1
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 1
Experimental Variables and Design
I. Write a hypothesis for each of the statements and identify the variables, control
group, and
experimental group.
1. Cigarette smoking increases the risk of lung cancer.
Hypothesis:
If ____________________________________________________,
then _________________________________________________.
Independent Variable:
___________________________
Dependent Variable:
___________________________
Control Group:
___________________________
Experimental Group:
___________________________
2. Eating breakfast increases performance in school.
Hypothesis:
If ____________________________________________________,
then _________________________________________________.
Independent Variable:
___________________________
Dependent Variable:
___________________________
Control Group:
___________________________
Experimental Group:
___________________________
2
3. Hummingbirds are attracted to the color red.
Hypothesis:
If ____________________________________________________,
then _________________________________________________.
Independent Variable:
___________________________
Dependent Variable:
___________________________
Control Group:
___________________________
Experimental Group:
___________________________
4. Bats locate food using sound waves.
Hypothesis:
If ____________________________________________________,
then _________________________________________________.
Independent Variable:
___________________________
Dependent Variable:
___________________________
Control Group:
___________________________
Experimental Group:
___________________________
5. Plants grow best in white light.
Hypothesis:
If ____________________________________________________,
then _________________________________________________.
Independent Variable:
___________________________
Dependent Variable:
___________________________
Control Group:
___________________________
Experimental Group:
___________________________
3
A. Read the situation below and answer the following questions.
The Strange Case of Beriberi
In 1887 a strange nerve disease attacked the people in the Dutch East Indies.
The disease was beriberi. Symptoms of the disease included weakness and loss of
appetite and victims often died of heart failure. Scientists thought the disease
might be caused by bacteria. They injected chickens with bacteria from the blood
of patients with beriberi. The injected chickens became sick. However, so did a
group of chickens that were not injected with bacteria.
One of the scientists, Dr. Eijkman, noticed something. Before the experiment,
all the chickens had eaten whole-grain rice, but during the experiment, the
chickens were fed polished rice. Dr. Eijkman researched this interesting case. He
found that polished rice lacked thiamine, a vitamin necessary for good health.
1. What was the problem?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What was the hypothesis?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How was the hypothesis tested?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4
4. Should the hypothesis be supported or rejected based on the experiment?
Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. What should be the new hypothesis?
_________________________________________________________________
_________________________________________________________________
--------------------------------------------------- END ------------------------------------------------
5
Percentage:
Score:
Date: _______________________
Letter Grade:
WORKSHEET 2
Analyzing Data
Refer to the situation below to answer the following questions.
The florist industry is a big business. The producers of flowers are constantly looking
for ways to increase and improve the flowering capacity of the plants they raise and
sell. A grower put together a special blend of fertilizers and plant nutrients in hopes of
increasing his blossom yield. He tested different concentrations of this special blend
on three different types of flowering plants to see which concentration would produce
the greatest number of blossoms per plant. The results are shown in the table below.
Plants Tested
(Number of
blossoms)
0% solution
of fertilizer
5% solution
of fertilizer
10% solution
of fertilizer
20% solution
of fertilizer
30% solution
of fertilizer
Roses
Daisies
Gladiolas
5
3
8
8
5
29
16
8
26
28
13
15
20
18
3
A. Graph the results on the grid provided.
Title: _________________________________________
6
B. Answer the following questions based on the given information.
1. What is the independent variable in this experiment?
__________________________________________________________
2. What is the dependent variable in this experiment?
__________________________________________________________
3. On which axis is the independent variable placed?
__________________________________________________________
4. On which axis is the dependent variable placed?
__________________________________________________________
5. What conclusion can you reach about the effectiveness of the special blend of
fertilizer on blossom production in these plants?
___________________________________________________________
--------------------------------------------------- END ------------------------------------------------
7
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 3
Characteristics of Living Things
The activities of a dolphin also show the seven common characteristics of living things.
In each of the following boxes, give one example of the characteristics of living things.
It moves.
Example:
It reproduces.
Example:
It excretes.
Example:
It can breathe.
Example:
It needs food.
Example:
It grows.
Example:
It reacts to stimuli.
Example:
8
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 4
Kingdom Classification
Complete the table below.
Title: ______________________________________________________________
Kingdom
Cell type
(prokaryotic/
eurkaryotic)
Animalia
Plantae
Fungi
Protoctista
Prokaryota
Cell Wall (+/-)
Cell Wall
composition if
present (+)
Body Form
(unicellular/
multicellular/
colonial)
Mode/s of
Nutrition
Example/s
(1-3)
9
Assign each mystery organism to a kingdom based on the description then figure out
what the organism is called. Choose your answers from the word bank below.
Organism: shelf fungus, paramecium, apple tree, kelp, mushroom, E. coli, slime
mold, Venus flytrap, decomposer bacteria (Pseudomonas), cow, algae, hawk
Kingdom Names: Eubacteria, Archaebacteria, Plantae, Protista, Animalia, Fungi
Description
I am a multicellular,
photosynthetic, marine,
organism with motile sperm
cells. I grow very fast and live
my adult life attached to rocks
being pounded by waves. I am
plant like, but I have a simple
body without complex
specialized cells such as roots.
I am a single-celled,
prokaryotic organism that lives
in the large intestines of
mammals like humans. I
reproduce asexually by binary
fission (splitting in half) and
can reproduce this way very
fast.
I am a multicellular producer
that lives on land. I grow
flowers with eggs and pollen
inside them and produce seeds
inside of fruits. I’m a producer.
I am a single celled organism
that lives in pondwater. My
body is covered with cilia (little
hairs that I use to move me
around), and I can swim very
fast. I eat bacteria. I’m animal
like.
Organism Name
Kingdom
10
Description
I am a multicellular consumer
that eats by ingesting grass.
My species have males and
females, and we cannot
reproduce asexually.
I am a single celled prokaryotic
organism. I live in hot springs
where you would think that
nothing could survive.
I am both unicellular and
multicellular depending on
how old I am. When I am
getting ready to reproduce, my
cells join to make a slippery,
slithering mass that is bright
orange. When mature, I dry
out and release millions of
spores. I eat by digesting dead
leaves and absorbing the
nutrients. My name is tricky—
I’m not truly a mold.
I am enormous but mostly
invisible because my body is
hidden under soil. When
sexually mature I make spores
in fruiting bodies that rise
above the soil and release
millions of spores. I eat by
digesting dead plant material
in the soil as I grow through it.
Organism Name
Kingdom
11
Description
I grow inside living trees and
slowly decompose their wood,
making it rot. I got inside the
tree back when I was a spore
that landed on a wound made
by a weed-eater. My body is a
whitish, thread mass called a
mycelium. I eventually kill my
host tree. I am a eukaryote.
I am a fast-moving
multicellular predator. My
body has organs and tissues. I
have excellent eyesight and my
favorite food is ducks. I can fly
I am photosynthetic and
multicellular. I make my own
glucose food from sunlight but
get my fertilizer from insects I
can catch in my folding leaves.
I am multicellular, and my
body is shaped like a thread. I
live in water and turn it bright
green when my population
explodes. I reproduce sexually.
I’m plant like but do not have
roots, stems, or leaves.
Organism Name
Kingdom
--------------------------------------------------- END ------------------------------------------------
12
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 5
Comparison of Animal and Plant Cell
Label the parts of the following cells using the terms provided.
Cell
Membrane
Cell
Wall
Nucleus Cytoplasm
Vacuole
Mitochondria
Chloroplasts
1. What is the difference between plant and animal cells? And what is the
importance of knowing the difference between an animal cell and a plant cell. (5
pts)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Relevance (2 pts.) – I was able to identify the need for classifying plant and animal cells and state the importance of
knowing their difference.
Accuracy (2 pts) – I was able to contrast plant and animal cells. My explanations are correct.
Logic (1 pt) – My sentences make sense because they all fit together
13
Cheek Cell is an example of a/an
Onion Cell is an example of a/an
_______________ cell
_______________ cell
HOW ARE THEY ALIKE?
Both cheek cell and onion cell are:
HOW ARE THEY DIFFERENT?
With regard to
CELL SHAPE
BASIC PARTS
--------------------------------------------------- END ------------------------------------------------
14
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 6
Mitosis
I. Match the different steps in cell division with the correct label.
II. Read the following statements. Write T if the statement is true and F if the
statement is false.
_______________5. Reproductive cells undergo mitosis.
_______________6. The original cell is also called the daughter cell
_______________ 7. During mitosis, each cell divides to make two new cells.
_______________8. Mitosis produces new cells for growth, repair, and the general
replacement of older cells.
_______________9. Mitosis is the division of somatic cells to create new but
genetically different cells.
15
III. Name each stage of mitosis and write a brief description in the box of what takes
place during that stage. Make a sketch of each stage in each of the circles.
--------------------------------------------------- END ------------------------------------------------
16
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 7
Meiosis
The cells of green plants and animals have a set number of chromosomes. This
characteristic number is termed diploid or 2N. In humans, the 2N is 46. Each one of the
pairs of chromosomes comes from one parent. Half the normal number is called haploid
or N. In a haploid cell, there are no paired chromosomes. The haploid number of a
human sex cell (gamete) is 23. When a zygote is formed during sexual reproduction, the
zygote will have the normal number of chromosomes (diploid).
I. Read the following statements. Write T if the statement is true and F if the
statement is false.
_________1. Cells divide once during meiosis.
_________2. During meiosis, the chromosome number is doubled.
_________3. Meiosis produces diploid reproductive cells called gametes.
_________4. The combination of a sperm and an egg produces a zygote with
46 chromosomes.
_________5. Crossing over allows the exchange of genetic material
between two homologous chromosomes.
II. Identify the stage of meiosis I or meiosis II in which the event described occurs.
________________6. Crossing-over occurs between tetrads.
________________7. Each replicated chromosome pairs with its
corresponding homologous chromosome.
________________8. Paired homologous chromosomes line up across the
center of the cell.
________________9. Spindle fibers pull each homologous chromosome pair
toward an opposite end of the cell.
_______________10. A nuclear membrane forms around each cluster of
chromosomes and cytokinesis follow, forming two new
cells.
17
________________11. Chromosomes consist of two chromatids, but they do
not pair to form tetrads.
________________12. A nuclear membrane forms around each cluster of
chromosomes and cytokinesis follow, forming four new
cells.
III. Sequence the different stages of meiosis from meiosis I to meiosis II.
Write numbers 1-9 in the boxes provided.
homologous chromosome line up in the center of the cell
spindle fibers pull homologous pairs to ends of the cell
4 haploid (N) daughter cells form
cells undergo a round of DNA replication
sister chromatids separate from each other
2 haploid (N) daughter cells form
spindle fibers attach to the homologous chromosome pairs
individual chromatids move to each end of the cell
crossing-over occurs
--------------------------------------------------- END ------------------------------------------------
18
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 8
Cladogram Analysis
Cladograms are diagrams which depict the relationships between different groups of
taxa called “clades”. By depicting these relationships, cladograms reconstruct the
evolutionary history (phylogeny) of the taxa. Cladograms can also be called
“phylogenies” or “trees”. Cladograms are constructed by grouping organisms together
based on their shared derived characteristics.
