Effects of Chemicals on the
Cardiovascular System of Daphnia
Michael Aprill
Random Lake High School
Random Lake, Wisconsin
Summer 2005
Research Host:
Dr. Michael B. Dwinell
Medical College of Wisconsin
Lesson # 1
R#8582
Appropriate citation:
April, M. Effects of Chemicals on Cardiovascular System of Daphnia (APS Archive of
Teaching Resources Item #8582). [Online]. Bethesda, MD: American Physiological
Society, 2004. http://www.apsXarchive.org/resource.cfm?submissionID=8582.
Editor’s notes:
Website URLs listed in this resource were current as of publication, but may now be
obsolete. If you know of a replacement URL, please suggest it in the resource’s
“Comments” section.
The experimental design should include control measurements and multiple trials.
A dose response curve would be a nice addition to this lab.
Disclaimer:
This activity was created by the author and reviewed by the American Physiological
Society. Any interpretations, statements, or conclusions in this publication are those
of the author and do not necessarily represent the views of either the American
Physiological Society or the funding agencies supporting the professional development
program in which the author participated.
Frontiers in Physiology
www.frontiersinphys.org
© The American Physiological Society
Permission is granted for workshop/classroom use with appropriate citation
Effects of Chemicals on the
Cardiovascular System of Daphnia
Teacher Section
Purpose
To determine the effects of stimulants and depressants on the changes in heart beat in Daphnia.
Objectives
The student will be able to:
ƒ Design and conduct an experiment to measure the effects of a given stimulant and
depressant on the heartbeat of Daphnia, use appropriate methods to analyze data, and to
draw conclusions about the effects on Humans.
ƒ Create a formal presentation to teach members of the class about the effects of a gives
stimulant and depressant.
ƒ Design an experiment to determine the effects of various caffeinated sodas on Daphnia
and hypothesize the effects these sodas would have on humans.
Grade Level
This activity was designed for 11th -12th grade Anatomy & Physiology classes.
National Science Education Standards
Science as Inquiry
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
Life Science
The cell
Behavior of organisms
Science in Personal & Social Perspectives
Environmental quality
Natural and human-induced hazards
Wisconsin Science Education Standards
Science Inquiry
C.12.2 Identify issues from an area of science study, write questions that could be investigated, review previous research on
these questions, and design and conduct responsible and safe investigations to help answer the questions
C.12.3 Evaluate the data collected during an investigation, critique the data-collection procedures and results, and suggest
ways to make any needed improvements
C.12.4 During investigations, choose the best data-collection procedures and materials available, use them competently, and
calculate the degree of precision of the resulting data
C.12.5 Use the explanations and models found in the earth and space, life and environmental, and physical sciences to
develop likely explanations for the results of their investigations.
C.12.6 Present the results of investigations to groups concerned with the issues, explaining the meaning and implications of
the results, and answering questions in terms the audience can understand
Life & Environmental Science
F.12.8 Using the science themes, infer changes in ecosystems prompted by the introduction of new species, environmental
conditions, chemicals, and air, water, or earth pollution
F.12.12 Trace how the sensory and nervous systems of various organisms react to the internal and external environment and
transmit survival or learning stimuli to cause changes in behavior or responses
Science Applications
G.12.3 Analyze the costs, benefits, or problems resulting from a scientific or technological innovation, including implications
for the individual and the community
Science in Personal and Social Perspectives
H.12.1 Using the science themes and knowledge of the earth and space, life and environmental, and physical sciences,
analyze the costs, risks, benefits, and consequences of a proposal concerning resource management in the community and
determine the potential impact of the proposal on life in the community and the region
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Teacher Section
Prior Knowledge
This activity may be used with the first unit of an anatomy/physiology course to explore the topic
of homeostasis and effects of external stimuli. Students should already have completed a biology
course. This lesson may also be used for students in Honors Biology. Students should already
have a basic understanding of homeostasis.
Time Required
Five-six 45 minute class periods
Including All Students
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Students with visual imparities should be paired with someone who can assist them. Also,
you can place this student and group on a microscope that is hooked to a computer
monitor or TV monitor. Also, you can record sound for heart rate.
