29 Jul What determines a persons ability to digest lactose? B. Which of the wells showed a positive result for glucose? Explain the results. Enzymes: Temperature, pH and Specificity Lab 7 C. Explain why testing for glucose is used to determine the activity of the enzyme lactase. D. Explain the experimental conditions for the five different wells. Questions: A. Graph the effect of temperature on the activity of the enzyme lactase. B. What happens when an enzyme is boiled? Is this effect reversible? C. Based on your experiment results, what is the optimal temperature for lactase function? D. Explain what happens as far as the effectiveness of the enzyme at the freezing temperature. Can this effect be overcome when the temperature rises? Questions: A. Graph the data placing glucose concentrations on the y-axis and the pH values on the x-axis. B. What was the effect of pH on the enzyme lactase? Is this true for all enzymes? Questions: Faith discussions promote an atmosphere of fellowship and community (Rom 15:7). Please read the discussion topic below and a post your comments. Comment and responses are a minimum of a paragraph consisting of 3-5 lines. Answer from mostly a human physiology standpoint but any support from scriptures or faith would be additionally beneficial. Read Ps 31:10: My life is consumed by anguish and my years by groaning; my strength fails because of my affliction and my bones grow weak. This verse describes how despair and other negative feelings take a toll on our physical well-being. There are many hypothalamic disorders that result in physical maladies such as wasting away (cachexia), obesity, sleep disturbances, dehydration, as well as a wide range of emotional disorders which over time causes the body great harm. Similarly, in Eccl 8:1: Who is like the wise? Who knows the explanation of things? A persons wisdom Enzymes: Temperature, pH and Specificity Lab 8 brightens their face and changes its hard appearance. Solomon describes how anxiety, anger, sorrow and frustration can harden ones face, but enjoyment of life and attaining wisdom will reverse these conditions. 1. Discuss how stress can causes excessive and prolonged cortisol release and the disease state that may result from this. 2. What character in the bible suffered from severe sleep disturbances? Might this be related to a hormonal imbalance? Previously, we discussed the viscera of the abdominopelvic cavity. Splanchnon is the Greek word used to describe various anatomical, physiological and emotional states. The viscera in the abdominopelvic cavity have its own blood and nerve supply, aptly named the splanchnic nerves and the splanchnic circulation. The splanchnic nerves are part of the autonomic nervous system (ANS) and so the organs they innervate are not directly under our voluntary control. However conscious emotional states (anxiety, fear, happiness, etc.) can influence nervous output to the organs. In addition, the adrenal medulla has the same embryological organ as the sympathetic division of the ANS, however it releases epinephrine and norepinephrine as hormones (instead of neurotransmitters) that circulate throughout the blood stream contacting many organs. Interestingly, in a theological context, splanchnon in the bible is related to emotions and is always the responder. The Kardia refers to aspects of the mind and its control over emotions. Thus, the Kardia is considered the originator. 3. Discuss the connection between mind and body, and how being in tune with Gods will make us feel comfortable and confident as opposed to how we feel when out of fellowship with the Lord. CONCLUSION SUMMARIZETHESEOBJECTIVESWITHBIGPICTURE IDEA/12SENTENCESPEROBJECTIVE. To learn how enzymes work To understand enzyme specificity To relate enzyme activity to temperature, pH, and concentration To understand the role of enzymes in digestion of lactose Enzymes: Temperature, pH and Specificity Lab 9 REFERENCES Marieb & Hoehn (2010). Human Anatomy and Physiology.San Francisco, CA: Pearson
In what stage were most of the onion root tip cells in? Based on what you know about cell cycle division, does this make sense? Explain why or why not.
3. Were there any stages of the cell cycle that you did not observe? How can you explain this using evidence from the cell cycle?
4. As a cell grows, what happens to its surface area : volume ratio? (Hint: Think of a balloon being blown up). How does this ratio change with respect to cell division?