Example:
1. Given these characters and Taxa:
Character
Vertebrae
Two pairs of
Limb
Mammary
glands
Placenta
Shark
X
TAXA
Bullfrog
X
Kangaroo
X
Human
X
X
X
X
X
X
X
2. Draw a Venn diagram. Start with the character that is shared by all the taxa on the
outside. Inside each box, write the taxa that have only that set of characters.
Placenta: Human
Mammary Gland: Kangaroo
Two pairs of Limbs: Bullfrog
Vertebrae: Shark
19
3. Convert the Venn diagram into a cladogram like so:
SHARK
BULLFROG
KANGAROO
HUMAN
PLACENTA
MAMMARY
GLAND
TWO PAIRS OF
LIMBS
VERTEBRAE
Cladogram Worksheet
Convert the following data table into a venn diagram, and then into a cladogram:
Characters
Cells with
flagella
Symmetry
Bilateral
Symmetry
Mesoderm
Head
Develops
first
Anus
develop
first
Segmented
body
Calcified
Shell
Chitonous
Exoskeleton
Water
vascular
system
Vertebrae
Sponge
Jellyfish
Flatworm Earthworm
Snail
Fruitfly
Starfish
Human
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
(X)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
20
Draw your Venn Diagram in the box.
Draw your Venn Diagram in the box.
--------------------------------------------------- END -----------------------------------------------
21
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY A
MICROSCOPE
1. What is the magnification of the eyepiece?
__________________________________________________________________
2. What is the total magnification of the following objective lenses with the
eyepiece?
a. Medium: ________________
b. Low: ___________________
c. High: ___________________
3. Which adjustment knob should you use on the high power?
__________________________________________________________________
4. How do you prevent the slide from falling off the stage?
__________________________________________________________________
__________________________________________________________________
5. Which adjustment knob is used for bringing the specimen into focus?
__________________________________________________________________
6. Which adjustment knob is used for sharpening the image of the specimen after it
is focused? _________________________________________________________
7. What is the function of the diaphragm?
___________________________________________________________________
___________________________________________________________________
22
8. How do you change the objective lenses?
__________________________________________________________________
__________________________________________________________________
9. What power must be in place when you first find an image in the
microscope?________________________________________________________
__________________________________________________________________
10. ** Why do we call the microscope a compound light microscope?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
11. Draw the following patterns as they would appear when viewed through a
compound microscope:
a. 2_____
x_____
b. h_____
e_____
12. How is a wet mount slide prepared?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
13. If an organism moves on the glass slide to the right and up, in what direction did
it move in the field of view?
___________________________________________________________________
___________________________________________________________________
23
Identify the parts of the microscope based on the given description. Write your answer
in the space given.
________________1. Moves the stage slightly to sharpen the image.
________________2. Used to support the top part of the microscope when carried.
________________3. Regulates the amount of light on the specimen.
________________4. The bottom of the microscope used for support.
________________5. Projects light upwards through the diaphragm,
the specimen and the lenses.
________________6. Moves the stage up and down for focusing.
________________7. Holds the slide in place on the stage.
________________8. Contains the ocular lens.
________________9. Holds two or more objective lenses and can be rotated to
change power.
________________10. Combination of lenses at the viewing end of optical
Instruments.
________________11. Small platform where the specimen is mounted for
Examination.
24
Label the parts of the microscope.
Tube | Eyepiece | Stage | Revolving Nosepiece | Stage clips | Diaphragm
Objectives | Arm | Fine Adjustment Knob | Light source | Base |
Coarse Adjustment Knob | Head
25
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY B
FOOD TESTING (BIOMOLECULE)
Background:
Cells are composed of organic compounds called biomolecules. These biomolecules
include carbohydrates, lipids, proteins, and nucleic acids. These substances are used
by your cells and often obtained through foods you eat. Chemical tests are often used
on molecules to distinguish one from another. The chemical interactions typically
involved a color change. For example, when iodine (Lugol’s solution) is added to a
starch, a dark blue-black color will appear. Chemicals of this type are known as
indicators.
In this experiment, you will determine which indicator (reagent) tests positive for
specific types of mole yellow orange be conducting four tests:
1. Monosaccharides (simple sugars) turn yellow-orange when tested with Benedict’s
solution in the presence of heat.
2. Starches (complex sugars) turn blue-black in the presence of iodine (Lugol’s
solution).
3. Proteins turn violet in the presence of Biuret’s solution.
4. Fats or lipids will make a cloudy white emulsion when alcohol and water are added.
Objectives:
1. Perform standard chemical identification tests for organic compounds.
2. Relate indicator reactions to the presence of organic nutrients.
Problem Statement:
Which food item contain carbohydrates/ lipids/ proteins?
26
Materials:
___Food samples
___Test tubes
___Graduated cylinder
___Test tube rack
___Test tube holder
___Spot plate
___Beaker
___Benedict’s solution
___Iodine solution
___Alcohol
___Sodium hydroxide (40%) solution
___Copper sulfate (1%) solution
___Heating set up
___Dropper
Test Protocols:
1. You must always wear goggles and lab gowns during this lab activity.
2. Make sure you rinse your test tubes after each test to reduce contamination. If you
use oil,
wash the glassware with soap after testing!
3. Do not switch the droppers from bottle to bottle!
Procedure:
A. TEST FOR REDUCING SUGARS (BENEDICT’S TEST)
Benedict’s solution is a blue solution containing copper (II) sulfate. Some sugars
can reduce the copper (II) in Benedict’s solution to copper (I). They produce a brick red
precipitate of copper (I) oxide when boiled with Benedict’s solution. Sugars with this
property are called reducing sugars. Glucose, maltose, fructose and lactose are reducing
sugars.
Different concentrations of reducing sugar produce different colors when boiled
with Benedict’s solution as shown in the table below.
Color change
Amount of reducing sugar present
Blue to green
Traces of reducing sugar
Blue to yellow or orange precipitate
Moderate amount of reducing sugar
Blue to brick-red or orange-red Large amount of reducing sugar
precipitate
1. Add 2 ml of Benedict’s solution to 2 ml of your food samples and shake the
mixture well. Leave the test tubes in a beaker of boiling water for five minutes
27
2. As a control experiment, repeat step 1 using 2 ml of distilled water.
3. Observe what happened.
B. TEST FOR COMPLEX CARBOHYDRATES/ STARCH (IODINE TEST)
Plants store glucose in the form of starch. Animals cannot make or store starch in
their bodies. We get most of our carbohydrates from plants in the form of starch.
In animals, the main source of glucose is glycogen. Hence, glycogen is stored in
the liver and the muscles. Starch can be detected by the Iodine test. A few drops of
iodine solution added to any substance containing starch will produce a blue-black
color.
1. Add a 2-3 drops of iodine solution on your food samples on the spot plate
2. Observe what happened.
C. TEST FOR FATS (ALCOHOL EMULSION TEST)
Fats, like carbohydrates are organic compounds made up of the elements carbon,
hydrogen and oxygen. But unlike carbohydrates, fats contain much less oxygen in
proportion to hydrogen.
Foods that are rich in fats include butter, cheese, fatty meat, olives, nuts, peas
and beans. Fats are also abundant in the liver of many fishes. The meat of most fishes
and “white meats” have relatively less fats except for some fishes like herring and
salmon
Fats can be detected by an alcohol emulsion test. A cloudy white emulsion is
formed when alcohol and water are added to fats. An emulsion is a suspension of a
liquid in another liquid.
1. Grind small amount of your food samples using the mortar and pestle and place
them in the test tubes.
2. Add 2 ml of alcohol and shake thoroughly.
3. Allow the solid particles to settle. Carefully decant the alcohol (pour off the top
layer of alcohol) into another test tube containing 2 ml of water.
4. Observe what happened.
D. TEST FOR PROTEINS (BIURET TEST)
Proteins are very complex organic substance made up of the elements carbon,
hydrogen, oxygen and nitrogen. Another element, sulfur may also be present. Proteins
are always present in the protoplasm. Their molecules are the largest and most
complicated of all the food substances.
28
For testing the presence of proteins, the Biuret solution is used. Biuret solution is
a blue solution made up of sodium hydroxide and copper (II) sulfate. It turns violet
(deep purple) when proteins are present and turns pink when short- chain polypeptides
are present.
1. Add 1 ml of sodium hydroxide solution (40%) to 2 ml of your food samples in a
test tube and shake it thoroughly.
2. Add 1% copper (II) sulfate solution drop by drop, shaking after every drop. Shake
well and allow the mixture to stand for 5 minutes.
3. Observe what happened.
Data and Analysis
Complete the table to indicate the results you observed during the lab about which
foods contains simple sugars, complex sugars, lipids, and proteins. Indicate with the
symbols, + or -, to indicate whether the test indicated the presence of the biomolecule.
A positive symbol, +, indicates a color change was observed and a negative symbol, -,
indicates no color change was observed.
Title: ______________________________________________________________
Food samples
Possible
Biomolecule
present
(Hypotheses)
Observation
Benedict’s
test
Iodine Test
Alcohol
Emulsion
test
Biuret test
Actual
Biomolecule
present based
on tests
1. Which among your food samples contain the following biomolecules:
a. Reducing sugars
_____________________________________
b. Starch
_____________________________________
29
c. Proteins
_____________________________________
d. Fats
_____________________________________
2. Are your hypotheses regarding the possible biomolecules present in your food
samples all correct? Why or why not?
___________________________________________________________________
___________________________________________________________________
3. What biomolecule was identified for the assigned test to your group?
___________________________________________________________________
___________________________________________________________________
4. Which food item has the biomolecule assigned to your group? How did you say
so?
___________________________________________________________________
___________________________________________________________________
5. Explain the rationale behind the positive or negative results in your experiment/s
based on the assigned test.
___________________________________________________________________
___________________________________________________________________
Reflection: What did you learn from this activity? What were the difficulties your group
have encountered and how did you overcome them? If there is a part of the experiment
that you can improve, what would it be and why?
30
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY C
Cladogram
I.
Data Table
Instruction: Using your textbook and the explanations below, determine which of the
characteristics each animal has. In the Data Table provided (on your Cladogram
Worksheet), place an "x" in the box if the animal has the characteristic.
Explanations of Characteristics:
set #1: Dorsal nerve cord (running along the back or "dorsal" body surface)
Notochord (a flexible but supporting cartilage-like rod running along the back or
"dorsal" surface)
set #2: Paired appendages (legs, arms, wings, fins, flippers, antennae) Vertebral
column ("backbone")
set #3: Paired legs
set #4: Amnion (a membrane that holds in the amniotic fluid surrounding the
embryo; may or may not be inside an eggshell)
set #5: Mammary glands (milk-secreting glands that nourish the young)
set #6: Placenta (structure attached to inside of uterus of mother, and joined to the
embryo by the umbilical cord; provides nourishment and oxygen to the embryo)
set #7: Canine teeth short (same length as other teeth) Foramen magnum forward
(spinal cord opening, located forward, under skull)
31
Sets
Traits
Kangaroo Lamprey
Rhesus
Bullfrog
Monkey
Human
Snapping
Turtle
Tuna
Dorsal Nerve
Cord
Notochord
Paired
appendages
Vertebral
column
Paired Legs
1
2
3
Amnion
(Amniotic
Sac)
Mammary
Gland
Placenta
4
5
6
Canine teeth
Short
Foramen
Magnum
forward
7
Total of Xs
II.
