SEMESTER 1
#
Reference:
 Lab Report Grading & Set-UP
 Lab Report Template
 Lab Safety Rules
i
ii
iii
Unit 1 Labs
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Create a “How to Lab”
Scientific Method Lab: Reaction Rate
Microscope Lab
Surface Tension Lab
pH Lab
*Carbon Compounds Test Lab
Enzyme Lab
TOTAL
1
2
3
4
5
6
7
20pts
20pts
45pts
15pts
30pts
35pts
25pts
190pts
8
9
10
45pts
20pts
30pts
95pts
11
12
13
25pts
35pts
15pts
75pts
14
15
16
30pts
25pts
20pts
65pts
Unit 2 Labs
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Observing Animal vs. Plant Cells Lab
Diffusion Lab
Osmosis Egg Lab
TOTAL
Unit 3 Labs
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Karyotype Lab
*Cell Cycle/Mitosis
Cancer Webquest
TOTAL
Unit 4 Labs
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Human Genetic Traits Lab
Create a Face Lab
How well do Punnett Squares Predict?
TOTAL
Unit 5 Labs
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DNA Extraction Lab – Plant Cells
*DNA Extraction Lab – Animal Cells
DNA Replication & Protein Synthesis Lab
Virtual DNA & Protein Synthesis
Who Ate the Cheese?
*What is My Sickle Cell Genotype?
TOTAL
TOTAL POINTS (SEMESTER 1)
17
18
19
20
21
22
15pts
5pts
25pts
20pts
15pts
45pts
125pts
550pts
NOTE:
“*” indicates there is a virtual alternative lab for make-up work. All other labs (if conducted
when away from class) must be made up in class during tutorial time (before school, or
during a free period). If your absence is school related you must try to make up the lab prior
to your absence. Please arrange a make-up time with your teacher ahead of time.
Understand that labs are crucial to your implication of the content material to each Unit.
Therefore making up a lab assignment after the conclusion of a Unit Assessment is of no
good…be responsible and plan/make arrangements with your teacher ahead of time!
#i Lab Report Grading & Set-Up
Lab experiments are crucial to show your understanding and implication of the knowledge discussed and material
learned in class that implies to each unit. Some labs will be done individually; others will be worked in group sizes of 24. Participation in group experiments in MANDATORY by all group members. If you are not doing your part, you WILL
receive a zero. It is important that you work as a team, and discuss as a team in order to analyze the data and make
conclusions together.
Labs will need to be completed during class time (unless otherwise indicated). Failure to complete a lab experiment in
class will require each individual to come in during tutorial time to finish on their own. Please make arrangements with
your teach accordingly. Please note certain sections of lab (analysis, conclusion, ect) can and will have to be done on
your own time as homework.
Point Values: These are indicated in the table of contents for each lab. Some adjustments may be made, and some labs
a grading rubric will be provided.
Set-Up: Make sure to review the requirements of each lab write-up at the top of each lab sheet. A lab report template is
provided in this reference section for your review.
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Each lab write-up should be placed on a new sheet of paper (right hand side) of your lab notebook. And lab
titles as well as page numbers placed in your table of contents (at the front of your lab notebook).
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Title of lab report is always worth 1pt. Make sure it is in your table of contents and lab report page.
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Purpose Statement is always worth 2pts. Make sure you are identifying what are the main theme(s) of the lab
experiment are.
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Data/Drawings – If you see it in color, draw in color. Also make sure to display an accurate depiction of what
you are drawing, make it to scale, and show detail! Failure to do so will be mean a deduction of point(s).
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Graphs – Make sure to show point protectors on your plots. Also make sure to label each axis and graph title,
and display accurate scales.
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Analysis questions should be expressed using complete sentences unless otherwise indicated. Failure to do so
will be mean a deduction of point(s).
Grading: Late work is reflected with lab work as well; make sure to hand your lab notebook in on time! Your teacher
will make every effort to return your lab notebook in a timely manner. Not every lab will be graded in complete detail,
but prepare as though it is. If you have any questions or see any mistakes regarding your lab notebook grade, please
discuss with your teacher. We can certainly make mistakes too.
Warning: Copying a lab notebook is cheating…for all parties involved. I want to know what you think rather than how well you can
copy someone else’s thoughts.
#ii Lab Report Template
Title:
* A brief, concise, yet descriptive title
Date:
Statement of the Problem/ Purpose or Objectives:
* What question(s) are you trying to answer?
* Include any preliminary observations or background information about the subject
Hypothesis:
* Write a possible solution for the problem.
* Make sure this possible solution is a complete sentence.
* Make sure the statement is testable.
Materials:
* Make a list of ALL items used in the lab.
Procedure:
* Write a paragraph (complete sentences) or step by step procedure which explains what you did in the lab.
* Your procedure should be written so that anyone else could repeat the experiment.
Data:
* This section should include any data tables, observations, or additional notes you make during the lab.
* You may attach a separate sheet(s) if necessary.
* All tables, graphs and charts should be labeled appropriately
Analysis:
 Answer the analysis questions following the lab. Make sure to answer this section using complete
sentences, and including supportive information/data from your experiment.
Conclusions:
* Accept or reject your hypothesis.
* EXPLAIN why you accepted or rejected your hypothesis using data from the lab.
* Include a summary of the data - averages, highest, lowest, etc to help the reader understand your results
* List one thing you learned and describe how it applies to a real-life situation.
*Discuss possible errors that could have occurred in the collection of the data (experimental errors)
#iii Lab Safety Rules
I am sure as the year goes on actions will create more rules, but this will be used as a bases for the start of the year 
GENERAL GUIDELINES
1. Conduct yourself in a responsible manner at all times in the laboratory.
2. Follow all written and verbal instructions carefully. If you do not understand a
direction or part of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING
WITH THE ACTIVITY.
3. Never work alone in the laboratory. No student may work in the science
classroom without the presence of the teacher.
4. When first entering a science room, do not touch any equipment, chemicals,
or other materials in the laboratory area until you are instructed to do so.
5. Perform only those experiments authorized by your teacher. Carefully follow
all instructions, both written and oral. Unauthorized experiments are not
allowed.
6. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use
laboratory glassware as containers for food or beverages.
7. Be prepared for your work in the laboratory. Read all procedures thoroughly
before entering the laboratory. Never fool around in the laboratory. Horseplay,
practical jokes, and pranks are dangerous and prohibited.
8. Always work in a well-ventilated area.
9. Observe good housekeeping practices. Work areas should be kept clean and
tidy at all times.
10. Be alert and proceed with caution at all times in the laboratory. Notify the
teacher immediately of any unsafe conditions you observe.
11. Dispose of all chemical waste properly. Never mix chemicals in sink drains.
Sinks are to be used only for water. Check with your teacher for disposal of
chemicals and solutions.
12. Labels and equipment instructions must be read carefully before use. Set up
and use the equipment as directed by your teacher.
13. Keep hands away from face, eyes, mouth, and body while using chemicals or
lab equipment. Wash your hands with soap and water after performing all
experiments.
14. Experiments must be personally monitored at all times. Do not wander
around the room, distract other students, startle other students or interfere
with the laboratory experiments of others.
15. Know the locations and operating procedures of all safety equipment
including: first aid kit(s), and fire extinguisher. Know where the fire alarm and
the exits are located.
16. Know what to do if there is a fire drill during a laboratory period; containers
must be closed, and any electrical equipment turned off.
