DNA and Genes Lab Activity

DNA and Genes Lab Activity. DNA and Genes Lab Activity

 

Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.

 

 

 

Use your textbook, notes and these websites to answer the pre lab questions. http://learn.genetics.utah.edu/units/basics/transcribe/ http://www.vcbio.science.ru.nl/en/virtuallessons/cellcycle/trans/

 

 

 

Pre Lab Questions:

 

1. What is the product of transcription?

 

 

 

2. What is the region of DNA called where transcription begins?

 

 

 

 

3. What is the product of translation?

 

 

 

 

4. In your own words define each of the following: Silent mutation

 

Missense mutation Nonsense mutation Frame shift mutation

 

 

 

5. Where in the cell does translation take place?

Click on the link below to access the online lab.

 

http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/DNA_And_Genes.html

 

Download and print the instructions for reference as you work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.

 

First read through the mutation guide. Once you close the guide you will see the buttons to begin the simulation. Note, you will be translating the mRNA strand into a protein.

As you work through each of the mutations fill in the charts below. You must complete 4 mutations for this lab activity. It’s good practice working with the codon table .

 

– Aris labs calls the codon table the ‘Genetic Code Chart’. Use the amino acid abbreviation for the protein sequence. For example the amino acid proline is abbreviated as pro.

 

You have to fill in all the letters AND the resulting amino acid sequence by dragging and dropping before you click the [check] button. Abrieviate STOP as either STP or END.

 

For each of the three mutations you will complete, fill in the table in this lab document with the original mRNA and amino acid sequence and the mRNA sequence and the resulting amino acid sequence RESULTING FROM the mutation as outlined in the mutation rule.

 

The various mutations represent missense, nonsense, silent and frame shift mutations. You must complete one of each. The lab will not necessarily present the mutations in this order. You must do the mutation and identify which type it is and make sure you do one of each.

 

 

 

6. Frame Shift Mutation example:

Provide the mutation rule you are following.

 

 

 

 

 

 

Original

A. Acids

                 
Original

mRNA

                 
Mutated

mRNA

                 
Mutated

A. Acids

                 

 

 

7. Missense Mutation example:

Provide the mutation rule you are following.

 

 

 

 

 

 

 

Original

A. Acids

                 
Original

mRNA

                 
Mutated

mRNA

                 
Mutated

A. Acids

                 

 

 

 

 

8. Nonsense Mutation example:

Provide the mutation rule you are following.

 

 

 

 

 

 

Original

A. Acids

                 
Original

mRNA

                 
Mutated

mRNA

                 
Mutated

A. Acids

                 

 

 

9. Silent Mutation example:

Provide the mutation rule you are following.

 

 

 

 

 

 

Original

A. Acids

                 
Original

mRNA

                 
Mutated

mRNA

                 
Mutated

A. Acids

                 

 

 

 

Post Lab Questions

 

10. From the mutations you have explored, which one is the least severe. Explain your answer.

 

 

 

 

 

 

 

 

 

 

 

11. From the mutations you have explored, which one is the most severe. Why?

 

 

 

 

 

 

 

 

 

 

12. Aside from silent mutations which have no effect on amino acid sequence, are all mutations bad? Explain your answer.

 

 

Lab 10 Classification of Organisms

 

Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.

 

The lab website has post lab questions – these are not necessary – you only have to complete the questions in this lab assignment document.

 

http://www.windows2universe.org/earth/Life/classification_intro.html http://www.ric.edu/faculty/ptiskus/six_kingdoms/index.htm http://anthro.palomar.edu/animal/default.htm

 

 

 

 

 

Pre Lab Questions

 

1. What are the three domains of life? Provide the domain name and basic characteristics for each.

 

 

 

 

 

 

 

 

 

 

 

2. List the 4 Kingdoms of the Eukaryotic Domain and their basic characteristics.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3. What is the difference between a heterotroph and an autotroph?

 

 

 

 

 

 

 

Use the link below to go to the lab site:

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E07/E07.html

 

In the upper right there is a box with five organisms. Drag each one individually to the magnifying glass to learn more about it. After reading about its characteristics drag it to the appropriate kingdom box in the middle of the screen. Do this for all the organisms in the box and click the check button. Click reset to work your way through the ten organisms in the table below.

 

4. Table 1

Organism Name Kingdom Key Feature(s) for Classification
 

Tapeworm

   
Plumose Anemone    
Euglena gracilis    
Wisk fern    
Archaeoglobus    
Sargosso weed    
Paramecium    
Methanosarcina

barkeri

   
Living stone    
Methanopyrus    

 

Kingdoms are further divided into phyla. Table 2 below lists parameters for 8 of the Animal Kingdom Phyla: Porifera, Cnidaria, Platyhelminths (flatworms), Nematodes (roundworms), Molusks, Annelids, Arthropods, and Chordates. Here’s some websites to visit for additional information:

 

http://waynesword.palomar.edu/trnov01.htm http://www.uic.edu/classes/bios/bios100/labs/animaldiversity.htm

Animal Kingdom

 

Animalia Phylum Symmetry Other Characteristics Examples
 

 

