Biology - HOT Science Lab

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Student Results: 1. From the data collected, which bubble solution makes the biggest bubbles 2. Compare the commercial bubble solution with the detergent solutions. Was there a difference 3. Predict the importance of adding glycerin to bubble solutions. Conclusion: Write a lab report using the ―Power Writing Model 2009‖. Make sure to answer the following questions: What was investigated Was the hypothesis supported by the data What were the major findings How did your findings compare with other researchers What possible explanations can you offer for your findings What recommendations do you have for further study and for improving the experiment What are some possible applications of the experiment Biology HSL Page 268 Curriculum and Instruction
Teacher Stimuli Effects on Heart Rate: Sympathetic Stimuli and Coughing NGSSS: SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. (AA) Purpose of Lab/Activity: The purpose of this lab is to observe how the heart rate changes according to sympathetic (and parasympathetic) stimuli. The lab includes two separate stations, each focusing on a different stimulus. Prerequisite: Prior to this activity, the student should be able to: Determine the constant breathing rate and constant heart rate Determine the resting breathing rate and resting heart rate Know how to get consistent and realistic readings for heart rate know the function of the sympathetic nervous system and the parasympathetic nervous system Relate the cough reflex to heart rate Materials (per station or per group): CBL2 with TI 83 calculator ice water bath towel DataMate App Vernier Respiration Rate Monitor Vernier Hand-Grip Heart Rate Monitor or Vernier Exercise Heart Rate Monitor saline solution in dropper bottle for the exercise heart rate monitor Procedures: Day of Activity: Before activity: What the teacher will do: a. The teacher will have to gather all materials and should trouble shoot the different heart rate monitors to determine if a constant and realistic heart rate reading is observed. b. The teacher will prepare 4 sets of stations, each set focusing on different stimuli: (1) Sympathetic stimuli and (2) Coughing. c. Engage students by eliciting prior knowledge and asking questions pertinent for each station (e.g., How will the heart rate respond to different sympathetic stimuli How does coughing (a sympathetic stimulation) affect the heart rate) d. Review general procedures for using the respiration and heart rate monitors. It is expected that all students be involved and participate during the lab. This means that all students must take turns in running the heart rate monitor or in being the patient who is being monitored. Students need to know what parts of the body are affected by stimulation of the sympathetic nervous versus stimulation from the parasympathetic nervous system. e. Students need to be sure to have consistent and realistic heart rates at the beginning of each experiment. Biology HSL Page 269 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
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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 and 266: Student Fun with Bubbles NGSSS: SC.
Page 267: Student Observations/Data: Diameter
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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