CLOTHING
17. Any time chemicals, heat, or glassware are used, students will wear safety
goggles when available
18. Contact lenses may be worn with caution.
19. Dress properly during a laboratory activity. Long hair, dangling jewelry, and
loose or baggy clothing are a hazard in the laboratory. Long hair must be tied
back, and dangling jewelry and baggy clothing must be secured. Shoes must
completely cover the foot. No sandals allowed on lab days when working with
chemicals
20. A lab coat or smock should be worn during laboratory experiments.
ACCIDENTS AND INJURIES
21. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the
teacher immediately, no matter how trivial it seems. Do not panic.
22. If you or your lab partner is hurt, immediately (and loudly) yell out the
teacher's name to get the teacher's attention. Do not panic.
23. If a chemical should splash in your eye(s) or on your skin, immediately flush
with running water for at least 20 minutes. Immediately (and loudly) yell out
the teacher's name to get the teacher's attention
HANDLING CHEMICALS
24. All chemicals in the laboratory are to be considered dangerous. Avoid
handling chemicals with fingers. When making an observation, keep at least 1
foot away from the specimen. Do not taste, or smell any chemicals.
25. Check the label on all chemical bottles twice before removing any of the
contents. Take only as much chemical as you need.
26. Never return unused chemicals to their original container.
27. Never remove chemicals or other materials from the laboratory area.
HANDLING GLASSWARE AND
EQUIPMENT
28. Never handle broken glass with your bare hands. Use a brush and dustpan
to clean up broken glass. Place broken glass in the designated glass disposal
container.
29. Examine glassware before each use. Never use chipped, cracked, or dirty
glassware.
30. If you do not understand how to use a piece of equipment, ASK THE
TEACHER FOR HELP!
31. Do not immerse hot glassware in cold water. The glassware may shatter.
HEATING SUBSTANCES
32. Do not operate a hot plate by yourself. Take care that hair, clothing, and
hands are a safe distance from the hot plate at all times. Use of hot plate is only
allowed in the presence of the teacher.
33. Heated glassware remains very hot for a long time. They should be set aside
in a designated place to cool, and picked up with caution. Use tongs or heat
protective gloves if necessary.
34. Never look into a container that is being heated.
35. Do not place hot apparatus directly on the laboratory desk. Always use an
insulated pad. Allow plenty of time for hot apparatus to cool before touching it.
UNIT 1
CHAPTER 1-2 LABS: Introduction to
Biology & Chemistry
#1 Create a “How to __________ lab”
OBJECTIVE: to practice constructing a lab write-up including designing a detailed procedure for a laboratory
investigation.
REQUIREMENTS: Title, Date, Purpose, Materials, Procedure, Data, and Analysis
DIRECTIONS:
1. Brainstorm: What is something you can show/teach/do for an experiment for the class to practice the lab writeup procedure.
 Example: How to
2. Construct the Lab Write-Up including:
 Purpose: What are we trying to do/create & why?
 Materials: Include all materials needed for lab (be specific where needed)
 Procedure: Make sure you are specific. Each group will have to read and repeat your experiment.
 Data: What should we find for data?
 This can be qualitative or quantitative
 Create an analysis question for each group to answer
3. We need to be able to complete your lab in 5 minutes or less.
4. We will present our “how to labs” to the class, and have each groups try out your lab and critique it.
5. Whatever your lab ends up being, you need to make sure you include enough supplies for the entire class. Also
if you choose to do something that involves food, you need to bring in your own materials for
making/mixing/eating.
#2 Scientific Method Lab: Reaction Rate
OBJECTIVE: Practice the steps of the scientific method by obtaining data, analyzing it, and making conclusions based on
results.
REQUIREMENTS: Title, Date, Purpose, Hypothesis, Data, Analysis, and Conclusion
PROCEDURE:
1. In your lab groups come up with a hypothesis based on which sense you fill will have the fastest reaction time.
Read through the procedure before making your hypothesis.
2. Organize your lab group into roles, you will need a: Dropper, Catcher, and Recorder. The student who is
catching the ruler will repeat the experiment 5 times for each of the 3 senses (touch, sight, sound).
3. The student, who is dropping the ruler, holds the top part of the ruler vertical at the 80cm mark. The two
fingers holding the ruler are closest to the edge of the ruler.
4. The student, who is catching the ruler, puts the top of their index finger at the 0cm mark on the outside of the
ruler.
5. The catching student has their fingers close to the ruler, BUT NOT TOUCHING IT! Once the other student drops
the ruler, the catcher tries to catch the ruler with their same fingers. The highest point where the catching
student’s index finger is should be recorded in the data table.
6. Control. The catcher looks straight ahead at a fixed object. The dropper stands behind the catcher and places
the ruler in between the catcher’s index finger and thumb at the 0cm mark. At any random time the catcher
drops the ruler, while the catcher tries to catch the object.
7. Sound. The catcher puts their finger back at the 0cm mark and closes his/her eyes. The student who drops the
ruler says “now” and drops the ruler at the same time. Once the catcher hears “now”, they try to grab the ruler.
Record the results. Repeat 3 times.
8. Touch. The catcher puts their fingers back at the 0cm mark and closes his/her eyes. The student who drops the
ruler taps the catcher on the arm and drops the ruler at the same time. Once the catcher’s arm is touched, they
try to grab the ruler. Record the results. Repeat 3 times.
9. Extension 1 & 2. Cell Phone talking and texting. You will need 2 cell phones for your group. (Teacher will
explain directions)
10. Find the averages of all your times.
DATA:
Trial
Control
Sound
Touch
Extension 1: Cell
Phone Talking
Extension 2: Cell
Phone Texting
1
2
3
4
5
Avg.
*Also, create a bar graph displaying the avg. reaction times for your data above. Make sure to label.
ANALYSIS: To be answered in your lab notebook using complete sentences.
1. What were the independent variable(s) used in this experiment?
2. What was the dependent variable in this experiment?
CONCLUSION: In your conclusion section state what you can conclude based on your data. Also, accept or decline you
hypothesis using your data as support for your answer. Also state anything else you observed or learned in this
experiment.
#3 Microscope Lab
OBJECTIVE: To practice using and understand the compound light microscope.
REQUIREMENTS: Title, Date, Purpose, Data, and Analysis.
*Use your textbook (Chapter 1, section 4) and your microscope parts/functions sheet to assist you in this lab.
PROCEDURE:
1. Grab a microscope from the cabinet, plug it in, and set the stage all the way down, and the objective lens on red.
This is your starting point for every slide!
2. Practice adjusting the different objective lenses, moving the stage left/right & up/down, and moving the coarse
adjustment knob (on low power only) and fine adjustment knob (on high power only).
3. When ready, begin lab, you will need to draw the following items under both low power and high power in your lab
notebook.
4. “e” slide
 Cut a small print lowercase “e” out from the newspaper. Apply it right side up on the slide, put a cover slip
over top the slide, and view under the microscope.
5. Colored Threads: This is a prepared slide.
6. Cotton Ball – wet mount
 Using a forceps, grab a FEW strands of cotton from a cotton ball. Put one drop of water on a slide, and drop
the strands of cotton in that drop of water. Put a cover slip over top the slide.
7. 1 fibers slide of your choice: Make sure to label which fiber you choose in your lab notebook.
8. 1 solids slide of your choice: Make sure to label which solid you choose in your lab notebook.
