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Honors Biology Content Targets
Key
3 = I get it
2 = I kind of get it
1 = I need more help
Evolution
3 2 1
Discuss how chemical evolution proceeded from atmospheric gases to small organic
molecules to macromolecules to protocells.
Describe how continental drift explains patterns of past and present distribution of life
forms and may have contributed to episodes of mass extinctions during the history of life.
Explain the Darwin-Wallace theory of natural selection.
Discuss examples of natural selection resulting in the adaptation of a species to the
environment.
Biochemistry
Explain how the existence of living things is dependent on the chemical and physical
characteristics of water.
Describe how the chemistry of carbon gives organic compounds their characteristics.
Describe the structure and function of carbohydrates, lipids, proteins, and nucleic acids
Energy & Enzymes
Describe the role played by ATP in cells.
Define activation energy and describe its role in chemical reactions.
Describe the interaction between an enzyme and its substrate.
Explain how temperature and pH affect the activity of enzymes.
Describe how inhibition controls enzyme activity.
Bacteria and Viruses
Describe how viruses reproduce.
Understand the biology of HIV
Explain why and how bacteria are becoming increasingly resistant to antibiotics.
Cells, Cell Membrane Structure and Function
3 2 1
Cell Theory
Hypothesize how the shape (form) of a cell is related to its function.
Describe the processes of diffusion, osmosis, active transport and facilitated diffusion.
Demonstrate and explain the process of plasmolysis using Elodea in lab.
Mathematically prove that cell volume to cell surface area ratios explain why cells are so
small.
Describe the function of the lipid and protein molecules composing the membrane.
Cellular Respiration
Explain the importance of cellular respiration in living things.
Summarize the process of glycolysis.
Summarize the processes of aerobic respiration occurring within the mitochondria: the
Krebs Cycle and the electron transport system
Photosynthesis
Explain the role of chlorophyll, ATP, NADP+, and carbon dioxide in photosynthesis.
Describe how green plants and algae capture energy from sunlight in the light dependent
reactions.
Describe how carbohydrates are produced during the Calvin Cycle.
DNA
Summarize the work of Watson, Crick, Franklin, Chargaff, and Wilkins in determining the
structure of DNA.
compare and contrast the structure and function DNA with RNA
Explain the process of DNA replication, transcription and translation.
Explain the significance of a universal genetic code.
Mitosis
Specify the number of chromosomes in a cell before and after cell division.
Relate mitosis to the uncontrolled cell growth occurring in tumor formation.
Compare and contrast mitosis and meiosis.
Explain Mendelian Genetics
Explain and describe the following heterozygous, homozygous, dominant, recessive,
genotype, & phenotype
Know how multiple alleles, polygenic and X-linked genes/traits work
Explain the relationship between mutation and human genetic disorders.
Understand modern the new gene technology
Solve monohybrid, dihybrid, multiple allele, X-linked
Reproduction and Development
Identify and explain the function of the male and human female reproductive systems.
Relate the events of the ovarian cycle to the levels of LH, FSH, estrogen, and progesterone.
Describe the process of fertilization, cleavage and early development of the embryo.
Human Evolution
Analyze the evidence for human evolution – both physical and molecular.
Explain how natural selection has altered human history especially with respect to the
selective pressure of disease.
Explain the current and historic relationship(s) between humans and primate.
Honors Biology Process Targets
Key
3 = I get it
2 = I think I get it
1 = I get it
Problem Solving
I can recognize multiple ways to solve a problem.
I can judge which problem solving method will be more effective.
I can identify flaws in the scientific method.
Experimental Design
I can identify constants in an experiment.
Gathering Data
I can organize a variety of data.
I can choose the most concise and effective means of representing data.
I can balance trusting data with questioning data that does not make sense.
I can adapt to using a wide variety of observation and measurement tools.
I can identify and follow the necessary safety precautions to complete a lab.
I can set up and use a variety of Lab Pro probes to collect data.
Interpretation of Data
I can create and use a graph with multiple trend lines.
I can extrapolate future trends from my data.
I can isolate descriptions of data from inferences of that data.
Communicate Results
I can use quantitative and qualitative means to support conclusions drawn from data.
I can share results of my experiment concisely through a variety of means to appropriate
audiences.
Real World Applications
I can recognize the connection of scientific concepts to current events and trends in daily
life.
Student Name _______________________________________________________
Flinn Scientific’s Student Safety Contract
PURPOSE; Science is a hands-on laboratory class. You will be doing many laboratory activities which require the use of hazardous chemicals. Safety in the science classroom is the #1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. Two copies of the contract are provided. One copy must be signed by both you and a parent or guardian before you can participate in the laboratory. The second copy is to be kept in your science notebook as a constant reminder of the safety rules.
GENERAL RULES
1. Conduct yourself in a responsible manner at all times in the laboratory.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.
3. Never work alone. No student may work in the laboratory without an instructor present.
4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.
5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages. 6. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not called for in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited. 7. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory.
8. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratory instructions, worksheets, and/or reports to the work area. Other materials (books, purses, backpacks, etc.) should be stored in the classroom area. 10. Keep aisles clear. Push your chair under the desk when not in use.
11 Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.
13. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafe conditions you observe. 14. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containers twice before adding your chemical waste to the container.
15. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directed in the laboratory instructions or by your instructor.
16. Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap and water after performing all experiments. Clean all work surfaces and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storage area.
17. Experiments must be personally monitored at all times. You will be assigned a laboratory station at which to work. Do not wander around the room, distract other students, or interfere with the laboratory experiments of others.
18. Students are never permitted in the science storage rooms or preparation areas unless given specific permission by their instructor. 19. Know what to do if there is a fire drill during a laboratory period; containers must be closed, gas valves turned off, fume hoods turned off, and any electrical equipment turned off.
20. Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to be treated with respect and disposed of properly
21. When using knives and other sharp instruments, always carry with tips and points pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles.
22. If you have a medical condition (e.g., allergies, pregnancy, etc.), check with your physician prior to working in lab. CLOTHING
23. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule! 24. Contact lenses should not be worn in the laboratory unless you have permission from your instructor.
25. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose or baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.
