0
Summer
2018
[FREE] Biology Exercises
MIDDLE & HIGH SCHOOL LEVEL
JIMMIE C. D. VINSON
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
1
Table of Contents
Biology – The Study of Life ........................................................................................................................... 2
Biology – The Study of Life KEY ................................................................................................................. 3
Levels of Organization .................................................................................................................................. 4
Levels of Organization KEY ........................................................................................................................ 5
Metric Units and Microscopes ..................................................................................................................... 6
Metric Units and Microscopes KEY ........................................................................................................... 7
Microscope Labeling and Proper Usage ..................................................................................................... 8
Microscope Labeling and Proper Usage KEY ............................................................................................. 9
The Chemistry of Life ................................................................................................................................. 10
The Chemistry of Life KEY ...................................................................................................................... 11
Ionic and Covalent Bonds .......................................................................................................................... 12
Ionic and Covalent Bonds ....................................................................................................................... 13
Properties of Water ................................................................................................................................... 14
Properties of Water KEY ......................................................................................................................... 15
Acids, Bases, and pH scale ........................................................................................................................ 16
Acids, Bases, and pH scale KEY ............................................................................................................... 17
Macromolecules ........................................................................................................................................ 18
Macromolecules KEY .............................................................................................................................. 19
Amino Acids ............................................................................................................................................... 20
Amino Acids KEY ..................................................................................................................................... 21
Chemical Reactions ................................................................................................................................... 22
Chemical Reactions KEY ......................................................................................................................... 23
Enzyme Action ........................................................................................................................................... 24
Enzyme Action KEY ................................................................................................................................. 25
Energy Flow ............................................................................................................................................... 26
Energy Flow KEY ..................................................................................................................................... 27
Food Chain/Food Web .............................................................................................................................. 28
Food Chain/Food Web KEY .................................................................................................................... 29
References .................................................................................................................................................. 30
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
2
Name_________________________________________________ Date__________________
Biology – The Study of Life
Directions: Complete the following sections.
A. What are the characteristics of living things?
______________________________________ _______________________________________
______________________________________ _______________________________________
______________________________________ _______________________________________
______________________________________ _______________________________________
B. Lab on Brine Shrimp Eggs
Materials:
1. Draw what you saw in Petri dish A.
Petri dish A with dormant brine shrimp eggs
Petri dish B with hatched brine shrimp
1 Hand magnify glass
2. Predict whether the dormant brine shrimp eggs are living
or nonliving: ______________________________________
3. Draw what you saw in Petri dish B
4. State the characteristics of brine dormant eggs vs hatched.
Hatched eggs
Living
Nonliving
Dormant eggs
5. Conclude whether either of the petri dishes had a living or nonliving specimen.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
3
KEY
Biology – The Study of Life
Directions: Complete the following sections.
A. What are the characteristics of living things? Living things:
____ (1) are made up of units called cells____ ___ (5) obtain and use materials and energy __
____ (2) reproduce ______________________ ___ (6) respond to their environment ________
____ (3) are based on a universal genetic code __ (7) maintain a stable internal environment _
____ (4) grow and develop ________________ __ (8) taken as a group, can change over time_
B. Lab on Brine Shrimp Eggs
Materials:
1. Draw what you saw in Petri dish A.
Petri dish A with dormant brine shrimp eggs
Petri dish B with hatched brine shrimp
1 Hand magnify glass
2. Predict whether the dormant brine shrimp eggs are living
or nonliving: ________ Labs answers may vary _________
4. State the characteristics of brine dormant eggs vs hatched.
Dormant eggs
Hatched eggs
Labs answers may vary
Labs answers may vary
Labs answers may vary
Labs answers may vary
Living
Nonliving
3. Draw what you saw in Petri dish B
5. Conclude whether either of the petri dishes had a living or nonliving specimen.
____________________[Labs answers may vary.]________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
4
Name_________________________________________________ Date__________________
Levels of Organization
Directions: Complete the chart for the levels of organization.
Level
Description
Drawing
Individual living thing
Atom
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
5
KEY
Levels of Organization
Directions: Complete the chart for the levels of organization.
