BIO 122

Fall 2017

 

Alcoholic Fermentation Lab Report: Do’s and Don’ts for an “A” Lab Report

 

Introduction: (5 points)

· Must indent for each new concept, idea, and EACH NEW paragraph

· Must be double-spaced

· MUST BE WRITTEN IN PAST TENSE and THIRD PERSON! (i.e. no “I,” “me” or “mine”)

 

· What is the process of fermentation? Provide a definition in your own words. What are the necessary reactants, products and byproducts of the reaction? Under what conditions does this process occur? Are they aerobic or anaerobic, and what does this mean? What are the final products that are produced in the process?

 

· What are the different types, alcoholic or lactic fermentation, for example? How do these two types of fermentation differ? Which type of fermentation did we perform our experiment? How was fermentation measured in our experiment? CO2 evolved? Bubble formation?

 

· What is the real world application of fermentation? What is it used to produce that is commonly used in a household setting? Name or list different products that are the end product of fermentation. Cite outside literature in the Harvard style that is peer-reviewed.

 

· If a high concentration of yeast and glucose are necessary for fermentation to occur, producing CO2, what does the CO2 indicate? How was CO2 production observed? What are the ideal concentrations of yeast and glucose for fermentation? Why? Why is it that yeast cells require glucose? How is glucose an energy source for cellular work? How does glucose relate to ATP molecules?

 

· Introduce your variable that you designed in this experiment and provide background information. FOR EXAMPLE, what is ethyl alcohol? Why would it influence the fermentation rate? What is the measure of pH? Why would it influence the fermentation rate? What are the different species of yeast you are using (Candida milleri or sourdough, Quick rise, and champagne yeast) and how is each species different?

 

· State your hypothesis clearly with reasoning as the LAST sentence of this section.

 

Methods and Materials: (5 points)

· Must indent for each new concept, idea, and EACH NEW paragraph

· Must be double-spaced

· MUST BE WRITTEN IN PASTE TENSE and THIRD PERSON! (i.e. no “I,” “me” or “mine”)

· What materials were used for the experiment? Respirator setups? How many? Rubber tubing? Clamps or binder clips? 1 mL pipettes? Four small Erlenmeyer’s flasks to create a respirator setup with approximately how much tap water filled? Water bath at 37 degrees Celsius? Test tubes? Yeast solution at what concentration or %? What was the strain or genus species of the yeast used? Did you have to equilibrate your test tubes for 5 minutes first in the temperature environment? Then measure every 2 minutes for a total of 20 minutes per trial?

 

· What are the actual and initial CO2 evolved values? How did you measure and calculate these values for your data collection?

 

· How did you measure CO2 production? How did you time this? Did the rubber tubing remain clamped throughout the entire experiment? Why? How did you measure on the pipette as the solution went down?

 

· Did you do anything differently between Trial I and Trial 2? Errors, adjustments, technique changes? Why?

 

Results: (5 points)

· Two tables and two graphs required (one for EACH TRIAL) AND a third graph comparing SIDE by SIDE BOTH TRIALS.

 

· Table 1 should read “Table 1: Carbon Dioxide (CO2) Production Actual and Evolved Measured for 20 Minutes in Alcoholic Fermentation Lab for Trial 1. This table represents both the actual CO2 produced and recorded in each respirator, as well as the CO2 evolved in Trial 1 of the fermentation lab, which indicates…………”

 

· Table 2 should read “Table 2: Carbon Dioxide (CO2) Production Actual and Evolved Measured for 20 Minutes in Alcoholic Fermentation Lab for Trial 2. This table represents both the actual CO2 produced and recorded in each respirator, as well as the CO2 evolved in Trial 2 of the fermentation lab…………”

 

· Graph 1 should read “ Graph 1: Carbon Dioxide (CO2) Production Actual and Evolved Measured for 20 Minutes in Alcoholic Fermentation Lab for Trial 1. This graph represents both the actual CO2 produced and recorded in each respirator, as well as the CO2 evolved in Trial 1 of the fermentation lab…………”

 

· Graph 2 should read, “ Graph 2: Carbon Dioxide (CO2) Production Actual and Evolved Measured for 20 Minutes in Alcoholic Fermentation Lab for Trial 2. This graph represents both the actual CO2 produced and recorded in each respirator, as well as the CO2 evolved in Trial 1 of the fermentation lab…………”

· NO RAW DATA!

· Your graph must be color-coded and have a LEGEND. A legend with “Series 1, 2, 3” will lose points.

