BIO206H5 Final: ENV100 Assignment 1.docx

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chocolatepig828

7 Apr 2015

School

UTM

Department

Biology

Course

BIO206H5

Professor

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Q1: pcbs contaminate remote areas, such as arctic lakes, by traveling through contaminated air. Q2: contaminated air containing pcbs has no relationship with their transport to remote arctic lakes. Q3: in order to test this hypothesis, i would collect samples of water from arctic lakes to determine the types of pcbs present in that sample. Then, i would test the air around the arctic. Lakes to check for the presence of pcbs. If the results reveal that the pcbs found in the air are identical to the type of pcbs found in the water sample. I would investigate the type of fumes produced by nearby factories/industries. This occurs because the fumes travel through the air to distant areas like the arctic lakes and pbcs escape from the air into the lakes therefore, contaminating the water. Q5: if this hypothesis is true, then lakes connected to oceans will have higher levels of pcbs compared isolated lakes.

Related Questions

The following is a scenerio given by my professor. The bolded questions/instructions are what she wanted us to respond to with short answers using the scenerio provided. This is all she provided me with and nothing more except for a larger second portion (which also confused me a great deal).

You are part of research team that travels to a small island, Isla Naturale, to study various organisms on the island. When you get there you and a couple of colleagues decide to survey areas that seem to have very little organisms present like the beach and near the lava rocks. You notice that you can see a few lizards running around, they are nearly identical in every way except for their color. One lizard is light brown with white spots found mostly at the edge of the coast and the other is a gray color with black spots found to nest under lava rocks. You would like to test if they are separate species or if they interact with one another. Using the scientific method (question, research, hypothesis, experiment, analysis, and conclusion), design an experiment you could do to answer your question.

You travel back to Isla Naturale to study microbial organisms in a cave that one of your colleagues discovered a couple of months ago. Colleagues have found an underground spring inside the cave and decide to collect and bring back samples of water, rock, and soil. Once you examine the specimens closely you find the microbes present in the soil near the spring. The whole lab celebrates because it is a newly discovered organism and label it ISNAT01.

You are all excited to have potentially found a new life form. You find out that that ISNAT01 requires a high concentration of the ionic compound sodium chloride (NaCl) to live. Since no other organisms were found in the spring, the water must contain high amounts of sodium chloride. You test the pH of the water, the pH meter reads 10.12.

You are curious to know how this new organism, ISNAT01, thrives in this environment. You then test to see what types of elements and compounds that this microbe could possibly feed off of and what types of molecules it can make to within stand this extreme environment. If ISNAT01 cell membrane is composed of glycerol and fatty acids and high amounts of cysteine, what can you hypothesize about the microbe?

You then isolate an Enzyme ABC for ISNAT01. At the pH of the water in the cave spring, Enzyme ABC is found to be involved with assembling the cell membrane of ISNAT01. Which type of biological macromolecule is most likely involved? Draw a line graph showing how the concentration of Enzyme ABC affects the rate of cell membrane assembly at optimal pH. On the same graph, draw a second graph showing how the concentration of Enzyme ABC affects the rate of cell assembly if the pH of the water in the cave spring were to change from 10.12 to 5.5.

