Photosynthesis Dry Lab

Photosynthesis Dry Lab

In this “dry lab” you will be working backwards from what you would normally do in a lab situation. In this case, you will be given a set of observations that were made in a lab and you will be asked to reconstruct the procedure that could have generated this data. You will also be given a set of facts that you will use to explain this set of observations in the analysis and conclusions section of your lab write-up. As you create the procedure for this lab, please remember all the rules that you have been learning about good experimental design.

Your lab report begins below. Fill in the missing sections of the lab report using the observations and facts given. You may assume that you have access to as many test tubes, snails, Elodea plants, light sources, dark places, and as much pond water and BTB as you need.

Make your own copy of this Google Doc and edit the lab report that begins here:

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My (only) Most Awesomest Photosynthesis Lab Report

by Cynthia Justice

Purpose: Is photosynthesis possible in animals? With different chemicals? Is light necessary?

Background Facts:

• Carbon dioxide in water produces carbonic acid.
• Bromothymol Blue (BTB) is a blue-green liquid which changes to a yellow color in acid and back to blue-green when returned to a neutral pH.
• Carbon dioxide plus water yields sugar and oxygen when chlorophyll and sunlight are present.
• Animals respire.
• Green plants photosynthesize in the light and respire all the time.
• Sugar plus oxygen yields carbon dioxide plus water and energy.

Hypothesis:
If I mix bromothymol with other ingredients in different conditions, the mixture will change colors.
Materials:
4 beakers
bromothymol blue
2 aquarium fish
2 elodea
waterProcedure:
1.  Fill a beaker 3/4 full of water and mix with 40 drops of  bromothymol blue (BTB).  Leave in light for approx. 3 hrs.  Then leave in dark for 3 hours.  Observe!
2.  Fill a beaker 3/4 full of water and mix with 40 drops of BTB.  Put an aquarium fish in with the mixture.  Put in light for 3 hrs.  Put in dark for 3 hrs.  Make observations.
3.  Fill a beaker 3/4 full of water and mix with 40 drops of BTB.  Add an elodea to the mixture.  Leave in light for 3 hrs.  Then in dark for 3 hrs.  Make observations.
4.  Fill a beaker 3/4 full of water and mix with 40 drops of BTB.  Put both an aquarium fish and an elodea in the mixture.  Put in light for 3 hrs.  Put in dark for 3 hrs. Make those final observations!

Observations:

1. Water plus bromothymol blue is blue-green.
2. Water plus bromothymol blue plus an aquarium snail turns yellow.
3. Water plus bromothymol blue plus Elodea (an aquarium plant) is blue-green in light.
4. Water plus bromothymol blue plus a snail plus Elodea is blue-green in light and yellow when left in the dark for three hours.

Analysis and Conclusions:

1. Water plus bromothymol blue is blue-green because...

the water is a neutral pH

2. Water plus bromothymol blue plus an aquarium snail turns yellow because...

the animal respires and produces carbon acid

3. Water plus bromothymol blue plus Elodea (an aquarium plant) is blue-green in light because...

the pH levels of plants stay neutral in the light and photosynthesis process, so the water stays the same color

4. Water plus bromothymol blue plus a snail plus Elodea is blue-green in light and yellow when left in the dark for three hours...

the snail produces carbon dioxide, but there is no light, so the elodea can't go through photosynthesis and the carbon dioxide makes the water acidic, which creates the chemicals reaction and changes the water color in the dark.

Phenylketonuria Web Quest

PHENYLKETONURIA: A METABOLIC DISORDER

Metabolic disorders are genetic diseases that affect the body's ability to perform its normal chemical reactions. Many metabolic disorders result from enzyme defects. Recall that a metabolic pathway is a stepwise sequence of enzyme-mediated reactions. If one enzyme in a metabolic pathway is defective, that enzyme's substrate may accumulate and the pathway may not be completed. This may result in a buildup of harmful substances or a shortage of required molecules.

Activity

In this exercise, you will use the Web links below to gather information about the metabolic disorder phenylketonuria (PKU). Use what you learn to answer the questions at the bottom of the page.

Your Genes, Your Health: Phenylketonuria

http://www.ygyh.org

NSPKU Home Page

http://www.nspku.org

Texas Department of Health Genetic Disorders

http://www.dshs.state.tx.us/newborn

Phenylketonuria - The Genetics

http://willroberts.com/pku/

Questions

1. What enzyme is most commonly defective in people with phenylketonuria?
An enzyme called Phenylalanine Hydroxylase 
2. What reaction does this enzyme catalyze? (What is the substrate and what product is produced?)
PAH. Without this, a person could develop high levels of phenylalanine in the brain, which could poison neurons and cause mental retardation or epilepsy.
3. Describe the symptoms of phenylketonuria.
Smaller than normal head, mental retardation, epilepsy, musty odor, and lighter skin and hair4. What causes the symptoms of PKU, the lack of a substance or the buildup of one?
Phenylalanine reacts badly with PKU because the hindered enzyme is one of a metabolic nature.5. How common is phenylketonuria? How is it treated?

