name: block unit one: scientific investigation …...name: _____ block _____ unit one: scientific...
TRANSCRIPT
Name: ____________________ Block ______
Unit One: Scientific Investigation Essential Concepts
Graphing and Data Tables o I. Using data taken in an experiment. be able to organize it into a table with appropriate headings and titles. o 2. Given data. determine which type of graph (line or bar) is more appropriate. o 3. Correctly label each axis on a graph with the dependent or independent variable. o 4. Label each axis with uniform scale. o 5. Examine line graphs to determine if they show a direct or inverse relationship between variables.
Scientific Investigation o 6. Distinguish between the independent and dependent variables in the experiment. o 7. Write a hypothesis using and "If ... then ... " statement. including both the independent and dependent variables. o 8. Identify what a control (or control group) would be for an experiment. o 9. Explain why some variables should be kept constant in a controlled experiment. o 10. Be able to describe at least 3 examples of controlled variablE;s (constants) in an experiment. o I I. Recognize examples of incorrectly written hypotheses and be able to describe why they are not correctly written. o 12. Be able to follow directions for performing a lab activity. record data in a table. graph the data properly. identify the
variables and control and write a conclusion. o 13. Explain the value of performing multiple trials of an experiment. o 14. Determine whether given information supports 'or contradicts a simple hypothesis using a MELcon paragraph. o 15. Predict the results of an additional trial. or measurement in an experiment.
Size and Scale o 16. Focus on low and high power using the light microscope. o 17. Identify the following parts and functions ofthe microscope: ocular lens (eyepiece). objective lens (high and low
power). diaphragm. coarse focus. fine focus. base. stage o 18. Determine total magnification using ocular and objective lenses. o 19. Describe the difference between size and scale. o 19. Recognize the magnitude of each level of scale notation (example: lOs. 10°.1 O·S) o 20. Describe the difference between macro. micro and nano-sized objects.
Cell Parts o 21. Identify the following cell parts on a diagram: nucleus. chloroplast. cell membrane. cell wall. o 22. Distinguish between plant and animal cells on a picture or diagram. o 23. Distinguish between prokaryotic and eukaryotic cells on a picture or diagram.
Unit Homework Stamps
Revised 7/10
I
Scientific Investigation Unit Vocabulary: ,
Problem
Hypothesis
Step-by-step procedure
Independent variable
Dependent variable
Constant variables
Control
Data Table
Bar graph (histogram)
Line Graph
Conclusion
Scientific Error
x-axis
y-axis
theory
direct relationship
inverse relationship
size
scale
macro level
micro level
nano level
ocular lens (eyepiece)
objective lens
diaphragm
coarse focus
fine focus
arm, base
stage
prokaryote
eukaryote
nucleus
chloroplast
cell membrane
cell wall
cytoplasm
Hevised 7/10
Size and Scale Adapted from: www.nano.umn.edu/assets/pdf/ret/Big Ideas of Nanoscience.pdf
One of the big concepts that we will be studying in this course is the idea of size and scale. They go together like peanut butter and jelly. They are related, but they are not the same.
Size is defined as the actual extent, bulk, or amount ofsomething. It is useful to know the approximate sizes ofthings. Is something bigger than a bread box? Will it fit through a doorway? Is it as big as it is supposed to be? These are all questions that we may find ourselves asking on a regular basis. The instruments for measuring size have changed through the ages as measurement systems became more standardized. The two systems of measurement used today are the English and Metric System. In science, we rely on the metric system because it measures in units often that are easier to calculate.
Scale has several definitions. Scale links the size ofan object to a numerical representation of that size in conventionally defined units (e.g., meters, grams, gallons, light years, acres). Properties like size, length, and mass can exhibit large differences in magnitude. Those large changes in magnitude are often defined as scales, or 'worlds' (e.g., micro-, nano-, atomic-, astronomical). Defining these worlds is important because doing so determines the physical laws that are needed to explain how objects within that world behave. Scale also can link representation to reality. For example, the scale on a map provides a connection between a visual length on the map and a distance in the real world. Scaling links to proportionality and how changes in size are clearly displayed in how a system works.
In today' s activity, we will begin our first examination of size and scale. You will be taking measurements to determine your actual size. Then you will be taking your measurements down several measurement scales.
Mini-Me
Materials: meter stick, class measuring tapes for height, calculator, marker, paper
Procedure: 1. Use the meter stick and measuring tapes to make the following 100 measurements in
centimeters: height, arm-span, top of head to chin, and torso length. Record these measurements in the data chart.
2. Convert these measurements down one level of scale to 10-1 by dividing each measurement by ten. Record the converted measurements in the data chart.
3. On the paper provided, draw a stick-figure at the 10-1 level of scale to make your Mini-Me. Decorate the figure with your name. Check your figure with your teacher.
4. Convert your 10-1 measurements down one level of scale to 10-2 by dividing each measurement by ten. Record the converted measurements in the data chart.
5. On the paper provided, draw a stick-figure at the 10-2 level of scale to make your Mini-Mini Me. Decorate the figure with your name. Check your figure with your teacher.
3
Data Chart:
My Measurements at various scales
100 10-1 10-2
Height
Arm Span
Top of Head to Chin
Torso Length
Analysis:
1. Explain why you shouldn't need a calculator for the calculations that move measurements from one level of scale to another.
