Eukaryotes, Prokaryotes, and Viruses: Lab Structure & Functions

Eukaryotes, Prokaryotes, and Viruses: Structure and Function Danielle Fouche 3/5/24

Instructions: 1. Please read all of the introduction and background information within the investigative manual. a. Once you have done so answer the prelab question BEFORE completing any of the lab’s activities. 2. Once you have completed the prelab questions proceed to the activities of the lab within the investigative manual. a. As you read through the instructions for completing each activity make sure you also: i. Complete any instructions (append photos, etc)/ and answer any questions found in the post lab questions for each activity. ii. Take the photos of your experiments in each activity as directed below . IMPORTANT : Don’t clean-up your lab until you know what portion of the experiment you need to take a picture of. 3. Here is a video that will introduce you to the lab and its main concepts. The student is encouraged to watch it. a. Eukaryotes Prokaryotes and Viruses Prelab Questions 1. There are three panels in the figure below (as labeled). Each panel represents two compartments separated by a semi-permeable membrane. Small solid circles represent water and larger hashed circles represent a solute. In each panel label each side (“Side A” and “Side B”) as either hypertonic, hypotonic, or isotonic. After doing this, illustrate (with an arrow) or state which direction water will move (left- to-right, right-to-left, or neither). 1 © 2016 Carolina Biological Supply Company Neither Isotonic Isotonic Hypotonic Hypotonic Hypertonic Hypertonic

2. IKI (also called iodine-potassium iodide) is a reagent that turns black in the presence of starch. Benedict’s regent is a reagent that turns clear blue in the presence of glucose. As a student in BIO111 you are asked to set up an experiment that has a beaker that has been partitioned by a semi-permeable membrane and you have placed a solution contain 20% glucose on one side of the beaker while on the other side you have placed a solution containing 20% starch. See figure below. Considering this setup answer the following questions: a. After two hours you remove a sample from side A and B and test them for starch and glucose using the IKI solution and benedict’s reagent. Predict, or hypothesize, what you will find for both side A and side B given this scenario. Why did you make that prediction? The glucose will pass through the barrier and register on the starch side, but the starch will not register in the glucose side. I say this because I think starch is more solute than glucose. b. After making your prediction you carry out the test and find that glucose is found on both sides A and B. However, starch is found only on side A. Why do you think this is the case? Answer this question by discussing the molecular difference between glucose and starch. 2 © 2016 Carolina Biological Supply Company

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

The starch was not able to pass through the barrier the way the glucose was because it was hypotonic, whereas the glucose could pass through because it was hypertonic. c. How does the scenario described in b. compare to a biological membrane? A biological membrane will only let allow molecules of a certain size to pass through, which is like how the barrier worked in this experiment. 3. In Activity 1 of this lab we will be investigating the impact that the surface area-to-volume ratio has on the rate of diffusion. Please read the directions for Activity 1 in the investigative manual. After doing so fill in your purpose and hypothesis statements found under the Activity 1 heading. After completing the lab come back to this section and fill out your evidence/claims and reflection statement. Activity 1 Instructions: 1. Open the investigative manual. Locate all the needed materials supplied in the kit and those you will need to supply yourself. 2. Lay them out in your work area. 3. Read through the entire set of instructions found in the investigative manual for the activity to avoid making mistakes when you go to execute the experiment. 4. Once you have read through the instructions go back to step 1 and begin executing the experiment. 5. Please answer the questions below and/or append appropriate representations of data (photos, graphs, etc). REMEMBER don’t clean up until you have taken the appropriate photos of your experiment as described below. Purpose statement: How will a sample having a larger surface to volume ratio versus a smaller surface to volume ratio affect how well the molecules will pass into the cell? Hypothesis statement: If the potato sample is smaller (smaller surface to volume ratio), then it should take the molecules longer to pass into the cell 3 © 2016 Carolina Biological Supply Company

so the iodine measurement will be larger on the larger potato samples than the smaller potato samples. Evidence/Claim statement: With this experiment the hypothesis was refuted because the iodine passed farther into the smaller potato samples than the larger ones. Reflection statement: I have questions regarding this experiment because the results seemed different than what I’ve learned about surface to volume ratio and molecules passing through. Something with a larger surface to volume ratio should be easier to pass through than one that is smaller. Photo 1 – Activity 1 Take a picture and insert the image(s) of your potato blocks after step 5 of the “Procedure” section in activity 1 of the investigative manual: 4 © 2016 Carolina Biological Supply Company

