Essentials Lab Resource Guide 1 11

8/18/2019 Essentials Lab Resource Guide 1 11

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Laboratory Resource Guideto accompany

Essentials of Biology Laboratory Manual

Fourth EditionSylvia S. Mader

1 Scientific Method

Unit I The Cell2 Measuring with Metric

3 Microscopy4 Cell Structure and Function

5 n!y"es# $hotosynthesis

Unit II %enetics

& Cellular 'eproduction( Se)ual 'eproduction

* $atterns of Inheritance1+ ,-. /iology and Technology

11 %enetic CounselingUnit III 0olution and ,i0ersity of ife

12 0idences of 0olution13 Microiology14 $lant 0olution

15 $lant .nato"y and %rowth1# .ni"al 0olution

Unit I .ni"al Structure and Function

1& /asic Ma""alian .nato"y I1( Che"ical .spects of ,igestion1* nergy 'euire"ents and Ideal eight

2+ /asic Ma""alian .nato"y II21 -er0ous Syste" and Senses

Unit cology22 ffects of $ollution on cosyste"s

1



Laboratory

1

Scientific Method

(LM pages 1–8)

Fourth EditionThis la has een "uch i"pro0ed in a nu"er of ways6 In Section 1617 e)a"ples are

pro0ided for each step of the scientific "ethod and in Section 163 and 1647 students use plus

and "inus signs to hypothesi!e and then record a pillug8s reaction to test sustances6 Tale164 has an i"pro0ed design for collecting class data6

New/Revised Figure 161 $illugs on leaf New/Revised !a"#es 161 $illug Speed9 162 :ypotheses .out $illug8s 'esponse to$otential Foods9 163 $illug8s 'esponse to $otential Foods9 164 $illug8s 'esponse to$otential Foods; Class 'esults

M$!ER%$LS $N& 'RE'$R$!%NSInstructions are grouped y procedure6 So"e "aterials "ay e used in "ore than one

procedure6

Specia# Reuire*ents

Living *ateria# i0e pillugs7 Armadillidium vulgare, for all sections of la

Earthwor* a#ternative 'efer to the section titled <arthwor" .lternati0e= at the end of

this laoratory if you wish to use earthwor"s instead of pillugs6

Fresh *ateria# Sustances for instructor to feed pillugs and sustances for students totest pillug eha0ior are listed in Section 1646

1+ "serving a 'i##"ug (LM pages ,–-)

>>>>> pillugs7 Armadillidium vulgare, li0e ?Carolina 14@3+(2A

>>>>> pen7 white ?or correction fluid7 whiteA or taped tags >>>>> "agnifying lenses or stereo"icroscopes

>>>>> s"all glass or plastic dishes7 such as disposale $etri dishes >>>>> graduated cylinders or s"all eaBers for oser0ing pillug "o0e"ent >>>>> rulers7 "etric7 3+ c" plastic

>>>>> stopwatch

'i##"ugs If ordering7 asB for 5+ pillugs for a class of 2+ to 35 or "ore students6 rder pillugs so that they arri0e as close as possile to the date of use6 Follow care and feeding

instructions pro0ided with the pillug order andDor see the following6

2



.o##ecting pi##"ugs (LM pages 1 ,–0) $illugs liBe "oisture and a0oid sunlight6 They can

e found ne)t to ricB uildings along the grass line or ne)t to sidewalBs7 or under logs and planBs of wood6 They are attracted to wet grass co0ered with a cardoard o) or plastic tarp6ncourage students to collect their own pillugs and gi0e the" la participation points6

Collect pillugs in the spring7 su""er7 and fall as they are hard to find in the winter6 .ftercollecting7 pillugs can e easily "aintained in a terrariu" to Beep a fresh supply all year

long6 They feed pri"arily on decaying organic "atter9 they liBe "oisture and a0oid sunlight6They liBe carrots and cucu"ers6 Change the food daily to pre0ent "old growth6

'reparation for #a" ithdraw food 1E2 days prior to the e)peri"ent6 Use white correction

fluid or tape tas to nu"er the pillugs for identification6

1, 'erfor*ing the Eperi*ent and .o*ing to a .onc#usion (LM pages 2–0)

>>>>> pillugs7 Armadillidium vulgare, li0e ?Carolina 14@3+(2A

>>>>> s"all eaBers7 35@"" fil" cans7 watch glasses7 or s"all $etri dishes fordistriuting test sustances

>>>>> $etri dishes7 preferaly 15+ "" ?or else 1++ ""A for testing the pillugs

>>>>> s"all plastic ottle for sprit!ing >>>>> distilled water >>>>> cotton alls

Suggested test sustances; >>>>> flour

>>>>> cornstarch or rand flaBes >>>>> coffee crea"er >>>>> aBing soda

>>>>> fine sand ?controlA >>>>> "ilB

>>>>> orange uice or apple uice >>>>> Betchup

>>>>> applesauce >>>>> caronated e0erage

>>>>> water ?controlA

,o not use salt7 0inegar7 or honey7 as these sustances are har"ful to pillugs6

$lain water is used as a control for liuids6 Fine sand is used as a control for powders6

Eperi*enta# design (LM pages 2–0) These "ethods are reco""ended; For a drysustance7 "aBe a circle of the test sustance in a $etri dish and put the pillug in the center

of the circle6 For a liuid7 put a cotton all soaBed with the test sustance in the pillug8s path6 'inse pillugs etween testing procedures y sprit!ing with distilled water and then

placing the" on a paper towel to dry6

Suggestions The e)peri"ent goes well and clean up is easier if there is a li"ited nu"er oftest sustances and each student chooses only two dry and two liuid test sustances6

3



Sustances can e distriuted to se0eral stations in s"all eaBers7 35@"" fil" cans7 watchglasses7 or s"all $etri dishes6 Testing pillugs in 15+ "" $etri dishes worBs well6

E3ER.%SE 45ES!%NS11 5sing the Scientific Method (LM pages +–6)

7h does the scientific *ethod "egin with o"servations9 To study the natural world,

scientists have to observe natural phenomena.

7hat is the "enefit of for*u#ating a hpothesis9 The hypothesis tells what is to be tested

by experiment or further observations.

7h *ust a scientist :eep a co*p#ete record of an eperi*ent9 So others can repeat the

experiment and can check that the data are valid.

7hat is the purpose of the conc#usion9 The conclusion tells whether the hypothesis was

supported or not.

;ow is a scientific theor different fro* a conc#usion9 Each experiment has a conclusion.

A scientific theory is based on many conclusions from various experiments in related fields.

1+ "serving a 'i##"ug (LM pages ,–-)

Observation: Pillbug’s External Anatomy (LM page ,)

1

• ;ow can ou recogni<e the head end of a pi##"ug9 The head bears antennae and

eyes.

• ;ow *an seg*ents and pair of wa#:ing #egs are in the thora9 There are

segments and pairs of legs.

Observation: Pillbug’s Motion (LM page -)

1

a. &escri"e the action of the feet and an other *otion ou see The seven pairs of

legs move with the front pair leading, and each pair moves in succession thereafter.

b. $##ow a pi##"ug to craw# on our hand &escri"e how it fee#s !t tickles the skin as

it moves.

c. &oes a pi##"ug have the a"i#it to *ove direct# forward9 yesd. &o ou see evidence of *outhparts on the underside of the pi##"ug9 A pillbug has

four pairs of mouthparts.

+ $s ou watch the pi##"ug identif

a the anato*ica# parts that a##ow a pi##"ug to identif and ta:e in food antennae,

eyes, and mouthparts

b. "ehaviors that wi## a##ow a pi##"ug to acuire food For ea*p#e is the a"i#it of

a pi##"ug to *ove direct# forward a he#p in acuiring food Ep#ain "es, because

it is the most efficient way to reach food .

7hat other "ehaviors a##ow a pi##"ug to acuire food9 A pillbug has appropriate

mouth parts for taking in and eating food.

c a "ehavior that he#ps a pi##"ug avoid dangerous situations The pillbug rolls into a

ball when it is threatened.

4



!a"#e 11 'i##"ug Speed=

$illug Milli"eters ?""A Tra0eled Ti"e ?secA Speed ?""DsecA

1 # $% &.$'

2 #&& '% &.&%

3 '( $% &.#&

.0erage speed; &.&$ mm)sec

*Answers will vary. The answers provided here are examples.

16 For*u#ating ;potheses (LM page 2)

1>6 See Table #.& showing three possible student hypotheses regarding flour. Students uses

+%+ for no response, ++ for moves away from the substance, and +-+ for moving toward

the substance and eating it.

!a"#e 1+ ;potheses a"out 'i##"ug?s Response to 'otentia# Foods

Sustance :ypothesis .out$illugGs 'esponse to $otential Foods

'eason for :ypothesis

lour % lour is a bland substance.

lour lour is a dry substance.

lour - lour is a food substance.

1, 'erfor*ing the Eperi*ent and .o*ing to a .onc#usion (LM pages 2–0)

Experimental Procedure: Pillbug’s Response to Potential Foods (LM pages 2–0)

!a"#e 16 'i##"ug?s Response to 'otentia# Foods

Sustance $illugGs 'esponse :ypothesis supportedH

lour - /epends on hypotheses

0ornstarch -

0offee creamer -

1aking soda

ine sand %* 2ilk -

3range 4uice

5etchup

Applesauce -

0arbonated beverage -

6ater %*

*7illbugs may move toward these substances but do not eat them.

- &o our resu#ts support our hpotheses? depends on results

2 $re there an hpotheses that were not supported " the eperi*enta# resu#ts

(data)9 ;ow do such data give ou *ore insight into pi##"ug "ehavior9 Ep#ain Answer depends on student hypotheses.

5



!a"#e 1, 'i##"ug@s Response to 'otentia# FoodsA .#ass Resu#ts

Answers will vary depending on class data.

8 n the "asis of the c#ass data do ou need to revise our conc#usion for an

particu#ar pi##"ug response9 depends on class data

7h is this the "est *ethodo#og9 The more trials, the more likely the results are valid.

B &id the "i##"ugs respond as epected to the contro#s ie did not eat the* depends

on student results %f the did not respond as epected what can ou conc#ude a"outour eperi*enta# resu#ts9 The results may be invalid.

L$CR$!RD RE%E7 1 (LM page 8)1 7hat are the essentia# steps of the scientific *ethod9 making observations,

formulating a hypothesis, testing the hypothesis, coming to a conclusion

+ 7hat is a hpothesis9 tentative explanation of observed phenomena

6 %s it sufficient to do a sing#e eperi*ent to test a hpothesis9 8o, because reliability

increases the number of times the experiment is repeated and the results remain the same.

, 7hat do ou ca## a sa*p#e that goes through a## the steps of an eperi*ent and does

not contain the factor "eing tested9 control

- 7hat part of a pi##"ug is for protection and what does a pi##"ug do to protect itse#f9 exoskeleton. A pillbug rolls into a ball to protect itself.

2 State the tpe of data ou used to for*u#ate our hpotheses regarding pi##"ug

reactions toward various su"stances 3bservational data.

0 7h is it i*portant to use one su"stance at a ti*e when testing a pi##"ug?s reaction9

only then can you be certain of the pillbug9s reaction to that particular substance

%ndicate whether state*ents 8 >1 are hpotheses conc#usions or scientific theoriesA

8 !he data show that vaccines protect peop#e fro* disease conclusion

B $## #iving things are *ade of ce##s theory

1 !he "reast"one of a chic:en is proportionate# #arger than that of an other "ird

hypothesis

Earthwor* $#ternative

arthwor"s can e used instead of pillugs for all of the e)ercises in this laoratory6

$lace earthwor"s in large rectangular plastic storage containers and let the" roa" around for appro)i"ately 15 "in6 These containers can also e used to Beep earthwor"s etween

#



e)peri"ents6 $le)iglass is also needed to place test sustances on while holding earthwor"sao0e to see eha0ior towards sustances6

arthwor"s want to "o0e rapidly to escape6 They are inclined to "o0e away fro" light7"o0e under things7 and see" to want to "o0e downward6 They are e)pected to "o0e away

fro" a heat source6 They also "o0e toward each other and pile up on each other6 They can"o0e up and down on glass at a 45 degree angle6

ith regard to what students already Bnow aout earthwor" acti0ity7 they "ight predictcertain eha0iors6 arthwor"s li0e ?or hideA in the soil7 so they would "o0e down and

through soil6 Soil pre0ents desiccation and Beeps the" cool and "oist6 /y "o0ing underthings7 they could stay cooler7 stay "oist7 and stay hidden in the darB6 $erhaps light others

the" also6

arthwor"s can "o0e acBward and forward fro" oth ends6 hen they are in0estigating asustance7 they "aBe a long7 sBinny point out of the end they are in0estigating with7 and ifthey are repelled y a sustance7 they pull acB and the end eco"es thicB and round6

hen testing with liuids7 if an earthwor" gets e0en close to the sustance7 the sustance

will e pulled along the earthwor"Gs ody without the earthwor" doing anything6 Capillaryaction or cohesion tensionH To pre0ent this7 hold the earthwor" ao0e the sustance7 in case

the sustance ?especially le"on uiceA "ight har" the earthwor"6 ust let the wor" "o0e its pointed end into or near the sustance6 Jou can tell when it is repelled as it will pull away6

'inse the earthwor" right away if it touches a sustance ?especially le"on uiceA6

:- FI-IS:, IT: .'T:'MS7 "i) da"p potting soil with so"e oat"eal7 potato peels7 lettuce7 or other organic "atter fro" the testKnot too "uch7 ust enough to gi0ethe earthwor"s so"ething to eat6 .dd earthwor"s6 Co0er container with newspaper6 Leep

soil da"p6 hen co"pletely finished7 release earthwor"s into garden or greenhouse soil6

&



Laboratory

+

Measuring 7ith Metric

(LM pages B>18)

Fourth EditionThis is a new la that teaches the "etric syste"6

M$!ER%$LS $N& 'RE'$R$!%NSInstructions are grouped y e)ercise6 So"e "aterials "ay e used in "ore than one e)ercise6

+1 Length (LM pages 1–1+)

>>>>> "eter sticB7 "etric and nglish

>>>>> long ones fro" disarticulated hu"an sBeleton

>>>>> cardoard ?1+ c" × 3+ c"A7 two pieces >>>>> rulers7 plastic "illi"eter

++ 7eight (LM pages 16–1,)

>>>>> sturdy alance scale >>>>> wooden locB7 s"all enough to hold in hand

>>>>> oect7 such as a piece of granite7 or a triloite fossil7 s"all enough to fitthrough the opening of a s"all graduated cylinder

>>>>> triple ea" alance >>>>> oects to weigh; penny7 paper clip7 uarter

+6 o#u*e (LM pages 1,–1-)

>>>>> wooden locB and oect fro" ao0e >>>>> graduated cylinders7 5+ "l or 1++ "l

>>>>> test tues ?large enough to hold 2+ "l of waterA >>>>> dropper ottles containing water >>>>> inde) card7 lanB white ?2+ c" 3+ c"A

>>>>> eaBer7 5+ "l >>>>> graduated pipette ?for de"onstrationA

+, !e*perature (LM page 12)

>>>>> ther"o"eter7 Celsius >>>>> cold water7 hot water7 ice water

(



E3ER.%SE 45ES!%NS+1 Length (LM pages 1–1+)

Dou wi## want to :now what these a""reviations stand for so write the* out hereA

* G meter H* G micrometer

c* G centimeter n* G nanometer

** G millimeter

;ow *an c* are in a *eter9 #%% ;ow *an ** are in a centi*eter9 #%

;ow *an H* are in a *i##i*eter9 #,%%% ;ow *an n* are in a *icro*eter9 #,%%%

Meter .enti*eter and Mi##i*eter (LM pages 1–11)

Observation: A Meterstic (LM pages 1–11)

+ ;ow *an centi*eters are in a *eter9 #%% For ea*p#e !he prefi centi! *eans

1 For ea*p#e how *an cents are in a do##ar9 #%%

6 ;ow *an *i##i*eters are in a centi*eter9 #% Cut the prefi milli! *eans a

thousand ;ow *an *i##i*eters are in a *eter9 #,%%% "tain a penn and *easure

its width in ter*s of **6 #: mm 7h does it see* prefera"#e to *easure a penn in

ter*s of *i##i*eters9 to use whole numbers

, For ea*p#e if the "one *easures fro* the ++ c* *ar: to the - c* *ar: the

#ength of the "one is &: c* %f the "one *easures fro* the ++ c* *ar:s to *idwa

"etween the - c* and -1 c* *ar:s its #ength is &.; c* G &:; **

- Record the #ength of two "ones <ecorded lengths will vary.