2. We used the metric system to do our measurements. Explain why the English measurement system would be harder to use.
3. How many times would you have to shrink down your height down so that you could no longer be seen with the naked eye? Show your work.
4. Do the calculations to find the dimensions of a soda can at the 10-s level.
10-1 10-5
Height of can 12.20 cm
Diameter of 6.50 cm
can
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Size and Scale Station Labs Name:
Cutting It Down Station
Cutting It Down Data Chart Length of Paper Length of Paper
Cut # macro, mIcro, nano (as power of ten) (as metric measurement) Cut 1 10xlO-3 m 10 cm macro Cut 2 5 x 10-3 m 5cm macro Cut 3 Cut 4 CutS Cut 6 Cut 7 Cut 8 Cut 9
Cut 10 Cut 11 Cut 12 Cut 13 Cut 14
Notice we start skipping cuts at this point, so keep track!!! Cut 17 Cut 19 Cut 22 Cut 25 Cut 27 Cut 28
Analysis: Cutting It Down: 1. How close was your smallest piece to the nanoscale?
2. Why did you have to stop cutting?
3. How many times were you able to cut the paper?
4. Can macroscale objects, like scissors, be used at the nanoscale?
5. Can you think of a way to cut the paper any smaller?
6. How many cuts would it take to get to the size of a water molecule (approximately 1 nm)?
Scale of Objects Station
Macro, Micro, Scale Size OBJECTS FROM CARDS Nano
1015 1.
109 1.
107 1.
1. 106 2.
3.
103 1.
102 1.
1.100
~2. 1.10-1 2. 1.10-2 2. 1.
10-3 2. 3. 1.10-4 2.
10-5 1.
1.10-6
2. 10-7 1.
10-8 1.
1.10-9 2.
10-10 1.
10-15 1.
Adapted from Tretter, T. R., Jones, M. G., Andre, T., Negishi, A., & Minogue, J. (2005). Conceptual Boundaries and Distances: Students' and Experts' Concepts of the Scale of Scientific Phenomena. Journal ofResearch in Science Teaching.
Parts of a Microscope
Use the information on page R8 (Student Resources in the back of your textbook) to label the parts of the microscope shown below. Our microscope may look a bit different from the one in the textbook, but you should be able to work out the differences. Total Magnification for a microscope is determined by multiplying the power of the ocular lens by the power of the objective lens.
Label and Color the parts of the microscope.
Questions: 1. What is the difference between ocular and objective lenses __________________
2. What part of a microscope helps adjust the brightness of an image? _______________
3. How should a microscope be carried? __________________________
4. When focusing on low power, which knob is used to get a clear image? ______________
5. Where are slides placed on a microscope _________________________
6. How are slides held in place? _____________________________
7. The fine adjustment knob is used to focus an image only on what power(s)? _____________
8. The microscope you are coloring and labeling is what type of microscope?_____________
9. What should be done whenever you are finished using a microscope? ____________-
10. What is the total magnification if the ocular lens is 1 Ox and the objective lens is 20x? ________
11. What is the total magnification if the ocular lens is 1Ox and the objective lens is 40x? ________
7
Parts of a Microscope Use the information on page R8 (Student Resources in the back of your textbook) to label the parts of the microscope shown below. Our microscope may look a bit different from the one in the textbook, but you should be able to work out the differences. Total Magnification for a microscope is determined by multiplying the power of the ocular lens by the power of the objective lens.
Label and Color the parts of the microscope.
1.
Questions: 1. What is the difference between ocular and objective lenses ___________________
2. What part of a microscope helps adjust the brightness of an image? ________________
3. How should a microscope be carried? ___________________________
4. When focusing on low power, which knob is used to get a clear image? _______________
5. Where are slides placed on a microscope _________________________
6. How are slides held in place? ______________________________
7. The fine adjustment knob is used to focus an image only on what power(s)? _____________
8. The microscope you are coloring and labeling is what type of microscope?_____________
9. What should be done whenever you are finished using a microscope? _______________
10. What is the total magnification if the ocular lens is 1Ox and the objective lens is 20x? _________
11. What is the total magnification if the ocular lens is 1Ox and the objective lens is 40x? _________
Introduction to the Microscope NAME: _______________
"Micro" refers to tiny, "scope" refers to view or look at Microscopes are tools used to enlarge images of small objects so as they can be studied. The compound light microscope is an instrument containing two lenses, which magnifies, and a variety of knobs to resolve (focus) the picture. Because it uses more than one lens, it is sometimes called the compound microscope in addition to being referred to as being a light microscope.
1. Magnification describes the enlarging of our view of an object while resolution refers to how well we can focus on the detail. Describe the relationship between magnification and resolution.
2. Locate the numbers on the eyepiece and the low power and high power objective and fill in the blanks below. /
Eyepiece Magnification Objective Magnification Total Magnification Low Power x =
Eyepiece Magnification Objective Magnificaiton Total Magnificaiton High Power x =
Scavenger Hunt Your goal is to use your microscope to correctly find as many of the following items as possible. Mter you find an item you will be asked to answer a question about what you see or draw a sketch. Write your answers in the squares below. GOOD LUCK!
Look at the eagle on the back of the $1 bill. How many berries are found on the olive branch that the eagle holds?
Look at the eagle on the back of the $1 bill. What does the banner say?
Look at the pyramid on the $1 bill. How many levels are on the pyramid?