 

 

 

 

 

 

Sea Life

 

 

 

Porifera

 

 

 

None

– No nervous, digestive, or

circulatory systems

– Filter feeders

Sponges
   

 

 

Cnidaria

 

 

 

Radial

– True tissue differentiation

and nematocyts

Jellyfish, Coral,

Hydra

   

Mollusca

 

Bilateral

– True coelom

– Soft body; some secrete calcium based shell

Squid,

Cuttlefish, Octopus, Snail

 

 

 

 

 

 

 

 

 

 

Worms

 

 

 

Platyhelmi nth

 

 

 

Bilateral

– Unsegmented

– Nervous system and true organs

– Single opening to digestive tract

Flatworm,

Tapeworm

   

 

 

Nematode

 

 

 

Bilateral

– Unsegmented

– Nervous and digestive system

Roundworm
   

 

 

Annelid

 

 

 

Bilateral

– Segmentation

– Nervous, digestive, and circulatory systems

Earthworm,

Leech

 

 

 

Invertebrates

 

 

 

Arthropod

 

 

 

Bilateral

– Segmentation

– Exoskeleton

– Circulatory system

Spider, crab,

scorpion,

lobster, crayfish, shrimp, insects

 

 

 

Vertebrates

 

 

 

Chordate

 

 

 

Bilateral

– Endoskeleton

– Nervous, digestive, and circulatory systems

Mammal, Bird,

Reptile, Amphibian, Fish

 

 

 

 

 

 

 

Fill in the Table 3. Provide the definition in your own words and an example organism and phyla. You can choose example organisms from the lab you’ve completed, the phyla characteristics table above, or one you come up with on your own.

 

Table 3

 

Characteristic Definition Example Organism Phyla of Example

Organism

Endoskeleton      
Exoskeleton      
Radial

symmetry

     
Bilateral

symmetry

     
True Coelom      
Segmentation

(Body)

     

 

 

 

Hardy Weinberg Homework

The following websites have alternative ways of explaining the Hardy Weinberg Principles. http://nortonbooks.com/college/biology/animations/ch17p01.htm

http://www.k-state.edu/parasitology/biology198/hardwein.html

https:/ /www.youtube.com/watch ?v=xPkOAnK20kw http://integrativebiology.okstate.edu/zoo_lrc/biol1114/tutorials/Flash/life4e_15-6-OSU.swf

 

 

 

The Hardy Weinberg Principle states that allele frequencies do not change over time if 5 parameters are met. There can be no natural selection, no migration into or out from the population, no mutation, all mating must be random, and the population must be very large. In this lab you are going to use a small population to simulate the effect these parameters can have on allele frequencies.

 

First you must remember that each individual possesses two alleles of each trait. So an individual who is homozygous for color (B = Black, b = brown) BB has two copies of the B allele. A heterozygous individual has one B allele and one b allele. Finally a homozygous recessive brown individual has two copies of the b allele.

 

For example in a population of 100 flies you gathered the following information: 20

Homozygous Black, 40 Heterozygous Black, 40 Homozygous Brown. The allele numbers for this population are shown in the table below.

 

Genotype Number in

Population

Total # B

alleles

Total # b

alleles

BB 20 40 0
Bb 40 40 40
bb 40 0 80
totals 100 80 120

 

 

There is a difference between the actual alleles and an estimate of the alleles for a population. If you know the genotypes of all the individuals you can calculate the actual allele frequencies by dividing the total number of one allele and dividing it by the total number of all alleles for that population. In our example above the actual frequency of the B allele is calculated by dividing

80 (the total number of B alleles for the population) by 200 (the total of all the alleles of the population. 80/200 = 0.4. Therefore P = 0.4 You can then use the formula P + q = 1 to determine the frequency of q. 0.4 + q = 1 so q = 0.6.

1. In a population of 100 flies you gathered the following information: 15 Homozygous Black, 30 Heterozygous Black, 55 Homozygous Brown. Using this information fill in the chart below and answer the questions

 

Genotype Number in

Population

Total # B

alleles

Total # b

alleles

BB      
Bb      
bb      
totals      

 

 

 

 

2. What percentage of the population is phenotypically Black? Explain your answer.

 

 

 

 

 

 

 

3. Calculate the actual allele frequency of B. Provide a full explanation of your work .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. Explain the concept of non-random mating.

5. Does non random mating increase or decrease the genetic diversity of a population. Explain your answer.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6. List the Hardy Weinberg principles.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7. What happens to the allele frequencies of a population if all Hardy Weinberg principles are met?

 

 

 

 

 

 

 

 

8. Which genotype (homozygous dominant, heterozygous, homozygous recessive) is known just by their phenotype? Why?

 

 

 

Lab 11 Population Biology

 

Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.

 

The lab website has post lab questions – these are not necessary – you only have to complete the questions in this lab assignment document.

