High School Biology Required Laboratory Experiences

Transcription

1 High School Biology Required Laboratory Experiences RCPS Science Department

2 Student Lab Sheet Name Lab 1 IS IT ALIVE? Date Period 1. Briefly Describe Object/specimen Station # SB1 2. Is it alive? 3. If it is not alive, has it ever been alive? Or is any part of it alive? 4. Explain clearly why you think it is or is not alive. Tell how you figured it out 1. Briefly Describe Object/specimen Station # 2. Is it alive? 3. If it is not alive, has it ever been alive? Or is any part of it alive? 4. Explain clearly why you think it is or is not alive. Tell how you figured it out 1. Briefly Describe Object/specimen Station # 2. Is it alive? 3. If it is not alive, has it ever been alive? Or is any part of it alive? 4. Explain clearly why you think it is or is not alive. Tell how you figured it out Richmond County Board of Education Science Curriculum Department 2

3 Student Sheet SB1 Lab 2: Mystery Meal (Adapted from the GADOE Science Frameworks) Standards: SB1. Students will analyze the nature of the relationships between structures and functions in living cells. b. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids). Pre-Lab Questions: 1. You are what you eat. What are four major macromolecules and their building blocks in food? 2. What kind of qualitative data does an indicator produce? 3. What is digestion (hydrolysis)? How is energy released from food in your cells? Hypothesis: Make a prediction stating whether you think a cafeteria meal (ex. pizza or burger and french fries) contains all of the nutritional components starch, fats, proteins and sugars. If you predicted that fat is present, make a prediction regarding the percent of fat composition. Materials: blender access to a microwave gauze 1 cafeteria meal (pizza or burger and fries with milk or juice) FOR EACH GROUP 4 test tubes 1 hot plate 1 test tube rack distilled water 1 test tube brush glucose testing strips (or Benedict s solution) ml graduated cylinder Biuret s Reagent ml beaker Iodine solution ml beaker dish detergent 1 50 ml beaker goggles marking pencils aprons 1 stirring rod oven mitts 5 transfer pipettes gloves Procedure 1. The teacher will put the meal and one cup of warm water into a blender. Blend until a mushy consistency is reached. 2. Using gauze, pour the material through and strain a filtrate into a 500 ml beaker. Label this beaker A. 3. The solid material left behind will be placed into another beaker. Label this beaker B. 3

4 Student Sheet SB1 4. Each group will design a data table in which they will record their observation. 5. Put water into a test tube and label it A. This test tube will act as the control. All labeled test tubes are place in a test tube rack until ready for testing. 6. Follow the procedures below to test for each organic compound: CALCULATION OF PERCENT FAT COMPOSITION: Place 70 ml of unfiltered solid from beaker B into a clean beaker. Add 70 ml of warm water and heat on hot plate. Stir occasionally with the stirring rod. Boil for 10 minutes. Allow contents to cool (approximately 5 minutes). Obtain a 100 ml graduated cylinder and label it with the group name. Pour 50 ml of solution (made from the solid and warm water) into a 100 ml graduated cylinder. Caution: Use an oven mitt as glassware and contents will be hot. Cover the mixture with a plastic wrap. Place graduated cylinder in an ice bath or refrigerator for about 45 minutes. Calculate the percent fat composition by measuring the amount of the yellow fat layer at the top of the graduated cylinder and subtract from 50. Take the derived number and divide by 50. Multiply this number by 100 for an approximate percent fat composition. Note: Students may want to start this test first due to the wait time. TESTING FOR SIMPLE SUGARS: Testing with Glucose strips: Using a pipette, add 5 ml of filtrate (from Beaker A) to test tube 2. (Remember to label all test tubes.) Mix the solution with a stirring rod. Use the stirring rod to place fluid from each test tube ( 1 and 2 ) on a separate glucose testing strip and wait one minute. Make observations of the glucose test strips and determine the glucose amounts by comparing the test strip with the label on the glucose testing bottle. Record results in data table. OR Testing with Benedict s Solution: Using a pipette, add 2mL (40drops or one full dropper) of the filtrate (from Beaker A) to be tested to test tube 1 and 2. Add 2mL of Benedict s reagent to test 1 and 2. Place test tubes 1 and 2 in a beaker of boiling water for 1 or 2 minutes. Remove the tubes and allow cooling for 1 or 2 minutes. Observe each tube carefully. Record the color change. TESTING FOR PROTEINS: Using a pipette, first add 5 ml of water to a test tube and label it 3. This will act as the control for this test. Add 5 ml of filtrate(from Beaker A) to test tube and label it 4. Add 10 drops of Biuret reagent to test tubes 3 and 4 and mix with a clean stirring rod. Wait one minute then observe and record results in the data table. TESTING FOR STARCHES: Using a pipette, add 5 ml of water to test tube 5. This will act as the control for this test. Add 5 ml of filtrate (from Beaker A) to test tube 6. Add 3 drops of iodine solution to test tubes 5 and 6. Wait one minute then observe and record results in the data table. 7. Clean up: Filtrate and glucose strips are placed in the trash can. All materials are washed with detergent and dried. 4

5 Student Sheet SB1 8. Each group will share results for each organic compound tested. Be prepared to discuss your results with the class. Organic Compound Sugar Expected Results Protein Starch Fat Analysis and Conclusion: Post Lab Questions 1. What is a positive result when using an indicator for starch? b. sugar? c. fat? d. protein? 2. Were your predictions correct? 3. How does this meal match your definition of a healthy meal? 4. For each macromolecule tested, why are they essential to maintaining a healthy body? 5

6 Student Lab Biology GPS Content Standard: SB 1 Cells LAB 3 Toothpickase: An Enzyme Simulation Objective The purpose of this investigation is twofold: 1. To simulate the effects of a competitive inhibitor on enzymatic reactions. 2. To analyze the quantitative relationship between enzymes, substrates, and inhibitors. Georgia Performance Standard: SB1. Students will analyze the nature of the relationships between structures and functions in living cells. b. Explain how enzymes function as catalysts. c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, and nucleic acids). Pre-lab Questions: 1.List and explain four characteristics of enzymes. 2.What is a substrate? 3.What is a competitive inhibitor? 4.How does an active site relate to an enzyme and a substrate? 5.What kinds of environmental factors can cause a change (denaturation) in an enzyme or a substrate? 6.Form a hypothesis as to what you think will happen in a reaction without a competitive inhibitor versus one with a competitive inhibitor. Introduction Enzymes are globular protein molecules. There are thousands of different kinds of enzyme molecules within each living cell. Enzymes catalyze biological reactions. Each enzyme is specific in that it only works on one type of substrate molecule. They are very specific! In addition, enzymes are reusable. The reaction will continue until all the substrate is used up or until the enzyme is inhibited. E + S ES Complex E + P One person in each group will play a blind enzyme called toothpickase. Your substrate is toothpicks. Your active site is where your opposable thumb meets your index finger and middle finger. This action can affect a change in your substrate the toothpick molecule - which will be the product. Toothpickase can only break one toothpick at a time! Materials Stopwatch or clock (with second hand) Bowl or pan 250 toothpicks 10 straws ( same length of the toothpicks) Graph paper (provided) Calculator Safety 6

7 Please be advised that toothpicks are sharp and should be handled with care. 7

8 Procedures 1. Obtain 25 unbroken toothpicks and place them in a bowl. 2. Toothpickase should close his/her eyes. 3. Trial 1a- For 60 seconds, toothpickase breaks as many toothpicks as possible with his/her eyes closed one at a time! If all are broken before 60 seconds, stop and record the time and # toothpicks broken. 4. Recorder writes down the number of toothpicks broken in 60 seconds on the board and on the group data sheet. 5. Trial 1b-Keep broken toothpicks in the bowl. ADD enough unbroken toothpicks so that there are 25 unbroken in the bowl. Repeat the procedure for 30 seconds with eyes closed, record # broken. (HINT: 25 - #unbroken toothpicks = #broken toothpicks) 6. Trial 1c- Keep broken toothpicks in the bowl. ADD enough unbroken toothpicks so that there are 25 unbroken in the bowl. Repeat the procedure for 20 seconds with eyes closed, record # broken. (HINT: 25 - #unbroken toothpicks = #broken toothpicks) 7. Trial 1d- Keep broken toothpicks in the bowl. ADD enough unbroken toothpicks so that there are 25 unbroken in the bowl. Repeat the procedure for 10 seconds with eyes closed, record # broken. (HINT: 25 - #unbroken toothpicks = #broken toothpicks) *Empty the contents of your bowl in the trashcan! 8. Trial 2a- Now, obtain 25 unbroken toothpicks and 10 pieces of straw (inhibitors) and place in the bowl. Repeat the procedure for 60 seconds with eyes closed, record # broken. 9. Trial 2b- Keep broken toothpicks and straws in the bowl. ADD enough unbroken toothpicks so that there are 25 unbroken in the bowl. Repeat the procedure for 30 seconds with eyes closed, record # broken. (HINT: 25 - #unbroken toothpicks = #broken toothpicks) 10. Trial 2c- Keep broken toothpicks and straws in the bowl. ADD enough unbroken toothpicks so that there are 25 unbroken in the bowl. Repeat the procedure for 20 seconds with eyes closed, record # broken. (HINT: 25 - #unbroken toothpicks = #broken toothpicks) 11. Trial 2d- Keep broken toothpicks and straws in the bowl. ADD enough unbroken toothpicks so that there are 25 unbroken in the bowl. Record # broken (HINT: 25 - #unbroken toothpicks = #broken toothpicks) 12. Make sure that your group s data is recorded on the class chart provided by your teacher. 13. The teacher will have a student calculate the class average for each trial and also record it on the chart. Clean-Up/Disposal All toothpicks and straws may be disposed of in the garbage can. 8

9 Data and Observations Toothpickase: An Enzyme Simulation Group Members: YOU Date Class Period Group Data: Trial 1 Time # Broken Trial 2 Time # Broken 1a 60 sec 2a 60 sec 1b 30 sec 2b 30 sec 1c 20 sec 2c 20 sec 1d 10 sec 2d 10 sec Class Average Data: Trial 1 Time # Broken Trial 2 Time # Broken 1a 1b 1c 1d 60 sec 30 sec 20 sec 10 sec 2a 2b 2c 2d 60 sec 30 sec 20 sec 10 sec Data Analysis and Conclusions 1. Which trial had the most toothpicks broken? Why? 2. Which trial had the least toothpicks broken? Why? 3. How did the inhibitor actually inhibit the rate of reaction? Explain. 4. From your graph, determine the rate of reaction of each trial. Show your work. Formula: # broken at end of trial = # broken/second time Trial Show your work! # toothpicks broken/second 1a 1b 1c 1d 2a 2b 2c 2d 9

10 5. Which trial (1 or 2) had the fastest rate of reaction? Why do you think that is? 10

11 6. What if we had run the reaction for 120 seconds? What would have happened to our rate of breakage? Why? 7. What would happen if toothpickase crossed his/her fingers before beginning the exercise? How would this change the rate of breakage? (may be caused due to environmental factors) 8. What if we were to spread the toothpicks out all over the room? How would this change the rate of breakage (#broken/second)? Explain your answer. Graph Place independent variable on the x-axis. Label and assign correct units._ Place dependent variable on the y-axis. Label and assign correct units._ Plot data from both group trials and the class averages for both trials on the same graph. You will have 2 lines for your group data and 2 lines for the class averages. YOU may want to color code them! Graph Title: 11

12 Student Lab LAB 4 Cell Diversity a Microscopic Examination Standards: SB 1a. Students will explain the role of cellular organelles for both prokaryotic and eukaryotic cells SCSh 1a. Students will evaluate the importance of curiosity, honesty, openness, and skepticism. SCSh 2a. Students will follow correct procedures for use of scientific apparatus. SCSh 3. Students will identify and investigate problems scientifically SCSh 4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials SCSh 6a. Students will write clear, coherent lab reports related to scientific investigations. SCSh 8c. Students will understand that the ultimate goal of science is to develop an understanding of the natural universe which is free of biases. Objectives: 1. Students will be able demonstrate the correct use of the light microscope 2. Students will be able to draw accurate representations of cells seen using the light microscope 3. Students will be able to label organelles that they can see under the light microscope. 4. Students will be able to compute the magnification of the cells they view and draw under the microscope under low power and high dry power. Pre-Lab: Directions: Please answer the following questions with complete sentences. 1. What are the main differences between Eukaryotic and Prokaryotic cells? 2. What is the most prominent and darkly staining organelle visible when viewing most eukaryotic cells? 3. What are the three main areas of a cell? (1) The living boundary of the cell (= the Plasma membrane), (2), and (3) the. 4. Which locomotor organelles are you likely to see when viewing cells? 5. Why are we NOT able to see ribosomes, mitochondria, or endoplasmic reticulum using the light microscope? What type of microscope would allow us to visualize these structures? 6. ** Identify the parts of the microscope on the sheet provided 7. Calculate the magnification of specimens viewed with the following powers: Magnification objective lens total magnification of ocular lenses Scanning power 10 x 4x = Low power 10 x = High power (= high-dry) 10 x = Purpose To learn to use the light microscope correctly To view and draw different cell types To label cellular organelles that can be seen using the light microscope Formulate a Hypothesis Not applicable for this lab. 12