Venn Diagram
Instruction: Below the Data Table on your Worksheet, make a Venn diagram, placing
your seven animals in groups to illustrate those characteristics which different animals
have in common. See example below:
III.
Cladogram
32
Instruction: Using the Venn diagram of the groupings just completed (as a guide),
draw a cladogram on the back of your Worksheet to illustrate the ancestry of these
animals. The diagram should reflect shared characteristics as time proceeds. An
example is shown below. Notice how the different animals are all at the same time
level (across the top) since they all live today.
33
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY D
Mitosis and Meiosis
I. Read each statement and identify if it describes mitosis or meiosis. Check the
appropriate box.
Description of Events
two new cells are formed from each original
cell
four new cells are formed from each original
cell
Mitosis
Meiosis
replication of chromosomes occurs
crossover occurs
cells with a reduced chromosome number are
formed
cells with the same chromosome number are
formed
results in forming egg or sperm cells
results in forming somatic or body cells
independent assortment occurs
haploid cells produced
diploid cells produced
II. Study the 2 diagrams showing cell division. What type of cell division is presented?
Write mitosis or meiosis on the boxes provided beside the diagram.
34
type of cell division:
A.
B.
___________________
type of cell division:
___________________
III. Compare mitosis and meiosis. Answer the questions and write your answers inside
the boxes.
35
36
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 9
Digestive System
Find the word in the box that matches the definition. Write the definition on the space
provided.
Amylase
Bile
Chyme
Digestion
Enzymes
Epiglottis
Esophagus
Feces
Gall bladder
Large Intestine
Liver
Mouth
Pancreas
Peristalsis
Rectum
Saliva
Small Intestine
Stomach
Tongue
Villi
1. ____________________ is a large, lobed organ that produces bile.
2. ____________________ is an organ where bile is stored.
3. ____________________ are chemicals that break down food.
4. ____________________ is a liquid produced by the liver that helps digest fat.
5.____________________ is a muscular tube which connects the throat to the
stomach.
6. ____________________ is a J-shaped, muscular sac that stores food and helps
digest it.
7. ____________________ is a bodily waste discharged through digestive
system/process.
8. ____________________ is the enzyme in saliva that breaks down starch into
sugar.
9. ____________________ is a short, wide tube in which water is absorbed from
undigested food.
10. ___________________ is the flap of tissue that covers the windpipe during
swallowing of food.
11. ___________________ is the opening through which food passes into the
body.
12. ___________________ is a gland that produces pancreatic juice and
hormones.
37
13. ___________________ is the squeezing motion that pushes food down
through the digestive system.
14. ___________________ is part of the body at the end of the large intestine
where solid wastes are stored until they leave the
body.
15. ___________________ is the partly fluid and partly solid mass of incompletely
digested food with the addition of hydrochloric acid.
16. ___________________ is a long, coiled tube in which food is digested and
absorbed.
17. ___________________ is a muscle that works with the food and saliva in
digestion process.
18. ___________________ is the process by which the body changes food so it
can be used to supply energy.
19. ___________________ is a fluid containing water, protein, salts, and often a
starch-splitting enzyme that is secreted into the
mouth by salivary glands.
20. ___________________ are finger-like structures that cover the inner wall of
the small intestine and helps in the digestion of
nutrients from food.
--------------------------------------------------- END -----------------------------------------------
38
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 10
Circulatory System
I. Tick () on the blank if the statement is correct; otherwise, mark it wrong ().
_______1. The pulse rate increases when we rest.
_______2. Pulse is the number of beats the heart muscles make.
_______3. Veins carry oxygen-rich blood from the heart to the body.
_______4. Blood removes waste products from the cells of our body.
_______5. Blood carries useful substances such as oxygen and digested
food.
II. The diagram below shows a set of blood vessels, B, connecting the veins and the
arteries.
Name one gaseous substance entering blood vessel B from cells in the arms and another
substance leaving B to enter the cells around it. (2 pts)
Substance entering blood vessel B
Substance leaving blood vessel B
39
III. Study the situations and solve the problems.
1. Ben is very sick with fever and cough.
a. What could happen to his average pulse rate – increase or decrease? Why? (2
pts)
________________________________________________________________
________________________________________________________________
________________________________________________________________
b. Would it be better for Ben to exercise during this time – yes or no? (1 pt)
______________
c. Why or why not? Support your answer in 1.b.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Shelly believes that the heart rate of a person depends on the type of activity the
person is engaged in. Suppose you were to carry out an experiment to find out if
Shelly is correct.
a. Suggest a possible hypothesis for the experiment.
________________________________________________________________
________________________________________________________________
b. What variables would you consider keeping constant or the same to ensure
the experiment is a fair one? Give at least two.
_______________________________________________________________
_______________________________________________________________
40
c. Which variable would be changed in the experiment?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
IV. Identify the parts and give the functions (including where blood is coming from and
going to, as applicable) for each of the following:
41
Letter on
Diagram
Structure
1.
Function
2.
AORTA
3
4.
AORTIC VALVE
5.
6.
PULMONARY ARTERY
7.
8.
PULMONARY VALVE
9.
10.
PULMONARY VEIN
11.
12.
SUPERIOR VENA CAVA
13.
14.
MITRAL VALVE
15.
16.
TRICUSPID VALVE
17.
18.
RIGHT ATRIUM
--------------------------------------------------- END -----------------------------------------------
42
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 11
Respiratory System
Complete the crossword puzzle.
43
Across
2
4
6
7
8
10
12
14
15
It is the air that you breathe in
These are our main organ for breathing located in our chest
It is the hard tube that leads to the lungs.
It is a thin double-membrane that provides fluid which allows the lungs to
move and slide freely as they contract and expand during breathing.
It is a flap made of cartilage that closes the air tube when you swallow.
It means to breathe in
It is a dome-shaped organ made of muscles that separate the chest cavity
from the abdominal cavity. It also expands and contracts during respiration.
A cage that protects our lungs. It is made up of 12 sets of ribs.
It is where the oxygen-rich air enters your body when you inhale.
Down
1
3
5
9
11
13
It is another term for trachea
It means to breathe out
It is the process by which oxygen in the air is brought into the lungs and
into close contact with the blood
It contains the vocal cords. It is where sound is produced whenever you
speak.
It is a passageway from the back of the mouth and nose to the upper part
of the esophagus and into the voice box, or larynx
These contain tiny blood vessels called capillaries.
44
Use the words in the box to fill in the blanks.
air
blood
bronchi
carbon dioxide
cough
diaphragm
exhale
hiccup
inhale
lungs
mouth
nose
oxygen
pharynx
respiratory
sneeze
trachea
water vapor
yawn
All animals need 1.________________ to make energy from food. We get this
oxygen from the 2._____________ that we breathe. In order to get the oxygen into
the blood where it can be transported to the rest of the body, the air travels through
a system of organs called the 3. _______________ system.
When you 4.________________, air enters the body through the
5._______________ or the 6.____________. From there it passes through the
7.______________, which forces air into the 8._______________ and food into the
esophagus. The air travels down the trachea into two branching tubes called
9.________________ and then on into the 10.________________.
In the lungs oxygen from the air enters the 11. _______________. At the same time,
the waste gas 12.____________________ leaves the blood and then leaves the body
when you 13.___________________. Some 14.__________________ also leaves the
body when you exhale, which is why mirrors get foggy when you breathe on them.
The 15.______________ is the muscle that controls the lungs.
It is important to keep the respiratory system clear so oxygen can keep flowing into
your body. If something gets in your nose and irritates it, you
16.___________________. If something gets in your trachea or bronchi and irritates
it, you 17_________________. If something irritates your diaphragm, you
18_________________. Finally, if the brain thinks you are not getting enough
oxygen, then it forces you to 19 _________________.
--------------------------------------------------- END -----------------------------------------------
45
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 12
Nervous System
Using the terms and phrases provided below, complete the concept map showing the
structures of the nervous system.
central nervous system
parasympathetic division
spinal cord
interneurons
peripheral nervous system
sympathetic division
motor neurons
somatic nervous system
synapses
neurons
46
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 13
Integumentary System
I.
Complete the following statements in the blanks provided.
1. Fat in the ___________________ tissue layer beneath the dermis helps to insulate
the body.
2. The waterproofing protein found in the epidermal cells is called
_________________.
3. A
vitamin
that
is
manufactured
in
the
skin
is
_________________________________.
4. ___________________ is a bluish cast of the skin resulting from inadequate
oxygenation of the blood.
5. A blackhead is an accumulation of oily material produced by
____________________.
6. Tiny muscles attached to hair follicles that pull the hair upright during fright or cold
are called ______________________.
7. __________________ is found everywhere on the body except the palms of the
hands, soles of the feet, and lips, and primarily consists of dead keratinized cells.
II.
For each true statement, write T. For each false statement, correct the
underlined word(s) and inset your correction in the answer blank.
____________________8. Greater amounts of the pigment carotene are produced
when the skin is exposed to the sun.
____________________9. The most abundant protein in dead epidermal structures
such as hair and nails is melanin.
____________________10. Sebum is an oily mixture of lipids, cholesterol, and cell
fragments.
____________________11. The oldest epidermal cells in the epidermis are found in the
stratum basale.
____________________12. The externally observable part of a hair is called the root.
47
III.
Select one the terms below:
A. Carotene
B. Hemoglobin
C. Melanin
______________________13. Most responsible for the skin color of dark-skinned
People.
______________________14. Provides an orange cast to the skin.
______________________15. Most responsible for the skin color of Caucasians.
______________________16. Found within red blood cells in the blood vessels.
48
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 14
Endocrine System
I. The position of endocrine organs has been indicated in red on the diagram of a
composite male and female dog shown below. Add the labels in the list to the
diagram.
II. On the diagram of the brain below indicate the position of the Hypothalamus and
Pituitary gland.
49
III. In the table below list 3 hormones produced by the pituitary gland and state the
function of each.
Hormone
Function
1.
2.
3.
IV. Fill in the following table with the endocrine organ the hormones are produced by.
Hormone
Produce by
1. Insulin
2. Progesterone
3. Estrogen
4. Growth Hormone
5. Adrenaline
6. Antidiuretic Hormone
7. Testosterone
8. Aldosterone
9. Melatonin
10. Oxytocin
11. Thyroxine
50
V. Match the hormones in the list below with their functions.
Hormone
Produce by
1. Stimulates development of the ovarian follicle.
2. Stimulates milk “let down”.
3. Controls blood glucose levels.
4. Influences the rate of growth and development
of young animals.
5. Stimulates the growth of long bones.
6. Stimulates absorption of water from the kidney
tubule.
7. Influences the development of sexual maturity.
8. Stimulates the development of the corpus
luteum.
9. Stimulates the development of female sexual
characteristics.
10. Stimulates the development of the male sexual
characteristics.
11. Affect glucose, protein and fat metabolism.
12. Prepares the lining of the uterus for pregnancy.
13. Prepares the body for emergency situations.
--------------------------------------------------- END -----------------------------------------------
51
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY E
Digestive System
I. Complete the table below by identifying the parts of the digestive system and the
function of each structure. (2 pts. each)
52
Structure Number
Structure Name
Function
13.
1
14.
2
15.
3
16.
4
17.
5
18.
6
19.
7
20.
8
21.
9
22.
10
23.
11
24.
12
53
II. Identification. Read each statement carefully. Identify the word being described in each
statement.
