Ap Biology Lab Manual Lab 11 4
UNIT #11: THE CHEMISTRY OF LIFE: Binder Pages:Week 1: August 22 - 23: school begins (Two Days)Lab 2Quick Introduction to course & The Four Big Ideas;Marshmallow Challenge Asking Scientific Questions: The Spitting/Jumping Fish; Hypotheses & PredictionsDiscuss experimental design for Seed Germination Experiment (Set up on Monday)(See Binder pg. 69-70)How to Write a (from NABT)Welcome Back!!Here is where the assignment for this day would be listed.If you stumble here in the summer, feel free to peruse chapter #1Class 3Chemistry for Biology (Use the periodic table Binder pg. 67-68); Emphasis here is on types of chemical bonds & electronegativityText 2.1 - 2.4.or Watch (kind of dull but helpful) (Organization items listed on the assignment for the weekend.).Nearly everything we talk discuss in Chemistry today should be review since you have had an entire year of chemistry. A couple of concepts will be indispencible, so concentrate on isotopes, energy levels, valence shell electrons, electronegativity & types of bonding.Week 2: August 26 - 30Class 1Lab Set Up: Scientific Method: Design an Experiment: Seed Germination (Binder 69-70); new greenhouse is availableText 1.1 (Skim), 1.2 (Skim), 1.3 (Read). (See below)Read Science Policies Binder pg. 3; Register for (Binder pg 4);Sign the Safety contract (pg.
5)Find our;Download the AP Bio essays (see toppage of this web) to your computer.Insert Dividers into binder (See above box for pages # on units) Look thru Binder 8-64 just to see what's there. Optional: I'm here to help!.Use your text as a reference. Much of the Biology content of the course will be discussed in class and your text will serve to help explain that content in another way. You may read the content before or after class; you will never have a 'pop quiz' on a night's reading but sometimes you will be expected to be ready to discuss the reading in classs.Lab 1Lab Activities: Water's Properties; (Binder pg.
79-80)How to write a from NABTLab: Check SeedsTwo new Bozeman videos: andText 2.5; Nice short on the properties of water. Complete Chemistry Review (Binder 75-77) to Chem Review - check yours;OPTIONAL: Watch Bozeman'sClass 2Application: Water Transport in Plants: check SeedsSkill: Interpreting a Scatter Plot with Regression Line: Text pg. 41 (Binder page 89): Carbonate ion concentration ad Calcification Rate of a Coral ReefText 29.5 - Pay particular attention to how the properties of water are used in the process of water transport & Watch (Med. Animations) (5.5 min)Lab 2Introduce and Practiceusing EXCEL for data tables and graphs -Use seed data; (See Introduction to Data Analysis Binder 71 and 91+)Text 3.1.(Reading ahead about Carbon)Watch ' (6.5 minutes - use as future resource).I will ask you to memorize the functional groups in figure 3.6: name, formula (from Textbook pg. 48) and properties conferred (from class); you could make some flashcards to help you learn these.Class 3Carbon & Functional Groups (Use Binder pg. 83)Use organic molecules models Discuss writing the first essayText 3.2 - 3.3Week 3: Sept 2 - 6 (4 DAYS - No Mon. Labor Day)Class 1No School - Labor DayNo SchoolLab 1AP Lab #11: (Begin) Transpiration in Plants: Set up (Binder pg.
85+);Input data into Google Spreadsheet (See your email)Read AP Lab Manual pg. 135 - 137; Write Essay #129 on water (See below)Essay #129: The unique properties (characteristics) of water make life possible on Earth.
Select three properties of water and:a. For each property, identify and define and explain it in terms of the physical/chemical nature of water.b. For each property, describe one example of how the property affects the functioning of living organismsClass 2IntroducePolymers; Carbohydrates (Binder diagrams pg. 95+and on)Use organic molecules modelsMass PlantsWatch Bozeman's Remember to work on your seed germination lab reportLab 2AP Lab #11: Measuring Stomate DensitiesPut data into Google Spreadsheetcan be helpful hereLAB: Use Excel to add error bars to the seed germination graphs. Discuss evaluation of the data.