13 Student Lab Biology GPS Content Standard: SB 1 Cells INTRODUCTION: Background The microscope is an important tool in the study of cells and organisms in biology. The microscope is used to magnify objects too small to be seen in detail with the naked eye. The standard magnification of the lens in the eyepiece is 10x (read 10 times). In addition to the eyepiece (ocular lenses), a light microscope has one or more objective lenses which have varying powers of magnification. To find the total magnification, multiply the eyepiece magnification and the objective lens magnification. For example, if you are looking at a specimen using the 10x objective lens, the total magnification would be: Eyepiece (ocular) magnification X Objective lens magnification = Total magnification 10x X 10x = 100x Always handle the microscope with extreme care. Your teacher will demonstrate the correct position to carry this instrument and will demonstrate its correct use. Do not touch the microscope until you are instructed to begin. MATERIALS: Compound Light Microscopes set up in Stations. Each Station has different types of Cells from 5 different Kingdoms: We will see eukaryotic Animal, Plant and Fungal cells from these multicellular organisms. We will also see specialized eukaryotic cells from unicellular Protists. And we will look at Prokaryotic cells that are in the Kingdom Eubacteria. Recall the differences between Prokaryotic and Eukaryotic cells. Think of the size difference and the organelles that we expect to see. PROCEDURE: As we begin the lab, we will review the parts of our microscopes. Today we will be looking at cells which have been preserved and stained. The staining reveals cellular structures that may not be visible in unstained cells the DNA and proteins in the nucleus usually takes up stains darkly. Which organelle contains DNA, and so tends to appear prominently? **Your teacher has placed the preserved slides onto the stage of each microscope in the position for you to see the particular cells chosen. You and your partner will need to visit each station to examine all the different types of cells. Today, we will NOT MOVE the microscope slides and we will NOT change the objective lens (power); we will NOT rotate the nosepiece. If you think these have been changed or if you cannot see the specimen clearly, please call your teacher to re-set the slide in the correct location and magnification. [In a lab coming up soon, we will all have the opportunity to make our own slides, locate our specimens and view them under 3 different magnifications.] Which controls on the microscopes will we need to change today? Each student will need to set the OCULAR DISTANCE FOR YOUR EYES at each microscope by moving the eyepieces closer together or farther apart. Students will FOCUS WITH FINE ADJUSTMENT the whole time while you are looking. Remember that cells are 3 dimensional and they can be seen in several planes so DO FOCUS carefully as you are looking. Once you see the cells make a beautiful drawing of 3 or 4 cells at each station. How small are cells? Most cells will still appear small even though we are magnifying them quite a lot under our microscope. DRAW YOUR CELLS BIG - try to make each eukaryotic cell in your 13

14 Student Lab Biology GPS Content Standard: SB 1 Cells drawing the size of a quarter Do not draw eukaryotic cells smaller than a nickel. Prokaryotic cells are so much smaller they may look like dots to you even under High Power. Draw these bacterial cells as accurately as you can. LABEL each drawing: (1) the specimen or type of cell and (2) the power and computed magnification. (3) Carefully Label the organelles you can SEE. Some Animal cells will have cilia or microvilli. Some Plant cells will have special vesicles containing starch or other products that may stain. Some Protists will have flagella, cilia, or pseudopodia. Some cells will have cell walls outside the plasma membrane. (4) COLOR your drawings (the color of the stain is best). LAB to Hand in: Names of lab partners Date Lab Title: CELL DIVERSITY a Microscopic Examination Circles represent Field of View for each Station drawn Power Total Magnification: Power Total Magnification: 14

15 Student Lab Biology GPS Content Standard: SB 1 Cells ANALYSIS AND CONCLUSIONS: 1) Which organelles(s) take up most of the stain in a eukaryotic cell? 2) Name 3 cytoplasmic organelles that are known to be present but not visible under the light microscope. How do biologists know that these organelles are present in eukaryotic cells? 3) What is the difference between cilia and flagella? What purpose do cilia serve in lining tissue in a multicellular organism? 4) What are microvilli? What purpose do they serve? 15

16 Student Lab Biology GPS Content Standard: SB 1 Cells LAB 4: CELL DIVERSITY Microscopic Examination of Various Cell Types Performance Rubric Checklist Performance Criteria Introduction Title is written in a clear declarative statement. 1 Hypothesis The hypothesis is stated in the if..then..because format. It predicts the influence of the independent variable on the dependent variable. Materials and Methods Materials and equipment are listed. A detailed, logical, step-by step set of procedures that were conducting the lab is listed. Safety concerns are listed among the procedures. Assessment Points Student/Peer Teacher na optional Results Station 1 Cells drawn neatly and large 4 Station 1 Labels complete, correct 6 Station 2 Cells drawn neatly and large 4 Station 2 Labels complete, correct 6 Station 3 Cells drawn neatly and large 4 Station 3 Labels complete, correct 6 Station 4 Cells drawn neatly and large 4 Station 4 Labels complete and correct 6 Station 5 Cells drawn neatly and large 4 Station 5 Labels complete and correct 6 Station 6 Cells drawn neatly and large 4 Station 6 Labels complete, correct 6 Station 7 Station Station 8 4 Station 8 6 Analysis and Conclusion Question 1 5 Analysis Q 2 Analysis Q Analysis Q 4 5 Language Usage 1. Language is used correctly and purposefully. na 2. The report is neat, legible,and presentable. na Comments 16

17 Student Lab GPS Content Standard: SB 1 Cells LAB 5 Living Cells On Stage! Standards: SB 1a. Students will explain the role of cellular organelles for both prokaryotic and eukaryotic cells SCSh 1a. Students will evaluate the importance of curiosity, honesty, openness, and skepticism. SCSh 2a. Students will follow correct procedures for use of a scientific apparatus. SCSh 3. Students will identify and investigate problems scientifically SCSh 4. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials SCSh 6a. Students will write clear, coherent lab reports related to scientific investigations. SCSh 8c. Students will understand that the ultimate goal of science is to develop an understanding of the natural universe which is free of biases. Objectives: 1. Students will be able to demonstrate the correct use of the light microscope 2. Students will be able to make wet mount slides; find and focus on living cells 3. Students will be able to sketch living cells seen using the light microscope 4. Students will be able to label organelles seen in living plant and animal cells 5. Students will be able to compute the magnification of the cells they view and draw under the microscope under low power and high dry power. Pre-Lab: Please answer the following questions with complete sentences. 1. Sketch and label ~6 of the main organelles of a typical animal cell. 2. Sketch and label the main organelles of a typical plant cell. 3. What are the main differences between Plant and Animal cells? Purpose To learn to make a wet-mount slide and place it correctly on the microscope stage. To learn to locate specimens using the mechanical stage and critical focusing. To carefully change the magnification by rolling the objectives into position To critically distinguish plant and animal cells Formulate a Hypothesis If the cell is from a multicellular plant, then (we will expect to see.. ) If the cell is from a multicellular animal, then. (which features will let us know?) INTRODUCTION: Background The microscope is an important tool in the study of cells and organisms in biology. The microscope is used to magnify objects too small to be seen in detail with the naked eye. Always handle the microscope with extreme care. Your teacher will demonstrate the correct position to carry this instrument and will demonstrate its correct use. Do not turn on or touch 17

18 the microscope until you are instructed to begin. 18

19 Student Lab GPS Content Standard: SB 1 Cells Briefly review the parts of the microscope. Elodea is a popular aquatic plant that can be obtained at pet stores and in many local ponds. The leaves are very thin - about 3 cell layers. The brick-shaped Elodea cells can be easily viewed under the light microscope. Cytoplasmic streaming can be observed as chloroplasts travel around the central vacuole before the cells get too warm. There are some unusual spine cells at the leaf periphery that are fun to look at (Plant Adaptitions). Being aquatic plants, Elodea do not normally have stomata. So, in order to visualize stomata and the guard cells, the teacher will need to get an outdoor leaf or a fresh spinach leaf. Human cheek cells are stratified squamous epithelium. Individual surface cells are very flat (squamate) shaped like pancakes or tortillas. Each cell has one small oval nucleus and usually shows granules (vesicles containing amylase..??). Epithelial cells stain nicely with Methylene blue or Toluidine blue (Toluidine blue is a darker more pleasing metachromatic stain). These cells tend to fold or roll up on the slide. Students should find an area on their slide where they can see and draw groups of cells laying relatively flat. HINT: every nucleus indicates one cell. MATERIALS: Compound Light Microscopes set up for students to use in pairs or groups of 3. Clean glass microscope slides Glass coverslips Distilled or spring water (or tap water) in dropper bottles Saline solution, isotonic to Human cells (0.9% NaCl made in lab will work fine) Toluidine blue or Methylene blue stain in dropper bottles Elodea leaf or other aquatic plant in water Green or purple leaf (any species) from outside or from grocery (Spinach, purple cabbage) Clean unused (preferably sterile) toothpicks PROCEDURE: Today we will be looking at living cells. We expect the cells of Plants to contain which unique and colorful organelle? Because of the green color, many Plant cells can be viewed without staining. We will also look at Animal cells from your own cheek these cells show up much better when stained with a vital stain. The staining reveals cellular structures that may not be visible in unstained cells. Recall which organelle contains DNA, and therefore tends to stain vividly. TEACHER will demonstrate how to make a wet mount for both Plant and Animal cells. Students will view the stomata once they have completed Elodea and Cheek epithelial cells. The teacher may want to set up the stomata slide as a Demo slide - or enterprising students may make their own if/when the teacher gives permission. Elodea slide 1) Using a pipette, place a drop of water on the slide. Place one Elodea leaf into the drop. 2) Carefully lower a coverslip onto the drop of water. 19

20 Student Lab GPS Content Standard: SB 1 Cells TEACHER will demonstrate how to hold a wet-mount slide, how to place it on the microscope stage without allowing water to spill off the slide. If this occurs, the leaked water may make a vacuum seal; then the slide will not move easily or at all - so the student will need to start again and dry off the stage. TEACHER will demonstrate how to begin with scanning power for each new specimen. The objective lens and the microscope stage should be as far from each other as possible - Therefore before placing the wet mount slide onto the stage: 3) Make sure scanning lens is in place Rotate the nosepiece until the 4x objective is in place. 4) Lower the stage or raise the objective to maximum distance 5) Carefully place slide onto stage gently locking mechanical arm to securely hold the slide in place. 6) Turn on the light source not too bright 7) Make sure the condenser is in high position to focus the light onto your specimen - your Teacher may need to help you position the condenser to focus the light through the aperature 8) Use your mechanical stage knobs to center the specimen into the light beam 9) Set eyepieces for your eyes. Open both your eyes and look through both eyepieces. 10) Use the course adjustment knob to bring specimen into focus - students will make a quick sketch of the tissue at this power. 11) Carefully rotate the nose piece until the 10X objective is in place (yellow stripe, Low Power); check focus using the course adjustment knob. students will draw, label and note magnification on Low Power. 12) roll high power objective (blue stripe ~ 40x) into place - Draw on High Power, note mag. 13) Students will COLOR and LABEL their drawings. Make your cell drawings Beautiful! Draw a small portion of the field on scanning power. Draw 3-5 Large cells on Low Power and again on High Power. It is true that most cells are small, even when viewed under the microscope. However, please DRAW YOUR CELLS BIG! Try to make each eukaryotic cell in your drawing on Low Power the size of a nickel. On High Power, draw each cell the size of a quarter. LABEL each drawing: (1) the specimen or type of cell and (2) the power and computed magnification. (3) Carefully Label the organelles you can SEE. (4) COLOR your drawings IMPORTANT CONSIDERATIONS: Binocular Compound Microscopes are made to see 3 dimensional images. Students should set the eyepieces (ocular lenses) to the appropriate distance for their eyes. Open both eyes while looking into the microscope. When viewing through scanning objective and Low power (100x- Yellow stripe), students should use the Large Focusing Knob or Course Adjustment. However, when viewing on High Power (400x- Blue stripe objective) Focus with FINE ADJUSTMENT KNOB ONLY. Remember that cells are 3 dimensional and they can be seen in several planes so students should continue to focus the whole time while looking. Human Check Epithelial cells 1) Place a drop of 0.9% saline solution on the slide (Saline solution isotonic to human cells) 2) Add 1 drop of Toluidine Blue or Methylene Blue stain from the dropper bottle. 3) Use the side of a clean sterile toothpick to gently rub off a few cells from the inside of one of the partner s cheeks. Stir the toothpick around in the droplet of stain water to dislodge the cells. CAUTION: DO NOT poke the inside of your cheek with the toothpick gently scrape the inside of your cheek with the side of the toothpick. Even though you will not be able to SEE the cells, hopefully they will be there - and show up when stained. 20

21 4) Follow the same steps for viewing your epithelial cell wet mount slide as listed above

22 Student Lab GPS Content Standard: SB 1 Cells View Stomata and Guard cells 1) Student or Teacher will need to use a scalpel or a safety razor blade to get a THIN section from the underside of a terrestrial leaf. 2) Place thin leaf section into a drop of water on the slide. 3) Cover with a coverslip. 4) Place onto a microscope where all students can view. 5) Stomata and guard cells should be visible. CLEAN UP Once the student pairs have finished with their wet mount slide, they may be placed (coverslip and all) into a small beaker containing about 50% Alcohol. This will kill all biohazard and clean the slides. Teacher or a volunteer student can wipe microscope slides and lay on paper towels to dry. ANALYSIS QUESTIONS: (1) Describe the motion of Chloroplasts within the living plant cell. (2) Which organelles are responsible for Cytoplasmic streaming? (3) Can you see where the large Central vacuole is? The motion of the cytoplasm should give you a hint. (4) Find a vein in the center of the Elodea leaf how do the vessel cells look different from the regular photosynthetic cells? (5) Propose a function for the spine cells Think of the lifestyle of Elodea. (6) What are stomata and why does a plant cell need them? (7) Elodea generally do not have stomata Can you guess why? Think of where Elodea lives and the thickness of the leaf. What process is possible for these cells that makes stomata unnecceasry? (8) Give the correct biological name for the type of cells you drew from your cheek. (9) Describe the shape of these cells. (10 Stained granules appear in the cheek epithelial cells. What do these granules contain? Why? 22

