Experiment The Properties of Water

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Experiment The Properties of Water

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The Properties of Water

Margaret E. Vorndam, M.S. Version 42-0129-00-01

 

Lab Report Assistant

This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor.

 

Exercise 1: Surface Tension Results

 

D. State your hypothesis. What do you think will happen?

 

Data Table 1: Results of Surface Tension Trials

Trial # Paper Clip Weight, grams Does it Float? Yes/No

1

2

3

4

5 Compacted

6 + Detergent (optional)

 

 

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E. Record the results of your trials in the Data Table 1 above.

F. Did the weight of the paper clip affect whether it floated or not?

G. Did the size of the paper clip affect whether it floated or not?

H. Did the shape of the paper clip affect whether it floated or not?

I. Optional: Did the addition of detergent influence the flotation of the paper clip? Explain.

 

Questions

A. Why must the paper clips, tweezers, and bowl be clean?

B. If one paper clip did not float, what might be a reason?

 

 

C. Was your original hypothesis supported or refuted?

 

Discussion

A. Give two examples where the surface tension of water is important. Why is it important in these examples?

 

 

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Data Table 2: Results of Capillary Action Exercise

Capillary Tube Internal Diameter, mm Height of Liquid, cm

 

 

 

 

 

B. Would other liquids have the same surface tension property? Why or why not? How might you test this (for instance, the behavior of a paper clip and olive oil)?

 

C. Is there a limit to the tensile strength of the water surface? Explain.

 

D. What experimental variables are important to consider when doing this exercise?

E. What is the purpose of this exercise?

 

Exercise 2: Capillary Action Results

 

A. State your hypothesis. What do you think will happen?

B. Record the results of your exercise in the Data Table 2.

 

 

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C. Record the average results of at least three other students’ exercises in a table like Table 3. Why is it important to note how many data sets (N) are used in the average?

 

N (number of data sets averaged) =

Data Table 3: Results of Capillary Action Exercise

Capillary Tube Internal Diameter, mm

 

Height of Liquid, cm

 

 

 

 

D. Graph your data results from Tables 1 and 2 in a scatter graph, line graph, or bar graph similar to the graph layout in Figure 1. Also present the average results of the other students’ data using a second scatter, line or bar on the same graph so that the results of both your data and other students’ data can be compared. The graph should present two series of data, your results and the average students’ results, with Capillary Tube Internal Diameter on the x-axis, and height of liquid on the y-axis. Note: Do the graph by hand, or you may use a graphing program, and copy the resulting graph to your work area. Place your graph here:

 

E. What is the advantage of comparing your data to that of the other students’ data? Which set of data would you trust the most? Why?

 

 

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My data from Data Table 1 is recorded in (student to specify color of line) Other students’ average data from Table 2 are recorded in (student to specify color of line)

 

Questions

A. What did you observe at the end time of the exercise?

B. What caused the difference in the results that you obtained?

 

C. How did your outcome compare to that of the other students?

 

 

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D. Was there a linear relationship between Internal Diameter and the height of the water? What might explain this?

 

E. Was your original hypothesis supported or refuted?

 

 

Discussion

A. Give two examples where the capillary action of water is important. Why is it important?

 

B. Would other liquids have the same property? Why or why not? How might you test this?

 

C. Blood in our bodies travels through capillaries of differing internal diameters. This means that our heart can work less hard, since blood contains water as part of the fluid, and the capillary action of water in tubes helps to move the blood along.

 

1. Why does blood pressure rise as patients experience the progression of atherosclerotic disease?

 

Does this seem to be counter to what you have learned about capillary action? How do you explain the apparent discrepancy (note: see also c., below)?

 

 

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2. In plants, vascular system elements called xylem and phloem are lined up like long straws from the root of the plant to the leaves. The xylem of plants moves water and dissolved nutrients up to the leaves. Can you suggest what aids the movement of water up the plant, in addition to the capillary action of water?

 

3. Why is it harder to suck a beverage through a small diameter straw than through a large diameter straw?

 

4. What experimental variables are important to consider when doing this exercise? What could explain the difference in outcomes between your data and the data of other students?