9. Human Skin Cell
 Place one drop of iodine on a clean slide (warning – will stain). Grab a toothpick and begin to scratch the
top of your arm for 10 seconds. Swirl the top of the toothpick into your drop, and place a cover slip over top
the slide.
10. Pond Water
 Using a pipette – grab some of the gummiest water you can find in the pond water bucket you can find.
Place 1-2 drops on a clean slide; place a cover slip over top the slide. Scroll around on the slide on scanning
(red) and low (yellow) power until you find something moving.
ANALYSIS:
1. What is the overall magnification of each objective lens of the microscope: Red, Yellow, Blue, and White?
2. Which direction does the slide move (when looking through the eyepiece) when you move the stage to the left?
Down?
3. What happens to the image when the objective lens is not locked into place?
4. Which setting on the diaphragm allows the most amount of light to pass through? Which one allows the least?
5. List and explain 3 differences between a light microscope and an electron microscope.
#4 Surface Tension Lab
OBJECTIVE: To experiment with the properties of water and understand cohesion vs. adhesion.
REQUIREMENTS: Title, Date, Purpose, Data, and Analysis
INTRODUCTION: Surface tension refers to water's ability to "stick to itself". Surface tension can be measured and
observed by dropping water (drop by drop) onto a coin.
PROBLEM: How does soap and sugar affect the water's surface tension?
PROCEDURE:
1. Develop a hypothesis that answers the objective stated above. Put this at the beginning of your data.
2. Test your hypothesis by comparing the number of drops of tap water that can fit on a coin to the number of
drops of soapy water that can fit on a coin. Because water drops may vary depending on how well you drop the
water, it is best to run many trials and take an average. Record your data in the table in your lab notebook.
Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average
Tap Water
Soapy Water
ANALYSIS:
1. Analyze the data and draw conclusions. Write a paragraph below (using complete sentences) that explains how
soap affects the surface tension of water makes sure to use your data to help you answer the question. Suggest
a reason for your observations (Why did it happen). Support or reject your hypothesis.
2.
3.
4.
5.
6.
7.
Explain what surface tension is.
Why were so many trials taken and averaged?
In this experiment, what was your control group?
Identify the independent variable in the experiment.
Identify the dependent variable in the experiment.
What if the experimental question was "How does sugar affect the surface tension of water?" Describe how you
would answer this question using the scientific method. You can test this experiment if time permits.
#5 pH Lab
OBJECTIVE: To practice testing and describing unknown solutions and to identify Acids and Bases based on their
measured pH.
REQUIREMENTS: Title, Date, Purpose, Data, and Analysis
DIRECTIONS: Obtain 10 different solutions of your choice, and fill in the data table based on your observations. Make
sure to be specific and detailed in the other observations column.
Solution #
Measured pH
Acid/Base
Other Observations
ANALYSIS:
1. What is a neutral substance? (List an example, and gives its pH)
2. What type of compound do acids form when added to water?
3. What types of compounds to bases form when added to water?
4. What were some examples of strong acids and their pH? / What were some examples of weak acids and their
pH?
5. What were some examples of a strong base and their pH? / What were some examples of weak bases and their
pH?
6. What does pH measure?
#6 Carbon Compounds Tests Lab
REQUIREMENTS: Title, Date, Purpose, Data, and Analysis
DIRECTIONS: You will perform four different tests on several different foods. Two of these tests are for carbohydrates
(one for sugar, and another for starch, both of which are carbohydrates), and one is for proteins. You will not be told
which one you are doing. You will figure out which is which as you go along.
Food Test #1:
 Use a wax marker to number five test tubes, 1 though 5. Then make a line 1 cm from the bottom on each of
these test tubes.
 Fill the test tubes to the line with the following substances
o Test tube: #1 Water (used as a control)
o Test tube: #2 Corn Starch solution (starch)
o Test tube: #3 Glucose solution (sugar)
o Test tube: #4 Gelatin Solution (protein)
o Test tube: #5 Cooking oil (fat)
 Test each food (and the control) by adding a few drops of the iodine solution to each of the five test tubes.
Observe and record the color of each food after the iodine has been added to it. Record your results in the data
table.
ANALYSIS:
1. Which test substances changed the color of the iodine solution? What color did it turn?
2. Based on your observations, which component of food (starch, sugar, protein, or fat) is the iodine test used to
detect? Why do you think that?
Food Test # 1 – with other foods
 Keep test tube #1 as a control. Use it to compare colors to see if a reaction occurred. Clean test tubes 2-5.
 Fill test tube 2-5 with the 4 different foods:
 Repeat the iodine test on these 4 new foods and record observations in the data table.
ANALYSIS:
3. Which foods tested positive? How do you know?
4. What does the positive test tell you about the food you tested?
Food Test # 2:
 Again use a wax marker to number five test tubes 1 through 5. Mark two lines, one 2 cm from the bottom of the
test tube, and another line 4 cm from the bottom of the test tube. You will add food to the first line, and the
test solution to the second line.
 Fill the test tube to the first line with the following substances:
o Test tube #1: water
o #2: corn starch solution
o #3: glucose solution
o #4 gelatin solution
o #5: cooking oil
 Now add enough Benedict’s solution to each five test tubes to fill it to the second line
 Place the test tubes in a boiling water bath for 4-5 minutes, or until you see a distinct color change.
 Observe the color in each of the 5 test tubes, and compare to your control. Record your observations in your
data table.
 Now do the same test with the four foods. Record observations in the data table.
ANALYSIS:
5. Which test substances changed the color of the Benedict’s solution and what color did it turn?
6. Based on these observations, what component of food does the Benedict solution test for?
Food Test #3
 Set-up test tubes 1-5 again. Add to the 1 cm mark the food items below:
o Test tube #1: water
o #2: corn starch solution
o #3: glucose solution
o #4 gelatin solution
o #5: cooking oil
 Add 10 drops of Biuret solution to each test tube
 Record your observation in the data table
 Try the experiment again with the 4 foods and record your observations in your data table
ANALYSIS:
7. Which test substances changed the color of the biuret’s solution and what color did it turn?
8. Based on these observations, what component of food does the Biuret’s solution test for?
Food Test #4
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
Prepare five pieces of brown paper about 2inches by 2inches.
o Label each piece of paper with the name of the food substance to be tested
o #1 – water
o #2 – corn starch solution
o #3 – glucose solution
o #4 - Gelatin solution
o #5 – cooking oil
Use a pipette to transfer a few drops of each test solution to your piece of brown paper.
Allow the test spots on each sheet of brown paper to dry.
When dry bush the dried particles off the paper and hold the paper up to the light. Compare each of the papers
with the control. The property of light passing through the paper is called translucence. Note whether light
passes through the paper. Record your observations in your data table. Save the papers for comparison in the
next part.
Obtain 4 more sheets of brown paper, and label them with your four food items
Now use your finger to rub each of these foods on a spot on the brown paper. Be sure to use a different finger
of wash your finger before handling each food. You must rub very hard as you are trying to press food into the
paper.
Allow the paper to dry for a few minutes.
When dry brush off and dried particles, and hold the paper up to the light and notes whether the spot is
translucent. Record your results in your data table.
ANALYSIS:
9. Which of the four components can you detect using the brown paper test? Explain your reasoning.
10. Which foods that you tested could be a good source of: Protein? Starch? Fat? Sugar?
11. Which foods contained more than one component?
DATA:
Substance Tested
Water
Corn Starch Solution
Glucose Solution
Gelatin Solution
Cooking Oil
Banana
Chopped, cooked egg
white
Oatmeal
Marshmallow
.
