Biology - HOT Science Lab

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Student Materials (per group): Use different household or food items to represent the different elements o Blueberries= Hydrogen o Red Grapes= Oxygen o Green grapes= Carbon o Radish= Nitrogen o Bonds= wooden toothpicks or dry spaghetti pieces Procedures: 1. Construct each of the following monomers and answer the questions using the information in the explain portion. Each group will submit completed models as a group. Include diagram of molecules as shown on this document. 2. Molecules are 3-dimensional so models cannot be flat! When constructing a functional group (-OH, -COOH, -NH2) put bonds between all the elements!! 3. Create a key in your journal identifying which food represents which element. Refer to this in building your models. 4. Draw all the molecules you create into your journal and answer the corresponding questions for each completely. Construct glucose A. How many atoms of Carbon are there in Glucose ___; Hydrogen ____; Oxygen ___ B. What is the chemical formula for glucose C. Glucose is a monomer for what macromolecule D. What other simple sugar(s) has the same chemical formula as glucose E. Simple sugars like glucose are called. F. What is the function of carbohydrates for the body <strong>Biology</strong> HSL Page 218 Curriculum and Instruction
Student Construct Glycine A. Draw a BOX around the amino group on this picture. B. Circle the carboxyl group on this picture. C. Glycine is what type of monomer (Two words) D. Name the 4 things attached to the center carbon in ALL amino acids. i. ii. iii. iv. E. How many amino acids exist F. What element is found in amino acid that isn‘t found in simple sugars like glucose or fructose G. Amino acids join together to make what type of macromolecule H. What are some of the functions of proteins in the body (List several) Construct Glycerol A. Place a CIRCLE around a hydroxyl group. <strong>Biology</strong> HSL Page 219 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
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Student Data Table 2 Beak Variation
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Teacher After activity: What the te
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Student Materials (per group): Inve
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Student Taxonomic Key to the Major
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Teacher 3. Is there more than one w
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Teacher Strawberry Cucumber Banana
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Teacher Strawberry Cucumber Banana
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Student Classification of Fruits NG
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Student Classifications of Fruit Gr
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Teacher ii. What does it mean when
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Teacher Organism Cards Name: Date P
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Teacher The De-riving Force of Clad
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Student 7. Select the next most sim
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Teacher Plant Structure and Functio
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Student Plant Structure and Functio
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Student Answer the following questi
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Student Part B: Roots Materials: Pl
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Student Root Systems Using Figure 5
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Student Tilia Stem (Woody growth):
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Teacher Exploring Flower Structure
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Student Exploring Flower Structure
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Student 10. On which part of the fl
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Teacher Investigating the Effect of
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Student Investigating the Effect of
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Student 6. Put the beaker in a plac
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Student During activity: After acti
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Student Procedures: 1. Write a hypo
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Teacher Animal-Vertebrate Fish "Per
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Student 10. To expose the internal
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Teacher Circulation Lab (Adapted fr
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Student Circulation Lab (Adapted fr
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Teacher Take a Heart Hike (Adapted
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Teacher Cardiovascular Model Biolog
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Student Results and Conclusions: 1.
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Teacher b. An asterisk (*) is place
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Student Procedures: Before testing
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Teacher Cell Model Project NGSSS: S
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Teacher Extension: Gizmo: Cell Stru
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Student You must be able to locate
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Student Name: _____________________
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Teacher After activity: 3. Fill a t
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Student Diffusion and Osmosis NGSSS
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Student Table 2 - Physical Changes
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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
Page 181 and 182: Student Graph Title: ______________
Page 183 and 184: Teacher Making Karyotypes (Adapted
Page 185 and 186: Teacher Extension: Gizmo: Human Kar
Page 187 and 188: Student 3. Identify the centromere
Page 189 and 190: Student 4. Use scissors to cut out
Page 191 and 192: Student 2. Comparing and Contrastin
Page 193 and 194: Teacher During activity: deoxyribos
Page 195 and 196: Student Building a DNA Model Projec
Page 197 and 198: Student Observations/Data: Construc
Page 199 and 200: Teacher DNA Extraction Lab NGSSS: S
Page 201 and 202: Student DNA Extraction Lab NGSSS: S
Page 203 and 204: Teacher Candy DNA Replication (Adap
Page 205 and 206: Student Candy DNA Replication (Adap
Page 207 and 208: Teacher Protein Synthesis: Transcri
Page 209 and 210: Teacher Extension: Gizmo: RNA and P
Page 211 and 212: Student Protein Synthesis: Transcri
Page 213 and 214: Student Protein Synthesis: Transcri
Page 215 and 216: Teacher Building Macromolecules NGS
Page 217: Student Building Macromolecules NGS
Page 221 and 222: Student Construct Cytosine A. Cytos
Page 223 and 224: Student Try to determine some ways
Page 227 and 228: Student 3. Using the forceps, dip a
Page 231 and 232: Student Properties of Water NGSSS:
Page 233 and 234: Student Results: 1. From the data c
Page 235 and 236: Teacher differences 2. Did the data
Page 237 and 238: Student Observations/Data: Surface
Page 241 and 242: Student Genetic Disorder: _________
Page 243 and 244: Modified Hands-on Activities
Page 245 and 246: Teacher 11. Have different students
Page 247 and 248: Teacher TURTLE GRASS TURTLE GRASS T
Page 249 and 250: Teacher DINOFLAGELLATES DINOFLAGELL
Page 251 and 252: Teacher SCALLOP SCALLOP TROPHIC LEV
Page 253 and 254: Teacher FISH LARVA FISH LARVA TROPH
Page 255 and 256: Teacher OCTOPUS OCTOPUS TROPHIC LEV
Page 257 and 258: Teacher SEA STAR SEA STAR TROPHIC L
Page 259 and 260: Teacher SEA URCHINS SEA URCHINS TRO
Page 261 and 262: Additional Hands-on Activities
Page 265 and 266: Student Fun with Bubbles NGSSS: SC.
Page 267 and 268: 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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