BIO 1130 Lecture 1: Marking Bio1130_2015

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3 Oct 2015

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The answer grids that you receive will also be posted for the students to see. You do not need to add any comments, correct answers or additional comments on the student"s exams. There will be two different exams for the midterms and once they are written they will be sorted into numeric order by student number in separate piles for each exam. Keep any exams you receive in this order to facilitate combining the two types in numeric order. You and one other marker will be responsible for marking all of one type of question in one of the exam patterns: definition, fill-in-the-blank, or short answer. Please only take a pile when you know you can mark the whole pile at once this way other markers will not be waiting for exams that are lingering on your desk. Only award points as indicated on the marking grid.

Related Questions

In order to understand how cells function, we often have to use analogies to everyday items or processes to explain the jobs of the various organelles. In this assignment, we're asking you to determine which everyday items that you can find around the house (from your kitchen/desk drawers, backpack, a recycling bin, food, etc.) to represent the organelles inside a cell, and to assemble those items into a 3-dimensional representation of a eukaryotic (plant or animal) cell. Think about how the items you're using can best represent the various parts of the cells and their functions. For example, what does the mitochondria do? What household item do you have that is analogous, or could represent that function?

Note that the items that you find may or may not visually resemble their cellular counterparts. It's fine if they don't - weâre looking for you to demonstrate to us that you know what the various organelles do, and that you can think creatively about what objects fill that role in your house or in your life. Therefore, your finished "model" may not look much (or at all) like the diagram of a cell from your textbook! However, if the spatial organization of organelles is important (e.g. if one type of organelle is always located next to another), we do expect to see that reflected in your model.

Your model will need to include:

A picture (or pictures) of your model. The picture(s) must contain your name written on a piece of paper next to your model. If you'd like, include a picture of yourself with your model. (A cell-fie!)

Proper identification of the cell (is it a plant or animal cell)?

For each organelle/structure:

Correct labeling/identification of the structure in your image/video

A description of the organelle's function, which should be in YOUR OWN WORDS, not copied from the book, lectures, or other sites.

A justification for why the object that you chose to represent each organelle is a good analogy for that organelle's function.

Attention to quality and creativity â which will weigh into the overall evaluation.

You can do this in a text document, a powerpoint presentation, or a short video in which you verbally explain your model (be sure to include your name in the video!). Note that you will NOT receive credit for a drawing of a cell or a collage or collection of images found online. Any images you submit must be completely original and made by you. Your name should be in any document and/or picture you submit. Submissions without names will receive reduced credit.

This is NOT intended to be a burdensome exercise, nor should you need to purchase any materials to complete this assignment - I would like for it to be a fun way for you to practice working with the different types of organelles and their structures and functions, and to think creatively about the materials you have on hand.

greenwallaby197

Lab Topic 1: The Process of Science

Introduction

1. Which of the following questions would you consider appropriate scientific questions that can be tested using the scientific method? For the statements that can be tested using the scientific method, explain how your experiment would be set up. Explain the different steps in the scientific method as they relate to this statement.

a. Does the pH of the soil affect the color of hydrangea flowers?

b. What properties of the soil influence the color of hydrangea flowers?

c. Do hydrangeas look more beautiful when grown in the right soil?

d. Was The Day After Tomorrow a better movie than Terminator?

e. Does grass require fertilizer in order to grow?

2. Read this hypothesis and answer the questions below:

Plants kept closer to windows grow larger than plants kept several feet away from windows.

a. Indicate the dependent variable:

b. Indicate the independent variable:

c. List 3 other variables that must be kept constant in this experiment (the control variables).

d. Write a prediction based on the above hypothesis.

Exercise 1.1

Take a Deep Breath

Students will need to take a picture of themselves or their group walking up and down on the step or doing other exercise. Include a note with your name and date on an index card in the picture. Insert picture here:

1. Identify the following in the experimental design. You will need to refer to the protocol to answer this question.

a. Independent variable:

b. Dependent variable:

c. Experimental dataset:

d. Control dataset:

e. Hypothesis:

2. Fill in the data for each individual in your group for the Breath experiment.

	Length of time breath can be held (seconds)
Individual Tested	Resting	After 1 minutes of exercise	After 5 minutes of exercise




Average (take the average for each column)

3. Look at the averages for all individuals in your group. Was the hypothesis you stated in the previous question supported by the âaverage dataâ? Explain your answer!!!

