Lab 4: Introduction to the Microscope Pl ea se typ e the an sw ers t o y our lab q ues ti ons i n f ul l s ent en ce, us in g a n a lt ern ate co lor or fon t, so that y our an sw ers are ea s y t o gr ade . B e a s d eta i led as po ss ib le in ea ch r es po nse . Yo u m ig ht eve n thi nk abo ut ba ck ing up y o ur an s wer s wit h o ut sid e so urce s, but b e s ure to c ite and r efe ren ce the m a ll acc ord ing to A PA gu id el in es. Pre-Lab Questions 1. Label the following microscope using the components described within the Introduction. To label the microscope, you should use the insert menu to choose text boxes, place them in the appropriate place, and use the insert, shapes function to add arrows to point to the appropriate part. © eScience Labs, LLC 2013 Experiment 1: Virtual Magnification Exercise Post-Lab Questions 1. At what magnification do you first notice the ragweed pollen? 2. Which is bigger, a rhinovirus or E. Coli? 3. Based on the magnification, how many of the E. Coli can fit into the same space as the head of a pin? 4. About how many red blood cells could fit across the diameter of a human hair (again, look at the magnification scale)? © eScience Labs, LLC 2013 Experiment 2: Virtual Microscope Post-Lab Questions 1. What is the first step normally taken when you look through the ocular lenses? 2. What is the highest objective lens you can use to see the entire letter e? 3. The nuclei (the structure inside a cell that contains DNA) of the cheek cells have been stained using a special dye so that they appear purple. What shape are they? 4. At high magnification, you may notice that not all of the nuclei in the onion root tip slide appear as the shape you described in the question above. What do they look like? 5. After completing the m1 exercise in the “Try this” section, how tall is the letter e? © eScience Labs, LLC 2013 Why Isn’t My Antibiotic Working? Part I Your throat hurts, and it’s been hurting for the last 24 hours, getting progressively worse. You’re worried because you were just visiting your cousin last weekend, and his 4-year-old daughter was just diagnosed with strep throat. You know it’s pretty contagious, and your cousin called as soon as his daughter was diagnosed. “Ugh,” you think. You don’t want to go to the doctor; it takes time, and you’re busy with school and work. But your throat is on fire, and you know that strep throat, if left untreated, can cause problems far worse than a sore throat and can even lead to death. You head to urgent care. Once there, the doctor does a quick examination and then a throat swab. “We’ll do a rapid strep test,” she says, “and your results will be back in about 15 minutes. Do you have any drug allergies?” You answer, “Yes, to penicillin.” You try to forget the day you turned bright red and swelled up like a chipmunk over several hours. Fifteen minutes later the doctor comes in and hands you a prescription for azithromycin, which belongs to a class of antibiotics called macrolides. “It’s definitely strep. Get this filled, and be sure to take it as prescribed until it’s gone. If you still have symptoms in three days, please call us.” You’re relieved, as the visit didn’t take long and the strep should be gone soon, as well as the burning in your throat. As you are waiting for the prescription to be ready, you wonder how this drug works. You remember in biology talking about cell structures and something about selective toxicity. But you need to do a little research, so you pull out your phone. 1. Before you start your internet search, you need to recall and review the structure and function of cells. To do so, please fill in the chart. Cell Structure Structure (describe or draw) Function Nucleus INSERT ANSWER INSERT ANSWER Type(s) of Cells with This Structure INSERT ANSWER Rough endoplasmic reticulum Smooth endoplasmic reticulum Golgi apparatus INSERT ANSWER INSERT ANSWER INSERT ANSWER INSERT ANSWER INSERT ANSWER INSERT ANSWER INSERT ANSWER INSERT ANSWER INSERT ANSWER Nucleoid INSERT ANSWER INSERT ANSWER INSERT ANSWER Cytoskeleton INSERT ANSWER INSERT ANSWER INSERT ANSWER Flagella INSERT ANSWER INSERT ANSWER INSERT ANSWER Cell membrane INSERT ANSWER INSERT ANSWER INSERT ANSWER Lysosome INSERT ANSWER INSERT ANSWER INSERT ANSWER Mitochondria INSERT ANSWER INSERT ANSWER INSERT ANSWER Chloroplast INSERT ANSWER INSERT ANSWER INSERT ANSWER Cell wall INSERT ANSWER INSERT ANSWER INSERT ANSWER Ribosomes INSERT ANSWER INSERT ANSWER INSERT ANSWER 2. What does selective toxicity mean in regards to how antibiotics work? INSERT ANSWER 3. Based on the list above, are there any structures bacterial cells have that eukaryal cells do not? INSERT ANSWER 4. After seeing that there are not many structures bacterial cells have that eukaryal cells do not, you wonder how scientists have found drugs that target bacteria, while not harming humans. You go back and look at the list of structures that both types of cells have. List these structures below. INSERT ANSWER 5. Then you think to yourself, well