9-12 SCHOOLS

AP Biology II

Core Lab Summaries

Revised Summer 2001

Testing a Hypothesis S The Black Box Lab
BIOLOGY II AP ACTIVITY 1
PURPOSE: / To help each student better understand the process of forming and revising a hypothesis by observation and indirect means. As the laboratory progresses, each student will also practice gathering scientific information, testing ideas, and problemsolving skills.
EQUIPMENT: / Per student: 4 black boxes, 4 small steel balls, lab worksheet
SUMMARY: / This task will be carried out using four closed black boxes that have partitions inside and a ball bearing. The students will first form a hypothesis about what they think the inside partition looks like. Then without seeing or touching the inside of the box, they are supposed to determine the design of the inside partition by indirect means.
SAFETY: / No special safety considerations are required for this activity.
Independent Research Project
BIOLOGY II AP ACTIVITY 2
PURPOSE: / To allow each student to make direct application of the scientific method through development of a hypothesis and then test the validity of their hypothesis through actual experimentation. The student will also learn the importance of the following: experimental design, control of variables, verification of results through replication of experimentation, data collecting, and statistical analyses of results. Furthermore, the student learns how to write a basic scientific research paper.
EQUIPMENT: / Materials for this exercise will vary depending on the individual student=s needs. Students will be primarily responsible for securing experimental equipment and materials they need to conduct their research project. Some lab equipment and material will be provided for the students, if the school biology department already has the equipment or can easily obtain it. In addition, the students must seek this equipment or material will in advance of the actual time needed for the experiment. A copy of the current year rules and forms will be given to each student. A copy of the OJAS research paper format will be given to each student.
SAFETY: / The teacher should review each student project and must sign all appropriate forms before the onset of any actual experimentation.
1.The teacher will review all research plans and OK them before the onset of experimentation.
2. The teacher will review all specific safety concerns with the student at the time of signing the safety form.
3. Additional forms and signatures of supervising scientist and/or adults may be required before certain research projects can start actual experimentation.
4. In all cases the teacher should review basic safety precautions pertaining to the use of chemicals.
5. The teacher should instruct students to wear a lab apron and their safety goggles or glasses when appropriate.
6. Remind students that they should perform only the procedures described in the student directions and only under the appropriate supervision.
7. Remind students that should an accident occur during this laboratory exercise, the student should stop work immediately and notify the appropriate adult in charge.
Probability and Chance
BIOLOGY II AP ACTIVITY 3
PURPOSE: / To provide the students with a better understanding of probability and chance. Students will learn the differences between chance events and experimental error. They will also learn aboutsystematic error. Systematic errors are the results of making wrong measurements or in recording the wrong data. This will be done through the flipping of quarters the rolling of a die.
EQUIPMENT: / Materials for this lab exercise are set up for lab groups of 2 to 4:
one die, one quarter
SAFETY: / no concerns
Toxicity and Threshold Levels
BIOLOGY II AP ACTIVITY 4
PURPOSE: / To provide the students with a better understanding of toxicity and how toxic chemicals are studied. Students will learn that not all humans react the same way to the same chemical, and that thresholds of various substances vary widely. The effects of dose, route of exposure, intrinsic toxic potential, and duration and frequency of exposure are discussed. In addition, the reasons and need for animal testing and alternate forms of experimentation to test consumer product safety is introduced. In addition, students will learn to make a solution that represents a one part per million concentration, and identify their visual detection limit for the dissolved substance by observing the Tyndall effect.
These tasks will be accomplished by the students first doing the prelab reading on toxicity and answering questions over the material. Students then explore the differences between acute and chronic toxicity by estimating their total lifetime ingestion of toothpaste and contrasting this to the amount that might be ingested accidentally. Students then conduct an experiment in which dilute toothpaste solutions are used to determine the taste threshold for a certain type of toothpaste.
EQUIPMENT: / For the class:
milk, distilled water, class set of student reading and worksheets, one 8.2 oz or large tube of toothpaste (Tartar Control Crest works well)
For lab groups of 2-4:
towel sheets, calculators, Q-tip swabs, metric ruler, 1 plastic spoon, paper sheets “2x4”, felt tip marker, 10 cm by 10 cm wax paper, clean 100 mL graduated cylinder, five 8 oz. plastic cups, light and dark paper for background, seven clear 8 oz plastic cups, dark colored unsweetened drink mix (i.e. unsweetened Kool-Aid)
SAFETY: / no concerns
Review of the Microscope Past and Present
BIOLOGY II AP ACTIVITY 5
PURPOSE: / To provide the student with the opportunity to review the parts of a microscope and proper handling of a compound light microscope. Students will also learn a brief history of the microscope and the scientists who helped develop it. In addition, the students will be making slides to review wet mount and simple slide staining techniques.
EQUIPMENT: / Per group (3-4 students): microscope, compound microscope drawing, scissors, three basic microscope drawings, fine newsprint, prepared slide, glass slide, cover slip, medicine dropper, water, lens paper, forceps
SUMMARY: / Microscopic examinations of prepared slides and the making of wet mount slides. Students will then use the information they gain to answer questions.
SAFETY: / Standard procedures