Iodine Test
Observation
Benedict’s Test
Observation
Biuret’s Test
Observation
Brown Paper
Bag
Observation
#7 Enzyme Lab
OBJECTIVE: To observe how different environments affect the rate of an enzyme.
REQUIREMENTS: Title, Date, Purpose, Hypothesis, Data, and Analysis
PROBLEM: How does temperature and pH affect the activity of an enzyme?????
INTRODUCTION:
Potatoes and other living tissue contain the enzyme catalase. The enzyme breaks down hydrogen peroxide if it builds up
inside our cells. So, the enzyme is working if a chemical reaction occurs. Different temperature ranges, and pH ranges
will denature (break down) an enzyme and allow no chemical reaction to occur. In this experiment we will use the
potato and varying pH and temperature ranges and observe the effect on enzyme activity.
PROCEDURE:
Temperature Study:
1. Obtain 3 CLEAN Test Tubes (if dirty, wash out before use):
a. Label Test tube 1 Hot water
b. Label Test tube 2 Cold water
c. Label Test tube 3 Room Temp.
2. Obtain 6 chunks of potato, and place 2 chunks into each test tube (1, 2, & 3)
3. Place hot water test tube in hot water bath for 10 minutes
4. Place cold water test tube in cold water bath for 10 minutes
5. Leave Room temp. Test tube in test tube rack for 10 minutes
6. During this 10-minute wait make a hypothesis as to how each temperature will affect the enzyme.
7. After 10 minutes, immediately place 5 mL of Hydrogen Peroxide into each test tube
8. Observe & record results in data table
9. Clean out test tubes (Potato goes in the garbage!!!!!!!!)
PH Study
10. Obtain 3 CLEAN Test Tubes (if dirty, wash out before use):
a. Label Test tube 1: Base
b. Label Test tube 2: Acid
c. Label Test tube 3: Water
11. Obtain 6 chunks of potato, and place two chunks into each test tube (1,2, & 3
12. Place 5 mL of an Base Solution in Test tube 1, Place 5 mL of a Acid Solution in Test tube 2, & Place 5 mL of
Distilled Water in Test tube 3
13. Wait 5 minutes; during these 5 minutes make a hypothesis as to how each temperature will affect the enzyme.
14. After 5 minutes immediately place 5 mol of Hydrogen Peroxide into each test tube
15. Observe and record results in data table of Test tube 1,2, & 3 (may take a minute or two)
16. Clean out test tubes (potato goes in Garbage!!!)
DATA:
Temperature
Cold temp
Hot temp
Room temp
Acid
Base
Water
Observation
PH
Observation
ANALYSIS:
1.
2.
3.
4.
5.
Which temperature did the Catalase work the fastest? / Which temperature was the Catalase the slowest?
Which pH did the Catalase work the fastest? / Which pH was the Catalase the slowest?
What are some possible errors that could occur in this experiment?
What were the controls, independent variables, and dependent variables of these two experiments?
What does denature mean? In which cases was the enzyme denatured?
UNIT 2
CHAPTER 3-4 LABS: Cell Structure &
Function
#8 Observing Animal vs. Plant Cells Lab
#9 Diffusion Lab
OBJECTIVE: To view the process of diffusion and determine what substance is selectively permeable.
REQUIREMENTS: Title, Date, Purpose, Pre-lab Analysis, Data, and Post-lab Analysis
INTRODUCTION: In this lab you will observe the diffusion of a substance across a selectively permeable membrane.
Iodine is a known indicator for starch. An indicator is a substance that chances color in the presence of the substance it
indicates. Watch as your teacher demonstrates how iodine changes in the presence of starch.
PROCEDURE:
1. Fill a baggie with a 1 teaspoon of corn starch and 15mL of tap water.
2. Fill a small beaker with 200mL water and add 25 drops of iodine.
3. Place the baggie in the cup so that the cornstarch mixture is submerged in the iodine water mixture. (Hold it
down if you need to)
4. Wait 24 hours and record your observations in the data table
5. Before the next day, begin answering the pre-analysis questions bellow.
PRE-LAB ANALYSIS:
1. Define diffusion.
2. Define osmosis.
3. Why is iodine called an indicator?
4. Molecules tend to move from areas of _______ concentration to areas of ______ concentration.
5. Define Hypertonic, Hypotonic, and Isotonic.
6. What does it mean to be selectively permeable?
DATA:
Starting Color
Color after 24 hours
Solution in Beaker
Solution in the Bag
POST LAB ANALYSIS:
1. Based on your observations, which substance moved, the iodine or the starch? How did you determine this?
2. Is the plastic baggie selectively permeable? Why or Why not?
3. What would happen if you did an experiment in which the iodine solution was placed in the baggie, and the
starch solution was in the beaker? Be detailed in your description.
4. Why is it not a good idea to store iodine in a plastic bag?
#10 Osmosis Egg Lab
OBJECTIVE: To observe the process of osmosis across a cellular membrane and create/identify osmotic solutions:
hypertonic, hypotonic, and isotonic.
REQUIREMENTS: Title, Date, Purpose, Data, and Analysis
PROCEDURE:
Day 1:
1.
2.
3.
4.
Obtain 1 raw egg, 1 large beaker, a wax marker, and 200ml of Vinegar in a graduated cylinder.
Pour the 200ml of vinegar into your beaker.
Weigh your egg on the electronic scale and record this in your data.
Measure the volume displacement of the egg by placing the egg in the jar of vinegar by recording the volume
the egg rises to, and subtracting that from 200ml. Record this in your data.
5. Place saran wrap over on top of your beaker and set-aside until tomorrow.
6. Make a hypothesis as to what you think will happen to the egg.
Day 2:
1. Find your beaker, uncover the saran wrap and record any observations of the egg that occurred over the last 24
hours.
2. Take out the egg carefully and record the volume of the vinegar in the beaker left over in your data.
3. Carefully weigh your egg and measure the circumference and record this in your data.
4. Rinse out your beaker and place approximately 100ml of corn syrup and 100ml of water into your beaker.
Once again place the saran wrap on top of your beaker.
5. Make a hypothesis as to what you think will happen to the egg.
Day 3:
1. Find your beaker, uncover the saran wrap and record any observations of the egg that occurred over the last 24
hours.
2. Take out the egg carefully and record the volume of the corn syrup mixture in the beaker left over in your data.
3. Carefully weigh your egg and measure the circumference and record this in your data
4. Rinse out your beaker and place 200ml of water with 10 drops of food coloring into your beaker. Once again
place the saran wrap on top of your beaker.
5. Make a hypothesis as to what you think will happen to the egg.
Day 4:
1. Find your beaker, uncover the saran wrap and record any observations of the egg that occurred over the last 24
hours.
2. Take out the egg carefully and record the volume of the water in the beaker left over in your data.
3. Carefully weigh your egg and measure the circumference and record this in your data.
4. Rinse out your beaker and put it away.
5. Discard your egg in the garbage and begin answering the analysis questions with your group.
DATA:
Initial Mass of Egg: ______________
Initial Circumference of egg (cm):__________________
Solution
Mass of egg after in
solution(g)
Volume of
egg (ml)
Circumferences of egg
after in solution (cm)
Hypothesis
Volume lost in Beaker=
Volume of beakervolume day after
Observations after in
liquid
Vinegar
Corn Syrup
Water +
food
coloring
Final Mass of Egg: ______________
Final Circumference of egg (cm):__________________
ANALYSIS:
1.
