Diamond Biology B – Spring — Orange — Quintero, Crystal – Activities

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Bio U7 Practice Test 1 A

1.

2.

Which of these point mutations to DNA triplet CGG would affect the protein made?

A lone wolf travels hundreds of miles from his original pack and joins a new pack in a different range, affecting the gene pool through which mechanism?

CGA

CGT

TGG

AGG

recombination of alleles

genetic drift

no effect

gene flow

 

 

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3.

4.

5.

6.

Which of these correctly shows ecological succession in a lava field?

Bob has red hair. Where is the genetic code for red hair found?

In primroses, red, the dominant flower color, has incomplete dominance or intermediate expression. What will happen to the offspring if a heterozygous red primrose is bred with a homozygous white primrose? White is recessive.

A palm tree’s roots grow downward to the water source and anchor the tree so it is not easily uprooted by the wind. The roots growing downward is what type of plant response?

Soil is created. Moss and lichen arrive by birds to barren lava field. Fountain grass grows. Monkeypod trees grow.

Moss and lichen arrive by birds to barren lava field. Soil is created. Fountain grass grows. Monkeypod trees grow.

Moss and lichen arrive by birds to barren lava field. Fountain grass grows. Monkeypod trees grow. Soil is created.

Soil is created. Moss and lichen arrive by birds to barren lava field. Monkeypod trees grow. Fountain grass grows.

tRNA in the cytoplasm

DNA in the nucleus

in the mRNA in the ribosomes

the proteins assembled by the ribosomes

100% will be pink.

100% will be white.

50% will be red; 50% will be pink.

50% will be pink; 50% will be white.

photoperiodism

photosynthesis

phototropism

geotropism

 

 

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7.

8.

9.

How would deforestation in the Amazon affect the carbon cycle?

An ivy is placed on a counter. The vines begin to grow toward a window. What plant response causes this?

Transcription occurs in which organelle?

Carbon in biomass stays the same.

Carbon in biomass increases.

Atmospheric carbon increases.

Atmospheric carbon decreases.

photoperiodism

phototropism

photosynthesis

geotropism

nucleus

mitochondrion

ribosome

chloroplast

 

 

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10.

11.

Which of these molecules represents a protein?

Howard looks at a sample of pond water in the microscope. He sees cyanobacteria and plasmodium, a type of protist. What is one difference between the plasmodium and the cyanobacteria?

The plasmodium has a nuclear membrane.

The cyanobacteria is unicellular.

The cyanobacteria has a nuclear membrane.

The plasmodium is unicellular.

 

 

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12.

13.

14.

15.

A lizard in a desert is colored brown to match the color of the sand. A few lizards have an adaptation that makes their top half blue. A new shrub with blue flowers is introduced to the desert. What is likely to occur in future generations?

In field mice, brown fur is dominant and white fur is recessive. If a field mouse that is heterozygous for brown fur breeds with a field mouse that is homozygous for white fur, what is the probability that their offspring will have white fur?

Every tRNA has an anticodon. What is the purpose of an anticodon?

A human baby weighs 8 pounds at birth and 150 pounds as an adult. Which statement is true about the person’s growth?

The population of brown and blue lizards will stay the same.

The population of brown lizards will increase.

All the brown lizards will die out and only blue lizards will be left.

The population of blue lizards will increase as they can use the flower for shelter and camouflage.

100%

75%

25%

50%

Anticodons tell the tRNA when to begin retrieving amino acids.

Anticodons help the tRNA retrieve the correct amino acid.

Anticodons tell the tRNA when to stop retrieving amino acids.

Anticodons help the tRNA retrieve the correct nucleic acid.

The number of cells increased because of mitosis.

The cells grew bigger during the G1 and G2 growth phases.

The cells grew bigger as the person developed.

The number of cells increased because of meiosis.

 

 

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16.

17.

18.

19.

The zebra mussel is an invasive species. Which statement is most likely true if the zebra mussel is introduced to a new environment without predators?

Proteins are assembled on which part of the cell?

This type of cell can develop into different types of blood cells in a body.

A Pacific island receives a large quantity of precipitation. This enables bacteria to grow and reproduce rapidly. What is true of an island in the tropics?

Zebra mussels will disrupt the community and cause native species to decline as they eat all the food.

Zebra mussels will not cause a significant change in the community.

Zebra mussels will become the keystone species.

Zebra mussels will become part of the climax community.

smooth ER

rough ER

Golgi apparatus

nucleus

pluripotent stem cell

totipotent stem cell

ectoderm

multipotent stem cell

The bacteria eat oil in an oil spill.

People are more easily infected with bacterial disease.

Decomposition of a dead mouse occurs rapidly.

Bacteria are in competition with fungi.

 

 

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20.

21.

22.