23 Student Lab GPS Content Standard: SB 1 Cells Names of Lab partners Date Lab Title: Living Cells On Stage! Label Cell wall Plasma membrane Cytoplasm Chloroplasts Nucleus Large Central Vacuole (if you can see this) Elodea leaf Scanning Total Magnification: Low Power Total Magnification: High Power Total Magnification: 23

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25 Student Lab GPS Content Standard: SB 1 Cells Leaf Stomata and Guard cells Label Guard cells Stoma Tell what type of leaf the slide was made from High Power Total Magnification: 25

26 Student Lab GPS Content Standard: SB 1 Cells Human Cheek cells Squamous epithelium Label Nucleus Cytoplasm Amylase granules Plasma membrane Low Power Total Magnification: High Power Total Magnification: 26

27 Student Lab GPS Content Standard: SB 1 Cells Performance Criteria LAB 5 Living Cells On Stage! Performance Rubric Checklist Introduction Title is written in a clear declarative statement. 1 Hypothesis The hypothesis is stated in the if..then..because format. It predicts the influence of the independent variable on the dependent variable. Materials and equipment are listed. A detailed, logical, step-by step set of procedures that were conducting the lab is listed. Safety concerns are listed among the procedures. Materials and Methods Results NOTE: 63 points for Results: ~ 6 pts for drawings, 2pts for Labels Elodea scanning Power w/correct computed magnification 4 Elodea Low Power w/correct computed magnification 6 Elodea High Power w/correct computed magnification 6 Elodea spine cells EC -2 pts LABEL Cell wall 2 LABEL Plasma membrane 2 LABEL Cytoplasm 2 LABEL Chloroplasts 2 LABEL Nucleus 2 LABEL Large central vacuole 2 Stomata and Guard cells w/correct computed magnification 6 LABEL Guard cells 2 LABEL Stoma 2 Human Cheek cells Low Power w/correct computed magnification 6 Human Cheek High Power w/correct computed magnification 6 LABEL Nucleus 2 LABEL Cytoplasm 2 LABEL Plasma membrane 2 LABEL Amylase granules 2 COLOR DRAWINGS Analysis and Conclusion 6 Analysis Question 1 3 Analysis Q 2 3 Analysis Q 3 Analysis Q Analysis Q 5 3 Analysis Q 6. 3 Analysis Q 7 3 Analysis Q 8 3 Analysis Q 9 3 Analysis Q 10 3 Reflect back on your Hypothesis 4 Language Usage 1. Language is used correctly and purposefully. 2. The report is neat, legible, and presentable. na na Assessment Points Student/Peer Teacher 2 na 27

28 Comments: 28

29 Student Page SB1 a,d Lab 6: The Effect of Solution Concentration on Osmosis Objective In this experiment, you will investigate the processes of diffusion and osmosis in a model membrane system and investigate the effect of solute concentration on osmosis. Georgia Performance Standard: SB1. Students will analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction. d. Explain the impact of water on life processes (i.e., osmosis, diffusion). PreLab Questions: 1. What are the characteristics of a selectively permeable membrane? 2. Compare and contrast solvent and solute. 3. Define osmosis. 4. In terms of solute concentration, explain how the following words differ: hypertonic, hypotonic, isotonic 5. A red blood cell is place in a 0.5M NaCl solution. The solution is hypertonic to the cell. In the form of a hypothesis, predict which way osmosis will occur. Use the If then.because. format. Introduction: Diffusion is the random movement of molecules from an area of higher concentration to an area of lower concentration in a defined space. Eventually equilibrium will be reached; there will be an equal concentration of molecules throughout the space. Osmosis is a special case of diffusion. Osmosis is the diffusion (movement) of water across a selectively permeable membrane from a region of higher water concentration to a region of lower water concentration. You can describe osmosis in terms of the properties of a solution. A solution is a combination of solute and solvent. In a hypertonic solution, there is a higher solute concentration and a lower solvent concentration. In a hypotonic solution, there is a lower solute concentration and a higher solvent concentration. Molarity is a measure of solute concentration. Molarity is the number of moles of solute dissolved in one liter of solution. The units, therefore are moles per liter, specifically it's moles of solute per liter of solution, typed as M or handwritten as M. Dialysis tubing is an example of a selectively permeable membrane. Small solute molecules and water molecules can move freely through a selectively permeable membrane, while larger molecules may pass through slowly or not at all. Materials 4 20 cm strips of dialysis tubing Sharpie Distilled Water 0.2 M Sucrose Paper towels Plastic wrap or 4 sandwich bags 29

30 0.6 M Sucrose Triple Beam Balance or Digital balance 30

31 Student Page SB1 a,d 1.0 M Sucrose calculator 4 rubberbands Safety Wear proper lab attire (goggles and apron). Procedure DATA 1. Day 1: Tie a knot in one end of each piece of dialysis tubing to form 4 bags. Pour 15 ml of each of the following solutions into separate bags. Distilled Water 0.2 M Sucrose 0.6 M Sucrose 1.0 M Sucrose Push excess air out of the bag and tie a knot in the other end. 2. Carefully blot the outside of each bag and record in Table 1.2 the initial mass of each bag. **Note Watch your units of measure!! 3. Place each bag in a 250 ml cup and label the cup to indicate the molarity of the solution in the dialysis bag. 4. Now fill each cup 2/3 full with water. Be sure to completely submerge each bag. 5. Cover each cup with plastic wrap or a sandwich bag and secure with a rubberband. Allow the cups to sit overnight. 6. Day 2: Remove the bags from the water. Carefully blot and determine the mass of each bag. Record the final mass of each bag in Table 1. **Note Do not remove a bag from a cup until you are ready to determine the mass because prolonged exposure to the air will cause a change in mass. 7. On the board or a chart provided by your teacher, and on your data sheet, record your group s percent change in mass. The teacher will have a few students calculate the class average percent change in mass and record it on the board or chart as well. Table 1 Contents in Dialysis bag Initial Mass Final Mass Percent Change In Mass** Class Average Percent change in mass 0.0 M water 0.2 M Sucrose 0.6 M Sucrose 1.0 M Sucrose 31

32 Student Page SB1 a,d ** To calculate Note you may have a negative percent change in mass! Percent change in Mass = (Final Mass Initial Mass) X 100 Data Analysis and Conclusions Initial Mass 1. Graph your data. For this graph you will need to determine the following: a. the independent variable (x axis) b. the dependent variable ( y axis) Graph title: 32

33 Student Page SB1 a,d 1. Explain the relationship between the percent change in mass and the molarity of sucrose within the dialysis bags. 2. Describe the solutions in the cups in relation to the solutions in the dialysis bags in terms of hypotonic, hypertonic, and isotonic. 3. Sketch the 4 cups with their respective dialysis bags. Label each bag with its appropriate solution. Show the direction of osmosis with arrows (based on your data). 33

34 Student sheet LAB 7 Do Plants do Cellular Respiration? SB3a I. OBJECTIVES: To investigate which gases are released by plant cells during cellular respiration To compare the gases released when plants are incubated in light and in darkness To gain experience using chemical indicators II. PreLab Questions 1) Write the overall balanced equations for both Cellular Respiration and for Photosynthesis. Pay particular attention to the reactants and to the products of these two processes. 2) Which type of organisms do photosynthesis? 3) Which process produces CO 2 Gas from the breakdown of food molecules? What kinds of cells produce CO 2 gas? Note: CO 2 gas dissolves in water and even reacts with water to form weak carbonic acid. The ions (H+ ions) from the dissociation of Carbonic acid H 2 CO 3 lowers the ph of the solution. 4) The ph of a solution can be determined using special chemicals called that change color in the presence of H+ or OH- ions. (5) Read through the INTRODUCTION of the Lab. Then Write a Hypothesis as to which vials you expect to become more acidic (decrease ph) after 24 hours incubation. III. INTRODUCTION When CO 2 is bubbled into water, some of the CO 2 dissolves and actually reacts with the water: - CO 2 + H 2 O Î H 2 CO 3 Î dissociating in water solution to yield H+ + HCO 3 [the weak acid, carbonic acid] [hydrogen ions] and [bicarbonate ions] If CO 2 gas is bubbled into water, what will happen to the ph of the solution? Bromothymol Blue is an indicator chemical that turns green or yellow in the presence of a weak acid. Bromothymol Blue remains blue in neutral or basic conditions. A dilute solution of bromothymol blue is non-toxic to living cells. Universal Indicator is a complex indicator that turns several different colors depending on the ph range. IV. MATERIALS AND METHODS: Well plate test plate Light source: sunshine, fluorescent or sunlamp Capped vials [4] Closet to keep vials in the dark for 24 hours Test tube racks [2] Bromothymol blue in dropper bottles 250 ml erlenmeyer flask Universal indicator in dropper bottles New drinking straw de-ionized water Lab Marking tape 2 colors carbonated water 4 clean test tubes for Day 2 household Ammonia sprigs of the water plant, Elodea sp. distilled vinegar 34

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36 Student sheet SB3a V. SAFETY Be careful not to spill solutions, especially indicators, because they can STAIN YOUR SKIN and your clothing. Wear a Lab apron. Hold dropper bottles vertical and squeeze gently to dispense 1 drop. VI. PROCEDURE: DAY 1 1) Place enough drops of Ammonia solution, NH 4 OH (a base) into well #1 of your well-plate to fill the well approximately ½ full. Add 1 drop of Universal indicator and record color in TABLE 1. 2) Place enough drops of deionoized water into well #2. of your well-plate to fill the well approximately ½ full. Add 1 drop universal indicator record color. 3) Place enough drops of carbonated water into well #3 of your well-plate to fill the well approximately ½ full. Add 1 drop universal indicator record color. 4) Place enough drops of vinegar into well #4 of your well-plate to fill the well approximately ½ full. Add 1 drop universal indicator record color. Notice that there is a progression of colors reflecting a ph gradient of these solutions. 5) Repeat steps 1-4 above Î Test with Bromothymol Blue instead of Universal indicator - by Dropping 1 drop of bromothymol blue into each solution and Record the colors in TABLE 1. 6) Fill the erlenmeyer flask with ~100 ml fresh tap water. Add 5 drops Bromothymol blue. Note color 7) Take a clean, new drinking straw. Have 1 lab member blow bubbles into the flask for a few minutes. Watch the color change and Record. Know why it changes. Answer ANALYSIS Q #9 Now we will set up our experimental vials Obtain 4 screwcap vials and your Elodea leaves. 8) Place 10 ml deionized water into 2 vials. yellow label 9) Place 9 ml deionized water into the next 2 vials. Add 1 ml carbonated water to these vials. Pink label 10) Add 5 drops bromothymol blue to each vial. 11) Place a small sprig of Elodea leaf into each of the 4 vials. 12) Cap all the vials. Record the colors of the liquid in each vial immediately TABLE 2 13) Label all 4 of your vials with your Lab group s name. 14) Wrap 1 yellow vial (without CO 2 ) and 1 pink vial (containing CO 2 ), with aluminum foil, making sure that light cannot get into these 2 vials. Place these two vials into a small test tube rack provided by your teacher. 15) Place the 2 unwrapped vials into another test tube rack. Place this test tube rack in the sunlight Your teacher will provide the area with sunlight or under the sunlamp. After getting your vials set up and in the appropriate place, clean and dry your well plate. (see below) 36

37 Richmond County Board of Education August 2006 Science Curriculum Department Student sheet Answer ANALYSIS Q 1-8 ; place your Lab into your class Basket until tomorrow SB3a DAY 2 16) Get your experimental vials. Decant the liquid into a clean test tube to read the color accurately. Record in TABLE 2. 17) For the vials incubated in the dark, pour the liquid back into the original vial, recap, allow the vials to sit for minutes in the light to see whether the ph will change. Record in TABLE 2. VII. CLEAN-UP and DISPOSAL: DAY 1 Rinse out your well plates and dry with paper towel. Place back into your Lab set up tray. Place your vials labeled with your group name in the light area your teacher has provided. Take the vials to be incubated in the darkness labeled with your group name to the assigned place. DAY 2 Check with your instructor before discarding fluid and Elodea leaves into the receptacle. Rinse your vials and lids carefully. Rack the upside down in your test tube rack. Place rack on paper towel in your Lab tray (or basket). Wipe off Lab surface and Wash your hands. VIII. RESULTS: DATA TABLE I INDICATORS Record the Color Ammonia water dihoh CO2 HOH vinegar Universal Indicator Bromothymol blue Acidic? Basic? Or neutral? DATA TABLE II RESULTS Record the Color of the solution: DAY 1 DAY 2 DAY 2 Label color Initial after ~24 hours after 15 minutes Yellow label Elodea in dih 2 O In sunlight In dark or light in light 37