You can connect this lesson to students of various cultures around the world by looking at
invertebrates and their effects on water quality or use of invertebrates in water quality
testing. For ideas on indicator invertebrates, refer to the US E.P.A. website “Biological
Indicators of Watershed Health” website: http://www.epa.gov/bioindicators/
html/benthosclean.html
Questions to Ask Along the Way
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What do you know about these chemicals?
What do we know about Daphnia and why are we using them as a model? In what ways are
Daphnia a good model for humans and in what way are they not?
What do you think the two classifications of chemicals are?
How long would you want to observe your specimens (i.e. how long is long enough)?
Why do we only count for 10 or 15 seconds? Would it matter if we did the count for 60
seconds?
Why do you think these chemicals were specifically chosen? Think about the impact of
these chemicals as we will discuss each one during the year.
Materials
This lab is designed for groups of 3-5 students.
Class materials:
VCR/TV/Microscope
12 coffee filters and/or cheese cloth
100 Daphnia magna
1 Daphnia culture kit (1 per class of 30, less if you start breeding earlier)
100-200 mL plastic containers with screw cap (for stock solutions)
Distilled water (5 gallons/class, additional water needed daily)
Stock solutions as described below
Internet access
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Teacher Section
Materials for
each group:
Low Powered Microscope or Dissection Scope
Depression slide
Disposable pipettes
2 Beakers (1 for used and 1 for new Daphnia)
Stop watch
Plastic cups
Each group should have one stimulant and one depressant. Mix stock solutions ahead of time and
store in plastic bottle with screw cap. The amounts will vary depending on the design of the
experiments by the student groups. To make a 1% stock, mix 1 gram of chemical to 100 mL
distilled water.
Stimulants
Depressants
Coffee
Ethyl Alcohol (0.25% Stock)
Caffeine (.25% Stock)
Aspirin (or acetylsalicylic acid-active ingredient)
Orange Pekoe Tea (or alternative tea)
Acetylcholine (2% Stock)
Nicotine (0.01% Stock)
Chamomile Tea (Non-Caffeinated)
Glucose [Dextrose] (1% Stock)
Magnesium Sulfate
Thyroxine (1% Stock)
Safety
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Caution should be used by the teacher when preparing the stock solutions. Gloves, apron,
and protective eyewear should be used. The teacher should review all MSDS sheets prior
to using these chemicals. Special care should be used when storing. Students should only
be allowed to use the stock solutions. Review “no tasting” rules in the lab.
Students should wear protective eyewear, gloves, and aprons as well.
Hands should be washed with soap and water after handling daphnia or chemicals.
Carefully dispose of used solutions in a sink while running water.
Preparation
One-two weeks before the lab:
Order Daphnia Magna and Culture Kit. If you have chlorinated water, be sure to set some water
aside in plastic shoeboxes or small aquariums as well (approximately 5 gallons total). Once
Daphnia arrive, follow the directions of the Culture Kit.
One day before the chemicals will be used:
Prepare stock solutions as directed below. CAUTION: Wear gloves and use protective eye-wear.
After preparing each of the following solutions, place in a plastic container with a screw cap and
store in a dark place. Some chemicals may degrade from light. All chemicals are available from
scientific lab suppliers and/or your local grocery store. See References & Resources section for
contact information and websites.
1. Coffee: Brew double strength. Do this by doubling the amount of grains you place in the filter. Pour 100
mL of brewed coffee through double layer of cheesecloth. Let the coffee solution sit uncovered for 24
hours to strengthen brew. After 24 hours, cap solution.
2. Orange Pekoe Tea (or alternative tea): Be sure the selected tea is caffeinated. Soak tea bag in 100 mL
distilled water for 24 hours. Pour through double layer of cheesecloth. Bottle and cap solution.
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Teacher Section
3. Thyroxine: Add 1 gram of thyroxine powder to 100 mL of distilled water. Bottle and cap. Invert 2-3
times to mix solution.
4. Chamomile Tea: Be sure to purchase non-caffeinated tea. Soak tea bag in 100 mL distilled water for 24
hours. Pour through double layer of cheesecloth. Bottle and cap.
5. Nicotine: Add 0.1 mL nicotine to 99.9 mL distilled water. Bottle and cap. Invert 2-3 times to mix.
Alternatively, you can soak tobacco from a cigarette in 500 mL distilled water for 2 hours and filter
using a double layer of cheesecloth. Bottle and cap. Invert 2-3 times to mix. Note: Using cigarette
tobacco introduces chemicals other than nicotine.
