Biology Lab Book

CHAPTER 1 LABS
THE SCIENCE OF BIOLOGY
NAME__________________________
LAB 1A – SCIENTIFIC OBSERVATIONS
MATERIALS:
peanuts pencil metric ruler string balance graduated cylinder

INTRODUCTION:
Being a scientist requires good skills in data collection. There are two types of data we will be collecting this year.
Qualitative Data is data using words or pictures. Some examples would be to describe the color of an object or make
a drawing of the object. Qualitative data typically requires using one of your senses. The other type of data is
Quantitative Data. Quantitative data is data in numbers. . For example, the mass of an object is 25.5 grams or the
length of an object is 7.8 cm. Think of a quantity of something.

PROCEDURE:
1. You and your partner will receive a bag of peanuts. Without looking in the bag, remove a peanut. If it is cracked
or broken, set it aside and remove another. When you have found a peanut that is not discolored or broken,
proceed to step 2.

2. In the box below, record at least two types of qualitative data

3. In the box below, record at least three types of quantitative data.

4. When you have recorded as many observations as you can, return the peanut to the bag. Mix up the peanuts and
use your notes to find your peanut again.

5. Once you have found your peanut again, check your observations and measurements so that they are as accurate
as possible. Your teacher will give you the next step in this investigation. It will be a realistic test of how careful
you were in your observations and note-taking. Record the class data in the table below

Found own Peanut
YES NO YES NO

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RESULTS:
Make a bar graph to compare the percentage of people whose peanut was found.

People often confuse observations with inferences. Observations are collected on the scene, using your senses.
Inferences are ideas or conclusions based on what you observe or already know. Based on this distinction, which of
the following statements are observations (O) and which are inferences (I)?

a) ______ The shell will crack easily.
b) ______The shell has a rough surface.
c) ______The shell is uniformly colored.
d) ______The shell has 2 lobes and is smaller in diameter between them.
e) ______The peanut has a skin around them.
f) ______The peanuts are roasted.
g) ______The surface markings on the shell are in rows, running lengthwise.
h) ______The shell has 13 rows of surface mark

DISCUSSION:
On a piece of binder paper, answer the following questions.
1. What is the purpose of this lab?
2. Include the percentage of class who were able to find their own peanut and the percentage who were able to
find the other person’s peanut.
3. Give a reason why the percentage went down when it came to finding another person’s peanut.

LAB 1B – DESIGNING CONTROLLED EXPERIMENTS
MATERIALS:
potting soil plant pots metric ruler seeds

PROCEDURE:

2

1. In this lab you are going to design your own controlled experiment. You will be measuring the growth of a plant
when one variable is affected.

2. The first step is to determine what your problem will be. Select a variable in which to test. A sample of variables is
listed below. You may choose one of these or make up one of your own.

type of soil type of water temperature
amount of soil amount of water light

PLANNING THE EXPERMIMENT

Our research question is:

Our hypothesis is:

because:

The independent variable is: The dependent variable is:

Materials Needed to Diagram of Setup:
bring in:

Controlled Variables:

DATA:
LENGTH OF GRASS (cm) AVG. LENGTH (cm)
DAY
Experimental Control Experimental Control

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Conclusion: Discussion: What does it mean?

WRITING A LAB REPORT

1. TITLE
The title adequately describes the contents of the paper in as few words as possible. The independent and
dependent variable as well as the population or organisms being studied must be mentioned. The title is written
as a statement. (1 sentence)

2. HYPOTHESIS
The hypothesis states in one sentence what the outcome of the research project MIGHT be. The hypothesis
should always be written before the experiment has started. The hypothesis cannot be marked right or wrong.
Your results will determine whether the hypothesis is accepted or rejected. A hypothesis is always written as an
“If... then...” statement. The If... statement is a reason for your prediction and the then... statement is your
prediction. (1 sentence)

3. MATERIALS AND METHODS
The materials and methods section describes how the study was done. There should be enough detail to allow
someone to replicate your experiment. Not only are you describing how the experiment was done, but what
materials you used to complete the experiment. Do not make a list of these materials, rather include them in
your summary.(3 - 4 sentences)

4. RESULTS
The results section presents the data that was found. Data is represented in a table, graph, or both. The tables
and graphs should be made properly and lack mistakes. Graphs need to be on graph paper. Qualitative data
should also be included. (1 page)

5. CONCLUSION
Based on the data, state your conclusion to the experiment. This will be followed by a summary of the data in
paragraph form. (1 paragraph)

6. DISCUSSION
The discussion begins with the hypothesis being accepted or rejected based on the results collected. The
discussion section must included an analysis of the results and form conclusions based on the analysis. The data
must be interpreted (1 paragraph)

7. PROPER ORDER
In a lab report, a particular format must be used. Each of the sections must be labeled (except the title) and in
the proper order. For example, do not place your results after your conclusion or discussion. The results must
appear after the Materials and Methods and Conclusion

TITLE CONCLUSION
_____ (1) Includes independent & dependent variable _____ (1) Conclusion clearly stated

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_____ (1) Accurately describes lab in statement form _____ (1) Results summarized in paragraph form

HYPOTHESIS DISCUSSION
_____ (1) Written as an If…then… statement _____ (4) Results are interpreted
_____ (1) then… component is a prediction _____ (1) Hypothesis revisited
_____ (1) If… component is a reason for prediction
PAPER PRESENTATION
MATERIALS & METHODS _____ (1) Includes all headings in the proper order (not part of 20 points)
_____ (1) Accurate & concise description of procedure
_____ (1) Includes all materials used in experiment (not a list) GRADING SCALE
18-20 = A
RESULTS 16-17 = B
_____ (3) Properly displays all relevant data 14-15 = C
_____ (1) Tables & graphs labeled properly 12-13 = D
_____ (1) Neatness of data – uses graph paper 11  = F
_____ (1) Includes qualitative data

EXAMPLE OF A LAB REPORT

EFFECTS OF AGE ON CARDIOVASCULAR FITNESS
IN HIGH SCHOOL ATHLETES

HYPOTHESIS:
If a person has more years of training as an athlete, then the older athletes will be better shape than
younger athletes.

MATERIALS AND METHODS:
Ten athletes from each grade level (9-12) were selected at random. At the start of the experiment,
each person had their pulse rate recorded for one minute using a stop watch. The subjects were in a
standing position. Each subject received a jump rope and jumped continuously for two minutes. After the
two minutes, their pulse was recorded again for one minute.

RESULTS:
Data table 1
AGE AVG. PULSE RATE
15 117
16 115
17 112
18 110
120

115

5
110

Avg.
Pulse Qualitative Data
Rate
(bpm) It was a hot day and all the
participants were sweating
profusely.

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15 17 18

Age (years)

CONCLUSION:
The older the athlete, the better cardiovascular fitness they are in. The data shows that the younger
the age, the higher the pulse rate. According to data table 1, the average 15 year old had a pulse rate of
117, the 16 year olds had a rate of 115, the 17 year olds had a rate of 112, and the 18 year olds had a pulse
rate of 110.

DISCUSSION:
The data does support my original hypothesis as the older students a lower pulse rate than the
younger students. This may be due to the fact that they older students have had more time and
opportunity to participate in organized activities where they need to stay physically fit. Also the 18 year
olds are reaching physical maturity while the younger students are still undergoing change. Because they
are more physically mature, their bodies are able to reach normal levels quicker than a growing and
changing body.

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LAB 1C – WHAT ARE THE EFFECTS OF THREE SOLUTIONS ON POTATO CORES?
MATERIALS:
graduated cylinder 3 test tubes metric ruler balance cork borer
scalpel dissecting needle cork potato test tube rack
20% sugar solution 10% sugar solution

PROCEDURE:
1. Using a cork borer, cut 3 cores from a potato. With the scalpel, trim each core so that it is at least 30mm long.
Make all cores as nearly the same length as possible. Keep these cores separated and identify them as core A,
core B, and core C.

2. Measure the length and diameter of each core to the nearest millimeter and record the
measurement in the table.

3. Measure the volume of each core by the following method. Pour water into the graduated
cylinder until it is half full. Hold the cylinder at eye level and read the line on the level with the
lower part of the curved surface of the water. This curved liquid surface is called the meniscus.
Record this exact amount of water. Holding the core by a dissecting needle, sink it just under
the water’s surface and record the new water level. The difference between the 2 water levels
represents the volume of the core in milliliters. Record the volume of each core in your data
table.