23.

Fossils of whales and whale ancestors show a change in species over time. The ancestral species are no longer in existence. What type of evolution most likely occurred with whales?

A golf course is next to a river. The fertilizers they use for the golf course get washed into the river. What might happen as a result of the excess fertilizer?

What is the name of the organization level that is missing from this picture?

A runner uses all available oxygen for respiration. She then notices that her legs are becoming sore. Which of these statements is most representative of respiration?

equilibrium

punctuated gradualism

punctuated equilibrium

gradualism

The water warms due to excess nitrogen.

Fish die due to algae blooms.

Nitrogen-fixing bacteria die off.

Fish die due to nitrogen-fixing bacteria.

organelle

tissue

cell

organ

Her body is producing lactic acid because she is breathing too hard.

Her body is producing lactic acid as a result of doing aerobic respiration.

She has been running too long.

Her body is producing lactic acid as a result of doing anaerobic respiration.

 

 

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24. What type of molecule is shown in the picture?

amino acid

nucleic acid

RNA

DNA

 

 

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25. Which two species are the most closely related?

guinea pig and rabbit

tree shrew and manatee

duck-billed platypus and elephant shrew

lemur and bonobo

 

 

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26.

27.

Look at the cross-section of a woody stem. Where is the xylem tissue located?

Cockroaches have low genetic diversity, yet are in no danger of going extinct. Which statement is most correct about the reproductive success of cockroaches?

only in the roots and not shown in the picture

toward the outside of the stem

throughout the stem

toward the center of the stem

Cockroaches have adaptations to be able to live in any environment.

Cockroaches have adaptations that allow for interbreeding without any harm.

Cockroaches have evolved to be generalists.

Cockroaches are the “fittest” of all beetles.

 

 

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28. Identify Creature X using the dichotomous key.

Creature X

Creature Y

 

 

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1 – a. Organism has a small head – go to 2 b. Organism has a large head – go to 3

2 – a. Organism has a narrow body – go to 6 b. Organism has a round body – go to 7

3 – a. Organism has a narrow body – go to 4 b. Organism has a round body – go to 5

4 – a. Organism has a curly antennae – go to 9 b. Organism has a straight antennae – go to 17

5 – a. Organism has short arms – go to 18 b. Organism has long arms – go to 19

6 – a. Organism has a curly antennae – go to 11 b. Organism has a straight antennae – go to 12

7 – a. Organism has a curly antennae – Roundus tricurlus b. Organism has a straight antennae – go to 8

8 – a. Organism has spots – Roundus trispottis b. Organism has no spots – Roundus squintus

9 -“ a. Organism has round eyes – Narrowus trifurrus b. Organism has narrow eyes – go to 16

10 – a. Organism has round eyes – Roundus diheadfuzzus b. Organism has narrow eyes – Roundus difuzzus

11 – a. Organism has round eyes – go to 15 b. Organism has narrow eyes – Narrowus trispottis

12 – a. Organism has short arms – go to 13 b. Organism has long arms – go to 14

13 – a. Organism has fur – Narrowus difuzzus b. Organism has no fur – Narrowus bareus

14 – a. Organism has spots – Narrowus longspottis b. Organism has no spots – Narrowus tippus

15 – a. Organism has a tail – Narrowus trifuzzus b. Organism has no tail – Narrowus quadspottis

16 – a. Organism has two feet – Narrowus curlus b. Organism has three feet – Narrowus squintflippus

17 – a. Organism has spots – Narrowus dispottis b. Organism has no spots – Narrowus fuzzflippus

18 – a. Organism has a curly antennae – Roundus bareus b. Organism has a straight antennae – Roundus puffus

19 – a. Organism has two feet – go to 10 b. Organism has three feet – Roundus headfuzzus

Narrowus trispottis

Narrowus longspottis

Roundus tricurlus

Narrowus dispottis

 

 

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29.

30.

31.

32.

What is one difference between photosynthesis and respiration?

A cat is in the same order as a dog, the same class as a monkey, and the same family as a tiger. Which animal is the cat least related to?

An eagle and a grizzly bear both hunt for salmon. What type of relationship does the eagle have with the salmon?

Cells need nutrients to perform their many functions. Which two organ systems interact to deliver nutrients to the cell?

Respiration is done by plants.

Photosynthesis creates useful energy.

Photosynthesis uses glucose as a reactant.

Respiration uses glucose as a reactant.

cat

dog

tiger

monkey

competition

commensalism

mutualism

predation

muscular and digestive

endocrine and digestive

circulatory and digestive

reproductive and digestive

 

 

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33.

34.

35.

Why is crossing over in meiosis important?

A cheetah is adapted for running at high speeds. This helps the cheetah be able to catch a gazelle. Lions also eat gazelles. What type of relationship does the cheetah have with a lion?