 

Use your textbook, notes and these websites to answer the pre lab questions. http://www.marietta.edu/~biol/biomes/ecology.htm http://marinebio.org/Oceans/Conservation/Moyle/ch7.asp

 

 

 

Pre Lab Questions

 

1. Define habitat.

 

 

 

 

2. Define niche.

 

 

 

 

 

 

3. Define carrying capacity.

 

 

 

 

 

 

4. How many species can occupy a niche? Why is this the limit?

 

 

 

 

 

 

 

Go to the following site: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/PopulationBiology.html Download and print the instructions so you can work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.

5. Explain the difference between interspecies and intraspecies competition. Provide an example of each: interspecies and intraspecies competition.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6. List the reasons a population reaches its carrying capacity.

 

 

 

 

 

 

 

7. Fill in the table below with your data from the experiment. Be aware the table is per mL!

 

Table I:

 

Day P. caudatum

alone, cells/mL

P. aurelia

alone, cells/mL

P. caudatum

mixed, cells/mL

P. aurelia

mixed, cells/mL

0        
2        
4        
6        
8        
10        
12        
14        
16        

 

 

8. Explain how do you determine when carrying capacity has been reached for a population?

 

 

 

 

 

 

 

 

9. Which organism reached their carrying capacity first?

 

 

 

 

 

 

 

 

 

 

10. How do the population numbers for these organisms compare when they are grown individually versus when they were grown together? Suggest an explanation for any differences.

 

 

 

 

 

 

 

 

 

 

 

 

11. Someone else repeated this experiment many, many times. They found in a few of the samples on Days 10-16 the number of P. caudatum individuals in the mixed culture began to gradually rise. Propose a hypothesis for this observation. You will not be able to look up this answer … you must think about this lab to formulate your answer.

DNA and Genes Lab Activity

 
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Biology Manuscript

Biology Manuscript.

Biology 1108L Laboratory Exercises: Variation in Natural Systems

 

Kennesaw State University Department of Ecology, Evolution, and Organismal Biology

 

LABORATORY Ecology: Variation within Ecological Communities

due to Secondary Succession

 

 

 

 

 

OVERVIEW OF LAB Observations: Forests within the same region often vary dramatically in species composition. This is easily observed within Cobb County, where the variable abundance of pines and hardwoods (deciduous trees) is readily visible in forest patches on campus or along the highway. One explanation for these differences comes from changes in species composition that occur over decades. In many ecosystems, species composition changes over time in fairly predictable ways. This process is known as ecological succession. For many forest patches in this region, the last major disturbance was agriculture. By the early 20th century, most of the land in the region was farmed with cotton as the major crop. Severe soil erosion and infestations of the cotton boll weevil made farming unprofitable, and much of the land has slowly returned to forest. Loblolly Pine seedlings are able to colonize bare mineral soil, grow tall very quickly, and grow well in full sun. However, seedlings cannot survive for long in the shade of other trees and are absent from the forest interior. By contrast, oaks and most other hardwood seedlings will only colonize areas where organic material has had time to accumulate under existing trees, and oak seedlings gain height more gradually over time while surviving for extended periods in the shade. These characteristics mean that Loblolly Pines should densely colonize abandoned agricultural land much faster than hardwoods, but the understory will soon become too shaded for future Loblolly Pine seedlings to establish. As soon as organic matter such as rotting pine needle littler begins to accumulate, shade tolerant hardwood seedlings can begin to move in and will gradually overgrow the Loblolly forest as shown in the diagram below.

1st year 2nd year year 3 to 18 year 19 to 30 year 31 to 70 year 71 to 100 100+ years (http://dukeforest.duke.edu/forest-environment/forest-succession/) Through secondary growth, tree trunks increase in diameter every year. Grown under similar conditions (soil nutrient, light, and water availability) a 100 year-old tree should have a significantly larger circumference than a 50 year-old tree. However, since hardwood seedlings can survive in the shade, there will always be a range of smaller trees regenerating under a hardwood forest regardless of the time since the last disturbance (see diagram below). While there should never be tree trunks as large as the 100 year-old trunks in the 50 year-old forest, some 50 year-old trees are expected be found within a 100 year-old forest. Therefore, the largest hardwood trees are often the best indicators of the age of a forest since the last major disturbance.

Deleted: ¶

Deleted: These characteristics mean that Loblolly Pines should colonize abandoned agricultural land much faster than hardwoods, but the understory will eventually become too shaded for future Loblolly seedlings to establish. As soon as organic matter (rotting pine needle litter) begins to accumulate, rot, and enrich the soil, shade-tolerant hardwood seedlings can begin to move in and will gradually overgrow the Loblolly forest as shown in the diagram below ¶

 

 

 

 

Trunk cross-sections from a Trunk cross-sections from a 50 year-old hardwood forest 100 year-old hardwood forest Remnants of an old fenceline run through the Kennesaw State Arboretum, separating the forest into roughly an upslope and a downslope portion. Your task will be to investigate whether there is evidence these forests differ significantly in time since the last disturbance by determining if they are at different stages of secondary succession. We have measured tree size and type within the two forest sections to allow you to test the following predictions that we expect to be true if the forests are of different ages:

The forests will differ in the size of the oldest hardwood trees.