6. Caffeine: Add 0.25 gram caffeine to 99.75 mL distilled water. You can also use NoDoz® (an over-thecounter caffeine tablets) in the same ratio. Pour through double layer of cheesecloth. Bottle and cap.
Invert 2-3 times to mix.
7. Glucose (Dextrose): Add 1 gram dextrose to 100 mL distilled water. Bottle and cap. Invert 2-3 times.
8. Acetylsalicylic Acid (the active ingredient in aspirin): Add 1 gram of Acetylsalicylic Acid in 100 mL
distilled water. Bottle and cap. Invert 2-3 times to mix. It's not recommended to use over-the-counter
aspirin since it requires an acidic pH to dissolve.
9. Acetylcholine: Add 2 mL to 100 mL distilled water. Bottle and cap. Invert 2-3 times to mix.
10. Magnesium Sulfate (Epson salt): Add 1 gram Magnesium Sulfate to 100 ML distilled water. You may
want to crush the Epson salt first using a mortar. Bottle and cap. Invert until fully dissolved.
11. Ethyl Alcohol: Mix 0.25 mL of non-denatured ethyl alcohol with 99.75 mL distilled water. An
alternative would be to purchase 100% grain alcohol and mix with 0.25 mL grain alcohol with 99.75 mL
distilled water.
Procedure
Day 1 – Lab Introduction
A. Assign students to groups of 3-5. Have students brainstorm factors affecting heart rate.
Students should record this in their science journal with the title "Factors affecting heart rate Brainstorm."
B. Introduce lab to students by telling them they will explore the effects of various chemicals
(drugs) on an organism’s heart rate. They will use the crustacean Daphnia as an animal model to
see the changes in heart rate first-hand. Refer students to Haw River Programs’ Daphnia web
page to review the structures of Daphnia: http://www.hawriverprogram.org/Courses/
Daphnia_page.html.
C. Next, practice counting Daphnia heart rates as a class using the following computer
simulation. If possible, project the following web site: http://www.edserv.sjcoe.k12.ca.us/
dart/thomasq/daphnia.gif.
Have the students count heartbeats for 10 seconds as you track the time. Ask students to
determine beats/minute. You may want to try this a few times and even have students try
counting for 15 seconds. Students should get similar beats/minute with both counts. For 10
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Teacher Section
second counts, multiply by 6 and for 15 second counts, multiply by 4. There are approximately
100 beats/minute in the example provided.
You may also want to set up a VCR with a microscope and TV and have students practice counting
with some live daphnia.
D. Let students choose one chemical from Category A (stimulants) and one from Category B
(depressants). Do not tell them the names of the categories. Do not repeat chemicals. You may
change this lab to have students test more than one set or you may eliminate choices.
Category A
Coffee
Nicotine
Glucose (Dextrose)
Orange Pekoe Tea
Caffeine
Category B
Thyroxine
Acetylcholine
Chamomile Tea
Magnesium Sulfate
Acetylsalicylic acid
Ethyl Alcohol
Category C (Optional)
You can also assign an unknown to students if you wish. This could be one of the
chemicals listed above, or you could use other chemicals and/or distilled water.
Day 2 - Internet Research
A. Have students research their known chemical from Category A and Category B. They should
summarize what they find out about their chemicals and effects on heart rate, especially in
relation to invertebrates and humans.
Students should use the websites provided in the Internet Info Search to assure they have recent
information. It is important that students evaluate the websites they use to insure that the sites
are credible sources. As part of the Internet search, have students complete the evaluation form
for the websites used.
Using the Effects of Chemicals on Heart Rate KWL Worksheet, students should then complete the
K and W about their chemicals and the effects they have on heart rate. Students should be given
1 class period to do this, but you may allow additional time if needed.
Day 3 - Experimental Design
A. Students will spend one class period designing an experiment to test the effects of their
chemicals on the heart rate of Daphnia. Students should complete the Experimental Design
Worksheet which includes the following:
1. Problem
2. Hypothesis
3. Experimental Design (Procedure)
4. Observation (Data Collection, Data Tables, and other observations)
5. Conclusion (based on results of data)
B. Students must then get teacher approval of their experiment prior to beginning. All materials
listed above will be out for students to see. The teacher should approve additional materials.
