High school biology Assignments
I have got 5 biology assignments that need to be done, there are all worksheets (attached down below with the information needed), the assignment requires printing and absolutely no plagiarism.
Please look over the assignments and see if you can do it.
FrogDissection Lab
If you have access to a frog specimen and dissection equipment you will be able to do the actual dissection but it is not necessary for this assignment. This assignment is to do some research to find Procedures (steps of instructions) to complete a frog dissection. This would be the step that would be necessary for many experiments.
If you can perform the dissection you will insert pictures (or drawings) of what you see during the procedures. If you do not have a specimen then you will find pictures (or make drawings) of what would have been seen during the procedures. [footnoteRef:1] [1: When you use a scan or a picture, be sure to make it low resolution (about 100 dpi) or use the Word command to Reduce or Compress Pictures (select Picture Quality such as Email (100 dpi).]
Procedure Sources
Properly cite any sources (at least two) that you used for your research:
External Anatomy
List procedures for examining the frog’s external features and their functions. Include drawings or pictures for at least two procedures:
Internal Anatomy
List procedures for examining the frog’s internal features and functions. Include drawings or pictures for at least three views seen during the procedures:
BIOL200-23 Frog Dissection Lab Page 1 of 4
EmbryoActivity
You can complete this activity using the Chick Embryology microslide or you can use the information at the following web sites or other web sites that you find.
Chick Development
https://www.youtube-nocookie.com/embed/PedajVADLGw?modestbranding=0&rel=0
This is an excellent video outlining chick development.
Color Images
http://www.imagequest3d.com/pages2/embryology/index.htm
There is no information about the age of the embryo but using the above information you should be able to approximate what is in each picture.
Sources
Indicate the source of information that you used (microslide, given links or other sites):
Chick Development
Indicate what development occurs during each day:
Day 1.
Day 2.
Day 3.
Day 4.
Day 5.
Day 6.
Day 7.
Day 8.
Day 9.
Day 10.
Day 11.
Day 12.
Day 13.
Day 14.
Day 15.
Day 16.
Day 17.
Day 18.
Day 19.
Day 20.
Day 21.
Additional Observations
List at least three additional observations or comments about the embryo development.
BIOL200-24 Embryo Activity Page 1 of 4
Lab
sheet 4.
Biology30—Lab III.5 Page 4
tRNA
AND PROTEIN BUILDING
RNA produced in the nucleus of a cell moves out of the nucleus to the cell’s ribosomes. This RNA is a specific sequence of bases copied from the DNA that carries the chromosomal genetic message to the cytoplasm. Thus, it is called messenger RNA (
mRNA
). At the ribosomes, mRNA directs the building of proteins. Proteins are made up of smaller molecules called amino acids. How does a cell construct the proper amino acids into protein molecules? Formation of proteins involves another kind of RNA. Transfer RNA (tRNA) brings specific amino acids to mRNA according to the code sequence of bases found on mRNA.
In this investigation, you will
1. Use paper models to show how base shapes in mRNA match only with specific base shapes of tRNA.
2. Use paper models to show how tRNA molecules bring specific amino acid molecules to the ribosome where building of proteins occurs.
3. Learn to transcribe a DNA code to a mRNA message and translate the mRNA to the tRNA—amino acid code.
4. Study the molecular basis of gene mutations.
PART A: RNA Transcription
Cut out the six RNA nucleotide models (cut only along solid lines) on BIOL200-28 Lab Sheet 3. Open or unzip one of the DNA chromosomes along the base pair points of attachment and separate the two halves. Using the left side of you DNA model as a pattern, match RNA nucleotides with the proper nucleotides of the DNA half.
20. Do the RNA half-rung bases pair exactly as they would if this were DNA replication?
Remove the RNA nucleotide series from the DNA pattern. Close the DNA molecule back up with its original right side (DNA molecules “unzip” temporarily during RNA production).