 

5. What is the purpose of this exercise?

Exercise 3: Density Results

 

A. State your hypothesis. What do you think will happen?

 

B. Record what actually happened here:

 

 

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Questions

A. What did you observe in this exercise?

B. How does this outcome compare to what you observe about the action of ice (the solid form of water) on liquid water?

 

C. Was your original hypothesis supported or refuted?

Discussion

A. Why is it important that ice floats?

B. Give two examples where the property of water density is important.

C. Do all solids float on their liquid forms? Why or why not?

 

D. The density of liquid olive oil is about 0.92. What can you say about the likely density of solid oil? Why?

 

E. Will olive oil float or sink if it is added to liquid water? Why?

F. What experimental variables are important to consider when doing this exercise?

 

G. Attempt to find another pure substance, like water or oil, in which the solid form floats on the liquid form (Note: do not spend more than 5 minutes on this question!).

 

H. What did you learn from this exercise?

 

 

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Exercise 4: Specific Heat Capacity Results

 

A. State your hypothesis. What do you think will happen?

B. What difference do you observe in the heights of the frozen solid oil and water as compared to the liquid forms prior to freezing? What might explain this result?

 

 

C. Record what actually happened in a table similar to Tables 4 and 5.

 

Data Table 4: Results of Specific Heat Exercise for Water

Ambient (Room) Temperature in Which Exercise was Conducted, oC.

Time, minutes Liquid Collected, mL

 

 

 

 

 

 

 

 

 

 

 

 

All solid ice gone

 

 

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Data Table 5: Results of Specific Heat Exercise for Oil

Ambient (Room) Temperature in Which Exercise was Conducted, oC.

Time, minutes Liquid Collected, mL

 

 

 

 

 

 

 

 

 

All solid oil gone

D. Graph your data results from Data Tables 4 and 5. Use a scatter graph or progressive line graph, with time noted on the x-axis, and mL of liquid collected on the y-axis. You should have two scatter plots or lines on your graph (not two separate graphs) —one for water and one for oil. Note: you may use a graphing program, and copy the resulting graph to your work area. Place your graph here:

 

 

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E. Calculate the melting rate for each of water and oil. The melting rate is equal to the slope of each of the separate lines of your graph, one for water, and one for oil. The easiest way to calculate the slope for each is to use your graphing program, and ask it to determine the trendline for you, as follows:

 

 

F. Share your melting rate for water and the oil with other students, if possible. Make sure to also obtain the ambient (room) temperature from the other students. Why?

 

 

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Data Table 6: Comparison of Melting Rates for Specific Heat Exercise

 

Results Reported By

Water, mL/min

Oil, mL/min General Ambient Temperature, oC.

Student

Student A

Student B

Student C

Student D

Average =

Questions

A. Was your original hypothesis supported or refuted?

B. What do you observe concerning the plot line of the oil versus the plot line of the water? What does this mean?

 

C. How close is your melting rate to the melting rates reported by at least three other students for the water and for the oil?

 

D. Generally, what might you conclude about the amount of specific heat needed to melt 50 mL of water versus 50 mL of oil?

 

E. How could you explain the differences in your data observations as to when the water and oil began to melt?

 

 

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F. What experimental variables are important to consider when doing this exercise? What could explain the difference in outcomes between your data and the data of other students?

 

 

Discussion

A. How might you design a similar experiment to determine whether the specific heat (amount of heat required to raise 1 gram of a material by 1 ÂşC) of one substance is more or less than another substance? What variables must you consider in the design of your experiment? Give an example of such an experiment that compares the specific heats for two different substances.

 

B. An alternative energy-savvy person decides to use 55-gallon drums filled with liquid to warm her house at night in the winter. She has to make a decision about what liquid will be the most efficient at storing heat from sunlight that shines on the drums during the day. Should she use water or oil in the drums? Why?

 

Laboratory Summary

What have you learned from doing this laboratory?

