(Copy the title, problem, and summarized background neatly in your lab notebook)
AP Biology: Genetics and Information Transfer ______Big Idea 3
Investigation 7: Mitosis and Meiosis
Problem:
How do eukaryotic cells divide to produce genetically identical cells or to produce gametes with half the normal DNA?
Background:
(Read the background in the AP lab packet and summarize for your lab notebook; feel free to include figures/diagrams to your summary to help explain the concepts.)
(Copy the big idea, enduring understandings and learning objective codes in your lab notebook)
Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.
Enduring Understandings
· 3A1: DNA, and in some cases RNA, is the primary source of heritable information.
· 3A2: In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization.
· 3A3: The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring.
· 3C2: Biological systems have multiple processes that increase genetic variation
Learning Objectives: 3.7-3.12,
· LO 3.7 The student can make predictions about natural phenomena occurring during the cell cycle. [See SP 6.4]
· LO 3.8 The student can describe the events that occur in the cell cycle. [See SP 1.2]
· LO 3.9 The student is able to construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization. [See SP 6.2]
· LO 3.10 The student is able to represent the connection between meiosis and increased genetic diversity necessary for evolution. [See SP 7.1]
· LO 3.11 The student is able to evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization. [See SP 5.3]
· LO 3.12 The student is able to construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. [See SP 1.1, 7.2]
· LO 3.28 The student is able to construct an explanation of the multiple processes that increase variation within a population. [See SP 6.2]
(Copy the general safety precautions, investigations and getting started headings in your lab notebooks)
General Safety Precautions:
(Summarize the safety concerns and precautions in your lab notebook)
(Copy the investigation and getting started headings in your lab notebook)
The Investigations:
Getting Started:
(Answer all the getting started questions in your lab notebooks. Make sure your responses are full sentence answers that would make sense to you and the reader)
(Copy the procedures and Part 1 Heading into your lab notebook)
Procedures:
Part 1: Modeling Mitosis
(Use the materials provided to create a model of mitosis showing the movement of chromosomes. Assume the cell has four chromosomes, 2 homologous pairs. Draw cells on pieces of paper for each cell phase and move the chromosomes through the phases to model the process. Have the instructor sign your lab notebook after you demonstrate your model. Also think about the bulleted questions as you develop and demonstrate your model.)
(Copy the Part 2 and background information headings in your lab notebook; together as a class we will summarize the background information.)
Part 2: Effects of Environment on Mitosis
Background Information:
Fazio, A.W. (2008). Preliminary report of the effect of the fungus Rhizoctonia anaerobis on the growth of Glycine max. Journal of Mycological Interactions; 56, 47.
Mycologists working in Thailand report that a recently identified fungus, Rhizoctonia anaerobis,may be implicated in the death of several seasons of growth of Glycine max. Following periods of heavy rain that occurred during the growing seasons of 2003-2006 (total rainfall > 50 cm), agricultural observers noted that the normal growth rate of G. max decreased significantly (p < .005). Preliminary examination of these plants suggests that the root systems are not developing adequately. Examination of the soil in which the plants are grown reveals the presence of the fungus R. anaerobis. Initial chemical analysis suggests the presence in the soil of a lectin-like substance, presumably a secretion of the fungus. Lectins are known to accelerate mitosis.
(Answer the questions in the lab packet in your lab notebook)
(Copy the analysis of data heading in your lab notebook and write “attached”)
Analysis of Data
Attached
(Copy the post lab review heading in your lab notebook and write a summary paragraph)
Post Lab Review (include the following in your summary paragraph)
· Was there a significant difference between the cells exposed to lectin vs. the control group? Summarize why there is/isn’t and why the null hypothesis is rejected or not rejected. Cite data to support your statements.
· Did the fungal pathogen increase the number of root tip cells in mitosis?
· Does an increased number of cells in mitosis mean that these cells are dividing faster than the cells in the roots with a lower number of cells in mitosis?
· Discuss the implications of these findings to the soybean plants.
(Copy the part 3 and pre-lab questions heading in your lab notebook)
Part 3: Loss of Cell Cycle Control in Cancer
Prelab Questions
(Answer all the bulleted questions before and after forming a hypothesis as indicated in the packet with your group; you will need to look up karyotypes from normal cells and HeLa cells; print the HeLa cell karyotype in your lab notebook)
(Copy the Case 1: HeLa cells heading in your lab notebook and answer the two bulleted questions. We will be watching a video clip and discussing the questions listed together, you don’t need to record those in your lab notebook)
Case 1: HeLa cells
(Copy the Case 2 heading in your lab notebook and answer the questions in your lab notebook)
Case 2: Philadelphia Chromosomes
(Copy the Part 4 heading in your lab notebook, read the information provided and answer the second set of bulleted questions. We will not be doing the modeling activity.)
Part 4: Modeling Meiosis
(Copy the Part 5 heading in your lab notebook, we will be folding our packet and data sheets in half and stapling them in your lab notebook for Part 5).
Part 5:Meiosis and Crossing Over in Sordia
(see attached packet and data sheets)