RNA is a single-stranded (or 1/2 ladder) linear molecule. Thus, the series of RNA nucleotides formed from DNA represents an RNA molecule. After its formation, this RNA leaves the nucleus of the cell and goes to the ribosomes. It carries the DNA message of base sequences in the exact same order. Therefore, the formation of this series of RNA nucleotides is called transcription.
PART B: Structure of tRNA
Build a molecule of mRNA using the paper molecules from BIOL200-28
DNA and RNA
Lab (from the previous lab). Make sure you are using only RNA nucleotides. Join the RNA nucleotides to form a row of molecules in this order:
Guanine, Adenine, Cytosine, Uracil, Cytosine, Guanine.
Recall that molecules of mRNA leave the cell nucleus and move out to the cell’s ribosomes. Meanwhile, transfer RNA (tRNA) is present in the cell cytoplasm. Models of tRNA are composed of many base nucleotides that folds and loops over itself. However, tRNA has a three base sequence (a triplet) that can match up with the bases of mRNA. Cut out the two models of tRNA (cut only along solid lines around the entire model).
1. a) Name the four nucleotide bases present in tRNA.
b) Do these bases differ from those found in mRNA?
c) How does the tRNA molecule differ from mRNA in shape?
Join the tRNA molecules to the model of mRNA.
2. What base in mRNA can only join with the
a) adenine base of tRNA?
b) uracil base of tRNA?
c) guanine base of tRNA?
3. What order of bases on mRNA will match a sequence on tRNA of
a) UUA?
b) UCA?
c) UGA?
d) AAA?
Transfer RNA picks up amino acids in a series of chemical steps. A tRNA molecule only picks up a certain amino acid. The amino acid is attached to the tRNA at the end opposite the three bases that will attach to mRNA.
Cut out the two remaining models of amino acids, serine and aspartic acid. Join these models to their proper tRNA models. Only a specific amino acid will fit along the top of each tRNA model. Remember that each tRNA model has a three sequence base called a triplet.
4. What amino acid connects to a tRNA molecule with a triplet of
a) AGC?
b) CUG?
5. What molecules on the tRNA do the amino acids attach to?
6. How many base molecules or nucleotides of mRNA are responsible for the coding of one amino acid?
PART C. Forming a Protein Molecule During Translation
When tRNA brings many amino acid molecules to the mRNA, the amino acids join to form a protein molecule. When tRNA molecules with their attached amino acids join to the bases of the mRNA, the formation of a protein molecule is begun. This entire process is called translation. The DNA message has been translated into a protein molecule. Be sure to use the tables in BIOL200-28Data (in Attachments) instead of the textbook tables.
7. What amino acid is attached to a tRNA molecule having a base sequence of
a) UUU?
b) GCU?
8. What tRNA triplet is needed to join with the following amino acids:
a) phenylalanine?
b) valine?
c) glutamate?
Depending on the type and order of amino acids, an almost endless variety of proteins can be produced. Because of the repeated matching of base sequences, the base sequence in the DNA of chromosomes codes for and controls the formation of protein molecules at ribosomes.
9. A protein molecule consists of the following amino acid sequence: leucine, glutamine, tyrosine, leucine, serine, serine. What would be the sequence of tRNA bases responsible for forming this protein (use the first code in the BIOL20028Data tables for each amino acid)?
10. A ribosome receives the following mRNA message: AAA, CGA, GAA, GUU.
a) What will be the sequence of tRNA bases joining the mRNA molecule?
b) What will be the sequence of amino acids formed from this code?
