Unit 1, Activity 1, Rules of Lab Conduct
Blackline Masters, Biology Page 1
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 1, Rules of Lab Conduct
Rules of Conduct for Safety in the Lab
1. Never work in the lab unless a teacher is present and aware of what you are doing.
2. Prepare for the lab activity or experiment by reading it over first. Ask questions about anything that is unclear to you. Note any cautions that are stated.
3. Dress appropriately for a laboratory. Avoid wearing bulky or loose-fitting clothes or dangling jewelry. Pin or tie back long hair, and roll up loose sleeves. Wear close-toed shoes.
4. Keep the work area free of any books and materials not needed for what you are working on.
5. Wear safety goggles when working with chemicals, flames, heated liquids, or glassware. State law mandates this.
6. Never throw anything in the laboratory.
7. Food, beverages, and chewing gum are not allowed in the laboratory area.
8. Use the apparatus only as instructed in the manual or by your teacher. If you wish to try an alternate procedure, obtain your teacher's approval first.
9. Never remove chemicals or other materials from the laboratory area.
10. Mercury thermometers should never be used in the laboratory. If an alcohol thermometer breaks, inform your teacher immediately and dispose of the glass properly.
11. Dispose of broken glass in the container marked “Broken Glass”.
12. Do not force glass tubing or thermometer into dry rubber stopper. The hole and the glass should both be lubricated with glycerin (glycerol) or soapy water, and the glass should be gripped through a paper towel to protect the hands.
13. Do not touch anything that may be hot, including burners, hot plates, rings, beakers, electric immersion heaters, and electric bulbs. If you must pick up something that is hot, use an insulated glove, an oven mitt, a pot-holder, or some other appropriate holder.
14. Handle all living organisms used in a laboratory activity in a humane manner.
15. Preserved biological materials are to be treated with respect and disposed of properly.
16. When using knives and other sharp instruments, always carry with tips and points pointing down and away. Always cut away from your body.
17. 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.
18. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need.
19. 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.
20. When working with electric circuits, be sure that the current is turned off before making adjustments in the circuit.
21. If you are connecting a voltmeter or ammeter to a circuit, have your teacher approve the connections before you turn the current on.
22. Do not connect the terminals of a dry cell or battery to each other with a wire. Such a wire can become dangerously hot.
23. Report any injuries, accidents, or breakages to your teacher immediately. Also report anything that you suspect may be malfunctioning.
24. Work quietly so that you can hear any announcements concerning cautions and safety.
25. Know the locations of fire extinguishers, fire blankets, safety shower, eye wash fountain, and the nearest exit.
26. When you have finished your work, check that the water and gas are turned off and that electric circuits are disconnected.
27. 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.
28. Return all materials and apparatus to the places designated by your teacher. Follow your teacher's directions for disposal of any waste materials. Clean the work area.
29. Failure to wear safety glasses and/or involvement in horseplay or any flagrant disregard of safety rules will result in removal from the laboratory situation and a grade of zero for that activity.
Blackline Masters, Biology Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 1, Student Safety Contract
Student Safety Agreement Please return this signed acknowledgement to the teacher.
I acknowledge that:
· I have received a copy of the Rules of Laboratory Conduct for Safety in the Laboratory.
· I have read and understand the policies and procedures as written in the rules for laboratory safety.
· I know the location of safety equipment in the laboratory.
· I understand the importance of adhering to the policies stated in the rules.
· I have shared the information with my parent/guardian.
· I understand that there is zero tolerance for unsafe practices during laboratory situations and that the teacher will remove whomever he/she deems is acting irresponsibly and that a grade of zero may result as a consequence of misconduct.
· I understand that I will not be permitted to perform laboratory activities unless this contract is signed by both me and my parents (guardians) and is on file with the teacher.
I further agree to closely follow all other instructions, written or oral, given by the teacher in class.
Print name: ______Signature:______
Parents/guardians:
Your signature on this contract indicates that you have read the Rules of Laboratory Conduct for Safety in the Laboratory, 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.
Parents (guardians) signature: ______Date: ______
Blackline Masters, Biology Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 2, What is Life?
Opinionnaire: What is Life?
1. Think about this question: How can I decide if something is alive? Write your hypothesis about the qualities that living things have in the space below.
My hypothesis:
2. Read each statement carefully and decide whether a living or non-living thing has that characteristic and place a check mark in the appropriate Before Discussion column. When finished the class discussion, revise your check marks in the After Discussion column.
CHARACTERISTICS OF LIVING THINGS
Before discussion After discussion
Characteristic / Living / Nonliving / Living / Non-Living01. has an orderly cellular
structure
02. composed of organic
(C-based) molecules
03. acquires energy and
materials
04. requires energy to
maintain organization
05. maintains a constant
internal environment
06. has organized patterns
of development
07. increases in size or grows
08. can reproduce
09. contains DNA
10. adjusts to the surroundings
(responds to stimuli)
11. adapts to the environment
(through evolution)
3. After revising your opinnionaire, re-write a statement to answer the following question: How can I decide if something is alive?
Blackline Masters, Biology Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 3, Differentiating Different Types of Cells
Opinionnaire: What is Life?
