Biology - HOT Science Lab

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Student Name: ____________________________________ Period: _____________ DNA Electrophoresis Simulation Worksheet 1. Construct a graph which plots the number of base pairs on the "Y" axis (remember each person represents 1000 base pairs on the DNA ladder) vs. distance traveled on the "X" axis. Draw the "curve of best fit" to represent the data. 2. Draw a diagram of the "gel" of what this DNA fingerprint would look like in the box below. Be sure to label each band (how many base pairs in each band). 3. Using your graph, how many base pairs would you predict there would be in a DNA segment that traveled 36m 4. How far would you expect a segment of DNA which was 600-base-pairs long to migrate Explain how you arrived at your answer. 5. How far would you expect a segment of DNA which was 6000-base-pairs long to migrate Explain how you arrived at your answer. Biology HSL Page 298 Curriculum and Instruction
Teacher Identifying Organic Compounds NGSSS: SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. (AA) Purpose of Lab Activity: Note: This lab activity does not fulfill the AA benchmark but can be used to increase student understanding of the role of macromolecules. To predict which types of macromolecules are present in various foods. To use several indicators to test for the presence of carbohydrates, proteins, and lipids in some common foods. To become familiar with the sources of three of the four macromolecules of life. Prerequisites: It is important that students are able to describe the molecular structures and primary functions of the four major categories of biological molecules. Materials (per group): 10 Test tubes Test-tube rack Test-tube holder Masking tape Glass-marking pencil 10-mL graduated cylinder Bunsen burner or hot plate Iodine solution Dissolve 5 g potassium iodide and 1.5 g iodine crystals in 500 mL of distilled water. 20 mL Honey solution Dissolve 20 mL honey in 500 mL distilled water. 20 mL Egg white and water mixture Mix egg whites from 3 eggs with 500 mL distilled water. 20 mL Corn oil 20 mL Lettuce and water mixture Mix 20 mL macerated lettuce with 500 mL distilled water. 20 mL Gelatin and water solution Dissolve 3.5 g gelatin in 346.5 mL distilled water. Refrigerate until needed. 20 mL Melted butter 20 mL Potato and water mixture Mix 20 mL macerated potato with 500 mL distilled water. 20 mL Apple juice and water mixture Mix 250 mL unsweetened apple juice with 250 mL distilled water. 20 mL Distilled water 20 mL Unknown substance 10 Dropper pipettes Paper towels 600-mL Beaker Brown paper bag Sudan III stain Biuret reagent Benedict‘s solution Procedure: Day of Activity: Before activity: What the teacher will do: a. Prep work: Prepare the following solutions at least one day before the lab investigation. 1. Iodine solution - Dissolve 5 g of potassium iodide and 1.5 g iodine crystals in 500 mL distilled water. 2. 20 mL Honey solution - Dissolve 20 mL of honey in 500 mL of distilled water. Biology HSL Page 299 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
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Student Properties of Water NGSSS:
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Student Results: 1. From the data c
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Teacher differences 2. Did the data
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Student Observations/Data: Surface
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Student Genetic Disorder: _________
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Modified Hands-on Activities
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Teacher 11. Have different students
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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
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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 and 264: Teacher During activity: After acti
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
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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
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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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