Biology - HOT Science Lab

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Teacher 6. Explain how acidic water can harm aquatic plants and animals. Acid rain causes a cascade of effects that harm or kill individual fish, reduce fish population numbers, completely eliminate fish species from a waterbody, and decrease biodiversity. As acid rain flows through soils in a watershed, aluminum is released from soils into the lakes and streams located in that watershed. Some types of plants and animals are able to tolerate acidic waters. Others, however, are acid-sensitive and will be lost as the pH declines. Generally, the young of most species are more sensitive to environmental conditions than adults. At pH 5, most fish eggs cannot hatch. At lower pH levels, some adult fish die. Some acid lakes have no fish. Extension: Acid Rain Tutorial (from Environmental Protection Agency): http://www.epa.gov/acidrain/education/site_students/acid_anim.html Gizmo: Water Pollution <strong>Biology</strong> HSL Page 50 Curriculum and Instruction
Student Human Impact – Effects of Acid Rain NGSSS: SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. AA Background: (Source: www.epa.gov) The burning of fossil fuels during the industrialization of the world has caused many negative environmental impacts. Acid rain is a broad term used to describe several ways that acids fall out of the atmosphere. A more precise term is acid deposition; which has two part wet and dry. Wet deposition refers to acidic rain, fog, and snow. The strength of the effects depend on many factors, including how acidic the water is, the chemistry and buffering capacity (the ability to neutralize acidic compounds) of the soils involved, and the types of fish, trees, and other living things that rely on the water. Dry deposition refers to acidic gases and particles. The wind blows these acidic particles and gases onto buildings, cars, homes, and trees. Scientists discovered, and have confirmed, that sulfur dioxide (SO 2 ) and nitrogen oxides (NO x ) are the primary causes of acid rain. In the U.S., about 2/3 of all SO 2 and 1/4 of all NO x comes from electric power generation that relies on burning fossil fuels like coal. Acid rain occurs when these gases react in the atmosphere with water, oxygen, and other chemicals to form various acidic compounds. Sunlight increases the rate of most of these reactions. The result is a mild solution of sulfuric acid (H 2 SO 4 ) and nitric acid (HNO 3 ). Acid rain is measured using a scale called pH. The pH scale measures how acidic or basic a substance is. It ranges from 0 to 14. A pH of 7 is neutral. A pH less than 7 is acidic, and a pH greater than 7 is basic. Mixing acids and bases can cancel out their extreme effects; much like mixing hot and cold water can even out the water temperature. Normal rain is slightly acidic because carbon dioxide (CO 2 ) dissolves in it, so it has a pH of about 5.5. In recent years, the most acidic rain falling in the US has a pH of about 4.3. Acid deposition has a variety of effects, including damage to forests and soils, fish and other living things, materials, and human health. Acid rain also reduces how far and how clearly we can see through the air, an effect called visibility reduction. Problem Statement: How does the concentration of vinegar affect the germination of radish seeds Safety: Handle solutions carefully to avoid spills. The simulated ―acid rain‖ solution may cause irritation and should be rinsed off promptly if it comes into contact with the sun. Wear goggles at all times. If any of the solutions get into your eye, flush the eye with water for 15 minutes and seek medical attention. Vocabulary: pH, acid, base, germination, concentration, acid rain, fossil fuels, environment Materials (per group): graduated cylinder filter paper medicine droppers <strong>Biology</strong> HSL Page 51 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
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Page 53 and 54: Student Effects of pH on the Germin
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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
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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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Teacher During activity: After acti
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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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Teacher SCALLOP SCALLOP TROPHIC LEV
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Teacher FISH LARVA FISH LARVA TROPH
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Teacher OCTOPUS OCTOPUS TROPHIC LEV
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Teacher SEA STAR SEA STAR TROPHIC L
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Teacher SEA URCHINS SEA URCHINS TRO
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Additional Hands-on Activities
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Student Fun with Bubbles NGSSS: SC.
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Student Observations/Data: Diameter
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Teacher Stimuli Effects on Heart Ra
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Student Stimuli Effects on Heart Ra
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Student Procedures: 1. Select a sta
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Student Figure 4 Figure 5 Coughing:
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Student 4. The parasympathetic and
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Student Stimuli Effects on Heart Ra
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Student a. Depending upon your size
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Student a. Tap the data point that
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Teacher Investigating Bacterial Gro
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Student Investigating Bacterial Gro
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Student 3. To inoculate your agar p
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Student Data Analysis/Results: Answ
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Teacher After activity: 2. Why do y
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Student Procedures: 1. The class is
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Teacher Identifying Organic Compoun
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Student Identifying Organic Compoun
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Student 7. In each section, place a
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Student a microscope, patches of re
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Biology - HOT Science Lab

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