Due next lab period.Mass PlantsText 29.6;Watch video: Bozeman's (4.5 minutes) and watch (1.5 min.)Remember to work on your seed germination lab reportClass 3Finish Carbohydrates (Binder pg. 95+) & Begin Lipids (Binder pg. 86+)Mass Plants; Bahe will mass over the weekendText 3.4 and/or watch Bozeman'sWrite answers to Stomate Questions (Handed out in class or provided)Remember to work on your seed germination lab reportWeek 4: Sept. 9 - 13Class 1Finish Lipids; Begin discussion of protein structure (Binder 98+); build with toobersLOOK BELOW TO THE WHITE BOX FOR INFORMATION FOR YOUR UPCOMING TEST!Remember to work on your seed germination lab report - Due TomorrowText 3.5Watch Bozeman's;Optional: Watch: Summary of Includes some functional examplesOptional: of proteins -Optional: Want more information on exactly what SEM and 95% CI are? Try this 10 min.
Video: (very clear and straightforward)Lab 1AP Lab #11: Transpiration in Plants: Follow-up; (Binder pg.85+); Plant Structure & Transport (Binder 81-82);Determine leaf surface area; calculate water loss per surface area unit; Discuss evaluation of data; all students will evaluate three questions.Optional: simulation for the effect of temperature on the rate of transpiration with a newComplete Lab on Seed Germination (One data table & two graphs made with EXCEL with error bars on the bar graph; short conclusion - items #1-3 from Lab Report Discussion Binder p. 12) - Due TODAYUseful videos:How to to Excel graph (nice accent);How to add in Google Chart.Lab 2Complete proteins & organic molecules (Binder pg. 100+)Model protein structure with toober toysLab Skills: Using spreadsheets to do calculations, create data tables, calculate statistics, and draw graphs for transpiration lab. (Binder 85+); you should leave lab today with all data done for at least one question.
(Final Transpiration Lab Report is due Monday Oct 1)Useful Video: Adding in Excel (2 min)Practice identifying the organic molecules illustrated on Binder Page 103;Watch; reviews Carbon, Groups, & organics (10 min);Look over unit objectives - What questions do you have?Optional Statistics fun: Look at theseOptional/ Abssentees: Here is a good summary of protein structure by Dr. Dave: (11 min)Class 3TEST: Unit #1 (See essay question below)Chapters: 1, 2, 3, parts of 29 (29.5 - 29.6)Prepare for TESTWrite Essay Question #. Class 2Do an accounting of all ATP ProductionBinder??;Calculate Percent EfficiencyAnaerobic Respiration - How to recycle the NAD+ when no oxygen is available.Text pg. 157 and sections 7.5 & 7.6Finish: Research and write about one food or product produced using fermentation (See Binder pg. 215);Try the review respiration multiple choice questions beginning on Binder p. 237+Lab 2Lab: Absorbing Light for Photosynthesis (leaf pigment chromatography & Rf values, absorption spectrum; leaf structure ) (Binder pg. 247+);Do Leaf Chomatography both qualitatively and quantitatively.(Use a spectrophotometer)Different chlorophylls and pigments - give greater flexibility to exploit/absorb incoming wavelengths of lightText 8.1 & 8.2 (through p.