26. Lab aprons have been provided for your use and should be worn during laboratory activities. ACCIDENTS AND INJURIES
27. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter how trivial it may appear. 28. If you or your lab partner are hurt, immediately yell out “Code one, Code one” to get the instructor’s attention.
29. If a chemical splashes in your eye(s) or on your skin, immediately flush with running water from the eyewash station or safety shower for at least 20 minutes. Notify the instructor immediately.
30. When mercury thermometers are broken, mercury must not be touched. Notify the instructor immediately. HANDLING CHEMICALS
31. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you.
32. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need. 33. Never return unused chemicals to their original containers.
34. Never use mouth suction to fill a pipet. Use a rubber bulb or pipet pump.
35. When transferring reagents from one container to another, hold the containers away from your body.
36. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.
Student name ______________________________________________________--37. Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids anywhere near an open flame or source of heat.
38. Never remove chemicals or other materials from the laboratory area.
39. Take great care when transporting acids and other chemicals from one part of the laboratory to another. Hold them securely and walk carefully.
HANDLING GLASSWARE AND EQUIPMENT
40. Carry glass tubing, especially long pieces, in a vertical position to minimize the likelihood of breakage and injury.
41. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container.
42. Inserting and removing glass tubing from rubber stoppers can be dangerous. Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) before attempting to insert it in a stopper. Always protect your hands with towels or cotton gloves when inserting glass tubing into, or removing it from, a rubber stopper. If a piece of glassware becomes “frozen” in a stopper, take it to your instructor for removal. 43. Fill wash bottles only with distilled water and use only as intended, e.g., rinsing glassware and equipment, or adding water to a container. 44. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be completely dry before touching an electrical switch, plug, or outlet.
45.Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.
46. Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and loose connections. Do not use damaged electrical equipment.
47. If you do not understand how to use a piece of equipment, ask the instructor for help. 48. Do not immerse hot glassware in cold water; it may shatter.
49. Exercise extreme caution when using a gas burner. Take care that hair, clothing and hands are a safe distance from the flame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol) burners only as instructed by the teacher.
50.Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always turn the burner or hot plate off when not in use.
51. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the open end of a test tube being heated at yourself or anyone else.
52. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution. Use tongs or heat-protective gloves if necessary.
53. Never look into a container that is being heated.
54.Do not place hot apparatus directly on the laboratory desk. Always use an insulating pad. Allow plenty of time for hot apparatus to cool before touching it.
55. When bending glass, allow time for the glass to cool before further handling. Hot and cold glass have the same visual appearance. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it.
QUESTIONS
56. Do you wear contact lenses? D YES D 57. Are you color blind? D YES D NO 58. Do you have allergies? D YES D NO
If so, list specific allergies ____ P.O. Box 219, Batavia, IL 60510
1-800-452-1261 • Fax: (866) 452-1436 flinn@flinnsci.com • AGREEMENT
I, ___________________________ , (student’s name) have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to ensure my own safety, and that of my fellow students and instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in being removed from the laboratory, detention, receiving a failing grade, and/or dismissal from the course.
Student Signature ___________________________________________ Date _______________________
Dear Parent or Guardian:
We feel that you should be informed regarding the school’s effort to create and maintain a safe science class-room/laboratory environment. With the cooperation of the instructors, parents, and students, a safety instruction program can eliminate, prevent, and correct possible hazards. You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratory work. Please read the list of safety rules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher. Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measures taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your son/ daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.
Parent/Guardian Signature _____________________________________ Date _________________________ P.O. Box 219, Batavia, IL 60510
1-800-452-1261 • Fax: (866) 452-1436 flinn@flinnsci.com • www.flinnsci.com
© 2004, Flinn Scientific, Inc. All Rights Reserved. Reproduction permission is granted to science teachers who are customers of Flinn Scientific, Inc. Batavia, Illinois, U.S.A. No part of this material may be reproduced or transmitted in any form or by any means, electronic or mechanical, including, but not limited to photocopy, recording, or any information storage and retrieval system, without permission in writing from Flinn Scientific, Inc
Student name
______________________________________________________--Flinn Scientific’s Student Safety Contract
PURPOSE: Science is a hands-on laboratory class. You will be doing many laboratory activities which require the use of hazardous chemicals. Safety in the science classroom is the #1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. Two copies of the contract are provided. One copy must be signed by both you and a parent or guardian before you can participate in the laboratory. The second copy is to be kept in your science notebook as a constant reminder of the safety rules.
GENERAL RULES
1. Conduct yourself in a responsible manner at all times in the laboratory.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.
4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.
5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages. 6. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not called for in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited. 7. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory.
8. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratory instructions, worksheets, and/or reports to the work area. Other materials (books, purses, backpacks, etc.) should be stored in the classroom area. 10. Keep aisles clear. Push your chair under the desk when not in use.
11 Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.
12. Always work in a well-ventilated area. Use the fume hood when working with volatile substances or poisonous vapors. Never place your head into the fume hood.
13. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafe conditions you observe. 14. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containers twice before adding your chemical waste to the container.
15. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directed in the laboratory instructions or by your instructor.
16. Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap and water after performing all experiments. Clean all work surfaces and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storage area.
17. Experiments must be personally monitored at all times. You will be assigned a laboratory station at which to work. Do not wander around the room, distract other students, or interfere with the laboratory experiments of others.
18. Students are never permitted in the science storage rooms or preparation areas unless given specific permission by their instructor. 19. Know what to do if there is a fire drill during a laboratory period; containers must be closed, gas valves turned off, fume hoods turned off, and any electrical equipment turned off.
20. Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to be treated with respect and disposed of properly
21. When using knives and other sharp instruments, always carry with tips and points pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles.
22. If you have a medical condition (e.g., allergies, pregnancy, etc.), check with your physician prior to working in lab. CLOTHING
23. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule! 24. Contact lenses should not be worn in the laboratory unless you have permission from your instructor.
25. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back and dangling jewelry and loose or baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.
26. Lab aprons have been provided for your use and should be worn during laboratory activities. ACCIDENTS AND INJURIES
27. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter how trivial it may appear. 28. If you or your lab partner are hurt, immediately yell out “Code one, Code one” to get the instructor’s attention.