Look at the prepared slide of threads. You should see three colors of threads of the slide. List the color of threads in order from the top (which color thread is on top of the thread pile) to the bottom (which color thread is under all the others.)
Top Color: Middle Color: Bottom Color:
Look at the prepared slide of the Culex mosquito. The needle like mouthparts,eyes and antennae are interesting - but closely at the ends/tips of the mosquitos legs. How many claws do you see at the end of each leg?
Which objective lens works best for this object?
Look at the feather. (place the feather right on the stage of the microscope). The stiff vane that holds the feather to the bird has small barbs extending from it. Is the surface of the barbs smooth? YES or NO?
Which objective lens works best for this object?
Look at the Pinus leaf. This is a needle found on a pine tree that has been cross-sectioned to reveal the inside. Draw the shape of one needle in the space below. Is the needle hollow or solid?
Which objective lens works best for this object? Look at the prepared slide of the scale types. There are four different scale types found on fish. Look at the yellow section of scales on the upper left of the slide. Draw the scale pattern in the space below.
Which objective lens works best for this object?
Revised 9/09
Examining at Levels of Scale Station
Object
Drawing: Naked Eye
Measurement (mm)
Drawing: Light Microscope (Low
Power) SHOW DETAIL!
Measurement estimate: (11m)
Drawing: Light Microscope (High
Power) SHOW DETAIL!
Measurement (11m):
Feather Mosquito Daphnia
Body length (head to Tip to End abdomen) Antenna to end of shell
width of one plume width of one leg Antenna to end of shell
High PowerLow Power
Jo
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Identifying the Variables: Write the Hypothesis
Definition of Hypothesis is:
Definition of Independent Variable:
Definition of Dependent Variable: ____________________________________________________
Read each question and identify the independent and dependent variable. Then write a hypothesis that might be used to investigate the problem.
1. Can a person with longer legs run faster than someone with shorter legs?
independent variable: _______________________ dependent variable: __________________
If ___________________________________
Then
2. Jack wanted to know what would happen to a balloon if he touched it with a pin...
independent variable: _______________________ dependent variable: _________________
If _______________________________________________________________
Then
3. Does the size of an animal have an effect on how fast it can move?
independent variable: _______________________ dependent variable: __________________
If ______________________________________________________________
Then ___________________________________________________________________
4. Will plants grow taller if they are given fertilizer?
independent variable: ________________________ dependent variable: __________________
If ________________________________________________________________
Then _____________________________________________________________________
II
-----------------------------------
-----------------------------------
-----------------------------------
-------------------------------------
-----------------------------------
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-----------------------------------
5. What would happen if the fish are left out of the water for 20 minutes?
independent variable: ____________ dependent variable: ___ ______
If
Then
6. Can you make your heart beat faster just by thinking about it?
independent variable: ____________ dependent variable: _________
If_______________________________________________________________
Then
7. How does increased activity affect a person's heart rate?
independent variable: ____________ dependent variable: _________
If
Then
8. What would happen if Kristof drops his glass on the floor?
independent variable: ____________ dependent variable: _________
If _______________________________________________________________
Then
9. What would happen if Maria leaves the refrigerator door open for a day?
independent variable: ____________ dependent variable: _________
If_______________________________________________________________
Then
10. What happens if students do not study for their biology test?
independent variable: ____________ dependent variable: _________
If _______________________________________________________________
Then ______________________________________
J2
Each sentence below describes a step of the scientific method. Match edch sentence with a step of the scientific method liste~ below.
~ recogni,ze a problem C. test the hypothesis with an experiment B. form a hypothesis D. draw conc~usions
1. Stephen predicted that seeds would start to grow faster if an electric current traveleq . ...: through the soil in which they were planted.
2. Susan said, "If I fertilize my geranium plants, they will blossom."
3. Jonathan's data showed that household cockroaches moved away from raw cucumber slices.
4. Rene grew bacteria from the mouth on special plates in the laboratory. She placed drops of different mouthwashes on bacteria on each plate.
5. Kathy used a survey to determine how many of her classmates were left·handed and how many were right·handed.
6. Dana wanted to know how synthetic fibers were different from natural fibers.
7. Jose saw bats catching insects after dark. He asked, "How do bats find the insects in the dark?"
8. Justin wondered if dyes could be taken out of plant leaves, flowers, and stems.
9. Arjulia soaked six different kinds of seeds in water for 24 hours. Then she planted the seeds in soil at a depth of 1 cm. She used the same amount of water, light, and heat for each kind of seed.
10. Bob read about growing plants in water. He wanted to know how plants could grow without ~ soil.
11. Kevin said, "If I grow five seedlings in red light, I think the plants will grow faster than the five plants grown in white light."
12. Angela's experiment proved that earthworms move away from light.
13. Scott said, "If acid rain affects plants in a particular lake, it might affect small animals, such as crayfish, tha~ live in the same water."
14. Michael fed different diets to three groups of guinea pigs. His experiment showed that guinea pigs need vitamin C and protein in their diets.
15. Kim's experiment showed that chicken egg shells were stronger when she gave the hen feed to which extra calcium had been added.