173) and text pg. 597 (on leaves);Optional but interesting: The Chemistry of FallClass 3Application: Adaptations of Human Respiratory systems (Binder pg. 227+)Application: Adaptations for Gas Transport in Humans - Hemoglobin (Binder 229+)Look at Adaptations of Respiratory Systems for other animalsDifferent types of hemoglobin maximize oxygen absorption at different devleopental stagesReview for testLab Report: Lung Volumes & Breathing Rates Binder pg. 219+ (details explained in class)Week 13: Nov. 11 - 15UNIT #5ENERGY PROCESSES, PHOTOSYNTHESIS Binder Pages:Class 1Test: Unit #4 Energy Processes, Celluar Respiration & Gas Exchange & Transport; Chapters: 7, 34 (parts 34.1, 34.3, 34.5 - 34.7)Prepare for TEST - Test Essay: See belowSTUDY GUIDESCh. 7: Focus Questions: All except 7.6 Structure your knowledge: 3 Multiple Choice: AllCh. 34: Focus Questions: 34.10, 34.11 Structure your knowledge: 2 Multiple Choice: 20 - 26 (Respiration)ESSAY FOR TEST#238.
See page 32 in your binder (The question has a diagram, too hard to reproduce here).OTHERSfor Unit #4Working with Data:, Air Flow in, Measuring,ESSAYS25, 36, 63, 101, 105, 117, 127, 133, 165, 194, 6, 25, 37c, 42, 48b-c, 63, 71a, 80a, 87, 117b, 133, 141, 163, 194, 205, 17, 32, 54, 72, 80, 84, 96, 119, 130, 133, 146(e), 149, 155, 156B, 176, 200, 238VIDEOSMr. Anderson (Bozemean Science)can talk you through.- and overview of- s: the hidden part of cell respiration- The- LAB: technique- The functioning of the- The functioning of the- The (second half from min 6:40 - end)- Introduction to n- LAB:Kahn Academy will give you (more slowly)-series of lectures on the details of-the- Need a Break in Studying? Try Tom & Dericks' Respiration Song:How to to Vernier's EKG trace (for your teacher)Lab 1Intro toAP Lab #5: Measuring the rate of photosynthesis in leaves: Leaf Disk Flotation ( - Williamson).What is the effect of light wavelength and/or light intensity on the rate of photosynthesis?
Class experiment. Share Data in Google Sheet - Do DemoBozeman's videoRead & Bring AP Lab Manual: 61 - 68;Watch (4.5min) & (6.5 min);Class 2Chloroplast Structure (Binder pg.
255+PhotosystemsIntroduce Light ReactionsShare Data from Leaf Disk FlotationRead Text 8.2 (start pg 173)Watch 7.5 min - Med. AnimationsLab 2Share data for the Quantitative Spectrophotometer readings of Spinach and one other leaf typeLab: Measuring the rate of the light reactions using DPIP; Using a spectrophotometer to determine the effect of light's presence and boiling chloroplasts on the rate of DPIP reduction.(Binder pg. 267-270)Watch Bozeman's (If you you didn't already.)Read Binder pg. 267, intro to the DPIP lab.OPTIONAL: Watch setup for DPIP experimentClass 3Light Reactions (Diagrams Binder 257+)Begin: Photosynthesis: Dark Reactions - Making Carbon Compounds (Binder 259) (Pop beads can be used to follow the carbons)Complete Chromatography & Leaf Anatomy Lab follow-up (Binder 251-253) This 2 min. And this 3.5 min. Video will be helpful for finishing the labWork on lab: Leaf Disk flotation (See below);Text 8.3 (to pg.
174)Absent today? And are videos that explain the light reactions. Does a nice job, too.Lab Report on Leaf Disk Flotation:(1) Draw a well labeled picture or set of pictures illustrating the procedure that your team didFor each of the two questions (What is the effect of (a) Light intensity and (b) Color of Light on the rate of photosynthesis in spinach?):(2) Write a hypothesis/method/prediction statement for JUST THE COLOR OF LIGHT QUESTION. Feel free to write this in several sentences.(3) Construct a data table and a graph FOR JUST THE COLOR OF LIGHT QUESTION; no statistics are necessary(4) Evaluate the results with reference to your hypotheses FOR JUST THE COLOR OF LIGHT Question; (a)use data to determine if the hypotheses are supported; (b) address any unexpected results; (c) identify two things about the procedure that we did not or could not hold constant that may have affected our resultsWeek 14: Nov.
