photosynthesis lab report

My Photosynthesis Lab Report

by : Matthew Perez

Purpose:

Background Facts:

• Carbon dioxide in water produces carbonic acid.
• Bromothymol Blue (BTB) is a blue-green liquid which changes to a yellow color in acid and back to blue-green when returned to a neutral pH.
• Carbon dioxide plus water yields sugar and oxygen when chlorophyll and sunlight are present.
• Animals respire.
• Green plants photosynthesize in the light and respire all the time.
• Sugar plus oxygen yields carbon dioxide plus water and energy.

Materials:

five to six beakers or test tubes

Water

Bromothymol Blue (BTB)

three snails

two to three elodea plant

Procedure:

1. first fill 1 beaker with 20 to 50 ml's of water
2. next put 5 to 6 drops of the BTB solution in the water
3. then repeat steps one and two for the other five beakers
4. now with one of your beakers you will put one of your snails in it
5. with one of your beakers put on of your elodea plants in it and put it in a well lit area
6. now with your second elodea plant put it in your water solution with one of your snails and put it in a dark area for three hours

Observations:

1. Water plus bromothymol blue is blue-green.
2. Water plus bromothymol blue plus an aquarium snail turns yellow.
3. Water plus bromothymol blue plus Elodea (an aquarium plant) is blue-green in light.
4. Water plus bromothymol blue plus a snail plus Elodea is blue-green in light and yellow when left in the dark for three hours.

Analysis and Conclusions:

1. Water plus bromothymol blue is blue-green because the bromothymol is a blue-green substance.

2. Water plus bromothymol blue plus an aquarium snail turns yellow because the snail is a animal and animals respire.

3. Water plus bromothymol blue plus Elodea (an aquarium plant) is blue-green in light because sugar plus oxygen yields carbon dioxide plus water and energy.

4. Water plus bromothymol blue plus a snail plus Elodea is blue-green in light and yellow when left in the dark for three hours because green plants photosynthesize in the light and respire all the time so dose the snail. when in the dark the plant dose not respire witch making the solution turn blue green again.

pick your poison

Poisons, toxins, and venoms are obviously dangerous chemicals, but did you know that most of these nasty things act by interfering with enzymes?

Choose a particular poison, toxin, or venom and carry out research to learn about how it acts. Be sure to find out the following and share your research in a blog post:Poisons, toxins, and venoms are obviously dangerous chemicals, but did you know that most of these nasty things act by interfering with enzymes?

Choose a particular poison, toxin, or venom and carry out research to learn about how it acts. Be sure to find out the following and share your research in a blog post:

1-Where is this substance found or produced?-the substance if found in rattlesnakes

2-What kind of substance is it?-it is a poison that contains hemotoxic elements and nerotoxic elements

3-What are the specific molecules that it acts upon?-

4-What are the symptoms of exposure to this substance?-

• One or two puncture marks
• Pain, tingling or burning at the area of the bite
• Swelling at the area of the bite
• Bruising and discoloration at the site of the bite
• Numbness
• Nausea, weakness and lightheadedness.
• Difficulty breathing

5-How is exposure to this substance treated?The mainstay of treatment is the administration of intravenous fluids with isotonic crystalloid to maintain fluid homeostasis. Evidence of progressive swelling or laboratory evidence of coagulopathy (fibrinogen generally less than 100 mg/dL) or thrombocytopenia (platelets less than 90,000/mm3) should prompt antivenom therapy. In animal models and clinical experience, both the Wyeth Antivenin and CroFab are efficacious in the treatment of envenomations from pit vipers. However, CroFab is currently the preferred antivenom due to its low risk of side effects and because of the limited availability of the Wyeth product. The amount of antivenom needed to treat a particular pit viper bite depends on the severity of the envenomation and not on the patient’s weight. Therefore, children and adults generally receive the same amount of antivenom; however the practitioner must carefully consider fluid volumes and rates in small children.