B. Interpreting Ideas Choose the word that best matches each phrase below. Write the letter ofyour choice on the line.
A. data B. hypothesis C. experimenting D. observing E. scientific method
11. requires tools to improve senses 14. testing an idea
12. recorded information 15. the way scientists solve problems
13. a statement that can be tested
13
Name __~________________________________ Date ________ Block Francesco Redi's Experiment
Long ago,.many people believed that living things could come from nonlhing things. They thought
~. that worms came from wood and that maggots cattle from decaying meat. This idea was called spon~neous generation. In 1668, an Italian biologist, Francesco Redi. did experiments to prove that maggots did not come from meat. One of his experiments is shown below. .
Group I Group 1/
Redi placed pieces of meat in several jars. He divided the jars into two groups. He covered the first group of jars with fine cloth. He' left the second group of jars unco\"ered. Redi observed the jars for several days. He saw flies on the cloth of the covered jars. and he saw flies laying eggs on the meat in the uncovered jars. Maggots appeared only on the meat in the group of jars left uncovered.
What was the problem that Redl investigated
in this experiment? Write it in question
form.
What might his If hypothesis have
been? then
VVhat was his independent
variable?
What was his dependent variable?
What might have been some constant
yariables in his experiment?
Explain 3 of them.
Which condition was his control group?
What was Redi's (~ . ,.. '.' .conclusion after conducting this
experiment?
\to .•
Itt
Name __________________________=-~~--~--- 810ck ___ Graphing Scenarios
Graph the following information ~or each of the scenarIos and answer the questions.
Baby chickens, like jill baby birds, require a constant source of food. As chick grow, more energy is required for dally activities, and their food requirements Increase. The foUowing
. data table reports the average food eaten by a group of 10 chickens over a 5-day period.
Baby Chicken Food Consumptt/on Day Food Consumed (g)
0 0.0 1 1.0 2 3.2 3 6.5 4 10.6 5 15.4
1. What is the independent variable in this experiment? _______________________
2. What is the dependent variable in. this experiment?
3. According to the data, how much grain will the chicks eat on day 6? _________________
r 4. According -to the data, how much grain will the chicks eat on day 7? ______.,....--________
Elodea, a water plant commonly found In aquariums, gives off bubbles of oxygen When placed in bright fight Students in a biology dass noted that ~a light were placed at different dIstances from the plant In an aquarium, the rate of bubble product/on varied. lhe following data table shows the average results from several trials.
Elodea Bubble Productlon Distance from Light Bubble Production Rate
(em) (bubblaslrnln) 10 40 I20 20 30 10 ..40 50 3
-They forgot to record this distance I
5. What is the independent variable In this experiment? ______________________
6. What is the dependent vari;:t~le in this experiment?
7. Estimate the 02 production at 25 cm. ________ at 35 cm
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The data below summarizes the results of a scientific experi.ment on the effects of a ~rowth hormone (gibberellic acid) on plant height. A 0.1 molar solution was used in all expenments.
Gibberellic Acid and Plant Height
GIbberellic AcId (0.1 M) (ml)
Plant Height at 1 Week(cm)
20 18.5 30 20.7
40 4S.2
SO 62.3 60 10.6
8. What Is the independent variable in this experiment? ___________________
9. What is the dependent variable in this experiment?
10. Estimate the plant height at 10 ml of gibberellic acid. ___________________
11. Explain why the plant height at 60 ml is not consistent with the rest of the. data. __________
A team of sdentists wanted to test the effects of temperature on the germinatIon rate of pinto beans. They placed three sets of 100 pinto bean seeds In temperature controlled chambers: Chamber A was set at 150 C, chamber B at 20°C, and chamber C at 25°C. Their results are shown In Table 1 below:
Germination Rates of Pinto Beans
% Germination % Germination % GerminationDay (150 C) (20° C) . (25G C)· 0 0 0 0 2 2 10 10 4 10 30 50 6 20 40 80 8 20 60 90
10 35 70 90
12. What is the independent variable in this experiment? ___________________
13. What is the dependent variable in this experiment?
14. Summarize the experimental results. ______________________
• 1
/b
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Name ________________________~~~~__-- Date Block __ ~AU G-RAPHS
(.ook at the following graphs and determine what is wrong with each of them. Describe the ,nistakes on the lines below each graph. There may be more than one mistake per graph.
1. 2, Color of jerseys chosen by Flower growth in one month High School football teams
~ . r-...,. ...
Q) I'" ""'5~ 8 iI ~
V VA
It) l/) 1tJ *' $"() IJfJ '1tJ Jo 11o
Height (cm) Color
r ·
3. Age versus Time in running 4. Number of people who purchased one mile different brands of cameras
l..I" v '"~.
J I
~ 1/
" (minutes) Camera Type
r ·__------_
17
5. Baby's birth weight vs. 6. Mother's weight
..,. " ~
..~
1/ "" I
l/' '" "..... ~ ./
110-'" ..j V '" "-..~
II' ~
I 3
Baby's birth weight (Ibs.) Pot size
Using your Graphing Rules, graph the data below.