4. Mr. Furlong will show you how to use the electronic balance. Blot dry the cores with paper towels. Determine
the mass of each core to the nearest 0.1 gram. Again, record your results in the data table.

5. Place each core in the different test tube and label each test tube A, B, or C, according to the core identification.
Pour distilled water (100% water) onto test tube A until core A is covered. Add a 10% sugar solution in water
(90% water) to test tube B until core B is covered; then add a 20% sugar solution in water (80% water) to test tube
C in the same way. Cork each test tube. Store the test tubes in a test tube rack until your next class period.

DATA:
CORE A CORE B CORE C
Difference Difference Difference
Measurement 1st Day 2nd Day 1st Day 2nd Day 1st Day 2nd Day
( + or – ) ( + or – ) ( + or – )

length
(mm)

diameter
(mm)

volume
(mL)

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Rigidity
(+, ++, +++, ++
++)

mass
(g)
RESULTS:
1. Plot the changes in mass of the 3 cores on the graph below.

DISCUSSION:
1. Recopy your graph from the results section above.
2. Predict the water concentration at which a potato core would not change its mass. Use your graph.
3. What is the relationship between the concentration of water and the change of mass in the potato cores?
4. Hypothesize why the mass changed in the different water concentrations?
(Does not have to be an If…then… statement)

LAB 1D – DO ACTIVE LIVING THINGS GIVE OFF A COMMON SUBSTANCE?

MATERIALS:
phenol red limewater carbonated water paper towels acid straws
test tube rack test tubes yeast-sugar solution cork brass screws dry seeds
sprouted seeds live insect dead insect boiled yeast-sugar solution

PROCEDURE:
Part A: Testing Materials with Phenol Red
1. Set up 7 test tubes in a test tube rack and add 10 drops of phenol red solution to each test tube. Tilt each tube
and gently slide a bolt to the bottom. Now, add the following materials to each test tube.
Tube 1: Nothing
Tube 2: A small, rolled piece of paper towel moistened with a yeast-sugar solution.
Tube 3: A similar piece of paper towel moistened with boiled yeast-sugar solution.
Tube 4: 10 small dry pea seeds.

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Tube 5: 10 sprouted pea seeds.
Tube 6: A live cricket.
Tube 7: A dead cricket.

2. Cork the test tubes after all the tubes have been prepared. Watch for changes in the phenol red solution and
record the approximate time required for the change to take place.

Part B: Determine the Meaning of the Phenol Red
1. Set up 6 test tubes in a rack and label them 8, 9, 10, 11, 12, and 13.

2. In test tubes 8, 9, and 10 place 10-12 drop of phenol red. Fill tubes 11, 12, and 13 about 1/4 full of limewater.
Record your indicator changes as the following substances are added.
Tube 8: 5 drops of acid.
Tube 9: 10 drops of carbonated water
Tube 10: Your breath blown through a straw for 30 seconds into the phenol red solution.
Tube 11: 20 drops of acid.
Tube 12: 10 drops of carbonated water.
Tube 13: Your breath blown through a straw into the limewater for 30 seconds.

DATA:
Tube # Material Added Indicator Change Time for Change

1

2

3

4

5

9

6

7

8

9

10

11

12

13

DISCUSSION:
1. According to the results of the tests in tubes 8 and 9, what kind of substance does carbon dioxide form when it is
dissolved in water?
2. What is the evidence that shows your breath contains a substance that forms an acid when mixed with the water
of the phenol red solution?
3. What do the materials that caused an indicator change in Part A have in common?

CHAPTER 3 LABS
THE BIOSPHERE
NAME__________________________
LAB 3A – ACID RAIN AND SEED GERMINATION
MATERIALS:
petri dish paper towels scissors ruler pH water corn

PROCEDURE:
1. Make a hypothesis about which pH will the corn grow best in. Write your hypothesis in the space below. Also
include a reason for choosing that pH.

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2. Cut four discs the size of the petri dish from the paper towel.

3. Dampen the discs with water assigned to you. Record the pH of the water. pH = ______________

4. Place two of the paper discs on the bottom of the petri dish.

DAY LENGTHS AVERAGE

5. Use the ruler to measure the lengths of your four seeds in millimeters. Determine the average length and
record under Day 0 in your data table.

6. Sketch the shape of the seeds and note their color.

7. Arrange the seeds in the petri dish and cover with the two remaining discs. Make sure the discs are still
moist.

8. Place the lid on the petri dish and label with your team name.

DATA:

pH / Day

2

3

4

5

6

7

Rainwater

Draw your seeds. Day 1 Last Day

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LAB REPORT INFORMATION: RESULTS:
TITLE: IV –
DV –
Subj –

HYPOTHESIS:
Must be written as an If…then… statement

If… is the reason for your prediction
then… is your prediction

CONCLUSION:
State your conclusion

Summarize your data

DISCUSSION:
Accept or reject your hypothesis
Interpret your data

LAB 3B – THE ABIOTIC ENVIRONMENT: A COMPARATIVE STUDY
MATERIALS:
sling psychrometer relative humidity tables

PROCEDURE:
1. You will be taking the relative humidity at 3 separate locations
a) in the field (dense vegetation)
b) in the grass (little vegetation)
c) in the parking lot (no vegetation)

2. Swing the sling psychrometer for 30 seconds close to the ground. Record the wet bulb reading and the dry bulb
reading.
3. Wait one minute between readings. Hold the thermometers in your hand.
4. Repeat this procedure so the sling psychrometer is waist height. Record temperatures. Then repeat at a height
above the head.
5. Repeat steps 2 through 4 in the other two areas.
DATA:

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Location Height
0 cm 100 cm 150 cm
Dry Bulb Temp

Wet Bulb Temp

Relative Humidity

Location Height
0 cm 100 cm 150 cm
Dry Bulb Temp

Wet Bulb Temp

Relative Humidity

Location Height
0 cm 100 cm 150 cm
Dry Bulb Temp

Wet Bulb Temp

Relative Humidity

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RESULTS:
1. Graph the relative humidity v. height for each of the 3 locations

DISCUSSION:
1. Recopy the graph.
2. What is the relationship between the amount of vegetation and relative humidity?
LAB 3C – YOUR PERSONAL FOOD WEB

PROCEDURE:
1. Make a list of all the foods you ate yesterday.

2. Separate these items into foods that came from animals and foods that came from plants. Many foods are a
combination of items. Such as:
Bread Cake Pizza
flour – wheat flour – wheat flour - wheat
sugar – sugar beet eggs – chicken sauce – tomato
sugar – sugar beets pepperoni – pig
cheese – cow

3. For each animal you have listed, add at least one food it would eat
to the plant list.

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4. Across the bottom of a blank sheet of paper, write the names of all the plants listed. In a row above this, list
all the animals, and above this, write the word ME.

5. Add some decomposers to the bottom of the paper.

6. Add some animals that you compete with you for this food.

7. Draw arrows to show the energy flow in this food web.

8. Draw a picture of each type of organism on your food web.

LAB 3D – ENERGY NEEDS OF A SECONDARY CONSUMER

MATERIALS:
tweezers dissecting needle owl pellet ruler balance

PROCEDURE:
1. On a sheet of white paper, carefully unwrap the owl pellet. Measure its length, width, and mass. Record below.

Length

Mass

Width

2. Using the dissecting needle and tweezers, carefully pick apart the pellet. (you may want to soak it in warm water
in a beaker for a few minutes first) Look carefully for bones, many of which are very tiny. Separate the bones
from the other materials.

3. Examine the bones. Look for skulls, skull bones, or lower jaw bones. Use the diagrams to identify the rodent prey.

4. Most pellets contain cones of small, mouse-like rodent called a meadow mouse or vole (Microtus). pair into right
and left halves any vole jaw bones in your pellet.

5. Measure, in millimeters, the length of each vole jaw, as shown in the picture below. Be sure to measure each
jaw only once. Record these measurements in your table and on the whiteboard. Record the class data.