Patients requiring antivenom therapy secondary to the clinical or laboratory findings of progressive swelling, hypotension, coagulopathy or thrombocytopenia should be admitted to a monitored setting (ED or ICU). Opioids such as fentanyl or morphine are commonly administered for pain control. Blood products such as fresh frozen plasma or platelets are generally ineffective in reversing the venom-induced coagulopathy, hypofibrinogenemia, or thrombocytopenia because they are rapidly consumed by circulating venom. In the absence of active bleeding, administration of blood products is not recommended.

The initial dose of CroFab is 4 - 6 vials reconstituted into 250 mL of normal saline. The infusion should be started slowly, and gradually titrated up to 250 mL/hr. Additional CroFab in increments of 4 - 6 vials may be required to establish control, defined by the cessation of progression of signs and symptoms (range of 4 - 48 or more vials with an average of 12). Recently, cases of recurrent coagulopathy, thrombocytopenia, and swelling in rattlesnake bite victims 36-72 hours after the initial control of signs and symptoms have been reported with the use of CroFab. These effects appear to be related to the relatively short half-life of the Fab fragments in the body as they are cleared by the kidneys. Patients should be observed for at least 24 - 48 hours after control of the envenomation, to monitor for recurrence of symptoms that may necessitate further antivenom therapy. Patients can then be followed up with outpatient lab testing for coagulopathy and platelet count in 48 -72 hours to assess for recurrence. If recurrence is documented, repeat doses of CroFab may be required and administered in 2 - 4 vial increments. In case where it is unclear whether follow up is necessary, a poison information specialist or medical toxicologist can be consulted through the California Poison Control System.

The initial dose of Wyeth Antivenin is 10 - 20 vials reconstituted in 500 mL of normal saline. The infusion should be started slowly and titrated up to 500 mL/hr. Additional vials may be required to establish control and have ranged up to 60 vials with an average of 15 - 20. Patients should again be observed for at least 24 – 48 hours after control of the envenomation.

Anaphylactoid reactions from the antivenom may manifest as pruritus, rash, hypotension, and/or wheezing. If the patient develops any of these reactions, the infusion should be stopped, followed by the administration of antihistamines, epinephrine (4 ug/min or 0.05 ug/kg/min), or both, as necessary. Steroids such as prednisone can also be administered for these reactions. Once the symptoms have abated, the antivenom may be restarted at a slower rate and run to completion.

Animal studies have shown that administering antivenom can increase perfusion into a bitten muscular compartment. Therefore, aggressive antivenom administration should precede any consideration of surgical intervention, such as fasciotomy, unless there is a delay in the presentation of the victim after the snakebite. Patients with minimal clinical signs or symptoms not initially requiring antivenom should be observed for 6 - 8 hours, because the clinical effects may be delayed by several hours especially with bites to the lower extremity.

pku webquest

PHENYLKETONURIA: A METABOLIC DISORDER

Metabolic disorders are genetic diseases that affect the body's ability to perform its normal chemical reactions. Many metabolic disorders result from enzyme defects. Recall that a metabolic pathway is a stepwise sequence of enzyme-mediated reactions. If one enzyme in a metabolic pathway is defective, that enzyme's substrate may accumulate and the pathway may not be completed. This may result in a buildup of harmful substances or a shortage of required molecules.

Activity

In this exercise, you will use the Web links below to gather information about the metabolic disorder phenylketonuria (PKU). Use what you learn to answer the questions at the bottom of the page.

Your Genes, Your Health: Phenylketonuria

http://www.ygyh.org

NSPKU Home Page

http://www.nspku.org

Baby’s First Test (Look up “Classic PKU”)

Newborn Screening in Colorado

Phenylketonuria - The Genetics

http://willroberts.com/pku/

Some possible questions for your research:

1. What enzyme is most commonly defective in people with phenylketonuria?

the PAH enzyme

2. What reaction does this enzyme catalyze? (What is the substrate and what product is produced?)

the reaction is cause is the build up of the phenylalanine poison in the brain which causes epilepsy and mental retardation.