Subject Age Number (years) of
Sit·ups
Mark 14.5 95
Jose 17 100
Kevin 15 90
Pavel 18 105
Lou 14 85
Armand 16 94
Daniel 15.5 101
Bill 13 25
Sean 17.5 98
George 16.5 75
Assignment Discovery Name: __________________________ "Cells"
I. How did Michelle's doctors get sheets of skin to cover her burns?
2. What is Robert Hooke known for?
3. What did Robert Brown discover in plant cells?
4. What did Schwann and Schleiden conclude about cells?
5. What does a cell membrane do?
6. What is in charge of cell activities?
7. Where do chemical reactions in the cell take place?
8. What part ofthe nettle can be used to make clothes?
9. How does water travel up a plant to the leaves?
10. What part of the cell harnesses the sun's energy?
12. What qualities to root cells have?
Rcv.iseJ 8il 0
----------------------------Comparing Cell Types Lab Name:
Background: The cell is the structural and functional unit of all known living organisms. It is the smallest unit of an organism that is classified as living, and is often called the building block oflife. Living cells are divided into two types, prokaryotic and eukaryotic. This division is based on internal complexity. Some organisms, such as most bacteria, are unicellular (consist of a single cell). Other organisms, such as humans, are multicellular. Humans have an estimated 100 trillion or 1014 cells. The largest known cell is an unfertilized ostrich egg cell which is about six inches long and weighs up to 2'li pounds. During this lab, you will be observing cells from various orgamsms.
Part 1: Prokaryotic Cells These cells are usually bacteria and are simple in structure, without recognizable organelles. They have an outer cell wall that gives them shape. Just under the rigid cell wall is the more fluid cell membrane. The cytoplasm enclosed within the cell membrane does not exhibit much structure when viewed by electron mIcroscopy.
Bacteria: The bacteria are a large group of unicellular microorganisms. Microscopic in size, bacteria have a wide range of shapes, ranging from spheres to rods and spirals. Bacteria are found in every habitat on Earth.
1. Observe the slide of several types of bacteria on the demonstration microscope at the front of the room.
2. Draw a single cell in the circle below.
Label: CELL WALL
Part 2: Eukaryotic Cells The cells of protozoa, higher plants and animals are highly structured. These cells tend to be larger than the cells of bacteria, and have developed specialized packaging and transport mechanisms that may be necessary to support their larger size. They include cells from both plant and animal as well as cells from fungi and protozoa.
Plant Cells Elodea: Elodea is an American water weed lives entirely underwater with the exception of
small white flowers which bloom at the surface and are attached to the plant by delicate stalks.
1. Make a wet mount of an elodea leaf using a drop of water. 2. Look at the slide under medium power and then under high power. 3. Draw ONE elodea cell in the circle below under HIGH POWER.
Label: CELL WALL CYTOPLASM CHLOROPLASTS
GB Revised 8/11
;),1
Animal Cells Cheek: Your cheek cells belong to a very specific group of cells called the mucous
membrane. These cells on your cheek (both inside and outside) is are epithelium cells which are external covering cells.
1. Take a toothpick and gently scrape the inside of your cheek. 2. Make a wet mount using a small drop of methylene blue and
a small drop of water and swirling the toothpick with your cheek cells in the blue liquid. Throw the toothpick in the garbage.
2. Look at the slide under medium power and then under high power.
3. Draw ONE cheek cell in the circle below under HIGH POWER.
Label: CELL MEMBRANE NUCLEUS CYTOPLASM
Protist Cells Paramecium: Paramecium is a slipper-shaped, unicellular organism which is found in
oxygenated aquatic environments feeding near vegetative matter. This organism is quite common and may easily be obtained from the shallow waters of streams and ponds.
1. Get a prepared slide of paramecium. 2. Look at this slide under medium power and then under high
power. 3. Draw ONE paramecium cell in the circle below under
HIGH POWER.
Label: CELL MEMBRANE CYTOPLASM NUCLEUS
OB Revised &/11
----------------------------------------Cell Lab Analysis: Name:
1. Check off the cells that have a cell wall: Prokaryotic Cell
Animal cell
Plant Cell
Protist Cell
2. Check off the cells that have a nucleus: Prokaryotic Cell
Animal cell
Plant Cell
Protist Cell
3. Describe the difference between prokaryotic and eukaryotic cells.
4. Why does the elodea cell have chloroplasts while the onion cell does not have chloroplasts?
5. Why did we need to add stain to the cheek cells and the onion cells?
6. What part of the animal cell gives shape to the cell? _____________________________________
7. What part of the plant cell gives shape to the cell? ___________________________________
8. What structures are common to plant cells but not to animal cells?
9. What is the function of the nucleus?
10. What is the function of the cytoplasm?
11. What is the function of the cell membrane?
12. When you are using the microscope, why is it necessary to use the diaphragm?
13. What is the advantage of using low power fIrst when using the microscope if you want to see a cell under high power?
GB Revised 8/11
What are some specialized cells of the body?
The human body is made up of billions of cells. The structure of every cell in the body is adapted to the cell's function. Review the drawings of the cells that make up the human body and their functions. Then match each cell to the common object that performs a similar function. Write the name of the object in the space provided.
Sponge Color film
Speed boat Roof shingles
Telephone line Black and white film
Sperm cell: uses its tail, or flagellum. to swim rapidly to an egg cell during reproduction
1. ______________ _
Nerve cell: transmits messages
2. _______________
Muscle cells: stretch and
i§I~~ :::~~n~USingbodY 3. ______________
Red blood cell: cames oxygen and carbon dioxide
4. ___________
Cones: cells in the eye that can derect color
s.
Rubber band Thermometer
Computer Natural gas railroad tanker
Brain cells: the nerve cells in the brain transmit. receive, and interrupt messages
6.
