Biology 101

Lab Quiz Objectives

 

Lab Quiz #1

 

SCIENTIFIC METHOD, MICROSCOPE, & CHEMISTRY      

 

The student will know the six steps in using the scientific method.  When given an experimental situation the student will be able to identify each step from the following:

∑     Make observations

∑     Develop questions about observations

∑     Form hypothesis

∑     Set up experimental methods

∑     Collect data

∑     Conclusions

 

The student will understand the scientific method by defining and giving the importance of:

∑     Hypothesis

∑     Support or reject the hypothesis

∑     Control group

∑     Experimental group

∑     Appropriate conclusions

∑     Sample size and replications

∑     Statistics

 

The student will be able to identify and use

∑     Meter stick

∑     Beakers and graduated cylinders– giving specific volumes

∑     Balance

 

The student will be able to measure using the metric system.

∑     Length in mm and cm (using a metric ruler)

∑     Volume in liter and ml (using a graduated cylinder)

∑     Mass in grams (using a balance)

∑     Temperature in Celsius (using a thermometer)

∑     Density

 

The student will know the parts of the microscope from the microscopes used in lab. The student will know the function and how to use each part:

∑     Ocular lenses (eyepiece)  (10X)

∑     Arm

∑     Nosepiece

∑     Rotating nosepiece

∑     Objective lenses – identify power of each

∑     Stage

∑     Stage (slide) clips

∑     Mechanical stage

∑     Fine adjustment

∑     Coarse adjustment

∑     Base

∑     Power switch

∑     Substage light

∑     Condenser

∑     Iris diaphragm lever                        

 

The student will identify why a given slide is not viewable.

The student will identify the proper way to store a microscope. 

 

The student will be able to define

∑     Magnification

∑     Resolution

 

The student will be able to 

∑     Determine the Total Magnification

∑     Compare field of view with different objective lens

∑     Compare and recognize a Dissecting and Compound microscope

 

Chemistry

The student will recognize molecular structure (diagram or model) for the following organic compunds:

∑     Carbohydrate (Glucose and glucose chains)

∑     Protein  (identify an amino acid or chain of amino acid)

∑     Lipid (identify a fatty acid attached to a glycerol)

∑     DNA (model)

 

The student will know which compounds :

∑     Are Reducing sugars

∑     Have peptide bonds

∑     Have nitrogenous bases

∑     Contains ribose or deoxyribose

∑     Include monosaccharides, disaccharides, polysaccharides (starch & cellulose)

 

The student will know the difference between a positive control and a negative control.

 

The student will know which compound is tested with  each of the following reagents and will identify the color change with a positive test:

∑     Biuret

∑     Iodine

∑     Benedicts

∑     Sudan IV

∑     Dische dephenylamine

 

 

The student will understand the pH scale and will be able to use indicator paper to detemine the pH of given solutions.  The student will define:

∑     Neutral pH

∑     Acid (Strong and weak)

∑     Base (Strong and weak)

∑     Buffer

 

Lab Quiz #2


 

CELL, DIFFUSION & OSMOSIS, & MITOSIS

The student will be able to define

∑     Cytology

∑     Organelles

 

The student will be able to define and give the specific examples observed in lab:

∑     ¸ Symbol indicates specific examples

∑     ⊕ indicates student needs to recognize slide under microscope

∑     Prokaryotic cell

∑     Cyanobacteria

¸   Oscillatoria and Gloeocapsa

∑     Bacteria

¸   Lactobacillus

∑     Eukaryotic cell

∑     Protist (unicellular)

¸   ⊕ Amoeba

¸   ⊕ Paramecium

∑     Plant cells

¸   Elodea 

¸   Potato

¸   Onion

∑     Animal cells

¸   Human epithelial cell

 

The student will identify the parts of a plant cell from models or diagrams and give a general function:

∑     Plasma membrane

∑     Cell wall (contains cellulose)

∑     Central vacuole

∑     Cytoplasm

∑     Endoplasmic reticulum (SER and RER)

∑     ⊕ Chloroplast

∑     Stroma

∑     Thylakoid

∑     Granum

∑     Plasmodesmata

∑     mitochondrion

∑     Nucleus & Nuclear membrane (envelope)