4. Now look at the data for each individual separately. Was there data for anyone in your group that did not support the hypothesis? If yes, explain whythis could be.

5. How many replicates did your group have?________________ Why is it good to have more than one replicate?

Exercise 1.2

Letâs Graph

In this exercise, you will be graphing the data that you collected in exercise 1.1.

1. In exercise 1.1, you identified the independent and dependent variables. Which one goes on the X axis of the graph and which goes on the Y axis?

2. Will you make a line or a bar graph of your data? Explain why you chose this type of graph.

3. You will need to use excel to generate a graph of your data. On this graph, you will need to label the title, independent variable, dependent variable and possibly the legend. You will need to select an appropriate scale so the data is spread out on the graph.

*Consult with your instructor to see how he/she would like for you to submit your graph. You might work on it in class and submit it through D2L or you might submit it at a different time. If you are taking the online version of the class, you will need to use Excel or word to make the graph.

Exercise 1.3

You will need to get the data under exercise 1.3 in the protocol sheet to complete these sections.

1. What is the dependent variable?

2. What is the independent variable?

3. Which, if any, of these individuals has diabetes? ___A or B ___?

4. What data do you have to support your hypothesis?

5. Construct a graph showing the time after eating each group had the greatest blood glucose levels.

Experiment 1: Paper Chromatography

I need all the data tables and questions filled out!

Chromatography is routinely used to separate components of a mixture. In this experiment, you will perform a paper chromatography procedure. The objective for this experiment is to determine the best solvent (ionic, polar covalent or non-polar covalent) for the dyes found in candy-coated chocolate pieces. The chromatography paper acts as the stationary phase for the procedure, and a variety of mobile phases (solvents) will be tested. Multiple tests with different eluting solvents must be run to determine the best eluting solvent to separate the food dyes. Some of the factors you will investigate include polarity and electrical charge (ionic characteristics).

Chromatography is based on two phases: the mobile phase and the stationary phase. The mobile phase is the phase which moves up the chromatography paper. This is also referred to as the eluting solvent, which the mixture of analytes is placed in.

The stationary phase is the material held in place for the chromatography procedure. Think of the mobile phase as a moving stream and the stationary phase as the stream bed. If you were to toss in a leaf, a stick, and a large rock, what would happen? Each different component would travel at different rates along the stationary phase, using the mobile phase as a vehicle. Many properties affect the affinity of a substance for the mobile or stationary phase, including polarity, solubility, particle size and electrical charge. Chemists can use their knowledge of these properties to separate a mixture effectively.

Materials

(3) 50 mL Beakers
1 Pipette
1 Stir Rod
10 mL Graduated Cylinder
100 mL Graduated Cylinder
(6) 5.5 x 9 cm. Pieces of Chromatography Paper
3 Capillary Tubes
600 mL Beaker
Ruler
*36 M&MsÂ® (12 Blue, 12 Green, and 12 Red)
30 mL of each of the following eluting solvents:
0.5% Sodium Chloride (Salt), NaCl solution

0.2% Sodium Chloride (Salt), NaCl solution
*Distilled Water (eluting solvent)
*70% Isopropyl Alcohol, C₃H₈O
*Create Your Own: Use your knowledge of eluting solvents to create two additional eluting solvents (30 mL each).
*Pencil
*20 mL 70% Isopropyl Alcohol, C₃H₈O

*Note: The individual candies have been repackaged by eScience Labs. Do not eat the candies.
*You must provide

Procedure:

1. Gather three 50 mL beakers, one for each color candy you will test.

2. Place two M&MsÂ® candies of one color into a beaker.

3. Repeat for each color of the candy you will test. You should have two green candies in one beaker, two red candies in a second beaker, and two blue candies in the third beaker.

Preparation of the Analyte

4. Use a pipette and the 10 mL graduated cylinder to add one mL of 70% isopropyl alcohol to each beaker.

5. Stir gently with a stir rod until the candy's white undercoating appears. Remove the candies. Be sure to rinse the stir rod every time you insert it into a new beaker.