 

 
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Genetics Review

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Genetics Review

 

This assignment will make up for the two genetic labs that we would of done if we were meeting face to face. I will have you do various things to help you grasp the material. We would of done A LOT of Punnett squares in lab. If you are having trouble please contact me.

 

1. Match the correct definition to the term in the table below. Type the letter in the table.

 

A. Alternative form of a gene, located at a specific point on chromosome. (DNA coding that will determine distinct traits)

B. Having two identical alleles for a given gene

C. A unit of hereditary information with a specific sequence in DNA.

D. Having two different alleles for a given gene.

E. Breeding an organism of an unknown genotype with an organism with a homozygous recessive genotype. The offspring phenotype will determine the unknown genotype.

F. The genetic makeup or set of alleles of an organism

G. Allele’s phenotypic effect is not observed in a heterozygote

H. Allele’s phenotypic effect is fully expressed in a heterozygote

I. A cross done to determine if a gene is located on an autosome or sex-chromosome.

J. The physical traits of an organism determined by genetic makeup.

 

Term Definition Letter
Gene  
Allele  
Genotype  
Phenotype  
Homozygous  
Heterozygous  
Recessive Allele  
Dominant Allele  
Test Cross  
Reciprocal cross  

 

 

 

 

Star Wars Genetics – Monohybrid Crosses

 

Watch the following video to review on Monohybrid crosses.

https://www.youtube.com/watch?v=i-0rSv6oxSY

 

Geneticists at Endor have been investigating the genetic makeup of the organisms in this community. You will work through a few problems to help them out.

 

2. Brown body color (B) is dominant to red (b). Chewbacca recently met Susiebacca at a dance. They don’t have to worry about social distancing there right now. Chewbacca is heterozygous for his brown hair, but Susiebacca has red hair. Fill in the Punnett square below to see the possibilities if the night went well and they were to have children.

 

On the table below type in your answers. The black square will be left open. The parental gametes will be in the gray squares. There should only be one letter in each of these squares. The white squares are the possible kids. There will be two letters in those squares. Use this info for each time you see this type of table. Be sure to answer all of the questions. Some have two parts.

 

     
     
     

 

 

a. What are the possible genotypes for their children? What is the ratio?

 

b. What are the possible phenotypes for their children? What is the ratio?

 

 

3. Everyone in Anakin Skywalker’s family has “The Force” (A) which is determined by the amount of metacholorian in the body. Having “The Force” is a dominant trait. His family brags that they are a “purebred” line. He recently married a nice girl, Amidala, who does not possess “The Force” (a). Create a punnett square to show the possibilities that would result if Anakin and his new bride had children.

 

     
     
     

 

 

a. What are the chances of a child with “The Force”?

 

b. What are the chances of a child without “The Force”?

 

c. Would Anakin’s children still be considered purebreds? Explain.

 

 

4. Wicket W. Warrick, general of the Ewoks and his wife recently had a Lil’ Ewok. However… this has not been a happy occasion for them. Mrs. Warrick has been upset since she first saw her new baby who has stripes. She claims the hospital goofed and mixed up her baby with someone else’s baby. Mr. Warrick is homozygous for his solid-colored fur, while his wife is heterozygous for her solid-colored fur. Solid (A) is dominant to stripes (a) in fur. Do the Punnett square to see if the hospital messed up.

 

     
     
     

 

 

a. List the possible genotypes of their kids. What is the ratio?

 

b. List the possible phenotypes of their kids. What is the ratio?

 

c. Did the hospital mess this one up or is it possible that it is their kid? Explain.

 

 

Dihybrid Problem (only one I promise)

 

Watch this video to remind yourself about dihybrid crosses.

 

https://www.youtube.com/watch?v=qIGXTJLrLf8

 

 

5. In horses, the coat color black is dominant (B) over chestnut (b). The trotting gait is dominant (A) over the pacing gait (a). If a homozygous black pacer is mated to a homozygous chestnut, heterozygous trotter.