38 Pink label Elodea in carbonated water Richmond County Board of Education August 2006 Science Curriculum Department 38

39 Student sheet In sunlight Yellow label - dark Elodea in dih 2 O In darkness Pink label - dark Elodea in carbonated water In darkness SB3a IX. ANALYSIS: (1) If CO 2 gas is bubbled into water, what will happen to the ph? (2) What type of organisms give off CO 2 gas? What process are they doing when they release the CO 2 gas? (3) State the overall balanced equation for Cellular Respiration. (4) State the overall balanced equation for Photosynthesis. (5) When will the plant cells be giving off the most CO 2 gas (day or night)? How will this be expected to affect the color of the fluid in your experimental vials? (6) When will be plant be giving off the most O 2 gas? Would you expect a color change In your vial in this case? (7) What is meant by de-ionized water? Why would deionized water be better than tap water for this experiment? (8) Was the carbonated water acidic or basic or neutral? Did both indicators give the same result? Explain your answer. (9) Why does the bromothymol change color in the flask that the student blew into? Write the balanced chemical equation for the reaction that occurred between the water and the student s breath. (10) Why did we need to cap the vials? (11) What gas is the primary by product of Elodea cells in the sunshine? How does this gas affect the ph? (12) What gas is the primary by product of Elodea cells in the darkness? (Why?) What important process are the Elodea cells doing in the darkness? (13) Write a paragraph to explain your RESULTS. (14) Refer back to your original Hypothesis. Explain why is was or was not correct. 39

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41 Student Guide SB5 Lab 8 -Who Are Our Closest Ancestors (genetically speaking)? (Adapted from the GADOE Science Frameworks) Standards SB3 Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. c. Examine the evolutionary basis of modern classification systems. SB5 Students will evaluate the role of natural selection in the development of the theory of evolution. b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution. c. Explain how fossil and biochemical evidence support the theory. Characteristics of Science Habits of Mind SCSh1a Students exhibit traits of curiosity, honesty, openness, and skepticism in doing their own science activities. SCSh3 Students identify and investigate problems scientifically SCSh6 Students will communicate scientific investigations and information clearly. SCSh7 Students analyze how scientific knowledge is developed. SCSh8 Students critically assess quality of data Objective: In this activity, students will derive the evolutionary relationship among different species based on the amino acid sequence of amylase. Using data from this activity, students will create cladograms to represent their inferences on where different species branched off the evolutionary line from a common ancestor. Introduction: The fossil record is one the strongest sources of evidence for evolution. Remains of organisms that no longer exist often show similarities to currently existing organisms. To establish relationships among existing organisms, scientists often compare homologous structures, biochemistry, vestigial organs and/or embryonic similarities. Amylase is a protein found in all organisms. The length of this protein is approximately 100 amino acids. The table below represents 25% of the amylase sequence for nine different vertebrates. Each of the letters used represents one of the 20 amino acids found in nature. For this activity it is not necessary to name the individual amino acids in the sequences. By comparing the sequences of amino acids in similar organisms, scientists can often determine evolutionary relationships between the organisms that share that protein. A cladogram can be constructed to depict the evolutionary distance between the organisms. This method takes advantage of the predictable rate at which mutations occur in DNA. Those organisms with the greatest number of amino acid sequence differences are considered to have diverged from a common ancestor the greatest number of years ago. If two organisms have relatively few differences between them, but each share a similar number of differences with the other organism, they would be more closely related and depicted as twigs of a branch that would be a greater distance from the other organisms. 41

42 Richmond County Board of Education Science Curriculum Department Working Draft August

43 Student Guide SB5 Material List: Lab Pen/pencil Safety: There are no special safety needs associated with this lab. Procedure: The table below will be used to create a cladogram. Step 1: Compare the amino acid sequence of each organism to the human. Count the number of different amino acids and record these values in Data Table I. Step 2: Compare each of the nine vertebrates to the others. Determine the number of different amino acids in the sequence. Record these values in Data Table II. Step 3: Create a cladogram for these nine vertebrates. Remember the greater the number of differences the less related the organisms are. Step 4: At each fork in the cladogram created, identify the trait or characteristic that is different. Add the specific trait to the cladogram at the appropriate forks. 43

44 Richmond County Board of Education Science Curriculum Department Working Draft August

45 45 Student Guide SB5 Amino Acid Sequence for Amaylase Zebra Turkey Catfish Frog Human Great White Shark Loggerhe ad Sea Turtle Rhesus Monkey Rabbit Q Q Q Q Q Q Q Q Q A A A A A A A A A P E E A P Q E P Y F F Y F Y F F Y P T S S S S S S S S T T T T T T T T T D D D D A D E A D K K K K K K K K K N N S N N S N N N K K K K K K K K K G G G G G G G G G I I I I I I I I I T T U T I T T I T K G N G G Q G G G E E N E E Q E E E E D D D D E E D D T T T T T T T T T L L L L L L L L L M M M M M M M M M M M M M M R M M M E E E E E I E E E K D S S K K D K K A A A A A T A A A T T T G T A T A R N S S S N A S N N E K --- K E S K E E

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47 Student Guide SB5 Data Tables Data Table I (Comparing to Human amylase) Organism # of Differences Zebra Turkey Catfish Frog Great White Shark Loggerhead Sea Turtle Rhesus Monkey Rabbit Data Table II Compare the amino acid sequence of each organism to all the other organisms. Record the number of differences in the chart below. Zebra Turkey Catfish Frog Great White Shark Loggerhead Turtle Rhesus Monkey Rabbit Human Zebra Turkey Catfish Frog Great White Shark Loggerhead Sea Turtle Rhesus Monkey Rabbit 47

48 Richmond County Board of Education Science Curriculum Department Working Draft August

49 Student Guide SB5 Cladogram: Analysis and Conclusion: 1. Which vertebrates are most closely related to humans? Use two types of evidence from this activity to support your choice. 2. Using just the physical characteristics of these nine organisms, would the cladogram look the same? Justify your answer. 3. In a well developed paragraph, explain how the organisms were placed into the cladogram. Use appropriate vocabulary to support the steps of the process. Bonus: Point mutations in DNA can change the sequence of amino acids in a protein chain. How many mutations occurred to alter the amylase protein of the catfish and the zebra? 49

50 Richmond County Board of Education Science Curriculum Department Working Draft August

51 Student Guide SB5 Lab 8: Who Are Our Closest Ancestors Performance List Rubric Performance Criteria Assessment Points Student/Peer Teacher Title/Problem Statement 1. Title is written in a clear declarative statement. 2 Hypothesis 2. The hypothesis is stated in the na if..then..because format. Materials and Methods 3. Materials and equipment are listed. 4. A detailed, logical, step-by step set of optional procedures that were conducting the lab is listed. 5. Safety concerns are listed among the procedures. Results 6. The design of the table is appropriate for the 20 types and quantities of data being collected. 7. All relevant data are accurately and completely 10 recorded in the table. 8. Cladogram is correctly filled in 26 Analysis and Conclusion 9. Analysis and Conclusion Question Analysis and Conclusion Question Analysis and Conclusion Question 3 15 Language Usage 12. Language is used correctly and purposefully The report is neat, legible,and presentable. 1 Comments 51

52 Richmond County Board of Education Science Curriculum Department Working Draft August

53 Student Lab SB3 Lab 9 Protist Diversity Standard: SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. a. Relate the complexity and organization of organisms to their ability for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. b. Examine the evolutionary basis of modern classification systems.(six kingdom) SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh3. Students will identify and investigate problems scientifically SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh6. Students will communicate scientific investigations and information clearly. Objectives: Use the microscope to examine and draw several different types of Protists Use a dichotomous key to identify representative Protists Pre-Lab Questions 1. Kingdom Protista contains an extremely wide diversity of organisms. Look at the Phylogenetic relationship for the groups in Kingdom Protista (Figure 19.3, p 576 McDougal Biology). How would you describe the relationships between Protist groups. 2. Plant-like Protists are generally called. Name two organisms in the plant-like protist category. 3. Animal-like Protists are generally called. Name two organisms in the animal-like protist category. 4. Give a characteristic of Fungal-like Protists. Give an example organism. 5. Are all the Protists that move with Flagella in the same Group? 6. Are all the Protists that move with Cilia in the same Group? 7. Are all Protists single celled? Explain. Background Information Protista has been called a catchall Kingdom because it includes an incredible variety of organisms. Protists are eukaryotic and represent some of the most elaborate and complex cells known in nature. Remember that single-celled organisms have to do all their life processes all within one cell. Single-celled and colonial eukaryotic organisms are almost all placed into Kingdom Protista [Kingdoms Plantae and Animalia are ALL multicellular by definition; Kingdom Fungi contains a few single-celled representative called yeasts ]. The majority of Protist species are aquatic, living in freshwater or marine environments. Terrestrial protists inhabit damp soil or leaf litter. These eukaryotes includes both heterotrophic and autotrophic organisms. 53

54 Protista is a Kingdom that is currently undergoing intense Cladistic study and many new Taxonomic systems have been proposed. Look at Fig 19.4 in your Biology 54

55 Student Lab SB3 Textbook. Genetic studies are revealing relationships among different Protist Groups. Not all Flagellates can be placed into the same taxonomic group- many different groups of Protists contain flagella or flagellated cells. All Ciliates, however, are in the same group, Ciliophora. The Autotrophic (Photosynthetic) protists are still generally called Algae. There are several Algal phyla which have slightly different choloplasts with somewhat different pigments many Algal phyla are named for the color of their pigments. Dinoflagellates, diatoms, and seaweed are all forms of Algae. Among the most well-studied by biology students are the Green Algae (Phylum Chlorophyta) which include Chlamydomonas, the whole Volvox group, and cool linear colonial forms Spirogyra and Oedogonium. Animal-like protists are still generally known as Protozoa. Some of the Protozoa move with flagella and are called zooflagellates. (Can you guess what the prefix zoo refers to?) One group, the Ciliates are among the most complex of all living cells on Earth. Protozoa have heterotrophic nutrition. Some are parasitic and can cause human diseases: Plasmodium causes Malaria, Giardia causes a serious dysentery, Trypanosomes cause African sleeping sickness and Chagas disease. Certain organisms that were once thought to be Fungi have now been placed into the Kingdom Protista. These fungal-like Protists include the Slime molds and Water molds, based primarily on their mode of nutrition. Check out some cool members of this group in your textbook. Locomotor organelles are still important in recognizing Protists. Amoebae use pseudopodia and cytoplasmic streaming for movement and for feeding. Slime molds use pseudopodia to travel along the forest floor. Members of Ciliophora generally move using the many cilia on their surface. Some like Vorticella and Didinium have cilia restricted to certain locations on the cell surface. Euplotes ansd Oxytricha (Fig 19.2) have specialized fused cilia. Flagella, the whip-like organelles ( mastig ) are widespread in the Protist Kingdom. Many relatively unrelated Protist groups move by flagella. Reproduction: Almost all Protists can reproduce asexually by mitosis (sometimes referred to as binary fission). Many Protists engage in sexual reproduction. Sex may involve fusion of cells known as free swimming gametes; other species do conjugation where genetic material is exchanged through a bridge-like connection. MATERIALS: Compound Light Microscopes set up in Stations Live Protist Cultures: Protozoa Survey Mixture with Dichotomous Key, Algal survey with Dichotomous Key, Volvocales survey with Dichomotous Key, Ciliates: Stentor, Paramecium, Didinium, and Vorticella. Glass Microscope Slides Glass Coverslips Lens paper or Kimwipes polypropylene transfer pipets several sizes (Cultures each come with separate pipettes) Protoslo (Carolina Biological Catalog No ) 55

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57 Student Lab SB3 PROCEDURE: (1) Work with a partner. Sit at a microscope where you will view your first live Protist slide. Mentally review the parts and function of the microscope. Do not touch the microscope until you are told to begin. Notice the name of the Protist group that corresponds to your Lab Station. (2)Your teacher will help you to prepare a wet mount slide from the Living Protist Cultures at a designated area. Recall how to hold a wet mount slide at the end so as not to let water flow in any direction. **Student teams will need to move to the other stations, so you can investigate each of the cultures that your teacher has provided. (3) Follow instructions for viewing and drawing from your wet mount slide: a) Make sure scanning lens is in place Rotate the nosepiece until the 4x objective is in place. b) Lower the stage or raise the objective to maximum distance. c) Carefully place the slide onto the stage gently locking the mechanical arm to hold the slide securely in place. d) Turn on the light source not too bright e) Make sure the condenser is in high position to focus the light onto your specimen - your teacher may need to help you position the condenser to focus the light through the aperture. f) Use your mechanical stage knobs to center the coverslip into the light beam g) Set eyepieces for your eyes. Open both your eyes and look through both eyepieces. h) Use the course adjustment knob to bring the level where the protists are into focus. Remember that this is a 3 dimensional watery world for these creatures. i) Once you see some swimming protists, carefully rotate the nose piece until the 10X objective is in place (yellow stripe, Low Power); focus with the course and/or fine adjustment knob. You should sketch the fast moving creatures you see while on Low Power. j) IF you can focus on a slow moving protist, then you may want to see more detail on High Power. Carefully roll high power objective (blue stripe ~ 40x) into place. Focus with Fine adjustment knob only while on High Power. Draw the protist cells you see on High Power or go back to Low power if the cells cannot be viewed easily of High power k) Make your cell drawings detailed and Beautiful! Draw 2 or 3 Large cells on either Low Power or on High Power whichever gives you the best view of the organisms. DRAW YOUR CELLS BIG! Try to make each eukaryotic cell in your drawing the size of a quarter. l) Identify your Protists using the Dichotomous key provided. Or use the pictures of protist cells on your lab table. m) COLOR and LABEL your drawings. LABEL each drawing: (1) the identified type of organism from your dichotomous key and (2) the power and computed magnification. Safety: Follow routine laboratory safety precautions. Handle the microscope with care. 57

