BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
BIOL0601 Module 1 Assignment 1
Document12016-03-23 4:29:00 PM1 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Introduction
BIOL0601 Provincial Biology
Assignment 1
Instructions:
Print Students must answer questions in the spaces provided on the paper. If you
need more space, append a sheet and make sure that you clearly identify the page
with your name, the assignment title and the question number. Answers to the long
answer questions are to be done on a separate paper. Make sure that you clearly
identify this page with your name, the assignment title and the question number.
If you are sending your file to your tutor electronically, ensure that it has a file name
that includes the course name, assignment number and your name.
e.g. BIOL0601_A1_Chiu.doc (with your name in place of “Chiu.”)
Only submit your work to your tutor when all the work in the assignment
(questions and labs) has been completed.
Topic
Marks
Diagrams
7
Terms and Definitions
10
Matching
4
Short Answer Questions
28
Long Answer Questions
11
Lab 1A
10
Lab 1B
10
Lab 1C
10
Lab 1D
10
Total marks
Document12016-03-23 4:29:00 PM2 / 27
/100
/100
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
A Diagrams
1.
Refer to Figure 1.2 in your text to answer this question. (2marks)
For each of the following items, indicate the level of biological organization at which it would be
found.
a. A heart
b. Your pet dog
c. You and the people that live around you.
d. a carrot
2.
Place the name and the function of each of the lettered structures in the spaces below. (5 marks)
Name
A
B
C
D
E
Document12016-03-23 4:29:00 PM3 / 27
Function
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
B Terms
1. Complete the following crossword. You may place your answers in the spaces with the
clues.(7marks)
Across
5.
.9.
10.
11.
13.
14.
This process explains how mitochondria and chloroplasts came to be cellular organelles.
____________________________
Starch, ______________, and cellulose are all complex carbohydrates.
The domain that includes protists, plants, fungi and animals. ____________________
The sugar in RNA is called ________________ .
The chemical reactivity of an atom is due to the arrangement of its ______________ .
There are __________ levels of structure in a protein.
Down
1.
2.
3.
4.
6.
7.
8.
12.
A group in a scientific experiment separated from the rest of the experiment where the independent
variable being tested cannot influence the results. ____________________
An "educated guess" that is tested through experimentation. ____________________
This structure controls what gets into and out of a cell. ____________________
The special properties of water are due to __________________ bonding between water molecules.
The term used to describe the functional parts of a cell. ____________________
The process by which a system maintains a constant environment despite external changes.
_______________
A protein whose job in the body is to speed up chemical reactions. ____________________
A substance which will keep the pH relatively constant despite the addition of an acidic or base.
____________________
Document12016-03-23 4:29:00 PM4 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
C Matching
1. Match each of the chemical structures with the correct name by placing the correct letter beside the
name. (4 marks)
-A-
-B-
-C-
-Da) unsaturated fat
_________
b) saturated fat
_________
c) amino acid
_________
d) steroid
_________
Document12016-03-23 4:29:00 PM5 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
D Short Answer Questions
1. List the six characteristics of life (3 marks)
a
b
c
d
e
f
2. Louis Pasteur said "In the fields of observation chance favours only the prepared mind", and so it was
with Alexander Fleming and his discovery of penicillin. Fleming was a bacteriologist in search of a
substance that would kill bacteria and not harm humans. One of his main pieces of equipment was a
petri dish with agar, a jelly-like medium on which bacteria could be grown. The difficulty in working
with petri dishes was contamination. Frequently, many of the prepared petri dishes had to be
discarded because of contamination with mold. One day Fleming was checking a batch of newly
prepared petri dishes and his pile of contaminated dishes was building. Normally, these dishes would
just be discarded, but this day he noticed something. One of the petri dishes had a blue-green mold
growing on it and the area around the mold was clear, indicating that there were no bacteria growing
in the immediate vicinity of the mold. He wondered if this might be the antibacterial agent for which he
was looking. He began to experiment with the mold, and the rest is history. The mold was called
Penicillium notatum, and when the active ingredient was finally extracted from it, it was called
penicillin.