6. The pellet is waste material from live prey that does not pass
completely through the digestive tract. To determine how
much food energy the pellet represents, you will relate jaw length
to live mass of vole. This relationship is an estimate, because
the condition of each vole differs, depending on its age, health,
nutritional state, the season, and other factors. Use this
graph to complete the table in your data sheet

15

7. If there are remains of other animals in your pellet, treat them as if they were voles, using the graph to estimate
their mass

DATA:
ESTIMATED LIVE MASS
PREY SPECIES JAW LENGTH (mm)
(g)

TOTAL

GROUP AVERAGE

CLASS AVERAGE

RESULTS:
1. Use the class data to prepare a histogram of jaw lengths. Label the x-axis vole jaw length (mm) and the y-axis
frequency.

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2. Assuming an average of 1.5 pellets per day, how much food (in grams) does the owl that produced your pellet
eat per day?
(Your average live mass x 1.5)

3. A single pellet may not be from a typical day. The average of the data of all pellets examined in class provides a
better estimate. From the class data, determine the average number of prey eaten by a barn owl per day.
(average # of prey per day = class avg. # of prey per pellet x 1.5)

4. What is the average mass of prey eaten by a barn owl per pellet? What is the average mass of prey eaten by a
barn owl per day?
(Avg. mass of prey eaten per pellet = class avg. mass x avg. # of prey per pellet)
(Avg. mass of prey eaten per day = class avg. mass x avg. # of prey per day)

DISCUSSION:
1. Show your work and answer results question #2.
4. Draw a food energy pyramid of the owls, the prey they eat, and the producers. (Assume all prey are herbivores)
CHAPTER 4 LABS
ECOSYSTEMS AND COMMUNITIES

LAB 4A – CLIMATOGRAM

MATERIALS:
Climatogram Data Sheet

PROCEDURE:
1. Using the data from the Climatogram Data Sheet on the next page, construct your unknown climatogram.

2. Determine which biome is your unknown biome be comparing your climatogram with the ten known
climatograms from pages 112-115 in your textbook.

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3. Using the data table, construct the climatogram from the Bowling Green area.
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
T 1.1 1.7 6.1 12.2 17.8 22.2 25.0 23.3 20.0 13.9 7.8 2.2
1.
P 8.1 7.6 8.9 8.4 9.2 9.9 11.2 10.2 7.9 7.9 6.4 7.9
T 10.6 11.1 12.2 14.4 15.6 19.4 21.1 21.7 20.0 16.7 13.9 11.1
2.
P 9.1 8.9 8.6 6.6 5.1 2.0 0.5 0.5 3.6 8.4 10.9 10.4
T 25.6 25.6 24.4 25.0 24.4 23.3 23.3 24.4 24.4 25.0 25.6 25.6
3.
P 25.8 24.9 31.0 16.5 25.4 18.8 16.8 11.7 22.1 18.3 21.3 29.2
T 12.8 15.0 18.3 21.1 25.0 29.4 32.8 32.2 28.9 22.2 16.1 13.3
4.
P 1.0 1.3 1.0 0.3 0.0 0.0 0.3 1.3 0.5 0.5 0.8 1.0
T -3.9 -2.2 1.7 8.9 15.0 20.0 22.8 21.7 16.7 11.1 5.0 -0.6
5.
P 2.3 1.8 2.8 2.8 3.2 5.8 5.3 3.0 3.6 2.8 4.1 3.3
T -22.2 -22.8 -21.1 -14.4 -3.9 1.7 5.0 5.0 1.1 -3.9 -10.0 -17.2
6.
P 1.0 1.3 1.8 1.5 1.5 1.3 2.3 2.8 2.8 2.8 2.8 1.3
T 11.7 12.8 17.2 20.6 23.9 27.2 28.3 28.3 26.1 21.1 16.1 12.2
7.
P 3.6 4.1 4.6 6.9 8.1 6.9 6.4 6.6 8.9 5.1 5.6 4.6
T 17.2 18.9 21.1 22.8 23.3 22.2 21.1 21.1 20.6 19.4 18.9 17.2
8.
P 0.3 0.5 1.5 3.6 8.6 9.2 9.4 11.4 10.9 5.3 0.8 0.3
T -20.0 -18.9 -12.2 -2.2 5.6 12.2 16.1 15.0 10.6 3.9 -5.6 -15.0
9.
P 3.3 2.3 2.8 2.5 4.6 5.6 6.1 8.4 7.4 4.6 2.8 2.8
T -0.6 2.2 5.0 10.0 13.3 18.3 23.3 22.2 16.1 10.6 4.4 0.0
10. 1.5 1.3 1.3 1.0 1.5 0.8 0.3 0.5 0.8 1.0 0.8 1.5
P

4. Determine which biome Bowling Green is by comparing the climatogram with the ten known climatograms from
pages 112-115 in your textbook.

DISCUSSION:
1. Compare the Bowling Green climatogram with the climatograms from the textbook pgs. 112 – 115. Which one
does this climatogram most closely resemble?
2. Consider the biotic characteristics of the biome in Northwest Ohio. These would be large deciduous trees, dense
vegetation, and a variety of animal life. Which abiotic characteristics would be important factors in determining
these biotic characteristics? Explain why.
3. Write the number of your unknown climatogram. Compare this unknown with the 10 known climatograms from
the text book. Which biome was your unknown?

Bowling Green Climate Data (1980 – 2010)

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J F M A M J J A S O N D
T -5.3 -3.8 2.3 8.7 14.8 19.9 22.3 21 17.2 10.7 4.4 -2.3
P 4.4 4.4 6.7 7.5 7.4 9.5 8.3 8.2 7.2 5.3 7.1 7.4

RESULTS:

CHAPTER 2 LABS
THE CHEMISTRY OF LIFE
NAME__________________________
LAB 2A – ORGANISMS AND pH
MATERIALS:
30 mL beakers HCl solutions of food NaOH graduated cylinder stirring rod
PROCEDURE:
1. Measure 25 mL of tap water and pour into your 30mL beaker.

2. Record the initial pH of the water by tearing off a small piece of pH paper and dipping it into the water. Match
the color of the paper with the color chart.

3. Add 5 drops of hydrochloric acid or sodium hydroxide to the beaker. Stir. Record the pH in the data table.

4. Continue adding 5 drops of acid or base to the beaker and recording the pH after the addition of every 5 drops
until 30 drops are added.

DATA:
Tests with 0.1M Hydrochloric Acid Tests with 0.1M Sodium Hydroxide
Solution pH after the addition of ___ drops pH after the addition of ___ drops
Tested 0 5 10 15 20 25 30 0 5 10 15 20 25 30
Tap water

Milk

Potato

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Egg white

Gelatin

Buffer

RESULTS:
Graph the data for the tap water, buffer, and the food item you tested. Include both the HCl and NaOH information.

DISCUSSION:
1. Summarize the effects of HCl and NaOH on the pH of tap water. Give data to support your answer.
2. Look at the pH response of the buffer. Is the buffer more like that of tap water or the food item you tested. Explain.

LAB 2B – COMPOUNDS IN LIVING ORGANISMS
MATERIALS:
Benedict’s solution test tube test tube clamp biuret solution
iodine test tube rack distilledwater food items to be tested

PROCEDURE:
1. Complete the following data table during the demonstration by Mr. Furlong.

ORGANIC COMPOUND REAGENT TEST RESULTS
Protein Biuret Solution
Glucose Bendict’s Solution
Starch Iodine
Lipid Brown Paper

2. Lipid test - Place 1 drop of the food on a piece of brown paper bag. Allow it to set for 15 minutes. Then, hold the
paper up to a light. If there is a grease spot, lipids are present. If it is dry,b then no lipids are present.

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3. Protein test - Place 5 mL of the food in a test tube. Add 10 drops of biuret reagent. A purple or pink color
indicates a presence of protein in the food sample.

4. Glucose test - Place 5 mL of the food in a test tube. Add 10 drops of Benedict’s solution to the test tube. Place
the test tube in a boiling water bath for 1 minute. A red, orange, green, or yellow color change indicates
glucose is present.

5. Starch test - Place 5 mL of the food in a test tube. Add 5 drops of iodine solution to the test tube. A dark blue to
black color change indicates the presence of starch.
DATA:
SUBSTANCE Protein Glucose Starch Lipids

Tap Water Test results

Prediction
Potato
Test results
Prediction
Egg White
Test results
Prediction
Grape Juice
Test results
Prediction
Gelatin
Test results
Prediction
Milk
Test results
Prediction
Chicken Broth
Test results
RESULTS:
1. How many of your predictions were supported?

