Salamander Key

 

 

Dichotomous Key to Salamanders

 

Introduction:

A dichotomous key is constructed of a series of couplets, each consisting of two separate statements. For example: couplet 1. Seeds round soybeans
1. Seeds oblong 2 (this statement indicates that you go to couplet “2”)

couplet 2. Seeds white northern beans
2. Seeds black black beans

By reading the two statements of each couplet, you progress through the key from typically broad characteristics to narrower characteristics until only a single choice remains. As long as the correct statement of each couplet is chosen, and the unknown organism is included in the key, a confident identification is usually achieved. Many types of organisms can be identified using a dichotomous key. In this lab, you will identify salamanders.

Materials:

pictures of various salamanders, dichotomous key, metric ruler, pencil

Procedure:

  1. Use the dichotomous key provided to identify the salamanders in Figure 1.
  2. Write the pathway you took to get to the name of the salamander next to the drawing.
  3. Write the correct name for the salamander on the line below each picture.

Figure 1 – Types of salamanders

Key to the Salamanders:

 

1 Hind limbs absent Siren
Hind limbs present Go to 2
2 External gills present in adults Mud puppy
External gills absent in adults Go to 3
3 Large size (over 7 cm long) Go to 4
Small size (under 7 cm long) Go to 5
4 Body background black, large white spots irregular in shape and size completely covering body & tail Tiger salamander
Body background black, small, round, white spots in a row along each side fro eye to tip of tail Spotted Salamander
5 Body background black with white spots Go to 6
Body background light color with dark spots and or lines on body Go to 7
6 Small white spots on a black background in a row along each side from head to tip of tail Jefferson salamander
Small white spots on a scattered throughout a black background from head to tip of tail Slimy salamander
7 Large irregular black spots on a light background extending from head to tip of tail Marbled salamander
b No large irregular black spots on a light background Go to 8
8 a Round spots scattered along back and sides of body, tail flattened like a tadpole Newt
b Without round spots and tail not flattened like a tadpole Go to 9
9 a Two dark lines bordering a broad, light mid-dorsal stripe with a narrow median dark line extending from the head onto the tail Two-lined salamander
b Without two dark lines running the length of the body Go to 10
10 a A light stripe running the length of the body and bordered by dark pigment extending downward on the sides Red-backed salamander
b A light stripe extending the length of the body, a marked constriction at the base of the tail Four-toed salamander

 

Sample 6a Transformation Lab

 

 

Lab 6A – Bacterial Transformation & Ampicillin Resistance

 

 

Introduction:
Bacterial transformation occurs when a bacterial cell takes up foreign DNA and incorporates it into its own DNA. This transformation usually occurs within plasmids, which are small circular DNA molecules separate from its chromosome. There can be 10 to 200 copies of the same plasmid within a cell. These plasmids may replicate when the chromosome does, or they may replicate independently. Each plasmid contains from 1,000 to 200,000 base pairs. Certain plasmids, called R plasmids, carry the gene for resistance to antibiotics such as ampicillin, which is used in this lab.

Plasmids function in transformation in two different ways. They can transfer genes that occur naturally within them, or they can act as vectors for introducing foreign DNA. Restriction enzymes can be used to cut foreign DNA and insert it into the plasmid vectors. The bacteria used in this lab were Escherichia coli (E. coli). It was ideal for this transformation study because it can be easily grown in Luria broth or on agar, and it has a relatively small genome of about five million base pairs.

Transformation is not the only method of DNA transfer within bacteria. Conjugation is a DNA transfer that occurs between two bacterial cells. A bridge is formed between the two cells and genetic information is traded. In transduction, a virus is used to transfer foreign DNA into a bacterial cell.

Hypothesis:
The transformed E. coli with the ampicillin resistance gene will be able to grow in the ampicillin plates, but the non-transformed E. coli will not.

Materials:
The materials needed for this lab were 2 sterile test tubes, 500 μL of ice cold 0.05M CaCl2, E. coli bacteria cultures, a sterile inoculating loop, a sterile micropipette, 10 μL of pAMP solution, a timer, ice, a water bath, 500 μL of Luria broth, a spreading rod, 4 plates: 2 ampicillin+ and 2 ampicillin – , and an incubator.

 

Methods:
One sterile tube was labeled “+” and the other “-“. A sterile micropipette was used to transfer 250 μL of ice cold 0.05M CaCl2 to each tube. A large colony of E. coli was transferred with an inoculating loop to each tube. The suspension was then mixed by repeatedly drawing and emptying a sterile micropipette. 10μL of pAMP solution was added to the cell suspension in the tube marked “+” and mixed by tapping the tube. Both tubes were immediately put on ice for 15 minutes and then soaked in a 42° C water bath for 90 seconds. The tubes were then returned to ice for another 2 minutes.