11. A portion of DNA on a chromosome has the sequence of bases along one strand of DNA as indicated below. Transcribe or decode this message first into mRNA code, then translate it into tRNA code and proper amino acids.
|
Chromosome DNA Code of Bases |
mRNA Base Code |
tRNA Base Code |
Amino Acid Sequence |
||||
|
AAT |
|||||||
|
GGG |
|||||||
|
ATA |
|||||||
|
AAA |
|||||||
|
GTT |
12. Rework the cell’s code language backward by completing the following table (use the first codon listed in the BIOL200-28Data ):
|
Proline |
|
Glutamate |
|
Lysine |
|
Serine |
|
Leucine |
Analysis
Complete the table by using “x” marks to indicate to which molecule each characteristic applies.
|
SIMILARITIES AND DIFFERENCES BETWEEN mRNA AND tRNA |
|
| mRNA | tRNA |
|
deoxy ribose present |
|
| ribose present | |
|
phosphoric acid present |
|
|
adenine present |
|
|
thymine present |
|
|
uracil present |
|
|
guanine present |
|
|
cytosine present |
|
|
contains a chemical message or code |
|
|
carries an amino acid to a ribosome |
DNA and RNA
BIOL200-28 Protein Synthesis Lab Page 6 of 7
Lab sheet 3.
Biology200-28 Data Sheet
Messenger RNA Codons and Their Corresponding Amino Acids
First
Base
Second Base Third
Base U C A
G
U
UUU phenylalanine
UUC phenylalanine
UUA leucine
UUG leucine
UCU serine
UCC serine
UCA serine
UCG serine
UAU tyrosine
UAC tyrosine
UAA stop**
UAG stop**
UGU cysteine
UGC cysteine
UGA stop**
UGG tryptophan
U
C
A
G
C
CUU leucine
CUC leucine
CUA leucine
CUG leucine
CCU proline
CCC proline
CCA proline
CCG proline
CAU histidine
CAC histidine
CAA glutamine
CAG glutamine
CGU arginine
CGC arginine
CGA arginine
CGG arginine
U
C
A
G
A
AUU isoleucine
AUC isoleucine
AUA isoleucine
AUG methionine*
ACU threonine
ACC threonine
ACA threonine
ACG threonine
AAU asparagine
AAC asparagine
AAA lysine
AAG lysine
AGU serine
AGC serine
AGA arginine
AGG arginine
U
C
A
G
G
GUU valine
GUC valine
GUA valine
GUG valine
GCU alanine
GCC alanine
GCA alanine
GCG alanine
GAU aspartate
GAC aspartate
GAA glutamate
GAG glutamate
GGU glycine
GGC glycine
GGA glycine
GGG glycine
U
C
A
G
* Note: AUG is an initiator codon and also codes for the amino acid methionine.
** Note: UAA, UAG, and UGA are terminator codons.
Information About Nitrogen Bases
Nitrogen Base Classification Abbreviation
Adenine Purine A
Guanine Purine G
Cytosine Pyrimidine C
Thymine Pyrimidine T
Uracil Pyrimidine U
>A Chromosome Study
Background:
In this activity, you will create a karyotype from a page of mixed chromosomes. Karyotypes are created by matching homologous pairs and numbering them from largest to smallest. Abnormalities, such as extra or deleted chromosomes can then be diagnosed. Pictured chromosomes will be used for this model rather than real chromosomes, but the process is the same for real chromosomes extracted from cell or fetal samples.
{Check out
https://www.sciencemusicvideos.com/ap-biology/module-
1
8-meiosis/meiosis-tutorial-4-sex-determination-non-disjunction-and-human-chromosomal-variation/
to see what extracted chromosomes look like and how a karyotype is produced}
Three karyotypes will be created, the first two represent normal human karyotype of a male and a female, the second represents an abnormal karyotype. You will then compare and diagnose the abnormality present in the patient of the second karyotype.
Procedure:
1. Print out the sheets named Normal Boy, Normal Girl and Data Collection.
2. Print out one of the Set sheets. Each set is a different abnormality.
3
. Examine the three sheets that you printed. Note that the sex chromosmes have been labeled for you as either X or Y chromosomes.
4. Using the Normal Boy sheet, cut out each chromosome (cut them as rectangles rather than trying to cut around the margin of each chromsome).
5. Prepare a karyotype of these chromosomes. A karyotype is a pattern of chromosomes grouped in homologous pairs and organized by size. Use size, location of the centromere, and banding marks to determine the pairs.