2. Which food item contained the most organic compounds?

LAB 2C – WHICH FOOD CONTAINS THE MOST ENERGY?
MATERIALS:
calorimeter flask thermometer balance
graduated cylinder matches pecans walnuts

HYPOTHESIS:
Write a hypothesis to predict which food item has the most energy. Give a reason for your prediction.

PROCEDURE:
1. Obtain a calorimeter, assemble it as shown by Mr. Furlong

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2. Use a graduated cylinder to measure out exactly 50 mL of water into the flask.

3. Measure the temperature of the water in the flask. Record this number in the data table.

4. Find the mass of your food sample (walnut or pecan) using the electronic balance.

5. Place the food sample on the paper clip platform. Ignite the food sample with a match. Allow
the food to burn completely. Reignite the sample if necessary.

6. After the sample has burned completely, measure the temperature of the water in the flask.
Place the temperature in the data table.

7. Find the mass of the remainder of the burned food sample. Record the mass in the data table.

8. Determine the change in mass of the food item. Record the result.

9. Determine the change in temperature of the water in the flask. Record the result.

10. Repeat steps 2-9 using your other sample. Note: You must empty the water out of the flask and use fresh water.

MATH FORMULAS

Calculate Calories.
Calories = Change in temp x volume of water + 600

Calculate kilocalories. (KCal)
KCal = Calories ÷ 1000

Calculate KCal per gram
KCal/gram = KCal ÷ Change in mass
DATA:

Mass of Sample (g) Temperature of Water (°C) Food Energy

Before After Change in Before After Change in
Calories Kcal KCal/gram
Burning Burning Mass Burning Burning Temp

Average

Average

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TITLE: IV –
DV –
Subj –

HYPOTHESIS:


CONCLUSION:

Summarize your data

DISCUSSION

Interpret your data

LAB 2D – FACTORS AFFECTING ENZYME ACTIVITY
MATERIALS:
liver test tube H2O2 solution NaOH solution
test tube holder manganese dioxide HCl solution

PROCEDURE:
1. Will just anything, when added to hydrogen peroxide, cause a reaction?
To determine this, add a pinch of sand to about 2 mL of hydrogen peroxide in a test tube.
Describe the reaction as: none, slow, moderate, or fast.

2. Will a reaction occur when chemicals other than those from living things are added to hydrogen peroxide?
Add a pinch of manganese dioxide to about 2 mL of hydrogen peroxide to determine this. Rate the reaction.

3. Will a reaction occur when a small piece of liver is added to hydrogen peroxide?
Use about 2 mL of hydrogen peroxide and a piece of liver about the size of a small pea. Rate the reaction.
SAVE THE LIVER AND H2O2 FOR STEP 4

4. The reaction in step 3 occurs for a time and finally stops. Why? Was it completed? (Is all the hydrogen
peroxide changed?) Or was something in the liver “used up” before all the hydrogen peroxide could be
changed?

23

To find out, hold the liver in the test tube from step 3 until the reaction stops. (Use a wood splint to hold the
liver in the test tube so it does not rise, if necessary). When the reaction stops, remove the piece of liver and put
it in a clean test tube. Add some fresh hydrogen peroxide to the used liver. What happens? As a control, add
some fresh liver to the used the used hydrogen peroxide in the other tube. Rate the reaction.

5. Does temperature have any effect on the rate of the reaction?
Obtain a small piece of boiled liver and add to the test tube. Add 2 mL of hydrogen peroxide to a test tube.
Add 2 mL of warm hydrogen peroxide to a test tube. Add a small piece of liver to the test tube. Rate the reaction.
Add a piece of frozen liver to the test tube. Then add 2 mL of hydrogen peroxide to a test tube. Rate the reaction.

TEST RATE OF REACTION

sand and H2O2

MnO2 and H2O2

liver and H2O2

new liver and old H2O2

old liver and new H2O2

boiled liver and H2O2

liver and warm H2O2

frozen liver and H2O2

liver, acid, and H2O2

liver, water, and H2O2

liver, base, and H2O2

6. Does pH affect the rate of reaction?
Add a small piece of liver to 3 test tubes. Add 2 droppers of water to one tube, 2 droppers of sodium
hydroxide to another, and 2 droppers of hydrochloric acid to the third.
WAIT 2 MINUTES!!
Pour 2 mL of hydrogen peroxide into each tube and record the rates of reaction.

DISCUSSION:
1. Give evidence to support the idea that enzymes are re-useable.
2. What effect does temperature have on the rate of enzyme activity?
3. What effect does pH have on the rate of enzyme activity?

CHAPTER 7 LABS
CELL STRUCTURE AND FUNCTION
NAME__________________________
LAB 7A – USING THE COMPOUND MICROSCOPE

24

MATERIALS:
coverslips pipette slides microscope water

PROCEDURE:
Part A: Using the Microscope
1. Make a wet mount slide using the o-c-e paper. To do this, place the paper on the
slide, add a drop of water, then place the coverslip on top.

2. Place the slide on the stage of the microscope and observe the letter o under low power.
letter o 40X
3. Draw the letter o on your data sheet and write down any observation you make in the
data table.

4. Move the slide over and observe the letter c. Draw the letter and write down how it
appears under the microscope.

letter c 40X

5. Move the slide over and observe the letter e. Once again, draw the letter and write down
how it appears under the microscope.

letter e 40X
Part B: Using High Power
1. Cross 2 human hairs on a microscope slide. Add a drop of water and the coverslip on top of the crossed portion
of the hairs.
2. Place the slide on the stage of the microscope. Locate the crossed hair in the center of your field of view and focus.
3. Turn your objective to medium power. Place the crossed hairs in the center of your field of view and focus.

crossed hairs 40X crossed hairs 400X

DATA:
Object Being Viewed Observations and Comments
o

25

c

e
crossed hair

DISCUSSION:
1. What happens to the orientation of the image as you look at it through the microscope?
2. When viewing an object through high power, not all the object may be in focus. Explain.
3. The field of view is the area you can see when looking through the microscope. What is the relationship
between magnification and field of view.

LAB 7B – COMPARING CELL TYPES
MATERIALS:
slide coverslip prepared slides algae pondwater

PROCEDURE:
1. Obtain a prepared slide of cork. Note the “prison cell” like structures observed by Robert
Hooke. Draw in space provided. Record in data table.

cork

2. Make a wet mount slide of algae. Use high power to focus in on a small section of algae.
Draw the cell. Record in data table.

algae

3. Obtain a prepared slide of bacteria under high power. These have been stained for easy
identification. Draw a few bacteria. Record in data table.

4. Make a wet mount slide of pond water. Try to focus in on one of the unicellular
organisms that is living in the water. Draw the organism. Record in data table.
bacteria 400X

26

pond water 100X
5. Obtain a prepared slide of E. coli. Draw a few of the bacteria. Record in data table.

E. coli 400X
6. Obtain a prepared slide of euglena. Draw a few of these organisms. Record in
data table.

7. Complete the data Table
Euglena 100X
Slide Name Prokaryotic or Eukaryotic,
Cork
Algae
Bacteria
Pond water
E. Coli
Protists

RESULTS:
1. Which substances were made up of cells?

2. What do all those substances (from #1) have in common?

LAB 7C – OBSERVING CELLS
MATERIALS:
slides coverslips water salt solution
microscope onion elodea water
slide of human cheek cells iodine solution slide of frog blood
27

PROCEDURE:
1. Separate one layer of cells from an onion as demonstrated by Mr. Furlong.

2. Place the layer of onion on your slide. Add a drop of water to the onion and a coverslip.

3. Place the slide on the stage of the microscope and focus under low power. Then change
to medium power and focus. If it is possible, focus again under high power.

4. Sketch a few cells. Label the cell wall.
Onion
Onion 5. Remove the slide from the microscope. Remove the coverslip and add a drop of iodine
solution. Replace the coverslip and return slide to microscope.

6. Once again focus under low power first, then medium power, and finally high power.

7. Sketch a few cells. Notice the nucleus is now visible using the stain. Label the cell wall
and nucleus.

Onion &
Iodine 8. Add one small elodea leaf to a new slide. Add a drop of water to the leaf and the coverslip.

9. Place the slide on the microscope stage and focus under low power. Then change to
medium power and focus. If it is possible, focus again under high power.

10. Sketch a few cells. Label the cell wall and chloroplasts. The chloroplasts are the green
circular structures within the cell.