Level
Description
Drawing
Biosphere
The part of Earth that
contains all ecosystems.
Ecosystem
Community and its
nonliving surroundings.
Drawing may vary
Community
Populations that live
together in a defined area.
Drawing may vary
Population
Group of organisms of one
type that live in the same
area.
Drawing may vary
Organism
Individual living thing
Drawing may vary
Groups of
cells
Tissues, organs, and organ
systems.
Drawing may vary
Cells
Smallest functional unit of
life.
Drawing may vary
Molecules
Groups of atoms
Drawing may vary
Atom
Basic unit of matter.
Drawing may vary
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
6
Name_________________________________________________ Date__________________
Metric Units and Microscopes
Directions: Complete the following metric system conversions. Show all your work.
Common Metric Units
Metric Prefixes
Length
1 meter (m) = 100 centimeters (cm)
1 meter = 1000 millimeters (mm)
1000 meters = 1 kilometer (km)
Mass
1 kilogram (kg) = 1000 grams (g)
1 gram = 1000 milligrams (mg)
1000 kilograms = 1 metric ton (t)
Volume
1 liter (L) = 1000 milliliters (mL)
1 liter = 1000 cubic centimeters (cm³)
Temperature
0⁰C = freezing point of water
100⁰C = boiling point of water
Text
Symbol
kilok
hectoh
decada
(metric unit)
decid
centic
millim
Factor
1000
100
10
1
0.1
0.01
0.001
Power
10³
10
10ᶥ
10⁰
10 −1
10 −2
10−3
2
Example: 5.75 m = ______ mm → 5.75 m x 1000 mm = 5750 mm
1
1m
1. 0.75 m = _______ mm
2. 3.70 g = _________ kg
3. ______ m = 50 cm
4. _______ mL = 2.5 L
5. 5.6 kg = _________ mg
6. 1.2 mL = _____ cm³
7. 0.00055 km³ = _______ m³
8. _______ m³ = 1000000 cm³
9. 212 ⁰ F = ______ ⁰ C
10. 32⁰ C = _______ ⁰ F
11. 0.60 mm³ = ________ cm³
12. _____ g = 4000 mg
13. 0.375 t = ______kg
14. 98.6 ⁰F = _____ ⁰ C
15. 75 L = _______ m³
Bonus: 100 months = ______ hours
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
7
KEY
Metric Units and Microscopes
Directions: Complete the following metric system conversions. Show all your work.
Common Metric Units
Metric Prefixes
Length
1 meter (m) = 100 centimeters (cm)
1 meter = 1000 millimeters (mm)
1000 meters = 1 kilometer (km)
Mass
1 kilogram (kg) = 1000 grams (g)
1 gram = 1000 milligrams (mg)
1000 kilograms = 1 metric ton (t)
Volume
1 liter (L) = 1000 milliliters (mL)
1 liter = 1000 cubic centimeters (cm³)
Temperature
0⁰C = freezing point of water
100⁰C = boiling point of water
Text
Symbol
kilok
hectoh
decada
(metric unit)
decid
centic
millim
Factor
1000
100
10
1
0.1
0.01
0.001
Power
10³
10
10ᶥ
10⁰
10 −1
10 −2
10−3
2
Example: 5.75 m = ______ mm → 5.75 m x 1000 mm = 5750 mm
1
1. 0.75 m = __750_ mm
4. 2500 mL = 2.5 L
1m
2. 3.70 g = 0.0037 kg
5. 5.6 kg = _5600000_ mg
7. 0.00055 km³ = 550000 m³
3. __0.5_ m = 50 cm
6. 1.2 mL = _1.2_ cm³
8. __1___ m³ = 1000000 cm³
10. 32⁰ C = _89.6__ ⁰ F
11. 0.60 mm³ = _0.0006_ cm³
13. 0.375 t = _375_kg
14. 98.6 ⁰F = _37_ ⁰ C
9. 212 ⁰ F = _100_ ⁰ C
12. _4__ g = 4000 mg
15. 75 L = __0.075_ m³
Bonus: 100 months = 73050 hours
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
8
Name_________________________________________________ Date__________________
Microscope Labeling and Proper Usage
Directions: Label the microscope.
