Biology Lab Worksheet

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Lab 1 Introduction to Science BIO101

Student Name: Click here to enter text. Kit Code (located on the lid of your lab kit):

Exercise 1: Data Interpretation

Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.

Table 4: Water Quality vs. Fish Population

Dissolved Oxygen (ppm)

0

2

4

6

8

10

12

14

16

18

Number of Fish Observed

0

1

3

10

12

13

15

10

12

13

Post-Lab Questions

1. What patterns do you observe based on the information in Table 4?

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2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.

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3. What would your experimental approach be to test this hypothesis?

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4. What would be the independent and dependent variables?

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5. What would be your control?

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6. What type of graph would be appropriate for this data set? Why?

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7. Graph the data from Table 4: Water Quality vs. Fish Population (found at the beginning of this exercise).

Insert graph here:

8. Interpret the data from the graph made in Question 7.

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Exercise 2: Testable Observations

Determine which of the following observations are testable. For those that are testable, answer the following:

Determine if the observation is qualitative or quantitative. Write a hypothesis and null hypothesis. What would be your experimental approach? What are the dependent and independent variables? What are your controls – both positive and negative?

Observations

1. A plant grows three inches faster per day when placed on a window sill than it does when placed on a on a coffee table in the middle of the living room.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

2. The teller at the bank with brown hair and brown eyes is taller than the other tellers.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

3. When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats fatty foods.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

4. The Italian restaurant across the street closes at 9 pm, but the one two blocks away closes at 10 pm.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

5. For the past two days, the clouds have come out at 3 pm, and it has started raining at 3:15 pm.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

6. George did not sleep at all the night following the start of daylight savings.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

Exercise 3: Unit Conversions

For each of the following, convert each value into the designated units.

1. 46,756,790 mg = kg

2. 5.6 hours = seconds

3. 13.5 cm = inches

4. 47 °C = °F

Exercise 4: Accuracy and Precision

For the following, determine whether the information is accurate, precise, both or neither.

1. During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67.

2. The average score for the 5th grade math test is 89.5. The top 5th graders took the test and scored 89, 93, 91 and 87.

3. Yesterday the temperature was 89 °F, tomorrow it’s supposed to be 88 °F and the next day it’s supposed to be 90 °F, even though the average for September is only 75 °F degrees!

4. Four friends decided to go out and play horseshoes. They took a picture of their results shown below:

5. A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies.

Exercise 5: Significant Digits and Scientific Notation

Part 1: Determine the number of significant digits in each number and write out the specific significant digits.

1. 405000

Number of significant digits- Specific significant digits-

2. 0.0098

Number of significant digits- Specific significant digits-

3. 39.999999

Number of significant digits- Specific significant digits-

4. 13.00

Number of significant digits- Specific significant digits-

5. 80,000,089

Number of significant digits- Specific significant digits-

6. 55,430.00

Number of significant digits- Specific significant digits-

7. 0.000033

Number of significant digits- Specific significant digits-

8. 620.03080

Number of significant digits- Specific significant digits-

Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits.

1. 70,000,000,000 –

2. 0.000000048 –

3. 67,890,000 –

4. 70,500 –

5. 450,900,800 –

6. 0.009045 –

7. 0.023 –

Exercise 6: Percentage Error

In the questions below, determine the percentage error.

1. A dad holds five coins in his hand. He tells his son that if he can guess the amount of money he is holding within 5% error he can have the money. The son guesses that he is holding 81 cents. The dad opens his hand and displays 90 cents. Did the son guess close enough to receive the money from his father?

2. A science teacher tells her class that their final project requires the students to measure a specific variable and determine the velocity of a car with no more than 2.5% error. Jennifer and Johnny work hard and decide the velocity of the car is 34.87 m/s. The teacher informs them that the actual velocity is 34.15 m/s. Will Jennifer and Johnny pass their final project?