_________________25. It refers to the removal of undigested and unabsorbed
food as solid waste.
_________________26. It is an involuntary muscle contraction that moves
ingested food along the digestive tract.
_________________27. The opening at the end of the digestive tract in which
solid wastes are eliminated.
_________________28. The place where digested molecules of food, water and
minerals are absorbed.
_________________29. It is the last section of the small intestine before it
connects to the large intestine.
_________________30. The part of the stomach that lies above the esophagus.
_________________31. It is directly attached to the appendix.
_________________32. This muscular valve prevents gastric juices from flowing
back out of the stomach and into the esophagus.
_________________33. A small, round mass of food that is formed in the mouth
during the early phase of digestion.
_________________34. An enzyme that digests fats or splits fat into soluble
glycerol and fatty acids.
_________________35. An enzyme that breaks proteins to amino acids.
54
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY F
Pig’s Heart Dissection
Introduction
Mammals have four-chambered hearts and double circulation. The heart of a bird or
mammal has two atria and two completely separated ventricles. The double-loop
circulation is similar to amphibians and reptiles, but the oxygen-rich blood is completely
separated from oxygen-poor blood. The left side of the heart handles only oxygenated
blood, and the right side receives and pumps only deoxygenated blood. With no mixing
of the two kinds of blood, and with a double circulation that restores pressure after
blood has passed through the lung capillaries, delivery of oxygen to all parts of the body
for cellular respiration is enhanced.
Objective
Using a pig heart, students will observe the major chambers, valves, and vessels of the
heart and be able to describe the circulation of blood through the heart to the lungs and
back and out to the rest of the body. (The pig heart is used because it is very similar to
the human heart in structure, size, & function.)
Materials: Dissecting pan, dissecting kit, safety glasses, lab apron, pig heart, & gloves
Procedure - External Structure
1.Examine the heart and locate the thin membrane or pericardium that still covers
the heart. The pericardium or pericardial sac is a double-layered closed sac
that surrounds the heart and anchors it.
2.After examining the pericardium, carefully remove this tissue. Located below the
pericardium is the muscle of your heart called the myocardium. Most of the
myocardium is located in the lower two chambers of the heart called
ventricles.
3.Locate the tip of the heart or the apex. Only the left ventricle extends all the way
to the apex.
55
4.Place the heart in the dissecting pan so that the front or ventral side is towards
you (the major blood vessels are on the top and the apex is down). The front
of the heart is recognized by a groove that extends from the right side of the
broad end of the heart diagonally to a point above & to your left of the apex.
Front or Ventral Side of the Heart




1.Locate the following chambers of the heart from this surface:
Left atria - upper chamber to your right
Left ventricle - lower chamber to your right
Right atria - upper chamber to your left
Right ventricle - lower chamber to your left
2.While the heart is still in this position in the
dissecting pan, locate these blood vessels
at the
broad end of the heart:
 Coronary artery - this blood vessel lies in the
groove
on the front of the heart & it branches over the
front
& the back side of the heart to supply fresh blood with oxygen & nutrients to the
heart muscle itself.
 Pulmonary artery - this blood vessel branches & carries blood to the lungs to receive
oxygen & can be found curving out of the right ventricle (upper chamber to your left)
 Aorta - major vessel located near the right atria & just behind the pulmonary arteries
to the lungs. Locate the curved part of this vessel known as the aorticarch. Branching
from the aortic arch is a large artery that supplies blood to the upper body.
 Pulmonary veins - these vessels return oxygenated blood from the right & left lungs to
the left atrium (upper chamber on your right)
 Inferior & Superior Vena Cava - these two blood vessels are located on your left of the
heart and connect to the right atrium (upper chamber on your left). Deoxygenated
blood enters the body through these vessels into the right receiving chamber. Use
your probe to feel down into the right atrium. These vessels do not contain valves to
control blood flow.
56
Procedure - Internal Anatomy
1.Use scissors to cut through the side of the pulmonary artery and continue cutting
down into the wall of the right ventricle. Be careful to just cut deep enough to
go through the wall of the heart chamber. (Your cutting line should be above &
parallel to the groove of the coronary artery.)
2.With your fingers, push open the heart at the cut to examine the internal
structure. If there is dried blood inside the chambers, rinse out the heart.
3.Locate the right atrium. Notice the thinner muscular wall of this receiving
chamber.
4. Find where the inferior & superior vena cava enter this chamber & notice the lack
of valves.
5.Locate the valve that between the right atrium and right ventricle. This is called
the tricuspid valve. This valve allows blood flow from the right atrium into the
right ventricle during diastole (period when the heart is relaxed). When the
heart begins to contract (systole phase), ventricular pressure increases until it
is greater than the pressure in the atrium causing the tricuspid to snap closed.
6.Use your fingers to feel the thickness of the right ventricle and its smooth lining.
Also note the network of irregular muscular cords on the inner wall of this
chamber.
7.Find the septum on the right side of the right ventricle. This thick muscular wall
separates the right & left pumping ventricles from each other.
8.Inside the right ventricle, locate the pulmonary artery that carries blood away
from this chamber. Find the one-way valve called the pulmonary valve that
controls blood flow away from the right ventricle at the entrance to this blood
vessel.
9.Using your scissors, continue to cut open the heart. Start a cut on the outside of
the left atrium downward into the left ventricle cutting toward the apex to the
septum at the center groove. Push open the heart at this cut with your fingers
& rinse out any dried blood with water.
57
10.Examine the left atrium. Find the openings of the pulmonary veins form the lungs.
Observe the one-way, semi-lunar valves at the entrance to these veins.
11.Inside this chamber, look for the valve that controls blood flow between the
upper left atrium and lower left ventricle. This valve is called the bicuspid or
mitral valve. This valve consists of two leaflets & blood flows from the left
atrium into the left ventricle during diastole.
12.Examine the left ventricle. Notice the thickness of the ventricular wall. This heart
chamber is responsible for pumping blood throughout the body.
13.Using your scissors, cut across the left ventricle toward the aorta & continue
cutting to expose the valve.
14.Count the three flaps or leaflets on this valve leading from the left ventricle into
the aorta and note their half-moon shape. This is called the aortic valve.
15.Using scissors, cut through the aorta and examine the inside. Find the hole or
coronary sinus in the wall of this major artery. This leads into the coronary
artery which carries blood to and nourishes the heart muscle itself.
Laboratory Questions
1. Why are pig hearts used to study the anatomy of the human heart?
2. How can you tell which side of the heart is the ventral surface?
3. How many chambers are found in the heart? What other group of organisms would
have this same number of chambers?
4. Which chambers are the pumping chambers of the heart?
58
5. Which chambers are the receiving chambers of the heart?
6. How do the walls of the atria compare with the walls of the ventricles and why are
they different?
7. What is the purpose of heart valves?
8. Name & compare the heart valves found between the upper & lower chambers of the
right and left sides of the heart.
9. Vessels that carry blood away from the heart are called __________, while
__________ carry blood toward the heart.
10. Which artery is the largest and why?
11. What is the purpose of the coronary artery and what results if there is blockage in
this vessel?
59
12. Draw a diagram of the flow of the blood inside the heart towards lungs back to the
heart and to the body.
AGREE/DISAGREE/NOT SURE
Next to each statement, put a(n) A (agree), D (disagree) or NS (not sure). Be sure to
write a brief explanation to defend your answer.
1. The heart is made of 5 chambers that pumps blood through the body.
Explanation:
2. The left side of the heart receives oxygenated blood while the right side receives
deoxygenated blood.
Explanation:
60
3. The aorta sends oxygenated blood out to the whole body.
Explanation:
4. The heart is composed of atria and ventricles with the atria located on the bottom
and ventricles on the top of the heart.
Explanation:
5. As blood begins to circulate, it leaves the heart from the left ventricle and goes
into the aorta.
Explanation:
6. The pulmonary artery takes blood to the lungs to pick up oxygen.
Explanation:
7. It is not possible to get a heart transplant.
Explanation:
61
8. When we inhale air, fresh oxygen goes into our blood.
Explanation:
9. Blood can travel back and forth through 2-way valves located in the heart.
Explanation:
10. The heart is a double pump with two pumping chambers- the left and right
ventricles.
Explanation:
62
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY G
Respiratory System
I. Complete the graphic organizer below.
Blood vessel |
cilia | mucus
Nasal cavity (Nose)
Warm moisten
filter
__________________
throat
__________________
voice box
__________________
windpipe
Right
Lung
oxygen
Left
Lung
Carbon
dioxide
63
II. Identification. Read each statement carefully. Identify the correct word being
described in each statement. Write the answers on the space provided.
1. ______________________refers to the exchange of O2 and CO2 between internal
body fluids and individual cells.
2. ______________________ is part of the respiratory system where air is moistened
and warmed.
3._______________________ is a process where materials move from an area of higher
concentration an area of lower concentration.
4. ______________________ is a common space used by both the respiratory and
digestive systems.
5. ______________________ is part of the respiratory system that is responsible in
creating sounds.
6. ______________________ is a thin double-membrane that provides fluid which
allows the lungs to move and slide freely as they contract and expand during breathing.
7. ______________________ are sites where gas exchange happens.
8. ______________________ refers to an exchange of O2 and CO2 between the
environment and organism.
9. _____________________ is a mechanical process of inhaling and exhaling that
makes external respiration possible.
10. _____________________ is the inflammation of the voice box caused by a viral
infection.
64
III. The diagram below shows the parts of the human respiratory system except the
diaphragm.
a. Draw the diaphragm and show how it would
look like when a person exhale.
b. Describe the diaphragm during exhalation.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
c. Describe the movements of ribs during inhalation.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
d. How do the heart and lungs work together?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
65
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY H
Nervous System
I. Analyze the diagram below and answer the questions that follow.
Problem: What happens during a “hand on a hot stove” reflex?
Think about what happens if you accidentally place your hand on a hot stove. Use
numbers 1-5 to place these statements in the order in which they happen.
_____ You wave or shake your hand voluntarily to cool it.
_____ Your arm moves to automatically move your hand away from the stove.
_____ You feel pain in your hand.
_____ You remember that you should not touch a hot stove.
_____ You touch a hot stove.
II. Read each activity below and identify the part of the brain that is responsible for
that activity. Write cerebrum, cerebellum, or brain stem on the blanks provided.
________________1. remembering to give your teacher a note from your
parent
________________2. tasting your favorite ice cream
________________3. controlling your heartbeat
________________4. standing up straight while reciting
________________5. solving a difficult math problem
66
________________6. breathing faster as you walk up the ramp going to the
science laboratory
________________7. smelling an onion
________________8. maintaining normal body temperature
________________9. balancing on a skateboard
________________10. dancing at a recital
III. Read each case and decide which part of the brain may have been injured.
Imagine that you are working in the hospital alongside a neurologist (medical
professional specializing in the diagnoses and treatment of conditions affecting the
nervous system). The neurologist has been called to attend to the patients with head
injuries in the emergency room. Before the neurologist makes the final diagnosis, she
wants your input on each case.
Case 1:
A middle-aged woman fell down the stairs and hit her head on the steps. When
asked about what happened, she has difficulty explaining and has trouble forming
simple sentences.
What part of the brain might the woman have injured?