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Data Table 1A Length ( l) (cm) Width ( w ) (cm) Height ( h ) (cm) Size of cross section slice (h x w) (cm) Distance traveled by IKI from potato edge (cm) Area of white region (l × w) (cm 2 ) 2.50 2.50 2.50 6.5 cm .5cm 1.8*2.3=4.1 4 cm 2 2.00 2.00 1.00 2cm .9cm 1.2*1.8=2. 16 cm 2 1.50 1.50 1.50 2.25cm .10cm 1.2*1.3=1. 56 cm 2 1.00 1.00 1.00 1cm .10cm .8*.9=.72 cm 2 2.00 0.50 0.50 .25cm .12cm .4*1.3=.52 cm 2 6 © 2016 Carolina Biological Supply Company

Length ( l) (cm) Width ( w ) (cm) Height ( h ) (cm) Size of cross section slice (h x w) (cm) Distance traveled by IKI from potato edge (cm) Area of white region (l × w) (cm 2 ) 0.50 0.50 0.50 .25cm .15cm .2*.4=.08 cm 2 7 © 2016 Carolina Biological Supply Company

Data Table 1B Lengt h ( l ) Widt h ( w ) Heig ht ( h ) Surface area of block ( l x w x 2) + ( w x h *4) (cm 2 ) Volum e (l x w x h ) (cm 3 ) Surface area-to- volume ratio (Surface area of block/volu me) Surfac e area of slice ( w x h ) (cm 2 ) Surface area of white section (cm 2 ) Surface area of black section (cm 2 ) Percent of potato block saturated with IKI: (Surface area of black section/surfa ce area of slice)*100 2.50 2.50 2.50 37.5 15.6 25 2.4 3.12 5 cm 2 3 cm 2 .12 cm 2 3.8% 2.00 2.00 1.00 16 4 4 1 cm 2 1.2 cm 2 .06 cm 2 6% 1.50 1.50 1.50 13.5 3.37 5 4 2.25 cm 2 1 cm 2 .12 cm 2 5.33% 1.00 1.00 1.00 6 1 6 1 cm 2 .2 cm 2 .8 cm 2 80% 0.50 0.50 2.00 4.5 .5 9 .5 cm 2 .06 cm 2 .44 cm 2 88% 0.50 0.50 0.50 1.5 .125 12 .25 cm 2 .05 cm 2 .20 cm 2 80% 1. Go back to the prelab and fill in the “Evidence/Claim” and “Reflection” statement for this lab activity. 2. Make a line graph of the “percent of potato block saturated with IKI” (y- axis) vs. “Surface area-to-volume ratio” (x-axis) and answer the questions below. a. Insert graph here (make sure your graph has a title, labeled axis, and a legend): 8 © 2016 Carolina Biological Supply Company

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

1 2 3 4 5 6 0 10 20 30 40 50 60 70 80 90 100 Potato IKI Saturation Surface Area to Volume % Block Potato Saturated in IKI b. What does this graph, and the results of this experiment, tell us about how the rate of diffusion changes with changing surface area- to-volume ratio? This experiment may need to be conducted again, as the results were that the smaller the surface to volume ratio the deeper the iodine penetrated into the potato. The opposite should be true, as “molecules will pass more efficiently in and out of a cell with a larger surface to volume ratio”. (Carolina,2016.) c. Finally, what can we conclude from these results regarding why biological cells are small rather than large? Biological cells are small because they have to transport oxygen and other wastes in and out, and with the results of this experiment the smaller potato showed that it absorbed the nutrients faster than the large potato. Activity 2 Instructions: 1. Open the investigative manual. Locate all the needed materials supplied in the kit and those you will need to supply yourself. 2. Lay them out in your work area. 9 © 2016 Carolina Biological Supply Company