2.
3.
4.
5.
6.
Which substance(s) made the egg become a hypertonic solution? Explain Why?
Which substance(s) made the egg become a hypotonic solution? Explain Why?
Why do grocery store owners spray fresh fruits and vegetables with water?
Roads are sometimes salted to melt ice. What does this do to plants around the roadside and why?
Why will drinking sea water do to a person’s body? Why?
If a bowl of fresh strawberries is sprinkled with sugar, a few minutes later the berries will be covered
with juice. Why?
UNIT 3
CHAPTER 5-6 LABS: Cell Reproduction:
Mitosis & Meiosis
#11 Karyotype Lab
OBJECTIVE: To organize a Karyotype chart and be able to analyze and the chart to make a patient diagnosis.
REQUIREMENTS: Tile, Date, Purpose, Data (Karyotype), and Analysis
DIRECTIONS: In this lab you will receive 1 sheet of chromosomes to make 1 Karyotypes. With your partner you will need
to select one person’s lab notebook to put your lab write-up in. The other person should still include this lab in their
table of contents but in the page # column include your partner’s name. The different karytotypes will display one of
the following Genetic Diseases: Down’s Syndrome, Kleinfelter’s Syndrome, Trisomy 18, or Trisomy 13 or be a Normal
female or Normal male. The objective of this lab is to learn to construct and read karyotypte charts. When you are
finished with your data you will need to answer the analysis questions below.
PROCEDURE:
1. Cut out all chromosomes from your set sheet (PROVIDED FROM TEACHER). Be careful – the sex chromosomes
are distinguished with X’s or Y’s underneath them.
2. Pair them up with their Homologous Chromosome Partner. Homologous Chromosomes are Chromosomes that
have the same shape, and same genetic banding pattern.
3. Arrange the Homologous Chromosomes from biggest pair to smallest pair in your lab Notebook. Make sure to
label each set by numbering them. Keep an eye out for any chromosome duplications that may have occurred.
4. The 23 pair of Homologous Chromosomes should be the Sex Chromosomes: XX or XY
5. When you are finished answer the questions below in you the analysis section of your lab Notebook
ANALYSIS: Make sure to use complete sentences.
1. Which chromosomes are autosomes on your karyotype, which chromosomes are sex chromosomes on your
karyotype?
2. What are homologous chromosomes?
3. Is your karyotype diploid or haploid? Explain.
4. What is the notation of your normal Karyotype?
5. What is the sex of your normal Karyotype?
6. What is your diagnosis of your Karyotype?
7. List some characteristics and symptoms of a person with this diagnosis.
#12 Cell Cycle/Mitosis Lab
OBJECTIVE: To see and classify animal and plant cells in the different stages of the cell cycle.
REQUIREMENTS: Title, Date, Purpose, Materials, Data, and Analysis
PROCEDURE:
1. Focus the onion cell slide on high power. Remember you first need to focus on Red, than Yellow, than Blue!
2. Move the slide/stage around to focus on a set of cells at the root tip area of the slide – Your teacher will explain
where this area is.
3. Draw 10 different looking cells in the data section in your lab notebook. Make sure to label each drawing under
high magnification – 400x.
4. Under each drawing label what stage you think that cell is going though. Your label should be one of the
following: Interphase, Prophase, Metaphase, Anaphase, or Telophase.
5. Be aware you will see some stages more than once – cells look different during the different parts of each phase:
early/middle/or late part of the stage.
DATA:
Onion Cell – 10 individual cell drawings, make sure to label magnification
ANALYSIS: Answer the question below, they DO NOT NEED TO BE IN COMPLETE SENTENCES! Which stage of the cell
cycle does the following occur in: (HINT: USE YOUR NOTES & CHAPTER 5, SECTION 1 & 2 FOR HELP!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The DNA is loosely organized.
Chromosomes align at the cell equator.
Chromatids separate towards opposite sides of the cell.
DNA coils into chromosomes.
Makes two identical daughter cells are formed.
DNA makes a copy of all its chromosomes.
The cell spends most of its time here.
Centrioles form.
Centrioles dissolve.
The cell grows in preparation for cell division.
#13 Cancer Webquest
OBJECTIVE: To research cancer, and how a particular type of cancer occurs/develops and effects the body.
DIRECTIONS: Open up your lab notebook to a new page and title this Cell Cycle/Regulation Webquest. In this lab you
will answer the questions pertaining to the Cancer and Cloning/Stem Cell Research Webquests below. Make sure to
answer the Cancer Webquest using complete sentences.
*Please note you may not find all material regarding your cancer topic on the website provided. You may/will have to
use alternative sources.
1. Go to: http://www.cancer.gov/cancertopics/alphalist
2. Pick 1 Cancer Type to Research of your choice.
3. Answer the following questions in your lab notebook using complete sentences.

Name of Cancer – Put this at the top of your page

What organ/structures do this type of cancer effect?

What are the symptoms of this cancer?

What is the approximate number of people that are diagnosed with this disease annually?

How many people were affected by death with this disease annually?

What is the treatment use for this type of cancer? Is there early detection for this cancer, if so what?

If this type of cancer linked to any external (food, over-exposure, carcinogens, ect.) or internal causes
(genetics)?

2-3 extra facts of your choice.
UNIT 4
CHAPTER 6 (Parts of) & 7 LABS: Genetics
#14 Human Genetic Traits Lab
OBJECTIVE: To determine your individual genotypes and phenotypes for certain human genetic traits.
REQUIREMENTS: Title, Date, Purpose, and Data
DIRECTIONS: With a partner, you are going to identify your genotype and phenotype of 33 different human traits. Each
of these traits is controlled by 1 set of alleles (1 locus). Next you are going to compare you results to the class results for
these traits:
PROCEDURE:
1. Obtain one strip of PTC test paper.
a. If you can taste the bitterness of these test strips, you inherited a dominant trait. If you cannot taste
anything, your inherited recessive traits. Record your results on your chart.
2. Obtain one strip of Thiourea test paper.
a. If you can taste the bitterness of these test strips, you inherited a dominant trait. If you cannot taste
anything, your inherited recessive traits. Record your results on your chart.
3. Obtain one strip of Sodium Benzoate test paper.
a. If you can taste the bitterness of these test strips, you inherited a dominant trait. If you cannot taste
anything, your inherited recessive traits. Record your results on your chart.
4. Freckles: Having Freckles is dominant over not having freckles
5. Cheek Dimples: Smile, having dimples is dominant over not having dimples
6. Mid-digital Hair: Hair growth, on fingers between your finger joints is dominant over no hair.
7. Handedness: Being Right handed is dominant over being left handed
8. Hair Line: Widow’s Peak is dominant over no widow’s peak
9. Tongue Rolling: Being able to roll you tongue is dominant over not being able to.
10. Cleft Chin: Present cleft chin is a recessive trait. Not having cleft chin is dominant.
11. Dark in Hair: Darker colors are dominant over lighter colors in the hair.
12. Non-Red Hair: Not having red or red tints in the hair is a dominant trait. Red hair is a recessive trait.
13. Ear Lobes: Free earlobes are dominant over attached earlobes
14. Bent Pinkies: Place your hands side by side (pinky to pinky) and view your hands (palm side). Bent pinkies are
dominant over straight pinkies.