It's not very common at all. It's treated by a low-protein diet that is carried out throughout the patient's life.

Metabolism Intro Notes

Forms of Energy
    Law of thermodynamics
    Metabolic reactions
ATP
Metabolic Pathways
-energy of activation-enzymes
-photosynthesis
-cellular respiration


2 Types of energy:
Kinetic
-energy of motion
-mechanical

Potential
-Stored energy
-chemical


Laws of Thermodynamics
First law:
-law of conservation of energy
-energy cannot be created or destroyed
-energy CAN be changed from one form to another
Second Law:
-Law of Entropy
-when energy is changed from one form to another, there is a loss of usable energy
-waste energy goes to increase disorder

Metabolic Reactions and Energy Transformations
Metabolism:
-sum of cellular chemical reactions in cell
-reactants participate in reaction
-products form as result of reaction
Free energy s the amount of energy available to perform work
-Exergonic Reactions-Products have less free energy than reactants
-Endergonic reactions-Products have more free energy than reactants

ATP and Coupled Reactions
Adensonine Triphosphate (ATP)
-High energy compound used to drive metabolic reactions
-constantly being generated from adenosine diphosphate (ADP)
Composed of:
-adenine and ribose (together=adensosine)
-three phosphate groups
Coupled reactions
-energy released by an exergonic reaction captured in ATP
-that ATP used to drive an endergonic reaction

ATP= ADP + P + Energy



Work-Related Functions of ATP
Primarily to perform cellular work
-Chemical work-Energy needed to synthesize macromolecules
-Transport work-Energy needed to pump substances across plasma membrane
-Mechanical work-Energy needed to contract

Metabolic Pathways
-Products of an earlier reaction become reactants of a later reaction
-Such linked reactions form a metabolic pathway
   -Begins with a particular reactant
   -Proceeds through several intermediates
   -Terminates with a particular end product

Enzymes
-Protein molecules that function as catalysts
-the reactants of an enzymatically accelerated reaction are called substrates
-each enzyme accelerates a specific reaction
-each reaction in a metabolic pathway requires a unique and specific enzyme
-end product will not appear unless ALL enzymes present and functional

Enzymes: Energy of Activation
Reactants often "reluctant" to participate in reaction
-energy must be added to at least one reactant to initiate the reaction
-energy of activation
Enzyme Operation:
-Enzymes operate by lowering the energy of activation
-Accomplished by bringing the substances


Irreversible Inhibition
Materials that irreversibly inhibit an enzyme are known as poisons
Cyanides inhibit enzymes resulting in all ATP production
Penicillin inhibits an enzyme unique to certain bacteria
Heavy metals irreversible bind with many enzymes
Nerve gas irreversibly inhibits enzymes required by nervous system

Cells!

Cells are the structural and functional units of all living organisms. Some organisms are unicellular, and some are multicellular. We all have cells, but are all different, too.

There are prokaryotes (do not have nucleus) and eukaryotes (have nucleus).

Cells are crazy! There's all kinds of fun stuff included in them. This includes:

• Cytoplasm
• Ribosomes
• Walls
• Membranes
• Mitochondrion
• Golgi
• Nucleus
• Protein

Plant Cell...

     Animal Cell...

Microscopy

Your supplies:
2 Artifacts
1 Test Tube

Now let's do this!


The main objective in this project is to test the ability to use a microscope. Objectives will be tested.

Start off on lowest magnification possible, find the desired area, and magnify!

There is a part just below the microscope call the condenser. It has an iris under microscope. If no light is coming through, the iris must be twisted. So of course, this is a sign that there's a little bit of microscope anatomy we need to touch up on first!

There!

First, we tested hair! The outcome was very interesting. It looked like the following:

JUST KIDDING!

It REALLY looked like...

Next, we checked out some infected pork! That one was very interesting to see up close! It looked somewhat like the following...

Notice the three chunked spots. That, we concluded, is the infection. Pretty nasty, but neat, right??

Microscopes are awesome! Just with one little peek through, one's world can be completely magnified! Very nifty tool that everyone should have to experience in playing with!

