AP Biology
Lab Review
Now that you have taken the comprehensive lab test, here is an opportunity to regain some credit and further prepare
yourself for the final exam. On the following pages, there are partially completed reviews of each of the labs.
Complete the review for each lab that you want to improve your score up to 80% per lab. If you are unsure about
what is wanted in a section that has been left blank, go to another lab that has that section completed. Submit your
work by email. You may delete the labs that you aren’t doing. This should be completed before you take your final.
Paul Anderson has a good lab summary on Boseman Biology. For help with concepts, procedures, calculations etc.
use Campbell’s online Lab Bench.
Mrs. Loyd
Page 1 of 14
7/12/2016
AP Lab Summary
Lab #1
“Diffusion and osmosis”
Abstract:
A. A model cell was made using dialysis tubing containing 15% glucose and 1% starch while the beaker (the cell’s
environment) contained water and iodine. We followed osmosis and diffusion of the four substances.
B. Six model cells were made using dialysis tubing. Solutions of sucrose varying in concentration from distilled water to
1.0 M were placed in the bags. We followed the movement of water into or out of the bags by using before and after
masses.
C. Actual cells (potato) were used to determine the molar concentration of their cells by extrapolation from a graph of the
change in mass of the cells in various sucrose solutions before and after 24 hours.
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
Mrs. Loyd
Page 2 of 14
7/12/2016
AP Lab Summary
Lab #2
“Enzyme catalysis”
Abstract:
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
A. Catalase is an enzyme found in living tissue that breaks down hydrogen peroxide. The reaction rate of an enzyme is
at its highest rate when the substrate (peroxide) is in greatest concentration, i.e. in the first seconds of the reaction.
B. Enzymes have an optimal rate of catalysis (Vmax) which is affected by changes in pH and temperature. Extreme
changes can denature an enzyme and destroy its enzymatic function.
Equipment and/or lab skills used:
“Take home” information:
Mrs. Loyd
Page 3 of 14
7/12/2016
AP Lab Summary
Lab #3
“mitosis and meiosis”
Abstract:
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
Mitosis is used to make more of the same cells (either 2n  2n or n  n).
Meiosis is always a reduction division (2n  n) that creates either gametes or spores.
The trend in evolution is from a predominant monoploid stage/ minor diploid stage to a predominant diploid stage/ minor
monoploid stage. Sordaria fumicola is an example of the former and humans or maple trees would be an example of the
latter.
Mrs. Loyd
Page 4 of 14
7/12/2016
AP Lab Summary
Lab #4
“plant pigments and photosynthesis”
Abstract:
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
A. Photosynthetic organisms, like spinach, contain many different pigments that aid in gathering light energy.
B. Photosynthesis requires light.
C. Photosynthesis requires chlorophyll.
D. Boiling chloroplasts destroys the photosynthetic enzymes and ETC proteins necessary for photosynthesis.
Equipment and/or lab skills used:
“Take home” information:
Mrs. Loyd
Page 5 of 14
7/12/2016
AP Lab Summary
Lab #5
“cell respiration”
Abstract:
Quantified how?
A respirometer was built which included a graduated pipette through which the peas pulled in oxygen for cellular respiration.
As the volume of oxygen in the pipette decreased, water was pulled in and was measured using the graduations on the
pipette. The carbon dioxide gas that was given off by cellular respiration was absorbed by the KOH to control the presence of
gas in the respirometer. Volume changes due to other variables, like atmospheric pressure, were controlled using plastic
beads. Any change in volume of the beads was used to adjust the experimental results.
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
Mrs. Loyd
Page 6 of 14
7/12/2016
AP Lab Summary
Lab #6a
“transformation”
Abstract:
Griffith first performed a transformation experiment (1928) to show that there was a molecular explanation for heredity and
genetic traits. He used a virulent strain of Streptococcus pneumoniae bacteria (rough) and a nonvirulent strain (smooth). He
transformed the nonvirulent strain into the virulent strain. He tested on mice. See fig. 16.2. (Oswald Avery showed that
Griffith’s transforming principle was DNA in 1944.)
We transformed E. coli bacteria from the wild type to ampicillin resistant, glowing bacteria by making the cells competent and
then exposing them to pGlo (plasmids containing genes for ampicillin resistance (amp r) and green fluorescent protein (GFP).