3. A locomotive train is on its way from Chicago, IL to Madison, WI. The trip is said to last 3.15 hours. When the train arrives in Madison the conductor notices it actually took them 3.26 hours. The train company prides itself on always having its trains to the station within a 3% error of the expected time. Will the train company live up to its reputation on this trip?

4. A coach tells his little league players that hitting a 0.275 batting average, within 7% percentage error, means that they had a really great season. Seven year old Tommy ended the season hitting a 0.258 batting average. According to his coach, did he have a great season?

Exercise 7: Experimental Variables

Determine the variables tested in the each of the following experiments. If applicable, determine and identify any positive or negative controls.

1. A study is being done to test the effects of habitat space on the size of fish populations. Different sized aquariums are set up with six goldfish in each one. Over a period of six months, the fish are fed the same type and amount of food. The aquariums are equally maintained and cleaned throughout the experiment. The temperature of the water is kept constant. At the end of the experiment the number of surviving fish are surveyed.

A. Independent Variable:

B. Dependent Variable:

C. Controlled Variables/Constants:

D. Experimental Controls/Control Groups:

2. To determine if the type of agar affects bacterial growth, a scientist cultures E. coli on four different types of agar. Five petri dishes are set up to collect results:

. One with nutrient agar and E. coli

. One with mannitol-salt agar and E. coli

. One with MacConkey agar and E. coli

. One with LB agar and E. coli

. One with nutrient agar but NO E. coli

All of the petri dishes received the same volume of agar, and were the same shape and size. During the experiment, the temperature at which the petri dishes were stored, and at the air quality remained the same. After one week the amount of bacterial growth was measured.

A. Independent Variable:

B. Dependent Variable:

C. Controlled Variables/Constants:

D. Experimental Controls/Control Groups:

 
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SCIN 130 Lab 6: The Origin of Corn

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SCIN130 Lab 6: The Origin of Corn

SCIN 130 Lab 6: The Origin of Corn

 

General Instructions

 

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

 

Remember, you are to upload this packet with your quiz for the week!

 

Background

Ten thousand years ago, corn didn’t exist anywhere in the world, and until recently scientists argued vehemently about its origins. Today the crop is consumed voraciously by us, by our livestock, and as a major part of processed foods. So where did it come from? Popped Secret: The Mysterious Origin of Corn tells the story of the genetic changes involved in the transformation of a wild grass called teosinte into corn.

 

 

 

Specific Lab Instructions

 

Name:

Date:

 

Go to: The Mysterious Origin of Corn from HHMI Biointeractive

 

Watch the short film, and answer these questions as you progress.

 

1. What was the purpose of domestication in ancient civilizations?

 

2. What TWO features made Dr. Beadle believe that teosinte was an ancestor of modern maize?

1.

2.

3. Stop the film at the 6:55 and answer the following:

a. Answer the Let’s Review Questions. Embed a screenshot of your answer to question 1 in this packet:

Question 1:

 

b. Why did botanists expect the wild relative of maize to look similar to modern maize?

 

c. Why did Dr. Beadle use so many plants in his experiments? Would his data have been as meaningful if he had grown only 1,000 plants? Why or why not?

d. How many genes did Dr. Beadle deduce were involved in the changes between maize and teosinte?

4. Resume the film. Near what river did Dr. Doebley discover that all modern maize varieties originate?

5. What type of evidence left behind on the plant grinding tools was Dr. Piperno looking for to show the presence of maize?

6. Stop again at 12:10 and answer the following

a. How did archaeological evidence support the molecular evidence for the timing and geographic location of maize domestication?

b. Based on the quiz in the video, Dr. Doebley and his team compared the DNA sequence of maize to that of a number of teosinte varieties from throughout Mexico. What did their analysis reveal? Select all that apply.

|_|That teosinte and maize have the same number of chromosomes.

|_|That maize originated from a variety of teosinte that existed about 9,000 years ago.

|_|That maize and teosinte could interbreed to produce viable hybrid plants.

|_|That maize is most closely related to a teosinte variety in the Balsas region of Mexico.

