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AP Biology

AP Biology. Important Concepts & Lab Review. Investigation 10- Energy Dynamics. What did we do?. Investigation 10- Energy Dynamics. Concepts Energy flow through an ecosystem Gross Primary Productivity Net Primary Productivity Energy Audit of an Ecosystem

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AP Biology

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  1. AP Biology Important Concepts & Lab Review

  2. Investigation 10- Energy Dynamics What did we do?

  3. Investigation 10- Energy Dynamics • Concepts • Energy flow through an ecosystem • Gross Primary Productivity • Net Primary Productivity • Energy Audit of an Ecosystem • Energy is neither created or destroyed so it must all be accounted for in an energy audit study • Light energy that is not lost as heat or waste by plant forms biomass which is consumed by larvae and that which is not lost as heat or waste forms biomass of the growing insect

  4. Investigation 10- Energy Dynamics • Procedure • Grow Fast Plants from seeds; 6 per container • Remove 10 plants on day 7, wash roots, dry them in incubator, and weigh them. • What is Net Primary Productivity? • Calculate NPP per plant by (18.27kcal/7 days)/10 plants • Continue growing through day 14, and again remove 10 plants, wash, dry, and weigh

  5. Day 14 \ • Calculate NPP per plant by (40.46kcal/14 days)/10 plants • Weigh one large Brussel sprout, cut in half, and place into Brassica Barn • Weigh 8-12 4thinstar white butterfly larvae and place into Brassica Barn • Collect, dry, and mass the frass over the next 3 days • Frass energy =4.76 kcal/g • After 3 days, mass the larvae and the remaining portion of the Brussel sprout • Larvae energy=.40 Wet mass of Larvae * 5.5 kcal/g • Brussel sprout=.24 Wet mass of B.S. * 4.35 kcal/g

  6. Example Calculations: • Be able to follow energy flow diagrams

  7. Conducting the Lab:

  8. Investigation 10- Energy Dynamics Answer: 25.7%

  9. Investigation 4: Diffusion & OsmosisWhat did we do?

  10. Diffusion & Osmosis • Description • Surface area to cell size • dialysis tubing filled with starch-glucose solution in beaker filled with KI solution • Effects of different concentrations of solutions on Elodea leaf • potato cores in sucrose solutions • Design an experiment to determine solute concentration of different colored unknown solutions

  11. And… you may need to do this with spheres as well Size vs. Surface Area A cell that is actively metabolizing must stay small by continuously dividing so that it can efficiently move metabolites into and out of the cell Also, remember that there is only one copy of DNA!

  12. Diffusion & Osmosis • Concepts • semi-permeable membrane • diffusion • osmosis • solutions • hypotonic • hypertonic • isotonic • water potential =Osmotic + Pressure

  13. Diffusion & Osmosis • Conclusions • water moves from high concentration of water (hypotonic=low solute) to low concentration of water (hypertonic=high solute) or you can say that water moves toward the area of more dissolved solute • solute concentration & size of molecule affect movement through semi-permeable membrane

  14. Investigation 4: Diffusion and Osmosis • In animal cells, the direction of osmosis, in or out of a cell, depends on the concentration of solutes inside and outside of the plasma membrane… How is it different in plants? • Water Potential=Pressure Potential +Solute Potential • Water moves from higher potential to lower potential • Solute potential is zero or negative and pressure potential is zero or positive • Solute potential can be calculated using Ψs=-iCRT where i is ionization constant, C is molar concentration, R=0.0831 (pressure constant), and T is temperature in Kelvin (273 + C)

  15. Conducting the lab:

  16. Diffusion & Osmosis A laboratory assistant prepared solutions of 0.8 M, 0.6 M, 0.4 M, and 0.2 M sucrose, but forgot to label them. After realizing the error, the assistant randomly labeled the flasks containing these four unknown solutions as flask A, flask B, flask C, and flask D. Design an experiment using a potato given that the molarity of a potato is 0.28.

  17. Cell Communication

  18. Cell Communication • No Distance • Cell to cell contact (APC to Helper T) • Short Distance • Local regulator (Neurotransmitter between two neurons • Long Distance • Hormone (Thyroid gland releases T3 and T4)

  19. Cell Communication

  20. Cell Communication

  21. Investigation 13: Enzyme Catalysis What did we do?

  22. Lab 13: Enzyme Catalysis • Description • measured factors affecting enzyme activity • H2O2 H2O + O2 • measuredrate ofO2 production catalase

  23. Lab 13: Enzyme Catalysis • Concepts • substrate • enzyme • enzyme structure • product • denaturation of protein • experimental design • rate of reactivity • reaction with enzyme vs. reaction without enzyme • optimum pH or temperature • test at various pH or temperature values

  24. Lab 2: Enzyme Catalysis • Conclusions • enzyme reaction rate is affected by: • pH • Temperature • Ionic concentrations • substrate concentration • enzyme concentration calculate rate?

  25. Conducting the Experiment:

  26. Lab 13: Enzyme Catalysis The effects of pH and temperature were studied for an enzyme-catalyzed reaction. The following results were obtained. a. How do (1) temperature and (2) pH affect the activity of this enzyme? b. Describe a controlled experiment using a turnip, guaiacol, and hydrogen peroxide that could have produced the data shown for either temperature or pH. Be sure to state the hypothesis that was tested here.

