Seed Germination & Detergents

 

Detergent & Seed Germination

Introduction:

Seeds come in different sizes, shapes, and colors. Some are edible and some are not. Some seeds germinate readily while others need specific conditions to be met before they will germinate. Within every seed lives a tiny plant or embryo.The outer covering of a seed is called the seed coat. Seed coasts help protect the embryo from injury and also from drying out. Seed coats can be quite thin and soft as in beans or very thick and hard as in locust or coconut seeds. Endosperm, which is a temporary food supply, is packed around the embryo in the form of special leaves called cotyledons or seed leaves. These generally are the first parts visible when the seed germinates. Plants are classified based upon the number of seed leaves (cotyledons) in the seed. Plants such as grasses and grass relatives can be monocots, containing one cotyledon. Dicots are plants that have two cotyledons.

 Seeds remain dormant or inactive until conditions are right for germination. All seeds need water, oxygen, and proper temperature in order to germinate. Some seeds require proper light also. Some germinate better in full light while other require darkness to germinate.When a seed is exposed to the proper conditions, water and oxygen are taken in through the seed coat. The embryo’s cells start to enlarge and the seed coat breaks open and root or radicle emerges first, followed by the shoot or plumule which contains the leaves and stem.

Many factors contribute to poor germination. Over-watering results in a lack of proper oxygen levels. Planting seeds to too deep results in the seed using up all of its stored energy before reaching the soil surface, and dry conditions result in the lack of sufficient moisture to start and sustain the germination process.

Objective:

The students will be able to describe how some environmental factors affect seed germination.

Materials:

Masking tape, Scissors, 3 ziplock bags, Marker, Forceps, Paper Towels, Metric Ruler, 3 colored pencils, 25 seeds, distilled water, 50 ml graduated, 1% detergent solution, 10% detergent solution, graph paper

Procedure:

  1. Label the 3 zip lock bags: Control, 1% Solution and, 10% Solution.
  2. Cut 6 square pieces of paper toweling to fit each bag.
  3. Place 2 squares in each bag.
  4. Distribute 6 seeds on each side of the paper towel between the plastic and towel.
  5. In the control bag add 25 ml of distilled water completely moistening the paper towel.
  6. In the 1% solution bag add 25 ml of 1% detergent solution making sure to completely moisten the towel.
  7. Do the same to the 10% solution bag by adding 25 ml of 10% detergent solution.
  8. Make sure all bags are sealed tightly.
  9. Place the bags in a dark warm place designated by the instructor.
  10. Write a hypothesis predicting the results of the experiment.
  11. Examine the bags daily for 5 days. Record any changes that might have occurred. If the roots is visible the seed is considered germinated.
  12. Record your date in the table below.
  13. Do not allow your towels to dry out. Moisten each bag with the appropriate solutions in equal amounts.
  14. Measure the root growth of each seed daily from the time it appeared.
  15. Graph the data from the table using the colored pencils to represent each of the zip lock bags.

Number of Seeds Germinated

 

Day Control 1% Detergent Solution 10% Detergent Solution
1
2
3
4
5

 

Average Growth of Germinating Seeds(mm)

Day Control 1% Detergent Solution 10% Detergent Solution
1
2
3
4
5

Graph Title: ________________________________________

Analysis:

1. How many of the seeds germinated after 5 days in distilled water? ________. In 1% solution? _______ in 10% solution? ________.

2. Was there a difference in the number of seeds germinated?

3. In which of the three bags did seeds germinate faster?

4. What was the purpose of the control?

5. Did the detergent strength have an effect on the seed’s germination? If so What was it?

6. Was your hypothesis correct? Why or why not?

7. If it was not, what will you do now?

 

Sample 6B DNA Lab AP

 

 

Lab 6B – DNA Fingerprinting

Introduction:
Restriction enzymes are endonucleases that actually cut the phosphodiester bonds on the sides of deoxyribonucleic acid. These endonucleases recognize specific DNA sequences in double-stranded DNA, which is usually a four to six base pair sequence of nucleotides. The endonucleases then digest the DNA at these sites. The resulting product is usually fragments of DNA of various lengths. Some restriction enzymes cut cleanly through the DNA double helix while some produce uneven or sticky ends. By using the same restriction enzyme to cut DNA from different organisms, the sticky ends produced will be complementary and the DNA from the two different sources can be recombined. In humans, no two individuals have the exact same restriction enzyme pattern in the DNA except for identical twins. In DNA, the antiparallel strands are difficult to deal with considering the restriction enzymes cut from opposite directions. This is the reason for the complementary ends. The restriction enzymes are named according to a system of nomenclature. The first letter represents the genus name of the organism. The next two letters come from the species name. If there is a fourth letter, it stands for the strain of the organism. Finally, if there are Roman numerals, it represents whether that particular enzyme was the first or second etc. isolated in that category.
In the electrophoresis chamber, there is placed an agar gel. This gel has wells in it for the samples of DNA to go into. The agarose gel is covered in a buffer so that the DNA is in a neutral pH solution. That way, the DNA moves in the direction its charge forces it. Since the phosphate groups on the skeleton of DNA are negatively charged, the whole molecule takes on the negative charge. So, when the DNA is placed inside the gel and the electricity turned on so that the poles are drawing the DNA toward the positive side, it will move through the gel and separate according to the size of the fragments.