Development of a Historical Time Line of Life

BIOLOGY II AP ACTIVITY 6

PURPOSE: / This lab is designed to introduce each student to the geological time scale and the history of life on Earth. The student will learn how to calculate periods of geologic time as percentages of the whole history of life.
EQUIPMENT: / 4 different colored marking pens or colored pencils, reference books (encyclopedia), textbook, calculator,
strips of white paper (1 m lengths)
NOTE: / The student may wish to tape several lengths of typing paper together to obtain 1 m length or they may use computer paper.
SUMMARY: / Students will make a geological time line showing the four geological eras the various life forms that evolved or became extinct during each time period. After the time line is completed, they will use it to answer conclusion questions.
SAFETY: / No special safety considerations are needed for this activity.
Formation of Proteinoid Microspheres & Coacervates
BIOLOGY II AP ACTIVITY 7
PURPOSE: / This activity will allow each student to make and observe proteinoid microspheres and coacervates. The characteristics of these cell-like spheres will allow students to develop an understanding of living cell properties. Students will determine if any of these entities possess the characteristics of life.
EQUIPMENT: / Bunsen burner, distilled water, eye droppers, 0.1 M HCl (add 3.65mL 1N HCL to 1 liter distilled water), 3 test tubes, 1% gelatin sol'n (add 1 g gelatin to 100 mL dist. water), test tube stopper, 1%gum arabic sol'n (add 1 g to 100 mL distilled water), microscope, 1 g glutamic acid, microscope slides, 1 g aspartic acid, cover slips, 2g of mixed amino acids, compound microscope, saline solution, dilute dye (i.e. congo red, methylene blue, neutral red)
SAFETY: / Basic chemical handling safety; wear safety glasses or goggles at all times; wear aprons.
Diffusion and Osmosis
BIOLOGY II AP ACTIVITY 8
PURPOSE: / To allow each student to learn the properties of diffusion and osmosis and their roles in the transportation of materials across a semipermeable membrane. In addition, each student will observe the effect of solute concentration on water potential as it relates to living plant tissue. These tasks will be accomplished during a handson laboratory investigation in which the students will collect data, graph their results, and use the information they obtained to answer questions.
EQUIPMENT: / Per lab group (3-4 students): 1 dialysis tubing (1@ x 12@), 350mLdistilled water, 150 mL of 0.2 M sucrose, 150 mL of 0.4Msucrose, 150 mL of 0.6 M sucrose, 150 mL of 0.8Msucrose, 150 mL of 1.0 M sucrose, cork borer, plastic wrap, potatoes, thermometer, several paper towels, calculator, triple beam balance, test tape (for detection of glucose), IKIsolution placed into dropper bottle, 15 mL of 15% glucose/1% starch solution, marking pencil and labels for marking beakers, 10 pieces of string 8@ long for tying dialysis bags, 6 plastic drinking cups (used as beakers)
NOTE: / The listed material amounts assume each lab group works with all six beakers and solutions. These amounts will be reduced if the different solutions are assigned to different groups of students.
SAFETY: / The teacher should review the following with all students taking part in this laboratory exercise:
1.Since the students will be using IKI solution and test tapes during this laboratory exercise, the instructor should review basic safety precautions pertaining to the use of these chemicals.
2.Instruct students to wear a lab apron and their safety goggles or glasses at all times during this laboratory exercise.
3.Remind students that they should perform only the procedures described in the student directions and only under the supervision of the teacher.
4.Remind students that should an accident occur during this laboratory exercise, the student should stop work immediately and notify the teacher.
Animal Behavior Lab
BIOLOGY II AP ACTIVITY 9