 

In this table you will not have anything in the black square. The parental genotypes will be in the gray squares. You will have two letters in each gray square. The potential babies are going to be in the white squares. There will be four letters in those squares.

 

         
         
         
         
         

 

 

 

a. What are the parental genotypes?

a.

b.

 

b. What are the gamete combinations you got from the FOIL method for both parents?

a.

b.

 

c. What are the genotypes of the offspring and the ratio?

 

d. What are the phenotypes of the offspring and the ratio?

 

 

Sex-Linked Problems

 

Watch the following video to review yourself on sex-linked traits.

https://www.youtube.com/watch?v=h2xufrHWG3E

 

Be careful when answering these questions. They will be asking things specific to gender. Remember that Sex-linked problems tell us both the gender and the genotype/phenotype.

 

6. In humans, hemophilia is a sex-linked recessive trait on the X chromosome. If a female who is a carrier for hemophilia marries a male with normal blood clotting, answer the following questions.

 

     
     
     

 

 

a. What fraction of the female children will have hemophilia?

 

b. What fraction of the female children will be carriers?

 

c. What fraction of the male children will have normal blood clotting?

 

d. What fraction of the male children will have hemophilia?

 

 

7. Color-blindness is a sex-linked recessive trait on the X chromosome. Two normal vision parents have a color-blind son.

 

     
     
     

 

 

a. What are the genotypes of the parents?

 

b. What fraction of the male children will be color-blind?

 

c. What fraction of the female children be carriers?

 

d. What fraction of the female children will be color-blind?

 

 

Blood Typing Problems

 

Watch the video to review yourself on blood typing.

https://www.youtube.com/watch?v=9O5JQqlngFY

 

8. Suppose a father and mother claim they have been given the wrong baby at the hospital. They must have been at the same hospital the Ewoks were at. Both parents are blood type A. The baby they have been given is blood type O.

 

     
     
     

 

 

Is it possible it is their kid? Work out the Punnett square and explain your reasoning.

 

 

 
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Genetics And Reproduction

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Genetics and Reproduction

Create at least a 350-word blog post in Microsoft® Word in response to the following question: Female copperhead snakes have the ability to reproduce both sexually and asexually.

In your opinion, which method is best for the species in general and why?

Develop your opinion and include the following in your post:

• Discuss asexual and sexual reproduction in terms of genetic diversity. How is meiosis related to genetic diversity?

• Use one of Gregor Mendel’s ideas to support your opinion.

Cite your sources according to APA guidelines. See the Center for Writing Excellence for more information on using APA style

Genetics and Reproduction

Create at least a 350-word blog post in Microsoft® Word in response to the following question: Female copperhead snakes have the ability to reproduce both sexually and asexually.

In your opinion, which method is best for the species in general and why?

Develop your opinion and include the following in your post:

• Discuss asexual and sexual reproduction in terms of genetic diversity. How is meiosis related to genetic diversity?

• Use one of Gregor Mendel’s ideas to support your opinion.

Cite your sources according to APA guidelines. See the Center for Writing Excellence for more information on using APA style

 
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Lesson 6 Laboratory: Microarray

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Lesson 6 Laboratory:  Microarray

   

TYPE THE CORRECT ANSWERS HERE
(a, b, c, d)
1. Genomics is the study of:

a. The structure and function of mutations and how they alter genetic traits.

b. Genes and the DNA sequences between genes and how they determine development.

c. The information provided by computer programs which analyzes mRNA.

d. The human genome as compared to other vertebrate genomes.

  
2. Microarrays are a very useful tool in genomics because they:

a. Help scientists examine intergenetic DNA by separating it from genes.

b. Provide a unique promoter region for polymerase chain reactions.

c. Allow scientists to examine thousands of genes all at once.

d. Decrease the time it takes for scientists to make copies of DNA.

  
3. Generally, every cell in our body contains the same 20,000 (or so) genes.  However, cells  in our body are different from each other because they:

a. Have different genes turned “on” or “off” to support different functions.

b. Contain different copies of genes for different functions.

c. Provide different nucleotide bases for each developmental function.

d. Function differently based on varying proteomics.