Elodea
11. Remove the slide from the microscope. Remove the coverslip and add a drop of salt
solution. Replace the coverslip and return slide to microscope.

12. Once again focus under low power first, then medium power, and finally high power.

13. Sketch a few cells. The salt water causes water to leave the cell. Now the cell
membrane is visible. Label the cell wall, cell membrane, and chloroplasts.

14. Throw away both slides.

Elodea & Salt

15. Obtain a prepared slide of stained human cheek cells. Find several cells.
Label the cell membrane, nucleus, and cytoplasm.

28

16. Under low power, examine a prepared slide of frog blood. Find an area where the cells Human cheeks cells
are not too crowded and switch to medium power. If possible, focus under high power.

17. Sketch a few cells. Label the cell membrane, cytoplasm, and nucleus

Frog
blood
RESULTS:
Place a  in any box that organelle is observed.

Type of Cell Cell Wall Nucleus Cytoplasm Chloroplast Cell Membrane
Onion
Elodea
Cheek
Frog Blood

DISCUSSION
On a piece of binder paper, answer the following question.
1. Based on your observations, which cells seem to be more rounded in shape? What do these cells have in
common?
2. Based on your observations, which cells seem to have more rectangular in shape?
What do these cells have in common?
3. What structure may be involved in determining the shape of a plant cell? an animal cell?

LAB 7D – DIFFUSION THROUGH A CELL MEMBRANE
MATERIALS:
2 beakers dialysis tubing tubing clamps glucose test strip
10% starch solution 10% glucose solution iodine
29

PROCEDURE:
Part A: Starch and iodine diffusion
1. Open a section of dialysis tubing as demonstrated by Mr. Furlong. Attach a tubing clamp to one end.
2. Using a pipette, add the starch solution so it is about ¾ full. Twist the open end and attach the tubing clamp.
3. Place the tubing into one of the beakers and add enough HOT water to fully submerge the tubing. This will be
called Beaker A
4. Add enough iodine solution to the water to give it a distinct yellow color.
5. Determine the color of the solution inside the tubing as well as the color of the water. Record on data table.
6. Let beaker sit for 20 minutes and record the color of the solutions inside the tubing as well as the color of the water.

Part B: Glucose and water diffusion.
1. With the second piece of dialysis tubing, add enough glucose solution until it is about ¾ full. Place this in a
beaker and fill with HOT water. This beaker will be known as Beaker B.
2. Allow the tubing to sit in the hot water for 20 minutes.
3. After 20 minutes, dip the glucose test strip into the beaker of water. Record if any color change occurs on the strip.

DATA:
Beaker Color at Start Color after 20 minutes
INSIDE OUTSIDE INSIDE OUTSIDE

A
GLUCOSE PRESENT? GLUCOSE PRESENT?

B

Beaker A at start Beaker A after 20 minutes

DISCUSSION:
1. Did iodine enter or leave the dialysis tubing in beaker A? What evidence do you have to support this statement.
2. Did glucose enter or leave the dialysis tubing in beaker B? What evidence do you have to support this statement.
3. Which substance did not pass through the membrane? How do you know the substance did not pass?
4. The structure of the dialysis tubing is similar to what cell organelle?
CHAPTER 8 LABS
PHOTOSYNTHESIS
NAME__________________________
LAB 8A – LEAF STRUCTURE AND PIGMENT CHROMATOGRAPHY

30

MATERIALS:
filter paper rubbing alcohol pencil metric ruler
flask spinach microscope quarter

PROCEDURE:
1. Get a piece of filter paper. Using a pencil, draw a base line 1.5 cm from the bottom of the long side of the
paper.

2. Place a spinach leaf over the base line (pencil line). Roll the coin over the
leaf so that there is a green line over your pencil line.

3. Add about 50 mL of isopropyl alcohol to the flask. Be sure the pigment line
will not touch the alcohol.

4. Tape the chromatography paper to a pencil. Put the paper into the flask containing alcohol. The solvent will
begin to move up the paper and cause the pigments to move as well.

5. Do not disturb the beakers for 15 minutes.

6. WHILE YOU ARE WAITING THE 15 MINUTES, OBSERVE THE CROSS SECTION OF A LEAF AND STRUCTURE OF
STOMATE ON SPINACH AS SHOWN ON THE BOARD.

stomate
cross section of leaf

7. Total number of stomates = ________________________

8. RETRUN TO YOUR CHROMATOGRAPHY PAPER.

9. When the solvent is about 1 cm from the top of the paper, remove the paper and mark
the farthest point of the solvents progress with your pencil before the line evaporates.

10. Measure the distance each color moved up the paper. You will need these to determine the
Rf values for each type of pigment?

Rf = Distance substance (solute) traveled
Distance solvent traveled

11. Draw the chromatography paper.
DATA:
Color of Pigment Pigment Name Rf Value

31

1st Color

2nd Color

3rd Color

DISCUSSION:
On a piece of binder paper, answer the following question.
1. Is the pigment in the spinach leaf a single compound or a mixture of several compounds? What evidence do you
have that supports your statement?
2. Explain why it is important to have many different types of pigments in a leaf.
3. Most plants are green due to the presence of chlorophyll. Explain how a Japanese Maple tree, having only red
leaves, can carry out photosynthesis.
4. A student separated the pigments of a maple tree leaf using the chromatography procedure. The results are
shown below. Which pigment has the greatest Rf value? Where are these pigments found?

LAB 8B – PHOTOSYNTHESIS
You will be designing and conducting 3 separate experiments about photosynthesis. Let’s examine a few things
before setting up our experiment.

1. Review of photosynthesis

2. What type of plant should we use? A water or land plant?

3. How will we identify the substances that are produced or given off during photosynthesis?

4. What factor affecting photosynthesis could best be used to start and stop the process of photosynthesis?
Problem A: Does a green plant use CO2 during photosynthesis?
Problem B: Is light necessary for photosynthesis to occur?
Problem C: Do plants use O2 when not using photosynthesis?

32

DATA:
Expected
Actual Indicator What the Changes Show
Tube Material Added Indicator Change
Change (Data) (Interpretation)
(Hypothesis)

1

2

3

4

5

6

DISCUSSION:
1. What evidence do you have that light alone does not change the color of the bromothymol blue? What tube or
combination of tubes listed in the table shows this?
2. What tube or combination of tubes shows that light is necessary for a plant to carry out photosynthesis?
3. A green plant uses CO2 during photosynthesis. What evidence do you have to support this statement.
4. How is CO2 involved in a plant that is not carrying out photosynthesis? What tube or combination of tube shows this?
LAB 8C – FACTORS AFFECTING PHOTOSYNTHESIS

Go to http://www.furlong.eboard.com Click on the green note and open the link for the simulation.

33

Part A: Effect of light color on the rate of photosynthesis
Light Color Bubble Count

White (colorless)

Red

Blue

Green
1. Adjust the light level to 7.0 and the CO2 level to 7.0. These variables will be controlled.
2. The light bulb should say colourless. (British spelling of the word) This is white light.
3. Click on the start button. It will run for 30 seconds.
4. Record the data in the data table.
5. Click on the + triangle next to the light bulb. The color of the light is now red.
6. Click start again and record data.

7. Repeat with the blue and green light. Then graph your data.
8. Click on the Clear button to clear your data

34

Part B: Effect of Light Intensity on the Rate of Photosynthesis

Light Level Bubble Count

0.0

2.0

4.0

6.0

8.0

10.0

1. Keep the CO2 level at 7.0 and change the color of light to colorless (white).
2. Adjust the Light Level to 2.0.
3. Start the simulation. Record Data.
4. Continue simulation by increasing the Light Level by 2.0.
5. Record data and graph.
6. Clear the data.