29. If a chemical splashes in your eye(s) or on your skin, immediately flush with running water from the eyewash station or safety shower for at least 20 minutes. Notify the instructor immediately.
30. When mercury thermometers are broken, mercury must not be touched. Notify the instructor immediately. HANDLING CHEMICALS
31. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you.
32. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need. 33. Never return unused chemicals to their original containers.
34. Never use mouth suction to fill a pipet. Use a rubber bulb or pipet pump.
35. When transferring reagents from one container to another, hold the containers away from your body.
36. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.
37. Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids anywhere near an open flame or source of heat.
38. Never remove chemicals or other materials from the laboratory area.
Student name
______________________________________________________--39. Take great care when transporting acids and other chemicals from one part of the laboratory to another. Hold them securely and walk carefully.
HANDLING GLASSWARE AND EQUIPMENT
41. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container.
42. Inserting and removing glass tubing from rubber stoppers can be dangerous. Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) before attempting to insert it in a stopper. Always protect your hands with towels or cotton gloves when inserting glass tubing into, or removing it from, a rubber stopper. If a piece of glassware becomes “frozen” in a stopper, take it to your instructor for removal. 43. Fill wash bottles only with distilled water and use only as intended, e.g., rinsing glassware and equipment, or adding water to a container. 44. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be completely dry before touching an electrical switch, plug, or outlet.
45.Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.
46. Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and loose connections. Do not use damaged electrical equipment.
47. If you do not understand how to use a piece of equipment, ask the instructor for help. 48. Do not immerse hot glassware in cold water; it may shatter.
HEATING SUBSTANCES
49. Exercise extreme caution when using a gas burner. Take care that hair, clothing and hands are a safe distance from the flame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol) burners only as instructed by the teacher.
50.Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always turn the burner or hot plate off when not in use.
51. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the open end of a test tube being heated at yourself or anyone else.
52. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution. Use tongs or heat-protective gloves if necessary.
53. Never look into a container that is being heated.
54.Do not place hot apparatus directly on the laboratory desk. Always use an insulating pad. Allow plenty of time for hot apparatus to cool before touching it.
55. When bending glass, allow time for the glass to cool before further handling. Hot and cold glass have the same visual appearance. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it.
QUESTIONS
56. Do you wear contact lenses? D YES D NO 57. Are you color blind? D YES D N 58. Do you have allergies? D YES D NO
If so, list specific allergies ____ P.O. Box 219, Batavia, IL 60510
1-800-452-1261 • Fax: (866) 452-1436 flinn@flinnsci.com • AGREEMENT
I, ___________________________ , (student’s name) have read and agree to follow all of the safety rules set forth in this contract. I realize that I must obey these rules to ensure my own safety, and that of my fellow students and instructors. I will cooperate to the fullest extent with my instructor and fellow students to maintain a safe lab environment. I will also closely follow the oral and written instructions provided by the instructor. I am aware that any violation of this safety contract that results in unsafe conduct in the laboratory or misbehavior on my part, may result in being removed from the laboratory, detention, receiving a failing grade, and/or dismissal from the course.
Student Signature ___________________________________________ Date _______________________
Dear Parent or Guardian: We feel that you should be informed regarding the school’s effort to create and maintain a safe science class-room/laboratory environment.
With the cooperation of the instructors, parents, and students, a safety instruction program can eliminate, prevent, and correct possible hazards. You should be aware of the safety instructions your son/daughter will receive before engaging in any laboratory work. Please read the list of safety rules above. No student will be permitted to perform laboratory activities unless this contract is signed by both the student and parent/guardian and is on file with the teacher. Your signature on this contract indicates that you have read this Student Safety Contract, are aware of the measures taken to ensure the safety of your son/daughter in the science laboratory, and will instruct your son/ daughter to uphold his/her agreement to follow these rules and procedures in the laboratory.
Parent/Guardian Signature _____________________________________ Date _________________________ P.O. Box 219, Batavia, IL 60510
including, but not limited to photocopy, recording, or any information storage and retrieval system, without permission in writing from Flinn Scientific, Inc.
Contrato de Seguridad Científico Flinn para los Alumnos
Propósito: La clase de ciencias es una clase de laboratorio con actividades manuales. Ud. hará muchas actividades que requieren el uso de productos químicos peligrosos. La seguridad en la clase de ciencias es la prioridad número uno para los alumnus, maestros, y padres. Para asegurar una seguridad en la clase de ciencias, una lista de reglas ha sido desarrollada y ha sido proveida para Ud. en este contrato de seguridad del alum-no. Estas reglas deben ser seguidas a todo momento. Dos copias del contrato han sido proveidas. Una copia debe ser firmada por Ud. y su padre, madre o guardián antes de que pueda participar en el laboratorio. La segunda copia debe ser guardada en su cuaderno de ciencias como un recuerdo constante de las reglas de seguridad.
Reglas generales
1. Compórtese siempre de una manera responsable en el laboratorio a todo momento.
2. Siga todas las instruciones verbales o escritas cuidadosamente. Si no entiende una instrucción o parte de un procedimiento, pregúntele al instructor antes de seguir.
3. Nunca trabaje solo. Ningún alumno debe trabajar en el laboratorio sin que esté un instructor presente.
4. Cuando entre a una sala de ciencias por primera vez, no toque ningún equipo, producto químico, u otros materiales en el area del laboratorio hasta que el instructor le diga que puede hacerlo.
5. No coma, beba, o mastique chicle en el laboratorio. No utilice la cristalería del laboratorio como envase de comida o bebida.
6. Lleve a cabo solamente esos experimentos autorizados por el instructor. Nunca haga nada en el laboratorio que no siga los trámites del laboratorio o del instructor. Siga todas la reglas cuidadosamente, escritas y orales. Los experimentos que no hayan sido autorizados son prohibidos.
7. Esté preparado para su trabajo en el laboratorio. Lea todos los procedimientos con cuidado antes de entrar al laboratorio. 8. Jugar o bromear en el laboratorio es peligroso y es prohibido.
9. Las areas de trabajo deben mantenerse limpias y en orden siempre. Traiga solamente las instucciones del laboratorio, ejercicios o informes. Otros materiales (libros, bolsas, mochilas, etc.) deben guardarse en la zona de la clase.