a) Consider the steps of the scientific method as listed in your text. What hypothesis might Fleming
have used to guide his experiments? (1 mark)
b) Briefly describe the experiments that Fleming might have conducted to show that it was the
moldthat was preventing the bacteria from growing. Be sure to mention the control group and the
experimental group. (3 marks)
Document12016-03-23 4:29:00 PM6 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
c) What would Fleming have done if his experiments did not support his hypothesis? (1 mark)
3. Compare and contrast ionic, polar covalent bonding and covalent bonding. (3 marks)
4. Oxygen has two isotopes: oxygen 16 and oxygen 18.
a) Draw a diagram like the ones in your text (Figure 2.2) to illustrate these two isotopes (1 mark)
b) Identify the similarities and differences between these two isotopes. (2 marks)
Document12016-03-23 4:29:00 PM7 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
5. Multicellular organisms are made of many small cells rather than a smaller number of larger cells.
a. Explain why cells are small? (2 marks)
b. What advantage does an organism have by being made up of many cells? (1 mark)
7. Define the terms acid and base. How are acids and bases related to each other and what is the
importance of pH to biological systems? (2 marks)
8. Define the term buffer and describe how the bicarbonate buffer helps to maintain human bold pH
within a narrow range. ((4 marks)
Document12016-03-23 4:29:00 PM8 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
9. Identify the four parts of the endomembrane system. (2 marks)
a.
b.
c.
d.
10. In Section C Matching Question 1 (above), molecule D illustrates a certain type of molecule made up
of several parts.
1. Name the components of this molecule. (1 mark)
2. Name and describe the process whereby these components were assembled into this
molecule. (2 marks)
Document12016-03-23 4:29:00 PM9 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
E. Long Answer Questions
Answer the following questions on a separate piece of paper. Each of your answers should be two to
three paragraphs long. Use your own wording.
1. "If the water molecule was not polar, life on Earth would not be possible" Discuss this statement in the
light of what you have learned about water and its importance to life. In your answer, refer to at least
three of the properties of water. (6 marks)
2. Define endosymbiosis and discuss how it is thought to be involved in the evolution of eukaryotic cells.
What evolutionary advantage did this process confer upon cells? (5 marks)
Bonus Question (optional)
Section 1.5 of your text refers to “Science and Social Responsibility”. Pick an issue from the media
(TV, newspaper, radio, ….) and discuss the issue from this perspective (5 bonus marks)
Bonus marks can be added to the total marks up to a maximum total of 99. The awarding of the marks is up to
the tutor. However, for a full 5 bonus marks the answer must be a serious attempt to deal with the subject of
social responsibility and not just a frivolous attempt at the bonus. Award 5, 3 or 1 bonus marks
Document12016-03-23 4:29:00 PM10 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Module 1 Lab Exercises
When performing lab exercises remember the following:
Prepare your laboratory space before starting the lab. Check for safety issues, and collect all all
equipment together before starting the exercise.
Charts have been prepared into which you can enter your observations and data. Make the entries as
you do the experiment so that it is fresh in your mind and you can make accurate observations. Do not
write data or observations on scrap paper - it can too easily become lost.
When you have completed the lab exercise, immediately clean up your workspace and put equipment
and chemical away.
Once everything is done, you may begin to answer the questions at the end of the lab write-up.
The Metric Kitchen
In the Science laboratory, measures are normally given in metric units. Even recipes are now starting to
use metric measures. The following table will help you convert these measures to use the non-metric
equipment in your kitchen.
Liquids can be converted to liters or milliliters with the following table. Small volumes (less than about 1
fluid ounce or 2 tablespoons) of ingredients such as salt, herbs, spices, baking powder, etc. should also
be converted with this table. Do not use this table to convert other non-liquid ingredients.
Volume Conversions: Normally used for liquids only
Customary quantity
Metric equivalent
1 teaspoon
5 mL
1 tablespoon or 1/2 fluid ounce
15 mL
1 fluid ounce or 1/8 cup
30 mL
1/4 cup or 2 fluid ounces
60 mL
1/3 cup
80 mL
1/2 cup or 4 fluid ounces
120 mL
2/3 cup
160 mL
3/4 cup or 6 fluid ounces
180 mL
1 cup or 8 fluid ounces or half a pint 240 mL
1 1/2 cups or 12 fluid ounces
350 mL
2 cups or 1 pint or 16 fluid ounces 475 mL
3 cups or 1 1/2 pints
700 mL
4 cups or 2 pints or 1 quart
950 mL
4 quarts or 1 gallon
3.8 L
Length Conversions
1 inch
2.54 cm
Dry Weight (Mass) Conversion
1 oz
1 lb
Document12016-03-23 4:29:00 PM11 / 27
28.35 g
0.454 kg or 454 g
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Lab 1A: Doing Science Safely
Introduction
The Science laboratory can be a very dangerous place. Special equipment, dangerous chemicals, and
fire are just some of the hazards encountered in a working scientific laboratory. You will however be
performing your lab work in your homes; most likely in the kitchen. We feel very safe in our homes but
there are still hazards that we must pay attention to in order for the lab exercises to be successful and
fun. This video ( name the video ) was produced to help you complete your lab exercises in a safe
manner.