Part C: Affect of CO2 Levels on the Rate of Photosynthesis
1. Adjust the Light level at 7.0 and keep the color of light to CO2 Level Bubble Count
colorless (white).
0.0

2.0

4.0

6.0

8.0

10.0

2. Adjust the CO2 Level to 2.0.
3. Start the simulation. Record Data.
35

4. Continue simulation by increasing the CO2 Level by 2.0.
5. Record data and graph.
6. Clear the data.

Part D: Manipulating the Variables.
1. Choose the 3 variables that allowed for photosynthesis to occur best at.
2. Set the experiment to run those variables record the data as Run 1.
3. Next, choose the 3 lowest variables for photosynthesis.
4. Set the experiment to run those variables and record the data as Run 2.
5. Finally, choose any 2 of the best variables and one of the lowest.
6. Set the experiment to run those variables and record the data as Run 3

Run CO2 Level Light Level Light Color Bubble Count

1

2

3

Discussion:
1. According to Part A, the rate of photosynthesis occurs best in which color(s) of light?
2. According to Part B, the rate of photosynthesis occurs best at which light level?
3. According to Part C, the rate of photosynthesis occurs best at which CO2 level?
4. According to Part D, when one variable is not at the optimum level, how does that affect the rate of photosynthesis?
CHAPTER 9 LABS
CELL RESPIRATION AND FERMENTATION

LAB 9A – COMPARING CELL RESPIRATION AND FERMENTATION

36

INTRODUCTION: In this lab we will be using data obtained from an experiment using a type of organism that can
live in an environment with or without oxygen. This type of organism is called a facultative anaerobe.
This investigation uses data from an experiment with Aerobacter aerogenes. The organisms were allowed to
grow in test tubes containing distilled water to which only a few salts and various concentrations of glucose were
added. Some of the tubes were sealed so that no air was available to the cells. Other tubes had a stream of air
bubbling through the growth solution. You will work with and interpret the data and develop a hypothesis to explain
the findings.

PROCEDURE:
1. Using the data shown in the data table, construct 2 lines on the same graph. Label the y-axis millions of cells per
mL and the x-axis glucose (mg/100mL). Plot the data from series A (test tubes without air).

2. For the second line on the graph, plot the data from series B (test tubes with air). Label the first graph line
Growth without air. Label the second line Growth with air.

3. Use this graph to help answer the Discussion Questions.

DISCUSSION:
On a separate sheet of paper, answer the following questions.

Concentration of Number of Cells at Maximum Growth
Glucose (millions per ml)
(mg/100ml of H2O) Tube # Tubes without Air Tube # Tubes with Air
18 1A 50 1B 200
36 2A 90 2B 500
54 3A 170 3B 800
72 4A 220 4B 1100
162 5A 450 5B 2100
288 6A 650 6B
360 7A 675 7B
432 8A 675 8B
540 9A 675 9B
1. Look at the data table and compare test tubes 4A and 4B. How many times greater was the growth when air was
present?
2. Compare test tubes 4A and 4B. How many cells were produced per milligram of glucose in each case?
3. Give a reason why there were so many more cells per milligram of glucose in the B test tubes than in the A test
tubes.
4. A scientist collecting data was interested in how the volume of oxygen
breathed in was affected as the difficulty level of the exercise (measured in
Watts) increased. The volume of oxygen uptake was measured in liters per
minute (L/min). The data is shown below. Based on the graph, what is the
relationship between exercise difficulty and oxygen uptake?

37

LAB 9B – RATE OF CELL RESPIRATION
MATERIALS:
38

volumeter colored water thermometer
corn seeds pea seeds lime packets

PROCEDURE:
Part A: Volumeter Assembly
1. Follow the instructions from Mr. Furlong on the set-up of your volumeter.
2. Remove the stopper assemblies from the test tubes. Place 10 corn seeds in one test tube. Add a cotton ball and
place one spoonful of soda lime on top of the cotton.
3. Fill a second test tube with 10 pea seeds, a cotton ball and soda lime.
4. Once the 2 test tubes are in place, follow the instructions of Mr. Furlong again in completing the volumeter
assembly.
5. Allow the volumeter to stand for about 5 minutes to permit temperatures to become uniform throughout the
system.

Part B: Recording Data
1. Write a hypothesis about which seed carries on cell respiration the fastest in the box below.

2. On the paper beneath the capillary tubes, mark the position of one end of the drop.
3. Record the position of each drop of water every minute for 10 minutes. If cell respiration is rapid, you may
need to reposition the green drop. If you do this, be sure to add both measurements of the distance moved by
the drops to calculate the total change during the experiment.

DATA:

Time Volumeter #1 – Corn Volumeter #2 – Pea
Rate of Cell Respiration
Organism
(mm3 of O2 absorbed/min)
1 min.

2 min. Corn

3 min. Peas

4 min.

5 min.

6 min.

7 min.

8 min.

9 min.

10 min.

39

TITLE: IV –
DV –
Subj –

HYPOTHESIS:


CONCLUSION:

Summarize your data

DISCUSSION:
Interpret your data

LAB 9C – FACTORS AFFECTING FERMENTATION
Go to www.furlong.eboard.com and click on the Note titled Lab 9C. Follow the directions on the note to start your lab.
Part A: Effect of Compounds on Fermentation
1. Use the following information to make a prediction about the effects various compounds on fermentation
Pyruvate – a product of gyclolysis; it is changed into either ethanol or lactic acid during fermentation
NaF – an inhibitor of some enzymes of glycolysis

40

Glucose – an organic compound used during fermentation CO2 Production
Compound
(mL/h)
Control

NaF
Glucose

Pyruvate

2. Write a prediction as per Mr. Furlong’s instructions.

3. Follow the procedures for Part A below.
a. Click Clear Data and then click the Fermentation tab.
b. Select Control and then click Graph Data

c. Repeat for glucose, pyruvate, NaF
d. Record your results in the data table.

4. Graph your data.

Part B: Effect of Temperature on Fermentation
Temperature CO2 Production (mL/h)

Ice Bath (0°C)
Room Temp (25°C)
90° F (32°C)

Boiling (100°C)
4. Predict the effects of increasing temperature on fermentation rates.

5. Follow the procedures for Part B below.
a. Click Clear Data and then click the Temperature tab.
b. Select Ice Bath and then click Graph Data
41

c. Repeat for Room Temperature, 90 °F, and Boiling
d. Record your results in the data table.

6. Graph your data.

Part C: Effects of pH on Fermentation
7. Predict the effects of increasing pH on fermentation rates. pH Level CO2 Production (mL/h)

pH 2

pH 4

pH 6

pH 8

pH 10

8. Follow the procedures for Part C below.
a. Click Clear Data and then click the pH tab.
b. Select pH 2 and then click Graph Data
c. Repeat for pH values of 4, 6, 8, 10
d. Record your results in the data table

9. Graph your data.

42

DISCUSSION:
1. In part A, why did adding NaF to the fermentation tube decrease the rate of fermentation?
2. In part B, what is the ideal temperature for fermentation to occur?
3. In part B, why did the boiling temperature show no fermentation? (Recall information learned in Lab 2D)
4. In part C, predict the amount of CO2 produced if the pH is 5?
CHAPTER 10 LABS
CELL GROWTH AND DIVISION
NAME__________________________
LAB 10A – CELL SIZE AND DIFFUSION
MATERIALS:
beaker ruler spoon
.1% HCl solution agar cubes scalpel

PROCEDURE:
1. Using a scalpel, cut the agar block into three cubes – one 3 cm, one 2 cm, and one 1 cm per side.

2. Place the cubes into the beaker and cover them with the HCl solution. Record the time. Use the plastic spoon to
turn the cubes frequently for the next 10 minutes.

3. While you are waiting, complete the surface area, volume and ratio. Be sure to surfacearea
complete the data for the 0.01 cm cell. This is the actual size of the cell and is NOT Ratio =
volume
one of the agar cubes.

4. After 10 minutes, carefully pour the HCl back into the bottle. Place the agar cubes on to a piece of paper towel.
Be sure to wear gloves. Blot the cubes dry.

5. Using the scalpel, cut each cube in half.

6. Measure the depth of diffusion for each cube. Record on data sheet.

7. Throw away the paper towels and agar cubes.
43

DATA:

Cube Simplest Depth of Diffusion
Surface Area Volume Time
Dimension Ratio Diffusion Rate

.01 cm ---- ---- ----

1 cm

2 cm

3 cm

diffusion rate = depth of diffusion ÷ time

RESULTS:
Draw each of the cubes below.

DATA:
Volume Percent of total volume
“Unchanged” Cube Side Volume of cube that has
of Original Cube of cube that received
Length not changed color (cm3)
(cm3) acid
1 cm3

8 cm3

27 cm3

Percent Volume of Cube ((original cube volume) – (volume of cube that has not changed color)
That Received Acid = (original cube volume) X
100
The percent of total volume of cube that received acid is analogous to the percent of cell getting nutrients. Graph the cell
volume (1cm3, 8cm3, and 27cm3) on the x-axis with the percent of total volume of cube that received acid on the y-axis.

