Photosynthesis Lab

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Photosynthesis Lab.

Biology 1406

Photosynthesis Lab

 

Objectives:

· Observe oxygen produced by photosynthesis

· Determine pigments in plants that allow for photosynthesis

 

 

Terms:

· Chromatography

· Photosynthesis

· Autotroph

 

Materials Needed:

 

 

Exercise 1

· 4 large beakers or clear bowls/cups

· 4 small beakers or clear bowls/cups

· Light source (lamp or window)

· Fresh spinach (or other soft) leaves

· Baking soda

· Paper towel

 

 

 

Exercise 2

 

· 1 Tall beaker or glass

· Pencil or pen

· Coin (quarter, nickel, dime or penny)

· Paper towel

· Coffee filter

· Fresh spinach (or other soft, dark green) leaf

· Rubbing alcohol

· Tape (or something else to secure filter)

· Plastic wrap (not necessary but helpful)

 

 

 

Introduction

 

Photosynthesis is the process by which autotrophic organisms make their own food in the form of glucose using light energy from the sun and carbon dioxide. Autotrophic organisms include; plants, some bacteria and some protists (eukaryotic organisms such as algae). Photosynthesis takes 6 carbon dioxides, 6 water molecules and energy from sunlight to form a single glucose and 6 oxygen molecules (see figure 1).

Autotrophic organisms will then utilize the glucose produced for cellular respiration to get ATP from it. The only difference in cellular respiration in autotrophs versus heterotrophs (organisms who consume other plants and animals for energy) is where the glucose for cellular respiration comes from. Autotrophs get their glucose from photosynthesis while heterotrophs must eat another organism to obtain a glucose for cellular respiration.

 

Figure 1: Photosynthesis equation. Showing the reactions uses 6 carbon dioxides, 6 water molecules and energy from the sun to form glucose and 6 oxygen molecules.

(Image source: Professor Mello)

Exercise 1: Photosynthesis

 

First we will look at photosynthesis in plants. In this experiment you will compare the amount of photosyn- thesis produced by spinach leaves under varying conditions such as water with baking soda added. Baking soda when placed in water will release carbon dioxide molecules into the water.

Procedure 1—

1. Obtain 4 large beakers or clear bowls/cups. And 4 small beakers or clear cups/bowls. The key here is that you want the smaller beakers/bowls to fit inside the larger ones and you need enough room that you can turn the small beaker upside down while its inside the larger beaker. Meaning you want to be able to put the small beaker inside the larger facing up. Then turn the small beaker upside down without pulling it out of the larger beaker to do so.

2. In one of the large beakers fill it about 3/4 of the way full with regular water. You want the water lever in the large beaker to be taller than the smaller beaker.

3. Fill the remaining 3 beakers with the same amount of water that you filled the first.

4. Label one beaker control light, and one control dark, set them both aside. These two beakers will just have regular water in them.

5. To the next beaker add a tablespoon of baking soda and stir to dissolve.

6. Continue to add baking soda to the beaker one table spoon at a time, stirring in-between tablespoons, until the water becomes slightly cloudy.

7. Add the same number of tablespoons of baking soda to the remaining beaker.

8. Label one beaker light, and one dark.

9. Take one of the control beakers, place it on a paper towel, towel, or in a sink, to prevent a mess occurring for the next couple of steps as water may splash out.

10. Place a small beaker in one of the control beakers face up

11. Place 3 spinach leaves inside the submerged small beaker.

12. Carefully turn the smaller beaker upside down while keeping it submerged in water. You want to prevent any air from getting inside the small beaker

13. If your spinach leaves float out carefully stuff them back up underneath the small beaker without getting any air bubbles in the smaller beaker. If air bubbles occur turn the small beaker right side up, remove the air bubbles and try again. See figure 2 for an example of what the completed setup should look like.

14. Repeat this process for the remaining 3 beakers.

15. Place the control dark and dark beakers in a cabinet or under a cover to keep them in the dark.

16. Place the control light and light beakers in a window sill or by a bright light.

17. Observe the small beakers for bubbles once every 5 minutes for 20 minutes.

18. Rank the amount of bubbles on a scale of 0-5. 0 = no bubbles, 5 = lots of bubbles.

19. Record the results in the student handout portion of the lab.

 

 

 

Figure 2. Image A shows the setup using a measuring cup and a small bowl instead of beakers. Image B shows the setup using two beakers. Image c shows that there are no bubbles in the smaller beaker/bowl with initial setup. Image D shows what the bubbles will look like as they form over time.

(Image source: Professor Mello)

 

Exercise 2: Chromatography

 

Photosynthetic organisms capture the energy from sunlight utilizing pigments. Plant leaves tend to have multiple pigement types in them so they can absorb multiple wavelengths of light. These pigments are what give plant leaves their colors. Most plants have pigments that absorb all wavelengths except for green light. Green light is instead reflected back or transmitted which is why most plants appear green. All things that we see as color reflect back the wavelength of light you see and absorb or transmit (allow to pass through) all other colors.