An influenza virus attacks a human. Which two organ systems fight the virus?

It aids in cytokinesis.

It decreases the probability for mutations.

It makes four unique daughter cells.

It increases genetic diversity.

predation

competition

mutualism

commensalism

nervous and cardiovascular

endocrine and immune

circulatory and immune

digestion and endocrine

 

 

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36.

37.

Which level of this trophic pyramid represents 10% of the energy?

Which two body systems would defend a person from a fire?

primary consumers

tertiary consumers

producers

secondary consumers

immune and integumentary

nervous and cardiovascular

integumentary and nervous

muscular and endocrine

 

 

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38.

39.

Which organisms are missing from this food web?

Which type of tissue forms the woody portion of a sycamore tree?

producers and decomposers

tertiary consumers and producers

producers

microorganisms

primary xylem

secondary phloem

primary phloem

secondary xylem

 

 

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40. Photosynthesis occurs in the ___ organelle in phytoplankton.

ER

mitochondria

chloroplast

nucleolus

 
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Experiment exercises will deal with Diffusion and Osmosis

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This unit’s Experiment exercises will deal with Diffusion and Osmosis. Read through the introductory material located below and complete the questions found in the Unit 3 Experiment Answer Sheet.

How to Proceed

  • Read through the Experiment Exercise Introductions below.
  • Open the Unit 3 Experiment Answer Sheet and complete the following Experiment exercises this unit:
    • Experiment 3 Exercise 1 – Diffusion (~1 hr)
    • Experiment 3 Exercise 2 – Osmosis (~1.5 hrs)
  • Save your completed Unit 3 Experiment Answer Sheet and submit it no later than Sunday midnight (CT).

Diffusion – Introduction

This unit we are learning about the structure and function of cells. The plasma membrane, for example, is an important structure of all cells and it is responsible for regulating the passage of materials into and out of the cell. Plasma membranes are differentially (selectively) permeable, meaning some substances are allowed to enter and exit the cell, while the movement of other materials is either carefully regulated or blocked. Two ways in which materials can move freely across the cell membrane are diffusion and osmosis.

Diffusion is the movement of solutes (material dissolved in liquid) from an area of high concentration to an area of low concentration. If these areas are separated by a membrane, that membrane may or may not be permeable to the solute. The membrane is always permeable to water though and the movement of water across a membrane is a special form of diffusion called osmosis.

In our first exercise, we will examine diffusion of solutes through a semipermeable membrane and the factors that affect their movement. You’ll want to be sure to review our online lecture this unit on Cell Structure and pp 83 – 86 in your book. View the following two animations BEFORE starting this exercise:

McGraw-Hill. 2006. How Diffusion Works
http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html (Links to an external site.)

McGraw-Hill. 2006. How Osmosis Works
http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html (Links to an external site.)

When you are ready to begin, open the Unit 3 Experiment Answer Sheet and answer the questions associated with the first exercise.

Osmosis – Introduction

In our second exercise this unit, we will to take a closer look at osmosis; the movement of water across a membrane. The direction water moves depends on the relative concentration of solute molecules on either side of the membrane (in this case, these solutes are not able to cross the membrane). Furthermore, the presence or absence of cell walls (e.g., in plant cells) influences how cells respond to osmotic fluctuations in their environment. This exercise will examine the forces that determine whether water moves into or out of a cell.

We will be using the following website in this exercise. Be sure you are able to access and use this website before starting.

The Biology Place. No Date. Osmosis: Movement of Water across Membranes
http://www.phschool.com/science/biology_place/biocoach/biomembrane1/osmosis.html  (Links to an external site.)

Open the Unit 3 Experiment Answer Sheet and complete the questions for this exercise.

WEEK 3 EXPERIMENT ANSWER SHEET Please submit to the Week 3 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 1 EXPERIMENT ASSIGNMENT

· Experiment 3 Exercise 1 – Diffusion: Movement of Solutes across a Membrane

· Experiment 3 Exercise 2 – Osmosis: Movement of Water across a Membrane

Experiment 3 Exercise 1: Diffusion – Movement of Solutes across a Membrane

We will be using dialysis tubing to simulate a semipermeable membrane. This tubing allows small molecules (e.g., water, ions, glucose) to pass while preventing large molecules (e.g., macromolecules like proteins, starch, glycogen) from moving across. Be sure you have read over the suggested material before starting this exercise and that you have reviewed the following animations:

McGraw-Hill. 2006. How Diffusion Works https://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html

McGraw-Hill. 2006. How Osmosis Works https://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

Experimental Design

A. The dialysis bag we will use is permeable to water and small molecules (e.g., less than 500 g/mol) and impermeable to large molecules (e.g., more than 500 g/mol).