The forests will differ in the proportion of mature hardwoods relative to pines. SAMPLING IN FOREST AREAS A AND B The class will be divided into several groups, and each group will sample plots in one of two different forest areas (upslope or downslope). Your instructor will show you the general areas within which plots (quadrats) will be established and sampled. Ropes have been divided into 10 meter units. To establish a 100 square meter plot, stretch a rope out on the ground in a square with the 10 m marks on the rope (either large knots or flagging tape) as the corners. Make sure your quadrats don’t overlap a path. Each group will collect data in five 100 m2 quadrats upslope or downslope as follows: – In order to estimate the relative “time since a major disturbance”, we will

measure the circumference of all pine and hardwood trees found in the quadrats.

– In order to determine how these two successional stages differ in species composition, we will count all pines and all hardwood trees in each plot.

– By looking at the composition of younger trees, we will make predictions as to what the forest composition will be in the future as succession continues to progress.

– Make note of any recently sprouted pine or hardwood seedlings and saplings growing in your plots. Summarize what you find in the research manuscript.

Deleted: ¶ ¶

Formatted: Underline

Deleted: older forest stand that has had more time to progress through succession since the last major disturbance will have a higher proportion of mature hardwoods relative to pinesforests will differ in the

 

 

 

There are lots of shrubs and other shorter plants in the plots, so it is important that we first define what constitutes a “tree” versus a shrub. When measuring all the trees in your plot, make sure they fit the following criteria:

1. Must have an obvious single trunk up to at least 10 ft off the ground 2. Must be at least about 25 cm circumference at chest height (~3 inches

across in diameter). Make all measurements at chest height, and be sure to make all circumference measurements in centimeters!!!!!!!!! Be sure at least one member of your group turns in the group’s data before the end of lab. Your instructor will compile the data and post it to D2L. DATA ANALYSIS You will be analyzing data collected independently in two different lab sections. The data will be provided as an excel spreadsheet in D2L. In order to determine whether there is a significant difference in the size of the oldest hardwood trees, you will be conducting a test with which you should be familiar from the Fish Lab earlier in the semester- the t-test. T-tests determine whether there is a significant difference between the mean of two different distributions. In this case, you will be comparing the mean circumference of the top 10 largest trees upslope vs. downslope. Next, you will do the same comparison with the top 25 largest trees upslope vs. downslope. Usually in statistics, a larger sample size is preferable. In this case, we are trying to capture the oldest trees in each forest patch. Why might a larger sample size be worse than a smaller sample size in this case? Making a column chart comparing the top 25 tree circumferences from each forest patch (see below) may help you visualize the reason why. As a control experiment, you will be comparing data from two different lab sections within the same forest type. The chances that students set up their quadrats in the same 10 x 10 m spots in two different sections is pretty minimal. However, when you compare upslope data from both sections, hypothetically you are comparing datasets from forest patches that should be the same age. Any difference you see should be due to random chance. Do you expect a high or low p-value if you compare upslope data from two different sections? To determine whether the forests differ in the proportion of mature hardwoods relative to pines, you will be employing a different test, the Fisher’s Exact Test. In this test, a two by two contingency table is constructed with two categories: upslope vs. downslope, and pines vs. hardwoods. The p-value in this test tells you the percent probability that you’d see the given distribution across the four categories in the table (upslope pines, upslope hardwoods, downslope pines, downslope hardwoods) by random chance. If the number of pines vs. hardwoods is contingent on whether you are upslope or downslope, there should be a low probability that the distribution is due to chance alone. In this case, more data might be better, so you will also test whether combining the data from both sections strengthens or weakens the hypothesis that the proportion of pines and hardwoods differs between the upslope and downslope forest patches.

Deleted: ¶ ¶

Page Break ¶

 

 

 

Ecology Research Manuscript: This assignment is to be done individually; the assignment will be checked against the turnitin.com database for plagiarism. If you are retaking this course, using your own manuscript from a previous semester is still plagiarism according to university rules. Do not read anyone else’s manuscript or let them read yours. Abridged Summary: Title: 2 pts Abstract: 3 pts- Brief summary of the experiment and conclusions Introduction: 8 pts- Should at least a couple paragraphs for this manuscript explaining the background for the experiment and the questions asked by the experiment. Materials and Methods: 5 pts- Reference the lab protocol, but also describe the methods of the experiment enough that someone could precisely replicate the experiment only by reading your manuscript. Results: 13 pts- Column chart showing the sizes of the 25 largest circumference hardwoods in the upslope and downslope plots; p-values of 4 t-tests and 3 Fisher’s exact test results with tables showing mean and standard deviation for the t-test data and contingency tables for the Fisher’s exact test data. Discussion: 14 pts- Interpretation of the t-test and Fisher’s exact test results and discussion of what the results mean relative to the questions posed in the introduction. Also discuss how the hypotheses could be further tested and how the experiments could be improved. Should be at least a couple good paragraphs. Literature Cited: 2 pts- Properly cite the lab protocol and the websites described below. Composition: 3 pts- Ability to clearly communicate scientific results in writing.