 

Hypothesis:
By way of electrophoresis, the fragments of DNA of lambda can be separated by the traveling of the fragments through agar gel according to fragment size; DNA fingerprinting has occurred.

 

Materials:
The materials needed for this lab are the following: an electrophoresis chamber, an agarose gel, lambda DNA digested with endonucleases, tracking dye, micropipette and tips, running buffer, and an electrical supply.

 

Methods:
Prepare the agar gel for the electrophoresis by microwaving it for the suggested amount of time. When the gel has sufficiently hardened, place it in the chamber, pour the running buffer over the gel and add the DNA samples into the wells with a micropipette. Next, set the correct voltage and turn on the electricity. Allow this to run until the DNA is almost to the end of the gel, but do not let it run all the way out. Next, obtain the stain and a staining tray and let the gel set in the stain for a while. Next, put the gel into distilled water so that the stain can be taken out of the gel itself, leaving the DNA stained a royal blue. Look at and measure the gel over a light box, and put data into the data table.

 

Data:

 

Table 6.1

 

HindIII
Actual base pairing sequence Measured Distance (mm)
23,130 12
9,614 18
6,557 22
4,361 28
2,322 41
2,027 43
570(may not be detected)
125(may not be detected)

 

 

 

 

Table 6.2

 

EcoRI

Measured Distance (mm) Interpolated base pairs sequence Actual base pair sequence
Band 1 12 13,500 21,226
Band 2 14 11,000 5,148 or 5,973
Band 3 26 3,700 4,269
Band 4 28 3,150 3,530
Band 5 43 815 2,207
Band 6 47 580 1,904
Band 7 49 500 1,587
Band 8 58 220 1,375

 

 

 

Questions:
Discuss each of the following factors:

Voltage used. If a higher voltage had been used, the DNA would have moved faster through the agar gel, and slower if the voltage was low.

 

Running time. If allowed to run longer, the DNA would have eventually ended up into the running buffer, and lost to the experiment. If not allowed to run long enough, the bands could merge and be unclear for reading.

 

Amount of DNA. If more DNA had been used, the bands would have been darker because more of the fragments would have traveled the same distance in the gel. The bands would only have been more distinct and distinguishable.

 

Reversal of polarity. Had the polarity been reversed, the DNA would have been drawn the other way through the gel, and ended up in the running buffer.

 

Two small restriction fragments of nearly the same base-pair size appear as a single band, even when the sample is run to the very end of the gel. What could be dome to resolve the fragments? Why would it work? I would take the endonucleases needed to get the two fragment sizes and run an electrophoresis experiment just using those two sizes. It would probably work because these two fragments just by themselves can’t or shouldn’t stay together all the way to the end of the gel.

 

What is a plasmid? How are plasmids used in genetic engineering? Plasmids are small rings of DNA. They are used in genetic engineering because it is considerably easier to manipulate them into taking up preferred genes than it is to change the DNA sequence of the whole cell.

 

What are restriction enzymes? How do they work? What are recognition sites? These enzymes are endonucleases that cut the phosphodiether bonds of the DNA. They only cut at specific proteins, the recognition site.

 

What is the source of restriction enzymes? What is their function in nature? They occur naturally in prokaryotes and are used to cut up invading viral DNA that happens to get through the cell wall and plasma membrane of the bacteria.

 

Describe the function of electricity and the agarose gel in electrophoresis. The electricity is used to pull the DNA in a certain direction so that it will separate. The gel is helpful because it is like a freeze frame that allows the fingerprinting to be visualized. This could not be done in liquid or any solid.

 

If a restriction enzyme digest resulted in DNA fragments of the following sizes: 4000, 2500, 2000, and 400 base pairs, sketch the resulting separation by electrophoresis. Show starting point, positive and negative electrodes, and the resulting bonds.

 

 

What are the functions of the loading dye in electrophoresis? How can DNA be prepared for visualization? The dye allows the DNA to be more distinct so that accurate measurements can be made in determining the distance traveled and the amount of bands.