B. The dialysis bag is filled with a mixture of glucose (molecular weight = 180 g/mol) and protein (molecular weight = 10,000 g/mol) dissolved in water. A small subsample of the dialysis bag contents is saved and will be used in Step 4.

C. The dialysis bag is then placed into a beaker of water. A small subsample of beaker water is also saved and is to be used in Step 4 as well.

image1.png

The presence or absence of glucose and protein will be determined using indicators. Indicators change colors in the presence certain materials. The two tests that we’ll use are the Benedict’s test for simple sugars (e.g., glucose) and the Biuret test for the presence of proteins.

· If glucose is present, the Benedict’s indicator will turn green. If no glucose is present, the solution will be blue.

· If protein is present, the Biuret indicator will turn violet. If the solution remains clear, then no protein is present.

D. The subsample of dialysis bag solution and the beaker water are tested for the presence of glucose and protein. See Table 1 below for the results.

E. The dialysis bag is then left in the beaker of water for 60 minutes.

F. At the end of 60 minutes, the dialysis bag solution and the beaker water are again tested for the presence of glucose and protein. See Table 1 below for the results.

Table 1. Results of testing of the dialysis bag and beaker contents at the beginning and end of the Experiment.

  Test for Glucose Test for Protein
  Beginning End Beginning End
Dialysis Bag Green Green Violet Violet
Beaker Blue Green Clear Clear

Questions

1. Summarize the results regarding the presence (+) or absence (-) of glucose and protein in the dialysis bag and beaker in Table 2 below (4 pts):

Table 2.

  Glucose Protein
  Beginning End Beginning End
Dialysis Bag        
Beaker        

2. Explain the movement or lack of movement of protein and glucose across the dialysis bag membrane (4 pts)

3. Which solution, that in the bag or that in the beaker, is hypotonic compared with the protein solution (2 pts)?

4. What factors affect the movement of molecules across a semipermeable membrane? Which factor plays the greatest role in biological systems (4 pts)?

5. Briefly explain what active transport is and how it differs from passive transport, especially in terms of concentration gradients (4 pts).

 

Experiment 3 Exercise 2: Osmosis – The Movement of Water across a Membrane

Before starting, let’s see what you know about the terms hypotonic, isotonic and hypertonic. Examine the diagrams below. Note that the small green circles represent dissolved solutes like salt, glucose, and amino acids. You can assume that the additional space surrounding the solutes is water and that the tan area is INSIDE the cell.

image2.png

Question

1. Define each term below in terms of solute concentration outside compared to the inside of the cell. You do not need to explain which direction water will move (3 pts).

a. Hypotonic –

b. Isotonic –

c. Hypertonic –

Procedure

A. Open the following website to get started:

The Biology Place. No Date. Osmosis: Movement of Water across Membranes http://www.phschool.com/science/biology_place/biocoach/biomembrane1/osmosis.html

B. Read over the information presented and then Click on image3.png

C. Then, Click on image4.png. Read through the information presented and be sure to click on Animate beneath the illustration.

Questions

2. What concentration of salt is isotonic to animal cells (1 pts)?

3. When cells are in isotonic solution, is there movement of water into or out of the cell? If so, describe this movement (3 pts).

 

Procedure (continued)

D. Click on image5.png.

E. Read through the information presented and be sure to click on Animate beneath the illustration. When ready, answer the following question.

Question

4. Describe the net movement of water molecules when cells are placed in a hypotonic solution. Explain why water moves this way (3 pts).

 

Procedure (continued)

F. Click on image6.png

G. Read through the information presented and be sure to click on Animate beneath each of the illustrations. Answer the following questions. Your answers should incorporate the terminology used in the animations.

Questions

5. What happens to an animal cell when placed in a hypotonic solution (2 pts)?

6. What happens to plant cells when placed in a hypotonic solution? What accounts for the difference in outcomes between animal cells and plant cells (3 pts)?

 

Procedure (continued)

H. Click on image7.png

I. Then, Click on image8.png. Read through the information presented and be sure to click on Animate beneath the illustration. Answer the following question.

Question

7. Describe the net movement of water molecules when cells are placed in a hypertonic solution. Explain why water moves this way (3 pts).

 

Procedure (continued)

J. Click on image9.png

K. Read through the information presented and be sure to click on Animate beneath the illustration. Answer the following questions.

Questions

8. Compare and contrast what happens to plant and animal cells when placed in a hypertonic solution. Be sure to use proper terminology (4 pts).