." Nerve cells in skin: special~ , receptors that can detect .. :' . cold and heat
7. ,
Rods: cells in the eye that ::t::::t::::-a::::i~!:==::i~~:;!o~_~-_~:::!aZ'''''' can detect black and white
8. _________
Cells of the small intestine: absorb nutrients
9.
Skin cells: fonn a protective body covering
10. _______________
OR Revised 811 1
-------------------------------------------- ----------------------------Name: Block:
Bromthymol Blue ... a CO2 Giveaway
Problem: Bromthymol blue is an indicator that is often used in science experiments to show the presence of carbon dioxide. When BTB is in the presence of carbon dioxide, it will tum .
Hypothesis: If ________________________________________________-'-_______________________
Then ____________________________________________________________________________~___
Materials: 5 test tubes, marker, BTB, yeast suspension, paperclips, seeds, straw, aluminum foil, cricket Fish in beaker ofBTB (in front of room)
Procedure: DAY 1: 1. Put 5 test tubes in a test tube rack that you have labeled with your name. Number the six test tubes 1 to 5. Fill each
of the test tubes 2/3 full of BTB.
2. Record the color of the liquid in each test tube in the data chart below. Record the color of the solution in the beaker with the fish in the front of the room in the data chart below.
3. Add the items listed below to each of the appropriate test tubes:
Test tube 1: Add nothing Test tube 2: Add a foil stand (follow your teacher's directions to make stand) Test tube 3: Use the straw to blow gently into the liquid for 2 minutes. Test tube 4: Add 10 drops of yeast solution Test tube 5: 6 seeds Test tube 6: cricket (on foil stand)
4. Record the items you put in the test tubes in the appropriate space in the data chart below.
5. Cover the test tubes with plastic wrap or parafilm. Leave the test tubes undisturbed for 24 hours.
DAY 2: 6. Observe and record any changes in your data chart.
7. CLEAN AND RETURN YOUR MATERIALS.
RESULTS' Beaker at front ofTEST TUBE 1 2 3 4 5 6 room
Color ofBTB at start
Items added
Color ofBTB after blowing for 2 minutes X X IXexX X Color of BTB after 24
hours
revised 7/l 0
Analysis:
It is not always an easy thing to tell the difference between living, dead, and non-living things. Prior to the 1600's many people believed that nonliving things could spontaneously turn into living things. For example, it was believed that piles of straw could turn into mice. That is obviously not the case. There are some very general rules to follow when trying to decide if something is living, dead, or non-living. Listed here are the six rules used by scientists:
-Living things are made of cells. -Living things obtain energy and use energy by respiration. -Living things grow and develop. -Living things reproduce and pass down their genetic information. -Living things respond to their environment. -Living things adapt to their environment.
If something follows one or just a few of the rules listed above, it does not necessarily mean that it is living. To be considered alive, an object must exhibit all of the characteristics of living things. All living organisms must be capable of exchanging gases with their environment. This process is called respiration. As a part of this process, living organisms take up (or inhale) oxygen and give off (or exhale) carbon dioxide.
Experimental Design 1. Why was BTB used in this experiment? __________ __________
2. What was the independent variable in this experiment? ________________
3. What was the dependent variable in this experiment? _________________
4. What was the purpose of test tube I? ______________________
5. What was the purpose of test tube 2? ______________________
6. What were the controlled variables (constants) in this experiment? ____________
Data Analysis 6. In which tubes did the color change? _____________________
7. In which tubes was CO2 present? ________________________
8. List the items that were using the process of respiration. ________________
Conclusion 9. Do our lab results support our hypothesis? ___________________
10. How do you know this? __________________________
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Goldfish Respiration Lab: Responding to Stimulus Problem: Does Temperature Affect Respiration Rate of Fish?
Purpose: In this lab you will slowly change the water temperature of a fish and determine how changing the temperature affects the fish's respiration rate. Respiration rate is measured by counting the number of times the gill covers open OR the number of times the mouth opens.
Hypothesis: If Then
Procedures:
1. Pick up a "goldfish in a baggie" from your teacher.
2. Fill your beaker with water from the front of the room. The goldfish will start at warm temperature.
3. Add ice to the water in the beaker to lower the temperature. Place a thermometer in the beaker and watch as the temperature slowly changes. When the temperature reaches the 18-23°C (room temperature) range, record the temperature and measure the respiration rate again for 60 seconds. Record the data. Repeat your count and record two more times.
4. Add more ice to the beaker to lower the temperature. When the water reaches 5-10°C (cold temperature, record the temperature and measure the respiration rate again for 60 seconds. Record the data. Repeat your count and record two more times.
5. Ask 2 other groups for the average rates for their fish. Record their information as Fish 2 and Fish 3.
7. Determine the overall respiration rate for each temperature range. Add the average respiration for your fish, Fish 2 and Fish 3 for each temperature and divide by 3.
Data: Record the number of breaths your fish takes at each of the following temperature ranges. Record data from other groups near you so that you can compare your fish to theirs to get an average.
Recorded Respiration Average Fish 2 Fish 3 OverallTemperature Average
Trial Temperature Rates Respiration Average Average AverageRange Temperature
('C) (breath/min) Rate Rate Rate Rate
I
IS'C-23 "C 2
3
1
S' C-IO'C 2
3
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Use your data to create a LINE graph. Use one line to represent YOUR FISH, and another line to represent the AVERAGE. Use different colors for each line. Make a color key.
