Biology - HOT Science Lab

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Student Cellular Respiration (Adapted from: State Adopted – Prentice Hall Laboratory Manual B) NGSSS: SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration. (AA) SC.912.L.14.7 Relate the structure of the major plant organs and tissues to physiological processes. (AA) Background: All living things undergo respiration. During this process, food molecules are broken down. As part of this process, animals take in oxygen and release carbon dioxide by breathing, which is easily observable. Plants do not ―breathe‖ as animals do, so respiration in plants is not as easily observable. How do we know that plants respire In this investigation, you will observe the release of carbon dioxide by humans. You also will perform an experiment to determine whether plants release carbon dioxide as a product of cellular respiration. Problem Statement: How do organisms release energy from food Safety: Wear goggles at all times in the science laboratory. To avoid burns, exercise caution when working with the hot plate and heated materials. Be careful not to inhale any of the cabbage indicator. Vocabulary: aerobic respiration, alcoholic fermentation, anaerobic respiration, cellular respiration, electron transport chain, glycolysis, Krebs Cycle, lactic acid fermentation Materials (per group): Distilled water Straw Heat-resistant gloves Hot Plate Cotton ball Beakers 500-mL (two) Test tubes (4) Purple cabbage leaves or Bromothymol blue Test tube rack Slotted spoon (large) Stoppers Radish seedlings (10) Forceps Aluminum foil Pre-Lab Questions: Read the entire investigation. Then, work with a partner to answer the following questions. 1. What hypothesis is Part A of this experiment testing 2. What is an acid indicator 3. When the cabbage is mixed with the boiling water, what color do you expect the water to turn 4. In Part B, why is nothing added to one of the test tubes containing cabbage indicator 5. What special safety note should you observe when you blow through the straw. Biology HSL Page 130 Curriculum and Instruction
Student Procedures: 1. Write a hypothesis to the problem statement above. 2. Tear the purple cabbage into small pieces. Place the cabbage pieces into one of the beakers. 3. Pour about 300 mL of distilled water into the other beaker. Using the hot plate, heat the water until it boils. CAUTION: Put on safety goggles. Be careful when working with the hot plate. 4. Put on heat-resistant gloves. Pour the hot distilled water into the bowl that contains the cabbage. CAUTION: Be careful when working with heated materials to avoid burns. Allow the water to cool. Remove the heat-resistant gloves. The water will turn purplishblue in color when mixed with the cabbage. 5. Using the slotted spoon, remove the cabbage pieces and discard them according to your teacher‘s directions. Save the liquid to use as an acid indicator. Its color will change from purplish-blue to reddish-blue when it is mixed with an acid. When carbon dioxide combines with water, it forms a weak acid called carbonic acid. 6. Pour some of the cabbage indicator into 2 test tubes so that each is half full. Cover one test tube completely with aluminum foil. 7. Use a straw to blow a few times into the uncovered test tube, as shown in Figure 1. CAUTION: Be sure not to inhale any of the cabbage indicator. Observe any changes in the color of the cabbage indicator in both test tubes. Record your observations in the Data Table. 8. Pour some of the cabbage indicator into 2 test tubes so that they are one-quarter full. 9. Place a cotton ball and 10 radish seedlings in one test tube. See Figure 2. Place a stopper in both test tubes. Place the test tubes in a test-tube rack and set them aside for 24 hours. Biology HSL Page 131 Curriculum and Instruction
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Curriculum and Instruction Division
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Table of Contents Introduction ....
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Introduction The purpose of this do
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7. SC.912.L.15.1: Explain how the s
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16. SC.912.L.17.5: Analyze how popu
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to the norms and conventions of the
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Materials Hands-on Activities 1. Pe
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15. Cellular Respiration Distilled
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30. Enzyme Catalyst Lab Yeast solut
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Laboratory Safety Rules: Know the p
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Writing in Science A report is a re
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Hands-on Activities
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Teacher During activity: After acti
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Student Materials: Procedures: Usin
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Student Data: Name Actual Height Fe
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Teacher them also describe importan
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Student Materials (per group): 4 st
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Student Data Analysis: Create a ske
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Teacher After activity: d. Remind s
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Student Limiting Factors (Adapted f
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Student Data Analysis: Graph the re
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Teacher After activity: b. Assist g
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Student Designing Food Chains and F
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Student Shoreline Organisms Plants
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Student Human Impact - Effects of A
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Student Effects of pH on the Germin
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Teacher During activity: from the f
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Student Evidence for the Theory of
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Student Deinonychus Fossil Evidence
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Student Figure 1 Table 1 Characteri
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Student Animal Table 2 Function of
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Student Conclusions: Explain in par
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Teacher d. Student misconceptions s
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Student Examining the Fossil Record
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Student period should be place towa
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Teacher Natural Selection (Adapted
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Teacher Additional instructions/Han
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Student Natural Selection (Adapted
Page 79 and 80: Student Data Table 2 Beak Variation
Page 81 and 82: Teacher After activity: What the te