9. Based on what you learned in this exercise, explain why salt might make a good weed killer (3 pts).

 

Week 3 Experiment Grading Rubric

Component Expectation Points
Experiment 3 Exercise 1 Interpretation of results and demonstrated understanding of diffusion (Table 2 and Questions 1-5). 18 pts
Experiment 3 Exercise 2 Demonstrates understanding of isotonic solutions and no net movement of water (Questions 1-3). 7 pts
  Demonstrates understanding of hypotonic solutions and the movement of water (Questions 4-6). 8 pts
  Demonstrates understanding of hypertonic solutions and the movement of water (Questions 7-9). 10 pts
TOTAL  
 
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A karyotype

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Question 1 (5 points)

 

Question 1 Saved

 

A karyotype ______.

 

Question 1 options:

 

compares one set of chromosomes to another.
of a normal human cell shows 48 chromosomes.
is a photograph of cells undergoing mitosis during anaphase.
cannot be used to identify individual chromosomes beyond the fact that two chromosomes are homologues.
is a visual display of chromosomes arranged according to size.

 

 

Question 2 (5 points)

 

Question 2 Saved

 

At which stage of mitosis are distinct chromatids visible and moving towards the opposite poles of the cell?

 

Question 2 options:

 

Metaphase
Telophase
Interphase
Anaphase
Prophase

 

Question 3 (5 points)

 

Question 3 Saved

 

Mitosis in humans usually results in the formation of _____.

 

 

 

Question 3 options:

 

2 diploid cells

 
4 diploid cells

 
2 haploid cells

 
4 haploid cells

 
Sperm or egg cells

 

Page 1 of 7

 

All of the following are characteristics of cancer cells EXCEPT _____.

 

Question 4 options:

 

angiogenesis
unregulated mitosis
unmutated DNA
ability to metastasize
no apoptosis

 

Question 5 (5 points)

 

Question 5 Unsaved

 

What stage does cytokinesis generally overlap with in the typical cell cycle?

 

Question 5 options:

 

S phase
prophase
telophase
anaphase
metaphase

 

 

Question 6 (5 points)

 

Question 6 Unsaved

 

An important result of meiosis is that _____.

 

Question 6 options:

 

each gamete receives one member of each pair of homologous chromosomes and gametes are formed that are haploid.
each gamete receives one member of each pair of homologous chromosomes.
gametes are formed that are diploid.
gametes receive one copy of each member of each pair of homologous chromosomes.
gametes are formed that are haploid.

 

Question 5 (5 points)

 

Question 5 Unsaved

 

What stage does cytokinesis generally overlap with in the typical cell cycle?

 

Question 5 options:

 

S phase
prophase
telophase
anaphase
metaphase

 

 

Question 6 (5 points)

 

Question 6 Unsaved

 

An important result of meiosis is that _____.

 

Question 6 options:

 

each gamete receives one member of each pair of homologous chromosomes and gametes are formed that are haploid.
each gamete receives one member of each pair of homologous chromosomes.
gametes are formed that are diploid.
gametes receive one copy of each member of each pair of homologous chromosomes.
gametes are formed that are haploid.

 

Question 10 (5 points)

 

Question 10 Unsaved

 

For anaphase to begin, which of the following must occur?

 

Question 10 options:

 

Chromatids must lose their kinetochores.
Cohesin must attach the sister chromatids to each other.
Cohesin must be cleaved enzymatically.
Kinetochores must attach to the metaphase plate.
Spindle microtubules must begin to depolymerize.

 

Question 11 (5 points)

 

Question 11 Unsaved

 

Spindle microtubules attach to kinetochores during this phase of mitosis.

 

Question 11 options:

 

metaphase
prometaphase
anaphase
prohase
telophase

 

Question 12 (5 points)

 

Question 12 Unsaved

 

Four of the five answers listed below are related by a common phase of mitosis. Select the exception.

 

Question 12 options:

 

chromosomes separate
chromosomes decondense
spindle microtubules disappear
nuclear envelope re-forms
nucleolus reappears

 

Question 13 (5 points)

 

Question 13 Unsaved

 

A woman is found to have 47 chromosomes, including three X chromosomes. Which of the following describes her expected phenotype?

 

Question 13 options:

 

A) masculine characteristics such as facial hair
B) enlarged genital structures
C) excessive emotional instability
D) normal female
E) sterile female

 

Question 14 (5 points)

 

Question 14 Unsaved

 

Which of the following is an example of polygenic inheritance?

 

Question 14 options:

 

A) pink flowers in snapdragons
B) the ABO blood group in humans
C) Huntington’s disease in humans
D) white and purple flower color in peas
E) skin pigmentation in humans

 

Question 15 (5 points)

 

Question 15 Unsaved

 

Why did the F1 offspring of Mendel’s classic pea cross always look like one of the two parental varieties?

 

Question 15 options:

 

A) No genes interacted to produce the parental phenotype.
B) Each allele affected phenotypic expression.
C) The traits blended together during fertilization.
D) One phenotype was completely dominant over another.
E) Different genes interacted to produce the parental phenotype.