So if a shirt is red its either absorbing or transmitting all wavelengths of light except red. The red wavelength is being reflected back and that is what your eyes see. Black and white colors are the exception to this. A black tshirt absorbs all wavelengths of light so black is actually the absence of color wavelengths being reflected into your eye. While a white shirt reflects all wavelengths of light, your brain process all wavelengths being reflected together as white. This is why black shirts can be much hotter than other color of shirts on a sunny day, the black shirt absorbs all of the light energy, a white shirt is generally the coolest color of shirt to wear on a hot day as it reflects of all the sun’s energy.

In this procedure we will separate the pigments in spinach leaves so you can see how many pigments the plant uses to perform photosynthesis.

 

 

Procedure:

 

1. Obtain a tall cup or beaker.

 

2. Obtain a coffee filter or piece of chromatography paper. Cut it into long rectangular strip that is an inch wide and long enough to reach from the top of your beaker to the bottom (see figure 3 for an example setup). Try to touch the strip you cut by the edges, oils on your hands can be absorbed by the paper and mess up the experiment.

3. Measure half an inch up from the bottom of the strip and place a spinach leaf on it.

 

4. Use a coin to rub the spinach leave over the line multiple times until the green from the leaf has been

rubbed into the paper, see figure 3 for an example.

 

5. Tape the top of the strip (part furtherest away from your green spinach line) to a pencil or pen and hang it inside the beaker (see figure 3 for an example of setup).

6. Carefully pour rubbing alcohol into the bottom of the beaker you want enough to get the bottom of the strip wet but not enough to cover the green spinach line.

7. Place a plastic wrap over the top of the beaker to help prevent evaporation.

 

8. Allow the experiment to run until the alcohol is about an inch from the top of the strip.

 

9. Remove the strip from the container and observe the different pigment lines.

 

10. Identify which pigments you see using figure 3 as a reference.

 

 

 

Figure 3. Image A shows the chromatography strip with a quarter and spinach leaf ready to be used. Image B shows the spinach

leaf about an inch up on the paper and the quarter is about to be used to rub the spinach. Image c shows the quarter rubbing a line along the spinach leaf to transfer pigment. Image D shows the green leaf pigment that has been transferred to the paper

successfully. Image E shows the complete final setup with the chromatography paper attached to a pen and hanging in a beaker.

Notice the bottom of the paper touches the bottom of the beaker.

(Image source: Professor Mello)

 

Name:

 

Biology 1406

Lab 1: Student Handout

 

Exercise 1 Photosynthesis

Rank the amount of bubbles on a scale of 0-5. 0 = no bubbles, 5 = lots of bubbles. Record your observations in the table below.

 

Treatment 0 min 5 min 10 min 15 min 20 min
Control Dark          
Dark          
Control light          
Light          

 

 

1. Which treatment(s) produced the most bubbles? Why?

 

 

 

 

 

2. Which treatment(s) produced the least bubbles? Why?

 

 

 

 

 

3. What was the purpose of the baking soda? Why was it necessary for photosynthesis?

 

Exercise 2 Chromatography

Draw your completed chromatography strip below and label the pigments. You may use colored pencils if available or draw it in black and white labeling the color of each line as well as the pigment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. Why do plants utilize multiple pigments for photosynthesis? What is the benefit or drawback of using multiple?

 

 

 

 

 

 

 

 

5. What color does each of the pigments you saw reflect back? What color(s) do they each absorb?

Photosynthesis Lab

 
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Medical Billing And Coding

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Medical Billing And Coding. A physician performed an aspiration via thoracentesis on a patient in observation status in the hospital. The patient has advanced lung cancer with malignant pleural effusion. Later the same day, due to continued accumulation of fluid, the patient was returned to the procedure room and the same physician performed a repeat thoracentesis.

 

Report diagnosis and procedure codes. Do not report observation codes.

 

Assign the correct codes and modifier for this encounter.

 

ICD-9-CM and CPT Code(s):__________________

 

ICD-10-CM Code(s):________________________

 

A 12-year-old boy presents with his father to the ER due to open wounds to his arm, hand, and upper leg. The injury occurred when the boy fell on a barbed-wire forearm, right hand, and left thigh. Procedure: Suture repair of the following: single-layer closure, 4.0cm, forearm, layered closure, 3.0cm, hand; 6.0 simple repair, thigh.

 

ICD-9-CM Reason for Visit Code(s):_____________________________________

ICD-9-CM and CPT code(s):________________________________________

ICD-10-CM Reason for Visit Code(s):_________________________________

ICD-10-CM Code(s):___________________________________

 

From the health record of a patient seen in the emergency room/observation area for an allergic reaction:

Discharge Summary

Date of Discharge: 01/08/XX

Chief Complaint: Allergic reaction to Bactrim, resulting in angioedema and mild respiratory distress.

Hospital Course: Fifty-six-year-old male admitted for angioedema after taking Bactrim for an ear infection. The patient had mild respiratory distress and marked swelling of his hands, face, and his oropharynx. The patient was given IV steroids in the Emergency Room and was admitted overnight for observation. The patient’s swelling rapidly improved and by the morning after his admission he was back to baseline. He had no complaints of shortness of breath and desired to go home.