maybe the above structures are not exactly the same. And here you begin your internet search. Remember to cite your sources using APA Style. a. What cell structure does azithromycin target? INSERT ANSWER b. What is the function of this cell structure? INSERT ANSWER c. Do both eukaryal and bacterial cells have this cell structure? INSERT ANSWER d. Are there any differences between the structure in bacterial and eukaryal cells? If so, please explain. INSERT ANSWER Part II You’ve been taking the azithromycin for three days, but your throat is still on fire and now you are running a fever. You call the doctor. She says you likely have a resistant strain of Streptococcus pyogenes. She prescribes another antibiotic, Cefadroxil, which belongs to a class of antibiotics called cephalosporins. 1. Your friend wants to know how you became resistant to an antibiotic. What do you tell her? INSERT ANSWER 2. What is the cell structure target of cephalosporins? Explain how this leads to selective toxicity. INSERT ANSWER Part III After 24 hours of taking Cefadroxil, you start to feel better. Your fever is gone and your throat is feeling well enough to eat some actual food, instead of just yogurt and milkshakes. You ponder the problem of antibiotic resistance, and imagine what your life would be like without it. 1. How do you think your life would be different without effective antibiotics? INSERT ANSWER 1. Interpret the point indicated by the arrow. (Be as specific as possible. Include at least 3 characteristics.) 2. Interpret the point indicated by the arrow. (Be as specific as possible. Include at least 3 characteristics.) 3. Interpret the point indicated by the arrow. (Be as specific as possible. Include at least 3 characteristics.) Describe in general terms what happens to the High level of glucose over 56 week. Give at least three details. 4. Interpret the point indicated by the arrow. (Be as specific as possible. Include at least 3 characteristics.) Lab 6: Diffusion and Osmosis Pre-Lab Questions 1. A concentration gradient affects the direction that solutes diffusion. Describe how a molecules move with respect to the concentration. 2. How does size affect the rate of diffusion? 3. Does polarity affect the rate of diffusion? Explain your answer. 4. Draw a picture of a cell in a isotonic, hypotonic, and hypertonic states. 5. What is the water potential of an open beaker containing pure water? 6. Why don’t red blood cells swell or shrink in blood? ©eScience Labs, LLC 2013 7. How do osmotic power plants work? 8. Research the structures that protect plant and animal cells from damage resulting from osmotic pressure. Write a few paragraphs explaining what they are, how they work, and where they are located. POST LAB QUESTIONS Please type the answers to your lab questions in full sentence, using an alternate color or font, so that your answers are easy to grade. Be as detailed as possible in each response. You might even think about backing up your answers with outside sources, but be sure to cite and reference them all according to APA guidelines. Also please pay attention to detail and format your document appropriately. Experiment 1: Diffusion through a Liquid Data Tables and Post-Lab Assessment Table 1: Rate of Diffusion in Corn Syrup Time (sec) 10 20 30 40 Blue Dye 10mm 14mm 15mm 15mm Time (sec) 10 20 30 40 Red Dye 16mm 17mm 19mm 21mm ©eScience Labs, LLC 2013 50 60 16mm 17mm 21mm 50 22mm 60 Table 2: Speed of Diffusion of Different Molecular Weight Dyes Structure Molecular Weight Total Distance Traveled (mm) Speed of Diffusion (mm/hr)* Blue Dye 793g/ mole 15mm 900mm/hr Red Dye 496g/mole 20mm 1200mm/hr. Post-Lab Questions 1. Examine the plot below. How well does it match the data you took in Table 2? Submit your own plot if necessary. ©eScience Labs, LLC 2013 2. Which dye diffused the fastest? 3. Does the rate of diffusion correspond with the molecular weight of the dye? Experiment 2: Diffusion- Concentration Gradients and Membrane Permeability Data Tables and Post-Lab Assessment Table 3: Indicator Reagent Data Indicator Starch Positive Control (Color) Starch Negative Control (Color) Glucose Positive Control (Color) Glucose Negative Control (Color) ©eScience Labs, LLC 2013 n/a IKI Solution n/a Glucose Test Strip n/a n/a Table 4: Diffusion of Starch and Glucose Over Time Indicator Dialysis Bag After 1 Hour Beaker Water After 1 Hour IKI Solution Glucose Test Strip Post-Lab Questions 4. Why is it necessary to have positive and negative controls in this experiment? 5. Draw a diagram of the experimental set-up. Use arrows to depict the movement of each substance in the dialysis bag and the beaker. 6. Which substance(s) crossed the dialysis membrane? Support your response with data-based evidence. 