∑     Nucleolus

∑     Plastid

∑     Amyloplasts

 

The student will identify the parts of an animal cell from models or diagrams and give a general function.  The symbol ⊕ indicates item should be recognized from a slide in addition to model or photo

∑     Plasma membrane

∑     Cytoplasm

∑     Endoplasmic reticulum (rough and smooth) RER & SER

∑     Ribosome

∑     Mitochondria

∑     cristae

∑     Golgi apparatus

∑     Lysosome

∑     Centrioles

∑     ⊕ Cilia – from microscope slide of paramecium

∑     ⊕ Nucleus

∑     Nuclear membrane (envelope)

∑     Nucleolus

∑     Chromatin

 

The student will be able to compare the shapes of amoeba and paramecium.

 

The student will know the general procedure for preparing a wet mount and will know the stain used with each structure/cell:

∑     0.1% neutral red stain for onion cell nucleus

∑     Janus Green B and 7% sucrose for mitochondria in onion

∑     Iodine stain for Amyloplasts (plastids that store starch) in potato

∑     Methylene blue for human epithelial (cheek) cells

 

The student will define:

∑     Brownian movement

∑     Diffusion

∑     Selective permeability

∑     Solution

∑     Solute

∑     Solvent

 

The student will describe what happens to a cell placed in the following solutions:

∑     Hypotonic

∑     Hypertonic

∑     Isotonic

 

The student will identify the stages of the cell cycle on the starfish mitosis slides or allium root slide and cell models (Be able to place models in the correct order):

∑     Cytokinesis

∑     Interphase

∑     ⊕ Mitosis: Prophase,Metaphase,Anaphase,Telophase

 

The student will define the role of each of the following in the cell cycle:

∑     centromere

∑     mitotic spindle

∑     cleavage furrow

∑     cell plate

 

Lab Quiz #3

 

ENZYMES, PHOTOSYNYTHESIS, AND RESPIRATION

 

The student will describe how an enzyme works and be able to describe and label

∑     active site of an enzyme

∑     substrate

∑     enzyme-substrate complex

∑     product

 

The student will understand how each of the following may affect enzyme activity:

∑     energy of activation

∑     effect of concentration of substrate

∑     effect of pH

∑     effect of temperature

∑     denaturation

 

The student will describe the reaction and how each enzyme was used in lab exercises:

∑     rennin

∑     catalase

∑     pectinase

 

The student will define

∑     photosynthesis                                         

∑     equation: 6CO₂ + 6H₂O + light  & chorophyll Æ C₆H₁₂O₆  +  6O₂

∑     know each component of the equation for photosynthesis

 

The student will know the major contributions in

∑     light-dependent reactions

∑     splits water to release oxygen, electrons, protons

∑     light-independent reactions                                   

∑     fixes carbon dioxide to sugar

 

The student will understand paper chromatography technique

∑     separates pigments

∑     identify the pigments

∑     yellow – xanthophylls

∑     yellow-orange – carotenes

∑     blue-green – chlorophyll a

∑     yellow green – chlorophyll b

∑     identify the plant source used in lab

∑     identify the solvent

∑     What determines how the pigments separate?

 

The student will explain how you could detemine if starch is being produced by leaves by describing the steps in the leaf experiment:

∑     Purpose of boiling in water

∑     Purpose of boiling in alcohol

∑     Iodine staining

 

The student will explain cellular respiration by describing

∑     Aerobic

∑     Anaerobic

∑     ATP

∑     Glycolysis

∑     Citric acid cycle (Krebπs cycle)

∑     Electron transport chain

∑     Aerobic Respiration Equation: C₆H₁₂O₆  +  6O₂  Æ 6CO₂ +  6H₂O + ATP + heat

∑     Anaerobic Respiration in Plants and some microbes (fermentation)

∑     C₆H₁₂O₆ Æ 2 Ethanol + 2 CO₂ + ATP + heat      

 

∑     Anaerobic Respiration in Animals and some microbes (fermentation)

∑     C₆H₁₂O₆ Æ 2 Lactic acid + ATP + heat

 

The student will understand how a respirometer was used to measure cellular respiration and describe how each were used or measured in the experiment:

∑     Yeast

∑     Sugars

∑     Carbon dioxide

 

Lab Quiz #4

 