 

 

 

Detailed instructions on how to write the research manuscript Title: Your title should be twenty words or less and must be different than the Lab Exercise name. Your title should be an informative and straightforward reflection of the factual content of the manuscript. 2 points Abstract: Abstracts are a brief, one paragraph summary of the hypothesis, results, and conclusions of the manuscript. The abstract will be redundant with information elsewhere in your manuscript, but that’s OK. After reading the abstract, scientists can decide if they want to read the rest of the manuscript for more details. 3 points Introduction: The Introduction gives necessary background to the reader of the manuscript, states the general hypotheses to be addressed, makes a brief statement summarizing the experiment to indicate how the hypothesis will be tested, and formulates specific predictions of possible results. The Introduction should specifically state the question or questions to be addressed by your study or experiments. You may wish to introduce these questions with a beginning phrase such as “In this report” or “In this experiment.” Most of the background and introductory information is already laid out in the lab protocol, but include anything you think is relevant background information and cite the lab protocol and the Duke Forest website listed below under Literature Cited. Your introduction should be a couple paragraphs long (background paragraph and hypothesis/questions paragraph). 8 points Materials and Methods: Cite the lab protocol, but be sure to include a description of how the lab was conducted so that anyone reading the manuscript could easily replicate the protocol. Also briefly describe how the analyses were performed (t-test p-values were calculated in Microsoft Excel 2008 for Mac, etc.). 5 points Results: In this section, you should summarize the data from the experiments without discussing the implications of the results or attempting to explain why particular results occurred. The data should be organized into tables and graphs. These should be labeled (e.g. Table 1, Figure 1) with a descriptive title. A brief sentence or two (legend) describing each table or graph should accompany the data. For this lab, include the following in your results: 1. Tables showing the mean and standard deviation of the circumference of the 25 largest hardwoods in the upslope plots and the downslope plots for the 2012 data. 2. Make a column chart showing the circumferences of the 25 largest hardwoods (not just the means) for 2012 upslope and downslope data. To do this, highlight the data for the 25 largest hardwoods in both the upslope and downslope, then create the simplest type of column chart (first choice). Excel will automatically color the upslope and downslope data differently. Your chart should look something like this (but with 25 trees instead of 10):

 

Ci rc um

fe re nc e (c m )

10 Largest Trees Upslope

Downslope

 

 

 

3. Results from 4 t-tests: a. t-test comparison (p-values) of 2012 data for the 10 largest hardwoods from upslope vs. downslope. b. t-test comparison (p-values) of 2012 data for the 25 largest hardwoods from upslope vs. downslope. c. t-test comparison of the 10 largest upslope hardwoods from 2012 vs. 2019. d. t-test comparison of the 10 largest downslope hardwoods from 2012 vs. 2019. Be sure to use a 2-tailed test, type 2 (equal variance) for all t-tests. 4. Results from 3 Fisher’s Exact Tests: Perform Fisher’s Exact Test in order to determine whether the proportion of pines and hardwoods differs between upslope and downslope. To perform the test, you’ll need to go to one of the following websites (any of the three should give you the same 2-tailed p- value): http://www.graphpad.com/quickcalcs/contingency1.cfm http://vassarstats.net/tab2x2.html https://www.socscistatistics.com/tests/fisher/default2.aspx For this test, we are only going to be looking at the mature trees that reach to the forest canopy, so only count pines and hardwoods over 80 cm in circumference (approximately 10 inches in diameter). Simply enter the number of pines and hardwoods for upslope and downslope into the 4 squares (Upslope and Downslope can be ‘groups,’ # of each tree type can go in the ‘outcomes’) and run a two-tailed Fisher’s exact test for the following:

A. # of Pines >80 cm and #hardwoods >80 cm upslope vs. downslope for your section B. # of Pines >80 cm and #hardwoods >80 cm upslope vs. downslope: other section C. # of Pines >80 cm and #hardwoods >80 cm for both sections combined

13 points Discussion: Interpret your results and draw conclusions from them. Avoid using the words “believe” and “belief” in science writing, as these words can have unclear and varied meanings to different readers. Instead of writing “I believe the results demonstrate,” write “The results demonstrate.” Nothing can be “proven” beyond all doubt in science. The very nature of science is that new data could potentially come along that would require us to adjust our understanding of something we thought we had “figured out.ÊŒ As such, you should never set out to Ê»proveÊŒ or demonstrate the Ê»truthÊŒ about something. Instead, set out to Ê»test,ÊŒ Ê»document,ÊŒ or Ê»describe.ÊŒ Instead of saying “our data proves the hypothesis,” say “our data supports the hypothesis.” This section should have a brief restatement of your hypotheses and a discussion of how your actual results compare to your expected results. Did the results support your hypothesis? (discuss in terms of accepting/rejecting the null hypothesis) If your results were unexpected, you may wish to consider and address some of the following: Were the assumptions of the original hypothesis correct? Was the experimental design valid? While these issues should be considered, do not fall into the common trap of “looking for blame”. All experiments have some weaknesses in their design. However, for the purposes of this lab you should assume that your results are reasonable. Negative or inconclusive results can and will occur during this lab course. In such circumstances, you should suggest how further experimentation might clarify the areas of doubt in your data.