6. Use the Data Collection sheet to organize the pairs by size with the largest at 1 and the smallest at 22. The sex chromosomes will number 23.
7. Glue or tape the chromosome pairs in the correct order.
8. Using the Normal Girl sheet, cut out each chromosome.
9. Prepare a karyotype of these chromosomes using the Data Collection sheet to organize the pairs.
10. Glue or tape the chromosome pairs in the correct order.
11. Using the Set sheet that you chose, cut out each chromosome.
12. Prepare a karyotype of these chromosomes using the Data Collection sheet to organize the pairs.
13. Glue or tape the chromosome pairs in the correct order.
Analysis:
What was the letter on your set A?
1. What is the genetic disorder of this set? Why?
2. Research (using sources outside the textbook) the genetic disorder and describe some of the symptoms:
3. Cite your sources of information (at least one besides the textbook):
This Lab will be marked as follows:
| Number |
Score |
Out Of | |||
|
Set Letter |
1 |
1 | |||
|
2 |
|||||
|
6 |
|||||
| 3 | |||||
|
Total |
10 |
10 Marks |
BIOL200-30 Karyotype Lab Page 1 of 1
BIOL200-30 Data Collection Page 1 of 3
Use the following sheets to arrange your karyotypes.
Normal Male:
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 X Y
BIOL200-30 Data Collection Page 2 of 3
Normal Female:
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 X Y
BIOL200-30 Data Collection Page 3 of 3
Abnormal Karyotype:
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18
19 20 21 22 X Y
What was the letter on your set type? _____________________
What is the genetic disorder? ______________________________________
If the offspring has XXY – Kleinfelter’s Syndrome
If the offspring has an extra #13 chromosome – Patau Syndrome
If the offspring has an extra #18 chromosome – Edward’s Syndrome
If the offspring has an extra #21 chromosome – Down’s Syndrome
© 2018 POPULATION CONNECTION population dynamics unit | POWER OF THE PYRAMIDS 9
POWER OF THE PYRAMIDS | graph paper
Name: Date:
Country
Male Female
75+
+ + + + + + + + + + + + + + + + + + +
75+
70-74
+ + + + + + + + + + + + + + + + + + +
70-74
65-69
+ + + + + + + + + + + + + + + + + + +
65-69
60-64
+ + + + + + + + + + + + + + + + + + +
60-64
55-59
+ + + + + + + + + + + + + + + + + + +
55-59
50-54
+ + + + + + + + + + + + + + + + + + +
50-54
45-49
+ + + + + + + + + + + + + + + + + + +
45-49
40-44
+ + + + + + + + + + + + + + + + + + +
40-44
35-39
+ + + + + + + + + + + + + + + + + + +
35-39
30-34
+ + + + + + + + + + + + + + + + + + +
30-34
25-29
+ + + + + + + + + + + + + + + + + + +
25-29
20-24
+ + + + + + + + + + + + + + + + + + +
20-24
15-19
+ + + + + + + + + + + + + + + + + + +
15-19
10-14
+ + + + + + + + + + + + + + + + + + +
10-14
5-9
+ + + + + + + + + + + + + + + + + + +
5-9
0-4
+ + + + + + + + + + + + + + + + + + +
0-4
9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9
Percentage of Population
Cindy
© 2018 POPULATION CONNECTION population dynamics unit | POWER OF THE PYRAMIDS 7
POWER OF THE PYRAMIDS | student worksheet
Name: Date:
UNITED STATES (2017) CHINA (2017) NIGERIA (2017)
AGE
GROUP MALES
MALES
% FEMALES
FEMALES
%
AGE
GROUP MALES
MALES
% FEMALES
FEMALES
%
AGE
GROUP MALES
MALES
% FEMALES
FEMALES
%
0-4 10,310,369 9,846,881 0-4 44,229,022 38,479,566 0-4 15,684,206 14,946,071