Method
Read the questions in the “Thinking About the Results” section. Keep these in mind as you watch the
video. You may wish to make notes during the video to help you and answer these questions. We will
call the location where you do your lab exercises your “laboratory space”.
Thinking About the Results
1. Where in your home is your laboratory space?
2. Name at least two hazards that you can identify in your laboratory space. (2 marks)
3. What would you do to neutralize these hazards? (1 marks)
4. What will you do in the case of a chemical (or any) spill. (1 marks)
5. Describe the things that you will have to deal with when you have finished a lab exercise. (1
marks)
Document12016-03-23 4:29:00 PM12 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Lab 1B: Acids and Bases In Your Home
Please note that you do not need to submit your lab work to your tutor. You do need
to submit the completed tables in the Results section and your answers to the
questions in the Thinking About the Results section.
Introduction
The concept of pH (the degree of acidity or alkalinity) is a very important biological concept. Biological
systems function best within a narrow pH range. In section 2.2 of your text buffers are discussed –
substances able to maintain pH within a narrow range. In this lab exercise you are going to investigate
the pH of materials found in your home. You will do this by using pH strips; strips that have been
impregnated with indicator chemicals so that the pH may be determined by the colour of the indicator
Materials
pH test strips
vinegar
baking soda (not baking powder)
orange pekoe tea
a lemon or lemon juice
water that has been at room temperature for at least an hour
Apparatus
a stirrer ( glass rod, wooden skewers, toothpick or ....)
3 small glass jars (like baby food jars)
various household items (3 glasses, tea pot, glass container)
Method
Will That Be Lemon or Milk?
Black teas contain a group of chemicals called polyphenols. They give the tea its
orange-red colour and contribute to the flavour. These chemicals belong to a group
called acid/base indicators. These are chemicals which change colour with the
degree of acidity of a solution. The tea and the test strips that you will use work
because of acid/base indicators.
1. Consider the safety aspects of the experiment. Wear appropriate protective equipment and make
sure that your laboratory space is uncluttered. Collect all materials together in the laboratory space
before you start the experiment. (do this all the time!)
2. Brew a very strong orange pekoe or black tea. Allow it to steep until room temperature. (do not use
herbal teas - they won't work!). Test the pH of the tea and record it in Table 1.2.1
3. Make up a solution of baking soda by placing one teaspoon of baking soda in about 25 mL (⅛ cup)
of water. Stir to dissolve the solid.
4. Place equal quantities (about 60 mL - ¼ cup) of steeped tea in 3 glasses. Place the glasses on
pieces of paper labelled A, B and C. Record your observations about the colour of the tea in the Tea
table. Test each of the glasses with pH paper. Record your observation in the Tea Table 1.2.10
5.
Add 5 mL of lemon juice (1 teaspoon) to glass A, and 5 mL of baking soda solution to glass C.
Record your observations in the Tea table. (statements identifying changes are most helpful)
6. Test the pH of the final tea samples with pH paper. Dip a stick or glass rod into the tea sample and
run it onto the pH test strip. Record the colour of the strip and read the pH from the scale. Test the
Document12016-03-23 4:29:00 PM13 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
other two tea samples. To avoid contamination, use a clean stick or cleaned glass rod for each new
test. Record your results in the Tea Table 1.2.1.
pH of Various Household Substances.
For liquids
pH is defined in water solution. To test the pH, a stir stick is dipped in the solution and the liquid is
dabbed on that test strip. The colour of the test strip is compared to a colour chart, and the pH is read
from the colour chart.