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59 Student Lab SB3 Clean up and Disposal: Turn off microscope light and rotate nosepiece back to scanning power Drop used microscope slides (coverslip and all) into the beaker of ethanol at your teacher s designated station. ANALYSIS /CONCLUSION: 1) Why is Kingdom Protista casually referred to as a catchall kingdom? 2) Name 3 organisms that are in the Volvocales group? What is the unicellular representative of this group? 3) What does it mean to say that Volvox is colonial? Each individual cell in the Volvox colony is extremely similar to which other species. 4) Multicellular Seaweed fall into which 3 (Algal) Protist groups. 5) Describe the motion of one of the Ciliates that you saw. 6) What were your 2 favorite Protists that you saw today? Describe characteristics and tell what you liked about each. 7) Euglena is a protozoan, not an alga. Is this an accurate statement? Why or why not? 8) What are 2 eukaryotic features that first evolved in protists? 59

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61 Student Lab SB3 Performance Criteria Lab 9: Protist Diversity Introduction 1. Title is written in a clear declarative statement. na Hypothesis 2. The hypothesis is stated in the if..then..because format. It predicts the influence of the independent variable on the dependent variable. Materials and Methods 3. Materials and equipment are listed. na 4. A detailed, logical, step-by step set of procedures that were conducting the lab is listed. na 5. Safety concerns are listed among the Optional 3 procedures. Results Approx 10 points each station 60 points 6. Paramecium and Didinium- id and drawings 7. Stentor - id and drawings 8. Vorticella and other ciliates - id and drawings 9. Flagellated mixture - id and drawings 10. Volvocales mixture - id and drawings 11. Algae mixture - id and drawings Other or alternate Protists possible Analysis and Conclusions Questions points each 40 points Assessment Points Student/Peer Teacher n/a Language Usage 7. Language is used correctly and purposefully. na 8. The report is neat, legible, and presentable. Comments 61

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63 Student Lab Sheet SB3 Lab 10: Evolution of Plant Diversity SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. a. Relate the complexity and organization of organisms to their ability for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. b. Examine the evolution basis of modern classification systems.(six kingdoms) SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh4. Students will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials. SCSh6. Students will communicate scientific investigations and information clearly. Objective In this laboratory experiment, students will examine and relate the evolutionary trends of plants by observing structural adaptations of mosses, ferns, gymnosperms, and angiosperms. Pre-lab Questions 1. Explain why green plants are thought to have evolved from green algae? 2. What is alternation of generations? 3. What is the difference between nonvascular plants and vascular plants? 4. Do all plants produce spores? Do all plants produce seeds? Introduction Kingdom Plantae is made up of organisms that are multicellular. The vast majority of the organisms in the plant kingdom are photosynthetic and terrestrial. Plants probably evolved from multicellular green algae called charophytes and were the first multicellular organisms to colonize land. From the algal ancestor, a variety of plants have evolved. Materials Compound Light Microscope Stereomicroscope or Hand Lens Prepared Slide: Mixed Green Algae,w.m., Live specimens: Green moss plants from lawn, Bostonor other species Fern, Georgia Yellow Pine (gymnosperm), any flowering plant or weed, various fruits Orange, Apple, dry dehiscent fruits from crepe myrtle or any other plant. Safety 1. Keep your hands away from your face while handling plants. 2. Do not eat any part of the plant specimens. Procedure You will travel in pairs to five stations that are representative of the evolution of plants. Record the answers to the questions on the lab handout. 63

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65 Student Lab Sheet SB3 1. Work Station 1- Green Algae Using the compound light microscope, look at the prepared slide of mixed green algae: a. What kingdom does this specimen belong to? b. List 2 ways in which green algae is similar to land plants. 2. Work Station 2- Mosses Look at the sample of moss at this station. Examine the moss and answer the following questions: a. Does this specimen have vascular tissue? If so, give the name(s) of the vascular tissue. b. Which phylum does this specimen belong to? c. Sketch both generations. Label the gametophyte and sporophyte portions of the moss plant. Indicate which portion is haploid and which portion is diploid. d. Why must moss sperm have flagella? e. Where does fertilization take place? 3. Work Station 3- Ferns Look at the sample of ferns at this station. The fern leaf is called a frond. Examine the frond and answer the following questions: a. How does water travel throughout a fern? b. Which phylum does this specimen belong to? c. What is the dominant generation? d. Sketch the fern plant. Indicate whether the leafy green frond in your sketch is haploid or diploid. e. Look on the underside of the frond. Is there any evidence of reproductive structure? Sketch your findings. What is the name of reproductive cells produced by this structure? 4. Work Station 4- Gymnosperms Look at the sample of a pine tree branch at this station. Examine the pine tree branch: a. What is the common name of this specimen? b. Which phylum does this specimen belong to? c. When you look at the limb of a pine tree, which portion (gametophyte or sporophyte) of the plant life cycle are you seeing? d. In what part of this specimen would you find reproductive structures? 5. Work Station 5- Angiosperms Look at the sample of an angiosperm at this station. Examine the angiosperm. a. What is the common name of this specimen? b. Which phylum does the specimen belong to? c. Label the angiosperm as a monocot or dicot. Give 2 characteristics used by you to make this determination. Look at the sample of fruits at this station. Examine the different fruits. d. How is fruit beneficial to angiosperm? Look at the sample of an angiosperm. Examine the angiosperm. e. Sketch the specimen and label the parts of the flower. Richmond County Board of Education August 2006 Science Curriculum Department 65

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67 Student Lab Sheet SB3 Clean up/disposal Clean up your materials Wash hands thoroughly after completing the lab Data/Observations All data should be recorded on the student lab sheet. Analysis/Conclusion To answer these questions, students can use their notes and textbook: 1. In what ways are ferns different from mosses? 2. Name an evolutionary development found in gymnosperms but is lacking in ferns. 3. Name an evolutionary development that is present in both gymnosperms and angiosperms but absent in bryophytes and ferns. 4. Which group of plants is most successful and diverse today? What are some adaptations found among members of this group? 5. Where does meiosis occur in All plants? What is produced by meiosis in all plants? Meiosis always occurs within the sporangium in plants. Meiosis occurs in the diploid Sporophyte and produce haploid spores. 6. Where does fertilization occur in nonvascular Plants? Whare does fertilization occur in seed plants? In the archegonium in all plants; within the ovule in seed plants. 7. Prepare a Cladogram for Land Plants - using Green Algae as the outgroup. Building a Cladogram is a good culmination for this Lab. Place appropriate shared derived characters onto your Cladogram to illustrate the Evolutionary relationships among the major groups of Kingdom Plantae: Green Moss Ferns Gymnosperms Angiosperms Algae 67

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69 Student Lab Sheet SB3 LAB 10: Evolution of Plant Diversity Performance Rubric Checklist Performance Criteria Introduction Hypothesis The hypothesis is stated in the if..then..because format. It predicts the influence of the independent variable on the dependent variable. Materials and Methods Materials and equipment are listed. A detailed, logical, step-by step set of procedures that were conducting the lab is listed. Carrying out the procedure Results/Analysis at each station Station 1a 4 Station 1b 4 Station 2a 4 Station 2b 4 Station 2c 8 Station 2d 4 Station 3a, 3b Station 3c, 3d Assessment Points Student/Peer Teacher na na na 4 each 4 each Station 3e 4 Station 4 a,b,c,d Station 5 a,b.c 4 each 4 each Analysis Questions Question 1 5 Question 2 5 Question 3 5 Question 4 5 Question 5 5 Cladogram 5 Comments: 69

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71 Student Lab Sheet SB3 Subject/Course: Biology Grade: 9-12 Evolution of Plant Diversity Student Lab Sheet Direction: Complete the handout as you rotate through each of the five stations. Each student must turn in their own student lab sheet. Work Station 1: Green Algae a. b. Work Station 2: Mosses a. b. c. Gametophyte Sporophyte Haploid or Diploid Haploid or Diploid d e. Work Station 3: Ferns a. b. c. 71

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73 Student Lab Sheet SB3 d. Haploid or Diploid e. Work Station 4: Gymnosperms a. b. c. d. Work Station 5: Angiosperms a. b. c. d. e. Sketch: ANALYSIS Questions And Cladogram 73

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75 Student Lab Sheet SB3 Lab 11: Survey of Invertebrates: Porifera, Cnidaria, Platyhelminthes, Nematoda, Mollusca, Annelida, Arthropoda, Echinodermata Content Standards SB3. Students will derive the relationship between single-celled and multi-celled organisms and the increasing complexity of systems. a. Relate the complexity and organization to their ability for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism. b. Examine the evolutionary basis of modern classification systems.(six kingdoms) Characteristics of Science-Habits of Mind SCSh 2. Students will use standard safety practices for all classroom laboratory and field investigations. SCSh4. Students will use tools and instruments fro observing, measuring, and manipulating scientific equipment and materials. SCSh6. Students will communicate scientific investigations and information clearly. Objective To introduce students to the diversity of animals without backbones (invertebrates) and understand the evolutionary relationships and taxonomic classification of animals as currently understood. Pre- Lab Activity Use your notes, textbook, and/or internet: Create an invertebrate phyla comparison chart of the following phyla-porifera, Cnidaria, Platyhelminthes, Nematoda, Mollusca, Annelida, Arthropoda, and Echindermata. Compare the following: body plan (symmetry), circulation, respiration, digestion, excretion, skeletal, reproduction, locomotion, and body cavity. Introduction Organisms in the Animal Kingdom are all multicellular, heterotrophic, eukaryotes. Animals are thought to have evolved more than 500 million years ago, as they branched from a group of Protistans called the choanoflagellates. In this laboratory you will become familiar with several phyla of invertebrate animals (animals without backbones). Materials Compound Light Microscopes Hand Lens Blunt Probes Dissecting trays Prepared Slides: Hydra (budding adult,w.m.), Planaria (w.m.), Physalia, Trichinella Spiralisher or any other preserved slides of invertebrates. Preserved Specimen: Grantia, Taenia pisiformis, Mollusk Collection (representative seashells), Lumbricus terrestris, Leech, Crayfish, Grasshopper, Echinoderm Collection (starfish, sand dollars, sea urchin tests) or other preserved specimens of invertebrates. Richmond County Board of Education Science Curriculum Department 75

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77 Student Lab Sheet SB3 Safety Put on safety goggles and lab apron Follow routine laboratory safety procedures Handle the microscope with care Procedure You will travel in groups of three to eight stations that are representative of invertebrates. Record the answers to the questions on the student lab sheet. 1. Work Station 1: Porifera a. What is the common name of the representatives of this phylum? b. What is the evolutionary milestone of this phylum? c. Adult sponge: Sessile or free-swimming? d. How do the representatives of this phylum feed? Look at the preserved specimen of Grantia or a natural bath sponge from the sea. Examine the sponge and answer the following questions: e. The rough texture of the exterior surface of the sponge is due to the presence of. This structure is made up of. f. Draw the preserved specimen and label the following parts-ostia, basal disk and osculum. 2. Work Station 2: Cnidaria a. What is the evolutionary milestone of this phylum? b. Name the three classes of this phylum. c. Describe the body symmetry of Cnidarians. d. What are the two body forms of Cnidarians? Look at the prepared slide of Hydra through the compound light microscope. Answer the following questions: e. What form of reproduction is shown on the slide: asexual or sexual? f. How is Hydra different from other representatives from its class? Look at the prepared slide of Physalia through the compound light microscope. Answer the following question: g. What is function of the nematocyst? 3. Work Station 3: Platyhelminthes a. What is the evolutionary milestone of this phylum? Look at the prepared slide of Planaria through the compound light microscope. Answer the following questions: b. What class does this specimen belong to? Look at the preserved specimen of Taenia pisiformis. Examine the specimen and answer the following questions: c. What class does this specimen belong to? d. Identify and tell the function of the knob-shaped organ at the anterior end of the specimen. 77

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79 Student Lab Sheet SB3 4. Work Station 4 : Nematoda a. What is the evolutionary milestone of this phylum? Look at the prepared slide of Trichinella spiralis through the compound microscope. Answer the following question: b. What disease is caused by this roundworm? c. Human infestation is typically due to. 5. Work Station 5: Mollusca a. What is the evolutionary milestone of this phylum? b. What is distinctive about the body plan of representatives of this phylum? Look at the preserved mollusks. Examine them and determine which class does each belong? c. 6. Work Station 6: Annelida a. What is the evolutionary milestone of this phylum? Using a hand lens, observe the preserved Lumbricus terrestris in the dissecting tray: b. Draw the specimen and label the following parts- mouth, prostomium, anus, clitellum, and setae. c. What class does this specimen belong to? Using the hand lens, observe the preserved leech (and or sand worms) in the dissecting tray: d. What class does this specimen belong to? 7. Work Station 7: Arthropoda a. What is the evolutionary milestone of this phylum? b. What are three distinctive characteristics of this phylum? Using the hand lens, observe the preserved crayfish in the dissecting tray: c. What is the common name of the subphylum? d. Identify the two major sections of the body of the crayfish. 1. The exoskeleton is made up of. Using the hand lens, observe the preserved grasshopper in the dissecting tray: e. What subphylum does this specimen belong to? f. What is the major adaptive advance of this subphylum? 8. Work Station 8: Echinodermata a. What is the evolutionary milestone of this phylum? Look at the preserved echinoderms. Examine them and determine which class they belong to? b. Clean up/disposal Wash your hands thoroughly when you finish the lab 79