18 - 22Class 1Calvin CycleText 8.3Video: Questions and Graph for DPIP experiment due today.
Chad CrowleyMr. SeeseAP Biology12 th of April 2012AP Lab #11: AnimalBehaviorAbstract: In this lab, our goal was to investigate theinnate behaviors of animals, mainly focusing on the concepts of taxis (specificmovement in response to a stimuli) and kinesis (random movement in response tostimuli), studying the two as we conducted the experiment. In order toaccomplish this goal, we took pill bugs ( Armadillidiumvulgare) and placed them into two joined petri dishes. Then, allowing freemovement between the two, we subjected each side of the petri dish to adifferent environmental condition (one light one dark, one damp one dry, etc.)and recorded the pill bugs movements between the two, as well as how they movedwhen subjected to each environment. In the end, we found that our pill bugspreferred dark environments to lighted ones, as well as preferring moist/dampenvironments to dry ones.Introduction: Before we began this experiment, we set up ourlight vs. Dark and dry vs. Light petri dishes.
Ap Biology Lab 4 Answers
When looking at theseenvironments, we hypothesized that the pill bugs would prefer dark and dampenvironments over the others, because those environments most closely resemblethe damp and dark conditions that exist under rocks, and in other naturalhabitats where the pill bugs usually reside. We also hypothesized that when indark and damp areas, the bugs would move more slowly, if at all, because theyfeel at home, and are calm. However, in light or dry areas, they would movequickly and haphazardly, attempting to escape their unfavorable environment.Materials: 10 Pill pugs per petri dish set, a sorting brush,petri dishes, paper towels, tape, lights, access to water.Procedure: Here, the tests for each condition were conductedin a very similar manner. First, we joined two petri dishes together in afashion that allowed free movement between the two, and did not favor any dishin particular in terms of size, slant of dishes, etc. Next, we created ourconditions in each dish.
For one set, we had one dish under normal light, andone dish with a cover over it. In the damp/dry dish, we placed paper towels inthe dishes, one side with damp towels, the other with dry towels. Then, we took10 pill bugs, placing 5 in each condition of each set of dishes (5 in dry, 5 inwet; 5 in dark, 5 in light).
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We then observed and recorded their movements, thedata from which can be found in the table below.Time (Min:sec)0:000:301:001:302:002:303:003:304:004:305:005:306:006:307:007:308:008:309:009:3010:00# on Wet Side7# On Dry Side3# on Light Side3# on Dark Side7Conclusion: Afterconducting our experiment and analyzing our data, one can see that our originalhypothesis was correct. The pill bugs moved at a slower rate, if at all, whenin damp or dark settings, where as if they moved into a lighted or dry zone,movement speed greatly increased, as a testament to the pill bugs discomfort.Also, one can seeexamples of taxis here because even when in their preferred zones, the pillbugs never entirely came to a complete rest. They were always moving: always inrandom directions, but nonetheless, they were in constant motion. When in darkand damp areas, their rate of motion slowed, but they still moved aroundrandomly. And, when by their random movement, a pill bug happened to cross thethreshold into bright and dry territory, the rate of movement of the pill bug greatlyincreased.
Ap Biology Lab Manual Lab 11 4 2
This speed increase allows the pill bug to move farther, faster,increasing the chances that they will reach the safety of an undergroundsanctuary before they become another animals lunch.After conductingthis lab, I have come to the conclusion there are a few things one could dodifferently to improve the experiment. One, the petri dishes we used had sidesthat were far too shallow. The pill bugs often attempted to escape by climbingthe walls (again, due to random movement) and often had to be pushed gentlyback into the dish. This human interaction could have potentially affected ourresults, so if one could find a container with higher, slicker walls, thatwould probably be best. This would allow for the elimination of a potentiallyconfounding variable.