3. Describe the symptoms of phenylketonuria.

a child can have a smaller than normal head, epilepsy, and mental retardation

4. What causes the symptoms of PKU, the lack of a substance or the buildup of one? Explain.

the cause is the build up of  phenylalanine poison  in the brain which is caused by a person not having a good PAH enzyme in their brain.


5. How common is phenylketonuria? How is it treated?
PKU appears in 1 in 10,000 births in caucasians and east asians. some ethic groups have higher rates, (e.g., turks- 1 in 2,600; irish- 1 in 4500), and some have lower rates (e.g., Japanese- 1 in 143000) the disorder is exceedingly rare in africans. it is treated by having the child to adhere to a low protein diet as soon as the disorder is diagnosed and should stay on the diet as long as possible. even after the age of 12 relaxation of the diet can change a persons behavior. some doctors recommend the have the diet for life.

CYSTIC FIBROSIS web quest

CYSTIC FIBROSIS - A DISORDER OF MEMBRANE TRANSPORT

A great variety of proteins have roles in moving molecules and ions across cell membranes. Passive transport proteins permit certain substances to diffuse down concentration gradients by moving through the protein's interior. Active transport proteins use ATP energy to pump substances across the membrane against their concentration gradients. To investigate the importance of transport proteins, we will consider the effects of cystic fibrosis, a genetic disorder in which there is a defect in a transport protein..

Activity

Part 1.

In this part of the activity you will visit the Cystic Fibrosis Foundation’s web site to learn about the causes and symptoms of cystic fibrosis.

Use your browser to go to http://www.cff.org/home/

Use the information provided in the “About cystic fibrosis” section to answer the following questions:

1. What are the signs and symptoms of cystic fibrosis?

Very salty tasty skin. Wheezing and shortness of breath.

2. How common is this disorder?

The disorder is not that common. Only 30,000 people in america and 70,000 world wide.

3. How is cystic fibrosis diagnosed?

By a fat protein that is no good. It causes thick mucus in your lungs and digestive system.

4. How is cystic fibrosis inherited? Does everyone who has a mutant gene for the protein have cystic fibrosis?

Its a fallen protein gene. Yes everyone who has a the protein has cf

Part 2.

In this part of the activity you will read an article to learn more about cystic fibrosis.

Use your browser to go to:

http://resources.schoolscience.co.uk/MRC/3/page3.html

Use the information in this article to answer the following questions:

1. Explain the normal function of the protein that is defective in cystic fibrosis.

poorly permeable to chloride ions

2. What happens to this protein in CF patients and what are the consequences for the health of these individuals?

The channel is blocked

Part 3.

In this part of the activity you will read about how cystic fibrosis is treated.

Use your browser to go to:

http://www.mayoclinic.com/health/cystic-fibrosis/DS00287

Use the information in the different sections of the article to answer the following questions:

1. Explain at least 3 treatments for the symptoms of cystic fibrosis.

You get breathless, wheezing, and repeated lung infections.

2. Discuss at least 3 ways for parents to help their children who have cystic fibrosis.

Join a club that has meetings that help explain their problems, have them eat extra salt in hot weather, and don't smoke.

lab report for the diffusion lab

Questions: 

Q1:how would you explain the results you optioned? which substance(s) are entering the bag and which are leaving the bag?  support your answer with experimental evidence.

A1:the subtance entering the bah is iidim because the solution on the inside changed colors. witch turned the water clear. the glucose exited the bag because the water tested positive with the glucose test stripe

Q2:what evidence could have been collected to show quantitatively that water diffused tin no the dialysis bag?

A2:the bag had little tiny holes that water could get in here and resolve th molecules in the bag and beaker.

Q3:what result would you expcet if the experiment started with a glucose and IKI solution inside the bag and only starch and water outside?WHY? 