5-9 10,354,176 9,928,470 5-9 42,468,938 36,068,446 5-9 13,619,218 12,999,583
10-14 10,591,450 10,144,587 10-14 40,786,217 34,565,229 10-14 12,202,864 11,650,066
15-19 10,792,991 10,316,013 15-19 43,083,602 36,727,961 15-19 10,411,742 9,955,173
20-24 11,420,961 10,821,813 20-24 51,132,005 45,322,662 20-24 8,683,157 8,334,340
25-29 11,983,525 11,488,328 25-29 62,304,012 59,377,502 25-29 7,459,483 7,160,331
30-34 11,140,791 10,877,462 30-34 54,233,386 51,682,781 30-34 6,408,312 6,107,351
35-39 10,659,483 10,600,860 35-39 49,270,274 46,984,156 35-39 5,491,412 5,189,495
40-44 9,785,639 9,883,910 40-44 53,057,621 51,444,851 40-44 4,454,237 4,140,360
45-49 10,414,553 10,587,745 45-49 63,039,592 60,358,806 45-49 3,505,511 3,259,239
50-54 10,544,682 10,896,194 50-54 59,561,553 57,813,364 50-54 2,747,241 2,681,070
55-59 10,742,928 11,344,704 55-59 34,930,283 33,828,480 55-59 2,108,837 2,165,155
60-64 9,614,952 10,477,272 60-64 39,840,767 39,612,697 60-64 1,591,110 1,704,925
65-69 7,983,877 8,942,939 65-69 29,074,727 29,430,386 65-69 1,199,927 1,315,666
70-74 5,976,359 6,921,992 70-74 18,340,072 19,205,733 70-74 842,851 923,742
75+ 8,717,999 12,511,886 75+ 23,688,230 29,359,850 75+ 782,356 907,230
Total 326,625,791 Total 1,379,302,771 Total 190,632,261
© 2018 POPULATION CONNECTION population dynamics unit | POWER OF THE PYRAMIDS 8
POWER OF THE PYRAMIDS | student worksheet page 2
Name: Date:
GUATEMALA (2017) GERMANY (2017) INDIA (2017)
AGE
GROUP MALES
MALES
% FEMALES
FEMALES
%
AGE
GROUP MALES
MALES
% FEMALES
FEMALES
%
AGE
GROUP MALES
MALES
% FEMALES
FEMALES
%
0-4 926,777 887,078 0-4 1,759,155 1,668,224 0-4 61,917,556 54,981,938
5-9 909,767 874,324 5-9 1,753,582 1,663,249 5-9 61,998,098 54,683,905
10-14 882,483 853,318 10-14 1,791,604 1,697,303 10-14 62,172,011 54,732,361
15-19 860,169 841,331 15-19 2,000,873 1,908,819 15-19 62,051,890 54,635,318
20-24 817,465 817,610 20-24 2,144,613 2,077,483 20-24 59,827,896 52,948,119
25-29 699,158 719,662 25-29 2,522,689 2,457,963 25-29 55,312,148 49,979,399
30-34 555,697 590,765 30-34 2,484,654 2,437,668 30-34 51,825,020 47,784,588
35-39 428,915 481,659 35-39 2,442,247 2,424,908 35-39 48,131,760 45,014,795
40-44 343,834 400,500 40-44 2,335,539 2,309,166 40-44 44,241,036 42,034,977
45-49 258,933 304,218 45-49 3,108,115 3,037,162 45-49 39,354,854 37,986,002
50-54 229,919 262,589 50-54 3,574,731 3,467,097 50-54 32,879,891 32,034,808
55-59 207,885 232,505 55-59 3,185,065 3,169,989 55-59 26,797,259 26,461,589
60-64 177,082 195,693 60-64 2,649,114 2,743,333 60-64 21,048,863 21,170,943
65-69 136,175 147,483 65-69 2,270,878 2,442,225 65-69 15,690,047 16,261,149
70-74 94,433 105,134 70-74 1,736,102 1,972,407 70-74 10,906,951 11,875,730
75+ 93,884 124,287 75+ 3,815,241 5,542,819 75+ 11,240,803 13,954,207
Total 15,460,732 Total 80,594,017 Total 1,281,935,911
>Power of Pyramids
Background:
Many of the vast differences we see in societies across the globe can be related to the composition of their respective populations. This is true on the local, state, and national level. So when exploring variations among countries, a good place to start is with their population pyramids – graphs that display the age and sex distribution of the country’s population.