Mi##i*eter Micro*eters and Nano*eter (LM pages 11–1+)

Observation: "mall Metric Ruler (LM page 1+)

1 5se the ru#er to *easure the dia*eter of the circ#e shown to the nearest **

&ia*eter of circ#e in **A $: **

+ &o ou epect the answer to "e a s*a##er nu*"er or #arger nu*"er= larger

Si<e of the circ#e in H*A $:,%%% H*

6 &ia*eter of circ#e in n*A $:,%%%,%%% n*

, Dou have shown that the dia*eter of the circ#e is $: ** G $:,%%% H* G $:,%%%,%%%

n*

++ 7eight (LM pages 16–1,)

5sing a revision of the for*u#a on page 1+ if necessar do these conversionsA +g G &,%%%

*g and + g G &%% *g

Experimental Procedure: #eig$t (LM pages 16–1,)

1 !he weight of the wooden "#oc: is ? Answers will vary.>.

+ Measure the weight of an ite* s*a## enough to fit inside the opening of a - *#

graduated c#inder Answers will vary.

6 %f so directed " our instructor use a trip#e "ea* "a#ance to ta:e the weight of one

or *ore of these o"Iects to a tenth of a gra*A

'enn &.; g

'aper c#ip #.( g

4uarter (. g

*



+6 o#u*e (LM pages 1,–1-)

Experimental Procedure: %olume (LM pages 1,–1-)

1 For ea*p#e use a *i##i*eter ru#er to *easure the wooden "#oc: used in the

previous Eperi*enta# 'rocedure to get its #ength width and depth Answers will

vary according to the si?e of the block used. 0omputations of volume will also vary.

6 ;pothesi<e how ou cou#d find the tota# vo#u*e of the test tu"e ill the test tube

with water, and pour the water into the graduated cylinder. <ead the volume in

milliliters.7hat is the test tu"e?s tota# vo#u*e9 Answers will vary.

, ;pothesi<e how ou cou#d use this setup to ca#cu#ate the vo#u*e of the s*a## o"Iect

ou weighed previous# (see step + p 16) ill the cylinder with water to the &% ml

mark. /rop the ob4ect into the cylinder, and read the new elevated volume. The difference

between the two readings is the volume of the ob4ect alone.

Now perfor* the operation ou suggested Answers will vary.

- ;pothesi<e how ou cou#d deter*ine how *an drops fro* the pipette of the

dropper "ott#e eua# 1 *# @sing a #% ml graduated cylinder, count the number of drops

it takes to get to # ml.

;ow *an drops fro* the pipette of the dropper "ott#e eua# 1 *#9 approximately

#% Answers will vary with student9s techniBue and with the type of pipette.>

2 $re pipettes custo*ari# used to *easure #arge or s*a## vo#u*es9 small

+, !e*perature (LM page 12)

Experimental Procedure: &emperature (LM page 12)

1

a 7ater free<es at $&NF G %N.

" 7ater "oi#s at &#&NF G#%%N.

+ ;u*an "od te*perature of B8JF is what te*perature on the .e#sius sca#e9 $ N0

6 Record an two of the fo##owing te*peratures in our #a" environ*ent Answers will

vary.

+- Su**ar (LM page 10)

%n !a"#e ++ ecept for centi*eter the units are a## #%C #arger than the net unit Sowhen ou convert a gra* to *i##igra* ou *u#tip#e the gra* " #%%%. &o

determine '$at portion (milligrams to gram) you divide by #%%%.

L$CR$!RD RE%E7 + (LM pages 18)1 7hat tpe of *easure*ent is signified " :g9 weight "lH volume c"H length

degreesH temperature O"H length

+ 7hat tpe of *easure*ent wou#d uti#i<e a *eterstic:9 length a graduated

c#inder9 volume a "a#ance sca#e9 weight

6 %f a trip#e "ea* "a#ance shows a weight of 1FF g p#us 1F g p#us 1 g/ what is the

weight of the o"Iect9 ### g

, $n o"Iect is added to a graduated c#inder that ho#ds +-F *#/ and the water

rises to 6FF *# 7hat is the vo#u*e of the o"Iect in *#9 ;% ml in c*6 9 ;%

1+



cm$

- Na*e two units of *easure*ent ou epect to use in the net #a"orator/

which concerns *icroscop9 micrometer ADm> and nanometer Anm>.

2 ;ow *an *icro*eters are in a *i##i*eter9 #,%%%

.onvert 11 ** to K* #,#%% O"

0 ;ow *an *i##i#iters are in a #iter9 #,%%%.onvert -FF *# to #iters %.; % l

8 ;ow *an *i##igra*s are in a gra*9 #,%%%

.onvert - g to *g ;,%%% mg

B .onvert 1- c* to K* Show our wor: #.; cm #; mm #;,%%% Dm

1$ student #oo:ing for a shortcut drops an o"Iect in a graduated c#inder that

contained water to find its weight 7hat?s wrong9 This will measure volume

and not weight. To measure weight use a scale.

11



Laboratory

6Microscop

(LM pages 1B>6)

Fourth EditionThis laoratory now contains only "icroscopic study as the "etric syste" is now laoratory26

M$!ER%$LS $N& 'RE'$R$!%NS

Instructions are grouped y e)ercise6 So"e "aterials "ay e used in "ore than one e)ercise6

Specia# Reuire*entsLiving *ateria# . Euglena. rder two weeBs efore laoratory6

NotesMicroscope supplies6 Set aside an area in the la for storage of clean "icroscope slides7co0erslips7 and lens paper6 $ost a notice in this area7 outlining the estalished procedures for

handling dirty slides6 $ossile procedures include;1 ash7 rinse7 and dry all slides7 and return the" to their o)es or place the" in the drying

racB6+ To wash7 place dirty slides in the detergent solution pro0ided9 discard plastic co0erslips6

%lass co0erslips should e placed in detergent solution in a eaBer6

66 So"e laoratories prefer that the laoratory assistant wash all slides in an ultrasoniccleaner7 rinse the slides in distilled water7 and allow the slides to drain dry6

6+ Stereo*icroscope (Cinocu#ar &issecting Microscope) (LM pages ++–+6)

>>>>> "icroscope7 stereo"icroscope with illu"inator >>>>> lens paper >>>>> an assort"ent of oects for 0iewing ?e6g67 coins7 plasto"ountA

66 5se of the .o*pound Light Microscope (LM pages +,–+0)

>>>>> "icroscopes7 co"pound light >>>>> lens paper

>>>>> slide7 prepared; letter e or newspaper7 scissors7 slides7 and co0erslips

>>>>> rulers7 clear plastic "illi"eter

12



>>>>> slide7 prepared; colored threads or to prepare your own7 you will need slidesand co0erslips7 three or four colors of sewing thread ?or hairsA7 scissors7 and a

dropping ottle of water

6, Microscopic "servations (LM pages +0–+B)

>>>>> "icroscope slides ?glass or plasticA >>>>> co0ers slips

>>>>> lens paper >>>>> "icroscopes7 co"pound light

>>>>> toothpicBs7 prepacBaged flat >>>>> ioha!ard waste container for toothpicBs

>>>>> ethyl alcohol ?ethanolA7 &+P9 or alcohol swas ?if toothpicBs are not prepacBagedA

>>>>> Euglena

FFFFF onion >>>>> optional prepared slide; hu"an stratified sua"ous epitheliu"7 cheeB

>>>>> "ethylene lue solution7 or iodine@potassiu"@iodide ?ILIA solution ?pre"adeAA >>>>> dropping ottles7 or ottles with droppers

>>>>> $rotoslo or "ethyl cellulose solution

Meth#ene "#ue so#ution (LM page +8) MaBe up a 165P stocB solution7 using 165 g"ethylene lue stain in 1++ "l of (65P ethyl alcohol ?ethanol7 Carolina (#@12(1A6 ,ilute one

part stocB solution with nine parts water for laoratory use7 or use iodine ?ILIA solution6Methylene lue staining solution can also e purchased pre"ade6

%odine (%%) so#ution (LM page +8) Iodine@potassiu"@iodide ?ILIA solution can e purchased pre"ade7 or the ingredients can e purchased separately as potassiu" iodide ?LIA

and iodine ?IA6 These dry ingredients ha0e a long shelf life and can e "i)ed as needed7according to the following recipe;

To "aBe a liter of stocB solution7 add 2+ g of potassiu" iodide ?LIA to 1 liter ofdistilled water7 and stir to dissol0e6 Then add 4 g of iodine crystals7 and stir on a stir plate9

dissolution will taBe a few hours or "ore6 Leep the stocB reagent in darB7 stoppered ottles6For student use7 place in dropping ottles6 ael as <iodine ?ILIA solution6=

Iodine solution stored in clear ottles loses potency o0er ti"e6 If the solution lightenssignificantly7 replace it6 S"all dropper ottles can e stored for aout a "onth7 and they areused in other e)ercises6 . screw@capped7 rown ottle of stocB iodine can e stored for aout

si) "onths6 ,ispose of it if the solution turns light in color6

;u*an epithe#iu* chee: s#ide (LM page +8) To eli"inate the possiility of contact with pathogens7 this e)ercise can e done as a de"onstration using a fle)scope or 0ideoscope for

students to 0iew fro" their seats6 therwise7 ecause of the ha!ards connected with hu"antissue sa"ples and ody fluids7 you should taBe special precautions if students are preparing

their own epitheliu" slides6 Use a ioha!ardous waste container for toothpicB disposal7 and

wash slides and co0erslips in a 1+P leach solution6 Microscopes should also e wiped witha disinfecting solution6

13



&ropping "ott#es arious styles of dropping ottles are a0ailaleKfor e)a"ple7 dropper0ials7 glass screw@cap ?Carolina &1@#43(7 @#434A with attached droppers9 /arnes dropping

ottles ?Carolina &1@#525A9 and plastic dropping ottles ?Carolina &1@#55+A6 See alsoCarolinaGs aoratory uip"ent and Supplies section6

'rotos#o (or *eth# ce##u#ose so#ution) (LM page +B) Jou can also use glycerol ?Carolina(#@553+A and water as a sustitute for $rotoslo6 8oteG ThicBened $rotoslo can e

reconstituted with distilled water6

E3ER.%SE 45ES!%NS61 Light Microscopes ersus E#ectron Microscopes (LM pages +>+1)

Ans'er &$ese *uestions (LM page +1)

• 7hich two tpes of *icroscopes view the surface of an o"Iect? stereomicroscope

and scanning electron microscope

• 7hich two tpes of *icroscopes view o"Iects that have "een s#iced and treated to

i*prove contrast9 compound light microscope and transmission electronmicroscope

• f the *icroscopes Iust *entioned which one reso#ves the greater a*ount of

detai#9 transmission electron microscope

6+ Stereo*icroscope (Cinocu#ar &issecting Microscope) (LM pages ++–+6)

%dentifing the 'arts (LM pages ++)

+ 7hat is the *agnification of our eepieces9 #%×

- Locate each of these parts on our stereo*icroscope and label t$em on Figure +.+.

Figure 6, (#eft top to "otto*)A eyepiece lenses, binocular head , (right top to

"otto*)A magnification changing knob, illuminator, focusing knob

Focusing the Stereo*icroscope (LM pages +6), &oes our *icroscope have an independent focusing eepiece9 yes, most likely %s the

i*age inverted9 no

- 7hat :ind of *echanis* is on our *icroscope9 Answers will vary.

2 and 0 The ob4ect will vary but only a portion of the ob4ect will be circled at the highest

magnification

66 5se of the .o*pound Light Microscope (LM pages +,–+B)

%dentifing the 'arts (LM pages +,–+-)

%dentif the fo##owing parts on our *icroscope and label t$em in Figure +.-.

Figure 6, (#eft top to "otto*)A eyepieces> ocular lens or lenses>H body tubeH nosepieceH

ob4ective lens or lensesH stage or mechanical stage optional>H diaphragm)diaphragm control

leverH condenser Figure 6, (right top to "otto*)A armH stage clipsH coarseIad4ustment knobH fineI

ad4ustment knobH light sourceH base

14



1 7hat is the *agnifing power of the ocu#ar #enses on our *icroscope? The

magnifying power of the ocular lens is marked on the lens barrel usually #%× >.

-

a. 7hat is the *agnifing power of the scanning #ens on our *icroscope9 usually

(×

" 7hat is the *agnifing power of the #ow>power o"Iective #ens on our

*icroscope9 The magnifying power of the lowIpower ob4ective lens is marked on the

lens barrel usually #%× >.

c. 7hat is the *agnifing power of the high>power o"Iective #ens on our

*icroscope9 The magnifying power of the highIpower ob4ective lens is marked on

the lens barrel usually (%× >.

d. &oes our *icroscope have an oi# i**ersion o"Iective9 depends on

microscope

1, &oes our *icroscope have a *echanica# stage9 depends on microscope

%nversion (LM page +2)

Observation: nversion (LM page +2)

1 &raw the #etter e as it appears on the s#ide (with the unaided ee not #oo:ing

through the eepiece) The letter should be in the normal position.+ &raw the #etter e as it appears when ou #oo: through the eepiece The letter should

be upside down and reversed.

6 7hat differences do ou notice9 The letter is invertedthat is, it appears to be upside

down and backward compared to its appearance when viewed by the unaided eye.

, 7hich wa does the i*age appear to *ove9 6hen moved to the right, the ob4ect

appears to move to the left.

- 7hich wa did the i*age *ove opposite direction

Focusing the Microscope;igher 'owers (LM page +2)

, n a drawing of the #etter e draw a circ#e around the portion of the #etter that ou

are now seeing with high>power *agnification 7ortion will vary but a smaller portionis in view.

!ota# Magnification (LM page +0)

Observation: &otal Magni/ication (LM page +0)

!a"#e 6+ !ota# Magnification=

ecti0e cularens

ecti0eens

Total Magnification

Scanning power ?if presentA #%× (× (%×

ow power #%× #%× #%%×

:igh power #%× (%× (%%×

Oil i""ersion ?if presentA #%x J;I#%%x J;%I#%%%x

15



*Answers may vary with eBuipment.

6, Microscopic "servations (LM pages +0–6)

:u"an pithelial Cells ?M page 2(Aser0ation; :u"an pithelial Cells6 0abel Figure +.1. 1 plasma membraneH + nucleusH 6 cytoplasm

nion pider"al Cells ?M page 2(Aser0ation; nion pider"al Cells, . 0abel Figure +.2. #. nucleusH &. cell wall

!a"#e 66 &ifferences Cetween ;u*an Epithe#ia# and nion Epider*a# .e##s

,ifferences :u"an pithelial Cells?CheeBA

nion pider"al Cells

Shape lattened, rounded SBuare or rectangular

rientation <andom orientation 3riented end to end and in

lines)rows

Coundar Thin Thick

Eug#ena (LM page +B)

Observation: Euglena (LM page +B)

- ;ow do our speci*ens co*pare with Figure 689 Answers will vary.

L$CR$!RD RE%E7 6 (LM page 6)1 f the three tpes of *icroscopes studied which one "est shows the surface of an

o"Iect9 scanning electron microscope

2. Explain the designation “compound light” microscope:

a. compound There are two sets of lenses—objective and ocular.

b. light Light is used to view the object.

3. What function is performed by the diaphragm of a microscope? The diaphragm

regulates the amount of light for viewing the object.

4. Briefly describe the necessary steps for observing a slide at low-power under the

compound light microscope. Center the slide on the stage. Looking from the side, decrease

the distance between the slide and the objective lens until the lens comes to a stop. Looking

through the ocular lens(es), use the coarse-adjustment knob to increase the distance between

the slide and the lens until the object comes into view. Adjust the light, and fine-adjust the

focus.

5. Why is it helpful for a microscope to be parfocal? Little, if any, adjustment is needed

when switching from low to high power.

1#



6. Why is locating an object more difficult if you start with the high-power objective

than with the low-power objective. The amount of the object you can see is smaller in high

power than in low power.

7. How much larger than normal does an object appear with a low-power objective

lens? 10X (ocular lens) X 10X objective lens = 100X

8. A virus is 50 nm in size. Would you recommend using a stereomicroscope, compound

light microscope, or an electron microscope to see it? electron microscope Why? Only

an electron microscope has the capability of observing an object this small because it

magnifies more and has greater resolving power.

9. What type of microscope, aside from the compound light microscope, might you use

to observe the organisms found in pond water? stereomicroscope

10. State two differences between onion epidermal cells and human epithelial cells.

Human epithelial cells are flat, round, and have a random orientation. Onion cells are

square and oriented end to end in rows.