 

7. Watch the film to the end.

a. Fill in the table below to compare teosinte and maize.

  Extent of branching Number of rows of kernels per cob Kernel type (naked or enclosed in a hard fruitcase)
Teosinte

Maize

b. Pick one of the characteristics of maize from the table above and explain how it makes the crop more useful to humans than teosinte?

 

c. What does the fact that teosinte can be “popped” help to explain?

 

 

 

 

8. Explain how changes in a small number of genes can result in very different looking plants.

 

 

 

Adapted from:

Rice, E. (2016). Keep, S., Bonetta, L., Beardsley, P. & York, A. (Eds). Click and Learn “The Mysterious Origin of Corn.” HHMI Biointeractive Teaching Materials.

Additional References:

Beadle, G.W. (1977). “The origin of Zea mays.” In Origins of Agriculture, edited by C. E. Reed, 615–535. The Hague: Mouton.

 

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UMUC Biology 102/103 Lab 7: Ecological Interactions

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This contains 100% correct material for UMUC Biology 103 LAB07: Ecological Interactions. However, this is an Answer Key, which means, you should put it in your own words. Here are the questions that will be answered. Attached is the lab that is fully completed. Enjoy!

 

 

 

Pre-Lab Questions

1.    Would you expect endangered species to be more frequently generalists or specialists? Explain your answer.

 

2.    How does temperature affect water availability in an ecosystem?

 

3.    Choose a species and describe some adaptations that species developed that allow them to survive in their native habitat.

 

Experiment 1: Effects of pH on Radish Seed Germination

Data Tables and Post-Lab Assessment

Table 1: pH and Radish Seed Germination

Stage/Day Observations      
Initial pH      
1 (0400hrs)      
2 (0400hrs)      
3 (0400hrs)      
4 (0400hrs)      
5 (0400hrs)      
6 (0400hrs)      
7 (0400hrs)      

 

 

 

 

Post-Lab Questions

1.    Compare and construct a line graph based on the data from Table 1 in the space below. Place the day on the x axis, and the number of seeds germinated on the y axis. Be sure to include a title, label the x and y axes, and provide a legend describing which line corresponds to each plate (e.g., blue = acetic acid, green = sodium bicarbonate, etc…).

 

 

2.    Was there any noticeable effect on the germination rate of the radish seeds as a result of the pH? Compare and contrast the growth rate for the control with the alkaline and acidic solutions.

 

3.    According to your results would you say that the radish has a broad pH tolerance? Why or why not? Use your data to support your answer.

 

 

4.    Knowing that acid rain has a pH of 2 – 3 would you conclude that crop species with a narrow soil pH range are in trouble? Explain why, or why not, using scientific reasoning. Is acid rain a problem for plant species and crops?

 

 

 

 

 

 

 

5.    Research and briefly describe a real world example about how acid rain affect plants. Be sure to demonstrate how pH contributes to the outcome, and proposed solutions (if any). Descriptions should be approximately 2 – 3 paragraphs. Include at least three citations (use APA formatting).

 
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Lab 3: Cell Structure and Function

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Lab 3: Cell Structure and Function

 

INSTRUCTIONS:

 

 

 

·         To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

 

 

 

 

Pre-Lab Questions

 

  1. Identify three major similarities and differences between prokaryotic and eukaryotic cells.

     

  2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell?

     

     

  3. Identify three structures which provide support and protection in a eukaryotic cell.

     

 

 

 

Experiment 1: Cell Structure and Function

 

 

 

Label each of the arrows in the following slide image:

 

 

 

 

Post-Lab Questions

 

 

 

 

 

  1. What is the difference between the rough and smooth endoplasmic reticulum?

     

     

     

     

  2. Would an animal cell be able to survive without mitochondria? Why or why not?

     

     

     

     

     

  3. What could you determine about a specimen if you observed a slide image showing the specimen with a cell wall, but no nucleus or mitochondria?

     

     

     

     

  4. Hypothesize why parts of a plant, such as the leaves, are green, but other parts, such as the roots, are not. Use scientific reasoning to support your hypothesis.