After the heat shock, 250 μL of Luria broth were added to each tube. The tubes were mixed by tapping. Two plates of ampicillin + agar were labeled LB/AMP+ and LB/AMP-. The two plates of ampicillin- agar were labeled LB+ and LB-. 100 μL of the cell suspension in the “+” tube were placed on the LB+ and the LB/AMP+ plates. 100μL of the cell suspension in the “-” tube were added to the LB- and the LB/AMP- plates. These were spread with a spreading rod that was sterilized by passing it over a flame after each use. The plates were allowed to sit for several minutes and then incubated over night inverted at 37° C.

 

Results:

 

 

 

LB+

(Positive Control)

 

LB-

(Positive Control)

 

LB/AMP+ (Experimental)

 

LB/AMP- (Experimental)

 

Bacterial Growth

lawn lawn 3 colonies No growth

 

Questions:
1. Compare and contrast the number of colonies on each of the following pairs of plates. What does each pair of results tell you about the experiment?
LB+ and LB- Both of these plates had a lawn of bacteria. This proves that the bacteria are capable of growing on the agar and that there was nothing preventing growth beside the ampicillin.

LB/AMP- and LB/AMP+ The LB/AMP- had no growth, but the LB/AMP+ had small growth. This shows that the bacteria was transformed and developed a resistance to ampicillin.

LB/AMP+ and LB+ The LB/AMP+ had less growth than the LB+. This shows that the transformation was not completely effective and only transformed some of the most competent bacterial cells.

 

2.  Total mass of pAMP used = 0.05 μg

 

Total volume of cell suspension = 510 μL

 

Fraction of cell suspension spread on the plates = 0.196

 

Mass of pAMP in cell suspension = 0.0098

 

Number of colonies per μg of plasmid = 0.0294

3. What factors might influence the transformation efficiency? Explain the effect of each you mention.
Transformation efficiency could be affected by the size of the colony added to the solution. In a larger colony the efficiency would increase because there would be more receptive cells. Another factor would b the amount of pAMP added. The more pAMP added, the higher the efficiency. The amount of Luria broth added could also affect efficiency. If the amount of Luria broth was increased, the efficiency would decrease.

 

Error Analysis:
This lab had several steps, each giving the potential for error. All of the measurements had to be precise and accurate, and the heat shock timing was also a very complicated procedure. Error in this lab could have been caused by the concentration of the CaCl2 due to the fact that most of it was frozen.

 

Discussion and Conclusion:
The bacteria treated with the pAMP solution developed a resistance to ampicillin and were able to grow on the ampicillin+ plate. Those that were not treated with the pAMP were not able to grow on this medium. The plates with no ampicillin served as a control to show how the bacteria would look in normal conditions. Transformation is never fully effective, Only cells that are competent enough are able to take up the foreign DNA. Therefore, the ampicillin + plates showed less growth than the control plate.

BACK

 

Safety Guidelines

Safety Guidelines
All Materials © Cmassengale

 

  1. Safety goggles/glasses & aprons must be worn at all times in the laboratory.
  2. Tie back long hair & secure lose clothing.  
  3. No horseplay is allowed in the lab.
  4. No food or drink is allowed in the laboratory.  
  5. Practice good “housekeeping” techniques.  Return items to proper places in good condition.  Avoid cluttering your work area.
  6. Never use chemicals from unlabeled containers.  Check each label before dispensing a chemical, & do not return a chemical to a bottle without the teacher’s permission.
  7. Unless told otherwise, treat all chemicals as poisonous or corrosive.  Wash hands immediately with plenty of water if chemical gets on them and always wash your hands before leaving lab.  
  8. No unauthorized lab work may be done, & a teacher must be present to do lab work.  
  9. Read & study each lab assignment before coming to lab.  Pay attention to safety notes in the lab manual and from the instructor.  Some common lab concerns:
    * Never pipette by mouth
    * Never use chipped or cracked glassware
    * Do not heat a closed system
    * Do not point heated containers at yourself or another person
    * Use a fume hood for noxious fumes
    * Place heated glass on wire gauze until cool
    * Do not use flammable material near open flame
    * Wear gloves when dispensing irritating chemicals
    * Dilute concentrated acids by adding acid to water
    * Turn off burners and water faucets when not in use & before leaving lab
    * Only heat glassware marked Kimex or Pyrex
    * Use glycerin and a twisting motion to insert glass tubing into stoppers
    * Use tongs, test tube holders, or heat-resistant gloves to handle hot glassware
    * Use pins to secure dissecting organisms to the dissecting tray before cutting with a scalpel
    * Wash hands before and after dissecting and keep hands away from your face
  10. Report all accidents immediately to the teacher.
  11. Know the location and proper use of all safety equipment in the lab.
  12. Know where all exits are from the lab.