A3:i don't now what would happen  i think the results would be opposite then what we seen before.

Procedure:

1. fill a 8-oz cup two-thireds full with distilled water. add approximately 4 ml of IKI to the distilled water, mix well  and record the color of the solution in table 1.1. test this solution with a clucose indicator strip and record the results in table 1.1. 
2. test the 15% glucose/1% starch solution with a glucose indicator strip. record the resutlts in table1.1.
3. obtain a 30-cm piece of 2.5-cm dialysis tubing that has been soaking in water. tie off one end of the tubing to form a bag. to open the other end to the bag, rub the end between your fingers until the edges separate.
4.using a small funnel, place 15ml of the 15% glucose/1% starch solution in the bag. tie off the other end of the bag, leaving about 4 cm between the solution and the end of the bag so the contents of the bag can expand. record to color of the solution tin table 1.1.

Evidence:

carbohydrat id lab analisis questions

Carbohydrate Identification Lab Analysis Questions

Use your results from the carbohydrate identification lab and any notes or resources about carbohydrates to answer the following questions:

1. Name the three categories of carbohydrates studied in this investigation.

spray starch, corn starch, and monster energy

2. What three chemical elements are present in all carbohydrates?

there is di in the monster energy and poly in the spray starch

3. Give two examples each of the names of sugar molecules from our discussion or the textbook/online that are:
1. Monosaccharides:glucose, fructose
2. Disaccharides:lactose, maltose
3. Polysaccharides:starch, glycogen, and cellulose
4. How many times larger is the number of hydrogen atoms than oxygen atoms in:
1. water?- it is 2 times larger
2. carbohydrates?- it is 2 times larger
5. “Mono” means one, “di” means two, and “poly” means many. Why are these terms used in describing the three types of sugars?
6. How can you tell by using Benedict’s and iodine solutions if a sugar is a
1. Monosaccharide?- it will turn orange bet with and iodine it will have no effect
2. Disaccharide?- you can tell if it is a disaccharide when there is no change with either iodine of the benedicts solutions
3. Polysaccharide?- when you use benedicts it will have no effect but with the iodine it will turn black
7. A certain sugar has no change in color when tested with Benedict’s solution.
1. Can you tell what type of saccharide it is?- it is the di and the poly
2. Explain.- it has to be theres to because they are the only ones that react to the iodine solution
8. A certain sugar has a color change in Benedict’s solution.
1. Can you tell what type of saccharide it is?- mono
2. Explain.- it has to be a mono because it is the only one that reacts to the benedicts solution
9. Give a examples of foods that contain
1. Monosaccharides-honey,
2. Disaccharides-monster energy,sugar beets, trehalose
3. Polysaccharides-flaxseeds, pumpkin seeds, potatoes, corn, and beets

protine moldes

we maid models of protiedn out of cereal and string. when we did this it really did not matter the order of the colors we put the cereal in but in real life it dose matter what order they are in so they do there job. the first thing you what to do is make sure you have fruit lope cereal and s string that is about 2 feet long. next you what to do is tie off of end of the string so the fruit loops don't fall of. than  you what to start string of the fruit loops on the string.

now whants you are finished u what to start of bunch up the cerical of make it a bunch protine or a string protine. 

and so thats how u make a protine molde out of cereal and string. 

antacid lab

This graph represents that the diffirent type of antacids and there pH levels when they met with vinegar. First thing we did was determine the different type of Tums we were going to use. The type of Tums we used were the mega the ultra the extra and the generic brands. As u can see that all of the brands of antacids had the same pH levels and the vinegar had a pH level of 1.

dependent and independent variables lab

the simulater was kind of confusing. how i ran my experiment was i put the many bugs with the bt123 corn and the crop did not have much success. when i used the same brand of corn and the little bit of bugs the crop had a lot of success. for the super harvest corn with a little bit of bugs it did good and the lot of bugs it had very little success. when i had used the golden crop the bugs had the same effects as the other types of corn did.