BiologyPortfolio2014-2015_AnaCarrillo

Ana Carrillo Rubinos Dr. Snyder 2014- 15

Ana Carrillo Rubinos Biology AMDG Table of Contents 1st Semester 1st Quarter 1.

2.

3.

4.

Peanut Observation Activity Characteristics Of Living Things (Concept Map) Simpsons Experimental Design Printed Maze

2nd Quarter 5.

6.

7.

8.

9.

10.

11.

12.

13.

Periodic Table Of Elements Organic Compounds Coloring Sheet (Carbohydrates, Lipids and Proteins) Atomic History Project Microscope Lab Handout/ Lab Report Cell Membrane Coloring Cell Venn Diagram Animal Plant Cell Coloring Cell Organelle Project Osmosis Worksheet 2nd Semester

3rd Quarter 14.

15.

16.

17.

18.

19.

20.

21.

Osmosis Egg Experiment Cell Size Lab Mitosis Model Project Meiosis Model Project Genetics With A Smile Bikini Bottom Genetics Dihybrid Cross Worksheet Biography Essay

4th Quarter 22. Strawberry DNA- Food Science 23. Peppered Moth Simulation 24. Reflection Essay

st

1 Quarter

Ana Carrillo Rubinos Dr. Snyder 2014-2015

nd

2 Quarter

Ana Carrillo Rubinos Dr. Snyder 2014-2015

Ana Carrillo Rubinos 12/17/2014 Biology AMDG

Cell structures project.

1. Cell wall The cell wall is a thick, rigid, mesh of fibers that surrounds the outside of the plasma membrane, protects the cell, and gives it support. Rigid cell walls allow plants to stand at various heights. Plant cell walls are made of a carbohydrate called cellulose, which gives the cell walls their inflexible characteristics.

Cell type: plant cells, fungi cells and some prokaryotes.

2. Centrioles Centrioles are organelles made of microtubules that function during cell division.

Cell type: animal cells and most protist cells.

3. Chloroplast Chloroplast are organelles that capture light energy and convert it to chemical energy through the process called photosynthesis. In the thylakoid, is where the energy from sunlight is trapped by chlorophyll, it gives leaves and stems their green color. Chloroplast belong to a group of plant organelles called plastids, some of which are used for storage. Some plastids store starches or lipids. Others, such as chloroplasts, contain red, orange, or yellow pigments that trap light energy and give color to plant structures such as flowers and leaves.

Cell type: plant cells and some protist cells.

4. Cilia Cilium protects outside the plasma membrane, it is short, numerous projections that look like hairs. The motion of cilium is similar to the motion of oars in a rowboat. It is composed of microtubules arranged in a 9 + 2 configuration, in which nine pairs of microtubules surround two single microtubules.

Cell type: some animal cells, protist cells, and prokaryotes.

5. Cytoskeleton The cytoskeleton is a framework for the cell within the cytoplasm. It helps the cell maintain its shape, involved in cell movement; holds cell parts in place. It is composed of microtubules

that allow tubes involved in cell division, form cilia and flagella which help a cell move. And it is also made of microfilaments which are long thin fibers.

Cell type: all eukaryotic cells.

6. Endoplasmic reticulum The endoplasmic reticulum is a highly folded membrane that is the site of protein synthesis. Modifies proteins and synthesis (put together) lipids, it also synthesis cell membrane. There are two types of endoplasmic reticulum: -

Rough ER: has ribosomes on it.

Smooth ER: has no ribosomes on it.

Cell type: all eukaryotic cells

7. Flagella Flagella is longer and less numerous than cilia, it creates movement with a wisplike motion.

It is composed of microtubules arranged in a 9 + 2 configuration, in which nine pairs of microtubules surround two single microtubules.

Cell type: some animal cells, prokaryotes, and some plant cells.

8. Golgi apparatus or Golgi body The Golgi apparatus is a stack of flattened membranes located toward the outer regions of the cell. Its function is the final preparation of proteins before they are exported from the cell.

Enzymes attach carbohydrates and lipids to the protein.

Cell type: all eukaryotic cells

9. Lysosome The lysosome is a small cell structure filled with hydrolytic enzymes. Its function is to break down macromolecules and old cell. It is also known as “suicide packs� because they can be trigged to release all at once and destroy an old, worn-out or sick cell.

Cell type: animal cells and rare in plant cells.

10. Mitochondrion The mitochondrion is a bean shaped, double membrane organelle. The inner membrane is folded and is called the cristae. The folds increase the surface area for reactions to take place on. Its function is to convert food energy into ATP by the process of cellular respiration. ATP is used to power cell processes.