A.
_B.___________________
____________________C.
_D.__________________
____________________E.
F.____________________
____________________G.
H. ___________________
____________________I.
J. ____________________
____________________K.
L.____________________
___________________M.
Directions: Take out a microscope and place next to you while you answer the questions.
1. What do you use to support the microscope while it is being carried? ___________________
2. __________________________ are used to hold down the specimen slides in place.
3. The diaphragm is used to regulate the amount of ___________ that is shown on the specimen.
4. How are you supposed to carry the microscope? ____________________________________
5. The objective lens are used to __________________ the specimen/slide and their power
ranges from _________ to ___________.
6. This should be done before use and after every use of the microscope? __________________
______________________________________________________________________________
True or False
7. The ocular lens is 10x for scanning and it increases 10x for the lower power and 20x for the
high power. ___________
8. The total magnification of the high-power lens equals to 400x. ____________
9. When using the stage control knob, the specimen moves from side to side. _____________
10. The base of the microscope does not have to be level when being in use. ______________
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
9
KEY
Microscope Labeling and Proper Usage
Directions: Label the microscope.
Ocular Lens__ →
A.
_B._Diopter Adjustment
Nose Piece___ → _C.
___________________
_D._ Objective Lens___
Mechanical Stage → E.
____________________
F.__ Arm_____________
Condenser___ → G.
___________________
H. __ Condenser Knob__
Mechanical Stage I.
___________________
J. _Course Focus Knob
Control Knobs →
Lamp or Light
____________________K.
Source_______ →
L._Fine Focus Knob___
_Base________ →____M.
Directions: Take out a microscope and place next to you while you answer the questions.
1. What do you use to support the microscope while it is being carried? The arm and the base.
2. ____ The stage clips____ are used to hold down the specimen slides in place.
3. The diaphragm is used to regulate the amount of __Light____ that is shown on the specimen.
4. How are you supposed to carry the microscope? Always carry the microscope with both
hands. One hand on the arm and the other hand under the base for support.
5. The objective lens are used to Magnify the specimen and their power ranges from 4x to 40x.
6. This should be done before use and after every use of the microscope? Make sure that the
light source is turned off, the stage is all the down, and the scanning power lens is in position.
True or False
7. The ocular lens is 10x for scanning and it increases 10x for the lower power and 20x for the
high power. __ False__
8. The total magnification of the high-power lens equals to 400x. __True____
9. When using the stage control knob, the specimen moves from side to side. ____ True____
10. The base of the microscope does not have to be level when being in use. _____ False ___
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
10
Name_________________________________________________ Date__________________
The Chemistry of Life
The atom is the smallest particle of a chemical element which consist of subatomic particles
known as the protons, neutrons, and electrons.
10
Ne
Atomic Number
Mass Number = 20
Symbol of the element
No. of Protons = 10
No. of Neutrons → 20 -10 = 10
Common name of element
Neon
20.18
No. of Electrons = 10
Atomic Weight
Directions: Gather a prepackaged ‘lab in a bag’ to complete
the Atoms lab. Each ‘lab in a bag’ includes colored gumdrops
and toothpicks. Construct each element listed and then sketch
each element in the boxes below according to the *Bohr model.
Use the Bohr model example. Use the Periodic Table of
Elements in the back of the text book or on the wall.
Gumdrops colors:
Electrons = Green
Neutrons = Yellow
Protons = Red
_____Elements: ______
Helium
Hydrogen
Oxygen
Carbon
Sodium
Chlorine
Example Diagram
# of
Electrons
Nucleus
with the # of
protons and
neutrons
2P
2N
*Helium
Hydrogen
Oxygen
Carbon
Sodium
Chlorine
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
11
KEY
The Chemistry of Life
The atom is the smallest particle of a chemical element which consist of subatomic particles
known as the protons, neutrons, and electrons.