MEIOSIS, GENETICS, THE HUMAN GENOME PROJECT

 

The student will define

∑     Meiosis

∑     Homologous chromosomes

∑     Diploid

∑     Haploid

∑     Gametes

∑     Sperm

∑     Egg or ovum

∑     Gonads

∑     Testes

∑     ovaries

 

The student will describe the major events in meiosis:

∑     Meiosis I

∑     Prophase I – homologous chromosomes pair, crossing over, diploid cell

∑     Metaphase I- spindles attach and chromosomes alligned

∑     Anaphase I – separate homologous chromosomes

∑     Telophase I – haploid cell, events as in mitosis

∑     Meiosis II

∑     Prophase II – spindle forms

∑     Metaphase II – sister chromatids allign

∑     Anaphase II- sister chromatids separate

∑     Telophase II- haploid cell, events as in mitosis

 

The student will describe the difference between mitosis and meiosis by determining if the following are in mitosis, meiosis, or both

∑     production of diploid cells

∑     production of haploid cells

∑     crossing-over

∑     DNA replication

∑     Homologous chromosomes pair

∑     Sister chromatids attached with centromere

∑     cytokinesis

 

The student will describe gametogenesis using the following terms :

∑     Spermatogenesis

∑     In seminiferous tubules of testes

∑     Spermatogonium is stem cell (diploid)

∑     to primary spermatocytes (diploid) Start Meiosis I, crossing over occurs here

∑     to secondary spermatocytes (haploid), end of Meiosis I with 2 cells each startins meiosis II

∑     to spermatids(haploid) – end of meiosis II

 

∑     Oogenesis

∑     In follicles of ovary

∑     Matured follicle is Graafian follicle and contains 1 secondary oocyte and 1 polar body

∑     Oogonium is stem cell (diploid)

∑     to primary oocyte (diploid) Start Meiosis I, crossing over occurs here

∑     to 1 secondary oocyte and first polar body (haploid), end of Meiosis I with 2 cells each start meiosis II

∑     to 1 ovum and 1 polar body (haploid) (also first polar body divides to 2 polar bodies) – end of meiosis II with 1 ovum and 3 polar bodies

∑     Gametogenesis in plants

∑     Flowering plants

∑     Anthers – pollen to produce male gametes

∑     Ovary – resulting spores produce ovule that produce female gametes

 

The student will describe fertilization using the following terms :

∑     Large ovum is cell to be fertilized by sperm

∑     2 haploids join for new diploid cell = zygote

 

The student will define the following terms in genetics:

∑     Gregor Mendel

∑     Gene

∑     Alleles

∑     Genotype

∑     Phenoty[e

∑     Homozygous dominant

∑     Homozygous recessive

∑     Heterozygous

∑     F1 generation

∑     Monohybrid cross

∑     Dihybrid cross

∑     Incomplete dominance

∑     Lethal inheritance

 

The student will be able to work genetics problems using the Punnett Square.

 

The student will be able to determine the possible genotype of parents if given the offspring phenotype using

∑     albinism

∑     color of corn grains

∑     height of plants

∑     blood types using the ABO system

 

Be able to give the phenotype and genotype for the following human traits:

∑     widowπs peak

∑     bent pinky

∑     albinism

∑     pigmented iris

∑     attached earlobes

∑     hitchhikerπs thum

∑     interlacing fingers

∑     PTC tasting

∑     Middigital hair

 

The student will be able to read a pedigree chart to determine the inheritance of a genetic disorder within a family and know the symbol for:

 

∑     Normal female and male

∑     Affected femal and male

∑     Reproductive partners

∑     Siblings

 

The student will understand the following terms related to the Human Genome Project:

∑     Genome

∑     Genetic map

∑     Loci

 

The student will turn in the answers to the following questions pertaining to the Human Genome Project as a take home question portion (25 points) of lab quiz #4:

∑     List the 6 goals of the project

∑     Name the 3 nonhuman organisms being studied

∑     How much did the US spend on this project in 1988 and in 2001?

∑     List 6 major categories of benefits from the project.

∑     What does ELSI stand for?

∑     List the 9 concerns arising from the new genetics that the project will study?