6. Allow the solutions to sit and concentrate while stationary phase is prepared.

Preparation of Stationary Phase

7. Obtain a piece of chromatography paper that is approximately 5.5 cm wide and 9.0 cm long.

8. Using a pencil, mark the paper according to the sample provided in Figure 7 at the end of the procedure.

9. Using a capillary tube, place small spots of the analyte equally spaced along the marked line. Since there are three colors to be tested, there will be three spots on the line (use one capillary tube per color; save the tubes for the additional trials).

Note: Capillary tubes are extremely thin tubes. They are useful when working with very small amounts of a sample, and collect liquid samples through capillary action. To use the capillary tube, simply place the open end of the tube in the sample. The liquid molecules will be drawn into the tube and stick to the inner walls. Figure 6 provides a references for this process.

Figure 6: Capillary tubes use capillary action to pull up liquid.

10. Allow the spot to dry, and re-spot the analyte in the exact same area as done in Step 9. Repeat this process at least five times, or until the colored dots appear distinct on the paper.

11. Pour the deionized water (your eluting solvent) into the 600 mL beaker until it has reached a height of approximately 0.5 cm. This will take approximately 20 - 30 mL.

12. Place the paper (line-side down) into the 600 mL beaker with the eluting solvent for 3 - 5 minutes. Your initial line should be above the solvent. When complete, the original spots near the bottom of the paper should be dissolved (as the colors traveled up the solvent front).

13. Mark the edge of the solvent front (the edge of the mobile phase) and the location of the analytes with a pencil (see Figure 7 for reference). Record your data and any additional observations in Table 1.

Note: Some M&MsÂ® colors may have more than one spot. The distance travelled by each spot should be measured and recorded.

14. Repeat the procedure five more times, incorporating one of the remaining eluting solvents (0.5% NaCl, 0.2% NaCl, 70% isopropyl alcohol, and the two solvents that you create) each time.

Figure 7: Sample paper chromatography results.

Table 1: Experiment 1 Variables
Solvent	Distance Traveled by Mobile Phase (mm)	Distance Traveled by Each Analyte (mm)	Additional Observations
1. Distilled Water		Green: Blue: Red:
2. 0.5% NaCl Solution		Green: Blue: Red:
3. 0.2% NaCl Solution		Green: Blue: Red:
4. 70% Isopropyl Alcohol		Green: Blue: Red:
5. Student Creation:		Green: Blue: Red:
6. Student Creation		Green: Blue: Red:

Experiment 2: Slime Time

Although you may not realize it, the inks which are used in writing utensils are chemical solutions which include different molecules. Some inks are polar, while others are non-polar. A polar solvent will attract polar inks, while a non-polar solvent will attract non-polar inks. In this experiment, you will use inks to identify slime and silly putty as polar or non-polar. You will also use paper chromatography to verify the inks are correctly identified as polar or non-polar.

Materials

(1) 250 mL Beaker
5 mL 4% Borax Solution, Na₂B₄O₇.10H₂O
Dry Erase Marker
(1) 10 mL Graduated Cylinder
(1) 100 mL Graduated Cylinder
Filter Paper (Disk)
Filter Paper (Rectangular)
0.5 g Guar Gum
Highlighter
Permanent Marker

1 Popsicle Stick
Silly PuttyÂ®
Ruler
Stir Rod
Uni-ballÂ® Roller Pen
*Distilled or Tap Water
*Newspaper
*Notebook Paper
*Scissors

*You must provide

Procedure:

Part 1: Making Slime

1. Transfer the 0.5 g of guar gum into an empty 250 mL beaker.

2. Use the 100 mL graduated cylinder to measure and pour 50.0 mL of distilled water into the 250 mL beaker with the guar gum.

3. Use the stir rod to thoroughly mix the solution.

Note: It may take a few minutes to fully dissolve the guar gum in the water.

4. Use the 10 mL graduated cylinder to measure and pour four mL of the 4% borax solution into the 250 mL beaker with the guar gum solution.

