14 Jun CHEMISTRY 1806 – List four cell structures that are common to both plant and animal cells
Question
Cell structures:
a. List four cell structures that are common to both plant and animal cells. (4 points)
b. What structures are unique to plant cells? (2 points)
c. What structures are unique to animal cells? (2 points)
List five structures observed in the cell images and provide the function of each structure. (5 points)
a. Structure 1 and function
b. Structure 2 and function
c. Structure 3 and function
d. Structure 4 and function
e. Structure 5 and function
A student is observing a single-celled organism under a compound light microscope. This organism has a nucleus and appears to be moving by using small, hair-like structures.
a. Based on the information in the lab, provide a probable name for this organism. (1 point)
b. Explain why the student came to this conclusion. (2 points)
Describe the structure and function of the cell membrane. Why does it form a phospholipid bilayer? (5 points)
In the Spirogyra cells that you observed on the virtual microscope, where in the cell are the chloroplasts located and about how many are found in a single cell? (2 points)
Report the “Ending Average Volume (cubic millimeters)” and the “Percent Differences” that you observed in the osmosis experiment for each salt solution below. (You should have these recorded in the bottom two rows of your data Table 1 from the Lab 4 Procedures step 2b.) (8 points)
a. 0% salt solution
b. 1.75% salt solution
c. 3.5% salt solution
d. 7% salt solution
Describe three extraneous variables that may have impacted your osmosis results from the experiment in Procedure 2b. (6 points)
a.
b.
c.
In osmosis, which direction does water move with respect to solute concentration? (2 points)
Using the appropriate osmotic terms (hypertonic, hypotonic, or isotonic) describe what would happen to each organism in the following settings:
a. A single-celled freshwater protist is placed into a beaker of salt water. (3 points)
b. A salt-water snail is mistakenly put into a freshwater tank. (3 points)
A student purchases a crisp head of Romaine lettuce from a local grocery store. The student notices that the grocery store constantly sprays its produce with distilled (pure) water. Once home, the student notices that the leaves of the lettuce no longer seem as crisp and taut. Using details learned about osmosis, explain why the lettuce was crisper at the store. (5 points)
People always say that leeches can be removed from the body by pouring salt on them. Based on what the student learned about osmosis, provide an explanation that supports or refutes this information. (5 points)
Report the surface-to-volume area ratio for each cube from Procedure step 3a. (6 points)
a. Cube 1: 1mm2 / 3mm
b. Cube 2: 2mm2 / 3mm
c. Cube 3: 3mm2 / 3mm
Assume the potato cubes are cells. Which cube would be most efficient at moving materials into and out of the cube? Briefly explain the answer. (4 points)
From what the student observed in the potato procedure on cell size and diffusion rate (procedure 3b), how does the rate of diffusion and surface-to-volume ratio limit cell size? (5 points)
A student cooks a ¼ pound hamburger and a ¼ pound meatball at the same temperature. Using information learned about surface-to-volume ratios, provide an explanation why one food item will cook faster? (5 points)
While watching a special on animals, the student discovers that hares tend to lose heat through their ears. Based on this and what the student knows about surface-to-volume ratios, propose an explanation as to why hares that live in hot climates (such as the desert) have large, extended ears. (5 points)
(Application) How might the information gained from this lab pertaining to cell structures and diffusion be useful to the student, or how can the student apply this knowledge to everyday life as a non-scientist? The application paragraph will be graded according to the rubric below. (20 points)
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