1. Think about this question: How can I decide if something is alive? Write your hypothesis about the qualities that living things have in the space below.
My hypothesis:
2. Read each statement carefully and decide whether a living or non-living thing has that characteristic and place a check mark in the appropriate Before Discussion column. When finished the class discussion, revise your check marks in the After Discussion column.
CHARACTERISTICS OF LIVING THINGS
Before discussion After discussion
Characteristic / Living / Nonliving / Living / Non-Living01. has an orderly cellular
structure /
02. composed of organic
(C-based) molecules /
03. acquires energy and
materials /
04. requires energy to
maintain organization /
05. maintains a constant
internal environment /
06. has organized patterns
of development /
07. increases in size or grows /
08. can reproduce /
09. contains DNA /
10. adjusts to the surroundings
(responds to stimuli) /
11. adapts to the environment
(through evolution) /
Answer Key: All of the characteristics are found in living things; non-living things may have some of the characteristics (for example, an orderly structure) but not most of those listed. In addition, some substances swell by absorbing water and crystals increase in size, but only living organisms grow by actively acquiring materials and energy from their environment.
3. After revising your opinnionaire, re-write a statement to answer the following question:
How can I decide if something is alive?
Word Grid for Differentiating Different Types of Cells
Place a “+” in the space if the cell contains the feature and a “-” if the cell does not contain the feature.
Plasma membrane / Cytoplasm / Nucleus / Ribosomes / Mitochondria / Chloroplasts / Cell WallBacteria
Paramecia/
Euglena
Yeast
Plant cell
Animal tissue
Blackline Masters, Biology Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 3, Differentiating Different Types of Cells with Answers
Word Grid for Differentiating Different Types of Cells
Place a “+” in the space if the cell contains the feature and a “-” if the cell does not contain the feature.
Plasma membrane / Cytoplasm / Nucleus / Ribosomes / Mitochondria / Chloroplasts / Cell WallBacteria / + / + / + / + in some groups
Paramecia/
Euglena / + / + / + / + / + / + in Euglena
Yeast / + / + / + / + / + / +
Plant cell / + / + / + / + / + / + / +
Animal tissue / + / + / + / + / +
Blackline Masters, Biology Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Unit 1, Activity 7, Experimental Design Assessment Rubric
Lab Report: Experimental Design
Teacher Name:
Student Name: ______
Experimental Hypothesis / Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. / Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. / Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic. / No hypothesis has been stated.
Experimental Design / Experimental design is a well-constructed test of the stated hypothesis. / Experimental design is adequate to test the hypothesis, but leaves some unanswered questions. / Experimental design is relevant to the hypothesis, but is not a complete test. / Experimental design is not relevant to the hypothesis.
Variables / All variables are clearly described with all relevant details. / All variables are clearly described with most relevant details. / Most variables are clearly described with most relevant details. / Variables are not described OR the majority lack sufficient detail.
Scientific Concepts / Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab. / Report illustrates an accurate understanding of most scientific concepts underlying the lab. / Report illustrates a limited understanding of scientific concepts underlying the lab. / Report illustrates inaccurate understanding of scientific concepts underlying the lab.
Blackline Masters, Biology Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 2, Word Grid for Comparison of Mitosis and Meiosis
Word Grid for Comparison of Mitosis and Meiosis
1. Complete the word grid below by writing the word “mitosis” or “meiosis” in the blank adjacent to the statement that properly fits the process.
DESCRIPTION / MITOSIS or MEIOSISa. involves one division cycle
b. functions in growth and repair
c. daughter cells are haploid
d. initiated in germ cells
e. completed when two daughter cells are formed
f. involves two division cycles
g. daughter cells are diploid
h. daughter cells have one chromosome from
each homologous pair
i. completed when four daughter cells are formed
j. insures genetic continuity (each generation is
genetically identical)
k. insures genetic variation (each generation is not
genetically identical)
2. Write a summary statement about the major differences between mitosis and meiosis. Why is each process important to the continuation of living species?
Blackline Masters, Biology Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 2, Word Grid for Comparison of Mitosis and Meiosis with Answers
Word Grid for Comparison of Mitosis and Meiosis
3. Complete the word grid below by writing the word “mitosis” or “meiosis” in the blank adjacent to the statement that properly fits the process.
DESCRIPTION / MITOSIS or MEIOSISa. involves one division cycle / mitosis
b. functions in growth and repair / mitosis
c. daughter cells are haploid / meiosis
d. initiated in germ cells / meiosis
e. completed when two daughter cells are formed / mitosis
f. involves two division cycles / meiosis
g. daughter cells are diploid / mitosis
h. daughter cells have one chromosome from
each homologous pair / meiosis
i. completed when four daughter cells are formed / meiosis
j. insures genetic continuity (each generation is
genetically identical) / mitosis
k. insures genetic variation (each generation is not
genetically identical) / meiosis
4. Write a summary statement about the major differences between mitosis and meiosis. Why is each process important to the continuation of living species?
Student answers will vary.
Blackline Masters, Biology Page 28
Louisiana Comprehensive Curriculum, Revised 2008
Unit 2, Activity 3, “Molecular Structure of Nucleic Acids”