10
Ne
Atomic Number
Mass Number = 20
Symbol of the element
No. of Protons = 10
No. of Neutrons → 20 -10 = 10
No. of Electrons = 10
Common name of element
Neon
20.18
Atomic Weight
Directions: Gather a prepackaged ‘lab in a bag’ to complete
the Atoms lab. Each ‘lab in a bag’ includes colored gumdrops
and toothpicks. Construct each element listed and then sketch
each element in the boxes below according to the *Bohr model.
Use the Bohr model example. Use the Periodic Table of
Elements in the back of the text book or on the wall.
Gumdrops colors:
Electrons = Green
Neutrons = Yellow
Protons = Red
# of
Electrons
Nucleus
with the # of
protons and
neutrons
2P
2N
*Helium
Example Diagram
1 proton
0 neutrons.
8 protons
8 neutrons.
1 electron
in 1 shell.
8 electrons
in 2 shells. 2
on 1st shell
& 6 on 2nd
shell.
Hydrogen
Oxygen
6 protons
6 neutrons.
11 protons
10 neutrons.
17 protons
18 neutrons.
6 electrons
in 2 shells.
2 on 1st
shell & 4 in
2nd shell.
11 electrons
in 3 shells. 2
on 1st shell, 8
on 2nd shell,
& 1 on 3rd
shell.
17 electrons
in 3 shells. 2
on 1st shell, 8
on 2nd shell, &
7 on 3rd shell.
Carbon
BIOLOGY EXERCISES
_____Elements: ______
Helium
Hydrogen
Oxygen
Carbon
Sodium
Chlorine
Sodium
Chlorine
JIMMIE C. D. VINSON
12
Name_________________________________________________ Date__________________
Ionic and Covalent Bonds
Directions: Sketch the elements with Bohr model and state whether it is an ionic or covalent bond.
NaCl
H₂O
CH₄
LiF
CO₂
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
13
KEY
Ionic and Covalent Bonds
Directions: Sketch the elements with Bohr model and state whether it is an ionic or covalent bond.
NaCl
Ionic Bond
Na⁺ᶥ
+ Cl‫־‬ᶥ = NaCl
H₂O
Covalent
H₂ + O₂ = H₂O
CH₄
Covalent
C + 2H₂ = CH₄
LiF
Ionic Bond
CO₂
Covalent
BIOLOGY EXERCISES
Li⁺ᶥ + F‫־‬ᶥ = LiF
C₂ + O₂ = CO₂
JIMMIE C. D. VINSON
14
Name_________________________________________________ Date__________________
Directions: Complete the crossword puzzle over Properties of Water.
Across
2. A water molecule is ___ because
there is an uneven distribution of
electrons between the oxygen and
hydrogen atoms.
3. An attraction between molecules
of different substances.
5. In a saltwater solution, the water
is the ___.
6. Is a material composed of two or
more elements or compounds that
are physically mixed together but
not chemically combined.
Down
1. An attraction between molecules
of the same substance.
4. In a saltwater solution, the table
salt is the ____.
Solutions and Suspensions Lab
Directions: Gather the materials and follow the guided
questions.
Materials: 250 mL flask, 225 mL of warm water,
1” masking tape, 25 g of sugar, 1 stirring rod, and a metric
ruler.
1. Pour the water into the 250 mL flask and place the masking
tape on the marker 225 mL on the flask.
2. Label the diagram A. to your right by showing what the
water goes up to in the flask with a red pencil/pen.
3. Pour the sugar into the flask and use the stirring rod to stir
until the sugar is dissolved.
4. Is there any evidence that the sugar dissolved in the water?
___________________________
5. Did the level of the water increase, decrease, remained the
same? _____________________
If so, how much? ___________________________
6. Label the diagram A. to show that the measurement of the
water with a blue pencil/pen.
BIOLOGY EXERCISES
Diagram A.
JIMMIE C. D. VINSON
15
KEY
Directions: Complete the crossword puzzle over Properties of Water.
Across
2. A water molecule is ___ because
there is an uneven distribution of
electrons between the oxygen and
hydrogen atoms.
3. An attraction between molecules
of different substances.
5. In a saltwater solution, the water
is the ___.
6. Is a material composed of two or
more elements or compounds that
are physically mixed together but
not chemically combined.