1&



Laboratory

,

.e## Structure and Function(LM pages 61–,,)

Fourth EditionThe proBaryotic cell was re"o0ed fro" this laoratory6 therwise7 this la is essentially thesa"e as it was in the pre0ious edition6

Specia# Reuire*ents

Living *ateria# Elodea, li0ing7 for Section 461and 4639 whole sheep lood for Section 463Fresh *ateria# $otato for Section 4636


procedure6

,1 $ni*a# .e## and '#ant .e## Structure (LM pages 6+>6-)

>>>>>> Elodea, li0ing >>>>>> forceps7 dissecting fine point7 stainless steel

>>>>>> dropping ottles >>>>>> "icroscopes7 co"pound light

>>>>>> lens paper >>>>>> slides >>>>>> co0erslips

Elodea (LM page 6-,) i0e Elodea can e purchased locally at auariu" stores or asupply house6 $lace Elodea in distilled water in an auariu" with a continuous air supply

fro" an auariu" air stone and pu"p6 $lace in indirect window light or under artificialillu"ination6,+ &iffusion (LM pages 62–60)

,iffusion Through a Se"isolid ?M page 3#A

>>>>>> petri dish >>>>>> gelatin powder or agar powder for 165P solution

>>>>>> potassiu" per"anganate ?LMn4A crystals >>>>>> wa) pencils >>>>>> rulers7 plastic "illi"eter ?preferaly transparentA

&iffusion de*onstration through ge#atin or agar (LM page 62) ? 8ote; .gar allows faster

diffusion than gelatin6A $repare one dish per student group6 .t least a day ahead7 prepare a

1(



165P gelatin solution in a eaBer or flasB y dissol0ing 165 g of gelatin powder or agar in 1++"l of oiling water9 stir thoroughly until dissol0ed6 .llow to cool until the glassware can e

handled with a hot "itt6 Fill a petri dish 3 to 5 "" deep with gelatin solution6 $ut a lid ondish until cool6 .fter cooling7 store the dish in a refrigerator6 .fter gelling7 "aBe a s"alldepression in the center of the dish6 Using forceps7 drop a crystal of potassiu" per"anganate

into the depression6

'otassiu* per*anganate (LM page 62) nly 1 to 2 crystals are needed per student group6hile wearing glo0es7 dispense se0eral crystals of potassiu" per"anganate into a shallow7

wide@"outh7 screw@top container appropriately laeled6 ? 8ote; $otassiu" per"anganatediffuses 0ery uicBly6A

,iffusion .cross the $las"a Me"rane ?M pages 3#E3&A

>>>>>> dialysis tuing7 appro)i"ately 15 c" per setup >>>>>> plastic droppers or $asteur pipettes >>>>>> ruer ands to close off the top of dialysis tuing

>>>>>> ruer ands that fit snugly around ri" of 25+ "l eaBer >>>>>> 1P glucose solution

>>>>>> 1E2P starch solution

>>>>>> eaBers 7 25+ "l >>>>>> water7 distilled >>>>>> iodine ?ILIA solution

>>>>>> test tues >>>>>> test tue racB

>>>>>> wa) pencils >>>>>> /enedictGs reagent or glucose test strips7 optional

>>>>>> oiling water ath;

>>>>>> hot plate ?See CarolinaGs .pparatus; aoratory uip"ent andSupplies section6A

>>>>>> large eaBer >>>>>> pair eaBer tongs

>>>>>> test tue cla"ps >>>>>> oiling chips7 pu"ice

>>>>>> ther"o"eter7 Celsius 5+E15+NC range ?See CarolinaGs .pparatus;Ther"o"eters section6A

1O g#ucose so#ution (LM page 60) This "aBes enough for all procedures for 2+ studentgroups6 $lace 1 g of glucose in 5+ " of distilled water6 Stir to dissol0e7 and ring the

0olu"e up to 1++ "61–+O starch so#ution (LM page 60) 2+ " per student group should e sufficient ?using

standard test tues for all proceduresA6 Care "ust e taBen in preparing this solution6 To "aBea 1P solution7 dissol0e 1 g of starch in a s"all a"ount of cold water to for" a pourale

paste6 .dd this to 1++ " of oiling distilled water7 while stirring7 and

"i) a few "inutes6 Cool6 .dd a pinch of sodiu" chloride ?-aClA6 If refrigerated7 thissolution will last for se0eral weeBs9 otherwise7 a fresh supply should e prepared each day6

1*



%odine (%%) so#ution (LM page 60) Use one dropper ottle per student group6 $re@"adeiodine@potassiu"@iodide solution can e purchased7 or the ingredients can e purchased

separately as potassiu" iodide ?LIA and iodine ?IA6 These dry ingredients ha0e a long shelflifeCenedict?s reagent (LM page 60) 5+ " per student group is sufficient6 /enedictGs reagent

can e purchased as a powder to "aBe 1 liter6 r to "aBe 1 liter7 "i) 1&3 g of sodiu" citrateand 1++ g of sodiu" caronate7 anhydrous ?-a2C3A ?Carolina ((@(&&+A with (++ " of

distilled water6 ar" this "i)ture to dissol0e9 then cool and filter it6 .dd distilled water to"aBe (5+ "6 Then dissol0e 1&63 g of copper sulfate ?cupric sulfate7 pentahydrateA in 1++

" of distilled water7 and stir slowly into the first solution6 .dd distilled water to "aBe 1liter6 hen testing7 /enedictGs reagent should e oiled appro)i"ately 5 "inutes or longer6

%lucose test strips can e used in place of /enedictGs reagent to test for glucose in ag and eaBer6Coi#ing water "ath (LM page 60) $lace a large eaBer of water on a hot plate6 .dust thedial on the hot plate so that the water is "aintained at a gentle rolling oil during thee)peri"ent6 Ther"o"eters are optional since students should Bnow that oiling water is

1++NC6

,6 s*osisA &iffusion of 7ater $cross '#as*a Me*"rane (LM pages 68–,1)

)peri"ental $rocedure; s"osis ?M pages 3(E3*A >>>>>> s"osis ,e"onstration Unit >>>>>> 5+P corn syrup solution

>>>>>> plastic syringe for filling thistle tues"osis ,e"onstration .lternati0e

>>>>>> dialysis tuing >>>>>> eaBer >>>>>> 1+E2+P sucrose solution

>>>>>> ruer ands to close off the otto" of dialysis tuing >>>>>> plastic cla"ps to close off the top of dialysis tuing

s*osis de*onstration (LM page 68) The s"osis ,e"onstration Unit is particularly

easy to fill and e"pty6 $artially fill the thistle tue with 5+P corn syrup ?or si"ilarA solution6$lace the apparatus in a eaBer containing distilled water6 ther os"o"eters can e found in

CarolinaGs s"osis and ,iffusion; $hysiology section6

s*osis de*onstration a#ternative (LM page 68) This de"onstration can also e done

using dialysis tuing and a eaBer6 See )peri"ental $rocedure; Solute ,iffusion .cross the$las"a Me"rane for setup6 Tie off one end of the tuing7 then fill with

1+E2+P sucrose solution6 Cla"p or tie it off at the open end6 $at the ag dry and weigh6$lace the ag in a eaBer of water for 45 "inutes to 1 hour6 'e"o0e7 pat dry7 weigh

i""ediately6

)peri"ental $rocedure; ,e"onstration of Tonicity in 'ed /lood Cells

?M pages 3*@4+A >>>>>> test tues7 $yre) 1# "" Q 15+ "" with stoppers >>>>>> stoppers7 ruer laoratory7 solid7 si!e 1

2+



>>>>>> sheep lood7 pooled7 citrated >>>>>> water7 distilled

>>>>>> +6(6P and 1+P sodiu" chloride ?-aClA solutions >>>>>> dropping ottles7 or ottles with droppers >>>>>> whole lood de"onstration slides ?optionalA

>>>>>> "icroscopes7 co"pound light

7ho#e "#ood (LM page 6B) /lood should not e hu"an lood6 Use any a0ailale ani"al lood7 other than hu"an7 to re"o0e the risB of trans"ission of the :I 0irus6 Use caution

with any ani"al lood as it "ay contain pathogens6 /lood is shipped in iced7 insulatedcontainers and should e stored in the refrigerator6 If Bept refrigerated7 sheep lood "ay e

stored for up to 2 weeBs6$repare the test tues as follows;Tue 1; 5 "l +6(6P -aCl plus three drops of sheep lood

Tue 2; 5 "l 1+P -aCl plus three drops of sheep loodTue 3; 5 "l +6(6P -aCl plus distilled water and three drops of sheep lood6

Stopper the tues6

To prepare the -aCl solutions;

+6(6P -aCl; .dd (6 g of -aCl to 1 liter of distilled water6 S"aller 0olu"es "ay e

prepared61+P -aCl; .dd 1++ g of -aCl to 1 liter of distilled water6 S"aller 0olu"es "ay e

prepared6

S#ides of who#e "#ood (optiona#) $repare a de"onstration slide of the +6(6P sheep lood

solution ?Tue 1A and the 1+P sheep lood solution ?Tue 2A for student oser0ation6

)peri"ental $rocedure; Tonicity in Elodea Cells ?M pages 4+A

>>>>>> See "aterials listed pre0iously in Section 4626 >>>>>> 1+P -aCl fro" the whole lood de"onstration)peri"ental $rocedure;

)peri"ental $rocedure; Tonicity in $otato Strips ?M page 41A

>>>>>> potato7 fresh >>>>>> rulers7 plastic "illi"eter

>>>>>> ra!or lades7 single@edged >>>>>> wa) pencils >>>>>> cutting oard for potato

>>>>>> 1+P sodiu" chloride ?-aClA in wash ottles >>>>>> test tues and racBs

>>>>>> water >>>>>> paper towels

,, p; and .e##s (LM pages ,+–,6)

)peri"ental $rocedure; p: and Cells ?M page 42@43A

>>>>>> test tues ?3 per groupA >>>>>> test tue racB >>>>>> p: & uffer ?inorganicA solution

>>>>>> protein solution7 uffered ?e6g67 alu"inA

21



>>>>>> p: paper ?range p: +E14A >>>>>> stirring rods7 glass

>>>>>> +61 - hydrochloric acid ?:ClA ?see Carolina Che"icals7 :ydrochloric .cidA1161 M conc6 in plastic@coated safety ottle

>>>>>> eaBers7 plastic 5+ "l ?two for each groupA

>>>>>> droppers >>>>>> water7 distilled

p; 0 "uffer (LM page ,+) 5+ "l per student group is sufficient6 If you wish to "aBe it yourself7co"ine 5+ "l +61 M potassiu" dihydrogen phosphate ?L:2$4A7 ?163# g per 1++ "l distilled

waterA with 2(61 "l +61 M -a: ?+64 g per 1++ "l distilled waterA6 ,ilute this "i)ture to 1++ "lwith distilled water6

Cuffered Pctop#as*Q (eg a#"u*in so#ution) (LM page ,+) 5+ "l per student groupshould e sufficient6 Mi) 1 g of alu"in with 1++ "l of p: &6+ uffer6 ?/uffer "ay e

purchased6A

1 N ;.# so#ution (LM page ,+) Mi) +6(3 "l concentrated :Cl with 1++ "l distilledwater6 $lace in dropper ottles6

)peri"ental $rocedure; ffecti0eness of .ntacids ?M page 43A

>>>>>> "ortar and pestle >>>>>> antacids; .lBa@Selt!er7 'olaids7 Tu"s7 or other antacid talet >>>>>> +6+4P phenol red solution

>>>>>> eaBers7 plastic 25+ "l >>>>>> +61 - hydrochloric acid ?:ClA ?see Carolina Che"icals7 :ydrochloric .cidA

>>>>>> rods7 glass stirring >>>>>> dropper

E3ER.%SE 45ES!%NS,1 $ni*a# .e## and '#ant .e## Structure (LM pages 6+–,6)Stud !a"#e ,1 to deter*ine structures that are uniue to p#ant ce##s and uniue to

ani*a# ce##s and write the* "e#ow the ea*p#es givenA

'#ant .e##s $ni*a# .e##s

16 Large centra# vacuo#e 16 S*a## vacuo#es

26 0ell wall 26 0entriole

36 0hloroplast

.ni"al Cell Structure ?M page 33A 0abel Figure -.3 Answers follow. See !a"#e ,1 for a function of each #a"e#ed structure

22



a Nuc#eus i Mitochondria

" Nuc#ear *e*"rane I Ri"oso*e

c Nuc#eo#us : S*ooth ER

d .tos:e#eton # Lsoso*e

e esic#e for*ing * .top#as*

f esic#e n '#as*a *e*"rane

g .entrio#es o o#gi apparatus

h Rough ER $lant Cell Structure ?M page 34A 0abel Figure -.4. See !a"#e ,1 for a function of these structures found in p#ant ce##s

a .h#orop#ast h o#gi apparatus

" Nuc#eus i Mitochondrion

c Nuc#eo#us I .top#as*

d Rough ER : '#as*a *e*"rane

e Ri"oso*e # .e## wa## of adIacent ce##

f S*ooth ER * .entra# vacuo#e

g .tos:e#eton n .entroso*e

ser0ation; $lant Cell Structure ?M page 35A

#6 .an ou #ocate the ce## nuc#eus9 Answers will vary, but usually yes.&6 7h can@t ou see the other organe##es featured in Figure ,+ A light microscope

does not permit seeing themH an electron microscope would be needed.

(6 .an ou detect the *ove*ent of ch#orop#asts in this ce## or an other ce##9 Answers

will vary, but usually yes.

,+ &iffusion (LM pages 62–60)

)peri"ental $rocedure; ,iffusion Through a Se"isolid ?M page 3#A

26 Length of ti*e has "een variable, dependent on when experiment began.

3 Measure (in **) the *ove*ent of co#or fro* the center of the depression outward

in one directionA Answers will vary

46 .a#cu#ate the speed of diffusion **/2*in Answers will vary.

.a#cu#ate the speed of diffusion Answers will vary.

23



!a"#e ,+ So#ute &iffusion $cross '#as*a Me*"rane

.t Start of )peri"ent .t nd of )peri"ent

Contents Color Color /enedictGsTest

Conclusion

Cag #ucose Starch -o color 1lueIblack >>>> !odine

diffused intobag.

Cea:er 7ater %odine "ellowish ess yellow 7ositive ?RA Klucose

diffused into

bag.

Conclusions; Solute ,iffusion .cross the $las"a Me"rane ?M page 3&A 7hich so#ute did not diffuse across the dia#sis *e*"rane fro* the "ag to the

"ea:er9 starch ;ow do ou :now The solution in the beaker did not turn blueIblack.

,6 s*osisA &iffusion of 7ater $cross '#as*a Me*"rane (LM pages 68>6B)

)peri"ental $rocedure; s"osis ?M pages 3(@3*A

16 Note the #eve# of #iuid in the thist#e tu"e and *easure how far it trave#s in 1*inutesA # mm

26 .a#cu#ate the speed of os*osis under these conditionsA ' mm)hr

Conclusions; s"osis ?M page 3(A %n which direction was there a net *ove*ent of water9 from beaker to thistle tube

Ep#ain what is *eant " Pnet *ove*entQ after ea*ining the arrows in Figure

,2b 6ater moves in and out of thistle tube, but more water moves in than moves out of

tube.

%f the starch *o#ecu#es in corn srup *oved fro* the thist#e tu"e to the "ea:er

wou#d there have "een a net *ove*ent of water into the thist#e tu"e9 no 7h

wou#dn?t #arge starch *o#ecu#es "e a"#e to *ove across the *e*"rane fro* the

thist#e tu"e to the "ea:er9 They are too large to cross a membrane.

Ep#ain wh the water #eve# in the thist#e tu"e roseA %n ter*s of so#ventconcentration water *oved fro* the area of higher water concentration to the area

of lower water concentration across a differentia## per*ea"#e *e*"rane

Tonicity in Cells ?M pages 3*E4+A.ni"al Cells ?'ed /lood CellsA page 3*

)peri"ental $rocedure; ,e"onstration of Tonicity in 'ed /lood Cells ?M pages 3*E4+A

!a"#e ,6 Effect of !onicit on Red C#ood .e##s

Tue Tonicity ffect on Cells $rint isiility )planation1 %sotonic No effect No .e##s are intact

2 ;pertonic .e##s #ose water No .e##s are intact

3 ;potonic .e##s gain water Des .e## have "urst

24



$lant Cells ?M pages 4+@41A)peri"ental $rocedure; Tonicity in Elodea Cells ?M page 4+A

!a"#e ,, Effect of !onicit in Elodea .e##s

Tonicity .ppearance of Cells ,ue to ?scientific ter"A;potonic 8ormal Turgor pressure

;pertonic Shriveled center 7lasmolysis

)peri"ental $rocedure; Tonicity in $otato Strips ?M page 41A56 7hich tu"e has the #i*p potato strip9 tube & 5se tonicit to ep#ain wh water

diffused out of the potato strip in this tu"e9 The solution in tube & was hypertonic. 7hich tu"e has the stiff potato strip9 tube # 5se tonicit to ep#ain wh water

diffused into the potato strip in this tu"e9 The solution in tube # was hypotonic.