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Teacher Section
Days 4 and 5 - Experiment and Presentation Preparation
A. Students should spend one day carrying out their experiment. For homework, they should
complete their lab report.
Day 6 – Presentations and Final Assessment
A. Students present an overview of their experiment including the conclusion.
B. As a class, decide what Category A and Category B chemicals “are” based on class data.
C. As a final assessment, groups will design an experiment to test the effects of various
caffeinated sodas on Daphnia. Students should finish for homework if class time does not permit.
Day 6 - Extensions
A. If time permits, students should carry out their experiments.
B. An alternative would be to allow the class to design an experiment to determine the effects
of caffeine on heart rate.
C. The teacher should discuss the two categories of chemicals (stimulants and depressants). The
teacher should identify each chemical in the unknown and how they would be classified.
D. Students should complete the L of the KWL and turn in all required paper work.
Where to Go From Here
ƒ Students can research the effects of chemicals on local waterways. For example, trace
amounts of various vitamins and antibiotics have been detected in many local water
systems. Varying concentration amounts of these chemicals pass in our urine and end up in
our water. You may want a visitor from your local Department of Natural Resources to visit
and discuss pollutants in the waterways and how it affects the ecosystem and people that
depend on the water.
ƒ Throughout the year, you can refer back to the chemicals used. Most of these chemicals will
be touched on. Many of these chemicals can be further discussed during the muscular,
nervous, endocrine, and cardiovascular systems.
ƒ You also may consider having a physician, physiologist, or your guidance counselor come to
your class to discuss the effects of drugs on the cardiovascular and/or nervous system.
ƒ Students can complete “The Choice is Yours” webquest about the effects of alcohol and
marijuana on the human body: http://www.theaps.org/education/integweb/neuraltc.htm.
Suggestions for Assessment
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Science journal (brainstorming activity)
Cooperative group work
Groups can be graded on oral presentations, experimental design and work during the
experiment.
KWL will also be graded.
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Teacher Section
References and Resources
Websites
“Daphnia” (http://www.hawriverprogram.org/Courses/Daphnia.gif) and
(http://www.hawriverprogram.org/Courses/Daphnia_page.html) HARP Wetland Ecology
Retrieved 2/28/06
“Your World: Biotechnology and You Teacher Activity Supplement: Learning about drugs and
alcohol through biotechnology” (http://biotech.newcitymedia.com/resources/pdf/
yw12_1_agt.pdf”) Retrieved 2/28/06
“Acetylcholine” (http://www.freeforessays.com/show_essay/38186.html) Retrieved 8/25/05
“Drug Abuse Research Teams: Physiology of the Circulatory System by Thomas Quinn”
(http://www.edserv.sjcoe.k12.ca.us/dart/thomasq/index.htm) Retrieved 2/28/06
“Daphnia, An Ideal Crustacea for Physiological Exercises” (http://www.bethel.edu/~jport/
BIO113Dweb/Labs/daphniaheartrate.pdf) Retrieved 2/28/06
“EPA Biological Indicators of Watershed Health” (http://www.epa.gov/bioindicators/html/
benthosclean.html) Retrieved 2/28/06
Science Supply Companies
Frey Scientific
Phone: 1-800-225-3739
Website: http://www.freyscientific.com/
Flinn Scientific, Inc
Phone: 1-800-452-1261
Website: http://www.flinnsci.com/
Carolina Biological
Phone: 1-910-584-0381
Website: https://www2.Carolina.com
Wards Natural Science
Phone: 1-800-962-2660
Website: http://www.wardsci.com/
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Student Section
KWL Worksheet: Effects of Chemicals on Heart Rate
Using the websites provided by your teacher, complete the KWL for the chemicals you have been assigned
for this lab.
Know: What do you know about chemicals and their effects on heart rate?
Want: What do you want to know about the effects of chemicals on heart rate?
Learned: What did you learn about the effects of chemicals on heart rate?
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Student Section
Internet Info Search
This web info search will help you find information on certain chemicals and their effects on
organisms. You will be looking at pre-selected web sites to complete your KWL Worksheet. It is
important to find the information at the site in order to design your experiment as well as to
consider the author(s) point of view, purpose of creating the website, and whether you feel the
information on the site is accurate.