Down
1. An attraction between molecules
of the same substance.
4. In a saltwater solution, the table
salt is the ____.
Solutions and Suspensions Lab
[Lab answers may vary]
Directions: Gather the materials and follow the guided
questions.
Materials: 250 mL flask, 225 mL of warm water,
1” masking tape, 25 g of sugar, 1 stirring rod, and a metric ruler.
1. Pour the water into the 250 mL flask and place the masking
tape on the marker 225 mL on the flask.
2. Label the diagram A. to your right by showing what the water
goes up to in the flask with a red pencil/pen.
3. Pour the sugar into the flask and use the stirring rod to stir until
the sugar is dissolved.
4. Is there any evidence that the sugar dissolved in the water?
Students may state that the solution looks transparent.
5. Did the level of the water increase, decrease, remained the
same? Increase
If so, how much? Approximately 1 cm (have them use the metric
ruler).
6. Label the diagram A. to show that the measurement of the
water with a blue pencil/pen.
BIOLOGY EXERCISES
Diagram A.
JIMMIE C. D. VINSON
16
Name_________________________________________________ Date__________________
Acids, Bases, and pH scale
Directions: Complete the questions while testing the pH values of different household products by
using the Litmus pH testing strips.
House hold item
pH range (#1-#14)
Acid/Base/Neutral
Orange Juice
ACID
Baking Soda
Ammonia
Black Coffee
Neutral
Soda
Tap Water
Milk
BASE
Vinegar
Lemon Juice
Toothpaste
Directions: Draw a concept map of properties of water by using the following terms: polarity,
cohesion, adhesion, solvent, solution, solute, hydrogen bonds, hydrogen ions, hydroxide ions,
acids, bases, pH, acidic, basic, neutral and pH scale.
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
17
KEY
Acids, Bases, and pH scale
Directions: Complete the questions while testing the pH values of different household products by
using the Litmus pH testing strips.
[Lab answers may vary depending on constancy]
Acid/Base/Neutral
Tomato Juice
~4
Acid
Baking Soda
~8
Base
Ammonia
~ 12
Base
Black Coffee
~5
Acid
Soda Pop
~3
Acid
Water
~7
Neutral
Milk
~6
Base
Vinegar
~2
Acid
Lemon Juice
~2
Acid
Toothpaste
~ 10
Base
Neutral
BASE
pH range (#1-#14)
ACID
House hold item
Directions: Draw a concept map of properties of water by using the following terms: polarity,
cohesion, adhesion, solvent, solution, solute, hydrogen bonds, hydrogen ions, hydroxide ions,
acids, bases, pH, acidic, basic, neutral and pH scale.
[Drawing may vary]
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
18
Name_________________________________________________ Date__________________
Macromolecules
Directions: Complete the “lab in a bag” which includes all five foods listed in the table below. Collect
the following materials needed to test the foods for Carbs: Lugol’s solution, a dropper, five petri dishes.
Guided Instructions: Place each piece of food in a separate petri dish. Add 1 to 5 drops of Lugol’s
solution to each food until the food darkens and therefore showing starch.
Foods
Starch or No starch
Potato
Apple
Sugar cube
Bread
Cooked bean
Directions: Complete the Lipid Test table to identify which foods have lipids. Collect the
following materials needed to test the foods for lipids: ½ paper bag, 4 Q-tips, and 1/8 tsp of each
food.
Guided Instructions: Fold the ½
paper bag into fourths. Write the name
of food item at the bottom of each
square. Dip a Q-tip in the oil and then
smear it onto the section of the paper
bag that is for the oil. Do the Q-tip step
for each of the other three foods. Wait
2-3 minutes to hold the paper bag up to
the light and write down the word Lipid
for the foods that left a translucent mark
on the bag.
Lipid Test
Oil
Avocado
Water
Butter
Directions: Label the nucleotide and list the two kinds of nucleic acids and how many sugars.
Nucleic acid
C.
A.
sugar
1.
2.
B.
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
19
KEY
Macromolecules
Directions: Complete the “lab in a bag” which includes all five foods listed in the table below.