#6 5se this space to create a ta"#e to disp#a our resu#ts

Table Effect of Tonicity on 7otato Strip

Tube number 0ontent Tonicity <esults Explanation

#. water hypotonic stiff potato strip water diffused into potato strip potato strip

&. salt solution hypertonic limp potato strip water diffused out of

potato strip potato strip

Conclusion; Tonicity ?page 41A

• In a hypotonic solution7 ani"al cells swell to bursting 6 In red lood cells this is called

hemolysis6 In a hypertonic solution7 ani"als cells shri0el6 In red lood cells this iscalled crenation6

• In a hypotonic solution7 the central 0acole of Elodea cells e)erts turgor pressure7 and

chloroplasts are seen next to the cell wall 6 In a hypertonic solution7 the central 0acuole

loses water and plasmlysis occurs6 The cytoplas" plus the chloroplast are seen in the

center of the cell.• In a hypotonic solution7 potato strips gain water9 in a hypertonic solution7 potato strips

lose water and eco"e limp6

,, p; and .e##s (LM pages ,+–,6)

7h are ce##s and organis*s "uffered9 to maintain p of the cells

)peri"ental $rocedure; p: and Cells

!a"#e ,- p; and .e##s=

Tue Contents p: /efore .cid p: .fter .cid )planation1 7ater 'M'.; &M$ 8ot buffered

+ Cuffer 1uffered

6 .top#as* 1uffered These results are ased on 1 "l of test solution6

25



the scene of a crime was plant matter. What would you suggest they look for? To

determine if it was plant matter, the police should microscopically look for cell walls and

chloroplasts, and they should test for starch.

9. A test tube contains red blood cells and a salt solution. When the tube is held up to a

page, you cannot see the print. With reference to a concentration of 0.8.% sodium

chloride (NaCl), how concentrated is the salt solution? The solution has a lowerconcentration than 0.9% NaCl since it is hypotonic to the cells and has caused them to burst.

10. Predict the microscopic appearance of cells in the leaf tissue of a wilted plant. The

vacuole has pulled away from the cell wall, and the chloroplasts have moved to the center of

the cell.

2&



Laboratory

-

En<*es(LM pages ,-–-+)

Fourth Edition -ew to this edition7 each section asBs students to hypothesi!e the outco"e of thee)peri"ental procedure efore the e)peri"ent is done6 In this way students can get a sense

of the scientific process6


procedure6

Special 'euire"entsFresh *ateria# . potato is needed per la to prepare catalase for Sections 561@5646

Euip*ent Incuator ?or water athA and refrigerator ?or ice athA for 562 ffect ofTe"perature on n!y"e .cti0ity6 15 "inute incuation reuired6

$## Eercises

>>>>> water7 distilled

>>>>> test tues and racBs >>>>> eaBers

>>>>> graduated transfer pipets

-1 .ata#ase $ctivit (LM 'ages ,2–,0)

>>>>> catalase7 uffered >>>>> hydrogen pero)ide7 purchased locally >>>>> 5P sucrose solution >>>>> potassiu" phosphate7 diasic

>>>>> potassiu" phosphate7 "onoasic >>>>> pre@"i)ed uffer7 p:&

rder solutionsDagents or prepare your own6Cuffered cata#ase (LM page ,0) MaBe potato catalase fresh for each la y grinding ones"all potato or half of a large potato with 5+ " water in a lender6 Strain the potato "i)ture

through a sie0e to re"o0e any large pieces of potato6 Sections 561@563 reuires ufferedcatalase6 Section 564 reuires nonuffered catalase6 Jou "ay put the ufferedDnonuffered

catalase in a eaBer on the supply ench7 and students can use transfer pipettes to dispensethe en!y"e into test tues6

2(



'hosphate "uffer (LM page ,0) .dd &6&+ g potassiu" phosphate7 diasic7 L 2:$47 and#6(+ g potassiu" phosphate "onoasic7 L:2$47 to one liter distilled water6 Mi)7 checB p:7

and use to dilute catalase as needed6 $re"i)ed uffer "ay e used7 as well6;drogen peroide (LM page ,0) The hydrogen pero)ide used in this e)peri"ent can e

purchased fro" a local store6-O sucrose so#ution (LM page ,0) ,issol0e 5 g sucrose in 1++ " distilled water6,ispense fro" a eaBer with dropper pipettes6

8oteG Caution the students that they should swirl the en!y"e and sustrate to "i)7 then allow

the tue to sit for 2+ seconds efore "easuring the height of the ule colu"n6 The ules produced y the reaction are 0ery s"all7 and rese"le sha0ing crea" foa"6 If the

catalaseDsucrose "i)ture is swirled for 2+ seconds7 the catalase will produce large ules7which so"e students confuse for the en!y"e reaction6

-+ Effect of !e*perature on En<*e $ctivit (LM pages ,0>,8)

>>>>> catalase ?see section 561A

>>>>> hydrogen pero)ide ?purchased locallyA >>>>> incuator

>>>>> refrigerator or ice ath

>>>>> oiling water ath; >>>>> hot plate >>>>> large eaBers

>>>>> eaBer tongs >>>>> ther"o"eter

>>>>> test tue holders

-6 Effect of .oncentration on En<*e $ctivit (LM page ,B)

>>>>> catalase ?see section 561A >>>>> hydrogen pero)ide ?purchased locallyA

-, Effect of p; on En<*e $ctivit (LM pages -–-1)

>>>>> catalase7 nonuffered ?see section 561A >>>>> 5 M :Cl

>>>>> hydrogen pero)ide ?purchased locallyA >>>>> 5 M -a:

rder solutionsDagents or prepare your own6- M ;.# .$5!%N!his so#ution wi## get ;! (LM page -) .dd 4++ " distilled

water to a 1@liter graduated eaBer6 $lace eaBer with "agnetic spinar on a stirring plate6hile stirring7 slowly pour in 41# " concentrated :Cl6 .dd distilled water to ring the

0olu"e up to 17+++ "6- M Na; .$5!%N!his so#ution wi## get ver ;! (LM page -) In a 1@liter

eaBer with a "agnetic spinar7 gradually add a total of 2++ gra"s -a: pellets to

&5+ " distilled water7 allowing the heat to dissipate etween additions of -a:6 .fter thesolution cools7 add distilled water to ring the 0olu"e up to 17+++ "6

2*



E3ER.%SE 45ES!%NS-1 .ata#ase $ctivit (LM pages ,2>,0)

7hat is the reactant in this reaction9 &3& 7hat is the su"strate for cata#ase9 &3&

7hat are the products in this reaction9 &3 and 3& Cu""#ing occurs as the reaction

proceeds 7h9 3& production

;pothesi<e which tu"e 1 + or 6 in !a"#e -1 wi## have the greater "u""#e co#u*n

height %nc#ude an ep#anation in our hpothesis. Tube # because only this tube contains

both catalase and its substrate.

)peri"ental $rocedure; Catalase .cti0ity ?M page 4&A

!a"#e -1 .ata#ase $ctivit

Tue Contents /ule Colu"n :eight )planation

1 .ata#ase &% mm Substrate and en?yme are

;drogen peroide both present.

2 7ater % mm Tube lacks en?yme. ;drogen peroide

3 .ata#ase % mm Tube lacks correct substrate.

Sucrose so#ution

Conclusions; Catalase .cti0ity ?M page 4&A

7hich tu"e showed the "u""#ing ou epected9 tube #.

7hich tu"e is a negative contro#9 tube & %f this tu"e showed "u""#ing what

cou#d ou conc#ude a"out our procedure9 <esults are not due to catalaseH therefore,

experiment is invalid.

En<*es are specific 7hich tu"e ee*p#ifies this characteristic of an en<*e9

tube $.

-+ Effect of !e*perature on En<*e $ctivit (LM pages ,0>,8)

7ith this infor*ation in *ind ea*ine !a"#e -+ and hpothesi<e which tu"e (1 + or

6) wi## have *ore product per unit ti*e as Iudged " "u""#e height6 tube & %nc#ude a

co*p#ete ep#anation in our hpothesis The en?yme exposed to normal body temperature

will perform best because the molecules will be moving about but the temperature is not high

enough to denature the en?yme .

)peri"ental $rocedure; ffect of Te"perature ?M pages 4(A- Record our resu#ts in !a"#e -+ '#ot our resu#ts in Figure -6

!a"#e -+ Effect of !e*perature

Tue Te"perature ?NCA /ule Colu"n )planation

:eight ?""A1 Refrigerator ;N0 :. mm Temperature below optimum.

+ %ncu"ator $N0 &$ mm 3ptimum temperature

6 Coi#ing water #%%N0 % mm Temperature too hot.

/enaturation occurred.

Conclusions; ffect of Te"perature ?M page 4(A

7as our hpothesis supported /epends on hypothesis.

3+



7hat is our conc#usion concerning the effect of te*perature on en<*e

activit9 A warm temperature speeds an en?ymatic reaction, but a hot temperature

denatures an en?yme.

-6 Effect of .oncentration on En<*e $ctivit (LM page ,B)

7ith this in *ind ea*ine !a"#e -6 and hpothesi<e which tu"e (1 + or 6) wi## have

*ore product per unit ti*e as Iudged " "u""#e co#u*n height6 tube $ Ep#ain our

answer The more en?yme molecules, the more active sites per substrate, and the more product within a limited time frame.

)peri"ental $rocedure; ffect of n!y"e Concentration ?M page 4*A

!a"#e -6 Effect of En<*e .oncentration

Tue ."ount of /ule Colu"n )planation

n!y"e :eight ?""A1 none &% mm Explanation for all tubesG The

+ 1 c* $% mm greater the en?yme concentration, 6 6 c* (% mm the more 3& during the allotted time

Conclusions; ffect of Concentration ?M page 4*A

7as our hpothesis supported /epends on hypothesis. %f un#i*ited ti*e was a##otted wou#d the fina# resu#ts "e the sa*e in a## tu"es9 "es. Ep#ain wh or wh not All tubes have the same amount of substrate and en?ymes can

be used over and over again. 7ou#d ou epect si*i#ar resu#ts if the su"strate concentration were varied in

the sa*e *anner as the en<*e concentration9 yes 7h or wh not? !t would take less

time for the substrate to encounter an active site.

7hat is our conc#usion concerning the effect of concentration on en<*e

activit9 !ncreased amount of en?yme or substrate will increase the rate of en?yme activity.

-, Effect of p; on En<*e $ctivit (LM page ->-1)

7ith this infor*ation a"out cata#ase in *ind ea*ine !a"#e -, and hpothesi<e which

tu"e (1 + or 6) wi## have *ore product per unit ti*e as Iudged " "u""#e height. tube &%nc#ude a co*p#ete ep#anation in our hpothesis p is optimum p for catalase

)peri"ental $rocedure; ffect of p:1@36 Measure the height of the "u""#e co#u*n and record our resu#ts in !a"#e -, '#ot

our resu#ts fro* !a"#e -, here (Fig -,)

!a"#e -, Effect of p;

Tue p: /ule Colu"n :eight ?""A )planation1 6 # mm p too acidic for catalase

+ 0 $; mm optimum p for catalase

6 11 #& mm p too basic for catalase

Conclusions; ffect of p: ?M page 51A 7as our hpothesis supported depends on hypothesis.

31



7hat is our conc#usion concerning the effect of p; on en<*e activit9 Any p

other than the optimum p will decrease the activity of an en?yme.

-- Factors that $ffect En<*e $ctivit (LM page -1)

!a"#e -- Factors that $ffect En<*e $ctivit

Factors $ro"ote n!y"e .cti0ity Inhiit n!y"e .cti0ity

En<*e Specificit Active site available Active site not available !e*perature !ntermediate Extreme

En<*e or su"strate igh Low

concentration

p; 3ptimum p Too acidic or basic for the en?yme

Conclusions; Factors that .ffect n!y"e .cti0ity ?M page 51A 7h does en<*e specificit pro*ote en<*e activit9 The active site of an

en?yme has a shape that is complementary to the shape of its substrate. !n this way the

en?yme brings together the substrates so that the reaction occurs.

7h does a war* te*perature pro*ote en<*e activit9 !t increases the motion

of molecules and therefore the number of times substrates find the active site.

7h does increasing en<*e concentration pro*ote en<*e activit9 !tincreases the number of active sites available.

7h does opti*u* p; pro*ote en<*e activit9 3ptimum p is reBuired to

maintain the shape of the active site of an en?yme.

LABORATORY REVIEW - (LM page -+)

1. What happens at the active site of an enzyme? Substrates are oriented to bring about

the reaction.2. On the basis of the active site, explain why the following conditions

speed a chemical reaction:

a. More enzyme There are more active sites available for substrates.

b. More substrate It is more likely that a substrate molecule will encounter an active site.

3. Name two other conditions (other than the ones mentioned in question 2) that

maximize enzymatic reactions. a. optimum temperature

b. optimum pH

4. Explain the necessity for each of the two conditions you listed in question 3.

a. Movement of molecules increase as temperature rises

b. Enzyme shape is maintained

5. Lipase is a digestive enzyme that digests fat droplets in the basic conditions

(NaHCO3 is present) of the small intestine. Indicate which of the following test

32



tubes would show digestion following incubation at 37°C, and explain why the

others would not.

Tube 1: Water, fat droplets No enzyme

Tube 2: Water, fat droplets, lipase Wrong pH

Tube 3: Water, fat droplets, lipase, NaHCO3 Digestion occurs

Tube 4: Water, lipase, NaHCO3 No substrate

6. Fats are digested to fatty acids and glycerol. As the reaction described in question

proceeds, the solution will become what type pH? acidic Why? Fatty acids are

present.

7. Given the following reaction:

catalase

2 H2O2 H2O + O2

hydrogen water oxygen

peroxide

a. Which substance is the substrate? hydrogen peroxide

b. Which substance is the enzyme? catalase

c. Which substances are the end products? water and oxygen

d. Is this a synthetic or degradative reaction?degradative

How do you know? The larger molecule on the left becomes the two smaller molecules on

the right .

33



Laboratory

2

'hotosnthesis(LM pages -6–2+)

Fourth EditionThis la re"ains the sa"e as it was in the pre0ious edition6


Specia# Reuire*ents

Fresh *ateria# Fresh or fro!en spinach7 depending on preparation alternati0e chosen7 for

#61 $hotosynthetic $ig"entsLiving *ateria# ,ucBweed or Elodea ? AnacharisA for #62 Solar nergy and #63 Caron

,io)ide UptaBeEuip*ent preasse*"# reuired olu"eter for #62 Solar nergy and #63 Caron ,io)ideUptaBeFu*e hood for #61 $hotosynthetic $ig"ents

$## Eercises

>>>>> safety goggles ?See CarolinaGs Safety; Face $rotection SectionA

>>>>> late) glo0es andDor nonlate) glo0es ?See CarolinaGs Safety; :and $rotectionSectionA

>>>>> la coats ?See CarolinaGs Safety; /ody $rotection SectionA or other clothing protection

>>>>> distilled water

>>>>> wa) pencils >>>>> rulers7 plastic centi"eter

21 '#ant 'ig*ents (LM pages -,–--)

>>>>> fresh spinach pig"ent e)tract; >>>>> spinach7 fresh

>>>>> lender7 glass or stainless steel >>>>> cheesecloth >>>>> polypropylene utility funnel7 4 =7 or /uchner funnel

>>>>> filter paper >>>>> acetone

>>>>> fro!en spinach pig"ent e)tract alternati0e;

>>>>> spinach7 fro!en7 4+ g >>>>> lender7 glass or stainless steel >>>>> acetone

34



>>>>> ethanol >>>>> sodiu" chloride ?CrystalA

>>>>> filter7 paper >>>>> a"er ottle?sA

>>>>> test tues7 ri"less7 large culture 25 15+ ""

>>>>> corB with paper@clip hooB for large test tues >>>>> chro"atography paper7 hat"an V1

>>>>> glass capillary tue >>>>> paper towels

>>>>> scissors >>>>> fu"e hood

>>>>> chro"atography solution; >>>>> petroleu" ether

>>>>> acetone >>>>> ar7 wide@"outh7 screw@cap

>>>>> test tue racB7 25 "" holes

>>>>> pencils

7hat*an 1 chro*atograph paper (LM page -,) Use sheets of 12 12 c" hat"an

V1 chro"atography paper6 Cut the sheets to fit the chro"atography apparatus7 rounding or pointing one end6

Fu*e hood and cautions (LM page -,) For the chro"atography e)ercise7 direct studentsGattention to the fu"e hood and ether cautions in the a Manual6

Fresh spinach pig*ent etract (LM page --) If a fu"e hood is a0ailale7 prepare thee)tract there6 ash and thoroughly drain the spinach6 Cut the 0eins and petioles fro" the

lea0es6 $ut the spinach in a glass or stainless steel lender7 add acetone7 and lend to for" athicB slurry6 )tract should e filtered7 using a cheesecloth plug in a funnel or a s"all