SITE 1
SITE 2
SITE 3
Web site or title
Author of web site
(person or organization)
Purpose of the web
site
(Check all that apply)
How credible is the
information?
10 = very accurate
1 = not very accurate
… To provide factual
information
… To influence the reader's
opinion
… To sell a product or service
… Other: Explain
__________________
… Don't know
… To provide factual
information
… To influence the reader's
opinion
… To sell a product or service
… Other: Explain
__________________
… Don't know
… To provide factual
information
… To influence the reader's
opinion
… To sell a product or service
… Other: Explain
__________________
… Don't know
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
SITE 4
SITE 5
SITE 6
What did you learn?
(Don't forget to record on
your KWL Worksheet
before you turn in your
lab report)
Web site or title
Author of web site
(person or organization)
Purpose of
the web site
(Check all that apply)
How credible is
the information?
10 = very accurate
1 = not very accurate
… To provide factual
information
… To influence the reader's
opinion
… To sell a product or service
… Other: Explain
__________________
… Don't know
1 2 3 4 5 6 7 8 9 10
… To provide factual
information
… To influence the reader's
opinion
… To sell a product or service
… Other: Explain
__________________
… Don't know
1 2 3 4 5 6 7 8 9 10
… To provide factual
information
… To influence the reader's
opinion
… To sell a product or service
… Other: Explain
__________________
… Don't know
1 2 3 4 5 6 7 8 9 10
What did you learn?
(Don't forget to record on
your KWL Worksheet
before you turn in your
lab report)
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Student Section
Use the following website addresses to research your chemicals and complete
the KWL Worksheet.
Category A
Coffee
http://sleepdisorders.about.com/cs/sleephygiene/a/caffeine.htm
Sleep Disorders, Caffeine: The Stay Awake Drug (About, Inc.)
http://www.research.ku.edu/explore/v2n1/coffee.html
Coffee: Drug or Not? (Explore: Thought and Discovery at the University of Kansas)
http://www.healthy.net/scr/article.asp?ID=800
Coffee, America’s Favorite Drug (Health World, Michael Traub, American Association of
Neuropathic Physicians)
http://home.howstuffworks.com/coffee.htm
How Coffee Works (How Stuff Works, Inc.)
http://www.lifetimefitness.com/magazine/index.cfm?strWebAction=article_detail&intArticleID=359
“Nutrients, what’s the buzz?” (Lifetime Fitness)
Nicotine
http://www.4girls.gov/substance/tobacco.htm#why
Drugs, Alcohol, & Smoking—Straight Talk (National Women’s Health Information Center “NWHIC”, US
Department of Health and Human Services, Office of Women’s Health)
http://www.health24.com/medical/Condition_centres/777-792-1952-1983,29374.asp
Nicotine is a Stimulant (Health24.com)
http://health.howstuffworks.com/nicotine3.htm
How Nicotine Works (How Stuff Works, Inc.)
http://web4health.info/en/answers/add-smoking-effect.htm
Nicotine, Effects on the body, effects of cigarettes (Web 4 Health)
http://www.geocities.com/CapeCanaveral/2257/niceffects.html
What are the effects of Nicotine? (Cape Canaveral: Science and Technology)
Glucose (Dextrose)--sugar
http://en.wikipedia.org/wiki/Glucose [Review sections on function, sources & absorption]
Glucose (Wikipedia)
http://hyperphysics.phy-astr.gsu.edu/hbase/organic/sugar.html
Glucose (Hyperphysics)
http://www.lifetimefitness.com/magazine/index.cfm?strWebAction=article_detail&intArticleID=359
“Nutrients, what’s the buzz?” (Lifetime Fitness)
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=16028651&dop
t=Citation “Effect of oral glucose on the heart rate of healthy newborns.” (Pubmed.gov)
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Student Section
Orange Pekoe Tea (or alternative tea)
http://www.ars.usda.gov/is/AR/archive/sep03/tea0903.htm [Refer to top half of site]
USDA, Agriculture Research Service, “Brewing up the latest tea research”.