10 . Mantenga los pasillos vacios. Empuje la silla debajo del pupitre mientras no sea utilizada.
11. Aprenda donde se localiza y como se usa todo el equipo de seguridad incluyendo el botiquín medical, la estación de lavabo de ojos, y la manta de fuego. Sepa donde se sitúa la alarma de incendios y las salidas.
12. Trabaje siempre en una area que esté bien ventilada. Utilice el extractor de vapores cuando esté trabajando con substancias volitales o vapores venenosos.
13. Esté alerto y proceda con precaución en todo momento en el laboratorio. Notifique al instructor inmediatamente de cualquier condición insegura que observe.
14. Disponga de todos los desechos químicos apropiadamente. No tire nunca productos químicos en el lavabo. Los lavabos son utilizados solamente para agua y otros productos químicos designados por el instructor. Productos químicos sólidos, metales, cerillos, papel de filtro y otros materiales insolubles deben ser tirados, pero no en el lavabo. Verifique la etiqueta de los contenedores dos veces antes de tirar cualquier producto químico.
15. Las etiquetas y las instrucciones del equipo deben ser leidas cuidadosamente antes de utilizarlas. Coloque y utilice los aparatos siguiendo las reglas del laboratorio o de su instructor.
16. No ponga las manos en la cara, los ojos, la boca y el cuerpo mientras esté utilizando productos químicos o espécimenes en conserva. Lávese las manos con jabón y agua después de hacer experimentos. Limpie (con detergente), enjuague y seque todas las superficies de trabajo (incluyendo el lavabo) y aparatos al final del experimento. Devuelva todo el equipo limpio y en buen estado al sitio que le corresponde. 17. Los experimentos deben ser personalmente controlados a todo tiempo. Se le asignará una estación en el laboratorio donde trabajar. No pasee por la clase, o distraiga a otros alumnos, o interfiera con los experimentos de laboratorio de otros.
18. Los alumnos nunca están permitidos en el almacén de ciencias o zonas de preparación a no ser que el instructor dé permiso. 19. Aprenda y sepa lo que debe hacer si hay un entrenamiento en caso de fuego durante la clase de laboratorio. Debe cerrar los recipientes, cerrar las válvulas de gas, y apagar cualquier otra máquina eléctrica.
20. Trate a todos los organismos vivos utilizados en el laboratorio de una forma humana. Los materiales biológicos en conserva deben ser tratados con respeto y deben ser deshechos apropiadamente.
21. Cuando utilice cuchillos y otros instrumentos afilados, cójalos de forma que la punta esté hacia el suelo. No intente nunca coger un intrumento afilado que se esté cayendo. Coja los instrumentos filosos solamente del mango.
22. Si sufre de alguna condición médica (por ejemplo, alergías, embarazo, etc.) consulte con su médico antes de trabajar en el laboratorio. Ropa
23. En cualquier momento que se utilicen productos químicos, lumbre, u objetos de vidrio, los alumnos deben llevar gafas de laboratorio. ¡No habrán exepciones a esta regla!
24. No se deben utilizar lentes de contacto en el laboratorio a no ser que tenga permiso del instructor.
25. Vístase apropiadamente durante una actividad de laboratorio. Pelo largo joyas colgantes y ropa ancha o grande es un peligro en el laboratorio. El pelo largo debe ser atado al fondo de la cabeza y las joyas colgantes y ropa ancha deben estar aseguradas. Debe llevar zapatos cerrados que cubran todo el pie. No se permite llevar sandalias.
26. En el laboratorio hay delantales que deben ser utilizados durante las actividades. Accidentes y heridas
27. Al saber de cualquier accidente (derrames, algo roto, etc.) o heridas (una cortada, quemadura, etc.) repórteselo al instructor no importa como sea de pequeñp o trivial el accidente o herida.
29. Si un material químico le cae o le rocía los ojos o a la cara, enjuágueselos inmediatamente con agua en la estación de lavado de ojos por lo mínimo de 20 minutos. Notifique al instructor inmediatamente.
30. Cuando un termómetro de mercurio se rompe, no debe tocar el mercurio. Notifique al instructor inmediatamente. Como tratar productos químicos
31. Todos los productos químicos en el laboratorio se deben considerer peligrosos. No toque, pruebe o huela ningún producto químico a menos que su instructor específicamente le instruya que lo haga. La técnica apropiada para oler productos químicos será demostrada. 32. Verifique la etiqueta en las botellas de productos químicos dos veces antes de sacar su contenido. Coja solo la cantidad que necesite. 33. Nunca regrese el producto químico que no haya utilizado al recipiente o envase.
34. Nunca utilice succión de boca para llenar los tubos. Use un colador.
35. Cuando traslade un reactivo de un recipiente o envace a otro, mantenga el recipiente lejos del cuerpo.
36. Los ácidos deben ser tratados con mucho cuidado. Se le demostrará el método apropiado para diluir ácidos fuertes. Siempre hay que añadir ácido al agua, agitar la solución y tener cuidado del calor que producen, en particular con el ácido sulfúrico.
37. Trabaje con líquidos flamables y peligrosos sobre un recipiente para así contener los derrames. Nunca tire líquidos flamables cerca de una llama o algo caliente.
38. Nunca saque productos químicos u otros materiales de la zona del laboratorio.
39. Tenga mucho cuidado cuando traslade ácidos y otros productos químicos de una parte del laboratorio a otra. Cójalos bien y camine con cuidado.
Como tratar el vidrio y el equipo
40. Lleve tubos de vidrio, especialmente las piezas largas en posición vertical para minimizar que se rompan o que alguien se haga daño. 42. Nunca toque el vidrio roto con las manos. Use una escoba y recogedor. Ponga el vidrio roto en el contenedor designado para vidrio. 43. Introducir y remover tubos de vidrio del corcho puede ser peligroso. Siempre hay que lubricar el vaso (tubos, termómetros, ect.) antes de introducirlo en un corcho. Siempre proteja las manos con toallas o guantes de algodón antes de meter un tubo de vidrio o removerlo de un corcho. Si un trozo de vidrio se “congela” en un corcho, lléveselo al instructor para que lo remueva.
44. Llene las botellas de agua con agua destilada y utilice solamente como se debe, ejemplo, para enjuagar el vidrio y el equipo, o para añadir agua al recipiente.