 

Use the graph prepared from the lab data to predict how far (in mm) a fragment of 8000 base pairs would migrate. A piece of DNA of that size would probably run about 17.5 millimeters.

 

How can a mutation that alters a recognition site be detected by gel electrophoresis? If you ran the normal and the mutant at the same time, you could see the change in the band that would be in a different place because it wouldn’t allow the DNA to be cut in that place.

 

Error Analysis:
There were not too many errors that could have occurred in this lab, but some of the few include the adding DNA to the agar gel. The person transferring had to have a steady hand and good eyes so that the gel wasn’t poked and the DNA made it into the chamber without problems. The wrong DNA samples were added to the wells, but the right ones were identified and later labeled correctly, out of order.

 

Conclusion:
In conclusion, DNA fingerprinting, or electrophoresis is used to determine the size of the fragments that are cut by restriction enzymes. Restriction enzymes only cut at their specific protein recognition sites. This is useful because no two restriction enzymes code for exactly the same recognition site, allowing for a “fingerprint” like uniqueness that is only possible with one’s DNA. From the data collected in the electrophoresis experiment, other sizes of parts can be hypothesized by following the size of the base pair to the line of best fit drawn on the log sheet. This tells you about how many millimeters the base pair would probably go if allowed the same circumstances.

BACK

 

Seed Plants Bi

For the Angiosperms the two variation of this basic design are seen in the two Classes (Monocots versus Dicots) (see fig. 23-2).

 





MONOCOTS
DICOTS
Flower structure arranged in group of three arranged in groups of four or five
Leaves narrow with parallel veins wider with branching netlike veins
Vascular tissue scattered vascular bundles Ring of vascular bundles
Roots Many smaller roots One main taproot
Seed One cotyledon Two cotyledons

Science Club Bylaws

Stuttgart High School
Science Club Bylaws

 

Article 1
Membership

 

Section 1: Membership shall be open to students at Stuttgart High School. Said students must be enrolled in a high school science course or have completed at least one science course in high school. Students must also pay yearly club membership fees. Membership is also open to all science faculty members at Stuttgart High School.

 

Section 2: Privileges of membership shall include participation in all Stuttgart High School Science Club meetings and events.

 

Section 3: Termination of membership may occur if a member moves from the district, fails to pay annual membership fees, or graduates from high school.

 

Article 2
Officers & Their Duties

Section 1: Science Club officers will consist of the president, vice-president, secretary, treasurer, and reporter.

 

Section 2: Selection of the club officers will be by a majority vote of the club’s membership. Officers must meet the following criteria:

Current membership dues paid

Submission of ideas for activities and projects for the current
year

 

Section 3: Duties of officers will be president and vice-president setting  agendas and presiding over meetings, secretary recording minutes of all meetings, treasurer reporting on club finances, and reporter writing articles for the newspaper and taking pictures for the club’s website.

 

Article 3
Representatives & Their Duties

Section 1: Two representatives each from the Senior, Junior, Sophomore, and Freshman
classes will be elected by majority vote of the club membership.

Section 2: Representatives will meet with club officers to set the agenda for meetings and will
help supervise club activities.

Article 4
Order of Business

Section 1: The order of business at regular meetings of the Stuttgart High School Science Club shall be as follows:

Call meeting to order

Report of officers

Unfinished Business

New Business

Adjournment


BACK

Pzsol Moss Fern

Moss & Fern Puzzle Solution

Plants that lack tubes to carry food and water are called nonvascular plants. These plants are also known as bryophytes. Most bryophytes are terrestrial and live in moist environments. Water is required so that the sperm can swim to the egg during fertilization. Bryophytes do not produce seeds, but instead produce spores to reproduce. These plants exhibit alternation of generations in their life cycle. Because these plants lack vascular tissue, they are small in  height.

Moss is one example of a bryophyte that grows like a lush, green carpet. The dominant stage in the moss life cycle is the gametophyte. Root like rhizoids attach each gametophyte to the soil but do not absorb water. Both male and female gametophytes exist. The sporophyte generation is attached to the top of the gametophyte. Mosses are called pioneer plants because they often are the first plants to re-enter a barren area. Mosses also help prevent soil erosion. Sphagnum, or peat moss, is harvested and burned as fuel in some countries.

Liverworts and hornworts are nonvascular plants that also grow in moist, shady places. Liverworts have leaflike structures along a stem and lay close to the ground. Hornworts, like algae, have a single large chloroplast in each cell.

Ferns are simple, vascular plants that also lack seeds and reproduce by spores. Tree ferns are the largest ferns. Most ferns have an underground stem called a rhizomes. New leaves of ferns are tightly coiled and are called fiddleheads. Mature fern leaves are called fronds. Spores are produced on the underside of fern fronds.