· Data should be clearly labeled, with each numerical data value ABOVE each data point on the graph.

· Both axes (x and y axis) should be labeled.

· Your graphs NEED a SPECIFC, DETAILED title.

 

Discussion: (5 points)

· Must indent for each new concept, idea, and EACH NEW paragraph

· Must be double-spaced

· MUST BE WRITTEN IN PAST TENSE and THIRD PERSON! (i.e. no “I,” “me” or “mine”)

 

· Was your hypothesis refuted or supported? Why or why not? THIS SHOULD BE THE FIRST OR SECOND SENTENCE IN THIS SECTION.

 

· Discuss how each respirator set up differed (FOR EXAMPLE: Respirator 1 in the first and second trials had the greatest amount of ethyl alcohol, at 10% ethyl alcohol, and Respirator 4 had the lowest amount of ethyl alcohol, at 1% ethyl alcohol). Why would ethyl alcohol (or your variable that you tested) affect fermentation? What other factors affect fermentation? What are the necessary conditions for fermentation? Why would ethyl alcohol (or the variable that you tested) interfere with fermentation? What happens at the molecular level to either INHIBIT or INCREASE the rate of fermentation?

 

· What other scientific tests are used to measure this activity? Cite outside, peer-reviewed literature/sources here.

 

· Discuss if you had to repeat your experiment.

 

· Discuss potential errors (i.e. human error, pipetting techniques, etc).

 

· Discuss future direction for if the experiment was to be repeated in the future, how could it improve? What should be done differently?

 

References: (3 points)

· You must indent each citation properly! The first line of each new citation is NOT indented, but every other line is indented.

· You must use the Harvard format style.

· NO WEBSITES!

· You must use either Google Scholar, the Mortensen Library database, or PubMed for your outside research.

 

Overall: (2 points)

· Was your writing good? Did you use scientific wording?

· Did you proofread? Were there a lot of typos or grammatical errors?

· Was the paper consistent? Any font changes?

· Did you have a good descriptive title for your lab report?

· DO NOT USE “Fermentation/Cellular Respiration Lab Report.” This is your chance to be creative!

 

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DNA and Genes Lab Activity

 

Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.

 

 

 

Use your textbook, notes and these websites to answer the pre lab questions. http://learn.genetics.utah.edu/units/basics/transcribe/ http://www.vcbio.science.ru.nl/en/virtuallessons/cellcycle/trans/

 

 

 

Pre Lab Questions:

 

1. What is the product of transcription?

 

 

 

2. What is the region of DNA called where transcription begins?

 

 

 

 

3. What is the product of translation?

 

 

 

 

4. In your own words define each of the following: Silent mutation

 

Missense mutation Nonsense mutation Frame shift mutation

 

 

 

5. Where in the cell does translation take place?

Click on the link below to access the online lab.

 

http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/DNA_And_Genes.html

 

Download and print the instructions for reference as you work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.

 

First read through the mutation guide. Once you close the guide you will see the buttons to begin the simulation. Note, you will be translating the mRNA strand into a protein.

As you work through each of the mutations fill in the charts below. You must complete 4 mutations for this lab activity. It’s good practice working with the codon table .

 

– Aris labs calls the codon table the ‘Genetic Code Chart’. Use the amino acid abbreviation for the protein sequence. For example the amino acid proline is abbreviated as pro.

 

You have to fill in all the letters AND the resulting amino acid sequence by dragging and dropping before you click the [check] button. Abrieviate STOP as either STP or END.

 

For each of the three mutations you will complete, fill in the table in this lab document with the original mRNA and amino acid sequence and the mRNA sequence and the resulting amino acid sequence RESULTING FROM the mutation as outlined in the mutation rule.

 

The various mutations represent missense, nonsense, silent and frame shift mutations. You must complete one of each. The lab will not necessarily present the mutations in this order. You must do the mutation and identify which type it is and make sure you do one of each.

 

 

 

6. Frame Shift Mutation example:

Provide the mutation rule you are following.

 

 

 

 

 

 

Original A. Acids
Original mRNA
Mutated mRNA
Mutated A. Acids

 

 

7. Missense Mutation example:

Provide the mutation rule you are following.

 

 

 

 

 

 

 

Original A. Acids
Original mRNA
Mutated mRNA
Mutated A. Acids

 

 

 

 

8. Nonsense Mutation example:

Provide the mutation rule you are following.

 

 

 

 

 

 

Original A. Acids
Original mRNA
Mutated mRNA
Mutated A. Acids

 

 

9. Silent Mutation example:

Provide the mutation rule you are following.