Cell type: all eukaryotic cells

11. Nucleus The nucleus is located in the cytoplasm. Its function is to control most cell functions and contains the hereditary material (DNA) and the nucleolus (produces ribosomes). It is surrounded by the nuclear envelope, a two-layered porous membrane which controls what enters and leaves the nucleus.

Cell type: all eukaryotic cells

12. Plasma membrane The plasma membrane is a thin, flexible boundary between the cell and its environment. It allows nutrients into the cell and it also allows waste to leave the cell, this property is called selective permeability.

Cell type: all cells.

13. Ribosomes Ribosomes are have not an exact location, they are floating free in the cytoplasm or bound to the endoplasmic reticulum. Its function is to assemble amino acids for use within the cell, bound ribosomes produce proteins to be exported from the cell.

Cell type: all cells.

14. Vacuole The vacuole is a sack-like structure used for storage of water, salts, proteins and carbohydrates. Plan cells have a large central vacuole that is used for support and growth of the plant.

Cell type: plant cells-one large, rarely animal cells-a few small.

rd

3 Quarter

Ana Carrillo Rubinos Dr. Snyder 2014-2015

Ana Carrillo Rubinos 6/2/15 AMDG Osmosis Egg Experiment I.

Question

What effect does the type of solution have on a submerged egg in regards to the movement of water into and out of it?

II.

Hypothesis I predict that the water from the egg will go out of it if it is placed in vinegar.

I conjecture that if we place the egg on salt water nothing will happen.

I postulate that the egg’s mass will increase if we place it in syrup.

I hypothesize that nothing will happen if we place the egg on tap water.

a) b) c) d) e) f) g) h) i)

III. Materials Beaker Graduated cylinder.

Raw egg.

150 ml of vinegar.

150 ml of syrup.

300 ml of water.

20 g of salt.

Small shallow dish.

Electronic beam.

IV.

Procedure

Day 1: We get a graduated cylinder and we pour vinegar in it until we reach 150 ml. Once we have the vinegar ready, we place it in the beaker. Now we weigh the egg on the electronic beam and we record its weight. Afterwards we place the egg in the beaker and we pour the vinegar in it. And we place it there for the next 24 hours.

Day 2: We make some observations of the egg. Then we retrieve the egg, weight it and register it in the table. We dispose the vinegar. Then we get the graduated cylinder and we pour 150 ml of water. We get 20 grams of salt and place it on the empty and clean beaker as well as the water and the egg. And we leave it stand for the next 24 hours.

Day 3: We observe the egg and take some notes. We retrieve the egg weigh it down and register its heaviness. We remove the syrup and clean the beaker. After this, we pour 150 ml of tap water into the graduated cylinder. Once we have the exact amount of water ready, we deposit it into the beaker which already has the egg in it. And we let it rest for 24 hours.

Day 4: After 24 hours of rest, we make some observation of the egg. We weight it as we have done before, we clean the beaker. Finally, we record the information.

1

V.

Data

Solution type

Egg initial mass (g)

Vinegar

63.3

Egg mass after 24 hours (g) 73.3

Salt water

73.3

87.4

Syrup

87.4

70

Tap water

70

99.3

Observations Initial: Bubbles start surrounding the egg.

After 24h: There is foam on the surface.

A layer of brown separated shell like film is formed around the egg.

Initial: The egg has a light brown and white color.

After 24h: The egg is soft at touch.

Initial: The egg is floating on the surface.

After 24h: The egg has shriveled.

Initial: The egg keeps sunk at the bottom, but it starts to swelled.

After 24h: The egg has a brown and white layer and some bubbles around it.

VI. Conclusion 1. When the egg is placed in the vinegar, bubbles began appearing; what can you infer about the cause of the bubbles?

The bubbles we see are carbon dioxide gas. Vinegar is made of a small amount of acetic acid and mostly of water. Egg’s shell is made of calcium and carbonate which causes the vinegar to breakdown into its calcium and carbohydrate parts, forming bubbles around the egg.

2.

How did the mass of the egg change after it had been set in each of the different solutions for 24 hours?

At first the egg weighed 63.3 g, after we left it in vinegar it weighed 73.3 g. After 24 hours the egg had been with salt water it weighed 87.4 g, 24 hours after the egg had been in syrup it weighed 70 g. At last after being in tap water for a day it weighed 99.3 g.