 

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Page 6 of 7

 

Note: It is recommended that you save your response as you complete each question.

 

 

Question 16 (5 points)

 

Question 16 Unsaved

 

Use the following information to answer the questions below.

 

Tallness (T) in snapdragons is dominant to dwarfness (t), while red (R) flower color is dominant to white (r). The heterozygous condition results in pink (Rr) flower color.

 

A dwarf, red snapdragon is crossed with a plant homozygous for tallness and white flowers. What are the genotype and phenotype of the F1 individuals?

 

Question 16 options:

 

A) ttRr—dwarf and pink
B) ttrr—dwarf and white
C) TtRr—tall and red
D) TtRr—tall and pink
E) TTRR—tall and red

 

Question 17 (5 points)

 

Question 17 Unsaved

 

National Basketball Association (NBA) scientists have identified the gene for superior athletic ability.  The allele “A” represents the dominant form of the gene, while the allele “a” represents the recessive form of the gene.  The scientists find that the superior athletic ability gene is optimally expressed in individuals who possess the homozygous dominant form.

 

If Michael Jordan, who has the Aa genotype, has a child with a woman who has the aa genotype, what are the chances that his child will inherit the optimal superior athletic ability genotype?

 

Question 17 options:

 

0%
25%
50%
75%
100%

 

Question 18 (5 points)

 

Question 18 Unsaved

 

There is evidence that a certain color in cats is sex-linked. Yellow is recessive to black.
A heterozygous condition results in tortoise shell or calico color. A calico cat has a litter
of 8 kittens: 1 yellow male, 2 black males, 2 yellow females, and 3 calico females. What
was the male parents probable color?

 

Question 18 options:

 

yellow
black
calico
yellow and black
albino

 

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Note: It is recommended that you save your response as you complete each question.

 

 

Question 19 (5 points)

 

Question 19 Unsaved

 

Imagine you are performing a cross involving seed color in garden plants.  What F1 offspring would you expect if you cross true-breeding parents with green seeds with true-breeding parents with yellow seeds?

 

Question 19 options:

 

25% white seeds, 25% yellow seeds, and 50% green seeds
25% green seeds, and 75% yellow seeds
50% yellow seeds, and 50% green seeds
100% yellow seeds
100% yellow-green seeds

 

Question 20 (5 points)

 

Question 20 Unsaved

 

All of the genes located on a given chromosome constitute a

 

Question 20 options:

 

linkage group.
karyotype.
none of these
wild-type allele.
bridging cross.

 

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BIO 102 Lab 04: ELISA and Immunology

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BIO 102 Lab 04: ELISA and Immunology

 

Instructions: Submit, pages 6 and 8 of this document. Print, complete both lab activities and answer the questions. Scan your lab pages using the free phone app AdobeScan, and upload your PDF to Canvas. Please be sure to write your name on your first page of work.

 

Background

The human immune system contains several layers of defense, but before explaining them in depth, we must review some terminology. Starting with the answer sheet in this lab, and using your book, fill in the definitions from question #1 before continuing to read the remainder of this lab. You may also find it helpful to review diagrams in the book relating to antigen binding.

The broadest part of the immune system responds in the same manner to every antigen (ie., invader) it encounters. It is called the nonspecific immune system. It includes things like our skin, mucus membranes, ear wax, stomach acid, sweat, tears, vaginal secretions, antimicrobial proteins, and internal cellular defenses. The nonspecific immune system will mount the same response regardless of the nature of the antigen. It has no memory and doesn’t have the ability to recognize that a specific defense may have been ineffective against a pathogen in the past. The nonspecific immune system’s primary function is to prevent us from getting sick by attacking anything foreign and if that fails, to contain the pathogen until our adaptive immune system is activated.

The adaptive immune system “studies” each pathogen and learns how to effectively kill it. It also has memory of the pathogens it has faced in the past and will improve its effectiveness every time it encounters the same pathogen, meaning that the person doesn’t get sick from later encounters with the same pathogen, provided that pathogen is recognized. It includes two types of white blood cells (all types of white blood cells are called leukocytes), the B & T cells (B & T cells are also called B lymphocytes and T lymphocytes respectively). The B cells will begin releasing antibodies into the interstitial fluid and blood after they encounter a specific antigen. Each antibody is specific not for just that antigen, but a single epitope on the surface of the antigen. Once a B cell begins producing antibodies, they can remain present in the body for years. Vaccines stimulate our B cells into making antibodies so we don’t get sick if we encounter certain viruses. Some vaccines only require a few administrations and the immunity lasts for life, while others need to be reminded about that antigen, hence the need for vaccine “boosters.”