Analysis & Conclusion I. How does temperature affect the respiration rate of a goldfish?
2. What kind of relationship exists between temperature and respiration rate?
3. List two other things that might have changed the breathing rate of the goldfish?
4. Did the goldfish's behavior change as the water got colder or warmer? Describe your observations .
5. Look at your graph. Did your fish follow the average line or was it off? ___________________________________
6. Why is it more accurate to use the average line to draw your conclusion?
7. Was your hypothesis supported or rejected? _______________________________________________________
8. What was the independent variable of this experiment? _______________________________________________
9. What was the dependent variable of this experim ent? _____________________________________________ __
10. What were the controlled variables of this experiment? (What was kept the same?)
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Name _______________________________________Scientific Method Research Summary 2
BLINKING EYES Blinking is an automatic reflex that keeps the eyes hydrated (wet). When you blink, eyelids spread tears over the cornea (clear, thin top eye layer). However, when you blink less, the cornea becomes dehydrated (dried out). Your vision can turn blurry and you cannot see as well, Many things can affect the blink reflex. People tend to blink more when excited, like when talking to someone. But when we are paying attention or relaxing, like watching TV, we may blink less.
A scientist set up an experiment. She wondered if blinking would decrease if a person was paying close attention to something. She set up an experiment where people were observed performing different activities and their number of blinks were counted. The first activity was talking to a friend . Ten people were observed talking to a friend and their blinks were counted. This groups averaged 13 blinks per minute. The second activity was staring at a computer screen. The same ten people averaged 6 blinks per minute while staring at a computer screen.
What was the problem being Problem investigated by the scientist?
Write a hypothesis that this Hypothesis scientist might have had for this
experiment.
Independent What are the scientist changing Variable in this experiment?
Dependent What will be measured in this Variable experiment? What responds to
the change?
Control What will the scientist use to compare her resul ts?
Data Organize the data into a data table
(Be sure to include title and label)
Name __________________________Scientific Method Research Summary 1
Passage:
A scientist wondered if the weight of rats would be affected in they were given a diet supplement instead of regular drinking water. She set up the following experiment: groups of young female rats were given either normal drinking water or liquid diet Supplement A in place of their drinking water. All the animals were fed a standard diet of solid food in
addition to the liquid supplements. Body weight was measured after six weeks, by which time the animals were adul ts.
What was the
PROBLEM problem being
investigated by the scientists?
Write a hypothesis that If
HYPOTHESIS these scientists might have had before designing then
this experiment. What are the
INDEPENDENT VARIABLE
scientists changing for
each group of rats?
The scientists are observing
DEPENDENT female rats.
VARIABLE What will they be monitoring for change?
Scientists have separated the
CONTROL GROUP
rats into two groups. Which group is being
used to compare for change?
What possible variables did
CONTROLLED VARIABLES
the scientists keep the same
so tha t they did not affect the
resul ts?
80
Multivariate Graph Name ________________________--------------------------____
Read the following scenario and answer the questions that follow: Biologists investigated the effect of the presence of aluminum ions on root tips of a variety of wheat. They removed 2-mm sections of the tips of roots. Half of the root tips were placed in a nutrient solution with aluminum ions, while the other half were placed in an identical nutrient solution without aluminum ions. The length of the root tips, in millimeters, was measured every hour for seven hours. The results are shown in the data table below.
Data Table
length of RootTips in length of RootTips InTIme
Solution With Aluminum Solution Without Aluminum(hr) Ions (mm) Ions (mrn)
0 2.0 2.0 1 2.1 2.2
2 2.2 2.4 3 2.4 2.8 4 2.6 2.9
5 2.7 3.2 6 2.8 3.7 7 2.8 3.9
Using the information in the data table, construct graph. Mark an appropriate scale on each labeled axis. Plot the data for root tips in the solution with aluminum ions on the graph. Plot the data for root tips in the solution without aluminum ions on the graph.
I. Using proper from, write the hypothesis that these biologists might have had while designing this experiment. If__________________________________________________________________________ Then________________________________________________________________________________
2. What is the independent variable in this experiment? _________________________________________________
3. What is the dependent variable in this experiment? _________________________________________________
4. List three experimental factors that are being held constant by the biologists. a. b. c.
5. What is the control group used by the biologists? ___________________________________________________
6. What type of relationship exists between the independent and dependent variable? _________________________
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31
Date: 1.1 The Study of Life
Biosphere:
Biodiversity:
Species:
Organism:
Characteristics Shared by Organisms Detaifs
1.
2.
3.
4.
Summary Of Section
33
Date: 1.2 Unifying Themes of Biology
Biology has unifying themes.
Summary Of Section
Date: 1.3 Scientific Thinking and Processes (~) ",---,,/
Observing
I~~ .-----------~~--~. r----~--~------~
Evaluating results Forming hypotheses
\ /Analyzing data Testing hypotheses
-o
Experiment
I Independent variables Dependent variables Constants
Theory:
Summary,...----.....
! ) Of Section ~,
IN CLASS QUEST ·
Date: 3.1 Cell Theory (~--\ . I
--_/'
Scientists who contributed to the cell theory: The principles of cell theory:
1.
2.
3. Importanttechnological advances:
The cell theory is:
IThiS is a ~~_~__~ cell. 1
IThiS is a _______ AU cells have:
?- ,) Summary ,,_/
/
Of Section
37
plant cell
Date:
What is an Organelle?
