Study Guide for Laboratory Practical II

 

Study your lab exercises, lab review questions, notes, and any drawings that you might have.  This will serve as a guide to help you sort through the material.  However, your particular lab instructor may have emphasized material that is not on this study guide. You would be responsible for that material also.

 

Exercise 6-  Cellular Respiration

 

1.  Know the overall formula for Cellular Respiration.  What is used?  What is produced?  How many molecules of ATP are generated in aerobic and anaerobic respiration?

 

2.  To determine whether or not oxygen was used by germinating peas or nongerminating peas, 3 mini volumeters were used. What served as our control in this experiment? How did the volumeter measure oxygen use?  How did we control for the release of carbon dioxide gas into the volumeter?

 

3.  Was oxygen used by germinating peas?  Why or why not?

 

4.  Was oxygen used by nongerminating peas?  Why or Why not?

 

5.  In anaerobic environments, yeast use fermentation to generate ATP.  What is fermentation?

 

6.  Be able to describe the fermentation tube that was used to measure fermentation in yeast. What gas was accumulating in the top of the fermentation tube?

 

7.  As a source of food, the yeasts were provided with either glucose, starch with amylase, starch alone, or distilled water.  What served as the control?    Which food seemed to be digested most quickly by the yeast?  Which was digested most slowly? Why?

 

Exercise 7- DNA Isolation and Structure

 

1.  Be able to describe a nucleotide, and the structure of DNA.

2.  Be able to describe the orientation of the complementary strands of DNA. 

3.  Be able to describe the type of chemical bonding using to connect the nitrogen bases as well as nucleotides.

4.  Be able to recognize (based on the common coloring system) the types of atoms found in DNA nucleotides (gray-carbon, red- oxygen, blue- nitrogen, yellow- phosphate)

5. If given a strand of DNA, be able to describe the complementary strand.

6. Be able to describe the specific steps required to isolate DNA.  What is the purpose of each of the following: Homogenization, using detergent, using meat tenderizer, the ice cold ethanol?

7. What are restriction enzymes and how are they used in DNA fingerprinting?

 

 

 

Exercise 8  Cell Division

 

1.  Why do chromosomes appear as an "X" (see page 79)?

2.  Be able to label sister chromatids, and the centromere of a duplicated chromosome (Figure 2, page 79).

3.  Be able to identify and describe ALL the stages of mitosis in an onion root tip under the microscope.

4.  Be able to identify and describe ALL the stages of mitosis in a whitefish blastula under the microscope.

5.  How do mitosis and cytokinesis differ in plants and animals?

6.  What is the difference between mitosis and cytokinesis??

7.  What types of cells undergo mitosis?

8.  Know the primary events of interphase (G1, S, G2).

9.  Know what it means if a cell is "haploid" (n) or "diploid" (2n).

10.  How are homologous chromosomes different from sister chromatids.

11.  Be able to describe differences in mitosis and meiosis.

 

Exercise 9 Inheritance of a Single Trait

 

1. Be familiar with the following terminology: dominant, recessive, homozygous, heterozygous, phenotype, genotype, diploid genotype, haploid gamete, alleles, genotypic ratio, phenotypic ratio.

2.  If given the diploid genotype for an individual, be able to identify the possible haploid gametes.

3.  Be able to work problems involving a single trait and true dominance.

 

4.  Be able to describe some common autosomal human traits: widow’s peak, attached earlobes, freckles, PTC tasting, etc..  If provided the genotype, be able to describe the phenotype.  If provided the phenotype, be able to provide the possible genotypes.  Be able to work simple single trait problems regarding these autosomal characteristics.

 

5.  Be able to use Chi-Square analysis to examine how actual results differ from predicted results and determine if those differences are due to chance fluctuations or an incorrect prediction You need to know how to apply the Chi-Square formula to sample data. The formula and Chi-Square table would be provided, but you must know how to use the formula and table.

 

Exercise 10- Mendel’s Principle of Independent Assortment

 

1.  Be able to describe a normal human karyotype.

2.  Be able to determine haploid gametes from a diploid genotype dealing with 2 traits.

3.  Be able to work genetics problems dealing with 2 traits.

4.  Be able to work genetics problems dealing with sex-linkage.

 

5.  Be able to analyze pedigree charts (if presented in your lab section).

6.  Be able to use Chi-Square analysis to examine how actual results differ from predicted results and determine if those differences are due to chance fluctuations or an incorrect prediction You need to know how to apply the Chi-Square formula to sample data. The formula and Chi-Square table would be provided, but you must know how to use the formula and table.

 

Exercise 11- Evolution

 

1.  Know the Hardy-Weinberg formula.

2.  What do p, q, p2, 2pq, and q2 represent?

3.  How can the formulas be used to determine if evolution has occurred??

4.  What are the 5 things that can cause shifts in Hardy Weinberg equilibrium?  In other words, what are the 5 things that can cause evolution to occur??

5.  If given a population in which you know the homozygous dominants, heterozygotes, and the homozygous recessives, be able to calculate the frequency of p and q.

 

               p =  (2X homozygous pp) + heterozygotes pq

                    ---------------------------------

                         total alleles

                                       

6.  What happened to the frequencies of p and q in the random mating population? Why? Was your population large (over 20 individual) or small (less that 20 individuals). 

7. What happed to the frequencies of p and q in the random mating population with the lethal recessive?  Why?

 

Salamander Evolution

1. Do mutations occur in RESPONSE to environmental changes?  What causes a mutation?

2.  If provided with an environmental change, be able to predict what types of characteristics would be beneficial or detrimental.  For example if the environment changed due to migration of predatory Hawks into the region, would a previous mutation which caused the skin to change from orange to brown or green be helpful??

3.  Whether or not a mutation is beneficial is dependent on the environment.  Explain.

4. What is natural selection?