5. Use the stir rod to stir the solution until it forms a slime. This will take a few minutes. If the solution remains too runny, add an additional one mL of the 4% borax solution. Continue to stir until the solution is the right consistency.

6. Once you are satisfied with the slime's consistency, use the popsicle stick to carefully transfer it from the beaker into your hands. Be sure not to drop any of it on to the floor!

7. Manipulate the slime in your hands. When you are done, write down observations about how slime pours, stretches, breaks, feels, etc. in the Data: Part 1 section at the end of the procedure.
Caution: Slime is slippery and if dropped it can make the work area slick.

8. Transfer the slime back into the beaker and wash your hands.

Part 2: Slime and Putty Ink Tests

1. On a piece of notebook paper make one, 20 - 25 mm long mark of each of the inks you are testing. Space the marks at least one inch apart. Use a pencil to label each mark with the name of the ink source.

a. Water soluble inks include those in highlighters and certain pens.

b. Water insoluble inks include those in a permanent pen/markers, newsprint, and a Dry Erase markers.

2. While the inks are drying, select a passage or a picture in the newspaper to test with the slime.

3. Break off a small piece that is 3 - 5 cm in diameter of slime. Gently place this piece on top of the newspaper print, then carefully pick it up again.

4. Observe and record in Table 2 whether or not the ink was picked up onto the slime.

5. Break off another small piece of slime. Once the inks from Step 1 have dried, gently place the slime on top of the first spot on the notebook paper, then carefully pick it up.

6. Repeat Step 5 for each of the inks. Observe and record which inks were picked up (dissolved) by the slime in Table 2.

7. Repeat Step 6 ink testing two more times for accuracy.

8. Before performing ink tests on Silly PuttyÂ®, in the Data: Part 2 section hypothesize which inks the silly putty will pick up.

9. Perform ink tests on Silly PuttyÂ® in the same manner as above. Record your results in Table 2.

Part 3: Chromatography of Ink Samples

1. Use a pencil or scissors to poke a small hole in the center of a piece of filter paper disk (see Figure 8).

Figure 8: Chromatography apparatus for Procedure Part 3.

2. Use a rule to spot the filter paper with the two soluble ink sources, and the two insoluble ink sources used in Part 2 (four total). Each spot should be approximately two cm from the center hole, and should be evenly positioned around the circumference of the hole.

3. Cut the rectangular piece of filter paper in half. Fold the paper in half (length-wise) several times to create a narrow wick.

4. Insert the wick into the hole of the filter paper disk so that it the top of the wick is approximately two cm from the disk.

5. Fill a 250 mL beaker ³/₄ full with water (between 100 and 150 mL of water).

6. Set the filter paper disk on top of the beaker so that the bottom of the wick is submerged in the water. The disk should extend passed the circumference of the beaker with the spotted side facing up.

7. Allow water to travel up the wick until it is approximately one cm from filter paper disk. Remove the filter paper set-up from the beaker.

8. Observe which inks moved from where they were originally spotted. Record your observations in the Data: Part 3 section at the end of the procedure.

Data

Part 1

â¢ Slime Observations:

Part 2

â¢ Hypothesis for Silly PuttyÂ® (Procedure Part 2, Step 7) :

Part 3

â¢ Observations of inks following chromatography:

Table 2: Results of Ink Testing for Silly PuttyÂ®
Name of Ink	Picked up (dissolved)	Did not pick up
Name of Ink	Test 1	Test 2	Test 3	Test 1	Test 2	Test 3
Newsprint
Highlighter
Uni-ballÂ® Roller Pen
SharpieÂ® Marker
Dry Erase Marker

Post-Lab Question

1. Did the slime pick up water soluble or water insoluble inks in Part 2? From these results, what can you conclude about the polarity of slime molecules?

2. Explain how you determined your hypothesis about whether or not Silly PuttyÂ® would pick up water soluble inks. What scientific information did you incorporate to formulate the hypothesis? Was your hypothesis correct?

3. Were the inks you used properly classified as soluble and insoluble? Explain your answer.

BIO 1130 Lecture 1: Marking Bio1130_2015

BIO 1130 Full Course Notes

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