7. Which molecules remained inside of the dialysis bag? 8. Did all of the molecules diffuse out of the bag into the beaker? Why or why not? ©eScience Labs, LLC 2013 9. Does the rate of diffusion change over time? Why or why not? ©eScience Labs, LLC 2013 Experiment 3: Osmosis- Direction and Concentration Gradients Data Tables and Post-Lab Assessment Table 5: Serial Dilution Instructions Sucrose Solution mL of Stock Sucrose Solution Needed mL of Water Needed Table 6: Sucrose Concentration vs. Tubing Permeability Band Color Sucrose % Initial Volume (mL) Final Volume (mL) Net Displacement (mL) Yellow Red Blue Green Post-Lab Questions 10. For each of the tubing pieces, identify whether the solution inside was hypotonic, hypertonic, or isotonic in comparison to the beaker solution it was placed in. 11. Which tubing increased the most in volume? Why? ©eScience Labs, LLC 2013 12. What does this tell you about the relative tonicity between the contents of the tubing and the solution in the beaker? 13. What would happen if the tubing with the yellow band was placed in a beaker of distilled water? 14. How are excess salts that accumulate in cells transferred to the blood stream so they can be removed from the body? Explain how this process works in terms of tonicity. 15. How is this experiment similar to the way a cell membrane works in the body? How is it different? Be specific with your response. 16. If you wanted water to flow out of a tubing piece filled with a 50% solution, what would the minimum concentration of the beaker solution need to be? Explain your answer using scientific evidence. ©eScience Labs, LLC 2013 Experiment 4: Osmosis- Tonicity and the Plant Cell Data Tables and Post-Lab Assessment Table 7: Water Displacement per Potato Sample Potato Type Potato Observations Sample Initial Displacement (mL) Final Displacement (mL) Step 11 Net Displacement (mL) A B A B Post-Lab Questions 17. How did the physical characteristics of the potato vary before and after the experiment? Did it vary by potato type? 18. What does the net change in the potato sample indicate? 19. Different types of potatoes have varying natural sugar concentrations. Explain how this may influence the water potential of each type of potato. 20. Based on the data from this experiment, hypothesize which potato has the highest natural sugar concentration. Explain your reasoning. ©eScience Labs, LLC 2013 21. Did water flow in or out of the plant cells (potato cells) in each of the samples examined? How do you know this? 22. Would this experiment work with other plant cells? What about with animal cells? Why or why not? 23. From what you know of tonicity, what can you say about the plant cells and the solutions in the test tubes? 24. What do your results show about the concentration of the cytoplasm in the potato cells at the start of the experiment? 25. If the potato is allowed to dehydrate by sitting in open air, would the potato cells be more likely to absorb more or less water? Explain. ©eScience Labs, LLC 2013 FORMAL LAB REPORT Choose ONE of the four exercises from this lab for the formal lab report Please see the document “Components of a Formal Scientific Lab Report” attached to this lab assignment, and fill in the following sections below accordingly. Any graphs must be computer generated, and the report should be formatted according to APA guidelines. Abstract Introduction: Materials and Methods: Results: Discussion: Conclusions: References ©eScience Labs, LLC 2013 MAT 103 Formulas Solve the following situations algebraically using the given formulas. 1. For general health and weight loss, a person who is x years old should maintain a minimum target heart rate of T beats per minute during extended exercise, where T = – 0.5x + 120. Determine the minimum target hear rate for a person who is 48 years old. 2. Total Medicare costs C, in billions of dollars can be computed using the formula C = 18x – 35,750 where x is a year from 1996 to 2008. Find the year when Medicare costs were $286 billion. 3. A weight loss center calculates the body mass index for each prospective client. A person with a BMI greater than 30 is considered to be obese, and a person with a BMI over 25 is considered overweight. Calculate the BMI of a person 5 ft 6 in. tall weighing 165. Are they considered obese or overweight? BMI = 703  ( weight in pounds) (height in inches ) 2 4. If a patient has a BMI of 23.8 and is 1.77 m tall, how much does the patient weigh? Use the following formula: BMI = weight in kg (height in meters) 2 5. Height is sometimes used to determine medicinal or nutritional needs. When a patient is bedridden, it can be difficult to determine height accurately. To deal with this issue the following formulas were developed and based on bones that do not change in length. To find a patient’s knee height, the knee and ankle of the patient are held at a 90-degree angle and the length from the heel to the knee is measured in centimeters. Age is in years. Height in cm (females) = 84.88 – (0.24 X age) + (1.83 X knee height) Height in cm (males) = 64.19 – (0.04 X age) + (2.02 X knee height) Find the height of an 80-year-old female patient whose knee height is 16 inches. Give the result in feet and inches (to the nearest inch).
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