 

 

 

 

 

 

Original A. Acids
Original mRNA
Mutated mRNA
Mutated A. Acids

 

 

 

Post Lab Questions

 

10. From the mutations you have explored, which one is the least severe. Explain your answer.

 

 

 

 

 

 

 

 

 

 

 

11. From the mutations you have explored, which one is the most severe. Why?

 

 

 

 

 

 

 

 

 

 

12. Aside from silent mutations which have no effect on amino acid sequence, are all mutations bad? Explain your answer.

 

 

Lab 10 Classification of Organisms

 

Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.

 

The lab website has post lab questions – these are not necessary – you only have to complete the questions in this lab assignment document.

 

http://www.windows2universe.org/earth/Life/classification_intro.html http://www.ric.edu/faculty/ptiskus/six_kingdoms/index.htm http://anthro.palomar.edu/animal/default.htm

 

 

 

 

 

Pre Lab Questions

 

1. What are the three domains of life? Provide the domain name and basic characteristics for each.

 

 

 

 

 

 

 

 

 

 

 

2. List the 4 Kingdoms of the Eukaryotic Domain and their basic characteristics.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3. What is the difference between a heterotroph and an autotroph?

 

 

 

 

 

 

 

Use the link below to go to the lab site:

http://www.glencoe.com/sites/common_assets/science/virtual_labs/E07/E07.html

 

In the upper right there is a box with five organisms. Drag each one individually to the magnifying glass to learn more about it. After reading about its characteristics drag it to the appropriate kingdom box in the middle of the screen. Do this for all the organisms in the box and click the check button. Click reset to work your way through the ten organisms in the table below.

 

4. Table 1

Organism Name	Kingdom	Key Feature(s) for Classification
Tapeworm
Plumose Anemone
Euglena gracilis
Wisk fern
Archaeoglobus
Sargosso weed
Paramecium
Methanosarcina barkeri
Living stone
Methanopyrus

 

Kingdoms are further divided into phyla. Table 2 below lists parameters for 8 of the Animal Kingdom Phyla: Porifera, Cnidaria, Platyhelminths (flatworms), Nematodes (roundworms), Molusks, Annelids, Arthropods, and Chordates. Here’s some websites to visit for additional information:

 

http://waynesword.palomar.edu/trnov01.htm http://www.uic.edu/classes/bios/bios100/labs/animaldiversity.htm

Animal Kingdom

 

Animalia	Phylum	Symmetry	Other Characteristics	Examples
Sea Life	Porifera	None	– No nervous, digestive, or circulatory systems – Filter feeders	Sponges
	Cnidaria	Radial	– True tissue differentiation and nematocyts	Jellyfish, Coral, Hydra
	Mollusca	Bilateral	– True coelom – Soft body; some secrete calcium based shell	Squid, Cuttlefish, Octopus, Snail
Worms	Platyhelmi nth	Bilateral	– Unsegmented – Nervous system and true organs – Single opening to digestive tract	Flatworm, Tapeworm
	Nematode	Bilateral	– Unsegmented – Nervous and digestive system	Roundworm
	Annelid	Bilateral	– Segmentation – Nervous, digestive, and circulatory systems	Earthworm, Leech
Invertebrates	Arthropod	Bilateral	– Segmentation – Exoskeleton – Circulatory system	Spider, crab, scorpion, lobster, crayfish, shrimp, insects
Vertebrates	Chordate	Bilateral	– Endoskeleton – Nervous, digestive, and circulatory systems	Mammal, Bird, Reptile, Amphibian, Fish

 

 

 

 

 

 

 

Fill in the Table 3. Provide the definition in your own words and an example organism and phyla. You can choose example organisms from the lab you’ve completed, the phyla characteristics table above, or one you come up with on your own.

 

Table 3

 

Characteristic	Definition	Example Organism	Phyla of Example Organism
Endoskeleton
Exoskeleton
Radial symmetry
Bilateral symmetry
True Coelom
Segmentation (Body)

 

 

 

Hardy Weinberg Homework

The following websites have alternative ways of explaining the Hardy Weinberg Principles. http://nortonbooks.com/college/biology/animations/ch17p01.htm

http://www.k-state.edu/parasitology/biology198/hardwein.html

https:/ /www.youtube.com/watch ?v=xPkOAnK20kw http://integrativebiology.okstate.edu/zoo_lrc/biol1114/tutorials/Flash/life4e_15-6-OSU.swf

 

 

 

The Hardy Weinberg Principle states that allele frequencies do not change over time if 5 parameters are met. There can be no natural selection, no migration into or out from the population, no mutation, all mating must be random, and the population must be very large. In this lab you are going to use a small population to simulate the effect these parameters can have on allele frequencies.

