Unit 1

Biology

Century High School Biology

2016-2017

Name ______

Hour ______

Assignments – Unit 1(Chapter 1)

AssignmentDate DueScore______

  1. Safety in the Lab______
  1. Making Metric Measurements______

And conversions

  1. Applying the Scientific Method______

Scavenger Hunt

  1. Applying the Scientific Method______
  1. Using Graphing Skills______
  1. Making Metric Measurements______

TOTAL HOMEWORK SCORE______

  1. Quizzes______

______

  1. Unit Test______

LAB SAFETY

Name ______

Lab Station #1: Lab Area Safety

  1. Suppose you are going to begin a scientific investigation. What should be one of the first things everyone in your group should do?

Lab Station #2: Lab Area Safety

  1. Imagine this is your group’s lab area. What is wrong here?
  1. What might happen if your lab group had such a cluttered lab area?

3. Write a lab safety rule for this station.

Lab Station #3: Lab Dress Code

1. What do you think is the proper clothing to wear when we conduct laboratory investigations? (include hair, shirts, jewelry, shoes)

Lab Station #4: Lab Dress Code

  1. Which picture accurately shows proper lab safety in the lab?

2. Write a lab safety rule for this station.

Lab Station #5: Glassware and Sharp Object Safety

1. What should you do if you break any of the glassware?

  1. Should you use the flask above? Why or Why not?

3.What special precautions should you take if you are using sharp objects like scalpels (knives) from the dissecting kit?

Lab Station #6: Animal Safety

  1. If we are conducting an investigation using live animals, how should you treat the animal and why?

2. What should you do when you are finished handling the animal?

Lab Station #7: Chemical Safety

  1. Take a whiff of this unknown substance, what do you think the substance is?
  1. If this substance had been poisonous, what might have happened if you sniffed it?
  1. What is the proper way to smell a substance in the lab?

4. Write a safety rule for this lab station.

Lab Station #8: Chemical Safety

  1. Taste this unknown substance, what do you think this substance is?
  1. If the substance had been poisonous, what might have happened if you tasted it?
  1. Write a safety rule for this station.

Lab Station #9: Chemical Safety

  1. If you spilled a chemical, what would you do?

Lab Station #10: Chemical Safety

  1. What is the name of this safety equipment?

2. When would you use it?

Lab Station #11: Chemical Safety

  1. If you did not use all of the substances given to you for the investigation, what would you do with it?

2. How would you dispose of substances used in the lab?

Lab Station#12: Fire Safety

  1. Where is the nearest fire extinguisher?
  1. Where is the nearest fire alarm?

3. What 3 words do you remember about fire safety if your clothing were to catch on fire?

Lab Station #13: Clean up

  1. What should you always remember to do before leaving the lab?

CENTURY HIGH SCHOOL SAFETY RULES

(initial after each rule)

Initialing implies that you have fully read the safety rules and will obey or accept consequences of breaking the rule)

  1. Report any accident to the person in charge immediately, no matter how minor.______
  2. Know where to find and how to use first aid, safety, and fire-fighting equipment______
  3. Observe all signs, labels, and directions, especially those that recommend caution. Never begin an investigation until you have read and have a complete understanding of the procedure.______
  4. Take special care in handling or using any equipment to prevent damage or breakage._____
  5. Do not handle any laboratory equipment, materials, plants, or animals without permission.______
  6. Safety glasses must be worn during any activity involving heat, chemicals, or other materials potentially injurious to the eye.______
  7. Be careful of loose clothing or long hair when working around flame or burner. Turn the flame or burner off when not in use.______
  8. Throw all solids and paper to be discarded into a proper container.______
  9. Lab work areas and equipment should be cleaned and wiped dry at the end of each activity.______
  10. No food or beverages are permitted unless specific permission is obtained.______
  11. Students are not permitted in lab storage rooms or work rooms / offices without permission.______
  12. On field trips students will always work with partners, never alone.______
  13. Live Animal Policy and Regulations
  14. Always get permission and instruction before handling any animal.______
  15. Wash your hands with antibiotic soap after touching any animal.______
  16. Do not feed the animals unless specifically instructed to do so and use proper technique such as gloves when cleaning any animal’s cage or dropping.______
  17. Never tease, harass or in any way harm any animal or animal habitat (cage/aquarium).______
  18. If you are bitten or scratched, report the incident and get proper treatment immediately.______

Notes

What is the Study of Biology???