15. Hitchhiker’s Thumb: Give yourself a thumbs up, if the tip of your thumb bends this is a dominant trait. If it is
straight, that is recessive.
16. Hair: Curly hair is dominant over straight hair
17. Eyelash length: Long eyelashes are dominant over short eyelashes
18. Ability to fold tongue: Dominant
19. Head Shape: Pointed heads are dominant over round heads
20. Big Toe Length: Having a Big toe that is longer than you second toe is dominant over having a longer 2nd toe.
21. Hand Clasping: Clasp you hands together several times. If you left fingers are on top that is dominant.
22. Hand Folding: When crossing your arms, having your left arm/hand on top is dominant.
23. Ring Finger: If you ring finger is longer than you pointer finger this is dominant.
24. Nasal Profile: Long noses are dominant over small noses.
25. Ear points: Round tipped ears are dominant over pointed ears.
26. Eye Shape: Almond shaped eyes are dominant over round eyes.
27. Nostril Shape: Rounded tip noses are dominant over pointed noses.
28. Eyebrows I: Bushy (thick) eyebrows are dominant over fine eyebrows.
29. Eyebrows II: Non-connected eyebrows are dominant over unibrows.
DATA:
Trait
Student
Dominant/recessive
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
*OPTIONAL
Mother
Dominant/recessive
*OPTIONAL
Father
Dominant/recessive
Student
Genotype
Student
Phenotype
#15 Create a Face Lab
OBJECTIVE: To demonstrate and understand the process of random distribution of alleles during fertilization and to
determine genotypes and phenotypes.
REQUIREMENTS: Title, Date, Purpose, and Data
DIRECTIONS: Use the Create a Face Packet (provided from teacher) and coins to complete this lab.
DATA:
Parent’s Names:_____________________________________________________________________________________
Sex of child: _______________________Name of child:_____________________________________________________
Trait
Face Shape (R)
Chin Shape I (V)
Chin Shape II (R)
Cleft Chin – Jay Leno
Chin (A)
Skin Color (ABCD)
Hair Type (C)
Widow’s Peak (W)
Eyebrows I (B)
Eyebrows II (N)
Color of Eyebrows
(H)
Eyes – distance apart
(E)
Eyes – Size (E)
Dad’s gene
Mom’s gene
Child’s genotype
Child’s phenotype
Eyes – Shape (A)
Eye Slantedness (H)
Eyelashes (L)
Eye Color (ABC)
Mouth – size (M)
Lips (L)
Protruding Lower Lip
(H)
Dimples (D)
Nose Size (N)
Nose Shape (R)
Nostril Shape (R)
Earlobe attachment
(F)
Freckles on Cheeks
(F)
#16 How well do Punnett Squares Predict?
OBJECTIVE: To compare the results of a Punnett square to the randomness o the actual results to see how accurate the
results of a Punnett square are.
REQUIREMENTS: Title, Date, Purpose, Data 1, Data 2, and Analysis
DIRECTIONS: In this lab you will make predictions using Punnett Squares, you will then use coins to simulate the
crosses. Then compare the Actual Ratios with the Predicted Ratios. The trait you are looking at is the gene that codes
for a short big toe in humans. T represents the dominant allele (short big toe), t is the recessive allele, long big toe. The
following genotypes are possible.
Genotype
Phenotype
TT
Short
Tt
Short
t t
Tall
DATA 1: Use a Punnet Square to predict the ratio of offspring in a cross where the parents are both Tt(The Square is set
up for you below)
What proportion of the offspring (out of 4) will be:
Short Toe______
Long Toe ______
*These are your predicted ratios.
READ! Now you will determine the actual ratios by using coins to represent the crosses. You have two coins. Heads
represents the dominant allele, and tails represents the recessive allele. One partner is going to play the role of female;
the other will play the role of male. When the coin is flipped, you are determining what sperm or what egg is being
donated to the zygote.
PROCEDURE:
1. To determine Actual Ratios, both parents will have a coin. Heads Represents T, tails t.
2. Both parents flip their coins. Combine the two alleles (for example if parent 1 got heads, and parent 2 tails, you
would record one talley mark in the Tt column)
3. Repeat for a total of 50times.
4. In the total column, multiple your answer by 2 in order to achieve a percent total out of 100 trials.
DATA 2:
Gene Combination
(Genotype)
Tally
Total
TT
Tt
tt
Phenotypes
Total
Short toe (add TT + Tt )
Long Toe (tt)
Now compare your predicted ratios to your actual Ratios in the chart below.
Predicted (from the Punnett Square
you did) in percents (%).
Actual (from the flips) in percents (%)
TT
Tt
tt
Short Toe
Long Toe
ANLAYSIS: Would you consider the predicted values to be the same, close to the same, or not at all the same? Explain
your answer.
CHAPTER 8-9 LABS: DNA, RNA, Protein
Synthesis & Biotechnology
#17 DNA Extraction – Plant Cell
OBJECTIVE: To extract DNA from a plant cell and observe the structure and shape of DNA
REQUIREMENTS: Title, Date, Purpose, Data, and Analysis
BACKGROUND:
One of the reasons strawberries work so well is that they are soft and easy to smush. Also, ripe strawberries
produce chemicals which help in breaking down the cell walls. They have eight of each type of chromosome (which
equals lots of DNA). The detergent in the shampoo helps to dissolve the cell membranes and membranes around the
organelles. The salt helps keep the proteins in the strawberry from mixing with the DNA.
DNA will not dissolve in ethanol (a clear liquid chemical), which is what we want for this activity. If the DNA
dissolved in ethanol, it would become invisible. Because the DNA does not dissolve in the ethanol, it will clump together
and become visible. Also, we must keep the ethanol very cold because the colder the ethanol, the more the DNA will
clump up. This is why it is important for the ethanol to be kept in a freezer or on ice.
PROCEDURE:
1. If the green leaves on the strawberry have not yet been removed, do so by pulling them off.
2. Put the strawberry into the Ziploc bag (make sure to get out as much air as possible in the bag) and smush for 2
minutes. You need to completely crush the strawberry. You DO NOT want this mixture to be really bubbly. The
less bubbles, the better!
3. When you are finished, put 10ml of the DNA extraction liquid into the bag.
4. Smush for another minute. Be careful not to make too many bubbles.
5. On a clean test tube, place a park about 2cm from the top. When you’re finished, place the cheesecloth over
the top of the funnel that is placed in a test tube, held in a test tube rack.
6. Open the bag and slowly pour some of the mixture through the cheesecloth and allow it to filter into the test
tube (make sure to clean this out). Allow liquid to filter through into the test tube until the 2cm mark.
7. Next, measure out 5 ml of ethanol using a graduated cylinder and place in a small beaker. Then SLOWLY
pipette the ethanol into the angled test tube drop by drop down the filtering down the side of the test tube.
8. Let the test tube sit in your test tube rack for 1-2 minutes.
9. Watch for the development of several large air bubbles that have a white cloudy substance attached to them.
The cloudy substance is DNA.
10. Squeeze the bulb of your test tube and place directly over top the DNA. Slowly release the bulb as you suck up
the DNA into the pipette & lift up.
11. Again squeeze the bulb of the pipette and place DNA on a clean slide. Let the DNA air dry for 2 minutes, it will
look like a spider web. The fibers are millions of DNA strands!
