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.