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81 Student Lab Sheet SB3 Data/Observations Complete the student lab sheet. Data Analysis/Conclusions Use your notes and textbook to answer the following questions: 1 Name the unicellular organism that is thought to have been the immediate ancestor to the first animals. Give evidence of this view. 2. Porifera has been called a dead-end phylum. List 2 possible reasons why no animal group evolved from the sponges. 3. Radially symmetric animals, such as Hydra, are not found on land. However, bilaterally symmetrical animals live on land and in water. Give a reasonable explanation as to why radially symmetrical animals are best suited to aquatic life. 4. Why are echinoderms thought to have evolved from bilaterally symmetrical ancestors? 81

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83 Student Lab Sheet SB3 Survey of Invertebrates: Porifera, Cnidaria, Platyhelminthes, Nematoda, Mollusca, Annelida, Arthropoda, Echinodermata Student Lab Sheet Name 1. Work Station 1: Porifera a. b. c. d. e. ; f. Sketch: 2. a. b. c. d. e. f. g. Work Station 2: Cnidaria 3. Work Station 3: Platyhelminthes a. b. c. d. 4. Work Station 4: Nematoda a. b. c. Richmond County Board of Education Science Curriculum Department 83

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85 Student Lab Sheet SB3 5. Work Station 5: Mollusca a. b. c Work Station 6: Annelida a. b. Sketch: c. d. 7. Work Station 7: Arthropoda a. b. c. d. e. f. 8. Work Station 8: Echinodermata a. b Richmond County Board of Education Science Curriculum Department 85

86 Student Lab Sheet SB3 Lab 11: Invertebrates: Porifera, Cnidaria, Platyhelminthes, Nematoda, Mollusca, Annelida, Arthropoda, Echinodermata Performance Criteria Introduction 1. Title is written in a clear declarative statement. 2 Hypothesis 2. The hypothesis is stated in the if..then..because format. It predicts the influence of the independent variable on the dependent variable. Materials and Methods 3. Materials and equipment are listed. na 4. A detailed, logical, step-by step set of procedures that were conducting the lab is listed. na Assessment Points Student/Peer Teacher n/a 5. Safety concerns are listed among the procedures. Results, Analysis and Conclusions Optional 3 6. Work station (1-8) 70 (2 pts. each question) 7. Data Analysis/Conclusion (1-4) 20 (5 points each) Language Usage 7. Language is used correctly and purposefully The report is neat, legible, and presentable. 2 Comments 86

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88 Student Lab Sheet SB3 LAB 12 Frog Dissection Pre Lab Questions Name Period 1. Complete the classification of a frog: Kingdom: Subphylum: Phylum: Class: Order: 2. Amphibia means 3. List major characteristics of amphibians: Richmond County Board of Education Science Curriculum Department 88

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90 Student Lab Sheet SB3 LAB 12 Frog Dissection Objective: To develop a skill in dissection To observe the external and internal anatomy of a frog Introduction: As members of the class Amphibia, frogs may live some of their adult lives on land, but they must return to water to reproduce. Eggs are laid and fertilized in water. On the outside of the frog s head are two external nares, or nostrils; two tympani, or eardrums; and two eyes, each of which has three lids. The third lid, called the nictitating membrane, is transparent. Inside the mouth are two internal nares, or openings into the nostrils; two vomerine teeth in the middle of the roof of the mouth; and two maxillary teeth at the sides of the mouth. Also inside the mouth behind the tongue is the pharynx, or throat. In the pharynx, there are several openings: one into the esophagus, the tube into which food is swallowed; one into the glottis, through which air enters the larynx, or voice box; and two into the Eustachian tubes, which connect the pharynx to the ear. The digestive system consists of the organs of the digestive tract, or food tube, and the digestive glands. From the esophagus, swallowed food moves into the stomach and then into the small intestine. Bile is a digestive juice made by the liver and stored in the gallbladder. Bile flows into a tube called the common bile duct, into which pancreatic juice, a digestive juice from the pancreas, also flows. The contents of the common bile duct flow into the small intestine, where most of the digestion and absorption of food into the bloodstream takes place. Indigestible materials pass through the large intestine and then into the cloaca, the common exit chamber of the digestive, excretory, and reproductive systems. The respiratory system consists of the nostrils and the larynx, which opens into two lungs, hollow sacs with thin walls. The walls of the lungs are filled with capillaries, which are microscopic blood vessels through which materials pass into and out of the blood. The circulatory system consists of the heart, blood vessels, and blood. The heart has two receiving chambers, or atria, and one sending chamber, or ventricle. Blood is carried to the heart in vessels called veins. Veins from different parts of the body enter the right and left atria. Blood from both atria goes into the ventricle and then is pumped into the arteries, which are blood vessels that carry blood away from the heart. The urinary system consists of the frog s kidneys, ureters, bladder, and cloaca. The kidneys are organs that excrete urine. Connected to each kidney is a ureter, a tube through which urine passes into the urinary bladder, a sac that stores urine until it passes out of the body through the cloaca. The organs of the male reproductive system are the testes, sperm ducts, and cloaca. Those of the female reproductice system are the ovaries, oviducts, uteri, and cloaca. The testes produce sperm, or male sex cells, which Richmond County Board of Education Science Curriculum Department 90

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92 Student Lab Sheet SB3 move through sperm ducts, tubes that carry sperm into the cloaca, from which the sperm move outside the body. The ovaries produce eggs, or female sex cells, which move through oviducts into the uteri, then through the cloaca outside the body. The central nervous system of the frog consists of the brain, which is enclosed in the skull, and the spinal cord, which is enclosed in the backbone. Nerves branch out from the spinal cord. The frog s skeletal and muscular systems consist of its framework of bones and joints, to which nearly all the voluntary muscles of the body are attached. Voluntary muscles, which are those over which the frog has control, occur in pairs of flexors and extensors. When the flexor of a leg or other body part contracts, that part is bent. When the extensor of that body part contracts, that part straightens. Materials: (per group) Safety goggles Gloves Lab apron- per each student Paper Towels Dissecting pan Preserved frog Hands Len Scissors Scapel Probe Dissecting Pins Dissecting Needles Gloves Safety: 1. If you wear contact lenses, these should be removed when working near chemicals or dissections. Contact lenses can hold chemicals in the eye(s) increasing the potential damage in the event of an accidental splashing of chemicals into the eye(s). 2. Inform your teacher of any illness as a result of exposure to chemicals used in specimen preparation. 3. Avoid contact with preservative chemicals. Rinse the specimens completely before dissection. 4. Properly mount dissection specimens to dissecting pan. Do not dissect a specimen while holding it. 5. Handle scalpel or razor blade (safety edged) with extreme care. 6. Always cut away from your body and away from others. Richmond County Board of Education Working August 2006 Science Curriculum Department 92

93 Student Lab Sheet SB3 7. Never ingest specimen parts or remove specimens/specimen parts from the classroom. Properly dispose of dissected materials. 8. Store specimens as directed by your teacher. Clean up the work area and return all equipment to the proper place when the dissection is completed. 9. Wash your hands after each dissection. Procedure: FIRST, PUT ON YOUR GOGGLES, LAB APRON AND GLOVES! Part A: External Anatomy 1. Obtain a preserved frog. Rinse the frog with water to remove excess preservative. Dry the frog with paper towels and place it in a dissecting tray. 2. Identify the dorsal and ventral surfaces and the anterior and posterior of the frog. 3. Locate the forelegs and hindlegs. Each foreleg or arm, is divided into four regions: upper arm, forearm, wrist, and hand. If the hands have enlarged thumbs, the frog is a male. 4. Locate the two large, protruding eyes. Lift the outer eyelid using a probe. Beneath the outer lid is an inner lid called the nictitating membrane. 5. Posterior to each eye is a circular region of tightly stretched skin. This region is the tympanic membrane, or eardrum. Locate the tympanic membranes on both sides of the head. 6. Anterior to the eyes, locate two openings called the external nares, or nostrils. Hold the frog firmly in the dissecting tray. Using scissors make a small cut at each of the hinged points of the jaw. 7. The tongue is the most noticeable structure in the mouth. Observe where the tongue is attached and note the two projections at the free end. 8. If you have a male frog, locate the two openings of the vocal sacs on the back sides of the floor of the mouth. 9. On the roof of the mouth, locate the following structures. Near the front center of the roof of the mouth are two small bumps. These bumps are the vomerine teeth. On either side of the vomerine teeth are the openings of the internal nare. Behind the vomerine teeth, observe two large bulges. These bulges are the eye sockets. Run your finger along the top jaw. The teeth you feel are the maxillary teeth. The openings of the Eustachian tubes are on either side near the back of the Richmond County Board of Education Working August 2006 Science Curriculum Department 93

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95 Student Lab Sheet SB3 mouth. Insert a probe into an opening of one Eustachian tube. Note where the probe stops. STOP! ANSWER POST LAB QUESTIONS 1-10 Part B: Internal Anatomy- Dissection 1. Place a preserved frog in a dissecting tray with the ventral surface up. With dissecting pins, securely pin the frog s feet and hands to the wax bottom of the dissecting tray. 2. With forceps, lift the loose skin of the abdomen. Carefully insert the tip of a pair of scissors beneath the skin. 3. With your fingers carefully separate the skin from the underlying muscles. Open the flaps of skin as far back as possible and pin them to the wax bottom of the dissecting tray. Notice the blood vessels branching throughout the inner lining of the skin. Observe the abdominal and pectoral muscles. 4. Carefully lift the abdominal muscles with the forceps. As the incision is made toward the chest, or pectoral area, you will need to cut through bone. This bone is part of the pectoral girdle. 5. Remove the pins holding the skin in place. Stretch the abdominal opening as much as possible. 6. Study the positions of the exposed organs. Notice that most of the organs are held in place by mesenteries. 7. If the frog is a mature frog, the most obvious organs will be the ovaries. Be careful removing them. 8. The large reddish-brown organ in the upper part of the abdominal cavity is the liver. 9. With your fingers or a probe, lift and seperate the lobes of the liver upward. Behind the middle lobe, look for a greenish finger-shaped gland. This gland is the gall bladder. 10. With scissors, carefully remove the liver and gall bladder from the body. DIGESTIVE SYSTEM 11. Locate the other organs of the digestive system. The esophagus is a white tube leading from the mouth and connecting to the upper part of the white, muscular stomach. Look for a constriction is the pylorus. The pylorus leads into the long, coiled small intestine. Inside the first loop of the small intestine near the Richmond County Board of Education Science Curriculum Department 95

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97 Student Lab Sheet SB3 stomach, locate a thin, white organ called the pancreas. Also in the intestinal mesentery, locate a brown bean-shaped organ called the spleen. 12. The small intestine ends in a large bag-shaped organ, the large intestine. The last organ of the digestive system is the cloaca, a sac-like organ at the end of the large intestine. Undigested food leaves the body though the anus. 13. Carefully remove the digestive system from the body. UROGENTIAL SYSTEM 1. The reproductive system and the urinary system of the frog are closely connected and can be studied together. The two kidneys are reddish-brown organs located on the dorsal posterior wall of the abdominal cavity. The kidneys lie on either side of the backbone. The yellow, fingerlike lobes attached to the kidneys are fat bodies. A small, twisted tube called the ureter leads from each kidney into the saclike urinary bladder. The bladder is connected to the cloaca. 2. In a male frog, locate the testes, white or yellow oval organs found on the ventral surface of the kidneys. 3. In a mature female, the ovaries are filled with eggs. RESPIRATORY SYSTEM 1. Locate the two lungs. They are small, spongy sacs to the right and left of the heart. Look for the bronchial tubes and larynx connecting the lungs. 2. Carefully remove the lungs from the body with scissors and forceps. CIRCULATORY SYSTEM 1. Locate the heart. The heart is encased in a membranous sac called the pericardium. 2. Note the vessels attached to the heart. The large artery on the ventral surface of the heart is the coronary artery. MUSCULAR SYSTEM 1. Remove the pins from the frog s feet and hands. 2. Cut the skin completely around the upper thigh of one leg, as if cutting off a pair of pants. With forceps, carefully pull the skin downward to the foot. Expose the thigh muscles. Clean Up and Disposal: Dispose of your materials according to the directions from your teacher. Clean up your work area and wash your hands before leaving the lab. Richmond County Board of Education Science Curriculum Department 97

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99 Student Lab Sheet SB3 STOP! ANSWER POST LAB QUESTIONS Richmond County Board of Education Science Curriculum Department 99

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101 Student Lab Sheet SB3 LAB Frog Dissection Post Lab Questions Name Period Answer the following questions: External Features- 1. Describe the position of the eyes on the head. 2. How is the eye position an adaptation for its lifestyle? 3. Measure the length of the forelegs and the hind legs? How do they compare? 4. How are the hind limbs adapted for swimming? 5. Feel the dorsal skin. Describe. 6. How does the frog s coloration help it survive? 7. What is the sex of your frog? 8. Where is the nictitating membrane attached? 9. Where is the tongue attached? 10. Why is the ventral surface lighter in color? Internal Features- 11. How many lobes does your frog s liver have? 12. What is the shape of the stomach? 13. List the organs of the digestive tube. In order. 14. Describe the inside wall of the stomach. 15. Describe the structure that holds the intestines in the body cavity. 16. Describe the reproductive organs of your frog. 17. What are the yellow elongated structures? Richmond County Board of Education Science Curriculum Department 101