Case 2:
Gian fell off his bike a few days ago. He hit his forehead which wasn’t covered by the
helmet he was wearing. His parents and siblings informed you about some changes
in his behavior. They said that Gian has suddenly become quiet after the accident
whereas before he was bubbly and very outgoing.
Which part of the brain might he have injured?
Case 3:
A man arrives by ambulance after being in a car accident. He is complaining that
he can’t feel anything in his lower body.
What part of the brain might he have injured?
67
IV. Refer to the image below.
Q
T
R
S
1. Based on the image, which letter-label part is the hypothalamus? ___________
2. Explain the saying, “I love you not from the bottom of my heart but from the top of
my hypothalamus.”.
___________________________________________________________________
___________________________________________________________________
3.Based on the image, which letter-label part can most probably cause paralysis (unable
to move muscles or part of the body) when injured as it will affect movements, posture
and position receptors from various parts of the body?
___________________________________________________________________
___________________________________________________________________
______________________________________________________________________________
68
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY I
Chicken Bone and Muscle Dissection
Chicken wings are homologous to the upper limb of humans; that is, they have
many of the same structures due to their shared evolutionary history as
vertebrates.
Figure 1: Homologous Forelimb Bones in Vertebrates
Figure 2: Chicken Wing
CAUTION: Raw chicken may be contaminated by Salmonella. Keep your hands
away from your face and mouth throughout this investigation. Wash your hands
and wipe the desks after the dissection.
69
1. Examine the chicken skeleton and human skeleton and identify the humerus,
ulna, radius, and wrist (carpal), hand (metacarpal) and finger bones
(phalanges) on each (see figs. 1 and 2).
2. Use scissors to cut the skin lengthwise to the joint between the upper wing and
lower wing. Carefully peel the skin from the wing.
a. Examine the yellowish fat under the skin. What is its function?
b. Which joint in your body corresponds to this joint in the chicken wing?
3. Remove the skin of the lower wing in the same way that you removed the skin
from the upper wing. Leave the skin on the wing tip. Use scissors to carefully
remove the skin from the joint between the upper and lower wing. Be careful not
to cut any tendons or ligaments. How will you recognize tendons and ligaments?
a. What is a tendon?
___________________________________________________________
b. What is a ligament?
___________________________________________________________
4. Observe the thin, transparent, shiny layer covering the muscles. This is the deep
fascia, or epimysium, which surrounds an entire muscle and separates it from its
neighbors. The epimysium consists mostly of strong collagenous fibers, which
support the skeletal muscle tissue. This thin but strong packaging enables the
muscles to carry out their specific intended action both in isolation and in concert
with other muscles.
5. Carefully insert the tip of the scissors under the thin connective tissue and
remove some of the connective tissue to expose the skeletal muscle tissue
underneath.
6. Use a dissecting needle to separate the pinkish muscles. Observe how the
muscles are arranged in pairs on opposite sides of the bones.
70
Figure 3: Bird Muscle
Locate the flexors and extensors of the elbow joint. These would be the anterior
(front) and posterior (back) muscle groups attached to the humerus.
a. Name the primary elbow flexor. __________________________________
b. Name the primary elbow extensor. _______________________________
When muscles such as these act in opposition to one another, they are called
________________________.
Notice the attachment points of the muscles. The origin, or fixed attachment, is
nearer the chest, whereas the insertion, the point that moves during contraction, is
on the forearm bones, distal to (away from) the elbow joint.
7. Straighten the chicken wing and hold it horizontally above the tray. Pull on each
of the muscles and note the movement that each muscle causes. Turn the wing
upside down and bend the joints. Again, pull on each muscle and note how the
bones move.
8. Cut through the middle of a muscle that you have identified as a flexor for the
upper wing. What happens to the wing?
___________________________________________________________
71
9. Cut through the middle of a muscle that you have identified as an extensor for the
lower wing. What happens to the wing?
__________________________________________________________
10. Bend and straighten the joint and observe how the bones fit together. The
shiny, white covering of the joint surfaces is made of cartilage. What is the
purpose of this cartilage?
__________________________________________________________
11. Identify several white tendons connecting muscle and bone in upper and lower
wing muscle groups. Where these tendons run over joints-- like the "elbow"-they are often in well-developed sheaths.
a. What tissue comprises tendons?
b. What is the source of the shiny, white color?
12. Locate blood vessels and nerves between muscle bundles and muscle bundles
and bones. It is necessary to do some teasing with the dissecting probe to see
these structures.
Clean Up!
13. Place the chicken wing and the protective gloves in a plastic bag for disposal
and wash hands thoroughly with soap and water. Carefully clean work area
with disinfectant spray.
72
Check Your Understanding: Answer the following questions based on
your dissection of the chicken wing.
1. What structures of the chicken wing and human upper limb
are homologous? Explain why they are homologous.
2. List five specific tissues that you examined in the chicken wing. Where
are they located?
3. What is the role of blood vessels and nerves in skeletal muscle function?
4. What muscles flex and extend the elbow joint? What is the function of
the action in chickens? In humans? Explain how differences in muscle
and bone anatomy relate to the way of life of chickens (birds) and
humans.
Analysis
1. What type of tissue makes up the “meat” of a chicken?
_______________________________________________________________
2. What type of tissue connects bone to bone?
_______________________________________________________________
3. What type of tissue connects muscle to bone?
_______________________________________________________________
4. What type of tissue acts as a cushion between bones?
_______________________________________________________________
5. Could the muscles function if they were not attached to the bone? Explain the
interaction of bone and muscle. How do they work together to bring about movement?
6. Compare the muscles and bones of a chicken wing and the human arm. How they are
the same, yet different.
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CHALLENGE: Draw the chicken wing in the space provided.
Chicken Wing
Bones in the
upper limb
(humerus, radius, ulna)
Whale flipper
Frog front arm
Horse front leg
Lion front leg
Human arm
Bat wing
Chicken wing
# of
fingers
Function of the Limb
(Flying, swimming, grasping, etc)
Humerus (yes/no)
Radius (yes/no)
Ulna (yes/no)
Humerus (yes/no)
Radius (yes/no)
Ulna (yes/no)
Humerus (yes/no)
Radius (yes/no)
Ulna (yes/no)
Humerus (yes/no)
Radius (yes/no)
Ulna (yes/no)
Humerus (yes/no)
Radius (yes/no)
Ulna (yes/no)
Humerus (yes/no)
Radius (yes/no)
Ulna (yes/no)
Humerus (yes/no)
Radius (yes/no)
Ulna (yes/no)
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75
Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 15
Punnet Square
1. In sheep, the allele for belly fur (A) is dominant to the allele for no belly fur (a). A
mother with genotype Aa and a father with the genotype Aa produces an
offspring.
a. Show the Punnett Square.
b. What is the genotypic ratio? ___________________________________
c. What is the phenotypic ratio? __________________________________
d. What is the probability that the offspring/progeny will have NO belly fur?
___________________________________________________________
2. In horses, the allele for straight hair (H) is dominant, and the allele for curly hair
(h) is recessive. A horse breeder mates’ homozygous dominant mother with a
heterozygous male.
a. Show the Punnett Square.
b. What is the genotypic ratio? ____________________________________
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c. What is the phenotypic ratio? ___________________________________
d. What is the probability that the offspring/progeny will have straight hair?
___________________________________________________________
3. In mussels, brown coloring (B) is dominant, and blue coloring (b) is recessive. A
homozygous brown mussel crosses with a blue mussel.
a. Show the Punnett Square.
b. What is the genotypic ratio? ____________________________________
c. What is the phenotypic ratio? ___________________________________
d. What is the chance that the offspring/progeny will be blue?
___________________________________________________________
4. In cats, the allele for short hair (H) is dominant to the allele for long hair (h). A
heterozygous short-hair cat is crossed with a long-hair cat.
a. Show the Punnett Square.
b. What is the genotypic ratio? __________________________________
c. What is the phenotypic ratio? ________________________________
d. What percentage of the offspring is expected to be heterozygous for hair
length? __________________________________________________
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5. In watermelons, solid green rind color (G) is dominant to stripes (g). A farmer
crosses two watermelon plant that are heterozygous for rind color.
a. Show the Punnett Square.
b. What is the genotypic ratio? __________________________________
c. What is the phenotypic ratio? _________________________________
d. What are the odds that the offspring will have solid green rinds?
__________________________________________________________
6. Many farmers prefer cattle without horns because it is safer for their herds. The
allele for no horns (N) is dominant to the allele for the presence of horns (n).
a. Show the Punnett Square.
b. What is the genotypic ratio? ____________________________________
c. What is the phenotypic ratio? ___________________________________
d. What is the chance that the offspring will have horns?
_____________________________________________________________________
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Dihybrid Punnet Square
Instruction:
STEP 1: Determine what kind of problem you are trying to solve.
STEP 2: Determine letters you will use to specify traits.
STEP 3: Determine parent’s genotypes using the FOIL method.
STEP 4: Make your punnett square and make gametes
STEP 5: Complete cross and determine possible offspring.
STEP 6: Determine genotypic and phenotypic ratios.
Example: A tall green pea plant (TTGG) is crossed with a short white pea plant (ttgg).
TT or Tt = tall
tt = short
GG or Gg = green
gg = white
TG
TG
tg
tg
tg
tg
TtGg
TtGg
TtGg
TtGg
tg
Genotype
Phenotype
Height
0:16:0 or 16
16 - Tall
TtGg
TtGg
TtGg
TtGg
TtGg
TtGg
TtGg
TtGg
Ratio
Color
16:0 or 16
16 - Green
TG
TG
TtGg
TtGg
TtGg
TtGg
Probability (%)
Height
Color
100%
100%
100%
100%
16 Tall/Green: 0 Tall/White: 0 Short/Green: 0 Short/ White
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1)
A tall green pea plant (TTGg) is crossed with a tall green pea plant (TtGg)
___________ X ___________
Ratio
Height
Color
Probability (%)
Height
Color
Genotype
Phenotype
____Tall/Green: ____ Tall/White: ____ Short/Green: ____ Short/ White
2) A tall green pea plant (TtGg) is crossed with a Short white pea plant (ttgg).
___________ X ___________
Ratio
Height
Color
Probability (%)
Height
Color
Genotype
Phenotype
____ Tall/Green: ____ Tall/white: ____ short/Green: ____ short/ white
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3) A homozygous tall, green flowered plant is crossed with a
Homozygous short white flowered plant.
___________ X ___________
Ratio
Height
Color
Probability (%)
Height
Color
Genotype
Phenotype
____ Tall/green: ____Tall/White: ____ Short/green: ____ Short/White
4) Two Heterozygous Tall, Green pea plants are crossed.
___________ X ___________
Ratio
Height
Color
Probability (%)
Height
Color
Genotype
Phenotype
____ Tall/Green: ____ Tall/White: ____ Short/Green: ____ Short/ White
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Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 16
Pedigree
A pedigree is a diagram of family relationships that uses symbols to represent people
and lines to represent genetic relationships. These diagrams make it easier to visualize
relationships within families, particularly large extended families. Pedigrees are often
used to determine the mode of inheritance (dominant, recessive, etc.) of genetic
diseases. A sample pedigree is below:
In a pedigree, squares represent males and circles represent females. Horizontal lines
connecting a male and female represent mating. Vertical lines extending downward
from a couple represent their children. Subsequent generations are, therefore, written
underneath the parental generations and the oldest individuals are found at the top of
the pedigree.