     

    Experiment 2: Osmosis – Direction and Concentration Gradients

    Data Tables and Post-Lab Assessment

    Table 3: Sucrose Concentration vs. Tubing Permeability

     

 

Table 3: Sucrose Concentration vs. Tubing Permeability
Band Color % Sucrose in Beaker % Sucrose in Bag Initial Volume (mL) Final Volume (mL) Net Displacement (mL)
Yellow          
Red          
Blue          
Green          

 

 

 

 

 

Hypothesis:

 

 

 

Post-Lab Questions

 

  1. For each of the tubing pieces, identify whether the solution inside was hypotonic, hypertonic, or isotonic in comparison to the beaker solution in which it was placed.

     

     

  2. Which tubing increased the most in volume? Explain why this happened.

     

     

  3. What do the results of this experiment this tell you about the relative tonicity between the contents of the tubing and the solution in the beaker?

 

 

 

 

 

  1. What would happen if the tubing with the yellow band was placed in a beaker of distilled water?

     

  2. How are excess salts that accumulate in cells transferred to the blood stream so they can be removed from the body? Be sure to explain how this process works in terms of tonicity.

     

  3. If you wanted water to flow out of a tubing piece filled with a 50% solution, what would the minimum concentration of the beaker solution need to be? Explain your answer using scientific evidence.

     

  4. How is this experiment similar to the way a cell membrane works in the body? How is it different? Be specific with your response.

    Lab 3: Cell Structure and Function

    INSTRUCTIONS:

    · To conduct your laboratory exercises, use the Laboratory Manual located under Course Content. Read the introduction and the directions for each exercise/experiment carefully before completing the exercises/experiments and answering the questions.

    Pre-Lab Questions

    1. Identify three major similarities and differences between prokaryotic and eukaryotic cells.

    2. Where is the DNA housed in a prokaryotic cell? Where is it housed in a eukaryotic cell?

    3. Identify three structures which provide support and protection in a eukaryotic cell.

    Experiment 1: Cell Structure and Function

    Label each of the arrows in the following slide image:

    image1.png

    Post-Lab Questions

    1. What is the difference between the rough and smooth endoplasmic reticulum?

    2. Would an animal cell be able to survive without mitochondria? Why or why not?

    3. What could you determine about a specimen if you observed a slide image showing the specimen with a cell wall, but no nucleus or mitochondria?

    4. Hypothesize why parts of a plant, such as the leaves, are green, but other parts, such as the roots, are not. Use scientific reasoning to support your hypothesis.

    Experiment 2: Osmosis – Direction and Concentration Gradients

    Data Tables and Post-Lab Assessment

    Table 3: Sucrose Concentration vs. Tubing Permeability

    Table 3: Sucrose Concentration vs. Tubing Permeability
    Band Color % Sucrose in Beaker % Sucrose in Bag Initial Volume (mL) Final Volume (mL) Net Displacement (mL)
    Yellow          
    Red          
    Blue          
    Green          

    Hypothesis:

    Post-Lab Questions

    1. For each of the tubing pieces, identify whether the solution inside was hypotonic, hypertonic, or isotonic in comparison to the beaker solution in which it was placed.

    2. Which tubing increased the most in volume? Explain why this happened.

    3. What do the results of this experiment this tell you about the relative tonicity between the contents of the tubing and the solution in the beaker?

    4. What would happen if the tubing with the yellow band was placed in a beaker of distilled water?

    5. How are excess salts that accumulate in cells transferred to the blood stream so they can be removed from the body? Be sure to explain how this process works in terms of tonicity.

    6. If you wanted water to flow out of a tubing piece filled with a 50% solution, what would the minimum concentration of the beaker solution need to be? Explain your answer using scientific evidence.

    7. How is this experiment similar to the way a cell membrane works in the body? How is it different? Be specific with your response.

    ©eScience Labs, LLC 2014

    image2.jpg

 
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