periwinklecrocodile4

Read the following passage focusing your attention on the scientific procedures and scientific abilities illustrated in it. Think about what types of experiments (observation, testing or application) are described. Identify the hypothesis, predictions, outcomes of experiments and assumptions that appear in the passage. The standard explanation of how humans originally acquired AIDS is that HIV (human immunodeficiency virus) originally was transmitted to humans from monkeys or apes carrying SIV, simian immunodeficiency virus. How could the transmission have occurred? Several similar hypotheses involve an African hunter coming in contact with monkey blood. For example this could have occurred when a hunter butchering a monkey, got some of its blood in a cut, or when a human ate undercooked monkey meat, or when a monkey bit a human. Depending on one's assessment of the genetic diversity of HIV over time, this transmission might have occurred only a few decades ago or, alternatively, hundreds or thousands of years ago. If the latter is correct then AIDS could have been restricted to remote African villages until recent decades when trade and international travel led to the current pandemic. There are however other alternative explanations for the spread of AIDS. One of them is that AIDS arose from contaminated polio vaccines used in Africa from 1957-59. Why is this a plausible explanation? Polio vaccines are cultured on apesâ kidneys, so contamination of a batch of vaccine by an SIV is a possibility. There is a precedent: in the 1950s and early 1960s millions of doses of polio vaccine were contaminated by another simian virus, SV-40. The vaccine alleged to be the origin of AIDS was given to hundreds of thousands of people in central and west Africa from 1957-1959. These locations later had some of the world's highest levels of HIV infection. The timing is also right, since the earliest known cases of AIDS date from the 1960s; the earliest HIV-positive blood sample was collected in Kinshasa in 1959. At the time, there was no way of testing for the presence of SIVs, which were only discovered in the 1980s. Another factor adds plausibility to the theory: the vaccine was given to many infants less than a month old, in an extra high dose. Since the immune systems of infants are not fully developed, this is an excellent way to help a virus jump the species barrier. Some scientists argue that the above explanation is not necessarily correct but that it is worth taking seriously. There are a number of ways to test it. One is to analyze stocks of polio vaccine; if the explanation is correct, then it is probable that some of the vaccines will carry SIV. Another is to scrutinize records of early polio vaccination campaigns in Africa. If it is true that the immunodeficiency virus passed to humans by way of those vaccines, the areas where the campaigns took place would be the same as those where the initial sprouts of the disease occurred and where the larger number of cases occurred during the early stages of the pandemic. Another is to analyze blood samples in Africa from the 1950s and earlier (pre polio vaccination): if the immunodeficiency virus was transmitted via the polio vaccine, HIV should not be found. Adapted from âPolitical refutation of a scientific theory: the case of polio vaccines and the origin of AIDSâ. Brian Martin, published in Health Care Analysis, Vol. 6, 1998, pp. 175-179. Now reread the passage and answer the following questions.

5. For each experiment, write an outcome that would disprove the hypothesis of AIDS passing from monkeys to humans through polio vaccines.

6. What outcomes of the experiments would fail to disprove the hypothesis of AIDS passing from monkeys to humans through polio vaccines?explain.

7.What outcomes would prove the hypothesis? Hint: This is not the same as question 6. Think about what would you need to do to 100% prove a hypothesis.

8. For what reasons do scientists need to conduct testing experiments?

ochrejackal75

Experiment 1: Paper Chromatography

I need all the data tables and questions filled out!

Chromatography is routinely used to separate components of a mixture. In this experiment, you will perform a paper chromatography procedure. The objective for this experiment is to determine the best solvent (ionic, polar covalent or non-polar covalent) for the dyes found in candy-coated chocolate pieces. The chromatography paper acts as the stationary phase for the procedure, and a variety of mobile phases (solvents) will be tested. Multiple tests with different eluting solvents must be run to determine the best eluting solvent to separate the food dyes. Some of the factors you will investigate include polarity and electrical charge (ionic characteristics).

Chromatography is based on two phases: the mobile phase and the stationary phase. The mobile phase is the phase which moves up the chromatography paper. This is also referred to as the eluting solvent, which the mixture of analytes is placed in.

The stationary phase is the material held in place for the chromatography procedure. Think of the mobile phase as a moving stream and the stationary phase as the stream bed. If you were to toss in a leaf, a stick, and a large rock, what would happen? Each different component would travel at different rates along the stationary phase, using the mobile phase as a vehicle. Many properties affect the affinity of a substance for the mobile or stationary phase, including polarity, solubility, particle size and electrical charge. Chemists can use their knowledge of these properties to separate a mixture effectively.

Materials

(3) 50 mL Beakers
1 Pipette
1 Stir Rod
10 mL Graduated Cylinder
100 mL Graduated Cylinder
(6) 5.5 x 9 cm. Pieces of Chromatography Paper
3 Capillary Tubes
600 mL Beaker
Ruler
*36 M&MsÂ® (12 Blue, 12 Green, and 12 Red)
30 mL of each of the following eluting solvents:
0.5% Sodium Chloride (Salt), NaCl solution

0.2% Sodium Chloride (Salt), NaCl solution
*Distilled Water (eluting solvent)
*70% Isopropyl Alcohol, C₃H₈O
*Create Your Own: Use your knowledge of eluting solvents to create two additional eluting solvents (30 mL each).
*Pencil
*20 mL 70% Isopropyl Alcohol, C₃H₈O

*Note: The individual candies have been repackaged by eScience Labs. Do not eat the candies.
*You must provide

Procedure:

1. Gather three 50 mL beakers, one for each color candy you will test.

2. Place two M&MsÂ® candies of one color into a beaker.

3. Repeat for each color of the candy you will test. You should have two green candies in one beaker, two red candies in a second beaker, and two blue candies in the third beaker.

