Biology 10 Lab Assignment-Completing The Chemistry In Practice Lab

LAB MANUAL BIOLOGY 10

LANEY COLLEGE BIOLOGY DEPARTMENT

Fall 2019 update

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Laney College Biology 10 Lab Manual This lab manual was created by Laney faculty to help you see how Biology can be applied to your everyday life. Each lab has tips on how to help you retain all the information by applying what you know. Being prepared for lab is the best way to retain more information, so make sure you read the lab ahead of time. Table of Contents

1. What Makes Science Important pg. 3

2. Chemistry In Practice pg. 13

3. Using a Microscope pg. 21

4. You Are What You Eat pg. 29

5. What Makes Something a Cell pg. 45

6. Why Do We Breathe Oxygen pg. 55

7. How Do Cells Make Other Cells pg. 65

8. What’s So Great About DNA pg. 75

9. How Things Change ` pg. 91

10. Natural Selection in Practice pg. 103

11. Evolution of Plants & Fungus pg. 113

12. Animal Phylogeny pg. 127

13. Human Evolution pg. 147

Hints for Lab success:

 Read the lab ahead of time

 Make a list of the words in bold with definitions

 Make summary tables of the experiments

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What Makes Science Important? Science can be described in two ways: one, it’s a body of knowledge. This means there are scientific references that people can use, compare, research and review. Two, it’s a way of learning. Science provides a step-wise process to ask questions and provide information about those questions. Not necessarily ‘Truths’, but information about the natural world. Anywhere you go, any language you speak, the scientific method is pretty much the same. This way, researchers half a world apart can read about each other’s work, talk to each other about the process or even try to replicate it. You are going to work in groups based on where you sit. Introduce yourself to the other people at your table. Scenario: Say you and a friend decide to walk Lake Merritt every Saturday morning over the summer, as a way to get heart healthy. By the third week, you notice that the water level seems to be different each week. As you finish your way around the lake, you and your friend decide to try to figure out why. Step One: What do you see? Here, Observation is Key. Any good study starts with observing things and asking questions about what you see. From that you can separate some things that may not be worth looking into and things that may help you find answers. Now, talk to your lab group about possible reasons why the lake water level might be different.

 What did you see walking around the lake?

 What are some things you might look for to help you determine what causes the water to change? Here is a good place to look up reference material that is fairly well established and can give us more background about the lake in general. It’s important to be able to distinguish between information that’s been time tested (reference material) and information that’s on the cutting edge (research material). Both are important and useful, but one is more reliable than the other. Go to STATION ONE and see what type of information you can glean about the history of Lake Merritt.

 What type of information was available? Choose between reference material and research material and explain why.

 Look at the Map of Lake Merritt. What do you notice about the direction from which the water flows? What is between the main campus and the Football Stadium? What might that tell you about the water flow?

Step Two: Making a Hypothesis A hypothesis is a statement not a question. Yet, our questions can help us to formulate a hypothesis. Think about your questions, your background information and what you think the reason for the changing water level. Think back to the map. Be sure it’s a sentence!

 Write out your hypothesis as to why the water level changes. Start with “the water level changes because….”

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Step Three: Designing an Experiment and Collecting Data A good question to ask here is, “What are some factors that might change the water level, that are out of our control?“ Variables are things that change over the course of the study and are not predetermined. The more variables you have, the more possible explanations you may have as a result. If we can limit the number of variables we have, it can help us come to a stronger conclusion. A lot of biological research happens in labs because it is easier to limit variables. Our study is outside, so there are a lot of variables, but we can control some of it. The date is predetermined and isn’t under our control, however, the day you go out and time of day you go to the lake is a variable that we can control.

 What are things that we can measure that might change while we are there? These are possible variables.

 What are the things that you can control?  Did you think about things like, the day of the week? Time of day? Presence or absence of rain? Great!

Now, that we know what type of variables we are dealing with, let’s talk about what type of data we would like to collect and how to record it.

Let’s look at what type of measurements we are going to make and what units we will use.

The Metric System In this class we use the metric system which is the system of measure used by the majority of the world and is actually an easier system than the one we have, which is called the Imperial system. The metric system is based on 10’s and the prefix tells you how many multiples of 10 of the base value you have. Those base values relate to the type of measure you need. If you are measuring the distance or height of something, you use meters. If you are measuring how much of a space you have (volume), you use liter. If you want to know the weight of something, you use grams. Here is a chart to help you understand the metric system. We gave you an example, now you can fill in the blanks as you go.

Prefix Ratio Distance (meter) Volume (liter) Weight (gram)

Micro (u) 1/1,000,000 1m = 1,000,000 um 1L= 1,000,000 uL 1g = 1,000,000 ug

Milli (m) 1/1000 1m = 1L= 1g =

Centi (c) 1/100 1m = 1L= 1g =

Kilo (k) 1000 1m = 1L= 1g =

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When we look at numbers, we can label their position like this: Let’s take this number 123.456

The 1 represents the hundreds place, the 2 is in the tens place, the 3 is in the ones place After the decimal, the 4 is in the tenths (1/10th) place, the 5 is in the hundredths (1/100th) place and the 6 is in the thousandths (1/1000th).

 So how many orders of 10 are there between the 4 and the 5? Notice that the difference between milli and centi is 10x. That means you can always move between milli and centi by moving the decimal one place. Which way would you move the decimal if you were moving from milli to centi?