 

First you must remember that each individual possesses two alleles of each trait. So an individual who is homozygous for color (B = Black, b = brown) BB has two copies of the B allele. A heterozygous individual has one B allele and one b allele. Finally a homozygous recessive brown individual has two copies of the b allele.

 

For example in a population of 100 flies you gathered the following information: 20

Homozygous Black, 40 Heterozygous Black, 40 Homozygous Brown. The allele numbers for this population are shown in the table below.

 

Genotype	Number in Population	Total # B alleles	Total # b alleles
BB	20	40	0
Bb	40	40	40
bb	40	0	80
totals	100	80	120

 

 

There is a difference between the actual alleles and an estimate of the alleles for a population. If you know the genotypes of all the individuals you can calculate the actual allele frequencies by dividing the total number of one allele and dividing it by the total number of all alleles for that population. In our example above the actual frequency of the B allele is calculated by dividing

80 (the total number of B alleles for the population) by 200 (the total of all the alleles of the population. 80/200 = 0.4. Therefore P = 0.4 You can then use the formula P + q = 1 to determine the frequency of q. 0.4 + q = 1 so q = 0.6.

1. In a population of 100 flies you gathered the following information: 15 Homozygous Black, 30 Heterozygous Black, 55 Homozygous Brown. Using this information fill in the chart below and answer the questions

 

Genotype	Number in Population	Total # B alleles	Total # b alleles
BB
Bb
bb
totals

 

 

 

 

2. What percentage of the population is phenotypically Black? Explain your answer.

 

 

 

 

 

 

 

3. Calculate the actual allele frequency of B. Provide a full explanation of your work .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. Explain the concept of non-random mating.

5. Does non random mating increase or decrease the genetic diversity of a population. Explain your answer.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6. List the Hardy Weinberg principles.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7. What happens to the allele frequencies of a population if all Hardy Weinberg principles are met?

 

 

 

 

 

 

 

 

8. Which genotype (homozygous dominant, heterozygous, homozygous recessive) is known just by their phenotype? Why?

 

 

 

Lab 11 Population Biology

 

Complete your answers in the spaces provided. USE YOUR OWN WORDS – Yes even for definitions! Remember to add your last name and first initial to the file name prior to saving and submitting your completed assignment through Canvas.

 

The lab website has post lab questions – these are not necessary – you only have to complete the questions in this lab assignment document.

 

Use your textbook, notes and these websites to answer the pre lab questions. http://www.marietta.edu/~biol/biomes/ecology.htm http://marinebio.org/Oceans/Conservation/Moyle/ch7.asp

 

 

 

Pre Lab Questions

 

1. Define habitat.

 

 

 

 

2. Define niche.

 

 

 

 

 

 

3. Define carrying capacity.

 

 

 

 

 

 

4. How many species can occupy a niche? Why is this the limit?

 

 

 

 

 

 

 

Go to the following site: http://www.mhhe.com/biosci/genbio/virtual_labs_2K8/pages/PopulationBiology.html Download and print the instructions so you can work through the lab. As you work through the lab fill in the table below. Use this information to answer the questions that follow contained in this document.

5. Explain the difference between interspecies and intraspecies competition. Provide an example of each: interspecies and intraspecies competition.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6. List the reasons a population reaches its carrying capacity.

 

 

 

 

 

 

 

7. Fill in the table below with your data from the experiment. Be aware the table is per mL!

 

Table I:

 

Day	P. caudatum alone, cells/mL	P. aurelia alone, cells/mL	P. caudatum mixed, cells/mL	P. aurelia mixed, cells/mL
0
2
4
6
8
10
12
14
16

 

 

8. Explain how do you determine when carrying capacity has been reached for a population?

 

 

 

 

 

 

 

 

9. Which organism reached their carrying capacity first?

 

 

 

 

 

 

 

 

 

 

10. How do the population numbers for these organisms compare when they are grown individually versus when they were grown together? Suggest an explanation for any differences.

 

 

 

 

 

 

 

 

 

 

 

 

11. Someone else repeated this experiment many, many times. They found in a few of the samples on Days 10-16 the number of P. caudatum individuals in the mixed culture began to gradually rise. Propose a hypothesis for this observation. You will not be able to look up this answer … you must think about this lab to formulate your answer.

 

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