Preparation of the Analyte

4. Use a pipette and the 10 mL graduated cylinder to add one mL of 70% isopropyl alcohol to each beaker.

5. Stir gently with a stir rod until the candy's white undercoating appears. Remove the candies. Be sure to rinse the stir rod every time you insert it into a new beaker.

6. Allow the solutions to sit and concentrate while stationary phase is prepared.

Preparation of Stationary Phase

7. Obtain a piece of chromatography paper that is approximately 5.5 cm wide and 9.0 cm long.

8. Using a pencil, mark the paper according to the sample provided in Figure 7 at the end of the procedure.

9. Using a capillary tube, place small spots of the analyte equally spaced along the marked line. Since there are three colors to be tested, there will be three spots on the line (use one capillary tube per color; save the tubes for the additional trials).

Note: Capillary tubes are extremely thin tubes. They are useful when working with very small amounts of a sample, and collect liquid samples through capillary action. To use the capillary tube, simply place the open end of the tube in the sample. The liquid molecules will be drawn into the tube and stick to the inner walls. Figure 6 provides a references for this process.

Figure 6: Capillary tubes use capillary action to pull up liquid.

10. Allow the spot to dry, and re-spot the analyte in the exact same area as done in Step 9. Repeat this process at least five times, or until the colored dots appear distinct on the paper.

11. Pour the deionized water (your eluting solvent) into the 600 mL beaker until it has reached a height of approximately 0.5 cm. This will take approximately 20 - 30 mL.

12. Place the paper (line-side down) into the 600 mL beaker with the eluting solvent for 3 - 5 minutes. Your initial line should be above the solvent. When complete, the original spots near the bottom of the paper should be dissolved (as the colors traveled up the solvent front).

13. Mark the edge of the solvent front (the edge of the mobile phase) and the location of the analytes with a pencil (see Figure 7 for reference). Record your data and any additional observations in Table 1.

Note: Some M&MsÂ® colors may have more than one spot. The distance travelled by each spot should be measured and recorded.

14. Repeat the procedure five more times, incorporating one of the remaining eluting solvents (0.5% NaCl, 0.2% NaCl, 70% isopropyl alcohol, and the two solvents that you create) each time.

Figure 7: Sample paper chromatography results.

Table 1: Experiment 1 Variables
Solvent	Distance Traveled by Mobile Phase (mm)	Distance Traveled by Each Analyte (mm)	Additional Observations
1. Distilled Water		Green: Blue: Red:
2. 0.5% NaCl Solution		Green: Blue: Red:
3. 0.2% NaCl Solution		Green: Blue: Red:
4. 70% Isopropyl Alcohol		Green: Blue: Red:
5. Student Creation:		Green: Blue: Red:
6. Student Creation		Green: Blue: Red:

Experiment 2: Slime Time

Although you may not realize it, the inks which are used in writing utensils are chemical solutions which include different molecules. Some inks are polar, while others are non-polar. A polar solvent will attract polar inks, while a non-polar solvent will attract non-polar inks. In this experiment, you will use inks to identify slime and silly putty as polar or non-polar. You will also use paper chromatography to verify the inks are correctly identified as polar or non-polar.

Materials

(1) 250 mL Beaker
5 mL 4% Borax Solution, Na₂B₄O₇.10H₂O
Dry Erase Marker
(1) 10 mL Graduated Cylinder
(1) 100 mL Graduated Cylinder
Filter Paper (Disk)
Filter Paper (Rectangular)
0.5 g Guar Gum
Highlighter
Permanent Marker

1 Popsicle Stick
Silly PuttyÂ®
Ruler
Stir Rod
Uni-ballÂ® Roller Pen
*Distilled or Tap Water
*Newspaper
*Notebook Paper
*Scissors

*You must provide

Procedure:

Part 1: Making Slime

1. Transfer the 0.5 g of guar gum into an empty 250 mL beaker.

2. Use the 100 mL graduated cylinder to measure and pour 50.0 mL of distilled water into the 250 mL beaker with the guar gum.

