Biology - HOT Science Lab

More documents

Recommendations

Info

Teacher d. Answer Key for Results: 1. From the data collected, which bubble solution makes the biggest bubbles Commercial bubble solution should create the biggest bubble. 2. Compare the commercial bubble solution with the detergent solutions. Was there a difference Answers will vary. Students show include data that explains the difference in bubble size between the 4 solutions tested. 3. Predict the importance of adding glycerin to bubble solutions. The Glycerin (or glycerol) improves the soap bubble mixture in two ways: It increases the lifetime of the bubbles, and it makes the bubbles bigger. Extension: Interactive Scientific Method Investigation: http://sunshine.chpc.utah.edu/labs/scientific_method/sci_method_main.html GIZMO: Growing Plants <strong>Biology</strong> HSL Page 264 Curriculum and Instruction
Student Fun with Bubbles NGSSS: SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1) pose questions about the natural world, 2) conduct systematic observations, 3) examine books and other sources of information to see what is already known, 4) review what is known in light of empirical evidence, 5) plan investigations, 6) use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), 7) pose answers, explanations, or descriptions of events, 8) generate explanations that explicate or describe natural phenomena (inferences), 9) use appropriate evidence and reasoning to justify these explanations to others, 10) communicate results of scientific investigations and,11) evaluate the merits of the explanations produced by others. (AA) Background: The scientific method is a process for experimentation that is used to explore observations and answer questions. Scientists use the scientific method to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way. Your own curiosity is the starting point for exploring through inquiry. The questions that drive inquiry are based on observations. Recorded observations are called data. Quantitative data is measured on a numerical scale. Data also may be qualitative, in the form of descriptions instead of measurements. The basis of the scientific method is observing and gathering background information, asking a question, forming an hypothesis (or an educated guess about the answer to your question), and then trying to come up with the answers by collecting and analyzing data. Scientists use an experimental design diagram to identify the essential components of an experiment. <strong>Biology</strong> HSL Page 265 Curriculum and Instruction
Page 1 and 2:
Curriculum and Instruction Division
Page 3 and 4:
Table of Contents Introduction ....
Page 5 and 6:
Introduction The purpose of this do
Page 7 and 8:
7. SC.912.L.15.1: Explain how the s
Page 9 and 10:
16. SC.912.L.17.5: Analyze how popu
Page 11 and 12:
to the norms and conventions of the
Page 13 and 14:
Materials Hands-on Activities 1. Pe
Page 15 and 16:
15. Cellular Respiration Distilled
Page 17 and 18:
30. Enzyme Catalyst Lab Yeast solut
Page 19 and 20:
Laboratory Safety Rules: Know the p
Page 21 and 22:
Writing in Science A report is a re
Page 23 and 24:
Hands-on Activities
Page 25 and 26:
Teacher During activity: After acti
Page 27 and 28:
Student Materials: Procedures: Usin
Page 29 and 30:
Student Data: Name Actual Height Fe
Page 31 and 32:
Teacher them also describe importan
Page 33 and 34:
Student Materials (per group): 4 st
Page 35 and 36:
Student Data Analysis: Create a ske
Page 37 and 38:
Teacher After activity: d. Remind s
Page 39 and 40:
Student Limiting Factors (Adapted f
Page 41 and 42:
Student Data Analysis: Graph the re
Page 43 and 44:
Teacher After activity: b. Assist g
Page 45 and 46:
Student Designing Food Chains and F
Page 47 and 48:
Student Shoreline Organisms Plants
Page 49 and 50:
Page 51 and 52:
Student Human Impact - Effects of A
Page 53 and 54:
Student Effects of pH on the Germin
Page 55 and 56:
Teacher During activity: from the f
Page 57 and 58:
Student Evidence for the Theory of
Page 59 and 60:
Student Deinonychus Fossil Evidence
Page 61 and 62:
Student Figure 1 Table 1 Characteri
Page 63 and 64:
Student Animal Table 2 Function of
Page 65 and 66:
Student Conclusions: Explain in par
Page 67 and 68:
Teacher d. Student misconceptions s
Page 69 and 70:
Student Examining the Fossil Record
Page 71 and 72:
Student period should be place towa
Page 73 and 74:
Teacher Natural Selection (Adapted
Page 75 and 76:
Teacher Additional instructions/Han
Page 77 and 78:
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 and 130:
Student During activity: After acti
Page 131 and 132:
Student Procedures: 1. Write a hypo
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:
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 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 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 263: Teacher During activity: After acti
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
Page 281 and 282: Student Stimuli Effects on Heart Ra
Page 283 and 284: Student a. Depending upon your size
Page 285 and 286: Student a. Tap the data point that
Page 287 and 288: Teacher Investigating Bacterial Gro
Page 289 and 290: Student Investigating Bacterial Gro
Page 291 and 292: Student 3. To inoculate your agar p
Page 293 and 294: Student Data Analysis/Results: Answ
Page 295 and 296: Teacher After activity: 2. Why do y
Page 297 and 298: Student Procedures: 1. The class is
Page 299 and 300: Teacher Identifying Organic Compoun
Page 303 and 304: Student Identifying Organic Compoun
Page 305 and 306: Student 7. In each section, place a
Page 307 and 308: Student a microscope, patches of re
show all

Biology - HOT Science Lab

Create successful ePaper yourself

Delete template?

Save as template?