In this lab, we will investigate an important test called ELISA. ELISA stands for enzyme linked immunosorbent assay. It is used in many different ways, from diagnostic lab tests used by doctors to measure a patient’s exposure to a virus, to research lab investigations that and separate a specific protein among many. Though very specific and powerful, it can be easily performed and is a commonly found experiment in college biology courses. ELISA functions detect the presence of antibodies or a pathogen. ELISA has several varieties, but two of the most common are: direct ELISA, which uses artificially made antibodies to bind to the antigen, while indirect ELISA uses the person’s antibodies against a specific pathogen to determine if a person has encountered the disease before. In indirect ELISA the artificial antibodies bind to a person’s antibodies against a specific disease. In both direct and indirect ELISA, the artificial antibodies are engineered to change color when added to a special chemical. Direct ELISA is explained in the image on the next page.

 

 

 

 

Direct ELISA

Image from Wikipedia.org, Reteived 6/12/19

 

 

 

 

BIO 102 Lab 04: ELISA and Immunology 7

 

 

 

In indirect ELISA parts of the suspected pathogen are anchored to the sides of a well plate (a well plate is a small circular clear plastic dish). The person’s blood serum is allowed to sit in the plate long enough for any antibodies present (if the person has encountered that pathogen recently) to stick to the antigen that is part of the well plate. In the diagram to the left, the middle representation shows a green antibody attached to a purple enzyme cluster; the antibody is bound to the red viral antigen. The serum is then drained away, but the attached antibodies will remain, stuck. Then, artificial antibodies are added, which will only stick if the person’s antibodies are attached to the antigen in the well plate. A color change will occur if artificial antibodies remain stuck (the bottom diagram to the left shows the blue colored molecules which contain the dye and the artificial antibody). Thus, a clear solution means the person is not sick and a color change means the person has encountered the disease before.

 

 

 

 

 

 

The Live Lab ELISA Procedure (Performed When Meeting in Lab) – READ ONLY

Read through the procedure below. This document includes sample ELISA data. You will use these results to answer the questions.

 

Every person gets 1 “serum” sample tube (we will avoid using real human bodily fluids in lab). One of these samples contains the antibodies against a sexually transmitted or blood borne disease.

Everyone will then share “fluids” three times. DO NOT start a round of sharing until instructed to do so!!! Each fluid sharing will be done by transferring ½ of the contents from one person’s tube into the other person’s tube. The cap off the receiving tube & swirl, then ½ of the receiving tube’s fluid is transferred back to the original tube, thus each tube is roughly ½ original and ½ new sample. Every time you change serum solutions you need to change pipette tips or you will contaminate the samples.

 

Record your tube # here____________________

 

Round of fluid transfer Partner’s name Partner’s tube #
1    
2    
3    

 

Again, no one should have a 2nd (or 3rd) partner until their instructor tells them to find one. At each round you only share with 1 other person!

Everyone should record their information on the spreadsheet on the projector/board while doing the ELISA test.

Now that everyone has done the fluid transfer it is time to find out who has the disease & see if you can figure out where the disease started.

Using a pen, mark one row of the well plate with +, the second with -, and then each person at your table gets a row with their initials. Each row should have 3 wells.

1. Transfer 1/3 of your serum sample into each of the well plates with your initials. The positive control goes into the 3 wells with the “+”, and the negative control goes into the plate with the “-”.

2. Allow the samples to remain in the well plate depressions for 3 minutes

3. Empty the plate in the sink and wash the sample depressions 3 times with ELISA wash solution, tap plate against a paper towel on the counter each time. Be careful not to allow fluid to spill from one well to another while washing & rinsing!

4. Add antibody (AB) to the washed out sample depressions and allow to sit for 3 minutes

5. Repeat #2

6. Add color substrate (CS) and allow to sit for 3-5 minutes

7. Positive reaction is blue, negative reaction is clear

8. Record who was “sick” on the projector/board.

9. Determine from the sharing & who was sick, what couple started off the disease.

10. Answer questions 2-5 on the answer sheet.

 

Sample ELISA results:

Each of the circular discs is a well, this would be called a 24-well plate because it contains 24 wells and a different sample can be run in each well. The blue color changes indicates a positive result, the clear (ie., see through) indicates a negative result.

Use the data in this table to answer the ELISA questions on the worksheet.