  27. Investigation 7: Mitosis & Meiosis-What are the similarities and differences?

  28. I P M A T Investigation 7: Mitosis

  29. Lab 7: Mitosis • Description • Examine onion root tip slides of group treated with lectins (mitogens) vs. control group • Grow onion root tips in water with lectin vs. water without lectin • exam slides of onion root tips • count number of cells in each stage to determine relative time spent in each stage in contol group vs. experimental group

  30. Run chi-square test by first getting expected by finding percentages of Interphase cells and mitosis cells in the control and then multiply those percentages by total number of cells in the treated group. • How many degrees of freedom? • If X2 value is greater than critical value we reject the null hypothesis and conclude lectins do effect the cell cycle

  31. Lab 7: Cancer • Concepts • Hela Cells- Taken from Henrietta Lacks cervical tumors in the 1950. An immortal cell line that provided cells for many types of research for many decades. These cells were taken without permission of Henrietta or the family • Philadelphia Chromosome- a segment of chromosome 9 exchanged with a segment of chromosome 22. This translocation resulted in a gene that codes for a protein that greatly accelerates the cell cycle.

  32. Control of the Cell Cycle • Protein kinases (enzymes that activate other proteins by phosphorylation), Cdks in this case, remain at a constant level • Cyclins build up • The two combine to form MPF, maturation promoting factor, which pushes the cell into the M phase

  33. Stop and Go-Internal and External Signals • Nutrient factors in medium • Growth factors- local regulators ,proteins, that initiate the cell communication that results in cyclins being produced. Cell communication from nearby cells is termed paracrine signaling • Density dependent inhibition • Anchorage dependence

  34. Lab 7: Meiosis • meiosis • meiosis 1 • separate homologous pairs • meiosis 2 • separate sister chromatids • crossing over • in prophase 1 • further genes are from each other the greater number of crossovers

  35. Lab 7: Meiosis • Description • crossing over in meiosis • farther gene is from centromere the greater number of crossovers • observed crossing over in fungus, Sordaria • arrangement of ascospores

  36. total crossover % crossover = total offspring % crossover distance fromcentromere = 2 Sordaria analysis

  37. Lab 7: Mitosis & Meiosis Meiosis reduces chromosome number and rearranges genetic information. a. Explain how the reduction and rearrangement are accomplished in meiosis. b. Discuss cancer and how a cell might lose contol of the cell cycle.

  38. Lab 5: Photosynthesis-How did we use these materials to study photosynthesis? What is the I.V. in this experiment?

  39. Lab 5: Photosynthesis-The old way • Description • determine rate of photosynthesis under different conditions • light vs. dark • boiled vs. unboiled chloroplasts • chloroplasts vs. no chloroplasts • use DPIP in place of NADP+ • DPIPox = blue • DPIPred = clear • measure light transmittance

  40. Lab 5: Photosynthesis • Conclusions • Photosynthesis • light & unboiledchloroplasts produced highest rate of photosynthesis Which is the control? #2 (DPIP + chloroplasts + light)

  41. Conducting the lab:

  42. Lab 5: Photosynthesis A controlled experiment was conducted to analyze the effects of darkness and boiling on the photosynthetic rate of incubated chloroplast suspensions. The dye reduction technique was used. Each chloroplast suspension was mixed with DPIP, an electron acceptor that changes from blue to clear when it is reduced. Each sample was placed individually in a spectrophotometer and the percent transmittance was recorded. The three samples used were prepared as follows. Sample 1 — chloroplast suspension + DPIP Sample 2 — chloroplast suspension surrounded by foil wrap to provide a dark environment + DPIP Sample 3 — chloroplast suspension that has been boiled + DPIP Data are given in the table on the next page. a. Construct and label a graph showing the results for the three samples. b. Identify and explain the control or controls for this experiment. c. The differences in the curves of the graphed data indicate that there were differences in the number of electrons produced in the three samples during the experiment. Discuss how electrons are generated in photosynthesis and why the three samples gave different transmittance results.

  43. Lab 4: Photosynthesis ESSAY 2004 (part 2)

  44. Lab 6: Cellular Respiration

  45. Lab 6: Cellular Respiration • Description • using respirometer to measure rate of O2 consumed by pea seeds • non-germinating peas • germinating peas • effect of temperature • control for changes in pressure & temperature in room

  46. Lab 6: Cellular Respiration • Concepts • respiration • experimental design • control vs. experimental • function of KOH • function of vial with only glass beads

  47. Lab 6: Cellular Respiration • Conclusions • temp = respiration • germination = respiration calculate rate?

  48. Lab 6: Cellular Respiration ESSAY 1990 The results below are measurements of cumulative oxygen consumption by germinating and dry seeds. Gas volume measurements were corrected for changes in temperature and pressure. a. Plot the results for the germinating seeds at 22°C and 10°C. b. Calculate the rate of oxygen consumption for the germinating seeds at 22°C, using the time interval between 10 and 20 minutes. c. Account for the differences in oxygen consumption observed between: 1. germinating seeds at 22°C and at 10°C 2. germinating seeds and dry seeds. d. Describe the essential features of an experimental apparatus that could be used to measure oxygen consumption by a small organism. Explain why each of these features is necessary.

  49. Lab 8: Bacterial Transformation • Description • Transformation • insert foreign gene in bacteria by using engineered plasmid • also insert ampicillin resistant gene on same plasmid as selectable marker • And an operator that demands arabinose to be present in the environment for transcription to occur

  50. Lab 8: Bacterial Transformation • Concepts • transformation • plasmid • selectable marker • ampicillin resistance • restriction enzyme

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