Page 83 and 84: Student Materials (per group): Inve
Page 85 and 86: Student Taxonomic Key to the Major
Page 87 and 88: Teacher 3. Is there more than one w
Page 89 and 90: Teacher Strawberry Cucumber Banana
Page 91 and 92: Teacher Strawberry Cucumber Banana
Page 93 and 94: Student Classification of Fruits NG
Page 95 and 96: Student Classifications of Fruit Gr
Page 97 and 98: Teacher ii. What does it mean when
Page 99 and 100: Teacher Organism Cards Name: Date P
Page 101 and 102: Teacher The De-riving Force of Clad
Page 103 and 104: Student 7. Select the next most sim
Page 105 and 106: Teacher Plant Structure and Functio
Page 107 and 108: Student Plant Structure and Functio
Page 109 and 110: Student Answer the following questi
Page 111 and 112: Student Part B: Roots Materials: Pl
Page 113 and 114: Student Root Systems Using Figure 5
Page 115 and 116: Student Tilia Stem (Woody growth):
Page 117 and 118: Teacher Exploring Flower Structure
Page 119 and 120: Student Exploring Flower Structure
Page 121 and 122: Student 10. On which part of the fl
Page 123 and 124: Teacher Investigating the Effect of
Page 125 and 126: Student Investigating the Effect of
Page 127 and 128: Student 6. Put the beaker in a plac
Page 129: Student During activity: After acti
Page 133 and 134: Teacher Animal-Vertebrate Fish "Per
Page 135 and 136: Student 10. To expose the internal
Page 137 and 138: Teacher Circulation Lab (Adapted fr
Page 139 and 140: Student Circulation Lab (Adapted fr
Page 141 and 142: Teacher Take a Heart Hike (Adapted
Page 143 and 144: Teacher Cardiovascular Model Biolog
Page 145 and 146: Student Results and Conclusions: 1.
Page 147 and 148: Teacher b. An asterisk (*) is place
Page 149 and 150: Student Procedures: Before testing
Page 151 and 152: Teacher Cell Model Project NGSSS: S
Page 153 and 154: Teacher Extension: Gizmo: Cell Stru
Page 155 and 156: Student You must be able to locate
Page 157 and 158: Student Name: _____________________
Page 159 and 160: Teacher After activity: 3. Fill a t
Page 161 and 162: Student Diffusion and Osmosis NGSSS
Page 163 and 164: Student Table 2 - Physical Changes
Page 165 and 166: Teacher Investigating Inherited Tra
Page 167 and 168: Teacher During activity: After acti
Page 169 and 170: Student Investigating Inherited Tra
Page 171 and 172: Student Observations/Data: Biology
Page 173 and 174: Student Data Analysis: Sex of offsp
Page 175 and 176: Teacher Differences in Similar Phen
Page 177 and 178: Student Differences in Similar Phen
Page 179 and 180: Student Measurement of Hand Length
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Student Graph Title: ______________
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Teacher Making Karyotypes (Adapted
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Teacher Extension: Gizmo: Human Kar
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Student 3. Identify the centromere
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Student 4. Use scissors to cut out
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Student 2. Comparing and Contrastin
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Teacher During activity: deoxyribos
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Student Building a DNA Model Projec
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Student Observations/Data: Construc
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Teacher DNA Extraction Lab NGSSS: S
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Student DNA Extraction Lab NGSSS: S
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Teacher Candy DNA Replication (Adap
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Student Candy DNA Replication (Adap
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Teacher Protein Synthesis: Transcri
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Teacher Extension: Gizmo: RNA and P
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Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
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Teacher Building Macromolecules NGS
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Student Properties of Water NGSSS:
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Student Results: 1. From the data c
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Teacher differences 2. Did the data
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Student Observations/Data: Surface
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Student Genetic Disorder: _________
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Modified Hands-on Activities
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Teacher 11. Have different students
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Teacher TURTLE GRASS TURTLE GRASS T
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Teacher DINOFLAGELLATES DINOFLAGELL
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Teacher SCALLOP SCALLOP TROPHIC LEV
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Teacher FISH LARVA FISH LARVA TROPH
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Teacher OCTOPUS OCTOPUS TROPHIC LEV
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Teacher SEA STAR SEA STAR TROPHIC L
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Teacher SEA URCHINS SEA URCHINS TRO
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Additional Hands-on Activities
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Student Fun with Bubbles NGSSS: SC.
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Student Observations/Data: Diameter
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Teacher Stimuli Effects on Heart Ra
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Student Stimuli Effects on Heart Ra
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Student Procedures: 1. Select a sta
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Student Figure 4 Figure 5 Coughing:
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Student 4. The parasympathetic and
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Student Stimuli Effects on Heart Ra
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Student a. Depending upon your size
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Student a. Tap the data point that
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Teacher Investigating Bacterial Gro
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Student Investigating Bacterial Gro
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Student 3. To inoculate your agar p
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Student Data Analysis/Results: Answ
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Teacher After activity: 2. Why do y
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Student Procedures: 1. The class is
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Teacher Identifying Organic Compoun
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Student Identifying Organic Compoun
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Student 7. In each section, place a
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Student a microscope, patches of re
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Biology - HOT Science Lab

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