Biology - HOT Science Lab

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Teacher Properties of Water NGSSS: SC.912.L.18.12 Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. (AA) Purpose of the Lab/Activity: Determine the effect of the different substances on the properties of water. Investigate water‘s properties and behaviors. Explain why water is a polar molecule and investigate the effects of that polarity. Prerequisites: Students should understand chemical bonding. Students should be able to explain polarity. Students should understand the importance of water in living things. Students should be able to explain the states of matter. Materials (per group): glass of water paperclip penny soda straw Hot plate (optional for new questions) Salt (optional for new questions) glass slide glass test tube a strip of jeans paper strip with a marker dot wax paper Procedures: Day of Activity: What the teacher will do: a. You can modify this lesson by providing the materials to the students and allowing them to develop their own controlled experiment. Procedural plan would have to be approved prior to experimentation. b. Demonstration: Water Molecule Model and Physical States 1. On the front desk set up a large beaker on a hot plate. 2. Obtain ice cubes for the demo. 3. Construct a 3-D model of a water molecule. Use something round and large for the oxygen atom (like an orange) and two smaller round Before objects (grapes) for the two hydrogen atoms. Use a toothpick to activity: connect the objects. Remember the hydrogen atoms make a 105 0 angle with the center of the oxygen atom. 4. At the start of the period, put some water and ice cubes in the beaker on the hot plate at the front desk and turn the heat on high. Advise students to keep an eye on what is happening as you continue. c. Activate student‘s prior knowledge by asking the following questions: 1. What is water How would you best describe what water is in chemical terms Water is a molecule composed of two atoms of hydrogen bonded to an oxygen atom. 2. Explain the physical phases of water. Water molecules exists as a Biology HSL Page 228 Curriculum and Instruction
Teacher During activity: After activity: solid, liquid or gas. As a solid (ice), water molecules are bonded to each other in a solid, crystalline structure. As a liquid, some of the molecules bond to each other with hydrogen bonds (bonds break and reform continuously). As a gas, water vapor, the water molecules are not bonded to each other (they float as single molecules). 3. Water is a polar molecule. What does that mean It means that there is an uneven distribution of electron density. Water has a partial negative charge near the oxygen atom due to the unshared electrons, and partial positive charges near the hydrogen atoms. d. Have students write a hypothesis for each of the following water concepts: To do this you need to pick a specific substance from the materials list to test for each hypothesis. e. Students should have eight hypotheses. For example, one hypothesis might be: If the substance used is the penny then the water will group together and show surface tension. f. The group‘s hypotheses must be approved prior to experimentation. What the teacher will do: a. Monitor students to make sure they are remaining on task and are following their procedural plan. b. Review the experimental design diagram by asking individual students in groups to explain the different parts of the experiment. c. Follow laboratory procedural plan; making sure to model proper laboratory safety and use of equipment. d. Emphasize importance of data collection by groups. e. Ask the following questions: 1. How many drops of water can you place on a penny Why do you think this 2. Predict what would happen if you added soap to the water, would the penny be able to hold more water. Explain why. 3. What will the drop of water look like on the wax paper Why do you think this 4. Predict what will happen to the drop on the paper when it is placed in the beaker Why do you think this 5. What will happen when the straw is placed in a beaker of water 6. Describe the properties of water do you think are responsible for water‘s unique behaviors What the teacher will do: a. Analyze class data; making sure to note the importance of multiple trials, and repeatability in scientific investigations. b. Answer Key for Results: 1. How did this investigation demonstrate cohesion, adhesion surface tension and capillary action Commercial bubble solution should create the biggest bubble. 2. What implications do these concepts have for living things Answers will vary. Students show include data that explains the difference in bubble size between the 4 solutions tested. 3. Have you ever done a belly flop If so explain how it felt and what property of water caused you to feel pain. If not, guess what property of Biology HSL Page 229 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
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Student Investigating Inherited Tra
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Student Observations/Data: Biology
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Student Data Analysis: Sex of offsp
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Teacher Differences in Similar Phen
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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 and 218: Student Building Macromolecules NGS
Page 219 and 220: Student Construct Glycine A. Draw a
Page 221 and 222: Student Construct Cytosine A. Cytos
Page 223 and 224: Student Try to determine some ways
Page 225 and 226: Teacher During activity: After acti
Page 227: 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
Page 269 and 270: Teacher Stimuli Effects on Heart Ra
Page 271 and 272: Student Stimuli Effects on Heart Ra
Page 273 and 274: Student Procedures: 1. Select a sta
Page 275 and 276: Student Figure 4 Figure 5 Coughing:
Page 277 and 278: 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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