3. Use the stir rod to thoroughly mix the solution.

Note: It may take a few minutes to fully dissolve the guar gum in the water.

4. Use the 10 mL graduated cylinder to measure and pour four mL of the 4% borax solution into the 250 mL beaker with the guar gum solution.

5. Use the stir rod to stir the solution until it forms a slime. This will take a few minutes. If the solution remains too runny, add an additional one mL of the 4% borax solution. Continue to stir until the solution is the right consistency.

6. Once you are satisfied with the slime's consistency, use the popsicle stick to carefully transfer it from the beaker into your hands. Be sure not to drop any of it on to the floor!

7. Manipulate the slime in your hands. When you are done, write down observations about how slime pours, stretches, breaks, feels, etc. in the Data: Part 1 section at the end of the procedure.
Caution: Slime is slippery and if dropped it can make the work area slick.

8. Transfer the slime back into the beaker and wash your hands.

Part 2: Slime and Putty Ink Tests

1. On a piece of notebook paper make one, 20 - 25 mm long mark of each of the inks you are testing. Space the marks at least one inch apart. Use a pencil to label each mark with the name of the ink source.

a. Water soluble inks include those in highlighters and certain pens.

b. Water insoluble inks include those in a permanent pen/markers, newsprint, and a Dry Erase markers.

2. While the inks are drying, select a passage or a picture in the newspaper to test with the slime.

3. Break off a small piece that is 3 - 5 cm in diameter of slime. Gently place this piece on top of the newspaper print, then carefully pick it up again.

4. Observe and record in Table 2 whether or not the ink was picked up onto the slime.

5. Break off another small piece of slime. Once the inks from Step 1 have dried, gently place the slime on top of the first spot on the notebook paper, then carefully pick it up.

6. Repeat Step 5 for each of the inks. Observe and record which inks were picked up (dissolved) by the slime in Table 2.

7. Repeat Step 6 ink testing two more times for accuracy.

8. Before performing ink tests on Silly PuttyÂ®, in the Data: Part 2 section hypothesize which inks the silly putty will pick up.

9. Perform ink tests on Silly PuttyÂ® in the same manner as above. Record your results in Table 2.

Part 3: Chromatography of Ink Samples

1. Use a pencil or scissors to poke a small hole in the center of a piece of filter paper disk (see Figure 8).

Figure 8: Chromatography apparatus for Procedure Part 3.

2. Use a rule to spot the filter paper with the two soluble ink sources, and the two insoluble ink sources used in Part 2 (four total). Each spot should be approximately two cm from the center hole, and should be evenly positioned around the circumference of the hole.

3. Cut the rectangular piece of filter paper in half. Fold the paper in half (length-wise) several times to create a narrow wick.

4. Insert the wick into the hole of the filter paper disk so that it the top of the wick is approximately two cm from the disk.

5. Fill a 250 mL beaker ³/₄ full with water (between 100 and 150 mL of water).

6. Set the filter paper disk on top of the beaker so that the bottom of the wick is submerged in the water. The disk should extend passed the circumference of the beaker with the spotted side facing up.

7. Allow water to travel up the wick until it is approximately one cm from filter paper disk. Remove the filter paper set-up from the beaker.

8. Observe which inks moved from where they were originally spotted. Record your observations in the Data: Part 3 section at the end of the procedure.

Data

Part 1

â¢ Slime Observations:

Part 2

â¢ Hypothesis for Silly PuttyÂ® (Procedure Part 2, Step 7) :

Part 3

â¢ Observations of inks following chromatography:

Table 2: Results of Ink Testing for Silly PuttyÂ®
Name of Ink	Picked up (dissolved)	Did not pick up
Name of Ink	Test 1	Test 2	Test 3	Test 1	Test 2	Test 3
Newsprint
Highlighter
Uni-ballÂ® Roller Pen
SharpieÂ® Marker
Dry Erase Marker

Post-Lab Question

1. Did the slime pick up water soluble or water insoluble inks in Part 2? From these results, what can you conclude about the polarity of slime molecules?

2. Explain how you determined your hypothesis about whether or not Silly PuttyÂ® would pick up water soluble inks. What scientific information did you incorporate to formulate the hypothesis? Was your hypothesis correct?

3. Were the inks you used properly classified as soluble and insoluble? Explain your answer.

BIO206H5 Final: ENV100 Assignment 1.docx

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