45. Cuando saque un enchufe, coja el enchufe y no el cordon eléctrico. Debe tener las manos completamente secas antes de tocar cualquier objeto eléctrico.
46. Examine los envaces de vidrio antes de utilizarlos. Nunca utilice envaces de vidrio rotos o sucios.
47. Haga saber inmediatamente si el equipo eléctrico está dañado. Mire si las cuerdas están sueltas o rotas. No utilice equipo eléctrico que esté dañado.
48. Si no entiende como utilizar un instrumento, pida al instructor que le ayude. 49. No meta vidrio caliente en agua fría; se puede estrellar.
Sustancias Calientes
51. Tenga mucha percaución al utilizar un quemador de gas. Tenga cuidado de que el pelo, la ropa y las manos estén a una buena distancia de la llama a todo tiempo. No ponga ninguna sustancia en la llama a no ser que el instructor le diga que lo haga. Nunca se incline sobre la llama. Prenda el quemador de gas (o de alcohol) solamente como le diga el instructor.
52. Nunca deje una llama encendida desatendida. Nunca deje nada que se esté calentando o reaccionando desatendido. Siempre apague la estufa cuando no esté siendo utilizada.
53. Será instruido apropiadamente del método de calentamiento y como hervir líquidos en tubos de prueba. Nunca dirija en la dirección de otra persona o a si mismo con la parte abierta de un tubo de ensayo caliente.
54. Metales y vidrio caliente permanecen calientes por mucho tiempo. Se deben poner en una parte para que se enfríen y cogerlos con cuidado. Use unas pinzas o guantes protectores del calor si es necesario.
55. Nunca mire dentro de un recipiente que se esté calentando.
56. No ponga aparatos calientes directamente en el pupitre del laboratorio. Siempre utilice una almohadilla insulada. Permita suficiente tiempo para que los aparatos calientes se enfríen.
57. Cuando curve vidrio, deje que el vidrio se enfríe antes de tocarlo. El vidrio caliente y frío tiene la misma apariencia visual. Para determiner si un objeto está caliente ponga la mano (no la palma) cerca antes de tocarlo.
Preguntas
58. ¿Lleva lentes de contacto?
■ Si ■ No 59. ¿Ve bien los colores?
■ Si ■ No 60. ¿Tiene alergías?
■ Si ■ No
Yo,__________________________ (nombre del alumno) he leido y estoy de acuerdo en seguir todas las reglas de seguridad de este contrato. Sé que debo seguir estas reglas para asegurar mi seguridad, y la de mis compañeros e instructores. Yo cooperaré con mi instructor y mis com-pañeros para mantener un laboratorio seguro. Támbien seguiré las instrucciones orales y escritas dadas por el instructor. Sé que cualquier infracción de este contrato de seguridad que sea resultado de una conducta peligrosa en el laboratorio o de mi mala conducta, puede resultar en ser sacado del laboratorio, detención, no aprobar esta clase, y/o ser expulsado de esta clase.
Firma del estudiante Fecha
el laboratorio. Por favor, lea la lista de reglas de seguridad en la parte de arriba. No se permitirá a ningún alumno empezar a hacer actividades en el laboratorio a no ser que este contra-to haya sido firmado por el alumno y el padre o guardián y este en el archivo del maestro. Su firma en este contrato indica que usted ha leído este Contrato de Seguridad del Alumno, que sabe de las medidas tomadas para asegurar la seguridad de su hijo o hija en el laboratorio de ciencias, y que hablará con su hijo o hija sobre mantener este contrato y seguir las reglas y procesos en el laboratorio.
Firma del Padre o Guardián Fecha
© 2005, Flinn Scientific, Inc. Todos los derechos reservados. Permiso de reproducción se le concede a esos maestros que son clientes de Flinn Scientific, Inc. Ninguna parte de este material puede ser reproducido o transmitido en cualquier forma o de ninguna manera, electrónica o mecánicamente, incluyendo, pero no limitada a fotocopia, gravada, o en calquier guardaje de información y sistema de retrevimiento, sin permiso escrito de Flinn Scientific, Inc.
Guidelines for Writing a Formal Lab Report
(modified from Pat Mote, Pace Academy, Atlanta, Georgia)
Title Page
The title should be as short as possible but as long as necessary to communicate
the question being addressed in the report. It should include a statement of the question or
problem. The title page should include the title, date, teacher’s name, course name and
student’s name.
Abstract
The abstract is a summary of the entire experiment including the problem and its
conclusions. It is placed at the beginning of the second page, after the title page. The abstract
should be no more than 250 words and should be composed after the rest of the report is
completed.
Main Ingredients of an Abstract Six Secrets for a Successful Abstract
1.
The Problem 1.
Clear
2.
The Subjects or Objects 2.
Accurate
3.
The Methods 3.
Self-contained
4.
The Findings 4.
Concise
5.
The Conclusion 5.
Specific
6.
The Implications 6.
Objective
Introduction
The introduction provides the context of the experiment. It should explain enough
information so that someone who know nothing about the topic can figure out what is going on.
The introduction, at a minimum, should include
a.
Purpose/problem: statement defining the experimental variables and/or the problem in the form
of a question.
b.
Background information: identification of key scientific terms and explanation of theory.
c.
Hypothesis - Framed as a testable statement of the outcome or “if … then” statement using
experimental and controlled variables. The hypothesis must be clearly written.
d. Primary resources that support your experimentation/research - not that validate your results
but support why you are doing what you are doing. All sources must be referenced.
Materials and Methods
This section describes exactly what you did. It should be a narrative
description that integrates materials and procedures. Do not simply list materials and steps in
the procedure. The procedure is often the best place to start writing your report. Be sure to
include:
a.
Control of variables and appropriate testing of the hypothesis
b.
Clear and concise experimental design (not copied from the text)
c.
Methods and materials
d.
Level of treatment, numbers of replications and controls
e.
Risks involved and suggest appropriate safety precautions
Results
The results section is the central section of a scientific paper. It should start with one
or two sentences regarding the nature of the experiment. After the initial statement, one or
more paragraphs should describe the results. This can follow the data tables and graphs as
appropriate. This should reference appropriate methods of
presenting the data as described below.
a.