PURPOSE: / To investigate the concept of distribution of organisms in a resource gradient. Students will also gain a better understanding of the differences between kinesis and taxis. Students will also be able to describe aspect of animal behavior such as orientation behavior, agonistic behavior, mating behavior, etc. Students will also understand the adaptiveness of the behavior studied.
EQUIPMENT: / Sowbugs or roly-polies
Plastic choice chamber made from plastic petri dishes
super glue
paper towels
magnifying glass
SAFETY: / No specific safety requirements needed
Surface-to-Volume Ratio
BIOLOGY II AP ACTIVITY 10
PURPOSE: / Investigate the relationship between surface area and volume and how this ratio is affected by cell size. Examine relationship between cell size and diffusion rates.
EQUIPMENT: / safety goggles, apron, millimeter ruler, 250 ml beaker or culture dish, 1 plastic knife, 1 plastic spoon, phenolphthalein-agar, 100 ml of 0.4%NaOH (per group), paper towels
SUMMARY: / Cubes of agar of varying size are immersed in NaOH solution and then dried. Surface area and volume are measured to calculate the ratio between them.
SAFETY: / Basic safety associated with corrosive solutions (NaOH) applies; avoid contact with skin or eyes. Students must wear goggles or glasses at all times as well as lab aprons.
Enzymes in Cells
BIOLOGY II AP ACTIVITY 11
PURPOSE: / Student will learn the effects that changes in temperature, pH and concentration have on the activity of an enzyme. These tasks will be accomplished during a handson laboratory investigation in which the students will collect data, graph their results and use the information they obtained to answer questions.
EQUIPMENT: / Per lab group (3-4 students): sample of ground potato pulp (about 10mL), four water baths: ice, room temperature, body temp., boiling water, 5 test tubes (13 x 100 mm), fresh 3% hydrogen peroxide(2025 mL), potatoes, metric ruler, thermometer, several paper towels, calculator, marking pencil and labels for marking test tubes, watch, ice, hot plate, blender, cheese cloth
SAFETY: / See precautions 2-4 in lab activity 8.
The Importance of the Nucleus
BIOLOGY II AP ACTIVITY 12
PURPOSE: / This activity will allow each student to develop a hypothesis about the importance of a cell=s nucleus and what characteristic of the cell the nucleus controls. Then through observation of a filmed experiment in which an Amoebas nucleus is removed, the student will determine if his/her hypothesis is correct or needs to be revised. The student will also be introduced to the technique of micro manipulation of a cell. In addition, the student will learn some of the characteristics of Amoeba and the phylum Protozoa.
EQUIPMENT: / film An Inquiry Into the Importance of the Nucleus, lab worksheet, drawing of Amoeba proteus
SUMMARY: / Purpose accomplished first by reading the background information; second by doing the preactivity pert of the exercise; third by watching the film An Inquiry Into the Importance of the Nucleus; and finally, through taking part in a class discussion of what they have seen and how they interpret what they have read and seen.
SAFETY: / No special safety considerations are required for this activity.
Mitosis Study Using Onion Root Tip & Whitefish Blastula
BIOLOGY II AP ACTIVITY 13
PURPOSE: / To provide the students with the opportunity to learn the different stages of cellular and nuclear replication that occur in mitosis of plant and animal cells. In addition, the students will be making slides of onion root tips and calculating the relative duration of the phases of mitosis in the meristem of root tissue. Students will also be comparing and contrasting the stages of mitosis in plant and animal cells.
EQUIPMENT: / Per group (3-4 students): 1 prepared slide of whitefish blastula mitosis, 1 prepared slide of onion root tip mitosis (longitudinal sections), pear onion bulbs, slides and cover slips, Bunsen or alcohol burner, slide holder, several paper towels, razor blades, compound light microscopes, lens cleaning paper, 0.5% toluidine blue (in dropper bottle), 1 M HCl (in dropper bottle)