How do you know something is Alive?

  1. Uses Energy (examples)
  1. Reproduces (examples)

Levels of Biological Organization

  1. ______
  2. ______
  3. ______
  4. ______
  5. ______
  6. ______
  7. ______
  8. ______
  9. ______
  10. ______
  11. ______
  12. ______
  13. ______

How are organisms related? (Interdependencies among Organisms)

Producers

Consumers

Decomposers

How are organisms different?

Domains

Kingdoms

  1. ______
  2. ______
  3. ______
  4. ______
  5. ______
  6. ______

Phylum

Class

Order

Family

Genus

Species

Changing Units

SHOW YOUR WORK

  1. If I have 10.00 dollars and a hotdog costs .82 dollars, how many hotdogs can I buy?
  1. If I can trade my hamster for 3 hermit crabs and I have 6 hamsters, how many hermit crabs can I get?
  1. If I have 3 fish and they each require 6 pellets of food each day, how many pellets will I need in total for 7 days?
  1. I need 4 yards of fabric, how many inches do I need? (hint: 1 yard = 3 feet and 12 inches = 1 foot).
  1. I have 64 students. I need to buy 12 sheets of paper for each group of students. I will have 4 students in each group. How much paper should I buy?

The Tools of Biology

The Metric System

Distance MassVolume

“Meters”“Grams”“Liters”

Kilo

Deca

Meter

Deci

Centi

Milli

Micro

Conversions with Metric System

(Important Fudge Factors: 2.54 cm – 1 inch / 1.06 liters = 1 quart / 2.2 pounds = 1 Kg)4 quarts=1 gallon, 12 inches = 1 ft

  1. How many centimeters are in 6.4 feet?
  1. How many gallons of milk will you need if the recipe calls for 500 ml of milk?
  1. How many grams does my 33 pound dog weigh?
  1. My friend’s dog weighs 74 pounds, how many grams is this?
  1. The dog’s house is 4 feet long, how many decimeters is this?
  1. I met a football player who is 212 centimeters tall, how many feet is this?
  1. The grass is 8 inches high at my neighbor’ s house, how many millimeters is

this?

  1. If the elevator holds 2,000 pounds and a football player weighs 225 pounds, how many football players can the elevator hold?

BIOLOGICAL INQUIRY

(Alias “The Scientific Method”)

  1. Identify a Problem
  1. Collect Information about the Problem
  1. Create a Hypothesis
  1. Test the Hypothesis
  1. Make Observations
  1. Come to a Conclusion
  1. Revise the Hypothesis and Retest

What is LOGIC???

Parts of an Experiment

Constant Variables

Independent Variables

Dependent Variables

Experimental Error

Sample Size

Statistics, Graphs and Charts

Ecology Scavenger Hunt

Observations are made using your senses and what you are going to be asked to do today is make observations as you wander around the school campus. The purpose of this venture is to familiarize yourself with the outdoor environment we call our school campus. As you wander around be careful to take in all that you can in regards to what you see, hear, smell, feel and taste (be careful what you taste).

Photograph the following items on your cell phone as you are toured around the school grounds. Mark their position on a map of the school grounds which you draw. Number their positions so that it is easy to identify their location.

ITEMLOCATION

  1. Small piece of limestone______
  2. Something with carbon in it______
  3. Seed______
  4. Fungus______
  5. Seed that is not an acorn______
  6. Oak leaf______
  7. Flower (other than a dandelion)______
  8. Fruit______
  9. Pollen
  10. Ground insect______
  11. Flying insect______
  12. Nest
  13. Ground home for an animal

MAP OF SCHOOL GROUNDS

Collect Isopods if there is time.