 

PRINT SAFETY RULES & LAB CONTRACT HOME      PRINT SAFETY WORKSHEET

 

Scientific Equipment

 

Scientific Equipment

All Materials © Cmassengale

Click HERE for Notebook Copy

Compound Light Microscope (LM)-used to enlarge an image Graduated Cylinder – used to measure the volume of liquids
Microscope Slide – supports an item being examined under the microscope Image result for cover slip Cover slip – covers specimen on a slide
Beaker, Glass, Cup, Chemistry, Flask, Laboratory Beaker – holds liquids while they are being stirred or heated Test Tube Brush – used to clean test tubes
Image result for evaporating dish Evaporating Dish – used for heating solids Image result for pinch clamps Pinch Clamps – used to control the flow of liquids through tubing
Image result for funnel Funnel – assists in transferring liquids to containers with smaller openings Striker – used to ignite a burner
Test Tubes – holds liquids for observation or testing Safety goggles – protects the eyes from damaging substances
Pipet pump – dispenses known volumes of liquids Eyedropper – used to transfer small amounts of liquids
Image result for forceps Forceps – used to hold or lift specimens Magnifying glass – enlarges the image of an object
Related image Crucible – containers used for “strong” heating Test Tube Rack – holds test tubes during observation or testing
Wash Bottle – used for rinsing solids out of a container Pipet – used for exact measurements of liquids
Image result for spatula drawing Spatula – chemical spoons used to transfer solids from their original container to a scale for weighing Image result for wire gauze Wire Gauze – adds additional support for containers held on tripods or O-rings
Crucible Tongs – used for picking up crucibles & crucible covers only Mortar & Pestle – used to grind solids into powders
Florence Flask – used to store liquids Erlenmeyer Flask -used to store solutions
Dissecting Pan – holds specimen being dissected test tube holder Test Tube Holder – holds test tubes while heating
an electronic balance Electronic Balance – used for weighing substances a proper lab burner flame Bunsen Burner – heat source
Thermometer – used to measure temperature Stopper – used to cap flasks containing liquids
Scalpel – used for cutting specimens being dissected Tubing – hose used for connecting glassware
Image result for petri dish Petri Dish – plate used to culture microorganisms a triple-beam balance Triple Beam Balance – used for weighing substances
O-Ring – used with ring stands to support heated vessels Volumetric Flask – used to mix precise volumes of liquids
Related image Watch Glass – used on top of beakers when heating Desiccators – used to remove moisture from substances
PRINT EQUIPMENT SHEET FOR NOTEBOOK      BACK

Scientific Laws

 

Scientific Laws, Hypotheses, and Theories

 

 

Scientific Theory versus “Just a theory” Layman’s term:

In layman’s terms, if something is said to be “just a theory,” it usually means that it is a mere guess, or is unproved. It might even lack credibility. But in scientific terms, a theory implies that something has been proven and is generally accepted as being true.

Scientific Meanings:

SCIENTIFIC LAW: This is a statement of fact meant to describe, in concise terms, an action or set of actions. It is generally accepted to be true and universal, and can sometimes be expressed in terms of a single mathematical equation. Scientific laws are similar to mathematical postulates. They don’t really need any complex external proofs; they are accepted at face value based upon the fact that they have always been observed to be true. Specifically, scientific laws must be simple, true, universal, and absolute. They represent the cornerstone of scientific discovery, because if a law ever did not apply, then all science based upon that law would collapse.  Some scientific laws, or laws of nature, include the law of gravity, Newton’s laws of motion, the laws of thermodynamics, Boyle’s law of gases, the law of conservation of mass and energy, and Hook’s law of elasticity.

HYPOTHESIS: This is an educated guess based upon observation. It is a rational explanation of a single event or phenomenon based upon what is observed, but which has not been proved. Most hypotheses can be supported or refuted by experimentation.

THEORY: A theory is more like a scientific law than a hypothesis. A theory is an explanation of a set of related observations or events based upon proven hypotheses and verified multiple times by detached groups of researchers. One scientist cannot create a theory; he can only create a hypothesis. Theories may be expanded or modified with further scientific evidence.

Development of a Simple Theory by the Scientific Method:

  • Start with an observation that evokes a question: Broth spoils when I leave it out for a couple of days. Why?
  • Using logic and previous knowledge, state a possible answer, called a Hypothesis: Tiny organisms floating in the air must fall into the broth and start reproducing.
  • Perform an experiment or Test: After boiling some broth, I divide it into two containers, one covered and one not covered. I place them on the table for two days and see if one spoils. Only the uncovered broth spoiled.
  • Then publish your findings in a peer-reviewed journal. Publication: “Only broth that is exposed to the air after two days tended to spoil. The covered specimen did not.”
  • Other scientists read about your experiment and try to duplicate it. Verification: Every scientist who tries your experiment comes up with the same results. So they try other methods to make sure your experiment was measuring what it was supposed to. Again, they get the same results every time.
  • In time, and if experiments continue to support your hypothesis, it becomes a Theory: Microorganisms from the air cause broth to spoil.

BACK