44

DISCUSSION:
1. What happens to the surface area to volume ratio as the cubes increase in size?
2. What is the relationship between rate of diffusion and cell size?
3. The acid represents nutrients and oxygen entering the cell by diffusion. Look at the data table above. What is
the relationship between cell volume and amount of nutrients and oxygen entering the cell?
4. What is the reason why large organisms have developed more cells rather than larger cells? (Hint: You can find
the answer in your notes)

LAB 10B – MITOSIS AND CYTOKINESIS
MATERIALS:
mitosis cards

PROCEDURE:
1. Cut out each picture of mitosis in onion and whitefish cells. Tape in appropriate location on the data table.

2. Using the mitosis card, identify the stage each cell is in. Record on your data sheet.

3. Count the total number of cells on the card.

4. Determine the percent of time a cell is in each stage.

DATA:

45

Plant Mitosis Animal Mitosis DISCUSSION:
Stage
(Onion) (Whitefish)

Prophase

Metaphase

Anaphase

Telopahse

Interphase


1. The cell is almost always found in interphase. What stage of mitosis takes the longest time to complete?

2. A scientist performed an experiment to determine the effect of temperature on the length of the mitosis
in onion cells. Graph the data from this experiment. Place graph on binder paper

Temperature Length of Mitosis
(°C) (hours)
10 54.6
15 29.8
20 18.8
25 13.3

46

3. Given the set of data from above, what is the relationship between temperature and the length of
mitosis?

Stage # of cells in stage % of time in stage

Prophase

Metaphase

Anaphase

Telophase

Interphase

% time in stage = # of cells in stage x 100
total # of cells counted
CHAPTER 11 LABS
INTRODUCTION TO GENETICS
NAME__________________________
LAB 11A – PROBABILITY
MATERIALS:
1 penny 1 nickel

PROCEDURE:
1. Work in teams of 2. One person will be student A and the other will be student B.
47

2. Student B will toss the penny 10 times. Student A will use tally marks (/) to indicate the results of each toss.
Tally the tosses in the appropriate column on the score sheet.
3. After 10 tosses, switch places. This time, student A will toss the penny 10 times and student B will record the data.
4. Continue taking turns until a total of 100 tosses (10 series of 10) are finished.
5. Next, student A will flip both the penny and the nickel at the same time. Student B will record the results on the
data table. Toss both coins a total of 20 tosses.
6. Reverse roles, this time student B will flip both coins a total of 20 times. Student A will record the results on the
data table.
7. There should be a total of 40 tosses.

Trial Heads Tails Deviation
1
2
3
4
5
6
7
8
9
10
TOTAL
CLASS
TOTAL

DATA:

48

1¢ Heads 1¢ Tails
Trial Heads/Heads Tails/Tails
5¢ Tails 5¢ Heads

1

2

TOTAL

CLASS TOTAL

RESULTS:
1. In data table 2, how many columns show the data representing the heads of a penny appear? Give a fraction for
the total number of tosses in which the heads of a penny appeared.
i.e. # of times heads of penny appeared
total # of tosses

2. In data table 2, how many columns show the data representing the heads of a nickel appear? Give a fraction for
the total number of tosses in which the heads of a nickel appeared.
i.e. # of times heads of nickel appeared
total # of tosses

DISCUSSSION:
1. How many heads are probable in a series of 10 tosses? How many did you actually observe in your first 10 tosses?
2. How does increasing the number of tosses affect the average size of the deviation?

LAB 11B – POLYGENIC TRAITS WITH PENNIES
MATERIALS:
6 pennies

PROCEDURE:
1. Each person will toss 3 pennies at once. Record the number of heads and tails in the table below. Repeat 9 more
times
Flip 1 2 3 4 5 6 7 8 9 10
# of
Tails

49

# of
Heads

2. Complete table 2 by adding up the number of times each of the following situations occurred. Record in data table.
Flip 6T 5T 4T 3T 2T 1T 0T
Situation 0H 1H 2H 3H 4H 5H 6H
GROUP
DATA

CLASS DATA

RESULTS:
Graph the class results

RESULTS:

50

Use the following height table to answer the questions.

Penny Situation Height
6 Heads and 0 tails 6 feet 1 inch
5 Heads and 1 tail 5 feet 11 inches
4 Heads and 2 tails 5 feet 9 inches
1 Head and 5 tails 5 feet 3 inches
0 Heads and 6 tails 5 feet 1 inch

Use the following example to answer the questions.
A man is 5 feet 7 inches tall, has 3 heads (dominant genes) and 3 tails (recessive genes). He will give 3 genes to his child.
These 3 genes can be given randomly.
He can give 3 dominant genes and no recessive genes
He can give 2 dominant genes and 1 recessive genes
He can give 1 dominant genes and 2 recessive genes
He can give no dominant genes and 3 recessive genes
These are all the possible combinations that he can give his child. The height of the mother will dictate the genes she
will give to the child. The combination of the mother’s genes and the father’s genes will decide the height of the child

If a male is 5 feet 9 inches tall, it means that he has 4 dominant genes and 2 recessive. He will only give 3
genes to his child. What possible combination of genes can he give?

He can give ____ dominant and ____ recessive.
He can give ____ dominant and ____ recessive
He can give ____ dominant and ____ recessive

DISCUSSION:

1. The male is 5 feet 7 inches tall and the female is 5 feet 5 inches. Is it possible for them to give their child the
necessary genes so the child can be 5 feet 11 inches tall? Explain your answer. Diagrams can be useful here.
2. If the male is 5 feet 5 inches tall and the female is 5 feet 3 inches tall, what is the tallest height that their child
could attain? Explain.
3. If the man is 5 feet 7 inches tall and the mother is 5 feet 3 inches tall, is it possible for them to give their child
the necessary genes so the child can be 5 feet 11 inches tall? Explain.

CHAPTER 12 LABS
DNA
51

NAME__________________________
LAB 12A – WHAT DOES DNA LOOK LIKE?
MATERIALS:
gatorade stirring rod test tube lysis solution alcohol microtest tube

PROCEDURE:
1. Obtain a small cup of sports drink (1 mL) and swish it around in
your mouth for 1 full minute. As you swish, gently and
continuously scrape the sides of your cheeks with your teeth to DATA:
help release your cheek cells. 1. Draw a
few
2. Spit the drink (with your collected cheek cells) back into the
small cup.

3. Pour the contents of the cup into your labeled test tube (discard
the cup).

4. Holding the test tube at an angle, use the provided plastic pipet
to add 2mL of cell lysis solution to your collected cheek cells.
chromosomes.
5. Cap your test tube, and invert it 5 times. (This mixes the lysis
solution with the cheek cells.)

6. Allow this to stand for 2 minutes.

7. Using the provided pipet, add the cold alcohol by letting it run
gently run down the side of the test tube (hold the test tube at
an angle). Add the alcohol until your total volume reaches 12-13mL.
You should have 2 distinct layers. DO NOT mix the cheek cell
solution with the alcohol!!!
2. Draw
8. Watch as wispy strands of translucent DNA begin to clump what your DNA looks like.
together where the alcohol layer meets the cheek cell solution.
(It kind of looks like cobwebs extending upward.)

9. Place your 15mL test tube in a test tube rack and let it stand
undisturbed for 15 minutes. During this time the DNA will
continue to precipitate out.

10. Use a plastic pipet to transfer your DNA into a smaller test tube.
To do so, place the pipet near the DNA and draw the DNA into
the pipet (along with some alcohol). Do not move your pipet up Nitrogenous Bases (%)
and down into the bottom layer. Organism A G T C

Human 20.1 29.9

Chicken 28.5 21.5

Bacterium 13.4

52

DISCUSSION QUESTIONS 2. What are the 3 parts of a nucleotide.
On a piece of binder paper, answer the following questions 3. If one strand of DNA reads AACGTCGT
1. Was the DNA your extracted from one cell or from many cells? what would the other strand read?
Explain 4. Copy and complete the following table.

CHAPTER 14 LABS
HUMAN HEREDITY

LAB 14A – DNA FRAGMENT SIZE DETERMINATION
MATERIALS:
DNA gel ruler logarithmic graph paper

INTRODUCTION:
One of the first ways of analyzing your data is to determine the approximate sizes of each of your restriction
fragments. This can be done be comparing the DNA restriction fragments to DNA fragments of known sizes, or a DNA
marker.