Collect the following materials needed to test the foods for Carbs: Lugol’s solution, a dropper,
five petri dishes. Guided Instructions: Place each piece of food in a separate petri dish. Add 3
drops of Lugol’s solution to each food until the food darkens and therefore showing starch.
Foods
Starch or No starch
Potato
Starch
Apple
No starch
Sugar cube
No starch
Bread
Starch
Cooked bean
No starch
Directions: Complete the Lipid Test table to identify which foods have lipids. Collect the
following materials needed to test the foods for lipids: ½ paper bag, 4 Q-tips, and 1/8 tsp of each
food.
Guided Instructions: Fold the ½
Lipid Test
paper bag into fourths. Write the name of
food item at the bottom of each square.
Dip a Q-tip in the oil and then smear it
onto the section of the paper bag that is
for the oil. Do the Q-tip step for each of
the other three foods. Wait 2-3 minutes
to hold the paper bag up to the light and
write down the word Lipid for the foods
that left a translucent mark on the bag.
lipid
lipid
Oil
Avocado
No lipid
lipid
Water
Butter
Directions: Label the nucleotide and list the two kinds of nucleic acids and how many sugars.
Nucleic acid
C. Phosphate
sugar
1. Ribonucleic Acid
1
2. Deoxyribonucleic Acid
2
Group
A. Nitrogenous
Base
B. 5 – Carbon Sugar
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
20
Name_________________________________________________ Date__________________
Amino Acids
Directions: Name the amino acid structure, the three- and one-letter code for each of the four
amino acid structures. Identify the parts of the amino acid structures by labeling the amino
group (green), carboxyl group (blue), hydrogen group (purple), R group (red/pink) with their
colors.
________________
________________
_____________
_____________
_____________
_____________
_______________
_______________
Directions: Complete the table with the information about the groups of macromolecules.
Macromolecule
Chemical Composition
Function in Living Things
Examples
Carbohydrates
Lipids
Nucleic Acid
Proteins
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
21
KEY
Amino Acids
Directions: Name the amino acid structure, the three- and one-letter code for each of the four
amino acid structures. Identify the parts of the amino acid structures by labeling the amino
group (green), carboxyl group (blue), hydrogen group (purple), R group (red/pink) with their
colors.
____leucine______
____Leu, L_______
___phenylalanine_
_____Phe, F_____
_isoleucine___
____Ile, I_____
____alanine____
____Ala, A_____
Directions: Complete the table with the information about the groups of macromolecules.
Macromolecule
Chemical Composition
Function in Living Things
Examples
Carbohydrates
C, H, O
As a source of energy
Starches and
sugars
Lipids
C, H
Store energy
Oil
Nucleic Acid
H, O, N, C, P
Store and transmit
hereditary
RNA and
DNA
Proteins
N, C, H, O
Form tissues
Meat, dairy
products
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
22
Name_________________________________________________ Date__________________
Chemical Reactions
Chemical reactions are a process that changes or transforms one set of chemicals into another.
Directions: Gather the materials for the Chemical Reactions lab, answer the scientific method
questions in order and record whether a chemical reaction took place.
Materials: 2 of 5 mL baking soda, 2 of 5 mL vinegar, 120 mL of water, 2 of 200 mL beakers.
A. Question: __________________________________________________________________
B. Hypothesis what will happen during the lab: ______________________________________
Items
1.
Reaction
Change or No
change
Add 1st
Add 2nd
Add 3rd
5 mL baking soda
120 mL water
5 mL vinegar
C. Record what you observed for the first part of lab: _________________________________
______________________________________________________________________________
Items
st
2.
Chemical Reaction
Add 1
Add 2nd
5 mL baking soda
5 mL vinegar
Add
3rd
Change or No change
D. Record what you observed for the second part of lab: _______________________________
______________________________________________________________________________
E. Conclude whether or not your hypothesis was correct or not: _________________________
_____________________________________________________________________________
Reactants and Products
Iron
+
Oxygen
Reactants
Elements or compounds that enter
into a chemical reaction.
2H₂
Na
C
BIOLOGY EXERCISES
+
+
+
+
+
Iron oxide (known as rust)
Products
Elements or compounds produced by a
chemical reaction.
