Please see the attached file.

An indicator is a substance that changes color when in the presence of the substance it indicates. In this experiment, IKI will be used an indicator to test for the presence of starch and glucose. Materials

(5) 100 mL Beakers
10 mL 1% Glucose Solution, C6H12O6
4 Glucose Test Strips
(1) 100 mL Graduated Cylinder
4 mL 1% Iodine-Potassium Iodide, IKI
5 mL Liquid Starch, C6H10O5
3 Pipettes
4 Rubber Bands (Small; contain latex, handle with gloves on if allergic) ;

* Stopwatch
* Water
* Scissors
*15.0 cm Dialysis Tubing

*You Must Provide
*Be sure to measure and cut only the length you need for this experiment. Reserve the remainder for later experiments.

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; Attention!

Do not allow the open end of the dialysis tubing to fall into the beaker. If it does, remove the tube and rinse thoroughly with water before refilling with a starch/glucose solution and replacing it in the beaker.

Note: Dialysis tubing can be rinsed and used again if you make a mistake. Dialysis tubing must be soaked in water before you will be able to open it up to create the dialysis “bag”. Follow the directions for the experiment, beginning with soaking the tubing in a beaker of water. Then, place the dialysis tubing between your thumb and forefinger and rub the two digits together in a shearing manner. This should open up the “tube” so you can fill it with the different solutions.

Procedure Measure and pour 50 mL of water into a 100 mL beaker. Cut a piece of dialysis tubing 15.0 cm long. Submerge the dialysis tubing in the water for at least 10 minutes. Measure and pour 82 mL water into a second 100 mL beaker. This is the beaker you will put the filled dialysis bag into in Step 9. While the dialysis bag is still soaking, make the glucose/sucrose mixture. Use a graduated pipette to add five mL of glucose solution to a third beaker and label it “Dialysis bag solution”. Use a different graduated pipette to add five mL of starch solution to the same beaker. Mix by pipetting the solution up and down the pipette six times. Using the same pipette that you used to mix the dialysis bag solution, remove two mL of that solution and place it in a clean beaker. This sample will serve as your positive control for glucose and starch. Dip one of the glucose test strips into the two mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your positive control for glucose. Use a pipette to transfer approximately 0.5 mL of IKI to into the two mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose/starch solution in the beaker in Table 3. This is your positive control for starch. Using a clean pipette, remove two mL of water from the 82 mL of water you placed in a beaker in Step 2 and place it in a clean beaker. This sample will serve as your negative control for glucose and starch. Dip one of the glucose test strips into the two mL of water in the beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your negative control for glucose. Use a pipette to transfer approximately 0.5 mL of IKI to into the two mL of water in the beaker. After one minute has passed, record the final color of the water in the beaker in Table 3. This is your negative control for starch.

Note : The color results of these controls determine the indicator reagent key. You must use these results to interpret the rest of your results. After at least 10 minutes have passed, remove the dialysis tube and close one end by folding over 3.0 cm of one end (bottom). Fold it again and secure with a rubber band (use two rubber bands if necessary). Make sure the closed end will not allow a solution to leak out. You can test this by drying off the outside of the dialysis bag with a cloth or paper towel, adding a small amount of water to the bag, and examining the rubber band seal for leakage. Be sure to remove the water from the inside of the bag before continuing. Using the same pipette which was used to mix the solution in Step 3, transfer eight mL of the solution from the Dialysis Bag Solution beaker to the prepared dialysis bag.

Figure 4: Step 9 reference. Place the filled dialysis tube in beaker filled with 80 mL of water with the open end draped over the edge of the beaker as shown in Figure 4. Allow the solution to sit for 60 minutes. Clean and dry all materials except the beaker with the dialysis bag. After the solution has diffused for 60 minutes, remove the dialysis tube from the beaker and empty the contents into a clean, dry beaker. Label it dialysis bag solution. Test the dialysis bag solution for the presence of glucose and starch. Test for the presence of glucose by dipping one glucose test strip into the dialysis bag directly. Again, wait one minute before reading the results of the test strips. Record your results for the presence of glucose and starch in Table 4. Test for the presence of starch by adding two mL IKI. Record the final color in Table 4 after one minute has passed. Test the solution in the beaker for glucose and starch. Use a pipette to transfer eight mL of the solution in the beaker to a clean beaker. Test for the presence of glucose by dipping one glucose test strip into the beaker. Wait one minute before reading the results of the test strip and record the results in Table 4. Add two mL of IKI to the beaker water and record the final color of the beaker solution in Table 4.