(note 1: all solutions should be at room temperature when tested)
(note 2: the dip stick must be clean every time. If an absorbent material like wood (toothpick) is used,
use a clean one each time)
For this section record the colour of pH test strip and pH for all tests in Chart 1.2.2
1. Place a small amount of vinegar in a glass container. Test the pH of the vinegar by dipping the stirrer
into the vinegar and dabbing some of the vinegar on the test strip.
2. Place about 10 mL (2 teaspoons) of water in another glass container. Place a small amount of
baking soda into the water and swirl gently until the baking soda is dissolved. Test the pH of the
baking soda solution. (avoid contamination by rinsing your stirrer or using a new one for each new
substance)
3. Test the room temperature water for pH.
4. Test the pH of at least five other substances in your home.
Remember to also check for any warning labels on the
materials that you test, and exercise appropriate cautions.
Avoid contamination by using clean glass containers and new
stirrers for each of the substances tested. Record all your
results in the chart. Substances you may test could include:
milk, a soft drink, yoghurt, salt, ..... (you may test up to 10
substances)
5. When you have finished, clean up the laboratory space and
carefully dispose of waste materials.
Results
Table 1.2.1
Tea
initial colour of tea
colour of tea after
addition
pH of tea before
addition
pH of tea after
addition
Document12016-03-23 4:29:00 PM14 / 27
glass A
glass B
glass C
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Table 1.2.2
pH of various household substances
substance
colour of test strip
pH
vinegar
baking soda solution
water
Thinking About the Results
1. The water in certain areas in Russia is quite alkaline. Can you suggest why people who live in
areas like this might routinely use lemon in their tea?
2. Acidic substances have a pH less than 7. List all the acidic substances that you tested.
3. Alkaline or basic substances have a pH greater than 7. List all the alkaline substances that you
tested.
4. List any substances that were neither acidic nor alkaline. What would substances like this be
called?
Document12016-03-23 4:29:00 PM15 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
5. Fill in the following chart (round the pH values off to the nearest whole number). Use Figure 2.9 to
determine the hydrogen ion concentrations.
substance
pH
hydrogen ion concentration
vinegar
water
baking soda solution
6. Look up the ideal pH for the blood. What colour would your test strip have been if you had tested
blood? What would the hydrogen ion concentration have been? (it is OK to say that it would be
between two values)
7. Complete the following chart:
pH
hydrogen ion concentration
(write in both decimal and scientific form)
1 (acidic)
7
(neutral)
14 (alkaline)
What is the relationship between pH and hydrogen ion concentration?
8. Sometimes one will suffer from an "acid stomach” or "heartburn". What would you take to help
relieve the acid stomach? What would the pH of this substance likely be and why?
Congratulations, you have now completed Lab 1B.
Document12016-03-23 4:29:00 PM16 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Lab 1C: Testing for Starch and Fats
The food we eat contains major macromolecules, including carbohydrates, lipids, and proteins. In this
laboratory, you will test for the presence of starch (a carbohydrate) and fats (lipids) in assorted foods.
You will also demonstrate the process of emulsification.
Materials
tincture of iodine
corn starch solution (previously prepared)
vegetable oil
water (let stand overnight)
food samples
Apparatus
eye dropper
2 baby food jars with lids
paper towel
brown paper
plate
Method
Starch test
To observe a positive result (the presence of starch), put a small amount of cornstarch on a clean plate
and add a drop of iodine solution to the cornstarch and note the colour change. (Note: if you do not get
an obvious colour change for the iodine, try diluting some of the iodine with a bit of water and try the test
again on the cornstarch. Do not dilute the whole bottle. Use a separate container.)
To observe a negative result, put a drop of iodine on a clean plate and note the colour.
Record the results in Table 1.3.1
Lipid test
To observe a positive result (the presence of lipid), put a couple of drops of oil onto a piece of paper
towel and allow it to dry for an hour. To observe a negative result, put a couple of drops of water onto a
piece of paper towel and allow it to dry for an hour. Hold both pieces of paper towel up to the light, and
record your observations (what you see) and whether the test areas are translucent or opaque in Table
1.3.1
Table 1.3.1: Record of starch and lipid tests
Positive result
A. Starch test
B. Lipid test
Document12016-03-23 4:29:00 PM17 / 27
Negative result
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Food testing
Select eight different food stuffs, such as flour, milk, bread, fruit, vegetables, or anything you have
around. Do the starch test and the lipid test on each food, and record your observations (what you see)
in Table 1.3.2. Try not to select a food whose preparation involved the addition of fat or oil.