BASIC CELL PARTS
Plant vs. Animal
3.2 Cell Organelles
Cell Organelle OrganeJle Function
NUCLEUS
CELL WALL
CYTOPLASM
CELL MEMBRANE
CENTRAL VACUOLE
CHLOROPLAST
In the pictures below, label the basic cell parts.
Found in plantceUs
onl'y
Date: R8, R9, RIO Microscope
Circle the three parts of the microscope that are used for magnifying the specimen. What are these called?
What are the two parts of the scope that allow you to adjust the focus of the image that you see? List them below and put a box around them on the diagram.
Put a star next to the location of the Diaphragm. What is this part used for?
Steps for making a wet mount
What is the difference between magnification and resolution under the microscope?
In the space below, write the equation for calculating the total magnification for an image.
Summary Of Section
Unit One: Scientific Investigation Study Guide Graphing and Data Tables o I. Using data taken in an experiment, be able to organize it into a table with appropriate headings and titles.
What should a data chart look like?
What labels should you put on the chart?
o 2. Given data, determine which type of graph (line or bar) is more appropriate. When should you choose a line graph? What is it used for?
When should you choose a bar graph? What is it used for?
o 3. Correctly label each axis on a graph with the dependent or independent variable. What variable goes on the x axis? What variable goes on the y axis?
o 4. Label each axis with uniform scale. What is uniform scale?
o S. Examine line graphs to determine if they show a direct or inverse relationship between variables. What does a line for a direct relationship look like?
What does a line for an indirect relationship look like?
Spectrat OislribtltfonOf HlOlamp What is the independent variable shown in the graph?
O>lZ+------~--f'---'"'"*----~--~_'___i
What is the dependent variable shown in the graph?
WaV~iength (mil)
Scientific Investigation o 6. Distinguish between the independent and dependent variables in the experiment.
What do you look for in an experiment to find the independent variable?
What do you look for in an experiment to find the dependent variable?
o 7. Write a hypothesis using and "If... then ... " statement, including both the independent and dependent variables. The student would like to investigate if the amount of glucose in the solution will affect the population size of yeast.
Write a hypothesis: If: __________________________________
Then: _________________________________________
What is the independent variable?
What is the dependent variable?
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CJ 8. Identify what a control (or control group) would be for an experiment. What is a control group?
A student measured the effect of fertilizer on the growth of soybean plants. She set up a group of plants that she treated with regular water every morning. She set up a second group of soybean plants that she treated with water with fertilizer every morning.
What is the independent variable? ______________________________ What is the dependent variable? ______________________________ Which group is the control group? ______________________________ What are the controlled variables? ______________ ____ ____________
CJ 9. Explain why some variables should be kept constant in a controlled experiment. What is a controlled variable?
What would happen in the experiment if some factors were not controlled?
CJ 10. Be able to describe at least 3 examples of controlled variables (constants) in an experiment.
D II. R.ecognize examples of incorrectly written hypotheses and be able to describe why they are not correctly written. What does a good hypothesis have in its "If ' statement?
What does a good "then" statement include?
A student wanted to know if increasing concentration of salt would affect the size of potato cells. His hypothesis was: If the potato cells shrink in size, then the salt concentration increases. His teacher told him that this was an incorrect hypothesis. Write a correct hypothesis.
D 12. Be able to follow directions for performing a lab activity, record data in a table, graph the data properly, identify the variables and control and write a conclusion.
D 13. Explain the value of performing multiple trials of an experiment. Why do we try to perform each part of an experiment several times and take an average?
Average the data in the data chart below and then Graph the data using all graphing rules.
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LJI
• 1. Indicate the size of each item below by placing an "X" the appropriate box.
Key:
A. Less than 1 nanometer (lnm) [Less than 10-' meter] B. Between 1 nanometer (nm) and 100 nanometers (100 nm) [Between 10" and 10'7 meters] C. Between 100 nanometers (100 nm) and 1 micrometer (1 fJ-m) [Between 10'7 and 10'6 meters] D, Between 1 micrometer (I fJ-m) and I millimeter (I mm) [Between 10,6 and 10'3 meters] E. Between 1 millimeter (1 mm) and 1 centimeter (1 cm) [Between 10'3 and 10" meters]
S <: <: :i- S S S S
0 S OJ 0 - - -<: .s
~ -0 .s.c: .... S .s .... SS <: S .,'" '" <: 0 0 :i- S
...:l - ...... ...... -Object A B C D E
L Width of a human hair
2, Diameter of a hollow ball made of 60 carbon atoms (a "buckyball")
3, Diameter of a hydrogen atom
4. Diameter of a human blood cell
5. Wavelength of visible light
2. Order the following items in order of their size, from smallest to largest.
a. Width of a water molecule d. Diameter of a gold atom c. Thickness of a staple d. Diameter of a virus e. Length of an amoeba f. Diameter of a carbon nanotube
Smallest:
Largest:
What do the following parts of a microscope do?
a. objective lens:
b. diaphragm:
c. coarse and fine focus knobs:
d. ocular lens:
Look at the cell diagram to the right.
a. Is it a plant or animal cell? How do you know?
b. Is it a prokaryotic or eukaryotic cell? How do you know?
c. Circle the appropriate level of scale for this cell. 10 1
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