spikes ………………………………………..Broadus hairus
b. The creature has no hair spikes…………………………………………..go to 5
5.	a. The bottom of the creature is arch-shaped ……………Broadus archus
b. The bottom of the creature is M-shaped ……………….Broadus emmus
6.	a. The creature has an arch-shaped bottom ……………….Broadus plainus
b. The creature has an M-shaped bottom……………………Broadus tritops
7.	a. The creature has hairy spikes ……………………………………………go to 8
b. The creature has no spikes…………………………………………………go to 10
8.	a. There is a star in the middle of its body ………………..Broadus hairystarus
b. The is no star in the middle of its body ………………………..go to 9
9.	a. The creature has an arch shaped bottom ……………….Broadus hairyemmus
b. The creature has an M shaped bottom ……………………Broadus kiferus
10.	a. The body is symmetrical ………………………………………………Broadus walter
b. The body is not symmetrical……………………………………….Broadus anderson
11.	a. The creature has no antennae ……………………………………….go to 12
b. The creature has antennae …………………………………………….go to 14
12.	a. There are spikes on the face ………………………………….Narrowus wolfus
b. There are no spikes on the face ………………………………….go to 13
13.	a. The creature has no spike anywhere ……………………Narrowus blankus
b. There are spikes on the right leg ………………………..Narrowus starboardus
14.	a. The creature has 2 eyes…………………………………………………go to 15
b. The creature has 1 eye……………………………………………Narrowus cyclops
15.	a. The creature has a mouth……………………………………………..go to 16
b. The creature has no mouth…………………………………………..go to 17
16.	a. There are spikes on the left leg ………………………..Narrowus portus
b. There are no spikes at all ………………………………….Narrowus plainus
17.	a. The creature has spikes ………………………………………………go to 18
b. The creature has no spikes ……………………………..Narrowus georginia
18.	a. There are spikes on the head …………………………………..go to 19
b. There are spikes on the right leg……………………..Narrowus montanian
19.	a. There are spikes covering the face ……………….Narrowus beardus
b. There are spikes only on the outside edge of head ……Narrowus fuzzus

Return to Earth

Cell Respiration

Cell Respiration

Overview:
In this experiment, you will work with seeds that are living but dormant. A seed contains an embryo plant and a food supply surrounded by a seed coat. When the necessary conditions are met, germination occurs, and the rate of cellular respiration greatly increases. In this experiment you will measure oxygen consumption during germination. You will measure the change in gas volume in respirometers containing either germinating or non-germinating pea seeds. In addition, you will measure the rate of respiration of these peas at two different temperatures.

Objectives:
Before doing this laboratory you should understand:

how a respirometer works in terms of the gas laws; and
the general processes of metabolism in living organisms.

After doing this laboratory you should be able to:

calculate the rate of cell respiration from experimental data.
relate gas production to respiration rate; and
test the effect of temperature on the rate of cell respiration in ungerminated versus germinated seeds in a controlled experiment.

Introduction:
Cellular respiration is the release of energy from organic compounds by metabolic chemical oxidation in the mitochondria within each cell. Cellular respiration involves a series of enzyme-mediated reactions. The equation below shows the complete oxidation of glucose. Oxygen is required for this energy-releasing process to occur.

C6H12O6 + 6O2 —–> 6 CO2 + 6 H2O + 686 kilocalories of energy / mole of glucose oxidized

By studying the equation above, you will notice there are three ways cellular respiration could be measured. One could measure the:

1. Consumption of O2 ( How many moles of oxygen are consumed in cellular respiration?)

2. Production of CO2 ( How many moles of carbon dioxide are produced by cellular respiration?)

3. Release of energy during cellular respiration.

In this experiment, the relative volume of O2 consumed by germinating and non-germinating (dry) peas at two different temperatures will be measured.

Background Information:
A number of physical laws relating to gases are important to the understanding of how the apparatus that you will use in this exercise works. The laws are summarized in the general gas law that states:

PV = nRT

where

P is the pressure of the gas,

V is the volume of the gas,

n is the number of molecules of gas,

R is the gas constant ( its value is fixed), and

T is the temperature of the gas (in K0).

This law implies the following important concepts about gases:

1. If temperature and pressure are kept constant, then the volume of the gas is directly proportional to the number of molecules of gas.

2. If the temperature and volume remain constant, then the pressure of the gas changes in direct proportion to the number of molecules of gas present.

3. If the number of gas molecules and the temperature remain constant, then the pressure is inversely proportional to the volume.

4. If the temperature changes and the number of gas molecules is kept constant, then either pressure or volume ( or both ) will change in direct proportion to the temperature.

It is also important to remember that gases and fluids flow from regions of high pressure to regions of low pressure.

In this experiment, the CO2 produced during cellular respiration will be removed by potassium hydroxide (KOH) and will form solid potassium carbonate (K2CO3) according to the following reaction.