Table 1.3.2: Observations of starch and lipid test for eight different foods. (2 marks)
Food tested
Starch test
observations
Lipid test
observations
The results here will vary depending on the foods tested
Emulsification
An emulsifier is a molecule capable of mixing fats with water so that they will not separate for an
extended period of time. Compare all natural peanut butter with the commercial “kids” type of peanut
butter. With the all natural peanut butter the oil rises to the top, requiring (sometimes messy) mixing. The
“kids” commercial peanut butter has been homogenized. An emulsifying agent has been added to
prevent the oil from separating out and rising to the top.
Lipids are characterized by their inability to dissolve in water; this is because they are non-polar
molecules. Emulsifiers have a polar end and a non-polar end (just like the phospholipids in the cell
membrane). The polar end can associate with water molecules, and the non-polar end associates with
lipids, allowing the lipid to break up into small droplets and be dispersed in the water. Bile salts, which
you will learn about when you study the digestive system, emulsify fats so that they can be more easily
digested. Soaps and detergents are also emulsifiers. Because soap and detergent molecules can bind
to both water and fat molecules, they are used to remove oily materials from surfaces, such as our skin
and our dishes. Oil is emulsified into the wash water and can be rinsed away.
Fill each of the two clear containers one third full with water and one third full with vegetable oil. In one
container only, add a little bit of dish soap or detergent. Record your observations on the oil and water in
Table 3. Tightly cap the containers, and shake both of them vigorously. Record the results in Table
1.3.3. Let both containers sit for an hour, and observe again.
Document12016-03-23 4:29:00 PM18 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Table 1.3.3: Emulsification of oil and water
Observations
before shaking
Observations
immediately after
shaking
Observations after
one hour
Water + Oil
Water + Oil + Soap
Thinking About the Results
1. List the foods that you tested and the conclusions for each test, present (+) or absent (-).
Food tested
Starch present
Fat present
2. Define emulsification. How do the results of table 3 illustrate the process of emulsification?
Document12016-03-23 4:29:00 PM19 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
3. Why was the use of a control important in the tests for starch and oil?
Congratulations, you have now completed Lab 1C.
Document12016-03-23 4:29:00 PM20 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Lab 1D: Using the Pocket Microscopic
Please note that you do not need to submit your lab work to your tutor. You do need
to submit the completed tables in the Results section and your answers to the
questions in the Thinking About the Results section.
Introduction
Despite its small size and “toy-like” appearance, the pocket microscope included in your kit is still a
delicate piece of equipment, and should be treated with care. In this lab exercise, you are going to learn
the basic functioning of the microscope and how to measure the size of a specimen.
Materials
pocket microscope
clean slides and cover slips
clear plastic millimetre ruler
salt
toothpicks, stir sticks or wooden skewers
newspaper, scissors
microscope CD
Method
Read the instructions that are included with the microscope. Be sure to remove the piece of plastic that
is protecting the batteries from being drained during shipment.
Write the names for the following labels
①
________________________________________
②
________________________________________
③
________________________________________
④
________________________________________
⑤
________________________________________
⑥
________________________________________
Drawing the specimen
When drawing a specimen under the microscope, follow these steps:
1 – Use a plain sheet of paper (no lines) and pencil (never ink)
2 – Draw a circle to represent the microscope field (use a glass or anything circular
as a template)
3 – Under the circle, indicate the magnification (in our case 20 X or 40 X – low or
Document12016-03-23 4:29:00 PM21 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
high)
4 – Draw the specimen in proportion to the drawn circle. Do not use shading, unless
absolutely necessary!
5 – Labels should be lined up down the right hand side of the page
6 – Lines from the diagram to the specimen should be horizontal
Preparing a wet mount
View the demonstration of this procedure on the Microscope CD
Set up the microscope for use.
The Letter “e”
1. Cut a lower case (small) “e” out of the newspaper. Place a drop of water on the letter “e”. Lower
the cover slip as described in “Preparing a Wet Mount”.
2. Hold the slide so that the letter “e” look as it normally would as you place it in the microscope.
Place the slide under the microscope and focus the microscope at lowest power. Describe how
the letter “e” looks (orientation rather than appearance); use words like “normal”, “upside down”,
“backwards”, etc . Move the slide towards and away from yourself. Describe the movement of the
specimen (image). Record your observations in the table. Move the slide to the right and the left.