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103 Lab 12: Frog Dissection Performance List Rubric Performance Criteria Assessment Points Student/Peer Teacher Introduction 1. Title is written in a clear declarative statement. 2 Hypothesis 2. The hypothesis is stated in the if..then..because format. It predicts the influence of the independent variable on the dependent variable. na Materials and Methods 3. Materials and equipment are listed A detailed, logical, step-by step set of procedures that were conducting the lab is listed Safety concerns are listed among the procedures. 2 Results 6. Pre Lab Questions Identify External Anatomy Structures Identify Internal Anatomy Structures 15 Analysis and Conclusion 9. Answer Post Lab Questions Appropriate inferences and/or conclusions were made based on the data interpretations Clean up and Disposal 5 Language Usage 12. Language is used correctly and purposefully The report is neat, legible, and presentable. 1 Comments 103

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105 Student Lab SB4e,f Lab 13: Animal Adaptations Pre-Lab Questions: a. What are some things animals do to survive in the wild? b. What are some things plants do to survive their environments? c. What does it mean to adapt? Materials: masking tape marker string paper bottle with cap shirt with buttons set of animal adaptation cards plastic zippered bag Safety: no precautions necessary Procedure: Part A: 1. Do each of the following activities and have your partner time how long it takes you to do each one. Record the times in the data sheet. A. Tie a knot in a piece of string. B. Remove one shoe and replace it on your foot. C. Unscrew a bottle cap or jar cover. D. Unbutton two buttons and button them again. E. Open a door. F. Write your name on a piece of paper. 2. Using masking tape, have your partner tightly tape each of your thumbs to the palm of the hand. 3. After your thumbs are securely taped, try each of the activities listed in Procedure 1 again. Time each activity as you did before and record the time in the data chart. If an activity is not done in two minutes, record the word "unsuccessful." Data Chart: FIGURE 1: Time Taken To Perform Various Actions ACTION Tie knot in string Remove and replace shoe Unscrew bottle cap Unbutton and rebutton Open door Write name Time to do it with THUMBS FREE THUMBS TAPED 105

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107 Student Lab SB4e,f Part B: 1. Cut out the animals adaptation cards along the dotted lines and separate the clues from the pictures. 2. Lay out the clues and try to match three clues to each animal picture. Use reference books or the Internet if you need to learn more about an animal. 3. Place the animal adaptation cards in a plastic zippered bag when you are finished to keep them in good shape for the next time they are used! Data Analysis: 1. Explain why dog and cat paws are not adapted for doing the six actions you tested. 2. What are cat and dog paws adapted for?. 3. Describe how your hand is adapted for doing the actions you tested.. 4. You have an opposable thumb. Explain what you think this means. 5. Why do you feel that human hand adaptations have helped to make humans such a successful species on earth? 6. Using each of the biomes, identify 3 plants and animals found in each and list some of their adaptations. 107

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109 Lab 13: Animal Adaptation Performance List Rubric Performance Criteria Assessment Points Student/Peer Teacher Introduction 1. Title is written in a clear declarative statement 5 2. Pre-lab Questions Hypothesis The hypothesis is stated in the if..then..because 10 format. It predicts the influence of the independent variable on the dependent variable. Materials and Methods 4. Materials and equipment are listed A detailed, logical, step-by step set of procedures that were conducting the lab is listed. 5 Results 6. The design of the table is appropriate for the types and quantities of data being collected All relevant data are accurately and completely recorded in the table All measurements are labeled with the correct magnitude (numerical value) using metric units. 10 Analysis and Conclusion 9. The interpretation revealed any significant patterns in the data Appropriate inferences and/or conclusions were made based on the data interpretations. 20 Language Usage 11. Language is used correctly and purposefully The report is neat, legible, and presentable. 3 Comments 109

110 Student Lab Sheet SB2c LAB 14: Mendelian Genetics: How would your offspring look? Pre-lab Questions 1. Define and become familiar with the following terms: phenotype, genotype, allele, dominant, recessive, homozygous, heterozygous, law of segregation, law of independent assortment. 2. Complete the following monohybrid and dihybrid crosses. Include the phenotypic and genotypic ratios for the monohybrid cross. For the dihybrid cross, list each of the genotypes and phenotypes observed. (capital-dominant gene; lowercase-recessive) Dd x Dd D d D-long hair d-short hair Genotypic ratio (DD:Dd:dd) : : D Phenotypic ratio (long:short) : d FfYy x ffyy F-flat f-wrinkled FY fy FY fy Y-yellow y-red fy fy fy fy 3. Create your own monohybrid cross between one parent that is homozygous recessive and one that is heterozygous. Identify your trait and then give the genotypic and phenotypic ratios. Richmond County Board of Education Science Curriculum Department 110

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112 Student Lab Sheet SB2c Objective To observe how offspring inherit various traits from the parental genes. Introduction Genetics is the study of how characteristics are transmitted from parents to offspring. Gregor Mendel, known as the father of genetics, founded genetics with his work on garden peas. Through his work, he cross-pollinated garden peas that produced yellow or green peas exclusively (these were homozygous) and found that the first offspring generation always had yellow peas (heterozygous). However, the following generation consistently had a 3:1 ratio of yellow to green. This 3:1 ratio occurred in later generations as well which led him to come to the conclusion that this was the key to understanding the basic mechanisms of inheritance. He found that each offspring inherited one trait from each parent and that a trait may not be expressed but can still be passed on to the next generation. In this experiment, you and a partner will use a coin to determine which alleles for certain traits your child will have. Materials 2 coins Reference sheet for traits (included) 2 sheets of white paper Crayons, colored pencils, and/or markers Scissors (optional) Safety There are no specific safety concerns for this lab. If you choose to use scissors to construct your child, be sure to not point them directly at another person. Procedures 1. Choose one partner from your class. 2. One partner should be designated as the father and one parent should be designated as the mother. 3. Obtain two (2) different types of coins from your teacher. 4. Record all over your work/results in your data table. 5. First, the father should flip the coin to determine the sex of the baby. (mothers always donate an X chromosome). Heads=X chromosome (girl) Tails= Y chromosome (boy) 6. Name the child and write the name on the data sheet. 7. Each parent should flip a coin to determine which allele of each trait listed in the data sheet the baby will inherit. Heads= dominant allele (capital) Tails= recessive allele (lowercase) 8. On the data sheet, write in which allele was inherited from which parent. 9. Once you have completed the genotypes and phenotypes for the child, each parent should use the guide provided to draw a picture of what your child looks like. Clean-Up/Disposal Be sure to return all items (crayons, colored pencils and/or markers) to your teacher. 112

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114 Student Lab Sheet SB2c Traits: 1. Face Shape: Round (AA, Aa); Square (aa) 2. Chin Size: Very Prominent (BB, Bb); Less Prominent (bb) 3. Skin Color: This is determined by more than one gene and therefore involves three coin flips from each parent. a. First flip determines whether they receive C or c inheritance. b. Second, D or d c. Third, E or e 6 dominant alleles- black 2 dominant alleles-light brown 5 dominant alleles-very dark brown 1 dominant allele-light tan 4 dominant alleles-dark brown 0 dominant alleles-white 3 dominant alleles-medium brown 4. Hair Color: This is determined by 4 different genes (four separate tosses per parent) a. First flip: F or f b. Second: G or g c. Third: H or h d. Fourth: I or I 8 dominant alleles-black 3 dominant alleles-brown mixed w/blonde 7 dominant alleles-very dark brown 2 dominant alleles-blonde 6 dominant alleles-dark brown 1 dominant alleles-very light blonde 5 dominant alleles-brown 0 dominant alleles-silvery white 4 dominant alleles-light brown 5. Hair Type: Curly (JJ), Wavy (Jj), Straight (jj) 6. Widow s Peak: Present (KK, Kk), Absent (kk) 7. Eyelashes: Long (LL, Ll), Short (ll) 8. Eye Color: (determined by 2 genes) MMNN-black MmNn-brown mmnn-dark blue MMNn-dark brown mmnn-green Mmnn-gray blue Richmond County Board of Education Science Curriculum Department 114

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116 Student Lab Sheet SB2c MmNN-medium brown MMnn-violet mmnn-light blue 9. Eye Size: Large (OO), Medium (Oo), Small (oo) 10. Eye Shape: Almond (PP, Pp), Round (pp) 11. Eyebrow length: Not Connected (QQ, Qq), Connected (qq) 12. Mouth Size: Long (RR), Medium (Rr), Short (rr) 13. Nose Size: Large (SS), Medium (Ss), Small (ss) 14. Nose shape: Round (TT, Tt), Pointed (tt) 15. Freckles: Present (UU, Uu), Absent (uu) 116

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118 Student Lab Sheet SB2c Data and Observations Parents, Child s Name Gender Trait Face shape Allele from Mother Allele from Father Child s Genotype Child s Phenotype Chin size Skin color Hair color Hair type Widow s Peak Eyelashes Eye Color Eye Size Eye Shape Eyebrow length Mouth size Nose size Nose shape Freckles Data Analysis and Conclusions 1. Which part of your procedure represents the process of meiosis? How? 2. Pick one other group from your class with a child of the opposite gender. If your child was to mate with their child, which possible genotypes and phenotypes would their offspring have for the following traits: face shape, chin size, hair type, eyelashes, eye size and freckles? Include a punnett square, genotypic ratio, and phenotypic ratio for each trait. Richmond County Board of Education Science Curriculum Department 118

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120 Lab 15: DNA EXTRACTION LAB: What does DNA look like? Objective: Students will learn how to isolate DNA Pre-Lab Questions: 1. How can DNA be used to identify individuals? 2. How has DNA testing affected the judicial system? Safety: Goggles Apron Gloves Introduction: In this lab you will extract or spool DNA (genetic material) from strawberry cells. Most of the unusual properties of DNA result from it being such a long thin molecule. Each cell contains approximately six feet of very thin DNA. Ripe strawberries are producing pectinases and cellulases which are already breaking down the cell walls. Most interestingly, strawberries have enormous genomes. They are octoploid, which means they have eight of each type of chromosome. The detergent in the shampoo helps to dissolve the phosholipid bilayers of the cell membrane and organelles. The salt helps to keep the proteins in the extract layer so they aren t precipitated with the DNA. DNA is not soluble in ethanol. When molecules are soluble, they are dispersed in the solution and are therefore not visible. When molecules are insoluble, they clump together and become visible. The colder the ethanol, the less soluble the DNA will be in it. This is why it is important for the ethanol to be kept in the freezer or in an ice bath. Materials (per student group): heavy duty zip lock baggie 1 strawberry (fresh or frozen) 10 ml DNA extraction buffer (soapy, salty water) Filtering Apparatus: cheesecloth, funnel and small beaker Ice cold ethanol clear test tube Glass rod or innoculating loop Procedure: 1. You will be given a piece of strawberry. Put it in a ziplock bag and squish with your hands for 2 minutes. 2. Add 10 ml of cold extraction buffer to the bag and smush for one minute more. 3. Pour the strawberry mush through a funnel lined with cheesecloth. Allow the fluid to collect in a glass test tube until the test tube is about 1/8th of the way full. 4. Use your cold ethanol and gently layer (trickle the ethanol down the side of the tube, SLOWLY) it onto the solution in the tube. You should see two layers like oil and vinegar make. Do not shake the tube or mix the layers! A white precipitate should start to appear. Slowly add the cold ethanol to the tube until it is half full. 120

121 5. Dip a glass rod into the tube where the alcohol and strawberry layers meet. Gently twist the rod and try to catch some DNA on the end of it. 6. It's time to see if we have extracted DNA-so let's spool! Slide a thin, clean glass rod (you might need to clean it, rinse with distilled water and dry) into your test tube until it penetrates the interface between the layers. Then spool the DNA by rotating your rod while bringing it up and down gently. Do not stir. Large molecules of white DNA will precipitate (spool) on the sides of the rod. Reel in a good clump of fibers. These are not single DNA molecules, but huge ropes of thousands of molecules twisted together. 7. Clean Up! Data Analysis Draw the DNA! Relate its chemical structure to how it looks when lots of it is clumped together. 1. Match the letter with it s purpose in the DNA extraction procedure Break open the cell A. Layer cold ethanol over filtered extract Precipitate the DNA B. Squish the fruit to slush Separate organelles, C. Filter strawberry extract broken cell wall and through cheesecloth membranes from the DNA 2.Do you think human DNA will look the same as strawberry DNA? Explain. 3.Describe two practical applications for being able to extract DNA from cells. 4.DNA is soluble in water, but not in ethanol. What does this fact have to do with our method of extraction? 5. A person cannot see a single cotton thread 100 feet away, but if you wound thousands of threads together into a rope, it would be visible at some distance. How is this statement an analogy to our DNA extraction? 121