3. Explain the changes of the egg’s mass in terms of osmosis.

There are three different types of osmosis: a) Isotonic: which is when water/ solute concentration is equal on both sides of the membrane. (This didn’t happened on our experiment) b) Hypotonic: when water concentration is higher on the outside of the membrane than on the inside, causing the water to move into the cell. (Egg in vinegar, salt water and tap water) c) Hypertonic: when the water concentration is higher on the inside of the cell than the outside, causing the water to move out of the cell. ( Egg in syrup)

2

4. Create a bar graph to show the changes in the egg’s mass when placed in each of the different solutions.

120

100

80

60

40

20

0

Vinegar

Salt water Egg initial mass (g)

Syrup

Tap water

Egg mass after 24h (g)

3

th

4 Quarter

Ana Carrillo Rubinos Dr. Snyder 2014-2015

Ana Carrillo Rubinos Reflection Essay Biology AMDG A year in Biology What is Biology? Biology is the scientific study of life or living matter in all its forms and processes. Biology studies every detail of organisms’ structure. This year, in the first quarter we studied life. In the second quarter we studied an introduction to chemistry. During the third quarter we studied cells. And to conclude, we finished the course by studying evolution.

The first quarter of the Biology course began with an introduction to Biology since we were all new to this subject. We learned about the characteristics of living things which are seven features that every living organism follows. We learned the nature of Biology, the characteristics of scientific inquery. We learned the differences between theories and laws. We studied the scientific methods, which are methods by which scientists gather information and answer questions, it is formed by seven steps starting with a question and it concludes with a conclusion based in data which has been gathered in the previous steps.

During the second quarter of the year we studied a small introduction to chemistry which we will be deeply studying next school year. We studied the building blocks of matter called atoms and its structure. We also got familiar with the periodic table and its elements. We learned about compounds, chemical bounds, ionic bonds and covalent bonds. We studied the attraction between molecules which are called Van der Waals forces. We learned about chemical reactions which is a process by which atoms or groups of atoms in substances are reorganized into different substances. And about indicators of a chemical reaction which include change in color, formation of a new gas, liquid, or solid or production of heat or light, for example, fireworks. We also studied enzymes which are biological catalysts that speed up the rate of chemical reactions in biological processes. We studied water’s properties and the building blocks of life. We learned about organic compounds and macromolecules. We studied cells and its progressive discovery first proposed by an English scientist named Robert Hooke. The 1

observations and discoveries of several scientists are summarized in one of the fundamental ideas of modern biology called the Cell Theory. It includes three principles. The first one states that all living things are composed of one or more cells.

The second principle says cells are the most basic unit of structure and organization of all living organisms. The concluding principle states that cells arise only from previously existing cells, with cells passing copies of their genetic material on to their daughter cells. We also learned the complicity of microscope technology and the parts of a compound light microscope and an electron microscope. We learned the two basic cell types: prokaryotic cells, which are characterized by their simple structure, and eukaryotic cells which are categorized by their complex construction. We profoundly learned about a thin, flexible boundary between the cell and its environment called the plasma membrane. We learned about its selective permeability which allows nutrients into the cell and allows waste to leave the cell but it keeps unneeded substances out of the cell. We studied the models that scientists during cells’ history hypothesized cell membrane appearance. We carefully studied cell membrane’s components and their functions. We also studied cell’s structures, their location and functions. A typical eukaryotic cell is composed of: cytoplasm, cytoskeleton, nucleus, ribosomes, endoplasmic

reticulum,

Golgi

apparatus,

vacuoles,

lysosomes,

mitochondria,

chloroplasts, cell wall, cell membrane, cilia and flagella. We learned about cellular transport. There are two types of cellular transport: passive transport and active transport. The first one which is the movement of particles across the cell membrane without using energy includes three different modes: diffusion, osmosis and facilitated diffusion. The second type is the movement of particles across the cell membrane using energy.

We began the second semester by studying cell reproduction. We first learned about cell’s size limitations. Cells cannot exceed this specific size because it might have difficulty supplying nutrients and expelling enough waste products, it might become slow and inefficient. The reason why cells remain small is to maintain more efficient transport and communication systems. We wisely studied the cell cycle. We can reduce this cycle into three stages: interphase, mitosis and cytokinesis. Interphase is composed by: G₁, S and G₂. During interphase the cell grows, carries out cellular functions, replicates or makes copies of its DNA in preparation for the next stage of the cycle. The second phase of the cell cycle called mitosis is formed by five stages: early prophase, 2

late prophase, metaphase, anaphase and telophase. During this phase called mitosis, the cell’s nucleus and nuclear material divide. And during the third period of the cell cycle called cytokinesis, cell’s cytoplasm divides creating a new cell. We studied this complex cycle intensely. We continued the quarter by studying sexual reproduction and genetics.