Record your descriptive words in the Letter Table 1.4.1.
The Size of the Microscope Field
View the demonstration of this procedure on the Microscope CD
3. Place the millimetre ruler under the microscope. Press the light button and adjust the microscope
for the lowest magnification (20x). When the image is in sharp focus, make a drawing of the
image (follow the drawing instructions). Using the divisions on the ruler, measure the diameter of
the field (the bright circle). Record this in the Table 1.4.2.
4. Repeat the previous step with the microscope adjusted for maximum magnification (40x) Record
your results in Table 1.4.2
Salt Crystals
5. Place some salt crystal (table salt) on the glass slide and make a drawing of (one) salt crystal
under the highest power (40x). Estimate how many salt crystal will fit across the diameter of the
microscope field. Enter this number in the Table 1.4.2.
Cheek Cells
6. Using a toothpick or wooden stick, scrape some cheek cells and wipe the cells onto a clean slide.
7. Place the slide under the microscope. Adjust the microscope for highest power. Draw what you
see in the “Unstained Cheek Cells” box.
Document12016-03-23 4:29:00 PM22 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
8. Place a small amount of tincture of iodine on the slide and mix with the cells that are already
there. Wait for a few minutes for the stain to have an effect. The iodine will stain the cells an
amber colour. You will also be able to see some very darkly coloured dots inside the cells. Draw
what you see in the “Stained Cheek Cells” box. (if the cells look very faint, repeat the preceding
steps to stain the specimen more darkly)
9. Estimate the number of cheek cells that would fit across the diameter of the microscope field.
Enter this in the Table 1.4.3. If you are finding this difficult, estimate how big the cheek cell is
compared to a crystal of salt.
The Microscope CD
10. The pocket microscope doesn’t provide the higher magnification required to clearly see parts of
the cell. Using the microscope CD, examine the pictures of (to be identified when the CD is
finished). Draw a diagram of a cell and identify as many parts as you can see.
11. When you have finished, clean up your laboratory space and put the equipment away.
Results
Table 1.4.1
The Letter “e”
Observations
descriptive words
move slide towards you
move slide to the right
Table 1.4.2
Measurement
millimetre ruler – lowest magnification: diameter of field
(nearest 0.5 mm)
millimetre ruler (highest magnification): diameter of field
(nearest 0.5 mm)
salt crystal: how many crystals fit across the field diameter
(40x)
Document12016-03-23 4:29:00 PM23 / 27
Observations
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Stained cheek cells.
Table 1.4.3
Cheek Cells
_________ cheek cells
Document12016-03-23 4:29:00 PM24 / 27
or
_________ compared to a salt crystal
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Cell from microscope CD ___________________________________
.
insert a picture of the cheek cell taken under the microscope
Drawings: If you submit your assignment by mail, include the drawing. If you submit your assignment
electronically, scan or photograph your drawings with a digital camera or phone and include the scanned
graphics or photos, or use a drawing program to make the drawings (scanning is best here).
Thinking About the Results
1. When you were looking at salt crystals, you probably had to move the image in order to make the
estimate of how many crystals fit into the diameter of the field. What difficulties does one face when
moving the image?
In the metric system:
1 m = 100 cm
1 cm = 10 mm
1 mm = 1000 μm (micrometres, and in North America, microns)
2. Using the values in the Measurement table, calculate the diameter of the low and high power
microscope fields.
low power field
______________ mm _____________ μm
high power field
______________ mm _____________ μm
space has been left for you to show calculations
Document12016-03-23 4:29:00 PM25 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
3. Using your data, calculate the size of a salt crystal in mm and in μm (micrometres)
The student will have to divide the total size of the field by the estimated number of salt crystal lined
up along the diameter of the field
4. Using your data, estimate the size of a cheek cell in μm (micrometres)
5.
This is a micrograph (picture) of a cheek cell taken with the scanning electron microscope at TRU.
The scale of the photograph is shown at the bottom left of the image. The length of the line between
the two end marks is 30 µm. Using this scale, estimate the length and width of the cheek cell.
Document12016-03-23 4:29:00 PM26 / 27
BIOL0601Provincial Biology: Module 1: Cell Biology. Assignment 1
Congratulations, you have now completed Lab 1D.
Document12016-03-23 4:29:00 PM27 / 27