 

Sample Class ELISA Results Data Table
Patient’s Sample # Patient’s Name + or – First Partner’s # Second Partner’s # Third Partner’s #
1 Cary – 5 14 24
2 Chris – 4 12 15
3 Ryan + 6 10 14
4 Bo – 2 9 23
5 Tim – 1 11 13
6 Lei + 3 7 19
7 Vashti + 10 6 22
8 Geeta – 11 13 21
9 Vijaya – 12 4 11
10 Xin + 7 3 17
11 Jacob – 8 5 9
12 Fred – 9 2 16
13 Diane – 14 8 5
14 Tiffany + 13 1 3
15 Thy – 16 24 2
16 Yukti – 15 18 12
17 Mary + 18 23 10
18 Michel – 17 16 20
19 Vincent + 24 22 6
20 Yan yan – 23 21 18
21 Beatrice – 22 20 8
22 Swati + 21 19 7
23 Kirsten – 20 17 4
24 Alex – 19 15 1

 

*Disclaimer: the names are randomly chosen from instructor names at NVCC, spring 2020 semester. No matches or +/- results are actually true, all data was randomly selected and assigned.

ELISA Worksheet

1) Define the following terms dealing with the immune system

 

Antigen: _________________________________________

 

Pathogen: ________________________________________

 

Epitope: _________________________________________

 

2) Why did you run both positive & negative controls?

 

 

 

 

3) What is a false positive? How do you think one could come about using a test like the ELISA?

 

 

 

 

4) At the end of 3 rounds of fluid transfers, what percentage of the class had the disease?

 

 

 

 

5) You can narrow the initial outbreak down to 2 people, who are they?

 

 

 

 

6) Describe how an organization like the CDC could use results like those you obtained to track down “patient zero” for a disease outbreak.

 

 

 

 

 

7) Do you think this method shows a direct or indirect ELISA procedure? Why?

 

 

8) With an indirect ELISA, it tests not for the antigen, but antibodies against the antigen, does a positive test then mean the person currently has the disease in question? If not, what does a positive

Immunity & Vaccinations

Background

Vaccinations are given to stimulate the production of antibodies without the animal actually getting the sick with a disease. Vaccinations come in many different forms, but the most common types are inactivated viruses or bacteria (also called attenuated bacteria or viruses). Attenuated means the pathogen has been disabled so it can’t cause the full-blown illness, but is still figuratively “alive” so the animal may get a very mild form of the illness. You can think of it as a recognizable, but harmless form of the pathogen. Inactivated vaccines, which are “dead,” often contain fragments of the original pathogen which are attached to another particle to attract B cells. As the body removes the attenuated (= inactivated) pathogen, the adaptive immune system learns, with an eye toward remembering this encounter with the “pathogen” (note that your immune system does not “know” that it only encountered a harmless form of the pathogen). It remembers by making antibodies against that disease which should prevent future infections.

In the last decade, a movement has started in the U.S., supported by Hollywood celebrities among others, who claim that vaccines are unnecessary. Some even claim that vaccines even cause autism. The claim that vaccines cause autism has been conclusively proven false through many studies conducted all over the world. One initial study, which caused the initial concern, was filled with many mistakes and after close examination, was determined to be invalid by many different scientists. See https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2831678/ and https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3136032/ for more information on this.

As to the first claim that vaccines are unnecessary against certain diseases, we will closely examine exactly how vaccines protect many people not just those who receive the vaccine.

In every population there will be people whose immune system is weakened. It could be weakened for many reasons: genetic (missing or damaged genes); the person is elderly, very young, allergic; or undergoing chemo or radiation therapy for cancer (which can cripple the immune system). These people often can’t receive vaccinations or if given, they won’t produce antibodies or sufficient numbers of antibodies to prevent them from getting sick.

 

Procedure

Visit https://fred.publichealth.pitt.edu/measles

This is a program that simulates the spread of the measles. On the left side of the screen will assume that only 80% of the people are vaccinated. The right side will assume that 95% of the people are vaccinated.

1. Select District of Columbia & for the city, select Washington D.C. Answer questions 1 & 2 about this simulation.

 

2. Now change the state to North Carolina. For the city select Hickory. Run the simulation again. Answer question 4 on the answer sheet.

 

3. Now change the state to New York & the city to New York. Run the simulation again. Answer question 5 on the answer sheet.

 

 

Disease Spread Simulation Answer Sheet

1) How long did it take for the disease to disappear on the vaccinated side for D.C.?

 

 

 

2) Make a hypothesis on why the 80% vaccinated side of D.C. Eventually saw the disease begin to slow down? About how many days did it take to slow down?

 

 

3) How does each side compare to D.C.?

 

 

4) Hickory has a population of about 40,000 people & D.C. Has about 630,000 people. What does this tell you about how population density affects disease spread?

 

 

5) How does New York city compare to D.C & Hickory? Explain why you think that is the case.

 

 

6) Based on these simulations and given that both measles and COVID-19 are both airborne proximity diseases, why are all the governors capping the size of gatherings?

 

 

7) For a blood borne (or STD/STI) based disease (like that simulated with the ELISA part of this lab), would limiting the size of gatherings be as effective at stopping the spread of those diseases? Explain.

 
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