 

Turn in for 10 points on lab quiz #4:

∑     A genetic disorder

∑     Give the chromosome involved

∑     Identify the signs and symptoms

∑     Give the genotype for those with the disorder

∑     Identify how it is inherited

∑     Give the current means of treatment and prognosis

 

Lab Quiz #5

 

DNA, GEL ELECTROPHORESIS, THE STATE MUSEUM PROJECT

 

The student will define

∑     DNA

∑     Identify the structural components of a DNA molecule

∑     Biotechnology

∑     Replication

∑     Codons

∑     anticodons

 

The student will be able to identify the complementary base pairs

∑     Cytosine

∑     Guanine

∑     Adenine

∑     Thymine

∑     uracil

The student will be able to describe and use a strand of DNA to demonstrate

∑     Transcription

∑     Translation

∑     The student will be able to state the roles of the following in protein synthesis

∑     DNA

∑     mRNA

∑     tRNA

∑     ribosomes

∑     aminoacids

 

The student will be able to use a chart to match amino acids with the codons on the mRNA.

 

The student will be able to describe how bacterial cells can be transformed through bioengineering.

 

The student will be able to recognize a culture of bacterial colonies on a petri dish.

 

The student will be able to describe the process of gel electrophoresis and identify the materials used to set up the experiment as demonstrated in lab.

 

The student will be able to determine how molecules move in the electrophoresis gel and will be able to interpret results of a sample gel. The student will turn in the completed worksheet for the State Museum trip.

 

Lab Quiz #6

 

EVOLUTION AND  RIVERBANKS ZOO PROJECT

 

The student will define

∑     evolution

∑     species

∑     population

∑     fossils

 

The student will explain the types of data that support the hypothesis of common desent:

∑     Fossil record

∑     Comparative anatomy

∑     Biochemical comparisons

 

Fossil Record as evidence of evolution

The student will describe the geological time scale

∑     Era – know each in order of oldest to most recent

∑     Period

∑     Epoch

The student will be able to interpret and answer questions using a geological history chart. Refer to lab manual for specific examples.

 

Comparative Anatomy as evidence of evolution

The student will know the taxonomical classification system, and understand how you would classify based on similarities:

∑     Domain – Archae, Bacteria, Eukarya

∑     Kingdom

∑     Archae domain – archeabacteria

∑     Bacteria domain- eubacteria

∑     Eukaryote domain: Protista, Fungi, Plantae, Animalia

∑     Phylum (division for plants)

∑     Class

∑     Order

∑     Family

∑     Genus

∑     Species

 

The student will be able to identify the genus and species of an organism if given a binominal name.

∑     The student will be able to define and recognize specific examples of:

∑     Homologous structures

∑     Analogous structures

 

The student will be able to compare two species and determine at which taxonomy level the diverge (as on page 190).

 

The student will be able to compare limb forearms of different species as seen in lab based on the following features:

∑     Humerus

∑     Ulna

∑     Radius

∑     Carpals

∑     Metacarpals

∑     Phalanges

 

The student will be able to compare monkey and human skulls and skeletons

The student will recognize the similarities between the pig and chick embryos

 

Biochemical  evidence of evolution

If given a list of amino acid differences in a specific protein, the student will be able to identify the most/least similar organisms.

 

The student will understand how and antigen/antibody test could be used to distinguish the similarities/differences regarding a particular protein.

 

Human Evolution

The student will be able to recognize the human skull and ape skull and define or identify how the following features are used to distinguish the skulls:

∑     Prognathism

∑     Brow ridge

∑     Eye sockets

∑     Sagittal crest

∑     Foramen magnum location

∑     Teeth –canines and incisors (shape)

∑     Canine diastema

∑     Chin

 

The student will describe the fossils found leading up to modern humans and give an approximate age of each:

∑     Australopithecus boises

∑     Homo erectus

∑     Neanderthal Man and Cro-magnum

∑     Homo sapiens

 

Additional lab activities:

The student will define

∑     Mutations

∑     Natural selection

∑     Hardy-Weinberg Principle

 

The student will describe the Volvocine line and be able to recognize each of the following in order from the most primitive to the evolutionary end

∑     Chlamydomonas          Gonium                Pandorina           Eudorina             Volvox

 

The student will turn in the completed Riverbanks Zoo field study and/or report.