Doing Science! Using the

Scientific Method

Pre-Lab Discussion

The scientific method is a procedure used to gather information and test ideas. Scientists use the scientific method to answer questions about life and living organisms. Experimentation is an important part of the scientific method. In order to ensure that the results of an experiment are due to the variable being tested, a scientist must have both an experimental setup and a control setup. The experimental setup contains the variable that is being tested. The control setup is exactly like the experimental setup except it does not contain the variable being tested.

Background

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 (instinctive) behaviors of isopods.

Kinesis is a simple type of orientation behavior in which the organism changes its rate of locomotion in response to the stimulus. If the response ifs positive kinesis, the animal will slow down its locomotion in response to the stimulus and speed up if the stimulus is absent. In a way, this is a primitive form of seeking behavior: if a necessary environmental condition or factor is missing, the animal moves about quickly, thereby increasing its chances of finding better conditions. If the conditions are favorable, it stays close to that spot by slowing down. As a result of kinesis, animals will accumulate near the stimulus as if they were “attracted” by it. Actually, however, the animals are not “attracted” by the stimulus and do not change the direction of their locomotion.

In organisms that can detect stimuli at a distance, the orientation behavior may be a form of taxis, in which there is a sustained, directed movement either toward or away from the stimulus. This kind of response may be shown for light, heat, cold, moisture, gravity, sound, or chemicals. The response will be termed phototaxis if the stimulus is light, geotaxis if the stimulus is gravity, and chemotaxis if the response involves a chemical stimulus.

The sowbug is a small terrestrial crustacean often found under rotting wood. There are many possible reasons to explain why sowbugs are found there. They are born there and never leave, they find their way by positive chemotaxis toward wood molecules, they show negative phototaxis, or they show kinesis with respect to moisture. Our experiment will investigate the locomotion of sowbugs in response to dry compared with moist conditions. Keep in mind that more than one factor or type of behavior may result in the location of the sowbugs, but only one factor at a time can be studied.

Materials:

10-20 sowbugs per group

Paper towels

Dishes such s collecting or Petri dishes

Black paper

Procedure:

  1. You will need to collect your own specimens. On your field trip through the school grounds collect at least 10 sowbugs. Place them in the holding aquarium in the laboratory so they can be observed tomorrow.
  1. Observe the environment in which you find the pillbugs. This will provide clues about their behavior. Write down everything you observe so that you can remember and use it later.

PART I: Isopod Observations

In the first part of this exercise, you will observe pill bugs and record what you see.

Analysis (include in lab report)

a. How do the pill bugs seem to sense their environment?

b. Are they all the same species?

c. Can you tell the difference in males and females?

d. How many eyes do they have?

e. How many legs

f. Do they exhibit dominance behaviors?

g. How do they respire?

h. What are some stimuli they seem to respond to?

i. What was the environment like where you found them?

j. What do you think they were eating?

k. Sketch your isopod!!!

Scientific Sketching

When you make a sketch of a pill bug, 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. Think about proportions, accuracy, labels etc. Yes, you have to be an artist. An artist is an observer. A good observer with a ruler, can draw a decent illustration.

Here are some tips for making an accurate sketch (include in your lab report)

a. Determine the relative proportions (length, width, height as well as lengths of

Body parts)

b. Count the number of body segments

c. Count the number of legs

d. Locate and label the body parts

e. Note the size of the pill bug

EXPERIMENTAL PROCEDURE:

1. With the members of your group, discuss whether or not the bugs are kinetically affected by moisture (see background information and your observations). Record this information under hypothesis. `

2. Prepare two dishes with paper toweling in the bottom. Moisten the paper toweling in one dish and leave the other dish dry. Cover each dish with black paper and/or dim the lights.

  1. Place 5-10 bugs in each dish (the same number in each).
  1. Observe the bugs after 5 minutes and record the number moving and the number holding still.
  1. Continue observing the bugs every 5 minutes for the next 20 minutes and recording your results. This should give you 5 total observations.
  1. Complete the charts on the next page. Total all of your results and analyze the data.