CO2 + 2 KOH —-> K2CO3 + H2O

Since the carbon dioxide is being removed, the change in the volume of gas in the respirometer will be directly related to the amount of oxygen consumed. In the experimental apparatus if water temperature and volume remain constant, the water will move toward the region of lower pressure. During respiration, oxygen will be consumed. Its volume will be reduced, because the carbon dioxide produced is being converted to a solid. The net result is a decrease in gas volume within the tube, and a related decrease in pressure in the tube. The vial with glass beads alone will permit detection of any changes in volume due to atmospheric pressure changes or temperature changes. The amount of oxygen consumed will be measured over a period of time. Six respirometers should be set up as follows:

Respirometer	Temperature	Contents
1	Room	Germinating seeds
2	Room	Dry Seeds and Beads
3	Room	Beads
4	100C	Germinating Seeds
5	100C	Dry Seeds and Beans
6	100C	Beads

Procedure:
1.Prepare a room-temperature bath (approx. 25 degrees Celsius) and a cold-water bath (approx. 10 degrees Celsius).

2.Find the volume of 25 germinating peas by filling a 100mL graduated cylinder 50mL and measuring the displaced water.

3.Fill the graduated cylinder with 50mL water again and drop 25 non-germinating peas and add enough glass beads to attain an equal volume to the germinating peas.

4.Using the same procedure as in the previous two steps, find out how many glass beads are required to attain the same volume as the 25 germinating peas.

5.Repeat steps 2-4. These will go into the 10-degree bath.

6.To assemble 6 respirometers, obtain 6 vials, each with an attached stopper and pipette. Number the vials. Place a small wad of absorbent cotton in the bottom of each vial and, using a dropper, saturate the cotton with 15% KOH (potassium hydroxide). It is important that the same amount of KOH be used for each respirometer.

7.Place a small wad of dry, nonabsorbent cotton on top of the saturated cotton.

8.Place the first set of germinating peas, dry peas & beads, and glass beads in the first three vials, respectively. Place the next set of germinating peas, dry peas & beads, and glass beads in vials 4, 4, and 6, respectively. Insert the stopper with the calibrated pipette. Seal the set-up with silicone or petroleum jelly. Place a weighted collar on each end of the vial. Several washers around the pipette make good weights.

9.Make a sling of masking tape attached to each side of the water baths. This will hold the ends of the pipettes out of the water during an equilibration period of 7 minutes. Vials 1, 2, and 3 should be in the room temperature bath, and the other three should be in the 10 degree bath.

10.After 7 min., put all six set-ups entirely into the water. A little water should enter the pipettes and then stop. If the water continues to enter the pipette, check for leaks in the respirometer.

11.Allow the respirometers to equilibrate for 3 more minutes and then record the initial position of the water in each pipette to the nearest 0.01mL (time 0). Check the temperature in both baths and record. Record the water level in the six pipettes every 5 minutes for 20 minutes.

Table 5.1: Measurement of O2 Consumption by Soaked and Dry Pea Seeds at Room Temperature (250C) and 100C Using Volumetric Methods.

Temp (oC)	Time (min)	Beads Alone		Germinating Peas		Dry Peas and Beans
		Reading at time X	Diff*	Reading at time X	Diff*	Corrected Diff. ^	Reading at time X	Diff*	Corrected diff ^
	Initial – 0
	0-5
	5- 10
	10 -15
	15-20
	Initial – 0
	0-5
	5- 10
	10 -15
	15-20

* difference = ( initial reading at time 0) – ( reading at time X )

^ corrected difference = ( initial pea seed reading at time 0 – pea seed reading at time X) – ( initial bead reading at time X).

Analysis of Results:
1. In this investigation, you are investigating both the effect of germination versus non-germination and warm temperature versus cold temperature on respiration rate. Identify the hypothesis being tested in this activity.

_______________________________________________________________________

2. This activity uses a number of controls. Identify at least three of the control, and describe the purpose of each control.

_______________________________________________________________________

3. Graph the results from the corrected difference column for the germinating peas and dry peas at both room temperature and 100C.

a. What is the independent variable? ____________________________________________________

b. What is the dependent variable? ______________________________________________________

Graph Title: _____________________________________________________________________

Graph 5.1

4. Describe and explain the relationship between the amount of oxygen consumed and time.

_______________________________________________________________________

5. From the slope of the four lines on the graph, determine the rate of oxygen consumption of germinating and dry peas during the experiments at room temperature and 100C. Recall that rate = delta Y/delta X.

Table 5.2

Condition	Show Calculations Here	Rate in ml.O2 / min
Germinating Peas/100C
Germinating peas /Room Temperature
Dry peas/100C
Dry Peas /Room Temperature

6. Why is it necessary to correct the readings from the peas with the readings from the beads?

_______________________________________________________________________

7. Explain the effect of germination ( versus non-germination) on peas seed respiration.

_______________________________________________________________________

8. What is the purpose of KOH in this experiment?

_______________________________________________________________________

9. Why did the vial have to be completely sealed around the stopper?

_______________________________________________________________________

10. If you used the same experimental design to compare the rates of respiration of a 25 g. reptile and a 25 g. mammal, at 100C, what results would you expect/ Explain your reasoning.

_______________________________________________________________________

11. If respiration in a small mammal were studied at both room temperature (210C) and 100C, what results would you predict? Explain your reasoning.

_______________________________________________________________________

12. Explain why water moved into the respirometer pipettes.

_______________________________________________________________________

________________________________________________________________________

AP LAB PAGE

Category: Curriculum Map

Animal Symmetry and Phyla

Annelid

Amylase on Starch Lab

Alien Invasion

A Key to Alien Creatures:

Return to Earth

Cell Respiration