/uchner funnel with aspiration6 'efrigerate the slurry in a tightly stoppered container laeled<$ig"ent )tract6= )tract e)posed to light and roo" te"perature egins deco"posing

within an hour7 while refrigerated e)tract "ay last o0ernight6.n alternate "ethod in0ol0es drying spinach lea0es slowly in a dry o0en and then

pul0eri!ing the" in a lender or with a "ortar and pestle6 eaf powder is useful for weeBs ifstored in a sealed container and placed in a cool7 darB area6 $ul0eri!ation reduces leaf 0olu"econsideraly6 The dry leaf powder can e added to a s"all a"ount of acetone to for" a thicB

slurry6Fro<en spinach pig*ent etract a#ternative (LM page --) $artially defrost and di0ide a

pacBage of fro!en spinach into 4+ g portions6 Co"ine 4+ g fro!en spinach with 2++ "lacetone in a lender6 /lend 2 to 3 "inutes on high6 et stand 3 "inutes6 ,ecant supernatant7

sa0e as 16 .dd 1++ "l ethanol to solids re"aining in lender6 /lend 2 to 3 "inutes on high6,ecant supernatant7 sa0e as 26 Co"ine 1 and 27 and filter to re"o0e any re"aining solids6

.dd a pinch of sodiu" chloride6 'efrigerate in a"er ar6

.hro*atograph so#ution (LM page --) 1++ "l is sufficient for fi0e student groups6Co"ine forty@fi0e parts petroleu" ether with fi0e parts acetone7 and store in a screw@capped

35



container6 ael as <Chro"atography Solution6= Leep the container tightly closed7 since thissolution is 0olatile and e)tre"ely fla""ale6 ?If a fu"e hood is a0ailale7 prepare the

solution there6A :a0e a wide@"outh7 screw@capped ar7 laeled <Used Chro"atographySolution7GG a0ailale in which to place used solution6 Leep the ar tightly closed6

&isposa# (LM page --) rganic sol0ents should e recycled or disposed of according tolocal procedures and regulations6

2+ So#ar Energ (LM pages -2–-B)

>>>>> ,ucBweed or Elodea7 fresh >>>>> aeration euip"ent for Elodea7 auariu" air pu"p 1+@2+ gal tanB

>>>>> ra!or lades7 single@edged >>>>> 0olu"eter;

>>>>> test tues7 large culture7 25 15+ "" ri"less >>>>> ruer stoppers7 V57 single@holed >>>>> glycerol

>>>>> pipet7 graduated >>>>> sodiu" icaronate powder 3P ?-a:C3A solution

>>>>> water7 distilled

>>>>> auariu" aerator for sodiu" icaronate >>>>> test tue racB for 25 "" tues >>>>> eaBer7 17+++ "l ?plastic7 glassA

>>>>> la"p7 15+ watt or auariu" light ?full@spectru" ulA

o#u*eter (LM page -0) $repare one 0olu"eter per student group ahead of ti"e6 Insert agraduated pipette into a single@holed ruer stopper that fits into a large culture test tue7 asshown in Figure #646 hen the ruer stopper is in place during the e)peri"ents7 a

continuous colu"n of liuid will for" etween the test tue and the pipette6 .dust the place"ent of the leading edge of the liuid y applying pressure to the stopper6 The o)ygen

e"itted y the Elodea will displace the liuid in the test tue7 thus "o0ing the edge of theliuid in the pipette6 The student will read the change in "illi"eters6

6O sodiu* "icar"onate (Na;.6) so#ution (LM page -2) $repare 125 "l per studentgroup6 ,issol0e 3+ g of -a:C3 in 17+++ "l of distilled water6 .erate the solution with an

auariu" aerator for 3+ "inutes efore the laoratory e)ercise to saturate with carondio)ide6 ,iscard the solution after use6 Elodea (LM page -2) Use fresh ducBweed or Elodea ?one healthy sprig per student group is

sufficientA that has een "aintained in continuously aerated distilled water6 Change the water atleast e0ery two days6

26 .ar"on &ioide 5pta:e (LM page 2)

>>>>> +6+4P phenol red solution >>>>> straws7 indi0idually pacBaged

>>>>> Elodea ?or ducBweedA7

>>>>> olu"eter as descried in Section &626

3#



,O pheno# red so#ution (LM page 2) $repare 1++ "l per student group6 ,issol0e +6+4g of phenol red in 1++ "l of distilled water6 :a0e students use caution when lowing through

the straw into the test tue of phenol red6 0er!ealous students "ay low the phenol red outof the tues and onto the"sel0es6 Students need only low on the surface of the liuid to geta color change6

E3ER.%SE 45ES!%NS

21 '#ant 'ig*ents (LM pages -,–--)

)peri"ental $rocedure; $lant $ig"ents ?M page 54E55A*6 7hich pig*ent is the *ost nonpo#ar (that is has the greatest affinit for the

nonpo#ar so#vent)9 betaIcarotene

1+6 .a#cu#ate the R f (ratio>factor) va#ues for each pig*ent 1etaIcarotenes will have

the largest values, which will be less than one, and chlorophyll b will have the smallest.

116 &o our resu#ts suggest that the che*ica# characteristics of these pig*ents *ight

differ9 "es 7h9 They must differ, otherwise all the pigments would migrate the same

distance.

2+ So#ar Energ (LM pages -2–-B)

erif that photosnthesis re#eases ogen " writing the euation for photosnthesis

solar energyC2 R :2 KKKKKKKKKKKKKW ?C:2An R 2

'ole of hite ight

)peri"ental $rocedure; hite ight ?M pages 5#E5(A46Measure in *i##i*eters the distance the edge *oved 7h did the edge *ove

forward? The edge moved in response to oxygen production, which forced the liBuid

outward in the tubing.

56Record the #ength of ti*e it ta:es for the edge of the so#ution in the tu"ing to recede

1** Ans'ers cab vary. 7h does ce##u#ar respiration which occurs in a p#ant a## the

ti*e cause the edge to recede9 3xygen, which was produced during photosynthesis, was

being used by the plant during cellular respiration. As the volume of oxygen decreased

because photosynthesis is not occurring when the tube is wrapped by foil>, less water was

forced into the tubing, and the edge receded.

#6 %f the Elodea had not "een respiring in step , how far wou#d the edge have

*oved9 Add the distance the edge receded to the distance the edge moved forward during

the initial experiment with the white light.

&6 .a#cu#ate the rate of photosnthesis &%# mm)hr <ates will vary with plant

condition, distance from the lamp, and room temperature.>

!a"#e 2+ Rate of 'hotosnthesis (7hite Light)

,ata

-et photosynthesis ?white lightA 32D1+ "inCellular respiration ?no lightA 165D1+ "in

%ross photosynthesis ?net R cellular respirationA 3365 ?""D1+ "inA'ate of photosynthesis 2+1 ?""DhrA

3&



'ole of %reen ight$ccording to Fig 2- what co#or #ight do the ch#oroph##s a"sor" "est9 violet, blue, and

red Least9 green, the reflected color

7hat co#or #ight do the carotenoids (carotenes and anthoph##s) a"sor" "est9 greenI

yellow Least9 yellow, orange, the reflected colors

&oes photosnthesis use green #ight9 not extensively

)peri"ental $rocedure; %reen ight ?M pages 5(E5*A(6 Cased on our data in !a"#e 26 this percentage X $O

Cased on c#ass data in !a"#e 26 this percentage X 0ompute from class data.

!a"#e 26 Rate of 'hotosnthesis (reen Light)

Jour ,ata Class ,ataross 'hotosnthesis (**/1 *in)

hite ?fro" Tale #62A 3365 ""D1+ "in%reen 1165 ""D1+ "inRate of 'hotosnthesis (**/hr)

hite ?fro" Tale #62A 2+1 ""Dhr %reen &5 ""Dhr 8oteG The results presented in this table are sample data. Actual results will vary.

Conclusions ?M page 5*A

Ep#ain wh the rate of photosnthesis with green #ight is on# a portion of the

rate of photosnthesis with white #ight 7hotosynthesis does not use green light extensively.

;ow does the percentage "ased on our data differ fro* that "ased on c#ass

data9 Explanation will vary according to particular student.

26 .ar"on &ioide 5pta:e (LM page 2)

)peri"ental $rocedure; Caron ,io)ide UptaBe ?M page #4A

26 C#owing onto the so#ution adds what gas to the test tu"e9 primarily carbondioxide 7hen car"on dioide co*"ines with water it for*s car"onic acid 7hat causes

the co#or change9 0arbonic acid releases hydrogen ions. As the p decreases, the color of

the indicator changes from red to yellow.

#6 ;pothesi<e wh the so#ution in the test tu"e eventua## turned red The plant

uses carbon dioxide in photosynthesis. As carbon dioxide is absorbed, carbonic acid is

reconverted to carbon dioxide and water. 6hen the plant has taken up all the blownIin

carbon dioxide, the amount of hydrogen ions and, therefore, the p of the solution, returns to

the previous level. Therefore, the phenol red returns to its initial color.

Use of a Control ?M page #+A

.onsidering the test sa*p#e in !a"#e 2, suggest a possi"#e contro# sa*p#e for

this eperi*entA a sample that does not contain lodea but that contains phenol red withcarbon dioxide blown in to produce the same yellow color

7h shou#d a## eperi*ents have a contro#9 !n a control sample, the variable

3(



being tested is missing. Therefore, if a control sample gives positive results, the experiment is

invalidthe reagents may be contaminated or the procedure may need improvement.

!a"#e 2, .ar"on &ioide 5pta:e

Tue Ti"e for Color ChangeTest sa"ple; Elodea R phenol red solution R C2 3+E4+ "inutes

Control sa"ple; C2 R phenol red solution -o change

2, .ar"on .c#e (LM page 21)16 7hich organe##e in p#ants carries out the reaction in the previous euation in the

reverse (right>to>#eft) direction9 chloroplast

26 'ertaining to photosnthesis the energ in the euation is provided " solar

energy.

36 7hich organe##e in p#ants and ani*a#s is invo#ved in carring out the reaction in

this euation in the forward direction9 mitochondria

46 'ertaining to ce##u#ar respiration the energ in the euation "eco*es che*ica#

"ond energ in what *o#ecu#e9 AT7

56 7ou#d it "e correct to sa that so#ar energ eventua## "eco*es the che*ica#

"ond energ in $!'9 yes 7h9 1ecause solar energy becomes chemical bond energy of

carbohydrates and chemical bond energy of carbohydrates becomes that of AT7 molecules.

#6 .onsidering that "oth p#ants and ani*a#s carr on ce##u#ar respiration reviseFigure 22 to i*prove its accurac The corn plants should be placed next to the cow also.

L$CR$!RD RE%E7 2 (LM page 2+)1. Where In do the light reactions of photosynthesis take place?

In thylakoid membranes of chloroplasts.

2. What procedure did you use to separate plant pigments? chromatography

3. What determines the speed with which a pigment moves up

the chromatography paper? solubility in a solvent 4. Where do plants ordinarily get the energy they need to carry

on photosynthesis? white light of solar energy 5. Blue, red, and green light are all present in what color of

light? white

6. Why do blue and red light, but not green promotephotosynthesis Chlorophyll is able to absorb blue and red light butnot green light.

. !oes Elodea respire in the light or in the dark? Both the lightand the dark

3*



!. "henol red turns what color when carbon dio#ide is added? yellow

". What happens to carbon dio#ide during photosynthesis? It isconverted to carbohydrate.

1#. $ome plants are colorless !o you predict that they carry onphotosynthesis No, a plant requires a pigment to absorb solarenergy and photosynthesize.

4+



0

.e##u#ar Reproduction(LM pages 26>0+)

Fourth EditionThis edition has a separate la for "itosis and another for "eiosis6 The "itosis la gi0esstudents an e)ercise to do as they learn the phases of "itosis6



.ll )ercises >>>>>>>>"icroscopes7 co"pound light

>>>>>>>>lens paper

0+ $ni*a# .e## Mitosis and .to:inesis

.ni"al Mitosis ?M page ##@#(A >>>>>> "itosis "odels7 ani"al

>>>>>> slide7 prepared; whitefish "itosis

06 '#ant .e## Mitosis and .to:inesis

$lant Mitosis ?M page #(@&1A

>>>>>> "itosis "odels7 plant ? >>>>>> slide7 prepared; onion ? AlliumA root tip

-ote; For the e)peri"ental procedure regarding ti"e span of phases7 it would e est to ha0estudents pool their data9 a "ini"u" of 4+ oser0ed cells should worB well6

E3ER.%SE 45ES!%NS01 !he .e## .c#e (LM pages 2,–2-)

State the event of each stage on the #ine provided

1 3rganelles begin to double in number.

S <eplication of /8A

+ Synthesis of proteins

M 2itosis

Ep#ain wh the entire process is ca##ed the Pce## cc#eQ !n dividing cells, the stages

repeat.

The S Stage of the Cell Cycle ?M page #5A 0abel t$e sister c$romatids5 and centromere in t$e dra'ing o/ a duplicated c$romosome in

Figure 2.+ #. sister chromatidsH &. centromere

41



ach daughter cell will ha0e 1( chro"oso"es6

The M Stage of the Cell Cycle ?M page #5A.onsu#t Figure 0+ and write the phases of *itosis hereA prophase, metaphase, anaphase,

telophase

0+ $ni*a# .e## Mitosis and .to:inesis (LM page 28)

ser0ation; .ni"al Cell Mitosis ?M page ##A1 7hat is the nu*"er of chro*oso*es in the parent ce## and in the daughter ce##s in

this *ode# series9 Answer may vary, depending on what model is being used.

6 &o these *ode#s show the spind#e which is i##ustrated in Figure 0,9 2ost likely yes.

, 7hat is the shape of ani*a# ce##s9 1lastula cells are round. 7hat is the appearance

of the spind#e po#e9 An aster is present.

hitefish /lastula Slide ?M page #&A6 Match these state*ents to the correct phase of ani*a# ce## *itosis to Figure 0- and

write the correct state*ents on the #ines provided

'rophaseA /uplicated chromosomes have no particular arrangement in the cell

MetaphaseA /uplicated chromosomes are aligned in the eBuator of the spindle

$naphaseA /aughter chromosomes are moving to the poles of the spindle!e#ophaseA Two daughter cells are now forming

, Ep#ain the different appearance of the chro*oso*es !n the prophase cell, the

chromosomes are duplicated and in the telophase cell, the chromosomes are single.

CytoBinesis in .ni"al Cells ?M page #(A$re an of the ce##s in our whitefish "#astu#a s#ide undergoing cto:inesis9 Most liBely

yes6&o ou see an c#eavage furrows9 2ost likely yes.

06 '#ant .e## Mitosis and .to:inesis (LM page 28>01)

ser0ation; $lant Cell Mitosis ?M page #*A

6 7hat is the nu*"er of chro*oso*es in each of the ce##s in this *ode# series9 Answermay vary, depending on what model is being used.

nion 'oot Tip Slide ?M page #*ATi"e Span for $hases of the Cell Cycle in the nion 'oot Tip ?M p6 #*@&+A;pothesi<e how *an *inutes the ce## spends during each of these phases of the ce##

cc#e ypotheses will most likely vary.

)peri"ental $rocedure Ti"e Span for $hases of the Cell Cycle in the nion 'oot Tip ?M p6 &+A6 .a#cu#ate the percentage of ce##s in each phase of the ce## cc#e and record in !a"#e

0+

, .a#cu#ate the ti*e span for each phase of the ce## cc#e and record in !a"#e 0+

42



!a"#e 0+ !i*e Span for 'hases of the .e## .c#e in the nion Root !ip

$hase -u"er Seen P of Total Ti"e Span ?"inA%nterphase 6 0- 18

'rophase , 1 1,,

Metaphase 1 +- 62

$naphase + - 0+

!e#ophase 6 0- 18!ota# , 1 1,,

Conclusions; Ti"e Span for $hases of the Cell Cycle in the nion 'oot Tip ?M &+A

• 7ere our hpotheses supported or not supported " our o"servation of onion

root tip ce##s undergoing the ce## cc#e9 Answers will vary.

• Suggest a possi"#e ep#anation for the #ength of ti*e a ce## spends on different

phases of the ce## cc#e /uring interphase a cell is carrying on normal activitiesH

/uring prophase, a cell gets ready for metaphase because the chromosomes must be

positioned correctly and this allows the daughter chromosomes to Buickly separate

during anaphase. Telophase takes longer because the cells reorgani?e into daughter

cells.

CytoBinesis in $lant Cells ?M page &1A7ere an of the ce##s undergoing cto:inesis as shown in Figure 00 during te#ophase9 2ost likely, yes.

;ow do ou :now9 0ell plate is present.

ffer an ep#anation for wh Figure 08 is so detai#ed !t9s an electron micrograph.

7ou#d ou predict that the vesic#es of the ce## p#ate #a down the new ce## wa## inside or

outside the vesic#es9 Ep#ain our answer !nside, because this is where the components

to make the cell wall accumulate.

L$CR$!RD RE%E7 0 (LM page 0+)

1 &ivide the ce## cc#e into two *ain portions and te## in genera# what is happening inthese two portions !nterphase cells are contributing to the workings of the body> and

2itosis cells are dividing>.

+ Most of the ti*e the ce## is in which of these portions of the ce## cc#e9 7h is this

advantageous9 !nterphase because this is the time that cells go about their normal

activities.

