Biology - HOT Science Lab

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Student Materials (per group): glass of water paperclip penny soda straw glass slide glass test tube hot plate (optional) salt (optional) a strip of jeans paper strip with a marker dot wax paper Procedures: 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. You 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. After getting approval for all of your hypotheses you will need to write your procedures. It may help you to look at the data table. Observations/Data: Check the appropriate box if the listed property occurred in your experiment. Polar or Non-Polar must be selected for each investigation. Properties of Water Substance Polar Non-Polar Adhesion Cohesion Putting paper clip in water Pouring water on penny Putting regular straw in water Putting jean strip in water Putting paper strip with dot in water Pouring water on glass slide Pouring water on wax paper Putting water in test tube Surface Tension Capillary Action You should also collect qualitative data such as observations about each substance. <strong>Biology</strong> HSL Page 232 Curriculum and Instruction
Student Results: 1. From the data collected, what happened in each of the 8 procedural plans. 2. How do you know those substances possess the qualities of the ones you checked Conclusion: 1. How did this investigation demonstrate cohesion, adhesion surface tension and capillary action 2. What implications do these concepts have for living things 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 water causes the pain felt from doing a belly flop. 4. Why is water important for keeping animals cool How does sweating cool us down 5. Why does ice float Why is this important to the fish in a lake 6. What are the terms used to describe waters attraction to itself and other things What bonding allow for this What does the charge of the molecule have to do with its properties 7. What attraction is important to water striders Extension: This Extension is necessary to fulfill the annually assessed benchmark associated with this unit: 1. Choose another property of water to test. Develop a new problem statement and design a new experiment to test for this property. Record all parts of the lab (from the parts of a lab) in your journal. Present your findings to the class. 2. Make sure to identify the test (independent) variable, responding (dependent) variable, controls, and constants. <strong>Biology</strong> HSL Page 233 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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Student Differences in Similar Phen
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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 and 228: Student 3. Using the forceps, dip a
Page 231: Student Properties of Water NGSSS:
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
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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
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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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