Hint – look at the ruler, which one notates a larger number? Let’s practice collecting data using the metric system. Go to the lab materials table to get the equipment you need for each section. Make sure you put the equipment back in the same place and in the same condition you found it. Distance – you will need a plastic ruler and meter stick.

Using the plastic ruler, draw a line that is 5 inches long

 Now, measure that line using the other side of the ruler. How many mm is it? ____________

How many cm is it? ____________

So how many mm are there in 1 cm? ____________

Next, take out the meter stick. Notice that it has meters on one side and inches on the other. Let’s see how these different units compare, or, how many inches are in one meter? You can solve this problem two ways: 1) You can estimate by just looking at the ruler and follow it to the other side or 2) You can find it mathematically. You know how many centimeters there are in 5 inches and you know how many centimeters there are in 1 meter, so you can solve for meters using this type of method. First fill in how many cm there are in 5 inches and how many cm there are in 1 meter. _5 inches__ x _____ ___cm__ = cm 1 meter Now, fill in the blanks and do the math. Notice that the ‘cm’ units will cancel leaving your answer as inches per meter. Labeling units is extremely important in science.

 Name something you would use meters to measure in your Lake Merritt experiment?

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Weight – scale, salt, a piece of weigh paper. We will be using a triple beam scale in this class. Looking at the scale:

 What type of units do you see?

 Are all the numbers the same? The right end has a line on the beam and a line on the stationary part. When you weigh something you want those lines to, well, line up! Let’s try it out: People should eat somewhere below 23 grams of salt a day, yet the average American eats 34 grams. Let’s see what that looks like. Get some salt in a weigh boat, a piece of weigh paper and a scale. Make sure your scale reads ‘0’ to start out. Weigh the first value, now move the weights on the scale to represent the second. Keep adding salt until you find a balance. If you go too far, just take some off.

 What do you think this means about people’s salt intake?

 What types of health concerns are you familiar with that relate to high salt?

 Do you think there is salt in Lake Merritt? How does that affect your study?

Volume – do this at the sink, so you don’t need to bring it back to your table. To measure the amount of space something takes up (or volume), we use graduated cylinders and usually we are talking about liquids. There are three cylinders of varying sizes in the sink that should be kept all together. Looking at the tools in front of you, notice they are all different sizes.

 How much of a liquid can each of the cylinders hold? By the cylinders, there is a glass container that can hold a quart. Now, pour the water from the quart container into the graduated cylinder that can best estimate the amount of water.

 How many mL are there in a quart?

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 If there are 4 quarts in a gallon and if gas in Sweden is the equivalent to $1.50 dollars a liter, approximately how much would you pay for 1 gallon of gas in Sweden? In other words, how many liters are there in 1 gallon? (hint: write down the values you know already)

o Now, do you think our gas is expensive compared to other countries? Temperature – Using Celsius When we measure how hot or cold something is, we are finding its temperature. The fancy definition of temperature is the measurement of the kinetic energy in a sample of matter expressed in units. To the scientific world, and most of the rest of the world, those units are degrees Celsius. This scale is based on the temperature at which water becomes solid (turns into ice) and the temperature at which water becomes a gas (or boils). Using the reference material at the front, answer the following questions:

 What is the temperature at which water becomes solid using the Celsius (0C) scale? ______

 What is the temperature at which water becomes a gas using 0C? ______ Now, if you were going to create a scale, wouldn’t it make sense to use ‘0’ and ‘100’ for your extreme ends of the scale? Well, Daniel Fahrenheit didn’t think so, he preferred to use the temperature of brine (a mixture of salt, water and ice) for ‘0’ and his wife’s temperature for 100 (really 96). This is the basis of the scale we use. Using the reference material, answer the following questions:

 What is the temperature at which water becomes solid using the Fahrenheit (0F) scale? ______

 What is the temperature at which water becomes a gas using 0F? ______

 How many degrees Fahrenheit are there in 1 degree Celsius? (Write out what you know and see if you can figure it out?)

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Step Four: Gathering Data After looking at our map, we notice that Lake Merritt is connected to a water way behind campus. That water way connects to the bay. We would like to show that the water in Lake Merritt is connected to the Bay and the Pacific Ocean. In the data table below, we have provided tide information for Lake Merritt (LM) and the Golden Gate Bridge (GGB) for one week to see if they are similar. If they are, that helps us provide evidence for our hypothesis. Name of table Tide Height at Lake Merritt

TIDE/DATE 9/21/2019 9/22/2019 9/23/2019 9/24/2019 9/25/2019

LM Tide 1.52m 1.46m 1.34m 1.45m 1.55m

GGB Tide 1.55m 1.38m 1.25m 1.42m 1.61m

Step Fiver: Reporting Your Results Reporting Data: Data is a word that is actually the plural of datum, in here we say things like “These data suggest…” It is hard to remember, even for scientists, but we’ll try. Let’s look more closely at our data.

 What values are you graphing?

 Which one is dependent on the other one? Think of it this way:

 The water level was dependent on the date you were at the lake, but the date is not dependent upon the water level.

 That makes the date the independent variable (X axis) and the water level the dependent variable (Y axis).

 When you are presenting information about a graph to a group, make sure to explain the axes before you start talking about the graph.

Label the graph and the axes:

 Let’s start with the date. Putting a date that corresponds to each line is okay, be sure you space them out so you use the whole X-axis.

 Now, look at the tide height. What we want to do is see the range of heights from 0 to the highest tide level. Count the number of lines we have on the graph. Divide the highest tide height by the number of lines and that is the interval you want to use, but try not to use fractions.