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If the purpose of a pedigree is to analyze the pattern of inheritance of a particular trait,
it is customary to shade in the symbol of all individuals that possess this trait. Other
times, you will see the genotypes of the individuals written inside the circles or squares.
If the genotype is unknown or partially unknown, a question mark is used in the
pedigree.
Patterns of inheritance have the following modes of inheritance: autosomal dominant,
autosomal recessive, X-linked (recessive), y-linked.
Here is a sample pedigree showing 3 generations:
What are the relationships between…
1 and 5 Mother (1) and Son (5)
1 and 2_______________________
1 and 10 _____________________
4 and 5 ______________________
3 and 5 ______________________
5 and 8 ______________________
8 and 10 _____________________
1 and 3 ______________________
Now that you have had a chance to familiarize yourself with a pedigree chart, you will
now apply what you have learned about genetics in the construction of pedigrees for
the characters in the “Harry Potter” series.
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Muggle or Magic: A Human Pedigree Activity
Assume that magical ability (m) is a recessive to non-magical ability (M). A person
without any magical abilities is also known as a muggle. Use the key below to answer
the questions.
1. If Mr. and Mrs. Weasley are a wizard and a witch, what are their genotypes?
Mr. Weasley _____________
Mrs. Weasley ________________
2. What must be the genotype of all their children (Bill, Charlie, Percy, Fred, George,
Ron, and Ginny)? ________
3. Draw a pedigree for the Weasley family below. Use shading to indicate genotype.
Also, write the names and genotypes below each of the circles or squares.
4. Now let’s look at Hermione Granger’s family. Hermione is a witch, but her
parents are both muggles. What are the genotypes for the three members of the
Granger family?
Mom _______ Dad______ Hermione______
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5. Draw a pedigree for the Granger family below. Use shading to indicate genotype.
Also, write the names and genotypes below each of the circles or squares.
6. Finally, draw a family pedigree of three generations of Harry Potter’s family.
Harry is a wizard. His father, James, was a wizard and his mother, Lily, was a
witch. Both of Harry’s dad’s parents had magical abilities; however, Harry’s
mother’s parents did not nor do her sister, Harry’s Aunt, Petunia. Petunia is
married to Vernon Dursley and they have a son, Dudley. None of the Dursleys
have magical powers. Use shading to indicate genotype. Also, write the names
and genotypes below each of the circles or squares. For those who only one allele
is known, write the known allele and a question mark. Complete the pedigree on
the back of this paper.
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Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 17
Codons
Use the circular codon table to complete the DNA triplets, RNA codons, and amino acids
in the table below.
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DNA triplet
RNA codon
Amino Acid
AAG
GGC
CAG
AAA
GTA
GAG
ACA
TAT
AGC
UAA
CCA
CCG
Questions:
1. What 3 codons act as termination signals?
2. List ALL the codons for leucine.
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Name ALL the codons for these amino acids:
3. Phenylalanine
4. Serine
5. Isoleucine
6. Valine
7. Glycine
8. Alanine
If the DNA sequence is --- AAA TAT CCG TAG ATG, write the RNA sequence, and the
six amino acids for this.
DNA:
9. RNA:
AAA
TAT
CCG
TAG
ATG
________ ________
_________ ________ _________
10. Amino acids: ________ ________
_________ ________ _________
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Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 18
Reproductive System
1. What is a gamete? ______________________________________________
2. Name the male gamete and the female gamete?
a._________________________________
b. ________________________________
3. State the name of the pouch covering the testes______________________
4. Why is it important that the temperature of the scrotum remains at 35 degrees
Celsius ________________________________________________
5. Label the diagram of the male reproductive system shown.
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6. In males where is testosterone produced ________________________________
7. State the function of the epididymis
__________________________________________________________________
8. What is a vasectomy
__________________________________________________________________
9. Name the tube through which sperm are released through the penis
_________________
10. Explain the difference between seminal fluid and semen
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
11. The release of sperm from the penis is called ______________________________
12. Why do sperm producing cells divide by meiosis
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
13. What is puberty
___________________________________________________________________
___________________________________________________________________
14. In males state the function of FSH _______________________________________
15. In males state the function of LH ________________________________________
16. Testosterone causes secondary male characteristics. List 3 such characteristics
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
17. In relation to male infertility state a possible cause
___________________________________________________________________
What can be a possible prevention to this problem?
___________________________________________________________________
What can be a possible treatment to this problem?
___________________________________________________________________
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18. Label the diagram of the female reproductive system
19. In females where does meiosis occur _______________________________
20. After ovulation what is the follicle known as _________________________
21. What hormone is secreted by the corpus luteum _____________________
22. State the function of the fallopian tube _____________________________
23. The lining of the womb is called the ________________________________
24. List two functions of the vagina ____________________________________
25. What is the menstrual cycle
___________________________________________________________________
___________________________________________________________________
26. Explain the term menopause
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
27. On which days of a typical cycle does menstruation (having a period) occur
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 19
Calendar Method
1. Label the stages of the menstrual cycle shown in
2. Name a hormone which prevents eggs from developing in females
____________________________________________________________
3. Which hormones in female are associated which secondary sexual characteristics
____________________________________________________________
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4. State two secondary sexual characteristics in of females
___________________________________________________________________
___________________________________________________________________
5. State a cause prevention and treatment of infertility in females
___________________________________________________________________
___________________________________________________________________
6. Explain the term copulation (Tubal Ligation)
___________________________________________________________________
___________________________________________________________________
7. What is insemination?
___________________________________________________________________
8. What is fertilisation?
___________________________________________________________________
___________________________________________________________________
9. Where does fertilisation normally occur?
___________________________________________________________________
___________________________________________________________________
10. List two methods of birth control
___________________________________________________________________
___________________________________________________________________
11. What is implantation?
___________________________________________________________________
___________________________________________________________________
12. When a sperm and egg join a____________________ is formed which is called a
_____________________________ after approximately one week.
13. An amnion and amniotic fluid surround the fetus. State the function of these
structures.
___________________________________________________________________
___________________________________________________________________
14. What is IVF?
___________________________________________________________________
___________________________________________________________________
15. Which organ is made both from tissue of the embryo and the mother?
___________________________________________________________________
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16. List two functions of the placenta
___________________________________________________________________
___________________________________________________________________
17. Why is it important that the mothers and babies blood supply do not mix?
___________________________________________________________________
___________________________________________________________________
18. What connects the embryo to the placenta? ______________________________
19. Which hormones are secreted during pregnancy? _________________________
20. What happens to the walls of the uterus when the levels of progesterone are
low? Why?
___________________________________________________________________
___________________________________________________________________
21. Where is oxytocin made ____________________________and what is its
function is to _______________________________________________________
22. What happens during stage 1 of birth
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
23. At which stage of birth is the placenta expelled from the
mother?____________________________________________________________
___________________________________________________________________
24. What is lactation?
___________________________________________________________________
25. State two advantages of breastfeeding
___________________________________________________________________
___________________________________________________________________
26. Name the hormone which stimulated milk production in the mammary
glands_____________________________________________________________
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Score:
Date: _______________________
Percentage:
Letter Grade:
WORKSHEET 20
Parts of the Flower
Identify and write the parts of the flower in the boxes provided.
Answer the questions about the flower.
______________ 1. This is the base part of the flower that hold the petals in place.
______________ 2. This is the male reproductive organ of a flower.
______________ 3. It is the part of the stamen that holds the gametes of the
plant.
______________ 4. It is composed of tiny million grains located at the tip of the
stamen.
_____________ 5. This is the female reproductive organ of a flower.
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_____________ 6. The pistil contains the egg and what other part?
_____________ 7. Fertilization occurs when a tube grows out of the pollen grains
into the ovary which also known as what?
_____________ 8. When the fertilized egg cell begins to divide a form a young
organism it is called what?
_____________ 9. What part of the plant changes when the seed are form in a
parent plant?
_____________ 10. It is the part of the ovule which grows and create the covering
for beans, berries, tomatoes or hard shells of nuts.
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Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY J
DNA Extraction
Objectives: To extract the DNA of green pea (Pisum sativum)
Materials needed:
 Green peas (Pisum sativum)
 Blender
 Beaker and/or measuring cup
 Ice cold water
 Strainer and cheese cloth
 Table salt
 Liquid detergent
 Pineapple juice (or meat tenderizer)
 Isopropyl alcohol
 Test tubes and stirring rod
Task: Take a photo documentation of every step and record result from each step for
your Laboratory Report.
Procedure:
1. Blending
a. Add in the blender
 100ml green peas
 1ml table salt
 200ml ice cold water
b. Blend on high speed for 15 seconds.
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2. Straining - Strain and transfer to a beaker using a strainer and a cheese cloth.
3. Adding Detergent
 Add about 2 tbsp. of liquid detergent.
 Swirl gently to mix.
 Let the mixture sit for 10 minutes.
Reminder: Be careful! If you stir too hard, you'll break up the DNA, making it harder to
see.
4. Adding Enzyme
 Pour the mixture into test tube until about 1/3 full.
 Add 5 drops of pineapple juice (or contact lens cleanser or a pinch of meat
tenderizer).
Reminder: DO NOT STIR.
5. Adding alcohol
 Using a separate test tube, measure an equal amount of alcohol as that of the
pea mixture.
 Tilt the pea test tube and gently pour the alcohol.
6. Spool the DNA
 See a long, white strings that clump together. That’s the DNA!
 DNA will rise into the alcohol layer from the pea layer.
 Use a stirring rod draw the DNA into the alcohol.
98
Laboratory Questions
1. Why do we need to blend?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is the use of the detergent soap?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why do we need to use the enzyme pineapple juice or meat tenderizer?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What is an enzyme?
________________________________________________________________________
________________________________________________________________________
5. What did you see after the experiment? Describe and explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
99
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY K
Central Dogma
DIRECTION: Certain genes have the following DNA molecules showing the nitrogenous
bases. Complete the DNA replication, RNA transcription and translation to proteins.
1. DNA  Replicated –
 RNA –
 Amino acids -
GAC
________
________
________
AAC
TCC
ACA
ATC
________ ________ _________ ________
________ ________ _________ ________
________ ________ _________ ________
100
2. DNA -
ATG
CGT
ACC
TTA
________
________
________
________
________
________
_________
_________
_________
ATA
GCG
TAC
CTT
________
________
________
________
________
________
________
________
________
_________
_________
_________
ACG
GGG
CCA
TAA
________
________
________
________
________
________
________
________
________
_________
_________
_________
GAA
AGT
CAT
TAG
________
________
________
________
________
________
________
________
________
_________
_________
_________
 Replicated – ________
 RNA –
________
 Amino acids - ________
3. DNA  Replicated –
 RNA –
 Amino acids 4. DNA  Replicated –
 RNA –
 Amino acids 5. DNA  Replicated –
 RNA –
 Amino acids -
6. What are the purines in the DNA?
A. ________________________
B. ________________________
7. What are the pyrimidines in the DNA?
A. ________________________
B. ________________________
8. What nitrogenous base is present in DNA but not in RNA? _________________
9. What nitrogenous base is present in RNA but not in DNA? _________________
10. Where can you find DNA in the cell? __________________________________
101
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY L
Morphology
Direction: Observe and fill up the boxes with information based on the flower and leaf
observed during the activity.