12. Gently stretch the DNA apart using two toothpicks (if needed). The fibers will be easier to see in the stretched
apart area.
DATA: Draw you DNA under high power in your lab note book.
ANALYSIS:
1.
2.
3.
4.
5.
What did the DNA look like, describe in words? Make sure to include color, texture, shape, size, etc.
Why are strawberries, or other fruits, good tools to use to extract DNA with?
What substance was used to break apart the cell wall/cell membrane?
What substance was used to break apart the nuclear membrane?
Why did the ethanol have to be cold?
#18 DNA Extraction – Animal Cell
Cheek Cell Necklace Lab
OBJECTIVE: To extract Human Cell DNA (Animal) and compare to that of a plant cell.
REQUIREMENTS: Lab completion
PROCEDURE:
1. Begin softly chewing on the side of your cheek for 1 minute – this will allow some buccal cells that line the inside
of your mouth to begin to slough off. DON’T SWALLOW!
2. Swirl 10ml of salt water solution in your mouth for 30seconds. DON’T SWALLOW!
3. Spilt the water into your cup, and go get a drink of water if you’d like.
4. Grab a clean test tube and test tube rack. Pour 5 ml of the liquid detergent into your test tube.
5. Pour the contents of your cup (spit + salt water solution) into your test tube.
6. Cap the test tube and gently rock it on its side for 3 minutes. The detergent will break open the cell membrane
to release the DNA into the soap solution. Do not be too vigorous while mixing or your entire DNA will break
apart.
7. Open and slightly tilt the tube and pour 5 ml of chilled isopropyl alcohol using a pipette down the side of your
tube so that it forms a layer on the top of your soapy solution.
8. Allow the test tube to sit in your test tube rack for 2-3 minutes.
9. Watch for DNA to begin to rise. At the end of your 2-3 minutes get your teacher’s attention to help gather your
DNA with a pipette.
10. Put your DNA in a plastic vile, cut out some string, and you have made your DNA necklace!
#19 DNA Replication & Protein Synthesis lab
OBJECTIVE: To obtain a better understanding of DNA Replication, and Protein Synthesis
REUIREMENTS: Title, Date, Purpose, Materials, Data, and Analysis
PROCEDURE:
1. Obtain 2 strands of Red Licorice, 18 toothpicks (cut 6 of them in half), and a handful of marshmallows.
2. Build your first strand of DNA. The red licorice will represent the phosphate and sugar, the marshmallows being
nitrogen bases (A=Green, C=Yellow, G=Pink, T=Orange), and the 12 full sized toothpicks are representing
hydrogen bonds.
3. Next, build the complementary strand of DNA using the appropriate nitrogen bases. Record the results in your
data table.
4. Twist your DNA structure; this will represent a DNA model.
5. Untwist your DNA ladder and replicate the role of DNA Helicase with you scissors during the process of DNA
replication by cutting the hydrogen bonds apart in the double helix.
6. Obtain 1 brown licorice piece. This strand will represent the RNA backbone. The marshmallows will still be the
nitrogen bases (A=Green, C=Yellow, G=Pink, U=White). You will now use the half sized toothpicks for hydrogen
bonds.
7. Build the complementary RNA structure to your original DNA strand, this new strand will be known as the
mRNA strand. You have completed the process of transcription.
8. This strand will now leave the nucleus and head for the ribosome in the cytoplasm of the cell.
9. Before the strand is delivered to the ribosome the mRNA strand is grouped into codons, or triplet pairs. Do so
by cutting the codons into their triplet pairs with your scissors. Record the results in your data table.
10. Write down the anticodons that carry the codons in your lab notebook. Now the anticodons bond to the
corresponding codon and travel to the ribosome where the amino acids are made. Now you have completed
the process of translation. Record the results in your data table.
11. Use your book to find the amino acid that each codon will than produce and record this in your data table.
12. When you are finished, Show your teacher your results, clean up, and eat your DNA and RNA!
DATA:
Original DNA Strand
Complementary DNA
Strand
mRNA Strand of the
original DNA strand
Codons
T A C G G C T A A A C T
Anticodons
Amino Acids
ANALYSIS:
1.
2.
3.
4.
5.
What are the two enzymes involved in DNA Replication and what is their role?
In which organelle in the cell does DNA Replication occur in?
In which organelle in the cell does transcription occur in?
In which organelle in the cell does translation occur in?
How does DNA differ from RNA? (list 3 ways)
#20 Virtual DNA & Protein Synthesis
OBJECTIVE: To review and visualize the process of DNA Replication, Transcription, and Translation (Protein Synthesis)
REQUIREMENTS: Title, Data (Answers 1-16)
DIRECTIONS: Label at the top of your paper, section 1, and number 1-16. Read carefully, and answer the following
questions 1-16. These DO NOT need to be in complete sentences.

Go to: www.pbs.org/wgbh/aso/tryit/dna

Click on DNA Workshop Activity Link

When the screen finishes loading, click on DNA Replication

Follow the directions on the screen, and answer the following questions:
1. Where in the cell does DNA replication occur?
2. In a real cell, how does DNA unzip? What steps are involved?
3. What bases are paired together in order to make 2 new strands of DNA?
4. All 46 human chromosomes contain how many base pairs?

Click on Protein Synthesis
5. Where in the cell does the DNA unzip?

Follow the directions on the screen, and answer the following questions:
6. When you form the mRNA strand, what bases pair up together?
7. Are they the same bases that were used to make DNA (yes/no)? What is different?
8. A real RNA molecule would be how many bases long?
9. What does the “m” in mRNA stand for?
10. Where does it go?
11. What does the ribosome construct?
12. The mRNA bases are grouped into sets of 3 called a _________________.
13. The anticodons are located on the ______________ which is attached to an _____________.
14. When the ribosome moves to the right, what happens to the first tRNA molecule? What does it leave
behind?
15. The protein chain will continue to grow until it is how long?
16. What 3 amino acids does your polypeptide chain contain?
#21 Who Ate the Cheese?
OBJECTIVE: In this simulation you will examine crime scene evidence to determine who is responsible for eating the
Queen's special imported Lindbergher Cheese (yes, the stinky cheese). You will model the process of electrophoresis and
DNA fingerprinting.
REQUIREMENTS: Title, Date, Purpose, Data, and Analysis
DIRECTIONS: Read through the police report (next page) and then follow the procedure in order to decipher the DNA
evidence and answer the question: Who Ate the Cheese?
ROYAL GUARD INCIDENT REPORT
Incident Data
Incident Type:
Theft
Complaint Status
Pending DNA results
Processed by:
Chief Wiggam
Other Officers:
Officer Li Gase
Property Code:
Rare cheese
Owner's Name
Queen Elizabeth
Name:
Lindbergher
Value:
$12,000
Property
Burglary Data
Method of Entry: Unknown, no evidence of force on doors or windows.
Narrative: The cheese was allegedly stolen from the Queen's sitting room the night before the grande ball. The
cheese was listed as a gift from the Manchurian diplomat. Officer Li Gase dusted for fingerprints and found none on
the table or doors, the maid claimed that they had been wiped clean earlier. The wheel of cheese was on a platform
in the sitting room, and half of it had been eaten. We took pictures of the half eaten cheese and sent it to the lab for
further tests. Edna N. Zime, the lab technician said that saliva samples could be taken from the teeth imprints of the
cheese that was left behind.