http://www.botanical.com/botanical/mgmh/t/tea---08.html
Botanical.com—A Modern Herbal (M. Grieve)
http://www.gol27.com/HistoryTea.html
The History of Tea
http://www.cuisinenet.com/digest/ingred/tea/index.shtml
Tea Anyone? (Cuisine Net)
http://www.fda.gov/fdac/features/296_tea.html
US Food & Drug Administration, “Tea: a story of serendipity” (M. Segal)
Caffeine
http://www.kidshealth.org/teen/food_fitness/nutrition/caffeine.html
“Caffeine” (Teens Health, Nemours Foundation)
http://www.americanheart.org/presenter.jhtml?identifier=4445
“Caffeine” (American Heart Association)
http://health.howstuffworks.com/caffeine.htm
How Caffeine Works (How Stuff Works, Inc.)
http://reference.allrefer.com/encyclopedia/C/caffeine.html
Caffeine, Pharmacology (AllRefer.com)
Category B
Thyroxine
http://reference.allrefer.com/encyclopedia/T/thyroxin.html
Thyroxine, Pharmacology (All Refer.com)
http://www.dundee.ac.uk/medther/tayendoweb/thyroxine.htm
About Your Medicine, Thyroxine. (Tayside University Hospitals)
http://www.patient.co.uk/showdoc/23068880/
Hyperthoidism, Overactive Thyroid (Patient UK)
Acetylcholine
http://en.wikipedia.org/wiki/Acetylcholine
Acetylcholine (Wikipedia)
http://www.encyclopedia.com/html/a1/acetylch.asp
Acetylcholine (Encyclopedia.com)
http://academic.scranton.edu/student/COLLINSL2/kidsjudge.html [Scroll down to section on
neurotransmitters, you also may click the second site the author refers to for his source]
The effects of acetylcholine and atropine on the hearts of invertebrates. (Kids Judge)
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Student Section
Chamomile Tea
http://www.adagio.com/herbal/chamomile.html
Adagio Teas
http://www.gardenguides.com/herbs/chamomil.htm
Chamomile (GardenGuides.com)
http://www.herbalgram.org/default.asp?c=chamomile
Chamomile (Herbalgram.org)
Magnesium Sulfate
http://en.wikipedia.org/wiki/Magnesium_sulfate
Magnesium Sulfate (Wikipedia)
http://www.drugs.com/MTM/magnesium_sulfate.html
Magnesium Sulfate Drug Information (Drugs.com)
Aspirin (Acetylsalicylic Acid: active ingredient)
http://health.howstuffworks.com/aspirin.htm
How Aspirin Works (How Stuff Works, Inc.)
http://www.nlm.nih.gov/medlineplus/druginfo/medmaster/a682878.html
Medline Plus, “Aspirin” (U.S. National Library of Medicine & National Institute of Health)
http://www.botgard.ucla.edu/html/botanytextbooks/economicbotany/Salix/
“Oh willow, don’t weep.” (Botgard, UCLA)
Ethyl Alcohol (0.25% Stock)
http://home.howstuffworks.com/alcohol2.htm
Ethyl Alcohol (How Stuff Works, Inc.)
http://www.lv.psu.edu/jxm57/students/biol240/mccollum_domagala_flyte_2002_files/frame.html
[Refer to slide 1, 2, 3, & 18] “Chick Embryo Study” (B. McCollum, et. al—Penn State)
http://kidshealth.org/teen/drug_alcohol/alcohol/alcohol.html
“Alcohol”, Teens Health (Nemours Foundation)
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Student Section
Experimental Design Worksheet
Name:
Date:
Lab Partner(s):
Use the following worksheet to log your scientific experiment. Once you have completed
the problem, hypothesis, and experimental design sections, and designed your data
tables, have your teacher approve your experiment before proceeding. Use additional
paper, if needed.
A. Problem:
B. Hypothesis:
C. Experimental Design
List the steps of your procedure:
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.
Student Section
D. Observations (Data collection, data tables and other observations):
E. Conclusion (based on results and data):
(Attach additional paper if needed)
Michael Aprill
Effects of Chemicals on Cardiovascular System of Daphnia
©2006 The American Physiological Society.
2005 Frontiers in Physiology Research Teacher
APS Works in Progress
Permission is granted for duplication for workshop/classroom use.