Condition on Discharge: Good. Activity: As tolerated. Diet: As tolerated.

Medications: Home medications only including:

1. Celebrex 200 mg one b.i.d.

2. Isosorbide 30 mg once a day.

3. Atenolol 25 mg per day.

4. Lipitor 10 mg per day.

Follow-Up: Will be as needed with primary care physician if ear problem returns and/or respiratory distress.

Emergency Assessment

Chief Complaint: Swelling, itching, and change in voice.

Present Illness:  This is a 56-year-old white male with a history of allergic reaction to an antibiotic in the past, who presents today after taking his second dose of Bactrim this morning at home. He then had acute onset of swelling, redness, itching, and change in voice; also states that he was slightly short of breath but no wheezing. He denies any nausea, vomiting, fevers, chills.

Past Medical History: Coronary arter disease, MI 2 years ago, is currently take Celebrex, Isosorbide, Atenolol, Lipitor, and Bactrim that he just started on his morning.

Physical Examination:  Appears very red, swollen diffusely with erythematous rash, macular type rash. Blood pressure is 145/77, heart rate of 120, respiration rate 18 and 02; saturation is 96%. On room air. HEENT: He does have swollen eyelids, both upper and lower eyelids, with also some facial swelling and some uvular swelling as well as some lateral pharyngeal and uvualr swelling, which appears to be allergic in nature. His tongue appears also slightly swollen, does not have any neck swelling, also has an erythematous rash. Lungs: Clear to auscultation with no wheezing noted. Abdomen: Soft, nontender.

Ed Course: Received Benadryl 25 mg IV, Pepcid 20 mg IV, Solu-Medrol 125 mg IV. At this point, his voice was still changing, and decision was made to admit the patient to the hospital for observation and then to observe and given a second dose of Solu-Medrol and Benadryl. Consultation between patient’s private physician.

Select the correct codes for this observation patient.

a. 961.0, 786.09, 995.1, 693.0, E857, E849.0

b. 995.20, E931.0, E849.0

c. 995.1, 786.09, E931.0, E849.0

d. 995.1, 786.09, 693.0, E930.9, E849.0

 

ICD-10-CM Code(s):_____________________________

Medical Billing And Coding

 
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Examples of RNA processing

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Examples of RNA processing. Complete the following and submit the Word document by midnight Sunday. Remember to include complete citations for all sources used to answer each question.

1. Explain the four roles that DNA plays in cells? How are these roles influenced by DNA’s structure? Be sure you demonstrate your understanding of DNA’s structure in your answer.

2. Match the terms with the most suitable description.
_____ genetic code             a.  Examples of RNA processing
_____ promoter                   b. Sequence of three nucleotides that code for an amino acid.
_____ exon                          c. Location on DNA where RNA polymerase attaches.
_____ intron                        d. Sequence of three nucleotides that is complementary to a codon triplet.
_____ anticodon                  e. Portion of a gene that is excised from the RNA transcript.
_____ codon                        f.  Rules that convert a nucleotide sequence into a protein.
_____ cap and tail               g. Parts of a gene that are expressed.

3. Briefly explain the differences among messenger RNA, transfer RNA and ribosomal RNA in terms of the roles they play in transcription and translation and where they are found in the cell.

4. Using the genetic code table (Fig 10.11 on p 180), take the following DNA sequence and complete the following:
T A C C C C A T G T A A C A T A C C A C T

Complementary DNA strand _________________________________

mRNA strand _____________________________________________

Amino acid sequence _____________________________________________________

5. Part of the coding sequence of a gene produces an mRNA sequence of
A U G A A G G C U C C U C C A A G C G G C

DNA sequence _________________________________

Amino acid sequence _____________________________________________

6. Review pp 178-185 in your book and view the following animation. Then complete the following table. You may need to watch it the video more than once to catch the details.

Genome British Columbia. 2007. Gene Expression

QuestionTranscriptionTranslationWhat is it, in brief?[[[[[[[[[[[[Where does it occur in the cell?[[[[[[[[[[[[What is the product?[[[[[[[[[[[[Describe how the product is modified to reach its final form.[[[[[[[[[[[[

Examples of RNA processing

 
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Which Of The Following Statements Are True About Organizational Culture?

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Which Of The Following Statements Are True About Organizational Culture?. 21 Which of the following statements are true about organizational culture? Check all that apply

a. Employees may be unaware of the underlying assumptions that guide an organization’s culture.

b. Culture can create a competitive advantage for a company.

c. A company’s culture cannot be taught-managers must hire people that have the right culture.

d. The actions managers take can change a company’s culture.

2) Match the following examples to the element of culture (Hero. Symbol, Slogan, Ceremony, or Story) that they represent

a. Every Friday afternoon around 4:00pm, Nerf darts start flying around the office at Aplia, where both work and play are highly valued.

b.. At Virginia Tech, students and professors remember the courage of professor Liviu Librescu, who died protecting his students from a gunman in 2007.

c. At IBM, people talk about the meeting where people were told to turn off he projector and “just talk”. This de-emphasized the importance of slides in organizational communications.

Which Of The Following Statements Are True About Organizational Culture?

 
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