 

  
4. How can scientists determine the function of or differences between cell types?  They can examine the:

a. Number of nucleotide bases in genes versus intergenetic sequences.

b. Amount of mRNA expressed for each gene in a cell type, and then compare that information between cell types.

c. Amount of mutations between genes in the intergenetic spaces.

d. Number of tRNA copies for a particular cell type.

 

  
5. How is a microarray constructed?  In each spot, there are:

a. Copies of all the genes for an organism.

b. Multiple copies of one gene; each spot has copies for a different gene.

c. Multiple copies of intergenetic sequences, which bind to genes in the samples.

d. Copies of intergenetic sequences, which promote the replication of DNA in a sample.

 

  
6. The experiment that begins in Chapter 3 of the simulation seeks to answer the question:

a. What is the difference between intergenetic spaces in cancer cells versus healthy cells?

b. Why do different cell types express different amounts of mRNA?

c. How do different cancer cells produce different mutations?

d. What is the difference between healthy cells and cancer cells?

 

  
 

7. Why can’t doctors use cell appearance to diagnose cancer?

a. Not all cancer cells look different from healthy cells.

b. Cancer cells are too small to examine using cell appearance.

c. Not all cancer cells are able to be biopsied from the body.

d. Cancer cells change appearance when taken out of the body.

 

  
 

8. In the experiment, a solvent is added to each cell type (healthy cells and cancer cells).  After the sample tube containing each cell type is mixed on the vortex, the RNA is separated from the rest of the sample in a centrifuge.  Why does DNA settle to the bottom of the tube and RNA doesn’t?

a. RNA is much longer than DNA.

b. RNA is attached to proteins that help it stay in solution.

c. DNA is attached to biomolecules that weigh it down and help it settle to the bottom.

d. DNA is much longer than RNA.

 

  
9. What feature does mRNA have that tRNA and rRNA do not? mRNA always:

a. Contains a GABA box.

b. Contains a TATA sequence.

c. Ends with a G tail.

d. Ends with a poly-A tail.

 

  
10. How do the beads in the column separate mRNA from all other RNA?  The beads contain:

a. Sequences that magnetically separate the mRNA.

b. A glue-like substance derived from spider webs.

c. Poly-T’s.

d. A sequence of uracil’s that bind to the Poly-A tail.

 

  
11. After you isolate mRNA, you have to make a DNA copy.  Why can’t we just use mRNA?

a. DNA is much more stable than mRNA.

b. We have to add a fluorescent label that will allow us to see the sample.

c. mRNA will eventually transform into tRNA making it unusable.

d. A and B

 

  
12. Scientists call hybridization the key to microarrays.  Hybridization occurs when:

a. Two complimentary strands of DNA from different sources bind to each other.

b. Poly-A tails bind to Poly-Ts.

c. Different species interbreed and create new DNA base pairings.

d. Two strands of identical DNA bind without using the traditional nucleotide pairs.

 

  
13. When you scan the microarray in the scanner, the data show some dark spots.  What do these represent?

a. The DNA that has been replicated in healthy cells.

b. The mRNA that was washed away in the washing solution.

c. The DNA that was not transcribed and expressed in healthy cells.

d. The mRNA that was not bound by Oligo-d-tails in the beads.

 

  
14. When you scan the microarray in the scanner, some spots are yellow and represent places where the gene was expressed in both healthy and cancer cells.  These spots tell us:

a. Where to look for mutations.

b. Where DNA hybridized in cancer cells.

c. That DNA expression didn’t change in these genes when cancer occurred.

d. That the microarray didn’t work in these genes.

 

  
15. In our example, gene 6219 mRNA is made in both healthy and cancerous cells; however proteins are only translated from that mRNA in healthy cells.  Microarray analysis:

a. Shows us this defect by making yellow spots.

b. Cannot show us this defect, which is a limitation of this type of analysis.

c. Show us this defect by making red spots.

d. Cannot show us this defect, which is a benefit of this type of analysis.

 

  

 

 

 
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