 

 

 

Focus on the following points for your discussion: ‱ Describe whether or not the data and statistical tests support your predictions. ‱ For any results that don’t support your predictions, give possible explanations as to why the results didn’t support your hypothesis; note any flaws in the lab procedure that may have influenced the results, but more importantly you should also mention possible biological reasons as to why the results might differ from what you predict. ‱Specifically address the following questions: Why did we use only the largest hardwoods for the t-tests rather than all the hardwoods? What do the number of small hardwoods vs. young pines (<60 cm) indicate? Why would you use only trees over 80 cm rather than all the pines and hardwoods for the Fisher’s exact test? Was the data similar between the two different lab sections? Does that give more confidence or less confidence in the results? The t-tests in part 3 c & d in the Results section above are specifically testing how well the data was replicated. Should there be a significant difference in measurements taken in the same forest area? Do you expect a high p-value or low p-value from those t-tests? 14 points Literature Cited: For this lab, you should cite the lab protocol (Kennesaw Biology 2021. Biology 1108 Laboratory Manual. “Ecology: Variation within Ecological Communities.” Kennesaw State University, GA.), the website you used to perform the Fisher’s Exact Test, and the following website: http://dukeforest.duke.edu/forest-environment/forest-succession/ . The Duke Forest website will give you a good general overview of old-field succession in the piedmont (Duke is in the piedmont of North Carolina, with the same soil type and very similar plant composition as Atlanta/Kennesaw), and you should even be able to predict how old the trees were in your plots. Here is how to properly cite the Duke website: Duke Forest at Duke University: Environment>>Forest Succession. 2021. Duke University. 3/29/2021. <: http://dukeforest.duke.edu/forest-environment/forest-succession/>. Here is how to cite the website for Fisher’s Exact Test: QuickCalcs: Analyze a 2×2 contingency table. 2021. GraphPad Software. 3/29/2021. <http://www.graphpad.com/quickcalcs/contingency1.cfm> In both cases, 3/29/2021 refers to the date you accessed the website. In general, it’s best to cite research published in peer-reviewed journals and not to cite web pages, but we’re making an exception here since most literature on piedmont forest ecological succession is pretty old and harder to access. 2 points

Biology Manuscript

 
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Anthropology Discussion 6

Anthropology Discussion 6. Sources

1. http://physanth.org/about/position-statements/biological-aspects-race/

2. https://www.psychologytoday.com/blog/busting-myths-about-human-nature/201305/how-not-be-racist

3. https://www.psychologytoday.com/blog/busting-myths-about-human-nature/201204/race-is-real-not-in-the-way-many-people-think

4. http://historynewsnetwork.org/article/1796

5. https://www.psychologytoday.com/blog/busting-myths-about-human-nature/201205/men-and-women-are-the-same-species

6. https://www.youtube.com/watch?v=N56CSDu_ZdU&feature=youtu.be

 

PROMPT 1

Race is not a biologically meaningful way of classifying human beings but Western racial classifications continue to have significant consequences for the lived experiences of human beings. Why is it inaccurate to think of race as biology? What is race?

 

PROMPT 2

Fuentes argues in “How not to be racist” that pretty much everyone is a little racist some of the time. Why does he argue this? What does he argue we can do to counter this?

 

PROMPT 3

PBS has a great website called RACE–The Power of an Illusion (Links to an external site.) (Links to an external site.)Links to an external site.. Take a look around the site and see what kind of stuff you learn. What is most interesting to you?

 

PROMPT 4

Forced sterilization of tens of thousands of women and men was carried out in the United States as government policy throughout much of the 20th century. Using the website, “Eugenics: Compulsory Sterilization in 50 American States” (Links to an external site.)Links to an external site., discuss the history of forced sterilization in the United States of America.

 

PROMPT 5

While human beings are one of the most genetically unified species on the planet, all humans share about 99.9% of our DNA, we do see that there can be interesting phenotypic variation between human populations. Since we know that “race” is not a meaningful way to understand that variation, what is the framework we do use to understand that variation? What explains why human populations vary in some phenotypic characteristics? What are some of the differences?

 

PROMPT 6

The film, The Human Family Tree, traces human migration over the last 60,000years or so by looking at the ancestry of residents of New York. What are some of the interesting things you learned watching this film?

 

PROMPT 7

In the first lecture, I asked you to consider what you think about when you hear the phrase “human nature”. How have your ideas about human nature changed over this course? What is human nature? Do you define it differently today than you did at the beginning of class?

What are you going to take with you from this course? What are the most significant things you have learned about understanding what it means to be human?

 

 

Anthropology Discussion 6

 
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UMUC Biology 102/103 Lab 4: Enzymes

UMUC Biology 102/103 Lab 4: Enzymes. Download a plgrism free answer from here

 

 

Your Full Name:

UMUC Biology 102/103

Lab 4: Enzymes

INSTRUCTIONS:

 

·         On your own and without assistance, complete this Lab 4 Answer Sheet electronically and submit it via the Assignments Folder by the date listed in the Course Schedule (under Syllabus).