Table of any qualitative observations
b.
Data tables with variables, units and values clearly displayed
c.
Graphs with clearly labeled variables on correct axes, appropriate range on axes,
proper use of lines.
d.
Calculations-Never include raw data- only include the data that is meaningful.
*Notes - data, graphs and calculations are not optional - they are required.
Discussion
The discussion portion of the report is where the results are analyzed and
interpreted. It should include:
a.
Statement of rejection or support of hypothesis based on logical argument supported by
data, calculations, and observations
b.
Explanation of results based on sound scientific principles (Why you observed the results?)
c.
What is the significance of the results? (How do the results contribute to the reader’s
knowledge or understanding of the topic being researched?)
d.
Error analysis
e.
Alternative explanations evaluated
f.
Reference to other work to support your ideas
g.
Concluding statement related to known scientific models or theories
h.
Further refinement in methods, analysis, etc. are suggested
References
a.
Reference with appropriate bibliography and in-text citations
b.
Please do not cite Wikipedia in your research section
c.
No plagiarized ideas or words
Additional Comments
1.
You should have enough understanding of the experiment to clearly defend your
3.
You must personally complete each lab in order to get credit for the formal lab reports. You
may not simply “borrow” data to write your report.
Lab report writing tips- Always use a bibliography if you cite
·
What an in-text citation looks like: (note this like a footnote- it is not a quote but it is not your
words.
o Pyridoxine-dependent epilepsy is a disease that involves seizures starting when someone is a
baby.(Pyridoxine NIH.gov )
o Note do not use a long URL for a in text citation- this long URL goes in your bibliography.
http://ghr.nlm.nih.gov/condition=pyridoxinedependentepilepsy
·
Note: If your writing includes 5 or more words directly copied from a source- you need to
place all the words in quotes and use and in-text citation or footnote. “Prion protein (PrP) plays
a central role in Creutzfeldt–Jakob Disease (CJD) and other transmissible spongiform
encephalopathies (TSEs)” (McCormack 2002).
·
As a good guideline for your writing in any subject, a paragraph should have less than
25% quoted material. That means 75% of a paragraph should be written in your own words.
Also, anytime you use a quote in your writing, you need to analyze or discuss it
·
Please see
http://www.indiana.edu/~wts/pamphlets.shtml
for information on how to avoid
plagiarism.
Note one can share ideas but you may not share words. Five words in a row taken
from another source without quotes is a sign of plagiarism.
Lab report writing tip part 2
This is the piece of your DNA that is before a gene that where the enzyme RNA polymerase
grabs on that helps begins the transcription of a mRNA. (use short versions for the URl
ghr.nlm.nih not
http://ghr.nlm.nih.gov/glossary=promoterregion
)
Note: If your writing includes 5 or more words directly copied from a source- you need to place
all the words in quotes. “Prion protein (PrP) plays a central role in Creutzfeldt–Jakob Disease
(CJD) and other transmissible spongiform encephalopathies (TSEs)” (McCormack 2002)
Also, a good rule of thumb suggests that a paragraph will have less than 25% quoted material.
Or at least 75% of a paragraph should be your written in own words.
Do not use Wikipedia as a source for any cited work. You can use Wikipedia as a starting point
to get you oriented to a topic but I would expect that you can find primary research for your
written work. You should not use Wikipedia for a written research project.
Your writing will begin to have force and brilliance if you revise. All writing is flabby when first put
on paper. Even though you might not believe it, the labs in this lab manaul take an average of
six or more hours to write. Most of the lab is written in one or two hours. The rest of the time is
revision, rewriting, and more revision. Think of how good they could be if the author had taken
twelve hours!
Rubric For Writing Formal Lab Report
Experimental
process
Section of
Paper
Requirements
Max
Pts.
Points
you
earned
Title Page
Title
Short, but communicates question being
addressed: states question or problem. Includes
title, date, teacher’s name, course name and
student’s name.
3
What did I do in
a nutshell?
Abstract
Problem, subject, methods, findings, conclusion,
implications; clear accurate, self-contained,
concise, specific and objective
10
What is the
problem?
Introduction
Purpose/problem, background information with
key terms identified and explanation of theory;
hypothesis, framed a testable statement, all
sources referenced
6
How did I solve
the problem?
Materials and
Methods
Variables and constants defined and identified,
control of variables, clear experimental design,
materials included, number of
replications/treatment, risks and safety
precautions.
7
What did I find
out?
Results
Nature of experiment, table of qualitative and
quantitative data, units and values clearly
displayed, graphs clearly labeled, appropriate
axes, meaningful calculations
12
What does it
mean?
Discussion
Statement of rejection or support, explanation
based on scientific principles, significance, error
analysis, reference to other work, refinement,
concluding statement
14
Whose work did
I refer to?
Literature
Cited
Alphabetical listing by first author’s last name
3
Overall Product
Format and
Grammar
Proper format, written in paragraph form, no
grammatical or spelling errors. Written in
passive voice (no I, we, our etc.).
10
Summary Critique for Biology Honors
Description:
The purpose of this summary critique is to evaluate your ability to:
Read and understand papers from the primary research literature,
Identify and summarize the important points from the paper,
Explain in your own words and following standard scientific writing style what was done,
why it was done, and what the results mean,
Evaluate the described research and its presentation
Expectations for the summary critiques are:
Demonstrate your ability to understand the why, what, how, and significance of
published research
Demonstrate your ability to critically evaluate that research.
Demonstrate good writing skills following standard scientific style (including
organization, structure, grammar, and conventions)
Below is a list of principles of critical thinking (adapted from Chiras 1992) which should be
helpful in trying to read, thoroughly understand, and critique a scientific paper:
1. Understand and define all terms (as much as possible)
2. Question the methods used to derive facts
3. Question the conclusions
4. Look for hidden assumptions and biases
5. Question the source of facts
6. Don’t expect all the answers
7. Examine the big picture
8. Examine multiple causes and effects
9. Always keep in mind the relationship between what you are reading and what you
learned in class
How to get started:
You will be working with a team of 1 or 2 other students. Once you have chosen your team, you
need to find a paper. Use the HPHS library database portal: Nature and Scientific American are
good ones. Have Mrs. Peterson has approve it. First read and annotate the paper. You may
need to look some terms or concepts up: you can use the Science online database. As a group,
discuss the terminology and experiments that are described, what the experiments are testing,
and how data from such experiments are/can be interpreted.