NH₄Cl (Ammonium chloride)
O₂
Cl
Fe₂O₃ (Iron oxide)
O₂
JIMMIE C. D. VINSON
23
KEY
Chemical Reactions
Chemical reactions are a process that changes or transforms one set of chemicals into another.
Directions: Gather the materials for the Chemical Reactions lab, answer the scientific method
questions in order and record whether a chemical reaction took place.
Materials: 2 of 5 mL baking soda, 2 of 5 mL vinegar, 120 mL of water, 2 of 200 mL beakers.
A. Question: _______[May vary] _______________________________________________
B. Hypothesis what will happen during the lab: _______ [May vary] ____________________
Items
1.
Add 1st
Add 2nd
Add 3rd
5 mL baking soda
120 mL water
5 mL vinegar
Reaction
Change or No
change
No change
C. Record what you observed for the first part of lab: _______ [May vary] ________________
______________________________________________________________________________
Items
st
2.
Chemical Reaction
Add 1
Add 2nd
5 mL baking soda
5 mL vinegar
Add
3rd
Change or No change
Change
D. Record what you observed for the second part of lab: _______ [May vary] ______________
______________________________________________________________________________
E. Conclude whether or not your hypothesis was correct or not: ___ [May vary] ____________
_____________________________________________________________________________
Reactants and Products
Iron
+
Oxygen
Reactants
Elements or compounds that enter
into a chemical reaction.
NH₄
2H₂
Na
Fe
C
BIOLOGY EXERCISES
+
+
+
+
+
Cl
O₂
Cl
O₂
O₂
Iron oxide (known as rust)
Products
Elements or compounds produced by a
chemical reaction.
NH₄Cl (Ammonium chloride)
2H₂O (Water)
NaCl (Sodium Chloride)
Fe₂O₃ (Iron oxide)
CO₂ (Carbon Dioxide)
JIMMIE C. D. VINSON
24
Name_________________________________________________ Date__________________
Enzyme Action
Students will model the action of enzymes by carrying out the “chemical reaction” of breaking
toothpicks in half. One student from each group will be the keeper of the time, while the other
student(s) in each group will represent enzyme molecules. The toothpicks represent substrate
molecules in a chemical reaction.
Directions: Each group of students will have 200 toothpicks that they have to break
individually, but the number of people in each group will differ. One person from each group
will be accountable for timing the start time and the stop time.
Enzyme toothpick challenge
How many are in your group?
# Toothpicks
Start time
Stop time
Minutes total
200
Which group took the least amount of time, what was their total minutes, and how many people
did they have? _________________________________________________________________
Which group took the most amount of time, what was their total minutes, and how many people
did they have? _________________________________________________________________
What did you learn from this exercise? ______________________________________________
An Enzyme-Catalyzed Reaction
A.
C.
B.
1. What must take place for an enzyme to have an enzyme-catalyzed reaction? _________
__________________________________________________________________________.
2. The substrates bind to a site on the enzyme called the _____________ and they both have
complementary shapes and are compared to a ______________________.
3. In the Section B. of the diagram, the substrates are _____________________________.
4. The enzyme __________________ converts the substrates glucose and ATP into
_____________________.
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
25
KEY
Enzyme Action
Students will model the action of enzymes by carrying out the “chemical reaction” of breaking
toothpicks in half. One student from each group will be the keeper of the time, while the other
student(s) in each group will represent enzyme molecules. The toothpicks represent substrate
molecules in a chemical reaction.
Directions: Each group of students will have 200 toothpicks that they have to break
individually, but the number of people in each group will differ. One person from each group
will be accountable for timing the start time and the stop time.
Enzyme toothpick challenge
How many are in your group?
# Toothpicks
Start time
Stop time
Minutes total
200
Which group took the least amount of time, what was their total minutes, and how many people
did they have? _____________ [May vary] __________________________________________
Which group took the most amount of time, what was their total minutes, and how many people
did they have? _____________ [May vary] __________________________________________
What did you learn from this exercise? __ [May vary] __________________________________
An Enzyme-Catalyzed Reaction
1. What must take place for an enzyme to have enzyme-catalyzed reaction? The reactants must collide with enough
energy to break the existing bonds so that new bonds will form.