Suspect Data
Suspect Number: 1
Name: Princess Dubbah Elix
Description of Suspicion: The princess was seen entering the sitting room earlier in the evening. She is well known
for her love of cheese.
Suspect Number 2
Name: Electra Foresis
Description of Suspicion: Electra was recently involved in a relationship with the Manchurian diplomat that sources
say ended badly. Her motive may have been to sabotage the diplomat's gift to the Queen.
Suspect Number 3
Name: Ada Nine
Description of Suspicion: Ada was the maid in charge of cleaning the sitting room. She had access to the cheese.
Suspect Number 4
Name: Gene Tics
Description of Suspicion: Gene is the leader of the local Cheese-Makers Guild, he may not have wished for Queen
Elizabeth to have cheese from anywhere but his own guild.
Crime Lab Data
Crime Lab Investigator
R. Renee
List of Evidence Received Plastic bag with cheese
crumbs
Lab Technician
Edna N. Zime
List of Procedures Used DNA extraction
Polymerase Chain Reaction
DNA restriction Analysis
Narrative: After receiving the package with the plastic bag marked Crime Scene, the DNA was extracted. Because
the sample was so mall, the DNA was amplified using the polymerase chain reaction. We isolated the DNA from the
four suspects and compared them to the crime scene DNA using DNA restriction analysis.
Results: See attached DNA Results
PROCEDURE:
1. Turn your paper strips (DNA sequences) so that the side with the bases is facing you. The restriction enzyme cuts
at ever point it finds C C G G, always cutting between the C and the G. Using your pencil draw a line in between
each restriction enzyme cut.
2. Count the number of base pairs (bp) in each piece of DNA that you created. Record the base pair number.
3. Make an enlarged chart to represent your DNA Electrophoresis Bed. Your teacher will give you paper for this.
Use a ruler to ensure that the lengths are uniform.
4. Draw in your DNA fingerprint at the corresponding base pair length.
5. Compare the crime scene DNA to the suspects and indicate on your chart, which suspect is guilty of eating the
cheese.
DATA:
ANALYSIS:
1. On your chart, label the positive (+) and the negative (-) ends.
2. Circle the suspect's DNA who matches the DNA at the crime scene and write the name of the suspect.
3. For each of the following tasks performed in the activity, describe what they are actually simulating.
a. Cutting the DNA into fragments:
b. Drawing the fingerprints onto your piece of paper:
#22 What is My Sickle Cell Genotype?
OBJECTIVE: To demonstrate the Electrophoresis Process and determine an unknown genotype and phenotype.
REQUIREMENTS: Title, Date, Purpose, Background Information, Procedure (Summarized), Data, Analysis, and
Conclusion.
INTRODUCTION:
In class, we have discussed sickle cell anemia, a recessive genetic trait that can be passed through the
generations. The disease is the result of a mutation in the blood’s hemoglobin, a protein that is responsible for
transporting oxygen to the cells of the body. The gene for making hemoglobin is actually found on two different
chromosomes. Part of the hemoglobin is coded for on chromosome 11, and the other part is coded for on chromosome
16. Sickle cell anemia, as stated before, is a slight mutation of the code for making hemoglobin, and that code is found
on chromosome 16. The only difference between the normal gene code and the sickle cell gene code is a single
substitution mutation in the entire sequence.
Since this disease is genetic and we know which chromosome the gene is on, we can examine the DNA sequence
to determine if a person has the disease (homozygous recessive), does not have the disease but is a carrier
(heterozygous), or has two normal genes for hemoglobin (homozygous dominant). In this lab, you will be using a
process called gel electrophoresis to separate out the DNA strands and comparing them to known sequences to
determine the state of the individuals.
An African American couple comes in to visit you, a genetic counselor, and tell you that they are expecting a
child. After interviewing them about their family history with various genetic diseases, you notice that sporadically on
both sides of their family the incidence of sickle cell anemia arises. Neither parent has the disease to the best of their
knowledge, but that does not rule out the possibility of them either having the disease and not feeling its effects or
being a carrier for the disease, in which case they could have passed it on to their unborn child. You decide to do a
simple blood test on the parents to extract enough DNA to perform an analysis and a chronic villi sampling of the fetus
to get a DNA sample from it. It is your job to perform the DNA analysis and inform the couple as to the results. You will
be comparing each parent and the fetus’ DNA to samples of the genes for sickle cell anemia, carriers for the disease, and
normal genes for hemoglobin.
PROCEDURE:
DAY 1:
1. Prepare an agarose gel bed by cleaning off a plastic bed, then attaching a rubber dam on each end.
2. Place a comb in the first set of notches nearest the end of the gel bed; make sure it sits firmly and evenly
across the bed.
3. Clean and use a 250 mL flask to prepare your agarose gel.
a. Add 1.2 mL buffer to your flask with the graduated pipet.
b. Add 58.8 mL distilled water to your flask with the graduated cylinder.
c. Measure out and pour in .5 grams of agarose powder on the balance.
d. Swirl to disperse the clumps.
e. Stopper your flask with foam or cover the opening with saran wrap.
f. Heat the mixture on high for 1 minute.
g. Swirl the mixture and heat on high in bursts of 25 seconds until the mixture just begins to boil.
Caution: Do not let the mixture boil too long!
4. Slowly swirl the mixture at your lab table to cool it. After it is relatively cool to the touch, pour it into the
bed. Allow the gel to completely solidify while you practice loading the DNA into the gel.
5. Once your gel is set, carefully remove the end dams and place your gel into the electrophoresis tray.
Carefully pour buffer solution into the tray until the buffer just covers the top of the gel.
DAY 2:
6. Practice loading the sample DNA into your practice gel.
7. Load 25 uL (microliters) of each samples in lanes A – F. The ordering is as follows:
8.
9.
10.
11.
12.
Sample A = Sickle cell gene, Sample B = Carrier gene, Sample C = Normal gene, Sample D = Mother’s DNA
sample, Sample E = Child’s DNA sample, Sample F = Father’s DNA sample
After the samples are loaded, carefully snap down the cover – make sure that the positive and negative
indicators are properly oriented.
Insert the colored wires into the corresponding terminals on the power source. Make sure the power
source is set to 125 volts, and turn on the power source. If properly connected, you should see bubbles
forming on the electrodes.
While the DNA is running, prepare your staining solution, and continue to work on your lab write-up.
After 45 minutes have elapsed, turn off the power and GENTLY move your gel to the staining tray.
Allow the gel to stain overnight.
DAY 3:
13. CAREFULLY remove your gel from the stain card and destain for 10 minutes.
14. CAREFULLY move your gel to the light box to observe the results. Draw the results in the box below.
DATA:
A
B
C
D
E
F
Make sure to include a
Key next to your gel
Drawing.
ANALYSIS:
1. It is now your job to convey the information to the couple. Before you can give them the news, you must first
educate them on how gel electrophoresis can be used to determine the presence of a disease. Write a
paragraph to explain how the results of electrophoresis can tell a person if they have a disease or not.
2. Compare the results from lanes D – F to lanes A – C. What is the genotype and phenotype of the father? The
mother? The unborn child? (look back at the background information if needed)
3. Remember you are the Genetic Therapists for this family. Explain how you would gently break the news to this
family and what would you say?
CONCLUSION:
In you conclusion you should state a summary of what has happened in this case, and also what was learned. Also, here
you should state where you might have had any possible error in this experiment while concluding the families DNA
tests. This section should be 1-2 paragraphs in length.