Table 3: Indicator Reagent Data

Indicator

Starch Positive
Control (Color)

Starch Negative
Control (Color)

Glucose Positive
Control (Color)

Glucose Negative
Control (Color)

IKI Solution

; Dark Purple

;Black

n/a

n/a

Glucose Test Strip

n/a

n/a

;Light Green

;Yellow

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Table 4: Diffusion of Starch and Glucose Over Time

Indicator

Dialysis Bag After 1 Hour

Beaker Water After 1 Hour

IKI Solution

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Glucose Test Strip

;Purple

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Post-Lab Questions

1. ; ; ; ; ; ; Why is it necessary to have positive and negative controls in this experiment?

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2. ; ; ; ; ; ; Draw a diagram of the experimental set-up. Use arrows to depict the movement of each substance in the dialysis bag and the beaker.

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3. ; ; ; ; ; ; Which substance(s) crossed the dialysis membrane? Support your response with data-based evidence.

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4. ; ; ; ; ; ; Which molecules remained inside of the dialysis bag?

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5. ; ; ; ; ; ; Did all of the molecules diffuse out of the bag into the beaker? Why or why not?

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CASE STUDY ASSIGNMENT: ;

INSTRUCTION. PLEASE SEE ATTACHMENT ;ARTICLE FOR ALL 12 CASE STUDY.

THERE ARE TOTAL OF 12 CASE STUDY:

1) PLEASE DO ALL CASE STUDY SEPARABLY

2) AS YOU READY THE CASE STUDY THERE ARE QUESTIONS WITH IN THE CASE STUDY THAT NEED TO BE ANSWER

3) PLEASE TYPE THE QUESTIONS WITH IN EACH CASE STUDY AND ANSWER IT, AGAIN TYPE NO HAND WRITING.

MY PRICE ON THIS ASSIGNMENT IS FRAME.

This contains 100% correct material for UMUC Biology 103 LAB06. However, this is an Answer Key, which means, you should put it in your own words. Here is a sample for the Pre lab questions answered:

Pre-Lab Questions

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1. Use the following classifications to determine which organism is least related out of the three. Explain your rationale. (1 pts)

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The Eastern Newt is the least related organism out of the three. While all three are classified into the same domain, kingdom, phylum and class the Eastern Newt is in a different order than the American Green Tree Frog and the European Fire-Bellied Toad.

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2. How has DNA sequencing affected the science of classifying organisms? (1 pts)

DNA sequencing has allowed for the comparison of genes at the molecular level as opposed to physical traits at the organism level. Physical traits can be misleading when classifying how related two organisms are. DNA sequencing can also trace relatedness through generations and more accurately assess how closely related two organisms are.

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3. You are on vacation and see an organism that you do not recognize. Discuss what possible steps you can take to classify it. (1 pts)

The organism’s physical features can be used to compare it to known organisms. Some physiological features can even possibly be used to help classify it.

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The rest of the questions in the lab are answered as well:

Experiment 1: Dichotomous Key Practice

Data Tables and Post-Lab Assessment

Table 3: Dichotomous Key Results

Organism

Binomial Name

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Selasphorus platycercus

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Mus musculus

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Vaccinium oxycoccos

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Ramphastos vitellinus

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Quercus abla

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Evathlus smithi

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Helix aspersa

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Taeniopygia guttata

ix ;

Lonicera japonica

xi ;

Oryctes nasicornis

xii ;

Taeniopyga guttata

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Musa acuminata

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Seems like x was omitted, which would have been Carduelis tristis.

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Post-Lab Questions

1. ; ; ; What do you notice about the options of each step as they go from number one up?

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2. ; ; ; How does your answer from Question 1 relate to the Linnaean classification system?

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Experiment 2: Classification of Organisms

Data Tables and Post-Lab Assessment

Table 2: Key Characteristics of Some Organisms

Organism

Kingdom

Defined Nucleus

Mobile

Cell Wall

Photosynthesis

Unicellular

E. Coli

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Yes

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Yes

Protozoa

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Yes

Yes

No

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Yes

Mushroom

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Yes

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Yes

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Sunflower

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Yes

Yes

Yes

Yes

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Bear

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Yes

Yes

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Post-Lab Questions

1. ; ; ; Did this series of questions correctly organize each organism? Why or why not?

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2. ; ; ; What additional questions would you ask to further categorize the items within the kingdoms (Hint: think about other organisms in the kingdom and what makes them different than the examples used here)?

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3. ; ; ; What questions would you have asked instead of the ones that you answered about when classifying the organisms?

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Background

The laws of segregation, independent assortment, and dominance, discovered in the mid 19th century by Gregor Mendel, form the basis of all genetics. The ability to predict the results of crossing experiments and explain any variance between expected and observed results is still a vital part of our understanding of heredity. The relationship between the genotype and the phenotype of an organism is now understood with better clarity than it was in the early part of the 20th century. Today our ability to determine gene sequences in individual organisms and populations of organisms has allowed us to deepen our understanding of heredity. In this lab assignment you will experiment with monohybrid crosses and explore the role of chance in genetics.

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I have already started the lab work