Problem

Formulate a hypothesis to answer the question: Do sowbugs move differently (more or less) in moist or dry environments? Write the Hypothesis HERE before you begin.

Hypothesis:

______

______

Observations:

Dish A (Dry)

Observation Time / # Sowbugs moving / # Sowbugs in dish / % Sowbugs moving
1 minute
2 minutes
3 minutes
4 minutes
5 minutes
TOTALS

Class Total - # Sowbugs Moving = ______

Class Total - # Sowbugs in Dish = ______

Class Total - % Sowbugs Moving = ______

Dish B (Moist)

Observation Time / # Sowbugs moving / # Sowbugs in dish / % Sowbugs moving
1 minute
2 minutes
3 minutes
4 minutes
5 minutes
TOTALS

Class Total - # Sowbugs Moving = ______

Class Total - # Sowbugs in Dish = ______

Class Total - % Sowbugs Moving = ______

STATISTICS:

  1. What is the mean percentage of sowbug movement in the dry chamber for the entire class? How does this compare to your mean?
  1. What is the mean percentage of sowbug movement in the moist chamber per class? How does this compare to your total?
  1. Is the data more accurate if you only consider your own numbers or if you consider the entire class? Why do you say that?

4. Which do you think is more accurate, a large or small “sample size”. Why do you

say that?

ANALYSIS:

  1. Do you think sowbugs move by kinesis or chemotaxis? Which do your results support? Which did the entire class support?

2. Can you support your hypothesis? Why or Why not (yes is not sufficient)?

PART 2 – Student Designed Experiment.

Select TWO of the following factors to investigate

Factor / Materials (suggested)
Temperature / Ice, warm pack or water
Light / Flashlight, dark paper, aluminum foil
pH / Low pH (HCl or vinegar), high pH (NaOH)
Substrate (surface) / Soil, sand, sandpaper, bark, paper, gravel, plastic etc
Odor / Ammonia, vinegar
Food / Apple, potato, fish food
Other organisms / Mealworms, earthworms, etc.

Begin with a hypothesis, often written as an IF-THEN statement (include in your lab report)

Use the procedure above as a guideline to design your experiment, and collect your data. You may also create your own experiment using tunnels between chambers or parts of chambers with different conditions.

Analysis and conclusion. Did your results support your hypothesis?

DOING SCIENCE! Using the Scientific Method

LAB REPORT

Name ______

1. Background and purpose:

2. Isopod Observations (what did you see and Observe? Include the drawing)

a. How do the pill bugs seem to sense their environment?

b. Can you tell the difference in males and females?

c. How many eyes do they have?

d. How many legs

e. Do they exhibit dominance behaviors?

f. What are some stimuli they seem to respond to?

g. What was the environment like where you found them?

h. What do you think they were eating?

Sketch your isopod!!!

STUDENT EXPERIMENT

Problem:

Hypothesis

Experimental Design:

Independent Variable

Dependent Variable

Controlled Variables

Description of the Design (so someone else could do it). This may include a sketch.

Results

Conclusion (does your data support your hypothesis?):

Graphing

Most Important Rules:

  1. ______
  1. ______
  1. ______
  1. ______
  1. ______

When do you use which graph?

PIE GRAPH

BAR GRAPH

LINE GRAPH

Using Graphing Skills

Pre-lab Discussion:

Recorded data should always be plotted on a graph. This makes the data easier to interpret and easier to share. Graphs are used to show a relationship between two or more different factors. Two common types of graphs are line graphs and bar graphs. In this lab, you will interpret and construct bar graphs, line graphs and circle graphs.

Part A. Interpreting Graphs

LINE GRAPH

The type of graph that best shows the relationship between two variables is the line graph. A line graph has one or more lines connecting a series of points. Along the horizontal axis or x-axis, you will find the most consistent variable in the experiment. Along the vertical axis or Y-axis, you will find the other variable.

Use the line graph below to answer questions 1-6.