Begin organizing your ideas for the summary critique:
Begin thinking about the organization of your summary critique, e.g., paragraph
sequence, organization, and structure. Practice writing topic sentences that state the
key issue for each paragraph succinctly.
Think about the 'glue' needed between paragraphs and major sections to ensure that the
summary critique flows logically. It is expected that your summary critique will be written
in well-organized paragraphs that flow coherently.
The summary should be one page in length and the critique should be one page in
length.
Questions that need to be answered in the summary portion of the assignment.
Why was the study done, i.e., what was the purpose of the study?
What scientific questions were addressed?
If relevant, what hypotheses were tested?
How does the research fit within the specific discipline/field?
How were the questions addressed? I.e., what methods were used?
What assumptions did the researchers make in their experimental design?
What were the major findings of the paper/study?
What assumptions did the researchers make in the interpretation of their data/results?
What was particularly interesting about the study?
How are the findings different or better than previous studies?
How did the study advance our knowledge of the field, i.e., what is the overall
importance of the work?
Questions that need to be answered in the critique portion of the assignment.
Introduction:
Did the introduction of the paper provide the necessary background for you to
understand the context of the research?
Was the purpose clearly and accurately stated?
Are the ideas presented original?
Is there a rationale that justifies why the authors are expecting certain outcomes? Does
this rationale make sense?
Methods:
Do the authors provide sufficient detail in their methods section to understand what they
did and what the experiments are testing?
Could the experiments be duplicated by another researcher based on the information
provided?
Was the experimental design appropriate? I.e., were appropriate controls and variables
included?
Did the author(s) select the most appropriate calculations/statistical test(s) to analyze
their data?
Were there any obvious/fatal flaws in the experimental design?
Results:
Were the figures, graphs and/or data tables clearly and correctly explained?
Were the figures, graphs and/or tables accurately labeled?
Did the author(s) carry out their calculations/statistical analysis appropriately?
Discussion:
Did the results support the predictions/expectations/hypotheses from the introduction? If
not, why not?
What assumptions were made in the interpretation of the results and were these
assumptions appropriate (logically explained and supported)?
Was the primary research question answered?
How did the research advance the field?
Conclusions:
Do the data support the authors’ claims/conclusions?
Are there other ways that the data could be interpreted?
What questions remain to be answered?
Some writing rules that you are required to follow:
1.
When you begin typing your summary critique, be sure to put your name and date, and
the COMPLETE and proper citation of the paper you are critiquing. A complete citation includes:
a.
Author(s)
b.
Year of publication
c.
Title of the paper
d.
Complete journal name, volume, issue (if known) and inclusive page numbers.
Example: Huston M.A. and D.L. DeAngelis. 1994. Competition and coexistence: The
effects of resource transport and supply rates. The American Naturalist 144:954-977.
2.
When typing scientific names for species, genus names are uppercase and species
names are lowercase and both must be italicized. Example:
Homo
sapiens.
After the first time
you mention the species name, you can then abbreviate it as
H. sapiens
throughout the rest of
the text.
3.
Direct quotes are rarely used in scientific writing. Do
not
use direct quotes in this
assignment or copy sentences or large parts of sentences.
Write only in your own words
.
4.
One or two sentences do not make a paragraph. Write in complete, well-structured
Degrees of Freedom = Df = (Classes of Information – 1)
Chi Square = the sum of (Observed Data – Expected Data)
2Expected Data
If to the left of the grey box- results therefore support Mendelian genetics.
Lab #1: Cricket Behavior Scientific Inquiry
Objectives:
• Observe various aspects of an insect (crickets).
• Conduct experiments examining the responses of crickets to various environmental factors
• Design and conduct an investigation of animal behavior
Background Information
Ethology is the study of animal behavior. Many behaviors involve movement of the animal within
its environment. In this exercise, you will investigate some innate (instincts) behaviors of Crickets.
Life Cycle stages of Crickets
Eggs
After fertilization, adult females lay eggs through their ovipositors and cerci, which are located
on the abdomen. The ovipositors are sword-like appendages that are used to deposit each egg
into moist soil or moist, decaying plant matter.
Nymphs
It takes between 15 and 25 days, at minimum, for a cricket's egg to hatch into a baby cricket,
which is called a nymph. Nymphs look like adult crickets, but they don't yet have developed
wings, and females don't yet have developed ovipositors. They molt many times as they grow
into adults.
Adults
It takes approximately 12 weeks for a nymph to become an adult cricket, depending on their
environment. Adults have fully developed wings and reproductive organs. They can live both
indoors and out, and their main predators as adults include birds, other insects, spiders, reptiles
and rodents.
Interesting Behaviors
To attract mates, males produce a sound made by rubbing their forewings against each other. Males
have a large vein running along the bottom of each wing, covered with "teeth" much like a comb. The
chirping sound is created by running the top of one wing along the teeth at the bottom of the other
wing.There are different types of cricket song: The calling song attracts females and repels other males,
and is fairly loud. The courting song is used when a female cricket is near, and is a very quiet song. An
aggressive song is triggered by chemoreceptors on the antennae that detect the near presence of
another male cricket.
Crickets chirp at different rates depending on their species and the temperature of their environment.
Most species chirp at higher rates the higher the temperature is (approximately 62 chirps a minute at
13°C in one common species; each species has its own rate). The relationship between temperature
and the rate of chirping is known as Dolbear's Law. The chirping sound is picked up by the female's
ears on her front legs. The chirp sounds are different for each species so that individuals can find their
own species. Females lay eggs in the soil with their ovipositor.
Key Vocabulary These terms should be used in your lab report when you describe the response of
the insects to various stimuli.
2.
Taxis involves the turning of an animal's body relative to a stimulus - either toward or away.
3.
Kinesis is a random turning or movement of an animal in relation to a stimulus.