2. The substrates bind to a site on the enzyme called the __Active site___ and they both have complementary shapes and
are compared to a __Lock and key__.
3. In the Section B. of the diagram, the substrates are converted into products.
4. The enzyme _Hexokinase _ converts the substrates glucose and ATP into glucose-6-phosphate and ADP.
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
26
Name_________________________________________________ Date_________________
Energy Flow
Directions: Complete the diagram with drawings and by filling in the missing parts and answer
the questions.
A-___________________________ →
Heterotrophs
B.______________________ →
1⁰ Consumers
known as
herbivores
___________________ →
C.____________ →
_Soil_
D.______________
1. ____________ is the main energy source for the life on Earth.
2. How does energy flow through the living system? __________________________________
______________________________________________________________________________
3. Mineral water that flows underground or boils out of hot springs and undersea vents is loaded
with _________________________________.
4. Complete the equation for photosynthesis: ________ + ________ = C₆ H₁₂ O₆ + ₆O₂
5. ____________ is the process when organisms use chemical energy to produce carbohydrates.
6. What percentage of energy is available within one trophic level is transferred to organisms in
the next trophic level? ________________________
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
27
KEY
Energy Flow
Directions: Complete the diagram with drawings and by filling in the missing parts and answer
the questions.
A-____Tertiary Consumers ____ →
Heterotrophs
B. _Secondary Consumers__ →
1⁰ Consumers
known as
herbivores
___________________ →
C. Producers__ →
E._Heterotrophs
_____
_Soil_
D. Decomposers _
1. __ Sunlight _ is the main energy source for the life on Earth.
2. How does energy flow through the living system? One-way flow of energy from the
autotrophs to the consumers.
3. Mineral water that flows underground or boils out of hot springs and undersea vents is loaded
with Chemical energy.
4. Complete the equation for photosynthesis: _ CO₂ _ + __ H₂O _ = C₆ H₁₂ O₆ + ₆O₂
5. Chemosynthesis is the process when organisms use chemical energy to produce
carbohydrates.
6. What percentage of energy is available within one trophic level is transferred to organisms in
the next trophic level? ___10 Percent _______
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
28
Name_________________________________________________ Date__________________
Food Chain
Directions: Draw a food chain. It needs to contain at least four or more organisms.
Food Web
Blue Jay
Deer Tick
Fiery Searcher Beetle
Deer
Red Squirrel
Carpenter Ant
Deer Mouse
Gypsy Moth Caterpillar
Red Oak
1. What is the difference between a food chain and a food web? _________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. In the food web above, which organisms are the autotrophs? __________________________
3. Each step in a food chain or food web is called a ___________________________________.
4. Most _____________ complete their life cycle, die, and decompose.
5. What are the two groups that are known as heterotrophs? ____________________________
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
29
KEY
Food Chain
Directions: Draw a food chain. It needs to contain at least four or more organisms.
[Drawing of food chain may vary]
Food Web
Blue Jay
Deer Tick
Fiery Searcher Beetle
Deer
Red Squirrel
Carpenter Ant
Deer Mouse
Gypsy Moth Caterpillar
Red Oak
1. What is the difference between a food chain and a food web? A food chain is a series of steps
in an ecosystem in which organisms transfer energy by eating and being eaten and a food web is
a network of complex interactions formed by the feeding relationships among various organisms
in an ecosystem.
2.
3.
4.
5.
In the food web above, which organisms are the autotrophs? __Red Oak ________
Each step in a food chain or food web is called a __Trophic level __________________.
Most _Heterotrophs _ complete their life cycle, die, and decompose.
What are the two groups that are known as heterotrophs? _Decomposers and Consumers
BIOLOGY EXERCISES
JIMMIE C. D. VINSON
30
References
Miller, K. R., & Levine, J. (2009). Biology. Boston, Massachusetts: Pearson Prentice Hall.
BIOLOGY EXERCISES
JIMMIE C. D. VINSON