We studied meiosis including chromosomes, haploid cells, and diploid cells. The process of meiosis involves two consecutive cell divisions called meiosis I and meiosis II. Meiosis I is formed by five phases: interphase I, prophase I, metaphase I, anaphase I, and telophase I. Meiosis II is also divided into five stages: prophase II, metaphase II, anaphase II, telophase II, and cytokinesis. Meiosis is important because it results in genetic variation. We redialed on the differences between mitosis and meiosis. This led us to the study of Mendelian genetics. We learned about the inheritance of traits including the parental generation (P), the first filial generation (F₁), and the second filial generation (F₂). We studied dominant and recessive traits and homozygous and heterozygous dominance. We learned the differences between phenotypes and genotypes. We also studied Mendel’s law of segregation which states that the two alleles for each treat separate during meiosis and during fertilization, two alleles for that trait unite. We differentiated monohybrid crosses from dihybrid crosses and learned the law of independent assortment which states that a random distribution of alleles occurs during gamete formation. We also learned how to operate Punnett squares which predict the possible offspring of a cross between two known genotypes. We experimented with provability which is the likelihood that something will happen. This directed us to study molecular genetics beginning with the learning of genetic material. The genetic material (DNA) was proved to exist by several scientists which experimented with it looking for an answer: What is the source of genetic information nucleic acid (DNA) or proteins?

Frederick Griffith, Oswald Avery, Alfred Hershey and Martha Chase helped answer this question. The answer is: nucleic acid (DNA). DNA is made up of a long chain of nucleotides, each nucleotide has three parts: a phosphate group, a deoxyribose sugar and a nitrogen-containing base. Rosalind Franklin, Watson and Crick where the principal scientists to determine the structure of DNA. We studied Chargaff’s data which suggested that the number of purine bases equaled the number of pyrimidine bases in a sample of DNA (C = G; A = T; C + T = G + A). We also learned about the compound process of replication of DNA. We learned about RNA which is a nucleic acid that is similar to DNA. There are three major types of RNA in living cells: messenger RNA, ribosomal RNA and transfer RNA. Messenger RNA (mRNA) carries genetic 3

information from DNA in the nucleus to direct protein synthesis in the cytoplasm.

Ribosomal (rRNA) associates with protein to form the ribosome. Transfer RNA (tRNA) transports amino acids to the ribosome.

We finished the course by studying evolution. We began by learning about Charles Darwin who was the naturalist who defined and named artificial selection.

Darwin traveled all around the world collecting evidence or living organisms which, as he observed, within a specie there were differences depending on their geographical location. Darwin hypothesized that new species could appear gradually through small changes in ancestral species, for example when humans artificially select the traits they want in a specie. This was named as artificial selection. Natural selection is the mechanism by which, if given enough time, a population could be modified to produce a new specie. Darwin’s theory of evolution by natural selection has four basic principles: variation, heriditability, overproduction, reproductive advantage. Variation is when individuals in a population differ from one another. Heritability is when variations are inherited from parents. Overproduction is when populations produce more offspring than can survive. Reproductive advantage is when some variations allow the organism that possesses them to have more offspring than the organism that does not possess them. There are several features that we studied which are used to support evolution: fossil record, vestigial structures, analogous structures, comparative biochemistry, comparative embryology, and geographical distribution. We learned about adaptation.

Adaptation is a trait shaped by natural selection to increase the survival or reproductive success of an organism. There are three types of adaptation: fitness, camouflage and mimicry. This was the last concepts we acquired this school course in biology class.

This year I have archived a great amount of knowledge during the entire course in Biology class with Dr. Snyder. We have studied from the smallest organisms function and structure such as cells to the broad concept of evolution. All throughout the course we have been proving and learning from our theory by making experiments in real laboratory conditions, which really helped to accomplish the terms, definitions and concepts. At the beginning of the school course I thought that Biology was going to be one of the hardest subjects I have ever faced, and I thought that I would be lost most of the time, I had almost no hope. Dr. Snyder made things change, with his clear explanations, encouraging thinking and always helpful availability, he has made me very fond of the subject. My effort, dedicating and time to the subject have been worth 4

it. Now that the course is almost over, I can say that I have really enjoyed this Biology course.

5