Biology - HOT Science Lab

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Teacher examination Peanuts contain lipids and proteins. b. In order to connect concepts of the activity to the NGSS, have the students develop a Venn Diagram on a large poster board to show the similarities and differences of the three biological macromolecules investigated in this activity. Make sure they include representative food substances as well as molecular structures and functions for each of the three main categories. This can be assigned as a home learning experience. The next day, have students present their results before the class. Extension: Gizmo: Identifying Nutrients Biology HSL Page 302 Curriculum and Instruction
Student Identifying Organic Compounds (Adapted from Prentice Hall Biology Laboratory Manual A) NGSSS: SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. (AA) Background: All living things contain organic macromolecules: lipids, proteins, carbohydrates and nucleic acids. Characteristic for these organic molecules is that they are made up of only a small number of elements: carbon, hydrogen, oxygen, and to smaller amounts nitrogen, phosphorus and sulfur. They are called "macromolecules" because they are very large, containing long chains of carbon and hydrogen atoms and often consist of repeating smaller molecules bonded together in a repeating pattern (polymers). Macromolecule Protein Carbohydrate Lipid nucleic acid Building Block amino acids monosaccharides glycerol + fatty acids nucleotides In this investigation, you will determine which macromolecules are components of the foods you eat. Substances, called indicators, can be used to test for the presence of organic compounds. An indicator is a substance that changes color in the presence of a particular compound. You will use several indicators to test for the presence of carbohydrates, lipids and proteins in various foods. Purpose of Lab Activity: 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 Safety: Wear safety goggles at all times in the science laboratory. Be careful to avoid breakage when working with glassware. Always use special caution when using any laboratory chemicals, as they may irritate the skin or cause staining of the skin or clothing. Never touch or taste any chemical unless instructed to do so. Use extreme care when working with heated equipment or materials to avoid burns. Wear plastic gloves when handling eggs or egg whites or tools that have been in contact with them. Wash hands thoroughly after carrying out this lab. Vocabulary: Macromolecule, Carbohydrates, Lipids (fats), Proteins, Sugar, Starch, Amino acid, Glucose, Sucrose, Monosaccharide, Disaccharide, Polysaccharide, Enzyme, Fatty acids, Polar/non-polar molecules, Nucleic acid, Polymer Biology HSL Page 303 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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Teacher TURTLE GRASS TURTLE GRASS T
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Teacher DINOFLAGELLATES DINOFLAGELL
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Page 261 and 262: Additional Hands-on Activities
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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
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Page 287 and 288: Teacher Investigating Bacterial Gro
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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
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Page 305 and 306: Student 7. In each section, place a
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Biology - HOT Science Lab

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