3. Read through the entire set of instructions found in the investigative manual for the activity to avoid making mistakes when you go to execute the experiment. 4. Once you have read through the instructions go back to step 1 and begin executing the experiment. 5. Please answer the questions below and/or append appropriate representations of data (photos, graphs, etc). REMEMBER don’t clean up until you have taken the appropriate photos of your experiment as described below. Photo 1 – Activity 2 Before Soaking 10 © 2016 Carolina Biological Supply Company

After Soaking Data Table 2 Sample data shown. Treatme nt Solution in dialysis tubing Solutio n in cup Initial volume (V i ) (mL) Final volume (V f ) (mL) Change in volume (V f -Vi) (mL) Percent change in volume (Vf- Vi)/V i (mL) The solution inside the tubing was hypotonic, isotonic or hypertonic? A 20% sucrose 20% sucros e 88 88 0mL change 0% Isotonic 11 © 2016 Carolina Biological Supply Company

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Treatme nt Solution in dialysis tubing Solutio n in cup Initial volume (V i ) (mL) Final volume (V f ) (mL) Change in volume (V f -Vi) (mL) Percent change in volume (Vf- Vi)/V i (mL) The solution inside the tubing was hypotonic, isotonic or hypertonic? B 40% sucrose 20% sucros e 92 95 3mL Increase 3.26% Hypotonic C 20% sucrose 40% sucros e 89 87 2mL decrease 2.25% Hypertonic 1. Explain what the change in volume of the dialysis tube indicated. Describe what happened when the volume increased and when the volume decreased. In sample A the volume remained the same before and after because the liquid in both was the same solute, so it was isotonic. Sample B increased because there was more solute in the 40% solution in the tubing than the 20% in the cup (hypotonic). The volume decreased in sample B because there was less solute in the 20% solution in the tubing than the 40% in the cup (hypertonic). 2. Are the results of your experiment consistent with what you would have expected to happen? Why or why not? For sample A I did expect that the volume would remain the same due to the solutions being the same, aka isotonic. I expected that the volume would change with samples B and C because the fluid in the cups and the fluid in the tubing were different solutes. 12 © 2016 Carolina Biological Supply Company

Activity 3 Instructions: 1. Open the investigative manual. Locate all the needed materials supplied in the kit and those you will need to supply yourself. 2. Lay them out in your work area. 3. Read through the entire set of instructions found in the investigative manual for the activity to avoid making mistakes when you go to execute the experiment. 4. Once you have read through the instructions go back to step 1 and begin executing the experiment. 5. Please answer the questions below and/or append appropriate representations of data (photos, graphs, etc). REMEMBER don’t clean up until you have taken the appropriate photos of your experiment as described below. Photo 1 – Activity 3 Insert the photo or scan of your prokaryotic cell drawing from Activity 3. The following should be indicated in this photo:  cell membrane type  circular DNA  ribosomes  flagellum (if applicable)  Identification of the cell tracing your steps through the Dichotomous key o For example: 1a  2a  3a ( Staphylococcus aureus ) 13 © 2016 Carolina Biological Supply Company

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Photo 2 – Activity 3 Insert the photo or scan of your eukaryotic cell drawing from Activity 3. The following should be indicated in this photo:  double-stranded DNA inside a nuclear membrane  ribosomes  mitochondria  endoplasmic reticulum  lysosomes  Golgi apparatus  vesicles  optional internal organelles  means of locomotion if applicable  Identification of the cell tracing your steps through the Dichotomous key o For example: 1a  6a ( plasmodial slime mold ) 16 © 2016 Carolina Biological Supply Company

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Photo 3 – Activity 3 Insert the photo or scan of your virus drawing from Activity 3. The following should be indicated in this photo:  capsid shape  DNA or RNA, if it is single stranded or double stranded, and the replication direction  Identification of the cell tracing your steps through the Dichotomous key o For example: 1a  2b  9a  10b ( unidentifed ) 19 © 2016 Carolina Biological Supply Company

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Lab_Report_Eukaryotes_Prokaryotes_and_Viruses

Related Documents