The purpose of this particular experiment was to conclude which part of the fly thorax cell homogenate carries out glycolysis and which part carries out respiration. Methylene blue was the only true indicator as to whether glycolysis and respiration occurred. If dissolved oxygen levels were low then the methylene blue would become colorless and bleach. This was the case for four out of the seven test tubes. The results have shown that test tubes one, four, five, and seven did bleach. This is because the process of respiration had occurred in those tubes; therefore, the dissolved oxygen levels were low and bleaching was forced to occur. Test tube one bleached because it contained glucose and the whole homogenate which includes both the cytoplasm and mitochondria. Glucose was used in the cytoplasm to fuel glycolysis to eventually lead to respiration. Test tube four had glucose and the supernatant which fueled glycolysis and lead to respiration causing the tube to bleach. Test tube five had succinate and the pellet, which means it was lead straight into the kreb’s cycle eventually making the tube bleach. Test tube seven is unique on the reason it bleached because glucose and succinate were already present from the broken up cells; therefore, glycolysis was occurring before the …show more content…
Different reasoning led to different amounts of time in which they took to bleach. Timing ranged from ten to twenty minutes. Tube seven took the longest time of twenty minutes because its constituents were of the original and older broken up cells. These older cells still possessed the quantity; however, they did not possess the new and fresher quality hence the bleaching process occurred at a slower rate. Tube five took the shortest time of ten minutes because it contained succinate which is an intermediate for the kreb’s cycle; therefore, respiration was able to occur much faster than in the other
Variation in selection pressures on the goldenrod gall fly and the competitive interactions of its natural enemies
Biology 2A03 Lab 4 Respiratory Gas Exchange in a Mouse Lab Manual. Winter Term 2014 (2014). Biology Department. McMaster University.
Rate of Respiration in Yeast Aim: I am going to investigate the rate of respiration of yeast cells in the presence of two different sugar solutions: glucose, sucrose. I will examine the two solutions seeing which one makes the yeast respire faster. I will be able to tell which sugar solution is faster at making the yeast respire by counting the number of bubbles passed through 20cm of water after the yeast and glucose solutions have been mixed. Prediction: I predict that the glucose solution will provide the yeast with a better medium by which it will produce a faster rate of respiration. This is because glucose is the simplest type of carbohydrate (monosaccharide).
.2 ml enzyme 1 ml of 0.0003M DPIP was added to each tube, noting the time the addition was made. A dropper full of cooking oil was added to cover the surface of the solution. The time taken for the blue colour to disappear or become very faint, was recorded. This procedure was repeated for tubes 2 and 3
enzyme in the 2cm³ as they may have been 36 beads instead of 37. Its
Planaria are one of many free-living flat worms that can be found in marine, aquatic, and terrestrial environments. Certain characteristics of planaria worms include an acoelomate body, a gut with no anus, lack of a blood vascular system, and a simple nervous system. The main reason as to why planaria are subjected to many studies is because of their unique ability to regenerate. Regeneration is the ability to re-grow lost body parts that may have been cut off. This is possible because the organism has the ability to form a blastema, which is an accumulation of undifferentiated cells, at the site of the wound. Regeneration is capable of occurring at various degrees throughout the animal kingdom. This unique process would never be able to be seen in human beings. Humans and other mammals
My hypothesis for this experiment is that the heat study tube will turn blue, the cooling study tube will turn green, the dehydration study tube will turn blue, the hydration study tube will turn green, and the common ion effect study tube will turn blue.
Trial 5 was the last trial performed on the first day of the experiment. In the period between the next lab session, chemiluminescence and luminol were researched, with findings encouraging the use of distilled water as a solvent and hydrogen peroxide or bleach as a reagent, with the reagents also dissolved in the distilled water.
...is for this experiment is: “If you increase the amount of drops of bleach mixed into a blue dye solution, then the total amount of time for the blue dye in the solution to disappear will decrease.” In other words, I think that the blue dye in the solution will disappear faster when you increase the amount of bleach. The research that I gathered helped me understand better of why and how I am going to do my experiments in the way I am doing them. It also supports my hypothesis. It supports my hypothesis because I found out that there is an active ingredient in bleach known as the hypochlorite molecule. This molecule helps break the bonds in pigment molecules so I think that the more bleach used, the faster the bonds will break apart. In this experiment, I will be finding out how much dye are mixed in sports drinks and what is the reaction rate of bleach and blue dye.
The objective of this experiment is to determine what genes are responsible for the white-eye color in two strains of Drosophila melanogaster, known as the common fruit fly. Drosophila is used as the experimental organism for many reasons which include its small size, easy maintenance, short 10 day generation time, and a fully sequenced genome. The characteristics of the wild type, which is the most common phenotype found in nature, include brick red eyes, long wings, gray/tan body, and smooth bristles. Of course, there are mutations that occur that cause specific traits to deviate from the wild-type phenotype. These traits include wing length, bristle shape, body color, and eye color.
The mixture for that table’s flask was 15 mL Sucrose, 10 mL of RO water and 10 mL of Yeast, which the flask was then placed in an incubator at 37 degrees Celsius. In my hypothesis for comparison #4 the measurements would go up again with every 15 min. intervals because of the high tempeture and also be higher that then Controlled Table’s measurements. Hypothesis was right for the first part but was wrong for the second part of the comparison, the measurements did increase in the table’s personal flask but the measurements did not get higher than the Controlled Table’s measurements, see chart below. In conclusion, I feel that the substitution of glucose for sucrose made the enzymes work just as hard as the Controlled Table’s flask but just not as much because sucrose was too strong for the enzymes to
The second part of this lab deals with photosynthesis. This lab has several experiments. In the first experiment students will learn about the effects that different colored test tubes have on photosynthesis in elodea sprigs.
For the lab experiment for Membrane Damage, we tested the extract pigment and diluted it. When the pH solutions are added, this will cause it to be in a range of absorbance. We used materials as follows. Obtaining a beet we proceeded to cut small individual cubes. We then rinse each cube to remove any damaged pigments with deionized water. Using a blender, we blend the beets with 15 mL of pH 7 DI water. After blending we used cheesecloth to separate the liquid from the solids for easier centrifuge process. Then we put the liquid beet into a centrifuge tube and centrifuge it for 5 minutes at 2500 rpm. We then remove the supernatant into a beaker, and discarded the sediment. Using a 1:4 ratio mixture of the supernatant and deionized water, we made a stock solution. We then tested the stock solution’s absorbance with a spectrophotometer, and place 1 mL of the solution into separate test tubes. Next we added an additional 4 mL of pH solutions in the 2-11 range into each test tube. After mixing, we tested the absorbance for each solution using a spectrophotometer.
We left these cups sit for twenty- four hours and then we observed them. The second experiment we set up involved dialysis tubing which was acting like a membrane. In the dialysis tubing we put a liquid that was made of starches and sugars. We then put the dialysis tubing into a beaker of water wh... ... middle of paper ... ...
The Cell, the fundamental structural unit of all living organisms. Some cells are complete organisms, such as the unicellular bacteria and protozoa, others, such as nerve, liver, and muscle cells, are specialized components of multicellular organisms. In another words, without cells we wouldn’t be able to live or function correctly. There are Animal Cells and Plant Cells. In Biology class the other day we studied the Animal Cell. We were split into groups of our own and we each picked a different animal cell slide to observe. My group chose the slide,'; Smeared Frog Blood ';.