We screened for these traits using ampicillin in the agar to kill those bacteria that weren’t transformed and shining UV light on
them to see which resistant colonies glowed.
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
A.
B.
C.
Transformation:
Transduction:
Conjugation:
Mrs. Loyd
Page 7 of 14
7/12/2016
AP Lab Summary
Lab #6b
“dna fingerprinting”
Abstract:
Quantified how?
A. A DNA marker (HindIII) was run alongside our suspects’ samples as well as the crime scene sample. The marker or
ladder contains fragments of known size so that the data can be graphed and the unknown fragment sizes can be
interpolated. (Mathematics insert (an intermediate value or term) into a series by estimating or calculating it from surrounding
known values.)
Data analysis (data tables, graph, math equations, etc):
A. The DNA fragments from each sample were run through an agarose gel by electrophoresis. The banding patterns that
resulted were compared to the crime scene sample and one suspect was identified as the criminal.
B.
A DNA marker (HindIII) was run alongside our suspects’ samples as well as the crime scene sample. The marker or
ladder contains fragments of known size so that the data can be graphed and the unknown fragment sizes can be
interpolated.
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
Mrs. Loyd
Page 8 of 14
7/12/2016
AP Lab Summary
Lab #7
“genetics of organisms”
Abstract:
Quantified how?
Data analysis (data tables, graph, math equations, etc):
2 = 
(observed number – expected number)2
expected number
This equation was used to calculate chi-square, which was then applied to a table (given) to determine if the difference
between the observed results and the expected (mathematical) results was due to chance. If the difference was due to
chance, the hypothesis is supported, if not, the hypothesis is rejected and the researcher needs to rework the hypothesis.
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
Mrs. Loyd
Page 9 of 14
7/12/2016
AP Lab Summary
Lab #8
“Population genetics and evolution”
Abstract:
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
If one knows only the frequency of homozygous recessive individuals in a population, the frequency of the homozygous
dominant and heterozygous individuals can be calculated mathematically.
Mrs. Loyd
Page 10 of 14
7/12/2016
AP Lab Summary
Lab #9
“transpiration”
Abstract:
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
Equipment and/or lab skills used:
A potometer was constructed to measure the rate of transpiration.
A nut and bolt microtome was constructed to enable us to make thin sections of stem for microscopic study.
Microscope and slide-making skills were used.
“Take home” information:
Mrs. Loyd
Page 11 of 14
7/12/2016
AP Lab Summary
Lab #10
“Physiology of the circulatory system”
Abstract:
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
Equipment and/or lab skills used:
A sphygmomanometer was used to measure blood pressure. It consists of an inflatable cuff connected by rubber hoses to a
hand pump and to a pressure gauge graduated in millimeters of mercury. The cuff is placed around the upper arm and
pumped up with air to constrict the brachial artery. The bell of a stethoscope is placed in the inside of the elbow below the
biceps. The examiner listens for blood flow through the arm as pressure is slowly released, noting the blood pressure when
the sounds begin and end. This is how the systolic (upper number) and diastolic (lower number) pressures are determined
(example: 110/70).
Microscope skills are used to examine Daphnia.
“Take home” information:
Mrs. Loyd
Page 12 of 14
7/12/2016
AP Lab Summary
Lab #11
“animal behavior”
Abstract:
A. Pill bugs (terrestrial crustaceans) were used to observe taxis and kinesis under different environmental conditions.
B. Beta splendens were used to observe agonistic behavior between males.
C. An experiment was designed and performed by students for either A or B.
Quantified how?
Data analysis (data tables, graph, math equations, etc):
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
Mrs. Loyd
Page 13 of 14
7/12/2016
AP Lab Summary
Lab #12
“Dissolved oxygen and primary productivity”
Abstract:
Quantified how?
Data analysis (data tables, graph, math equations, etc):
A graph (100% saturation of DO at different temperatures and salinities) was used to look at the effect of temperature on the
amount of oxygen dissolved in water.
A nomogram of oxygen saturation is used to estimate the percent saturation of DO in
the samples of water taken from an area pond. A ruler is used to align the
temperature of the water on the top scale and the DO on the bottom scale; the percent
saturation is read where the ruler aligns with the middle scale.
Conclusion(s):
Equipment and/or lab skills used:
“Take home” information:
Mrs. Loyd
Page 14 of 14
7/12/2016