Biology - HOT Science Lab

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Student Problem Statement: Which solution makes the biggest bubbles Safety: Make sure that the bubble solution is poured on top of trash bags on the tables, report any spills immediately to the teacher. Use napkins routinely to clean up your lab area. Vocabulary: scientific method, hypothesis, independent variable, dependent variable, controlled experiment, quantitative, qualitative Materials (per group): 3 different kinds of clear dishwashing liquids commercial bubble solution water glycerin rulers straws plastic trash bags to cover tables Four 50-ml beakers Procedures: 1. Mix three bubble solutions in separate beakers using the following proportions of liquids: 5 ml dishwashing liquid, 30 ml water, and 5 ml plain glycerin. Note: If you want to make a lot of bubble solution, just use larger quantities of each ingredient, keeping them in the 1:6:1 proportion. 2. Put 40 ml of commercial bubble solution in a fourth beaker. 3. To test a solution, pour it onto the plastic trash bag on your table top, put your straw into one of the small bubbles and blow more air into the bubble. Continue blowing air into the bubble until it bursts. 4. Using centimeters, measure the diameter of each bubble print left behind on the trash bag. 5. Repeat this procedure three times for each of the different solutions. 6. While you are doing this activity, make some observations about the colors and other physical characteristics of the bubbles. 7. Record your group‘s results on the data sheet. 8. Complete the class data table and write a conclusion for the activity. <strong>Biology</strong> HSL Page 266 Curriculum and Instruction
Student Observations/Data: Diameter of Bubble Solution Detergent #1 (cm) Diameter of Bubble Solution Detergent #2 (cm) Diameter of Bubble Solution Detergent #3 (cm) Diameter of Bubble Solution Commercial (cm) Trial #1 Trial #2 Trial #3 Average You should also collect qualitative data such as observations about the colors and other physical characteristics of the bubbles. Data Analysis: Create a bar graph using the data from the table above; make sure to label your axis(s) and include the units of measurements. Average Bubble Size Diameter by Solution <strong>Biology</strong> HSL Page 267 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
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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
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 265: Student Fun with Bubbles NGSSS: SC.
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
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Biology - HOT Science Lab

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