Drawing of Flower
Color
Flower Gender
Complete /
Incomplete
102
Leaf Drawing
Form
Date: _______________________
Margin
Phyllotaxy
Score:
Venation
Percentage:
Letter Grade:
103
LABORATORY M
Quadrat Method
Have you ever wondered how many blades of grass
are found in the yard around your home? Have you
ever wondered how much of your “lawn” is weeds
rather than grass? In this activity, you will estimate the
number of blades of grass found on the school yard
near our classroom.
For many years, scientists have tried to determine the
number of plants or animals that live in a certain area.
For example, plant ecologists might want to know how
many trees exist in a tropical rain forest or biologists
may wish to know how many bald eagles live in North
America. Marine biologists may want to know how
much sea grass is growing in Florida Bay.
To answer these kinds of questions, scientists have created an accurate method of
estimating a population. This method is called sampling. Sampling involves counting a
representative fraction of the population, them making a prediction of the whole
population. When using sampling methods to estimate a population, you do not have to
count each individual blade of grass, animal, or grain of sand to find the total number.
In this activity, you will collect a sample and estimate the total number of blades of
grass and total number of weeds in a given area.
Objectives:
To accurately estimate (1) the number of blades of grass and (2) the number of weeds
that exist in a square meter of a school yard through the use of sampling methods. We
will also calculate the percentage of the lawn that consists of weeds.
104
Materials:
4 Meter sticks
String or yarn
4 Tent stakes
2 Metric rulers
3 10 cm x 10 cm quadrat squares
Procedure:
1. Locate a grassy area in the school yard that is at least one-meter square.
2. Place the four-meter sticks on the ground in such a way as to make a one-meter
square.
3. Place the tent stakes in the ground at the corners and “rope off” your square with
the string. This is a 1 m2 (1 square meter) quadrat.
4. Randomly place the 10 cm x 10 cm quadrat square (100 cm2) somewhere within
the larger quadrat.
5. Count the number of blades of grass within the 100 cm2 area. Record your answer
in the data table.
6. Now, count the number of weeds within the 100 cm2 area and record that result in
the data table.
7. Repeat steps 5 and 6 at another random location within the large quadrat.
8. Repeat steps 5 and 6 at a third location within the large quadrat. Record your data
in the table.
9. Add the number of blades of grass in each of the three samples, and then divide by
3. Record your answer in the data table.
10. Add the number of weeds in each of the three samples, and then divide by 3.
Record your answer in the data table.
11. You have obtained a representative sample numbers of blades of grass and number
of weeds in the 10 cm x 10 cm square. Now multiply these numbers by 100 to
obtain the number of blades of grass and number of weeds in a square meter.
Record your answers in the spaces provided below the data table.
12. Determine the estimated number of plants in your square meter by adding the
estimated total number of blades of grass and the estimated total number of
weeds. Record this answer in the space provided.
13. Calculate the percentage of weeds in your square meter quadrat by dividing the
estimated total number of weeds by the estimated total number of plants and then
multiplying by 100. Record this percentage in the space provided.
105
Data Collection:
Quadrat Number: ______
Number of blades of
grass
Square Number
Number of weeds
1
2
3
Average
Data Analysis:
1. Total number of blades of grass (estimated):
____________ x 100 = ______________
avg # of blades of grass
Total number of weeds (estimated):
____________ x 100 = ______________
avg # of blades of weeds
Total number of plants in 1 square meter (estimated):
____________ + __________ = _________
total blades of grass
total # of weeds
Percent weeds in 1 square meter (estimated):
(____________ „ __________) x 100 = _____________
total # of weeds
total # of plants
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Questions:
1. Why do we take three representative samples in estimating the population of
something?
2. What is a representative sample?
3. Instead of using a representative sample to determine the size of a population,
why not just count the individuals to determine the total number?
4. How do you think the Florida Game and Fresh Water Commission determined that
there are over one million alligators in the state?
5. You have been asked to determine the number of pencils in the school. How might
you estimate the total number of pencils? List the steps that you will take to
calculate the number or pencils. Include a description of how you will obtain an
accurate sample.
107
6. Estimate the number of blades of grass that might exist in a football field. (Assume
the field has the same kind of grass as in the school yard and is roughly 2,000
square meters.)
7. Spotted Seatrout spawn over seagrass beds. The seagrasses provide protection for
young Spotted Seatrout and many other kinds of fish. How might knowledge of the
number and density of seagrass beds help fish biologists estimate the future
number of Spotted Seatrout?
108
Score:
Date: _______________________
Percentage:
Letter Grade:
LABORATORY N
Herbs Vertical Gardening
1. Lightly moisten fresh potting mix and pack firmly into 4-6" pots. Pour some seeds into
your palm and sprinkle the soil surface with a few seeds. Cover the seeds with a thin
layer of soil and press gently to firm the soil. Water gently or use a mister.
2. Place in a warm window with a southern exposure. Avoid drafty windows, or places
where temperatures drop considerably at night. As the plants grow, rotate the pots to
keep them from leaning in one direction, toward the light. If you are using grow
lights, set a timer so that they are on for 14 hours a day. Place the lights a few inches
above the seedlings, raising the lights as the plants grow. If the plants look leggy, move
the lights closer. If you see white spots on the leaves, the lights are too close.
Use scissors to thin crowded seedlings.
3. Keep the soil moist, but not soaking wet. If the plants start to look crowded as they
grow, use scissors to thin them out. Snip the extra seedlings at the soil line and enjoy
them in a salad.
4. A month after planting, you can enjoy the aroma of basil by running your hands over the
small leaves. Two months after planting, you may have enough basil leaves to make
fresh pesto and impress your friends! If the leaves start looking pale green in color, start
using liquid fertilizer, mixing at the rate recommended on the package. For continuous
harvests, plant a batch of seeds every few weeks.
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Documentation (Post a picture evidence here)
Day 1
Day 10
Day 15
Day 25
110
Day 30
Day 35
Laboratory Questions:
1. What are the problems that you encounter in growing the plant?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What did you do to keep the plant alive and growing?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. If you are going to plant another plant what will it be and why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
111
112
Investigatory Project Format
Title
The Title should be clear and precise. It has an objective or purpose. It should not be
written too long or too short. By just reading the title, you can determine what the
investigative study is all about.
1. Introduction and Its Background
The Introduction is about one page only wherein it includes the background of the study
and its rationale. It usually leads into the research problem.
2. Statement of the Problem
The Statement of the Problem has two categories namely: the general problem and
specific problems. Usually, one general problem and three specific problems which
derived from the general problem. The research problems should be specific, reliable,
valid, measurable, objectively stated. It can be a question form or in a declarative
statement.
a. Significance of the Study
The Significance of the Study indicates how important is your investigatory
project for the people, environment and community as a whole. It is relevant in
the changing world or global impact into the field of technology.
3. Methodology has several parts namely: the subject of the study, the procedure and
the statistical treatment
a. The Subject of the Study
The Subject of the Study includes your population and the sample. It applies the
sampling techniques to obtain a good sample of the study. Your sample should
be valid and reliable.
b. The Procedure
The Procedure is the step by step and systematic process of doing your
research. It includes the materials with right amount of measurements, the
appropriate equipment to be used in doing the scientific investigation. It consists
of several trials with control variables, independent variables and dependent
variables. Gathering of data is essential in any kind of research. It is
recommended to use control and experimental set-ups to arrive at valid
conclusion.
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4. Presentation, Analysis and Interpretation of Data
a. Presentation of Data, Analysis and Interpretation of Data
The data gathered should be presented in order to be analyzed. It may be
presented in two forms namely: through table or graph. You may use both of
them if you want to clearly figure out your data. A table has labels with quantity,
description and units of measurement. Graph has several types namely the line
graph, bar graph, pie graph and pictograph. Choose what type of graph that you
prefer to use. Analyze the data that had been gathered, presented in table or
graph scientifically. You interpret the data according to what had been quantified
and measured. The numerical data should be interpreted clearly in simple and
descriptive statements.
b. Results
Results show the findings or outcomes of your investigation. The result must be
based according to the interpreted data.
5. Conclusion
The Conclusion is the direct statement based on findings or results. It should answer
your hypothesis and research problems.
114
115
SAMPLE PRODUCT
VISUAL PRESENTATION OF THE INVESTIGATORY PROJECT BOARD
Name of the group: __________________________________________
Title of the project: ___________________________________________
Section
Due Date
Score
Comments
Topic
Purpose
Hypothesis
Materials
Procedure
Variables & Controls
Data/Results
Conclusion
Students begin with a score of 100% for each component.
Points may be deducted for random problems:





-10 for each day the assignment is late
-10 for messy/sloppy work
-10 for incomplete work
-10 for assignment not completed as directed
-10 for no name on the assignment
116
FINAL GRADE
Complete
Project
(Either board or
packet)
1
2
3
4
5
Lacks detail
and is messy.
Some
attention to
neatness.
Attention to
detail and
neatness
shown.
Presented
properly with
complete
detail.
Attractively
presented with
exceptional
detail.
Little or no
content
Minimal
content and
description
are present is
various parts.
Project’s
content is
thorough and
adequate.
Projects
content
achieved
expectations of
basic content.
Projects
content
exceeds
expectations of
basic content.
Uses scientific
process
correctly in
investigating
problem
Presented
scientific
process
properly by
taking extra
steps for
completeness.
Goes above
and beyond in
using the
scientific
process by
taking extra
steps for
completeness.
Skill and
Thoroughness
of content
Scientific
Thought
Does not show
an
understanding
of the scientific
process
Fails to
include all the
parts of the
scientific
process
15 points = 100%
10 points = 90%
Total Points: ___________
7 points = 85%
Score: _______________
4 points = 75%
117
SOUTHVILLE INTERNATIONAL SCHOOL AND COLLEGES
1281 Tropical Avenue cor. Luxembourg Street, BF Homes International,
Las Piñas City, Philippines
[Title]
A Scientific Paper Presented to the
Faculty of Southville International School and Colleges
In Partial Fulfillment
of the Requirements in Science - Biology
[Full Name]
[Grade and Section]
Academic Year [____-____]
118
i
Acknowledgment
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
119
ii
Next Page
Abstract
(Problem and summary of what the research is all about, brief description of methodology, findings and
conclusion, and recommendation/s)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
120
Next Page
TABLE OF CONTENTS
TITLE PAGE
ACKNOWLEDGEMENT
i
ABSTRACT
ii
SECTIONS
I. THE PROBLEM AND ITS BACKGROUND
Introduction
1
Statement of the Problem
2
Hypothesis of the Study
x
Significance of the Study
x
Scope and Limitation
x
Definition of Terms
x
Review of Related Literature
x
II. METHODOLOGY
Materials
x
Procedures
x
Experimental Design / Diagram
x
III. RESULTS AND DISCUSSION
x
IV. SUMMARY, CONCLUSIONS & RECOMMENDATION
x
APPENDIX
x
BIBLIOGRAPHY
x
121
Next Page
CHAPTER 1
The Problem and Its Background
Introduction (Font size 12; double spaced)
(Write here your motivation for your chosen topic or what interest you pursue this topic.)
_____________________________________________________________________________________
_____________________________________________________________________________________
(Write here the background information about the problem.)