SUMMARY: / Microscopic examinations of prepared slides and fixing and staining of slides. The students will use the information gained to answer questions.
SAFETY: / The teacher should review the following with all students taking part in this laboratory exercise:
1.Since the students will be using toluidine blue solution and HCl during this laboratory exercise, the instructor should review basic safety precautions pertaining to the use of these chemicals. Students and instructor should use caution when handling HCl and toluidine blue and avoid contact with eyes, skin, and clothing. Both solutions can burn the skin and damage (cause stains and/or holes) in clothing.
2.Since an open flame is used in this lab, the instructor should review students on how to handle the Bunsen burners and what to do in case of fire or burns.
3.See precautions 2-4 of lab activity 8.
Crossing Over and Chromosome Recombination in Meiosis
BIOLOGY II AP ACTIVITY 14
PURPOSE: / This laboratory allows the students to learn the different stages of cellular and nuclear replication that occur in animal cells during meiosis. Students will also be studying the crossing over and recombination of chromosomes that occurs during meiosis.
EQUIPMENT: / Per group (3-4 students): 1 chromosome simulation kit (may substitute vinyl coated color paper clips for popitbeads and use a small bar magnet inserted into narrowdiameter rubber tubing for centromeres S in this way chains of paper clips can be attached to opposite ends of rubber tubing simulating a chromosome)
SUMMARY: / Students manipulate chromosome models and read the introduction. Students will then use the information they have gained during the course of this exercise to answer questions.
SAFETY: / no special considerations
Variation, Natural Selection, and Selective Pressures
BIOLOGY II AP ACTIVITY 15
PURPOSE: / To introduce the concepts of variation, natural selection, and selective pressures.
EQUIPMENT: / Per student: 1 tape measure, 3 sheets of graph paper, 1 set of paper moths and squares
SUMMARY: / Students observe and record three variations that exist in humans, examine figures and diagrams of the horse's fossil record that show evolutionary changes, and see how positive and negative selective pressures can affect a "stock population" of organisms (colored paper squares and moths). Data used to create graphs of distribution curves of students' earlobe lengths, index finger lengths, height, as well as moth color and square size.
SAFETY: / No special safety measures needed.
Human Immunodeficiency Virus Transmission
BIOLOGY II AP ACTIVITY 16
PURPOSE: / To provide the student with a basic knowledge and understanding of the viral disease AIDS Acquired Immune Deficiency Syndrome which is caused by the HIV virus. The student will learn how the HIV virus is transmitted, by simulation of "body fluid" exchange. The activity is based on a simple chemical reaction involving a dramatic and unmistakable color change. The students will learn risk factors associated with HIV viral infection and how to prevent infection and spread of this disease.
NOTE: / Note that this type of lab activity is also a part of the district AIDS curriculum.
EQUIPMENT: / lab writeup, 1 20 x 150 mm test tube with 75 mm colorless solution, 1 beraltype transfer pipette w/ extra large bulb, colored pencils, 3drops of solution X indicator, compass or protractor
SAFETY: / Chemical goggles and aprons are to be worn at all times during this lab. A weak solution of sodium hydroxide will be used. Sodium hydroxide is corrosive; skin burns are possible; it can cause severe damage to eye tissue. At no time should pipettes be used by students to "squirt" each other. If skin or eyes come into contact with test tube solution flood area immediately with tap water. Phenolphthalein indicator solution is flammable. Do not use near heat or flame.

Science Curriculum: November, 2001Lab Summaries: Page 1 of 4AP Biology II