Classic Bio Labs

A.     What does pollen morphology tell us about how it is distributed? B.      Activity overview Students analyze pollen morphology and form a hypothesis regarding the method by which the pollen is spread. Method 1 – Prepared slides Students compare and observe different pollens for shape and size on prepared microscope slides. Use the supplied key to identify each plant. Students should find images of each mature plant to use in their analysis. Method 2 – Collection (from classroom specimens or … Continue reading →

A)     How do predator -prey interactions influence natural selection and the phenotype of survivors? B)      Students will act as the predators of plastic beads. Each round of predation will result in a change to the represented phenotypes (bead type and color). Students will calculate the representation of each phenotype in the next generation, and apply another round of predation adjusting the “rules” of predation. Each lab group starts with 50 of each bead type and color in a paper bag. … Continue reading →

A)     How does the genome affect  the phenotype?  )      Students generate a genome through coin flipping for alleles. This genome is then translated into a drawing for the phenotype described by the created genome. Allow students to select the sex of their hero. Coins are flipped for each parental contribution to the genome, for each trait. Heads is a dominant; tails is a recessive copy of the same gene. Students will interpret dominance patterns and draw phenotypes onto their hero. Example … Continue reading →

A)     Question to Answer – How important are decomposers to the environment?  B)      Brief activity description. Students perform small scale composting experiments utilizing compost starters and sterilized compost. Small scale rolling composters can be made from 5 gallon plastic buckets. Drill multiple 3/8 inch holes in the lid and the base to allow for air flow. Holes can also be drilled in the sides to allow for excess liquid to flow out during rolling or storage. Mix equal parts of … Continue reading →

A)     What are the common components of plant and animal cells, and how do animal and plant cells differ? B)      Students will compare living and prepared cells under a microscope. Start by comparing prepared plant and animal cell slides. Make comparisons as directly as possible. Suggestions Leaf cells and liver cells. Sectioned material Elodea leaves, and  epithelial cells Whole mount material Have students draw, label, and measure each type of cell. Prepare slides of living cells. Cheek cells Fix with … Continue reading →

A)     Question to Answer –Examining the gross anatomy of leaves and leaflets.   B)      Brief activity description. Students will make leaf impressions of leaves and leaflets from different plants in soft paraffin. Have each student group work with one type of leaf. Melt paraffin. Pour a thin layer of paraffin over one side of a leaf. If you place the leaf onto wax paper then any paraffin that overruns the leaf will peel off easier. The entire surface does not … Continue reading →

A)     How does an opposable thumb contribute to an increased fitness for a grasping creature?   B)      Students perform a number of timed activities utilizing only their fingers for grasping and manipulation, and then repeat the activities using their thumbs. Comparing the time to complete the activities, and quantifying the success of completion can be used to compare the relative value of the fitness benefit of the thumb.  Have lab partners observe and note any “adaptations” performed by the other … Continue reading →

A.     How do the quantities of pigments of different colored leaves compare. B.      This activity is an extension of Ward’s kit 36W6202 “Chromatography of Spinich Lab Activity”.  Students will follow the same  basic procedure as in kit 36w6202. (Procedural instructions are located In section F of this activity.) Have students perform the chromatography on a variety of leaves of different colors. You may wish to speak with a gardener at your school, or visit the grocery store, but some ideas … Continue reading →

A) Question to Answer – How does body shape and size relate influence an animal’s ability to maintain body temperature? B) Brief activity description Have the students develop their own generalized “body types” in clay and have them measure or calculate surface area and volume for each type.  Are there corollary organisms? What do you know about the life cycle of these organisms? Technology – This activity is good to practice putting data into a spreadsheet and making simple graphs. … Continue reading →

A) Question to Answer – What macro molecules are present? B) Brief activity description Perform general tests to determine what categories of macro molecules are present in different foods. I. Lugol’s solution Lugol’s solution will turn starches a purple-black color. Make a suspension of your food in 10 mL of Distilled water, if necessary break up your sample well with a stirring rod, or mortar and pestle. Add 10 drops Lugol’s solution, agitate and assess. II. Benedicts solution When heated, … Continue reading →