"By the help of Microscopes, there is nothing so small, as to escape our inquiry; hence there is a new visible World discovered to the understanding."-Robert Hooke

Cystic Fibrosis Research

CYSTIC FIBROSIS - A DISORDER OF MEMBRANE TRANSPORT

A great variety of proteins have roles in moving molecules and ions across cell membranes. Passive transport proteins permit certain substances to diffuse down concentration gradients by moving through the protein's interior. Active transport proteins use ATP energy to pump substances across the membrane against their concentration gradients. To investigate the importance of transport proteins, we will consider the effects of cystic fibrosis, a genetic disorder in which there is a defect in a transport protein..
Activity

Part 1.

In this part of the activity you will visit the Cystic Fibrosis Foundation’s web site to learn about the causes and symptoms of cystic fibrosis.
Use your browser to go to http://www.cff.org/home/
Use the information provided in the “About cystic fibrosis” section to answer the following questions:


1. What are the signs and symptoms of cystic fibrosis?

very salty-tasting skin;

persistent coughing, at times with phlegm;

frequent lung infections;

wheezing or shortness of breath;

poor growth/weight gain in spite of a good appetite; and

frequent greasy, bulky stools or difficulty in bowel movements.

2. How common is this disorder?

About 1,000 new cases of cystic fibrosis are diagnosed each year.

More than 70% of patients are diagnosed by age two.

More than 45% of the CF patient population is age 18 or older.

The predicted median age of survival for a person with CF is in the late 30s.

3. How is cystic fibrosis diagnosed?
Most people are diagnosed as babies, or before the age of 2 through screening. A sweat test (the more commonly used test) or a genetic test with be performed to determine whether or not it is there.

4. How is cystic fibrosis inherited? Does everyone who has a mutant gene for the protein have cystic fibrosis?

One protein is different for that person. They have inherited two copies of the defective gene. One can have the CF gene, but that does not necessarily mean that they have CF.

Part 2.

In this part of the activity you will read an article to learn more about cystic fibrosis.
Use your browser to go to:
http://resources.schoolscience.co.uk/MRC/3/page3.html
Use the information in this article to answer the following questions:
1. Explain the normal function of the protein that is defective in cystic fibrosis.
This gene will typically show up in the epithelial cells that line the airways of the lungs. There are channels for those cells that allow ions to flow in. This brings the water to the surface and keeps mucus moist. The gene will prevent those from getting moist, leaving them all dried out. This makes it easier for those people to get infections. They need some extra care for that!

2. What happens to this protein in CF patients and what are the consequences for the health of these individuals?
Movement of chloride ions into the mucus are cut off. Sodium ions are allowed to then flow into the cell, allowing it for drying out more. Bad news! That person is then prone to infection.

Part 3.

In this part of the activity you will read about how cystic fibrosis is treated.
Use your browser to go to:
http://www.mayoclinic.com/health/cystic-fibrosis/DS00287
Use the information in the different sections of the article to answer the following questions:
1. Explain at least 3 treatments for the symptoms of cystic fibrosis.
Medications, chest therapy, organ function tests

2. Discuss at least 3 ways for parents to help their children who have cystic fibrosis.

Healthy eating, exercise, and drinking lots of fluid would be great ways to help support and keep their child healthy!

Diffusion and Osmosis Lab

     Diffusion and Osmosis are very similar and different. In this experiment, we will observe the strengths in their differences.
     As the lab analysis paper says, "molecules only move from regions of higher concentration to lower concentration during diffusion and osmosis. Cells often need to absorb molecules from regions in which concentration of the molecules may be lower than the concentration already inside the cell. The absorption of glucose from blood frequently occurs under these circumstances. Cells use the process of active transport to move substances through the cell membrane against a concentration gradient. Active transport involves proteins in the cell membrane and energy derived from ATP. Diffusion and osmosis do not require any added energy."
     A solution of glucose and starch will be placed inside a bag of dialysis tubing, and we will pour water into the beaker, outside the dialysis bag. We'll let it sit for about 30 minutes, and the solution inside the bialys is tubing and in the beaker were tested for glucose and starch. To test for glucose, we use indicator strips. To test for starch, we use Lugol's solution (iodine and potassium iodide) Starch appears to be a bluish-purple complex with iodine, and glucose does not.

	Initial Contents	Initial	Final	Initial	Final
Bag	15% Glucose $ 1% Starch	Clear	Clear and Black	+	+
Beaker	H2O + IKI	Yellow and Brown	Clear	+	+

1. How would you explain the results you obtained? Which substances are entering the bag and which are leaving the bag?

    I believe that the water from the outside of the bag started to seep into the bag. I believe this because a color change, or chemical reaction, took place. I know that such a thing wouldn't happen unless the solution was mixed with another.