PROCEDURE:
1. Construct a standard curve to determine the sizes of your DNA bands.

2. Lanes 2 and 4 are identical. Use either lane and measure the distance in millimeters each band has traveled.
Band 1 is the furthest from the well and band 11 is the closest. Record each measurement in the data table.

3. Next record the following known DNA lengths for each band. This information is based on data obtained
when the restriction enzymes HindIII and EcoR1 are added to the plasmid DNA.
Band 1 – 21,226 bp
Band 2 – 5,148 bp
Band 3 – 4,973 bp
Band 4 – 4,268 bp
Band 5 – 3,530 bp
Band 6 – 2,027 bp
Band 7 – 1,904 bp
Band 8 – 1,584 bp
Band 9 – 1,375 bp
Band 10 – 947 bp
Band 11 – 831 bp

4. Record this data on the logarithmic graph and make a “best of fit” line.

5. Measure the length of each band in Lane 1. This is DNA that has been cut by the restriction enzyme HindIII.
Using the graph, determine the size of each DNA fragment.

6. Measure the length of each band in Lane 3. This is DNA that has been cut by the restriction enzyme EcoR1.
Using the graph, determine the size of each DNA fragment.

DISCUSSION:
1. What is a restriction enzyme?
2. In lane 2, how many base pairs can be found in Band #3?
3. Comparing the distance the bands travelled, if there are more base pairs in a band, does it travel slower or
faster? Explain why.

53

DATA:

LANES 1 OR 3 LANE 2 LANE 4
Distance Actual Base Distance Actual Base Distance Actual Base
Band #
(mm) Pair (mm) Pair (mm) Pair
1 21,266
2 5,148
3 4,268
4 3,530
5 2,027
6 1,584
7 1,375
8 947
9 831

54

CHAPTER 16 LABS
DARWIN’S THEORY OF EVOLUTION
NAME__________________________
LAB 16A – VARIATION IN SIZE OF ORGANISMS
MATERIALS:
metric rulers pine needles scalpel grasshoppers string

PROCEDURE:
1. Obtain 25 pine needles. Measure the length of each needle. Repeat with the other 24 needles. Record all
measurements in the box below. Pool your data with other groups so that you have a record of at least 50
different seed measurements.

2. Measure the length of the femur of a grasshopper. Record in box
below Place your measurement on the whiteboard. Record all
measurements from the whiteboard into your data table.

3. Measure the distance from the outside of one eye to the outside of the other eye by using a string. Place your
data on the board.

4. Arrange your 3 sets of measurements (needle length, leg width, and eye width) in a manner that will show the
number of like measurements. (see table 1 in the data section)

5. Prepare a graph of each set of data to show the distribution of the variations. Put the range of measurements on
the horizontal axis and the number of individuals on the vertical axis. Draw a smooth line connecting or passing
near the dots plotted on each graph. (best of fit graph)

6. Calculate the average length in each set of measurements. Mark this length on each graph by finding the
average value in the horizontal axis and making a vertical line to indicate the position of the average length.

DISCUSSION:
1. Assuming that a grasshopper can jump farther with a longer leg, how might leg length be a survival factor in the
life of a grasshopper?
55

2. An optometrist (a doctor who examines eyes and fits glasses) measures the width of the eyes of all people that
he or she fits glasses to. If all the thousands of measurements of eye width were plotted on a graph, how would
the general shape compare with the one you made?
3. Draw what that graph from #2 may look like.

DATA:
Femur Length
(mm)
# of
Grasshoppers

Eye Width
(mm)
# of
Students

Needle Length
(mm)

# of Needles

56

LAB 16B – NATURAL SELECTION
MATERIALS:
Christmas paper 40 pieces of colored paper graph paper

PROCEDURE:
1. In this investigation, you will attempt to discover what happens to the characteristics of organisms within a
population that is subjected to predation over a number of generations.

2. To do this lab, you will play the role of a population of birds known as Gooney birdicus (gooney birds).
Gooney birds feed on small species of mouse known as Microtus coloriferii. (colorful mice). The role of the
colorful mice will be played by the paper circles. Gooney birds are normally very hungry and always capture the
first mouse they see. After the capture, they always take their nest (small cup) before they return to the hunt.

3. Write a hypothesis below. Which color do you think is best adapted to the environment. Give a reason for your
prediction.

4. Begin by assigning roles. 3 people need to be a gooney bird, and one person as mother nature.

5. Mother Nature will spread 40 "mice" over the piece of Christmas paper.
The Christmas paper represents a natural habitat (e.g. pond, meadow,
forest, cave, desert).

6. At Mr. Furlong's signal, begin capturing mice and depositing them into your nest one at a
time. Your group should capture a total of 30 mice. (10 by each gooney bird). There
should be 10 mice left in your habitat.

7. Remove the 10 survivors by lifting and gently shaking the habitat.

8. To have the 10 survivors "reproduce", add 3 paper circles of the same color for each of the survivors. This new
population of 40 mice consists of 10 first-generation mice and 30 second-generation mice.

9. Repeat steps 4-8 two more times

57

DATA:
NUMBER OF SURVIVING MICE
COLOR Round 1 Round 2 Round 3
Green
Blue
Brown
Yellow
Red
White
Pink
Orange
Black
Gray

TITLE: IV –
DV –
Subj –

HYPOTHESIS:


CONCLUSION:

Summarize your data

DISCUSSION:
Interpret your data

58

LAB 16C – THE PEPPERED MOTH: A POPULATION STUDY
1. How might the trees have become darkened?

2. Give a hypothesis that might explain why dark moths have increased in number in the soot-darkened woods.

3. Complete the data table.

Moth type Light Woods Dark Woods

Light Moths

Dark Moths

4. The experiments that follow were conducted by Dr. Kettlewell in England. He started by trapping moths at night.

5. Moths were trapped in tow kinds of traps. One kind attracted the moths to light and the other attracted male
moths to virgin female moths inside a mercury-vapor trap. Only male moths were used in his experiments, and
both kinds of traps worked equally well.

6. Each male moth in the experiment was marked with paint on the underside of the wing. Why?

7. Marked moths were released in both soot-darkened and soot-free woods.

8. Remember the steps in Dr. Kettlewell’s experiment. First he collected both light and dark colored moths. Then
he marked them. Then he released them in both dark and light woods.

9. Both light and dark moths were released into the dark woods and the light woods. One month later the
populations were resampled using the same traps.

10. Complete the following data table

RELEASE-RECAPTURE DATA FROM SOOT-DARKENED WOODS
Moth type Number Released Recaptured

Light Moths

Dark Moths

59

11. Complete the following data table

RELEASE-RECAPTURE DATA FROM LIGHT WOODS
Moth type Number Released Recaptured

Light Moths

Dark Moths

12. This scene was filmed during Dr. Kettlewell’s study. What hypothesis do they tend to support?

Type of Bird Dark Moths eaten Light Moths Eaten
Sp. Flycatcher
Nuthatch
Yellow Hammer
Robin
Thrush
Total

13. Now record the data for various birds in the light woods. Complete the data table.

NUMBER OF MOTHS EATEN IN LIGHT WOODS

DISCUSSION:
1. How can natural selection be used to explain the change in moth populations in each type of woods?
60

CHAPTER 17 LABS
EVOLUTION OF POPULATIONS

LAB 17A – ALLELE FREQUENCY CHANGES IN A POPULATION
MATERIALS:
6-sided die 8-sided die

PROCEDURE:
This experiment deals with a hypothetical aniamal called a gork. All gorks were once 4-legged, but later an 8-legged
mutant appeared.

Here are the rules:
1. Gorks are hemaphroditic. i.e. each animal has both male and female sex organs.
2. The 4-legged strain is caused by a dominant gene; the 8-legged by a recessive one.
3. Those with 4 legs will breed with other 4-leggers, and 8-leggers mate with 8-leggers. However, if there is no
choice, they will cross.
4. Each generation consists of exactly 8 gorks, and a predator kills off exactly 4 of them.
5. Each gork in a generation is given a number 1 to 8. The predator attacks one gork (determined by the roll of the
die). Once attacked, some gorks escape. Here the instrument of fate is the cubic die: numbers 1 and 2 kill 8-
leggers while 3,4,5,and 6 kill 4-leggers. 4-leggers run until exhausted and are killed if the predator has not been

61

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