5. What is the function of mitosis in a cell that is about to divide?
6. What would happen if mitosis were uncontrolled?
7. How accurate were your time predication for each stage of the cell cycle?
8. Discuss one observation that you found interesting while looking at the onion root tip cells.
Experiment 2: Tracking Chromosomal DNA Movement through Mitosis
Complete the experiment 2, tracking Chromsomal DNA Movement through Mitosis complete the following tables and questions
Table 1
Cell Cycle Division: Mitosis Beads Diagram or pictures of your beads:
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Questions
1. How many chromosomes did each of your daughter cells contain?
2. Why is it important for each daughter cell to contain information identical to the parent cell?
3. How often do human skin cells divide? Why might that be? Compare this rate to how frequently human neurons divide. What do you notice?
4. Hypothesize what would happen if the sister chromatids did not split equally during anaphase of mitosis.
Experiment 3.
1. In a species of mice, brown fur color is dominant to white fur color. When a brown mouse is crossed with a white mouse all of their offspring have brown fur. Why did none of the offspring have white fur?
2. Can a person’s genotype be determined by their phenotype? Why or why not?
3. Are incomplete dominant and co-dominant patterns of inheritance found in human traits? If yes, give examples of each.
4. Consider the following genotype: Yy Ss Hh. We have now added the gene for height: Tall (H) or Short (h). How many different gamete combinations can be produced?
Procedure
1. Set up and complete Punnett squares for each of the following crosses: (remember Y = yellow, and y = blue)
Y Y and Y y
Gamete alleles Y Y
Y
y
Now you do this one Y Y and y y
a) What are the resulting phenotypes?
b) Are there any blue kernels? How can you tell?
2. Set up and complete a Punnett squares for a cross of two of the F1 from 1b above:
a) What are the genotypes of the F2 generation?
b) What are their phenotypes?
c) Are there more or less blue kernels than in the F1 generation?
Part 2 and 3 Section A. Monohybrid cross
• Pour the 50 yellow (Y) and 50 blue (y) beads into a beaker. Without looking randomly take 50 beads from the beaker and place them in the smaller 100 ml beaker. Label this as beaker #1
• Do not make a beaker 2 as we are not completing the dihybrid part of the experiment.
Questions:
1. What is the gene pool of beaker #1? (colors)
Answer:
2. What is the gene frequency of beaker #1, (example 26 blue: yellow, you’ll have to count yours)
Answer:
Directions: Randomly (without looking) take 2 beads out of #1.
• This is the genotype of individual #1, record this information on table below. Do not put those beads back into the beaker.
• Repeat this for individual #2. These two genotypes are your parents for the next generation. Set up a Punnett square and determine the genotypes and phenotypes for this cross.
• Repeat this process 4 times (5 total). Put the beads back in their respective beakers when finished.
Trial Parent 1
bead color
genotype
Parent 2
bead color
genotype Offspring from cross
yellow#/blue#
phenotypes
Example
(Note examples of your answers in green) Beads:
Yellow, Yellow
genotype: YY Beads:
Yellow,blue
Genotype:
Yy Genotypes from your Punnett square:
YY,YY,Yy,Yy
Phenotypes:
All yellow
Trial 1
Trial 2
Trial 3
Trail 4
Trial 5
a) How much genotypic variation do you find in the randomly picked parents of your crosses?
b) How much in the offspring?
c) How much phenotypic variation?
d) Is the ratio of observed phenotypes the same as the ratio of predicted phenotypes? Why or Why not?
e) Pool all of the offspring from our 5 replicates. How much phenotype variation do you find?
f) What is the difference between genes and alleles?
g) How might protein synthesis execute differently if a mutation occurs?
h) Organisms heterozygous for a recessive trait are often called carriers of that trait, what does that mean?
i) In peas, green pods (G) are dominant over yellow pods. If a homozygous dominant plant is crossed with a homozygous recessive plant, what will be the phenotype(appearance) of the F1 generation? If two plants from the F1 generation are crossed, what will the phenotype of their offspring be?
Looking at 2 traits instead of jObservation of Mitosis in a Plant Cellust one:
3. Identify the four possible gametes produced by the following individuals:
a) YY Ss: ______ ______ ______ ______
b) Yy Ss: ______ ______ ______ ______
c) Create a Punnett square using these gametes as P and determine the genotypes of the F1:
d) What are the phenotypes of this generation? What is the ratio of those phenotypes?
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