6 Na*e and define the two events that ta:e p#ace when a ce## divides 2itosis nuclear

division> and cytokinesis division of cytoplasm> occur when a cell divides6

, 7hat is the function of the centro*ere during *itosis9 The centromere provides a

place of attachment for spindle fibers.

43



Laboratory

8

Seua# Reproduction(LM pages 06–8+)

Fourth EditionThis edition has a separate la for "itosis and another for "eiosis6 Section (62 nowe"phasi!es how "eiosis results in 0ariation a"ong the ga"etes6 Te)t art was added to this

section as a guide to the hands@on e)peri"ental procedure in this section6



81 MeiosisA Reduction &ivision (LM pages 0,>0-)

Meiosis in ily .nther ?p6 &4A

>>>>>> Microscope slide of "eiosis in ily anther

8+ 'roduction of ariation &uring Meiosis Cui#ding .hro*oso*es to Si*u#ate

Meiosis (LM page 02>08)

>>>>>> Chro"oso"e Si"ulation

>>>>>> scissors >>>>>> .ni"al "eiosis "odel&4

86 ;u*an Life .c#e

>>>>>> $aper and pencil

E3ER.%SE 45ES!%NS81 MeiosisA Reduction &ivision (LM pages 0,>0-)

Cefore proceeding

a &istinguish "etween dip#oid (+n ) and hap#oid (n)A /iploid eBuals the full number of

chromosomes when there are pairs of chromosomes. aploid eBuals half the full number

of chromosomes when each type chromosome does not have a pair.

" &istinguish "etween a ho*o#ogue and a tetradA Each member of a pair of chromosomes

is called a homologue. Tetrads occur when the homologues are paired and each one

consists of two chromotidsH therefore four chromatids are in close proximity.

ser0ation; Meiosis in ily .nther ?M pages ?&4@&5A$hases of Meiosis I ?M page &4@&5A

45



+ !e## what is happening in each of these (*eiosis %) phases See descriptions in igure

:.$ 2eiosis !

6 %n Figure 86 p#ace a +n or n "eside each drawing 0ells in prophase !, metaphase !,

and anaphase ! are &nH each cell forming in Telophase ! and daughter cells in interkinesis

are n.

$hases of Meiosis II ?M page &5A

+ !e## what is happening in each of these (*eiosis %%) phases See descriptions in igure:.( 2eiosis !!.

6 %n Figure 8, p#ace a +n or n "eside each drawing All cells during meiosis !! are n.

8+ 'roduction of ariation &uring Meiosis (LM 02>08)

.naphase II ?M page &(A1 'u## the two *agnets of each dup#icated chro*oso*e apart 7hat does this action

represent9 This action represents separation of centromeres and daughter chromosomes

moving to opposite poles.

Telophase II ?M page &(A

116 .t the end of telophase7 the daughter nuclei refor"6

!herefore how *an nuc#ei are usua## present when *eiosis %% is co*p#ete9 four

%n this eercise how *an chro*oso*es were in the parent ce## nuc#eus

undergoing *eiosis %%9 two

;ow *an chro*oso*es are in the daughter nuc#ei9 two Ep#ain 6hen the

chromatids of the chromosomes in the parental cell separate, they become daughter

chromosomes, which go into the daughter cells.

Su""ary of $roduction of ariation ,uring Meiosis ?M page &(A1 %f the parent ce## is +nG, the daughter ce##s are n G & .

+ 7h do the puppies "orn to these parents show variation9

a !his process is ca##ed crossingIover.

" &uring *etaphase % a#ign independent# and therefore different# !his *eansthat daughter ce##s fo##owing te#ophase % can have different combinations of

chro*oso*es

c &uring ferti#i<ation variant sper* ferti#i<e variant eggs he#ping to ensure that the

new individua# inherits a different combination of chro*oso*es than the parent had

86 ;u*an Life .c#e (LM pages 0B>81)

$s ou read the fo##owing tet fi## in "oes in Figure 82 with the ter*s P*itosisQ or

P*eiosisQ Left to rightG meiosis, mitosis, mitosis.

Su""ary of :u"an ife Cycle ?M page &*AFi## in the "#an:s to ensure our understanding of the ro#e of *eiosis and *itosis in

hu*ans1 Na*e of organ that produces ga*etes in *a#es testesH in fe*a#es ovaries

4#



+ Na*e of process that produces ga*etes in *a#es spermatogenesisH in fe*a#es

oogenesis

6 !pe of ce## division invo#ved in process in *a#es meiosisH in fe*a#es meiosis

, Na*e of ga*ete in *a#es spermH in fe*a#es egg

- Nu*"er of chro*oso*es in ga*ete in *a#es nH in fe*a#es n

2 Resu#ts of ferti#i<ation ?ygote

0 Nu*"er of chro*oso*es provided &n

Mitosis ersus Meiosis ?M pages (+A

!a"#e 81 &ifferences Cetween Mitosis and Meiosis

Mitosis Meiosis1 Nu*"er of divisions 3ne Two

+ .hro*oso*e nu*"er in daughter ce##s Same as the

parent cell

3neIhalf of the

parent cell

6 Nu*"er of daughter ce##s Two our

!a"#e 8+ Mitosis .o*pared with Meiosis %

Mitosis Meiosis I'rophaseA No pairing of chro*oso*es 'rophase %A 7airing of

homologues

MetaphaseA &up#icated chro*oso*es at *etaphase p#ate Metaphase %A /uplicated

homologues at eBuator

$naphaseA Sister chro*atids separate $naphase %A omologues

separate

!e#ophaseA .hro*oso*es have one chro*atid !e#ophase %A 0hromosomes

have two chromatids6

'rovide the correct ter* for each definition (LM page 8)1 !pe of ce## division that :eeps the chro*oso*e nu*"er the sa*e and occurs during

growth and repair 2itosis

+ !pe of ce## division that reduces the chro*oso*e nu*"er and occurs during ga*ete

for*ation 2eiosis

6 ;a#f the dip#oid nu*"er of chro*oso*es aploid n> number

, Ma#e ga*ete with the n nu*"er of chro*oso*es Sperm

- Fe*a#e ga*ete with the n nu*"er of chro*oso*es Egg

L$CR$!RD RE%E7 8 (LM page 8+)1 7here wou#d ou epect to find *eiosis ta:ing p#ace in hu*an *a#es9 testes

fe*a#esH ovaries

4&



+ %f there are 16 pairs of ho*o#ogues in a parent ce##/ how *an chro*oso*es

are there in a sper*9 #$ Ep#ain how ou arrived at this nu*"er 7airs

separate during meiosis.

6 $ccount for wh each of our "od ce##s contains two of each :ind ofchro*oso*e 7rior to mitosis, /8A replicated and the chromosomes duplicated.

Separation of chromatids provides the &n number for each cell.

, &oes *etaphase of *itosis/ *eiosis %/ or *eiosis %% have the hap#oid nu*"er

of chro*oso*es at the e)uator of the spind#e9 meiosis !!

- List four differences when co*paring *itosis with *eiosis See Table :.& and

igure :.

2 %f the ce##s of an organis* have 1+ chro*oso*es/ what is the nu*"er ofchro*oso*es at the e)uator during *etaphase of *itosis9 12

during *etaphase of *eiosis %%9 #

0 $ student is si*u#ating *eiosis % with a pair of ho*o#ogues that are red>#ong

and e##ow>#ong 7h wou#d ou not epect to find "oth red>#ong and e##ow>

#ong in one resu#ting daughter ce##9 <edIlong and yellowIlong are homologues and

homologues separate during meiosis.

8 7ith reference to a pair of ho*o#ogues/ descri"e the change in the two

participating nonsister chro*atids fo##owing crossing>over Each nonsisterchromatid will have genetic material from the other nonsister chromatid.

B 7hat wou#d "e the appearance of a ce## that co*p#etes *itosis "ut does not

undergo cto:inesis9 The cell would ha0e two nuclei6

with a ce## that co*p#etes *eiosis "ut does not undergo cto:inesis9 The cell

would ha0e four nuclei6

1F %n the #ife cc#e of hu*ans/ when does *itosis occur9 /uring growth and

development of ?ygote and during growth of individual.

4(



Laboratory

B

'atterns of %nheritance

(LM pages 86–B2)

Fourth EditionThis la was rewritten to facilitate its use y the instructor ecause students oser0e only the

results of li0e genetic crosses rather than perfor"ing the crosses6 More paper and pencil practice is pro0ided for students as they fill in $unnett suares and do additional genetics prole"s6

New or Revised FiguresA *62 hat are the e)pected results of a crossH9 *64 Monohyrid

Cross ?in cornA 9 FI "ethod to deter"ine ga"etes for two@trait prole"s ?p6 (*A


Specia# Reuire*ents

Living *ateria# Toacco seedlings for *61 ne@Trait Crosses6 .lternati0e corn seedlings"ay e used6 ,rosophila flies for *62 and *63

$## sections

TTTTTT stereo"icroscope TTTTTT hand lens TTTTTT lens paper

B1 ne>!rait .rosses (LM pages 8,>88)Color of Toacco Seedlings ?M page (5@(#A

>>>>> toacco seedlings ?a /ioBitY7 is a0ailale fro" CarolinaA

The Bit contains seeds7 growth cha"ers7 and ger"ination papers for a class of thirtystudents6 Sow seeds appro)i"ately ten days efore use6 The seedlings can e "aintained for

aout a weeB6 ?The alino ones will die shortly thereafter6A

Color of Corn Lernels ?M pages (#@(&A >>>>> Corn %enetics /ioBitY ?Carolina /iological SupplyA The Bit co"es with

fifteen ears7 "arBer pins7 a teacherGs "anual7 and thirty student guides6 . 0ariety of geneticcorns and student guides are a0ailale6

B+ !wo>!rait .rosses (LM pages 88>B6)Color and Te)ture of Corn ?M pages (*@*+A

4*



>>>>> Corn ,ihyrid %enetics /ioBitY ?Carolina 1& #3(+A This Bit co"es withfifteen ears7 "arBer pins7 a teacherGs "anual7 and thirty student guides6 . 0ariety of other

genetic corns and student guides are a0ailale6

ing ength and /ody Color in /rosophila ?M pages *1@*3A

>>>>> 'esults of the cross l%g Q llgg fro" Carolina /iological Supply ?optionalA >>>>> card7 white inde)

>>>>> lens paper >>>>> rush7 ca"el@hair

6rosop$ila .ross (LM page B1) If you wish students to count the flies do this; .fter

recei0ing the results of the cross l%g Q llgg fro" Carolina /iological Supply7 transfer theflies into a fresh 0ial that has no culture "ediu" and free!e the flies o0ernight6 :a0e students

put the flies acB into the 0ial and return to you for use y another group6 .s the culture ottle produces new flies7 continue to free!e the" for future las6

B6 3>Lin:ed .rosses (LM pages B6>B-)

'edDhite ye Color in /rosophila

>>>>> 'esults of the cross red@eyed "ale hetero!ygous red@eyed fe"ale fro"

Carolina /iological Supply ?optionalA >>>>> card7 white inde) >>>>> lens paper

>>>>> rush7 ca"el@hair

6rosop$ila 3>#in:ed cross (LM B6) If you wish students to count the flies do this; .fterrecei0ing the results of the cross red@eyed "ale ) hetero!ygous red@eyed fe"ale fro"Carolina /iological Supply7 transfer the flies into a fresh 0ial that has no culture "ediu" and

free!e the flies o0ernight6 :a0e students put the flies acB into the 0ial and return to you foruse y another group6 .s the culture ottle produces new flies7 continue to free!e the" for

future las6

E3ER.%SE 45ES!%NSB1 ne>!rait .rosses (LM pages 8,–88)

Color of Toacco Seedlings ?M pages (5@(#A)peri"ental $rocedure; Color of Toacco Seedlings7hat is the epected phenotpic ratio? $G# three green plants to one white plant

!a"#e B1 .o#or of !o"acco Seed#ings

-u"er of ffspring %reen Color hite Color $henotypic 'atio'#ate $G#

'#ate $G#

'#ate $G# !ota#s :; $% $G#

.#ass &ata $G#

5+



Conclusions; Color of Toacco Seedlings ?M page (#A

• &o our resu#ts differ fro* the epected ratio9 yes Ep#ain 0ounting small

numbers of offspring is more likely to cause a variation from the expected ratio.

• 7as our c#ass data c#oser to the epected ratio9 yes

Color of Corn Lernels ?M7 page (#@(&A

)peri"ental $rocedure; Color of Corn Lernels ?M7 page (&A7hat is the epected phenotpic ratio? #G#one purple kernel to one yellow kernel

!a"#e B+ .o#or of .orn erne#s

-u"er of Lernels

$urple Color Jellow Color $henotypic 'atio'#ate #G#

'#ate #G#

'#ate #G#

!ota#s #+ #+ #G#

.#ass &ata #G#

Conclusions; Color of Corn Lernels ?M page (&A• &o our resu#ts differ fro* the epected ratio9 yes Ep#ain 0ounting small

numbers of offspring is more likely to cause a variation from the expected ratio.

• 7as our c#ass data c#oser to the epected ratio9 yes Ep#ain 0ounting a

large number of offspring is more likely to result in the expected ratio.

ne>!rait enetics 'ro"#e*s (LM page 88)

16 %n pea p#ants purp#e f#owers (') is do*inant and white f#owers (p) is recessive 7hat

is the genotpe of pure>"reeding white p#ants9 'ure>"reeding *eans that the produce

p#ants with on# one phenotpe pp %f pure>"reeding purp#e p#ants are crossed with

these white p#ants what phenotpe is epected9 7urple plants

26 %n pea p#ants ta## (!) is do*inant and short (t) is recessive $ hetero<gous ta##

p#ant is crossed with short p#ant 7hat is the epected phenotpic ratio9 #G#

36 5nepected# to the far*er two ta## p#ants have so*e short offspring 7hat is the

genotpe of the parent p#ants and the short offspring9; parents are Tt and offspring is tt

46 %n horses two trotters are *ated to each other and produce on# trotters and pacers

are *ated to each other and produce on# pacers 7hen one of these trotters is *ated to

one of the pacers a## the horses are trotters .reate a :e and show the cross 5eyG T

trotter, t pacer 0rossG TT C tt

56 $ "rown dog is crossed with two different "#ac: dogs !he first cross produces on#"#ac: dogs and the second cross produces eua# nu*"ers of "#ac: and "rown dogs

51



7hat is the genotpe of "rown dog= bb !he first "#ac: dog? 11 !he second "#ac: dog9

1b

#6 %n pea p#ants green pods () is do*inant and e##ow pods (g) is recessive 7hen two

pea p#ants with green pods are crossed +-O of the offspring have e##ow pods 7hat is

the genotpe of a## p#ants invo#ved9 parents are Kg H ;%O of offspring are KgH &;O of

offspring are ggH &;O of offspring are KK.

&6 $ "reeder wants to :now if a dog is ho*o<gous "#ac: or hetero<gous "#ac: %f the

dog is hetero<gous which cross is *ore #i:e# to produce a "rown dog C" 3 "" or C"

3 C"9 )plain The cross 1b C bb gives a ;%O chance of a brown dog but 1b C 1b gives a

&;O chance of a brown dog.

(6 %f the cross in 2 produces ++ p#ants how *an offspring have green pods and how

*an have e##ow pods9 77 $ave yello' bods and 317 $ave green pods %f the cross in +

produces ++ p#ants how *an offspring are ta## and how *an are short9 ##% are tall

and ##% are short

B+ !wo>!rait .rosses (LM pages 88>B6)

Color and Te)ture of Corn ?M pages (*E*+A)peri"ental $rocedure; Color and Te)ture of Corn16 &o the 'unnett suare in order to state the epected phenotpe ratio a*ong the

offspring JG$G$G# J purple smooth to $ purple rough to $ yellow smooth to # yellow rough >

!a"#e B6 .o#or and !eture of .orn

-u"er of Lernels $urple $urple Jellow Jellow $henotypic

S"ooth 'ough S"ooth 'ough 'atioSa*p#e >>>> 314 74 77 38 9:+:+:3

Sa*p#e TTTT 28 31 4 9 9:+:+:3

Sa*p#e TTTT 73 31 38 1 9:+:+:3

!ota#s 493 92 9+ ++ 9:+:+:3.#ass &ata 9:+:+:3

These data are possible, however individual and class data will vary. Puestions can be

answered using these data if students do not do the experiment.