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

·         Save your Lab 4 Answer Sheet in the following format:  LastName_Lab4 (e.g., Smith_Lab4).

·         You should submit your document as a Word (.doc or .docx) or Rich Text Format (.rtf) file for best compatibility.

Pre-Lab Questions

 

  1. How could you test to see if an enzyme was completely saturated during an experiment?

 

  1. List three conditions that would alter the activity of an enzyme. Be specific with your explanation.

 

  1. Take a look around your house and identify household products that work by means of an enzyme. Name the products, and indicate how you know they work with an enzyme.

 

 

Experiment 1: Enzymes in Food

This experiment tests for the presence of amylase in food by using Iodine-Potassium Iodide, IKI. IKI is a color indicator used to detect starch. This indicator turns dark purple or black in color when in the presence of starch. Therefore, if the IKI solution turns to a dark purple or black color during the experiment, one can determine that amylase is not present (because presence of amylase would break down the starch molecules, and the IKI would not change color).

concept_tab_2

Materials

(1) 2 oz. Bottle (Empty)
(1) 100 mL Graduated Cylinder
30 mL Iodine-Potassium Iodide, IKI
Permanent Marker
Ruler
2 Spray Lids
30 mL Starch (liquid)
*Cutting Board

 

*2 Food Products (e.g., ginger root, apple, potato, etc.)
*Kitchen Knife
*Paper Towel
*Saliva Sample
*Tap Water

*You Must Provide

 

Procedure:

  1. Remove the cap from the starch solution. Attach the spray lid to the starch solution.
  2. Rinse out the empty two ounce bottle with tap water. Use the 100 mL graduated cylinder to measure and pour 30 mL of IKI into the empty two ounce bottle. Attach the remaining spray lid to the bottle.
  3. Set up a positive control for this experiment by spraying a paper towel with the starch solution. Allow the starch to dry for approximately one hour (this time interval may vary by location).
  4. In the mean time, set up a negative control for this experiment. Use your knowledge of the scientific method and experimental controls to establish this component (hint: what should happen when IKI solution contacts something that does not contain starch?) Identify your negative control in Table 1.

Note: Be sure to space the positive and negative controls apart from each other to prevent cross-contamination.

  1. When the starch solution has dried, test your positive and negative controls. This step establishes a baseline color scale for you to evaluate the starch concentration of the food products you will test in Steps 7 – 11. Record your results in Table 1.
  2. Select two food items from your kitchen cabinet or refrigerator.
  3. Obtain a kitchen knife and a cutting board. Carefully cut your selected food items to create a fresh surface.
Figure 3: Sample set-up.
Figure 3: Sample set-up.
  1. Gently rub the fresh/exposed area of the food items on the dry, starch-sprayed paper towel back and forth 10 – 15 times. Label where each specimen was rubbed on the paper towel with a permanent marker (Figure 3).
  2. Wash your hands with soap and water.
  3. Take your finger and place it on your tongue to transfer some saliva to your finger. Then, rub your moistened finger saliva into the paper towel. Repeat this step until you are able to adequately moisten the paper towel.

    Note: You should always wash your hands before touching your tongue! Alternatively, if you do not wish to put your hands in your mouth, you may also provide a saliva sample by spitting in a separate bowl and rubbing the paper towel in the saliva. Be sure not to spit on the paper towel directly as you may unintentionally cross-contaminate your samples.

  4. Wait five minutes.
  5. Hold the IKI spray bottle 25 – 30 cm away from the paper towel, and mist with the IKI solution.
  6. The reaction will be complete after approximately 60 seconds. Observe where color develops, and consider what these results indicate. Record your results in Table 1.
Table 1: Substance vs. Starch Presence
Substance Resulting Color Presence of Starch?
Positive Control: Starch Dark Purple Yes
Negative Control : Cellulose Brownish red color  No
Food Product: Apple Dark Purple  yes
Food Product: Potato Dark Purple  yes
Saliva: Amylase Brownish red color  No

 

Post Negative Control -Lab Questions

1.      What were your controls for this experiment? What did they demonstrate? Why was saliva included in this experiment?

2.      What is the function of amylase? What does amylase do to starch?

3.      Which of the foods that you tested contained amylase? Which did not? What experimental evidence supports your claim?

 

4.      Saliva does not contain amylase until babies are two months old. How could this affect an infant’s digestive requirements?

 

5.      There is another digestive enzyme (other than salivary amylase) that is secreted by the salivary glands. Research to determine what this enzyme is called. What substrate does it act on? Where in the body does it become activated, and why?

 

6.      Digestive enzymes in the gut include proteases, which digest proteins. Why don’t these enzymes digest the stomach and small intestine, which are partially composed of protein?

 

Experiment 2: Effect of Temperature on Enzyme Activity

Yeast cells contain catalase, an enzyme which helps convert hydrogen peroxide to water

Figure 4: Catalase catalyzes the decomposition of hydrogen peroxide to water and oxygen.
Figure 4: Catalase catalyzes the decomposition of hydrogen peroxide to water and oxygen.

and oxygen. This enzyme is very significant as hydrogen peroxide can be toxic to cells if allowed to accumulate. The effect of catalase can be seen when yeast is combined with hydrogen peroxide (Catalase: 2 H2O2 → 2 H2O + O2).