To help make population projections for different countries, demographers look at the profile of the countries’ residents. What are the ages of the people? How many are men? How many are women? Taking this information, they construct population pyramids that depict the configuration of a country’s population as impacted by 70 to 80 years of economic, political, and natural events.
For example, here is a Population Pyramid for the World for 20
1
7.
This graph represents the entire world population, sorted by age and sex – with the youngest at the bottom and the oldest at the top and males on the left, and femailes on the right. Each age level/sex grouping is called a cohort. A cohort represents the percentage of people within that sex and age range within the population. So from this pyramid we see that
4
.5% of the global population is made of of males aged 0-4. This is the largest cohort since that bar extends the furthest from the center axis.
We can use the shape of the pyramid to predict the type of population growth that is occurring. There are three groups of cohorts based on reproductive categories. The younger group, Pre-Reproductive, has cohorts between 0 and 14 years. The middle group, Reproductive, has cohorts between 15 and 44 years and the older group, Post-Reproductive, has cohorts above 45 years.
As we look at the pyramid for Ethiopia, we can see that it will be a Growing population. A significant percentage of people are in the pre-reproductive age groups. As those children age and enter their reproductive years and start having children of their own, the population will almost surely grow.
The pyramid for New Zealand shows a Stable population. The rectangular shape shows a fairly even distribution of people across each age group. Generations are replacing each other so the poupulation will not grow or shrink.
The cup shape pyramid of Japan shows a shrinking population. The largest percentage of people are in their post-reproductive years and no longer having children. As fewer and fewer people reach reproductive age, the size of the population will decrease.
Procedure:
1. Print out at least two pages of Pyramid Graph Paper (you can print out more if you would like to do all six countries).
2. Print out the Power of the Pyramids Worksheets.
3
. Using the Data for the United States, calculate the percentage of the population of each sex in each age group and record your answer on the Worksheet. For example, the total population of the United States in 2017 was
326,625,791
. The population of U.S. males aged 0-4 years was
10,310,369
.
Record 3.2% in the Worksheet.
4. Calculate the percentage for all the cohorts in the United States data.
5. Use the Pyramid Graph Paper to make a pyramid for the U.S. population data. Use a blue marker for the male cohorts and a green marker for the female cohorts.
Note: Use the “+” signs to help you draw the lines as in this picture:
6. Choose another country in the Data Sheets (you can do all of them but you only need to submit work for the United States and one other country) and repeat procedures 3 to 5 for the country. Be sure to indicate the country name on the graph.
7. Scan (or take a picture) of each graph and paste it into the space below:
a. United States Pyramid:
b. Other
Country
Pyramid:
Analysis:
1. Are there more male or female babies in the two countries? How can you tell by looking at the pyramids?
2. Can you tell from the pyramids which of the two countries has the most people? Why or Why not?
3. If you had a business and wanted to capitalize on your information about the population age distribution for the United States, what cohort(s) would you target for your product? Why?
4. What factors would change the shape of the pyramids in the future? Explain why.
This Activity will be marked as follows:
| Number |
Score |
Out Of | |||||
|
US |
5 |
||||||
| Country | |||||||
| 1 |
2 |
2 | |||||
| 3 | |||||||
|
4 |
4 | ||||||
|
Total |
20 |
20 Marks |
BIOL200-33 Population Growth Lab Page 1 of 1
10,310,369
326,625,791= 0.032 or 3.2%
10,310,369
326,625,791
=0.032 or 3.2%