2. What evidence could have been collected to show quantitatively that water diffused into the dialysis bag?

    The amount of water outside the bag, and inside the bag. These measurements could have been taken before and after the experiment.

3. What results would you expect if the experiment started with a glucose and IKI solution inside the bag and only starch and water outside?

    The results would be different because the IKI would have mixed differently with the glucose solution than the simple water and iodine mixture did.

Cell Membrane Notes

The plasma membrane is common to all cells
Separates:
  Internal living cytoplasmic from
  External environment of cell
Phospholipid bilayer:
  External surface lined with hydrophilic polar heads
  Cytoplasmic surface lined with hydrophilic polar heads
  Non polar, hydrophobic, fatty-acid tails sandwiched between

MEMBRANE MODELS
Fluid-Mosaic Model
Three components:
  Basic membrane referred to as phospholipid bilayer
  protein molecules
    float around like icebergs on a sea
    Membrane proteins may be peripheral or integral
      Peripheral proteins are found on the inner membrane surface
      Integral proteins are partially or wholly embedded (transmembrane) in the membrane
    Some have carbohydrate chains attached
  Cholesterol

How does it do its job?
How does it let stuff through?

It's like a perfume being sprayed. Once the particles get into the air, they spread out more. That's why people across the room can smell just one spray of perfume!

Diffusion: Movement from high concentration to low concentration

Osmosis: diffusion of water across a membrane

What CAN go across a cell membrane WILL go across!

When it is warmer, the molecules move faster. So when it's colder, they must move slower and it's tougher for them to move around.

Mono Di Poly Experiment

Monosaccharides build everything together and the most simple way to build them up is to join them together to create disaccharides. Then joining those together will give a polysaccharide.

1. We've got to figure out how tests work and what they tell.
     known solutions (mono, di, and poly)
   
MISSION:
Put mono, di, and poly through two tests (to see which ones have reactions)

TWO TESTS

TEST 1- Benedict's Solution (it's blue!)
     in separate test tubes (mono, di, and poly), add sugar solution and a squirt (not drops, but enough to get it visible in the pipettes) of blue benedicts. Heat for approx. 3-5 min. (will be removed from heater when a color change takes place)

(Pipettes in heater)

TEST 2- Iodine Tests (brown)
     in separate test tubes (mono, di, and poly), add sugar solution and a few drops of brown Iodine. Heat for approx. 3-5 min. (to be removed from heater once color change takes place)

BE ABLE TO TELL WHAT MONO, DI, AND POLY DO THROUGH EACH OF THESE TESTS
     When these solutions are put through these tests, a color change takes place! Some respond, and some don't.

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SUGAR	BENEDICTS	IODINE
Mono	+	-
Di	-	-
Poly	-	+

Christian knows that it is important to be safe and use an apron, as to protect himself and his clothes from harm's way!

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STARCH	BENEDICTS	IODINE
Mono	+	-
Di	-	+
Poly	-	-

Honey-Nut Scooter juice, anyone?

Carbohydrate Identification Lab Analysis Questions

Use your results from the carbohydrate identification lab and any notes or resources about carbohydrates to answer the following questions:

1. Name the three categories of carbohydrates studied in this investigation.

In this lab, we used sugar, starch, and fiber.

1. 2. What three chemical elements are present in all carbohydrates?

Carbon, Hydrogen, and Oxygen.

1. Give two examples each of the names of sugar molecules from our discussion or the textbook/online that are:
1. Monosaccharides-Glucose and fructose.
2. Disaccharides-Lactose and maltose.
3. Polysaccharides-Starch and glycogen.
2. How many times larger is the number of hydrogen atoms than oxygen atoms in:
1. water? The air is 11.1% water.
2. carbohydrates? Same amount
3. “Mono” means one, “di” means two, and “poly” means many. Why are these terms used in describing the three types of sugars? Those sugars are made up of one, two, or many different compounds that can be joined together.
4. How can you tell by using Benedict’s and iodine solutions if a sugar is a
1. Monosaccharide? Has a reaction.
2. Disaccharide? Has no reaction.
3. Polysaccharide? Color turns deep blue.
5. A certain sugar has no change in color when tested with Benedict’s solution.
1. Can you tell what type of saccharide it is? Yes!
6. A certain sugar has a color change in Benedict’s solution.
1. Can you tell what type of saccharide it is? Yes!
2. Explain. The different types of reactions (and labels) help me to understand the differences between the saccharides.
7. Give a examples of foods that contain
1. Monosaccharides- Fruit, vegetables, and honey
2. Disaccharides- Milk and yogurt
3. Polysaccharides- Corn, rice, and bread