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

Exercise 9: Respiration

1.  Know the overall formula for Cellular Respiration.  What is used?  What is produced??
2.  To determine whether or not carbon dioxide was produced by various peas, phenol red was used as an indicator.  Phenol red is a pH indicator.  Be able to explain WHY we were able to use a pH indicator to test for the production of carbon dioxide.
3.  Was carbon dioxide produced in dry peas??  Why or why not???
4.  Was carbon dioxide produced in germinating peas?  Why or Why not??
5.  Was carbon dioxide produced in BOILED germinating peas?  Why or why not?
6.  What color of the phenol red indicates presence of carbon dioxide?  Why?
7.  Be able to recognize or describe the set-up used to test for carbon dioxide production (see page 88 figure 8-1).
8.  In cellular respiration, oxygen is consumed.  Be able to recognize or describe the set-up used to test for oxygen consumption.
9.  What was the purpose of the thermobarometer?
10.  What was the purpose of the KOH pellets placed on top of the peas?
11.  If the dye dot moves toward the sample tube, what does that indicate?  If the dye dot moves away from the sample tube, what does that indicate?
12.  In which tube did you see oxygen consumption?  Why?
13.  What is fermentation?
14.  How does fermentation differ from cellular respiration?
15.  Yeast were given either 10% glucose, 1% starch, or 1% starch plus amylase as a food source. We allowed these to incubate for 1 hour then observed the carbon dioxide that has accumulated in the tail of the fermentation tube.  Which tube had the MOST carbon dioxide?  Why????  Which tube had the least carbon dioxide?  Why?
16.  Be able to recognize the fermentation tubes that were used in this experiment.
17.  Be able to label the parts of the mitochondria (where cellular respiration occurs).

Exercise 12:  Nucleic Acids

1.  Be able to describe a nucleotide, and the structure of DNA.
2.  How are DNA and RNA different?
3.  Be able to describe or model the replication of DNA (if given the appropriate puzzle pieces).
4.  Be able to describe or model the process of transcription.
5.  Be able to describe or model the process of translation.
6.  What is the role of tRNA, mRNA, rRNA??
7.  What is a codon??
8. If given a strand of DNA, be able to describe the complementary strand;  if given a "sense" strand of DNA,  be able to describe the mRNA; if given mRNA codons, be able to look up the amino acids (using a chart), and identify the tRNA codons.
 

Exercise 9:  Mitosis

1.  What are HeLa cells?  Be able to identify HeLa chromosomal spread smears.
2.  Why do chromosomes appear as an "X"?
3.  Be able to label sister chromatids, and the centromere of a duplicated chromosome.
4.  Is the chromosomal number in the HeLa cells normal or abnormal?  Why?
5.  Be able to recount the procedure you used for preparing the HeLa cell slide.  Why did you have to drop from 18-36 centimeters??
6.  Be able to identify and describe ALL the stages of mitosis in an onion root tip under the microscope.
7.  Be able to identify and describe ALL the stages of mitosis in a whitefish blastula under the microscope (if presented in your lab).
8.  How do mitosis and cytokinesis differ in plants and animals?
9.  What is the difference between mitosis and cytokinesis??
10.  What is the MAIN PURPOSE OF mitosis and cytokinesis??
 

Exercise 11: Genetics

1. Be sure you are familiar with the following terminology:  dominant, recessive, homozygous, heterozygous, phenotype, genotype, diploid genotype, haploid gamete or gamete genotype, alleles, genotypic ratio, phenotypic ratio.
2.  If given the diploid genotype for an individual, be sure you could identify the possible haploid gametes.
3.  Be able to work problems involving a single trait and true dominance.
4.  Be able to work problems involving incomplete dominance.  What is incomplete dominance??
5.  Be able to work problems involving codominance.  What is codominance?
6.  Be able to work problems dealing with sex-linkage.
7.  Be able to work problems looking at two traits simultaneously (sometimes referred to as dihybrid problems).
8. Be able to work problems dealing with multiple alleles (blood typing problems).
9. Be familiar with some human traits, and be able to identify various phenotypes associated with those traits.  See the chart and table on page 147.
10. What is meant by PTC taster??

Exercise 13:  Evolutionary Agents

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??
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.  From p and q, be able to calculate the frequency of p2, 2pq, and q2.
7.  In our lab simulation, which allele decreased over the course of 4 generations?  Why?
8.  How would things have been different if we started with a background of red beads forming the environment??