In this lab you will examine the effects of temperature on enzyme (catalase) activity based on the amount of oxygen produced. Note, be sure to remain observant for effervescence when analyzing your results.

 

Materials

(2) 250 mL Beakers
3 Balloons
30 mL 3% Hydrogen Peroxide, H2O2
Measuring Spoon
Permanent Marker
Ruler
20 cm String

 

3 Test Tubes (Glass)
Test Tube Rack
Thermometer
Yeast Packet
*Hot Water Bath
*Stopwatch

*You Must Provide

 

Procedure

  1. Use a permanent marker to label test tubes 1, 2, and 3. Place them in the test tube rack.
  2. Fill each tube with 10 mL hydrogen peroxide. Then, keep one of the test tubes in the test tube rack, but transfer the two additional test tubes to two separate 250 mL beakers.
  3. Find one of the balloons, and the piece of string. Wrap the string around the uninflated balloon and measure the length of the string with the ruler. Record the measurement in Table 2.
  4. Create a hot water bath by performing the following steps:
    1. Determine if you will use a stovetop or microwave to heat the water. Use the 100 mL graduated cylinder to measure and pour approximately 200 mL of water into a small pot or microwave-safe bowl (you will have to measure this volume in two separate allocations).
    2. If using a stovetop, obtain a small pot and proceed to Step 4c. If using a microwave, obtain a microwave-safe bowl and proceed to Step 4e.
    3. If using a stove, place a small pot on the stove and turn the stove on to a medium heat setting.
    4. Carefully monitor the water in the pot until it comes to a soft boil (approximately 100 °C). Use the thermometer provided in your lab kit to verify the water temperature. Turn the stove off when the water begins to boil. Immediately proceed to Step 5.

      CAUTION: Be sure to turn the stove off after creating the hot water bath. Monitor the heating water at all times, and never handle a hot pan without appropriate pot holders.

    5. If using a microwave, place the microwave-safe bowl in the microwave and heat the water in 30 second increments until the temperature of the water is approximately 100 °C. Use the thermometer provided in your lab kit to verify the water temperature. Wait approximately one minute before proceeding to Step 5.
  5. Place Tube 1 in the refrigerator. Leave Tube 2 at room temperature, and place Tube 3 in the hot water bath.

Important Note: The water should be at approximately 85 °C when you place Tube 3 in it. Verify the temperature with the thermometer to ensure the water is not too hot! Temperatures which exceed approximately 85  °C may denature the hydrogen peroxide.

  1. Record the temperatures of each condition in Table 2. Be sure to provide the thermometer with sufficient time in between each environment to avoid obscuring the temperature readings.
  2. Let the tubes sit for 15 minutes.
  3. During the 15 minutes prepare the balloons with yeast by adding Œ tsp. of yeast each balloon. Make sure all the yeast gets settled to the bulb of the balloon and not caught in the neck. Be sure not spill yeast while handling the balloons.
  4. Carefully stretch the neck of the balloon to help ensure it does not rip when stretched over the opening of the test tube.
  5. Attach the neck of a balloon you prepared in step 8 to the top of Tube 2 (the room temperature test tube) making sure to not let the yeast spill into the test tube yet. Once the balloon is securely attached to the test tube lift the balloon and allow the yeast to enter the test tube. Tap the bulb of the balloon to ensure all the yeast falls into the tube.
  6. As quickly and carefully as possible remove the Tube 1 (cold) from the refrigerator and repeat steps 9 – 10 with Tube 1 using a balloon you prepared in step 8.
  7. As quickly and carefully as possible remove Tube 3 (hot) from the hot water bath and repeat steps 9 – 10 with Tube 3 using a balloon you prepared in step 8.
  8. Swirl each tube to mix, and wait 30 seconds.
  9. Wrap the string around the center of each balloon to measure the circumference. Measure the length of string with a ruler. Record your measurements in Table 2.
Table 2: Balloon Circumference vs. Temperature
Tube Temperature (°C) Balloon Circumference (Uninflated; cm) Balloon Circumference (Final; cm)
1 – (Cold)      
2 – (RT)    
3 – (Hot)    

 

 

Post-Lab Questions

1.      What reaction is being catalyzed in this experiment?

2.      What is the enzyme in this experiment? What is the substrate?

3.      What is the independent variable in this experiment? What is the dependent variable?

4.      How does the temperature affect enzyme function? Use evidence from your data to support your answer.

 

5.      Draw a graph of balloon diameter vs. temperature. What is the correlation?

6.      Is there a negative control in this experiment? If yes, identify the control. If no, suggest how you could revise the experiment to include a negative control.

 

7.      In general, how would an increase in substrate alter enzyme activity? Draw a graph to illustrate this relationship.

8.      Design an experiment to determine the optimal temperature for enzyme function, complete with controls. Where would you find the enzymes for this experiment? What substrate would you use?

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UMUC Biology 102/103 Lab 4: Enzymes

 
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