122 Lab 16: Transcription and Translation Construction of the Bovine Protein Insulin Objective To model the transcription of DNA into an mrna strand. To model the translation of an mrna strand into an amino acid sequence using the genetic code. Georgia Performance Standards SB2: Students will analyze how biological traits are passed on to successive generations. b. Explain the role of DNA in storing and transmitting cellular information. d. Describe the relationships between changes in DNA and potential appearance of new traits including Alterations that can occur during transcription Insertions Deletions Substitutions PreLab Questions: 1) Before a cell can divide, it must make an exact copy of all of its DNA. What is this process called? 2) During which part of the cell cycle does the cell copy all of its DNA? 3) What must happen to the DNA helix before Replication can begin? Name the enzyme that facilitates this preparation stage. 4) A section of DNA that codes for the production of a given protein is known as a. 5) Where is DNA always located in a Eukaryotic cell? Why can RNA be found anywhere in a eukaryotic cell? 6) Describe roles played by different types of RNA as the instructions are processed from the nucleus to the finished protein. Introduction: We will use the DNA nucleotide sequence for a gene that codes for cow insulin. Insulin is a protein that travels throughout the body and triggers the movement of glucose out of the bloodstream. It helps maintain a balanced blood sugar level and helps regulate the metabolism of proteins and fats. Human insulin is similar to cow insulin in structure, only varying in approximately 4 amino acid placements. You will become RNA Polymerase molecules as we transcribe this coding segment called a gene into messenger RNA. The single stranded nucleic acid, mrna, that you will synthesize, will travel out of the nucleus into the cytoplasm of the cow s pancreatic cell and attach to ribosomes to begin to translate the message into the amino acid sequence of the protein itself. Remember that DNA and RNA only carry the 122

123 code they cannot do the job of the protein. Once the Insulin molecule is made, it can do its job in the cow s body, regulating sugar intake into almost all the cow s cells. The protein hormone, Insulin, is a trigger molecule, which persuades body cells to take in more glucose to run for fuel. Materials Set of blank index cards to be the mrna strand Set of blank index cards to be the amino acid sequence A copy of the genetic code Markers Tape or paper clips to attach the strands to the wall or blinds in one long sequence Safety We are using index cards. Be careful about paper cuts! Procedure: 1. You will be placed into groups of 3. Each group member will have specific job, like each type of RNA has a particular job. 2. Group member mrna will come to the nucleus (my desk) and transcribe the message from the given DNA strand 3 letters per card. 3. Group member mrna will leave the nucleus and join Group members trna and rrna out in the classroom (cytoplasm). Using the genetic code, together they will translate the mrna strand into a sequence of amino acids that will make the protein insulin (1 amino acid per card). 4. Once translation has occurred, the group members will approach the window side of the classroom and place the following onto the blinds: a. the original DNA strand (numbered in the bottom right corner) b. the transcribed mrna strand (also numbered in the bottom right corner) c. the translation of the mrna or the amino acid sequence (also numbered) 5. Record your group s section of the DNA strand, the corresponding mrna strand, and the corresponding amino acid sequence. 5. Have each group of students (RNA s) double check the work of another group. 6. Identify any errors. Analysis Questions: 1. What is it about mrna that enables it to travel out of the nucleus? 2. Define transcription. 3. Transcribe this DNA strand: TATACGGCACCTTAATT 4. Why is the mrna strand grouped in triplets? What are the triplets called? 5. Were any errors found in other sections of the transcribed mrna strand? Identify the types of errors found. 123

124 6. Were any errors found in other sections of the translated amino acid sequence? Identify the types of errors found. 7. Using complete sentences, explain the genetic code. 8. If the structure of all living things is based on the same genetic code, explain the diversity of all living things. LAB 17 NATURAL SELECTION OF LEPIDOPTERANS Standards, Content SB5 Students will evaluate the role of natural selection in the development of the theory of evolution SB5b Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution SB5d Relate natural selection to changes in organisms Characteristics of Science Habits of Mind SCSh1a Students exhibit traits of curiosity, honesty, openness, and skepticism in doing their own science activities. SCSh2 Students will use standard safety practices SCSh3 Students identify and investigate problems scientifically SCSh5 Students demonstrate computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations SCSh6 Students use data as evidence to support scientific positions SCSh7 Students hypothesize and analyze SCSh8 Students critically assess quality of data OBJECTIVES: To study a population that shows phenotypic and genotypic variation. To see how Natural Selection can cause adaptive changes in the population PreLab QUESTIONS: *Look up insects in your textbook Look at the figures and charts in Chapter 39.1 for Q# 1-3 1) Name two types of insects with wings. How many pairs of wings do they have? 2) Name the Order that contains the grasshoppers. What type of Metamorphosis does this group of insects have? 3) Name the Order that contains the butterflies? What type of Metamorphosis do these insects have? Which other type of insects are in the same Order as butterflies? 4) What is meant by phenotype? What is meant by genotype? 5) Give an example of, or describe what a population would look like, with little or no genetic variation. Under what conditions would this low genetic variability prove detrimental (harmful) to the population? 6) What is the advantage for a population who have several different phenotypes due to a relatively large genetic variability among the members? 7) What is natural selection? 124

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126 Student Lab sheet I. INTRODUCTION: BACKGROUND Butterflies have moved to the volcanic islands of the 209 Archipelago. Each of you comprises a team of scientists studying the population and environment of the Butterflies on your island. You have chosen to investigate one particular species of Butterfly which show at least three different phenotypes. Phenotypic Variation is said to be an important raw material for Natural Selection. By Natural Selection, Charles Darwin s meant that the environment selects for traits in individuals, and that the successful individuals will grow up to reproduce viable offspring. In this way, the traits in a whole population can change a bit over time, because some forms have greater reproductive success. All of the butterflies you are studying are the same species. MATERIALS: Black and white Newspaper, colored paper, black desktop, black paper, light color paper if needed, scissors (~ 2/group) PROCEDURE: 1) Cut out 8 butterflies from small-print black and white sections of the newspaper. Make them about 2 inches 2 ½ inches long; you may attach eachbutterfly with a paperclip to make movement and migration easier. 2) Cut 2 Black or very dark butterflies 3) cut out 2 multicolored butterflies. Each model butterfly represents 100 butterflies on your Island. 4) Name your Island in the Island chain (Archipelago). You may choose the name for your Island. 5) Name the species of Butterfly you are studying - Give it a Genus and species name. You MUST write Genus and species in the proper way. Make sure you write this scientific name correctly[answer Q 1-4] 6) Develop 3 habitats on your Island table - Black Volcanic rock, a sandy beach, and a forested area of 1 sheet of black and white newsprint. 7) Place your butterflies on the newsprint as they wake up in the morning. Allow them to feed there peacefully. A bird perched on a tall tree spies the tasty butterflies. Which ones seem most vulnerable? [Q 5] As the bird swoops down, the butterflies all fly away to the volcanic lava field. There, they find a few flowers to sample the nectar. This time, two birds fly in to catch two tasty butterflies to eat. Describe the two butterflies that get eaten by the birds. [Q 6 & 7] 8) What did this event do to your Butterfly population? Explain. [Q 8] 7) Let your butterflies land on the sandy beach and sample a few flower treats. Do any of the butterflies have protective coloration for this beach habitat? [Q 9] The wind is strong on the beach so they return to the relative safety of their forest habitat. 8) When Spring arrives, there are whole fields of wild flowers all over the island. Let your butterflies flit around the field of multicolored flowers. Which butterflies are most camouflaged in this setting? Consider the importance of Genetic Variation in a population. Recall the meaning of phenotype and genotype. SB5 ANALYSIS: (1) Name of Island (2) Name of Butterfly species - make sure that you write the genus and species correctly (3) Which 2 types of animals are known as Lepidopterans? [These are the insects in the Order Lepidoptera of Class Insecta] (4) What type of Metamorphosis do these insect have? What is the feeding stage called? (5) Which butterflies are the most vulnerable in the forest setting? Explain why. 126

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128 Student Lab sheet (6) Describe the two butterflies that get eaten by the birds on your island. Why do the birds eat these two rather than other butterflies? SB5 (7) Which butterflies seem to be the most protected on the volcanic rock? What is meant by the term Protective Coloration? (8) How did this event affect the genetic variation of your population? [Look at the numbers and ratio of butterflies of the different polymorphic forms now] 9) Do any of the butterflies in your tribe have protective coloration for the sand? How would this affect their safety on the beach? (10) Which butterflies were most protected when all the flowers bloomed in the Spring? (11) Does Natural Selection act on the genotype or on the phenotype of the individual? Explain your answer. (12) How does Natural Selection affect the genotypic ratio, or the entire gene pool, of a population? Explain your answer. APPLICATION: (13) What would happen to succeeding generations if a group of your butterflies moved to a smaller, nearby island that had all black volcanic rock; even a black-sand beach. No forest or fields of flowers yet. Assume that there is enough food and shelter for the butterfly population from plants growing in the crevices of the jagged black rock. (14) Why is genetic variation important for a real population? Extension Question The next season, a few butterflies appeared in your population that are sand-colored. How did these variations come about in the population? Do you think the new color-variation would be beneficial to the population as a whole? In what context? Explain your answer. 128

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130 Student Lab sheet- SB5 LAB 17 Natural Selection of Lepidopterans Performance Rubric Checklist Performance Criteria Assessment Points Student/Peer Teacher Introduction Title is written in a clear declarative statement. 2 Distill background information into 3 sentences 9 Define genetic variation 3 Define phenotype 3 Define genotype 3 Define natural Selection 3 Hypothesis The hypothesis is stated in the if..then..because format. It na predicts the influence of the independent variable on the dependent variable. Materials and Methods Materials and equipment are listed. A detailed, logical, step-by step set of procedures that were na conducting the lab is listed. Carrying out the procedure Results na Analysis and Conclusion Analysis Question 1 2 Question 2 4 Question 3 4 Question 4 4 Question 5 5 Question 6 5 Question 7 4 Question 8 4 Question 9 4 Question 10 4 Question Question Question 13 5 Question EC Questions 5 possible Comments: 130

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132 Student Lab SB4 Lab 18: How Does Energy Flow Through an Ecosystem? (Adapted from the GADOE Science Frameworks) Standards SB4. Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems. b. Explain the flow of matter and energy through ecosystems by Arranging components of a food chain according to energy flow. Comparing the quantity of a food chain according to energy flow. Comparing the quantity of energy in the steps of an energy pyramid. SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science. a. Exhibit the above traits in their own scientific activities. b. Recognize that different explanations often can be given for the same evidence. c. Explain that further understanding of scientific problems relies on the design and execution of new experiments, which may reinforce or weaken opposing explanations. SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. SCSh3. Students will identify and investigate problems scientifically. a. Suggest reasonable hypotheses for identified problems. b. Develop procedures for solving scientific problems. c. Collect, organize and record appropriate data. d. Graphically compare and analyze data points and/or summary statistics. e. Develop reasonable conclusions based on data collected. Pre-Lab 1. Define the terms autotroph, heterotroph, producer, consumer, herbivore, carnivore, omnivore, scavenger. 2. How does energy flow through an ecosystem? 132

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134 Student Lab SB4 3. Using the food pyramid, describe what happens to the amount of energy available to organisms at each level. Why is the amount of energy not the same at each level? 1 Person 10 trout 100 dragon flies 1000 aquatic insect larvae plant-like plankton. 4. Why are there a limited number of levels in a food chain? Materials: 15 Cups 20oz wide masking tape/chalk 8 graduated cylinders 5 five gallon buckets stop watch water 1 pencil 10 meter tape Procedure: 1. The teacher will set up the materials prior to the arrival of the students or the teacher will have in marked chalk the spots in the designated test area and have the students carry the materials to the appropriate spots. When students are all in place the TIMEKEEPER (or the teacher) will shout Start. Roles of Time Keeper, Recorder, and Line Judge. Timekeeper: Start the energy transfer. Allow the transfer to continue for 3 minutes. Stop the transfer. Line Judge: Monitor the passing of the water. No fingers over the holes. The water must be poured. Cups cannot be traded. 134

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136 Student Lab SB4 Recorder: Collect the number of cups the first person in each line removed and record in the data table. Record the amount of water in the final container/pan from each line. 2.The first student in the line will dip a cup of water from the large container and carry it to the second student in line to transfer the water. The first student needs to keep an accurate count of the number of cups dipped. This is continued for THREE MINUTES. 3.The LINE JUDGE (or teacher) should monitor for students placing their fingers over the holes in the bottom of the cups. A reminder is given to the students by the LINE JUDGE so that appropriate data can be analyzed by the class. 4.The last student in line will pour the remaining water in the container/pan at the end of the line. 5.At the end of three minutes, the TIMEKEEPER will shout Stop. 6.The person at the end of the line is responsible for measuring the water in the end container and reporting the amount to the RECORDER. If you have large graduated cylinders, then use them for the first few lines as they will have transferred the largest amount of water. Although a beaker or flask would be less accurate, it may be more efficient to use for the shorter food chains. The longer food chains will be able to use a smaller graduated cylinder. 7.While the data is gathered, the first person in the line should refill the first container to begin the next trial. The first person must also report the number of cups dipped. It will be necessary to convert the number of cups into a volume to complete the calculations 8. Repeat the procedure a total of three times. 136

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138 Student Lab SB4 Team 1 Team 2 Team 3 Team 4 Team *Numbers represent # of holes in cups 5 Calculations: Conversion from cup to ml: Volume taken from container (ml) = Volume of cup (473 ml) x Number times cup was filled Calculation of efficient of energy transfer: Efficiency = Volume of water in collection vessel (ml) / Volume taken from container (ml) x 100 Graph the data: Efficiency 138

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140 Student Lab SB4 Data Table Analysis and Conclusions: 1. Graph the data from your table. Remember you are graphing the efficiency. 140

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142 Student Lab SB4 2. Using your graph a. Explain the relationship between length of food chain and energy transfer efficiency? b. Determine which food chain was most efficient and why? c. Determine which food chain was the least efficient and why? 3. Using the food web below, determine what/who 142