_____________________________________________________________________________________
_____________________________________________________________________________________
(Write here the scientific concept or theoretical framework that will support the study.)
_____________________________________________________________________________________
_____________________________________________________________________________________
Statement of the Problem
In my study I aimed to find out ____________________________________________________
Specifically, I sought to answer the following questions:
_____________________________________________________________________________________
_____________________________________________________________________________________
Hypothesis
Alternative: ___________________________________________________________________
Null: ________________________________________________________________________
Significance of the Study
(Write why it is important to conduct a study about this. Write also who benefits from the experiment
and the benefits that they get.) ___________________________________________________________
_____________________________________________________________________________________
122
Scope and Limitation
(Write the coverage of your study, be specific and mention all the topic that included in your paper, all
other information that is not covered by the study must be included in Chapter 4 - Recommendation)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Definition of Term
(All words and phrases that are used in the study that is unusual must be define for the sake of the next
researcher’s information in bullet form.)

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________
123
Next Page
Review of Related Literature
Related Literature
(The Related Literature are statements taken from science books, journals, magazines, newspapers and
any documents from authorized scientists, Science experts or well-known Science agencies. These
statements can support your study through their concepts, theories, principles and laws. Footnoting is
important on this part.)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Related Studies
(The Related Studies are those researches which may be local and foreign studies who can attribute to
your research or can support your investigation scientifically. Footnoting is also important on this part.)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
124
Next Page
CHAPTER 2
Methodology
I. Materials
This study used the following materials and equipment:
(Quantity then materials in bullet form)

____________________________

____________________________

____________________________

____________________________
II. Procedure
(Write here a narrative/paragraph of the methods. You may put subtitles to indicate each of the
experimental set ups. The methods should be written in past tense, passive voice.)
A. Preparation
_____________________________________________________________________________________
_____________________________________________________________________________________
B. Experiment
_____________________________________________________________________________________
_____________________________________________________________________________________
Experimental Design / Diagram
(Draw the set-ups for each of the tests you have done. Label the set-ups appropriately.)
125
Next Page
CHAPTER 3
Results and Discussion
(Introduce Table/Figure 1)
_____________________________________________________________________________________
_____________________________________________________________________________________
Table 1. (Title of the Table)
(Place graphical presentation of data here. Remember to use only either a graph or table. If there is a
need to include the table, please put in the appendix)
(Set-up)
Trial 1
Trial 2
Trial 3
(Discuss the table)
Table 1 shows that _____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
(Interpret your results and discuss why the results had been like that, cite sources that may support your
findings. Discuss also the expected results. If these results were not achieved, discuss what could have
caused the deviation from the expected results. Were there errors incurred during the conduct of the
experiment? etc.)
126
Next Page
CHAPTER 4
Summary
(The Summary briefly summarizes your research from Chapter I to Chapter IV which includes the research
problems, methodology and findings. It consists of one or two paragraphs only.)
_____________________________________________________________________________________
_____________________________________________________________________________________
Conclusions
Based on the major findings of the study, the following are concluded:
(These should answer the questions in the Statement of the Problem or address whether the goals cited
in Section 1 were met.)
1. __________________________________________________________________________________
_____________________________________________________________________________________
2. __________________________________________________________________________________
_____________________________________________________________________________________
Recommendation
(The Recommendation is given based on your conclusion. You may give few recommendations which you
think can help the fellow Science students, researchers, consumers or the entire community where people
live in.)
Based on this study, the researcher recommends the following:
_____________________________________________________________________________________
_____________________________________________________________________________________
127
Next Page
Appendix
(Include your computations and raw data of the experiment or pictures of the experiment set ups.)
128
Next Page
Bibliography
(Alphabetize all entries)
(At least 5 reading materials i.e., books, journals, magazines for Upper School)
(Follow APA format 6th edition. Below are examples for each reference)
Books:
Tillich, Paul. Systematic Theology. Volume 3.
Chicago: University of Chicago Press, 1951-1963.
Articles/Journals:
Swanson, Don. “Dialogue with a Catalogue.” Library Quarterly volume 34 ( December 1963 ): 113-125.
Unpublished Materials:
Washington, D.C. National Archives. Modern Military Records Division.
Record Group 94. Gen. Joseph C. Castner, “Report to the War Department,” 17 January 1990, sec. 4 p.
E11.
Websites:
Osborn, Barbara. Snapshots from a TC Album: Tuning in to Viewing Habits. (Write complete web
site here), (date data were retrieved or date site was last updated).
129
RUBRICS IN MAKING SCIENCE PAPER
Science
Scientific Paper Rubrics
PERSONAL
ENGAGEMENT
EXPLORATION
COMMUNICATION
SIGNIFICANT
(2 MARKS EACH )
LIMITED
(1 MARK EACH )
The evidence of personal engagement
with the exploration is clear with
significant independent thinking,
initiative or creativity
The evidence of the personal
engagement with exploration is limited
with little independent thinking,
initiative or creativity
The justification given for choosing the
research question or topic does
demonstrate personal significance,
interest or curiosity
The justification given for choosing the
research question or topic does not
demonstrate personal significance,
interest or curiosity
FOCUSED
(2 MARKS EACH )
SUPERFICIAL
(1 MARK EACH )
The background information provided
for the investigation is entirely
appropriate and relevant and enhances
the understanding of the context of the
investigation
The background information provided
for the investigation is superficial and
of limited relevance and does not aid
the understanding of the context of the
investigation
The topic of investigation is identified
and a relevant and fully focused
research question is clearly described
The topic of the investigation is
identified and a research question of
some
relevance is stated but it is not focused
and unclear
Hypothesis is directly related to the
question and explained in the
theoretical background of the section.
Hypothesis is stated but not explained
in the theoretical background of the
section.
Key variables are selected
Some key variables are selected
CLEAR
(2 MARKS EACH )
UNCLEAR
(1 MARK EACH )
The report is well structured and clear.
The necessary information on focus is
present and presented in a coherent
way
The report is not well structured and is
unclear. The necessary information on
focus is missing or presented in a
disorganized way
The use of subject-specific terminology
is appropriate and correct.
There are many errors in the use of
subject specific terminology
130
TOTAL
MARKS
https://www.asf.edu.mx/uploaded/Home_Menus/Learning_Page/Upper_School/Summer_Assignments/201718/Science/IB_Biology_Internal_Assessment_Guide_2016.pdf
RUBRICS IN SCIENCE PAPER DEFENSE
Name of the Student: ____________________________________ Level & Section: _______________
Research Title: __________________________________________ Date: _______________________
Direction to the Panelist: Give the rating that describes the performance level of the student on the blank before
each item.
Rating:
5
4
3
2
1
Excellent
High Average
Average
Below Average
Poor
Note: Specific rubrics to serve as reference to the ratings for each item will be provided.
I. RESEARCH PAPER
A. Contents
_________ Chapter 1: The Problem and Its Background (Review of Related Literature)
Organization: Purposefulness and logic of the different sections of the chapter
Extent and relevance of content to the study
_________ Chapter 2: Methodology
Appropriateness and effectiveness of the methodology employed; contents of the
required sections of the chapter.
_________ Chapter 3: Presentation, Analysis and Interpretation of Data
Effectiveness of presentation, interpretation and analysis of data
Accuracy of statistical result / veracity of findings
_________ Chapter 4: Summary, Conclusion and Recommendations
Logic of conclusion and recommendations to the objectives of the study
_________ Coherence of Content
Appropriateness of title to the study coherence in the relationship of chapters
_________ Nature of Study and Acceptability of Research
Quality of research, depth and breadth of the study; acceptability of the research
AVERAGE
B. Mechanics
_________ Format
Adherence to prescribed research paper requirements; consistency in the use of a particular
format
_________ Language
Evidence of editing prior submission of research paper to the panelist on the correct use of
grammar and punctuation as well as on the appropriateness of language for research.
_________ Figures, Tables and Charts
Effectiveness of forms used and accuracy of illustrated information / data
_________ Packaging of Research Paper
131
Quality of forms and materials used; neatness and presentability
AVERAGE
II. ORAL DEFENSE
A. Effectiveness of Presentation
_________ Content of Presentation
Organization in the content of presentation of the overview of what the study is all about and its
significance
_________ Types of Audio-Visual Material Used to Enhanced Presentation
Use of the most appropriate audio-visual materials or mix of media aid that produces the
greatest impact to the presentation
_________ Delivery
Competence in delivery skills and creativity (uniqueness and resourcefulness) in the manner of
presentation that motivates and sustains the interest of the audience
AVERAGE
B. Responses to Questions
_________ Content of Presentation
Organization in the content of presentation of the overview of what the study is all about and its
significance
_________ Ability to Respond to Questions
Substance of responses; smartness and clarity of ideas; logic and coherence of responses to the
study
AVERAGE
C. Projection
_________ Self Confidence. Poise and Composure
Degree and consistency in projecting an aura of self-confidence as well as in maintaining poise
and composure during the presentation and answering the question of the panel
_________ Gesture
Use appropriate gestures
_________ Voice
Modulation of volume and tone, inflection
_________ Eye Contact
Consistency in directing eye contact to the audience and to the panelist asking the questions
_________ Grooming
Appropriateness of attire to gain positive projection
AVERAGE
I. RESEARCH PAPER
A. Content
B. Mechanics
II. ORAL DEFENSE
A. Effectiveness of Presentation
B. Responses to Question
Summary of Ratings
average
x
______
x
______
x
Weight =
.3 (30%)
.2 (20%)
=
=
Equivalent
_________
_________
______
______
.2 (20%)
.2 (20%)
=
=
_________
_________
x
x
132
C. Projection
______
x
.1 (10%)
=
_________
FINAL RATING
SUMMARY OF ACTIVITIES (TERM 1)
TERM 1: ORGANIZATION AND MAINTAINANCE OF ORGANISM
WORKSHEETS
DEADLINE
SCORE
PARENT
SIGNATURE
DEADLINE
SCORE
PARENT
SIGNATURE
Experimental
variable
Analyzing data
Characteristics of
living things
Kingdom
classification
Comparison of
animal and plant
cell
Mitosis
Meiosis
Cladogram
analysis
LABORATORY
Microscope
Food Testing:
Benedict’s Test
Ethanol Emulsion
Iodine Test
Biuret Test
Cladogram
Mitosis & Meiosis
Remarks:
133
SUMMARY OF ACTIVITIES (TERM 2)
TERM 2: HUMAN ANATOMY
WORKSHEETS
DEADLINE
SCORE
PARENT
SIGNATURE
DEADLINE
SCORE
PARENT
SIGNATURE
Digestive
Circulatory
Respiratory
Nervous
Integumentary
Endocrine
LABORATORY
Digestive
Pig’s Heart
Dissection
Respiratory
Nervous
Chicken Bone and
Muscle Dissection
Remarks:
134
SUMMARY OF ACTIVITIES (TERM 3)
TERM 3: EVOLUTION OF LIFE
WORKSHEETS
DEADLINE
SCORE
PARENT
SIGNATURE
DEADLINE
SCORE
PARENT
SIGNATURE
Mono & Dihybrid
Punnet square
Pedigree
Codons
Reproductive
system
Calendar method
Parts of the
Flower
LABORATORY
Dna extraction
Central dogma
Morphology
Quadrat method
Planting herbs /
shrubs
Remarks:
135