Conclusions; Color and Te)ture of Corn ?M pages *+A.a#cu#ate the actua# phenotpic ratios "ased on the data and record in !a"#e B6 &o

our resu#ts differ fro* the epected ratio per individua# data9 most likely per c#ass

data9 closer to expected ratio Ep#ain The more offspring counted the greater the

probably of achieving the expected ratio.

ing ength and /ody Color in /rosophila ?M pages *1@*2A

7hat is the epected phenotpic ratio for this cross9 #G#G#G#

!a"#e B, 7ing Length and Cod .o#or in 6rosop$ila

52



$henotypes ong ong Short Short $henotypic

%ray eony %ray /lacB 'atioNu*"er of ffspring 48 +4 47 + 3:3:3:3

.#ass data 348 34 34 34 3:3:3:3

Conclusions; ing ength and /ody Color in /rosophila ?M page *2A

.a#cu#ate the actua# phenotpic ratio "ased on the data and record in !a"#e B, &o theresu#ts differ fro* the epected ratio per individua# data9 yes, probably per c#ass data

not as much Ep#ain The more offspring that are counted, the greater is the probability of

achieving the expected ratio.

!wo>!rait enetics 'ro"#e*s (LM pages B+>B6)

16 %n to*atoes ta## is do*inant and short is recessive Red fruit is do*inant and e##ow

fruit is recessive .hoose a :e for heightA T tall, t short for co#or of fruitA < red, r

yellow 7hat is the genotpe of a p#ant hetero<gous for "oth traits9 Tt<r 7hat are

the possi"#e ga*etes for this p#antH T<, t<, tr, Tr

26 5sing words what are the #i:e# parenta# genotpes if the resu#ts of a two>trait

pro"#e* are 1A1A1A1 a*ong the offspring9 hetero?ygous in both traits C homo?ygousrecessive in both traits

36 %n horses "#ac: (C) and trotting gait (!) are do*inant whi#e "rown (") and a pacing

gait (t) are recessive %f a "#ac: trotter (ho*o<gous for "oth traits) is *ated to a "rown

pacer what ratio is epected a*ong the offspring9 All black trotter

46 !wo "#ac: trotters have a "rown pacer offspring 7hat is the genotpe of a## horses

invo#ved9 "#ac: trotter parentsA 1bTt "rown pacer offspringA bbtt

56 !he phenotpic ratio a*ong the offspring for two corn p#ants producing purp#e and

s*ooth :erne#s is BA6A6A1 (See #a" for the :e) a 7hat is the genotpe of the parenta#

p#ants9 7pSs 7hat is the phenotpe of the B offspring9 7urple smooth 6 of the offsping9 purple rough the other 69 yellow smooth and the 1 offspring9 yellow rough

#6 7hich *atings cou#d produce at #east so*e fruit f#ies hetero<gous in "oth traits9

7rite es or no "eside each (Dou do not need a :e)

gg0l 3 ;gll yes

;;0l 3 gg0l yes

;;00 ggll yes

Ep#ain !n each cross, it is possible to choose a KgLl combination for the offspring.

&6 State two new crosses that cou#d not produce fruit f#ies hetero<gous in "oth traits9

KKLL C KKLL, KKLL C KgLL, KKLl C KKLl Any combination in which the offspring

must receive two capital letters for one of the traits.>

ggll C ggll

53



(6 .hi*pan<ees are not deaf if the inherit "oth an a##e#e E and an a##e#e ; $ cross

"etween two deaf chi*pan<ees produces on# chi*pan<ees that can hear 7hat are the

genotpes of of a## chi*pan<ees invo#ved9 'arentsA KKee C ggEE ffspring: KgEe

B6 3>#in:ed .rosses (LM pages B6>B,)

'edDhite ye Color in /rosophila ?M page *3@*4A

.o*p#ete this 'unnett suare and state the epected phenotpic resu#ts for this cross9

fe*a#es all red eyes *a#es #G#

)peri"ental $rocedure; 'edDhite ye Color in /rosophila ?M pages *4A

!a"#e B- Red/7hite Ee .o#or in 6rosop$ila

-u"er of ffspringDour &ataA 'ed yes hite yes $henotypic 'atioMa#es 31 32 3:3

Fe*a#es 1+ All red eyes

.#ass &ataA

Ma#es -7 -8 3:3

Fe*a#es 437 All red eyes

Conclusions; 'edDhite ye Color in /rosophila ?M page *4A

• &o our resu#ts differ fro* the epected ratio per individua# data9 yes per

c#ass data9 not as much Ep#ain The more offspring that are counted, the greater is the

probability of achieving the expected ratio.

• %n the space provided do a 'unnett suare to ca#cu#ate the epected

phenotpic resu#ts for the cross 3 RD 3r 3r . females all red eyedH males all whiteIeyed

3>#in:ed enetics 'ro"#e*s (LM page B-)

16 State the genotpes and ga*etes for each of these fruit f#iesA

genotype ga"ete?sA

white>eed *a#e 3r D 3r Dwhite>eed fe*a#e 3r3r 3r

red>eed *a#e 3R D 3R D

ho*o<gous red>eed fe*a#e 3R 3R 3R

hetero<gous red>eed fe*a#e 3R 3r 3R 3r

26 7hat are the resu#ts if a white>eed fe*a#e is crossed with a red>eed *a#e9

Ma#es All whiteIeyed males Fe*a#es All red eyes

36 Regard#ess of an tpe cross do white>eed *a#es inherit the a##e#e for white ees

fro* their father or *other9 mother Ep#ain 2ales receive a " from their father

46 %n sheep horns are se #in:ed and ; G horns and h G no horns 5sing s*"o#s whatcross do ou reco**end if a far*er wants to produce horn#ess *a#es9 C " C C h C h

54



56 %n &rosophi#ia "ar ee (C) is do*inant and no "ar ee (") is recessive 7hat are the

resu#ts of these crosses9

Car eed *a#e 3 non>"arred eed fe*a#e C 1" C C r C r C r " 9 All noIbarred malesH #G# 1arI

eyedG nonbarred eyed females

Car eed *a#e 3 hetero<gous fe*a#e Q/J C 1 C b 2ales #G# and emales all barIeyedH

nonIbar eye male C hetero?ygous female

#6 $ fe*a#e fruit f# has white ees 7hat is the genotpe of the father9 Cr" 7hat cou#d"e the genotpe of the *other9 C r C r or C < C r

&6 %n a cross "etween fruit f#ies a## the *a#es have white ees and the fe*a#es are 1A1

7hat is the genotpe of the parents9 fe*a#e parent C r C r *a#e parent C <"

(6 %n a cross "etween fruit f#ies a white>eed *a#e and red>eed fe*a#e produce no

offspring that have white ees 7hat is the genotpe of the parents Ma#e parent C r " Fe*a#e parent C < C <

L$CR$!RD RE%E7 B (LM page B2)1 %f offspring ehi"it a 6A1 phenotpic ratio what are the genotpes of the

parents9 Aa x Aa

+ %n fruit f#ies which of the characteristics ou studied was 3>#in:ed9 red)white eye

color

6 %f offspring ehi"it a BA6A6A1 phenotpic ratio what are the genotpes of the

parenta# generation9 Aa1b x Aa1b

, %f a cross resu#ts in B #ong>winged f#ies to 6 short>winged f#ies what are the

phenotpes of the parents9 longIwinged

- Crief# descri"e the #ife cc#e of 6rosop$ila The adults reproduce by laying eggs.

The eggs hatch into larvae that feed. The larvae form pupae, in which the tissues are

reorgani?ed into an adult.

2 %n the cross Aa1b C aa11 what are the ga*etes for Aa1b9 A1, Ab, a1, ab For

aaC"9 a1, ab 7hat are the genotpic resu#ts for this cross9 Aa11, Aa1b &>, Aabb, aa11,

aa1b &>, aabb

2. 7hat is the genotpe of a white>eed *a#e fruit f#9 C r "

(6 Suppose ou counted , green to"acco seed#ings and + white to"acco seed#ings in

one agar p#ate &o our resu#ts show that "oth parent p#ants were hetero<gous for the

co#or a##e#e9 "es, because only Aa C Aa can produce an offspring that is aa.

*6 Suppose ou counted to"acco seed#ings in si agar p#ates and our data were as

55



fo##owsA 1+- green p#ants and 6B white p#ants 7hat is the phenotpic ratio9 $G#

1 Suppose that students in the #a"orator periods "efore ou re*oved so*e of the

purp#e and e##ow corn :erne#s on the ears of corn as the were perfor*ing the

Eperi*enta# 'rocedure 7hat effect wou#d this have on our resu#ts9 An accurate

JG$G$G# ratio could not be obtained due to incomplete data.

5#



Laboratory

1

&N$ Cio#og and !echno#og(LM pages B0>11)

Fourth Edition. new procedure is used for isolating ,-. in a test tue6


11 &N$ Structure and Rep#ication (LM pages B8>1)

>>>>> "odel7 ,-.9 "odel Bit7 ,-.@'-.9 or pu!!le Bit7 ,-.

1+ RN$ Structure (LM pages 11>+)

>>>>> pu!!le Bit7 ,-.

16 &N$ and 'rotein Snthesis (LM 1+ >1-)

>>>>> "odel Bit7 ,-.@'-. $rotein Synthesis

its and *ode#s For Sections 1+61 to 1+637 ,-. Bits are a0ailale fro" Carolina /iological

Supply and a .ids7 fro" which students construct "odels6 The Bits 0ary in degree ofsophistication and in price6 ,escriptions and price infor"ation for the Carolina products can

e found in the <%enetics= section of the Carolina catalog6 .lternati0ely7 students can si"plyuse the figures in the la "anual to gain an understanding of the concepts6

1, %so#ation of &N$ and Ciotechno#og (LM page 12>10)

&N$ iso#ation >>>>> safety goggles ?See CarolinaGs Safety; Face $rotection SectionA >>>>> late) glo0es andDor nonlate) glo0es ?See CarolinaGs Safety; :and

$rotection SectionA >>>>> la coats ?See CarolinaGs Safety; /ody $rotection SectionA or other

clothing protect

>>>>> slice of fruit or 0egetale

>>>>> "ortar and pestle >>>>> large7 clean test tue on ice

>>>>> +6*P -aCl >>>>> dishwasher detergent ?e6 g67 /lue ,awnA

>>>>> transfer pipets >>>>> ice@cold ethanol

>>>>> s"all7 clean test tue

5&



>>>>> phenol red

For laoratory; >>>>> test tues7 large >>>>> test tue racB

>>>>> ice@water ath >>>>> transfer pipets

>>>>> +6*P -aCl solution >>>>> *5P ethanol7 ice cold ?5 "l per student groupA

e# E#ectrophoresis (LM page 12>10)

-ote; If desired7 students can gain an understanding of the gel electrophoresis process y

using the description and figures in the a Manual7 rather than perfor"ing the actual procedure6

>>>>> hori!ontal gel electrophoresis apparatus; >>>>> power supply

>>>>> cales

>>>>> electrophoresis cha"er with gel

TTTTT lectrophoresis ,-. Separation Lit

;ori<onta# ge# e#ectrophoresis apparatus6/iological suppliers ha0e 0arious types of

electrophoresis apparatuses for sale6 /iostar Corporation ?$66 /o) 5&5#7 afayette7 In4&*+3A has Zuadracell units ?ZC@1++A and power supply ?M./@125A7 which allow fourgels of four lanes each per unit6

E#ectrophoresis &N$ Separation it If a Bit is not otained7 the following supplies will e

needed;lectrophoresis uffer ?optionalA6 If you ha0e purchased a Bit7 the electrophoresis

uffer will e included6 therwise7 "aBe up a sterile 5P stocB T/ uffer as follows; 54 g of Tris ase ?Tris a"ino"ethane ufferA7 2&65 g of oric acid7 2+ "l of +65 M ,T. ?disodiu"

ethylene dia"ine tetraacetate 2:2A ?p: (6+A6 8ote; The wells also can e loaded eforeadding the uffer6 Then they will need to e sealed with agarose solution6

.garose solution6 .garose powder can e purchased fro" iological suppliers6 It also

co"es as part of a "olecular iology e)peri"ent pacBage7 along with instructions for "aBingthe gel sla6

%el slas6 %el slas can e used i""ediately7 or they can e co0ered with plastic andleft o0ernight ?or longerA in the refrigerator6

Micropipettes and "icropipette tips6 ither adustale or fi)ed pipettes arereco""ended6 hen using adustale pipettes7 you need only one ?5E5+ "lA per setup7 with

one Bind of tip6 To pipette 1++ "l7 ust use the 5+ "l adust"ent le0el twice6 ?'

Scientific7 with offices in "any "aor cities7 is a good supplier of adustale pipettes6A

5(



The tip can e cleaned y rinsing three ti"es7 ut when worBing with acteria7 usinga newDsterile tip each ti"e is preferale6 ?Tips can e reused after rinsing and resterili!ation

in their dispenser o)es6A1- &etecting enetic &isorders

TTTT paper and pencil

E3ER.%SE 45ES!%NS11 &N$ Structure and Rep#ication (LM pages B8–1)

ser0ation; ,-. Structure ?M page **A

16 0abel p$osp$ate5 base pair5 and deoxyribose in your dra'ing.

See igure ##.&1 in text

!a"#e 11 Case .o#ors

In Figure 1+61 In Jour Lit.tosine red

!h*ine purple!blue

$denine gold

uanine green

36 7hat tpe of *o#ecu#es *a:e up the "ac:"one (uprights of #adder) of &N$

(Fig 11)9 sugar and phosphate molecules

46 0abel a $ydrogen bond in Figure 3.3. The label goes on the only writeIon line

available. &ashes are used to represent hdrogen "onds in Figure 11 "ecause

hdrogen "onds are weak 656 Notice U that the "ase $ is a#was paired with the "ase T, and the "ase . is a#was

paired with the "ase K6#6 %n Figure 11 what *o#ecu#es *a:e up the rungs of the #adder9 hydrogenIbonded

bases adenine pairs with thymineH cytosine pairs with guanine

&6 7h is &N$ a#so ca##ed a dou"#e he#i (Fig 11)9 The two strands making up /8A9s

ladder configuration twist around one another in the form of a helix.

,-. 'eplication ?M pages **@1++Aser0ation; ,-. 'eplication

16 7hat "onds are "ro:en in order to un<ip the &N$ strands9 hydrogen bonds

46 $re our *o#ecu#es identica#9 yes

56 Cecause of co*p#e*entar "ase pairing each new dou"#e he#i is co*posed of an

old strand and a new strand 7rite o#d or new in 1–1 Figure 14a5 b5 and c #. oldH

&. oldH $. oldH (. newH ;. newH '. oldH . oldH :, newH (. newH #%. old 7h is &N$

rep#ication ca##ed se*iconservative9 1ecause each new double helix is composed of an

old parental> strand and a new daughter> strand.

#6 &oes rep#ication provide a *eans for passing &N$ fro* ce## to ce## and organis* to

organis*9 yes Ep#ain 1y replicating making a copy of itself> daughter cells receive a

copy of the /8A.

5*



!a"#e 1+ &N$ Rep#ication

#d strand ! ! . . $ ! ! $ $ $ ! ! . . $ $ $ $ ! . $ ! $

New strand 0 0 0 A A K K T A A T T T A A K K T 0 T T T A K T A T

1+ RN$ Structure (LM 'ages 11>1+)

16 &escri"e the "ac:"one of an RN$ *o#ecu#e <8A, like /8A, has a sugar phosphate

backbone.26 7here are the "ases #ocated in an RN$ *o#ecu#e9 to the side

ser0ation; '-. Structure ?M pages 1+1@1+2A16 0abel t$e ribose (t$e sugar in R<A)5 t$e p$osp$ate5 and t$e base in your dra'ing and

in 3=+5 Figure 3.+. #. phosphate &. base $. riboseH

!a"#e 16 Case .o#ors

In Figure 1+63 In Jour Lit.tosine red

5raci# purple!blue

$denine gold uanine green

!a"#e 1, &N$ Structure .o*pared with RN$ Structure

,-. '-.Sugar &eori"ose Ribose

Cases $denine guanine th*ine ctosine Adenine5 guanine5 uracil5

cytosine

Strands &ou"#e stranded with "ase pairing "ingle stranded

;e#i Des <o

Co"ple"entary /ase $airing ?M7 p6 1+2A

Co"plete Tale 1+65 to show the co"pli"entary ,-. ases for the '-. ases

!a"#e 1- &N$ and RN$ Cases

RN$ Cases . 5 $

&N$ Cases K A T 0

16 &N$ and 'rotein Snthesis (LM pages 16>1-)

7hat is the ro#e of each of these participants in protein snthesis

&N$: stores information i.e., proper seBuence of amino acids>

*RN$G carries information to ribosomes

tRN$A brings amino acids to ribosomes

Transcription ?M page 1+3A 0abel Figure 3.-. #. <8A polymeraseH &. m<8A transcript

#+



ser0ation; Transcription

!a"#e 12 !ranscription

&N$ ! $ . $ . $ . $ $ . ! $ $ . $ !