Consider the following example: A researcher places a dead rotting mouse in the center of a test area
and adds a carrion beetle (an insect that eats dead animals) somewhere on the surface. The beetle
crawls forward for three seconds, turns and crawls in a different direction for three seconds, and
soon. The researcher concludes that the beetle is moving randomly in relation to the dead mouse (it
exhibits Kinesis). Continued observation reveals that the beetle crawls faster (and covers more
ground) when it happens to turn in the direction of the dead mouse. In addition, the beetle crawls
more slowly (and covers less ground) when it happens to crawl away from the mouse. In this way, the
beetle's random movements will eventually bring it to the dead mouse. It is important to take in
details such as time spent crawling in one direction or another when observing the movements of the
animals.
Insect Observations
In the first part of this exercise, you will observe crickets and record what you see. Answer each of the
following questions with complete sentences in the space provided.
1. How do the insects seem to sense their environment?
2. Can you tell the difference between males and females? Explain the differences if any.
3. How many body segments do they have? How many eyes do they have? How many legs?
4. Do they exhibit dominance or territorial behaviors? Describe these behaviors and responses.
5. What are some stimuli to which they respond?
Scientific Sketching
When you make a sketch of a cricket, don't just draw an oval with a few squiggly legs - you are expected
to do a scientific illustration similar to the sketch of an earthworm below.
Here are some tips for making an accurate sketch (include in your lab report)
• Count the number of legs
• Locate and label the body parts
• Note the size of the cricket
The Behavior Chamber
For the experiments you design, you will need to create a chamber to test the insects reactions. Each
basic chamber will consist of two sides, each side having a different environment, plus a passageway
that connects the chambers so that the insects can move from one place to the other.
1. Place the notched petri dishes so that the notches face each other forming a passageway between the two
sides of the chamber.
2. Use ¾ inch masking tape on the inside bottom of the passageway the secure the two halves of the
chamber together as shown in the example.
3. Use ½ masking tape on the inside walls of the passageway to secure the sides of each chamber and prevent
insects from escaping
Example:
Secure with ½ inch tape on each side of passageway here.
Part A - Orientation of Crickets in Response to Moisture
Question: How will the crickets respond to moisture?
Observation: Crickets are naturally found under leaf litter in moist soil.
Hypothesis: Crickets prefer moist environments over dryer environments..
Prediction: If
crickets prefer a moist environment
, then
most will be found on the wet side of the
choice chamber
.
1. Get a filter paper and use a sharp pencil to trace around the outside of the bottom half of a petri
dish. Trim the paper on the inside of the pencil line so that the filter paper is trimmed to a size the fits
neatly inside the bottom of the dish.
2. Set up your behavior chamber so that you have one side moist and one side dry (the filter
paper on the moist side should be damp, not soaking wet).
3. Set up a second behavior chamber to serve as a control group. Line the inside with a trimmed filter
paper but do not wet one side as you did in step
Student Designed Inquiry Experiment
Select ONE of the following factors to investigate.
Factor
Materials (suggested)
Temperature
cold pack, warm pack
Light
lamps, flashlights, dark construction paper, aluminum foil
pH
low pH (HCl), high pH (NaOH)
Substrate
(surface)
soil, sand, sandpaper, bark, paper, cedar chips, gravel
Odor
Ammonia
Food
apple, potato, fish food, lunchmeat
Other Organisms
mealworms, pill bugs (isopods), superworms, earthworms
Begin by generating a hypothesis to answer a question about the crickets response to your chosen
stimulus. Write your hypothesis on a separate sheet of paper and submit it to your teacher for review.
Edit the hypothesis as needed and write the approved hypothesis statement below.
Hypothesis:
Once your hypothesis has been approved, use an IF, THEN statement to make a prediction about how
the crickets should respond if your hypothesis is supported. Write your prediction in the box provided.
Prediction:
Formal Lab Report
Follow your teacher’s instructions for your formal lab report. Be sure to follow the Guidelines for a
Formal Lab Report. The grading rubric is in the appendix of this lab manual.
Lab #2 Introduction to the Microscope
The compound microscope is probably the single piece of laboratory equipment most identified with
biology. Biologists certainly have learned much of their science with this amazing invention. It is hard to
imagine what a biology course-would be like without the information discovered by the use of the
microscope. There is no need to be worried about your proficiency in using it. You will definitely get
better and feel more at home with practice. In our laboratory, we will use the microscope often but our
use will be in streaks. We will use it intensely for several weeks, then turns to a different form of
qualitative or quantitative observation for other experiments, returning as the topics change.
There are some things to know about the microscope. The first part is how to use this expensive
instrument without breaking it. Your teacher will give you specific directions in the correct and careful
use of your microscope in classroom discussion. Please take notes on this safe use. Your notes will be
needed to write a part of the lab. There are also specific names for the parts of the microscope. The
names you need to memorize (and you also must be able to explain their functions) are:
Some reminders about using the microscope:
1. To focus: start at the lowest power with the stage all the way down. Slowly move the course adjustment
(the stage will move up) till the object is in focus. Only when you have focused on low power should
you move to higher powers. DO NOT USE THE COURSE OBJECTIVE ON 100X OR 400X! FINE FOCUS
ONLY!
2. Draw what you see NOT what you think you should see!
3. Make your drawings big (at least 7cm).
4. Label drawings with what power you were using.
5. Return the microscope to the cabinet the same way you found it.
Procedure:
Complete all of the following in the spaces provided. The questions should be answered under the
drawings for each part. Be sure to label properly and legibly. For each of your sketches, make a 5-7 cm
circle for your drawing.
Part A
image of each cut out letters -without the microscope –place this drawing or image next to the image
that you saw/drew in the microscope)
Drawing #1
Name of Specimen: __Letter H__
Magnification:____40 X_____
Recorded by: ______________(your initials)
Date recorded: _____________
Drawing #2
Name of Specimen: ____Letter A _____
Magnification:______________
Recorded by: ______________(your initials)
Date recorded: _____________
Drawing #3
Name of Specimen: ___Letter F___
Magnification:______________
Recorded by: ______________(your initials)
Date recorded: _____________
Drawing #4
(Letter of your choice)
Name of Specimen: _______________
Magnification:____100 X __________
Recorded by: ______________(your initials)
Date recorded: _____________
Drawing #5
(Letter same as above but @ 400X)
Recorded by: ______________(your initials)
Date recor