*RN$ A @ K @ K 0 @ 0 K @ @ K A @ @ K @ A

46 Locate the end of the strand that wi## *ove to the ribsosomes in the ctop#as*

;9end Translation ?M pages 1+4E1+5A 0abel Figure 3.7. #. amino acidH &. t<8AH $. anticodon

ser0ation; Translation ?M pages 1+4A

16 5sing the *RN$ seuence given in !a"#e 10 nu*"er the tRN$ E a*ino acid

co*p#ees in the order the wi## co*e to the ri"oso*e igure #%.' G Top row G #, &, ;H

1ottom row G (, $, ',

26 .o*p#ete !a"#e 10 7h are the codons and anticodons in groups of three9 The

genetic code is a triplet code.

!a"#e 10 !rans#ation

*RN$ codons $5 ... $= 55 $5 55 5.5

tRN$ anticodons @A0 KKK 0@0 0AA 0@A AA0 AKA$*ino acid 2et 7ro Klu Qal Asp Leu Ser

/oth %.% and %.. code for %lu

1, %so#ation of &N$ and Ciotechno#og (LM page 12)

)peri"ental $rocedure; Isolation of ,-..nswer the following uestions?page 1+&A1 7hat is "iotechno#og9 1iotechnology is the manipulation of /8A for the benefit of

human beings and other organisms.

+ Specu#ate how the a"i#it to iso#ate &N$ and run ge# e#ectrophoresis of &N$ re#ated

to "iotechno#og !solating /8A and performing gel electrophoresis shows that

/8A is sub4ect to laboratory procedures the same as any other molecule.6 Na*e a "iotechno#og product so*eone ou :now is now using or ta:ing as a

*edicine Answers will vary.

1- &etecting enetic &isorders (LM pages 10–1B)

%enetic Seuence for SicBle Cell ,isease16 %n what three>&N$>"ase seuence does >b A differ fro* >b " 9

>b A 0T0 >b " 0A0

26 7hat are the codons for these three "ases9

>b A KAK >b " K@K

36 7hat is the a*ino acid difference9 >b A glu >b " val

,etection of SicBle@Cell ,isease y %el lectrophoresis ?M pages 1+*A

#1



26 %n Figure 11 which #ane contains on# >b " signifing that the individua# is

>b " >b " Lane &

36 7hich #ane contains on# >b A signifing that the individua# is >b A >b A Lane #

46 #$ic$ lane t$at contains bot$ >b " and >b A 5 signi/ying t$at t$e individual is >b A >b " . Lane $

/etection by Kenomic SeBuencing

#$at are t$e c$ances t$at t$is couple 'ill $ave a c$ild 'it$ sicle!cell disease= 1oth partners are hetero?ygousH therefore the chance this couple will have a child with sickleIcell

disease is &;O.

Su""ary; ,etecting %enetic ,isorders ?M page 1+*A 7hat two *ethods of detecting genetic disorders were descri"ed in this section9 Kel electrophoresisH genomic seBuencing

7hich *ethod is *ore direct and pro"a"# reuires *ore epensive euip*ent

to do9 Kenomic seBuencing

7hich *ethod pro"a"# preceded the other *ethod as a *eans to detect sic:#e>

ce## disease9 Kel electrophoresis

L$CR$!RD RE%E7 1 (LM page 11)1 Ep#ain wh &N$ is said to have a structure that rese*"#es a #adder The paired

bases are the rungs of the ladder and the sugarIphosphate backbones are the supports.

+ &o the two &N$ dou"#e he#ices fo##owing &N$ rep#ication have the sa*e or a

different co*position9 Same

6 ;ow is co*p#e*entar "ase pairing different when pairing &N$ to &N$ than when

pairing &N$ to *RN$9 @racil replaces thymine in <8A.

, Ep#ain wh the genetic code is ca##ed a trip#et code Every three bases stands for one

of the twenty amino acids in /8A.

- 7hat ro#e does each of the fo##owing *o#ecu#es p#a in protein snthesis9

a &N$ 0ontains inherited genetic information.

" *RN$ 0ontains codons

c tRN$ as a specific anticodon

d $*ino acids The unit molecules of a protein

2 7hich of the *o#ecu#es #isted in uestion - are invo#ved in transcription9 /8A and

m<8A

0 7hich of the *o#ecu#es #isted in uestion - are invo#ved in trans#ation9 m<8A, t<8A,

and amino acids.

8 7hat is the purpose of ge# e#ectrophoresis9 The separate /8A molecules or amino

acids.

#2



B 7h does sic:#e>ce## he*og#o"in (>b") *igrate s#ower than nor*a# he*og#o"in

(>bA) during ge# e#ectrophoresis9 bS contains valine no charge> instead of

glutamate has charge>.

1 Ce#ow is a seuence of "ases associated with the te*p#ate &N$ strandA

!$. ... $ .!!

a %dentif the seuence of "ases in the *RN$ resu#ting fro* the transcription of

thea"ove &N$ seuence6 A@K KKK 0@0 KAA 6 %dentif the seuence of "ases in the tRN$ anticodon that wi## "ind with the first

codon on the *RN$ identified a"ove6 @A0

#3



Laboratory

11

enetic .ounse#ing(LM pages 111–1+,)

Fourth EditionThis lab was rewritten to begin with genetic inheritance and provide students with many

genetic problems pertaining to human disorders. Multiple allele inheritance and the use of

blood type to determine paternity has been added to increase interest.


11+ 'atters of enetic %nheritance (LM pages 11,>11B)

Multiple .lleles ?page 11(A

>>>>> Lit to deter"ine paternity a0ailale fro" Carolina /iological Supply

E3ER.%SE 45ES!%NS111 &eter*ining the enotpe (LM pages 11+>116)

.utoso"al ,o"inant and 'ecessi0e Traits ?M page 112@113A

16 7hat is the ho*o<gous do*inant genotpe for tpe of hair#ine9 66 7hat is the

phenotpe9 widowRs peak

26 7hat is the ho*o<gous recessive genotpe for finger #ength9 ss 7hat is the

phenotpe9 long fingers

3 7h does the hetero<gous individua# Ff have frec:#es9 FrecBles is do"inant and they

have one dominant allele.

4. 'aria and the members of her immediate family have attachedearlobes (er maternal grandfather has unattached earlobesWhat is the genotype of her maternal grandfather? !e )#plain "aria#s mother has the genotype ee $results in the recessive phenotype$,therefore her maternal grandfather, who has unattached earlobes, mustbe Ee. 5. 'oses does not have a bent little *nger, but his parents do!educe the genotype of his parents "oses genotype is ll% therefore,his parents who have bent little &ngers must be %l.6 'anny is adopted (e has hair on the back of his hand +ouldboth of his birth parents have had no hair on the back of thehand?

No )#plain he presence of hair on the back of the hand is a

dominant characteristic% at least one parent had to have hair on the backof the hand for "anny to have it. $imona and her husband have widow peaks -ne child has a

#4



widow.s peak and the other does not Give the possiblephenotype of all persons involvedIsabella and her husband &' ( &'+hild with straight hairline ''+hild with widow.s peak && or &')peri"ental $rocedure; :u"an Traits ?page 113A46 $re do*inant phenotpes a#was the *ost co**on in a popu#ation9 8o Ep#ain

7henotypes depend on inherited alleles and not on whether traits are dominant or recessive.!a"#e 111 $utoso*a# ;u*an !raits

Answers may vary according to the class members. Students may not know whether they are

homo?ygous dominant or hetero?ygous. !f so, they can use A= for their genotype, for

example.

11+ 'atterns of enetic %nheritance (LM pages 11,>11B)

Inheritance of %enetic ,isordersIn Figure 1163a7V offspring have the phenotpe X 25O chance

W offspring have the phenotpe X &5O chance

In Figure 11637X offspring have the phenotpe X 5+O chance

1a6 7ith reference to Figure 116a if a genetic disorder is recessive and "oth parents are

hetero<gous Aa>, what are the chances that an offspring wi## have the disorder9 # in

( ?25PA 6 7ith reference to Figure 116a if a genetic disorder is do*inant and the parents are

hetero<gous Aa>, what are the chances that an offspring wi## have the disorder9 $ out

of ( ;O>

2a6 7ith reference to Figure 116b if parents are hetero<gous Aa> " ho*o<gous

recessive aa>, and the genetic disorder is recessive what are the chances that an

offspring wi## have the disorder9 ;%);% ?5+PA 6 7ith reference to Figure 116b if the parents are hetero<gous Aa> " ho*o<gous

recessive aa>, and the genetic disorder is do*inant what are the chances that anoffspring wi## have the disorder9 ;%);% ;%O>

.utoso"al ,isorders ?M pages 115@11#A1. /euro*bromatosis is a dominant disorder If a hetero0ygous'(a$ woman reproduces with a homo0ygous 'aa$ normal man,what are the chances a child will have neuro*bromatosis? )*+)*

')* )

2. +ystic *brosis is a recessive disorder 1 carrier is an individualthat appears to be normal but carries a recessive allele for agenetic disorder 1 man and a woman are both carriers '(a$ forcystic *brosis What are the chances a child will have cystic*brosis? - in

?25PA

3. (untington disease is a dominant disorder !rina is 23 years

#5



old and as yet has no signs of (untington disease (er motherdoes have (untington disease '(a$, but her father is free 'aa$ ofthe disorder What are the chances that !rina will develop(untington disease? )*+)* ')*$4. "henylketonuria 4"567 is a recessive disease 'r and 'rs'artine0 appear to be normal, but they have a child with "56What are the genotypes of 'r and 'rs 'artine0? Both are

heterozygous '(a$ for the disease. 5. 8ay9$achs is an autosomal recessive disorder Is it possible fortwo individuals who do not have 8ay9$achs to have a child withthe disorder? /es. )#plain If both parents are heterozygous carriers'(a$ for the disease each child has a 0) chance of ay12achs.

()%in*ed +isorders $%M pa,e 116)11-&oes a co#or>"#ind *a#e give his son a recessive>"earing 3 or a D that is "#an: for the

recessive a##e#e9 "

1a. What is the genotype for a color9blind female? C b C b ;ow *an

recessive a##e#es does a fe*a#e inherit to "e co#or "#ind9 two

6 7hat is the genotpe for a co#or>"#ind *a#e9 C b" ;ow *an recessive a##e#es does a

*a#e inherit to "e co#or "#ind9 3ne

2a. With reference to :igure %%;a, if the mother is a carrier 4 C 1 C b >

and the father has normal vision '3 /$, what are the chances thata daughter will be color blind? None /. 1 daughter will be a carrier? )*+)* ')*$ 1 son will be colorblind? )*+)* ')*$3a. With reference to :igure %%;b, if the mother has normalvision 4 C 1 C 17 and the father is color blind 4 C b"> , what are thechances that a daughter will be color blind? none /. 1 daughterwill be a carrier? -** 1 son will be color blind? none

Q@inBed %enetics $role"s ?M page 11&A1.1 woman with normal color vision '3 B 3 b $ whose father was colorblind '3 b/$, marries a man with normal color vision '3 B/ - Whatgenotypes could occur among their o<spring?. heir children couldbe 3 3 B, 3 B 3 b, 3 B/, or 3 b/. What genotypes could occur if it was thenormal9visioned man.s father who was color blind? his means hiswife is not a carrier and since both parents are normal, the children couldbe only 3 3 or 3 B/.2. 1ntonio.s father is color blind '3 b/$ but his mother is not colorblind '3 B 3 b or 3 B 3 B $. Is 1ntonio necessarily color blind? no (ow so? Even if his 0other is 3 B 3 b he could inherit the 3 B. +ould he be color

blind? /es (ow so? If his mother is 3 B

3 b

he could inherit the 3 b

.3. 'ake up a cross involving hemophilia that could be answeredby a "unnett s=uare, as in :igure %%;a or b. 4or e5ample, ( normal

##



man reproduces with a carrier female. 6hat are the chances that a sonwill have hemophilia. What is the answer to your genetics problem?4or this cross, the answer is )*.

Multiple lleles $%M pa,e 11!)11"-Eperi0ental rocedure sin, lood ype to 7elp +eter0ine aternityIf a person is 1B>, which wells would show agglutination? (ll three

wells.

8able %%2 Blood 8ypes of Involved "ersonsMother= .hi#d= Father 9

7anda Sophia 1 + 6

C#ood tpe 1! A1- A! 1! A1-

*"our instructor may have you confirm these results.

Conclusion ?page 11*A16 Noting that on# father 6 cou#d have given Sophia the Rh antigen fro* who* did

she receive the %C a##e#e9 mother Fro* which parent did she receive the $ a##e#e9 father

$ %s there an other possi"#e interpretation to the resu#ts of "#ood tping9 8o.

/lood Typing $role"s ?page 11*A

16 $ *an with tpe $ "#ood reproduces with a wo*an who has tpe C "#ood !heir

chi#d has "#ood tpe 5sing $ C and i give the genotpe of a## persons invo#ved:

man ! A i

woman ! 1i, and child ii.

26 %f a chi#d has tpe $C "#ood and the father has tpe C "#ood what cou#d the genotpe

of the *other "e9 ! A ! A or ! Ai

36 %f "oth *other and father have tpe $C "#ood the cannot "e the parents of a chi#d

who has what "#ood tpe9 Type 3 blood

46 7hat "#ood tpes are possi"#e a*ong the chi#dren if the parents are $i 3 Ci ( >int:

do a 'unnett Suare using the possi"#e ga*etes for each parent) Types A, 1, A1 and 3.

%% Genetic +ounseling 4L' page %%@9%27 ser0ation; Se) Chro"oso"e .no"alies ?M pages 12+A 0abel eac$ aryotype in Figure 33.7. a. 7oly CH $ Cs are present b. TurnerH one C is

present c. 5linefelterH C and " are present d. acobH C"" are present

,eter"ining the $edigree ?M pages 121@E122A$edigree .nalyses

16 a6 Notice that neither of the origina# parents is affected "ut severa# chi#dren are

affected !his cou#d on# happen if the trait were autosomal recessive..

6 7hat is the genotpe of the fo##owing individua#s9

eneration % individua# 1A Aa This individual has to be hetero?ygous because some

of the children are affected.eneration %% individua# 1A aa This individual has to be homo?ygous recessive

because he is affected.

#&



eneration %%% individua# 8A Aa This has to be the case because the mother is

homo?ygous recessive, and the individual has to inherit at least one of her recessive

alleles.

26 a6 Notice that on# *a#es are affected !his cou#d on# happen if the trait were CI

linked recessive.

6 7hat is the genotpe of the fo##owing individua#s9

eneration % individua# 1A Q AQa This female has to be a carrier because she has

an affected son.eneration %% individua# 8A Q AQH @nable to determine whether this female is

a carrier or not because she had no children.

eneration %%% individua# 1A Q AJ This male is unaffectedH therefore, he must have

received a dominant allele.

Construction of a $edigree ?M page 123A

26 .hoose a :e for this trait9 a nor*a# ee#ashesY A dou"#e row of ee#ashes

46 7hich pattern is correct9 autosomal dominant

56 5se correct genotpes to show a cross "etween ;enr and %sa"e##a and ca#cu#ate the

epected phenotpic ratio a*ong the offspringA

Aa aaH #G#

#6 7hat are the percentage chances of ;enr and %sa"e##a having a chi#d with dou"#e

ee#ashes9 ;%O Ep#ain wh each chi#d has the sa*e chance for dou"#e ee#ashes 1ecause each child has a ;%O chance of receiving either and A or a from their father

enry>.

L$CR$!RD RE%E7 11 (LM page 1+,)1 %f an individua# ehi"its the do*inant trait do ou :now the genotpe9 7h or wh not9 The

individual has a dominant allele but may also have a recessive allele for the trait.

+ %sa"e##a?s father does not have frec:#es "ut Mar does 7hat genotpes cou#d Mar?s *other

have9 of f

6 7hat are the chances two individua#s with an autoso*a# recessive trait wi## have a chi#d with

this trait9 #%%O

, Show a cross that wou#d produce a phenotpic ratio of 1A1 a*ong the offspring Aa C aa

- %f the parents are hetero<gous for cstic fi"rosis what are the chances of a chi#d having

cstic fi"rosis9 $G#

2 !o* has "#ood tpe $C Show a## possi"#e genotpes for this tpe "#ood ! A ! 1

0 Mar has "#ood tpe $ and &on has "#ood tpe CY can the "e the parents of a chi#d with tpe

"#ood9 Show wh or wh not "es because 2ary could be ! Ai and /on could be ! 1i

8 7hat sndro*e is inherited when an egg carring two 3 chro*oso*es is ferti#i<ed " a

sper* carring one D chro*oso*e9 CC" 5linefelter syndrome

B 7hat is the inheritance pattern in a pedigree if the parents are not affected and a chi#d is

affected9 ive a genotpe for a## persons Autosomal recessive. 7arents are Aa and child is

#(



aa

1 %f on# *a#es are affected in a pedigree what is the #i:e# inheritance pattern for the trait9

CIlinked recessive. &raw a three>generation pedigree showing the inheritance of the trait fro*

an affected grandfather to an affected grandson (No spouses are affected)

7randfather8 3 a/ 9aughter 3 ( 3 a 7randson 3 a/

Essentials Lab Resource Guide 1 11

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