9-12 SCHOOLS
AP Biology II
Core Lab Summaries
Revised Summer 2001
Testing a Hypothesis S The Black Box Lab
BIOLOGY II AP ACTIVITY 1
PURPOSE:
To help each student better understand the process of forming and revising a hypothesis by observation
and indirect means. As the laboratory progresses, each student will also practice gathering scientific
information, testing ideas, and problem-solving skills.
EQUIPMENT:
Per student: 4 black boxes, 4 small steel balls, lab worksheet
SUMMARY:
This task will be carried out using four closed black boxes that have partitions inside and a ball bearing.
The students will first form a hypothesis about what they think the inside partition looks like. Then without
seeing or touching the inside of the box, they are supposed to determine the design of the inside partition
by indirect means.
SAFETY:
No special safety considerations are required for this activity.
Independent Research Project
BIOLOGY II AP ACTIVITY 2
PURPOSE:
To allow each student to make direct application of the scientific method through development of a
hypothesis and then test the validity of their hypothesis through actual experimentation. The student will
also learn the importance of the following: experimental design, control of variables, verification of results
through replication of experimentation, data collecting, and statistical analyses of results. Furthermore, the
student learns how to write a basic scientific research paper.
EQUIPMENT:
Materials for this exercise will vary depending on the individual student=s needs. Students will be
primarily responsible for securing experimental equipment and materials they need to conduct their
research project. Some lab equipment and material will be provided for the students, if the school biology
department already has the equipment or can easily obtain it. In addition, the students must seek this
equipment or material will in advance of the actual time needed for the experiment. A copy of the current
year rules and forms will be given to each student. A copy of the OJAS research paper format will be
given to each student.
SAFETY:
The teacher should review each student project and must sign all appropriate forms before the onset of
any actual experimentation.
1. The teacher will review all research plans and OK them before the onset of experimentation.
2. The teacher will review all specific safety concerns with the student at the time of signing the safety
form.
3. Additional forms and signatures of supervising scientist and/or adults may be required before certain
research projects can start actual experimentation.
4. In all cases the teacher should review basic safety precautions pertaining to the use of chemicals.
5. The teacher should instruct students to wear a lab apron and their safety goggles or glasses when
appropriate.
6. Remind students that they should perform only the procedures described in the student directions and
only under the appropriate supervision.
7. Remind students that should an accident occur during this laboratory exercise, the student should stop
work immediately and notify the appropriate adult in charge.
Probability and Chance
BIOLOGY II AP ACTIVITY 3
PURPOSE:
To provide the students with a better understanding of probability and chance. Students will learn the
differences between chance events and experimental error. They will also learn about systematic error.
Systematic errors are the results of making wrong measurements or in recording the wrong data. This will
be done through the flipping of quarters the rolling of a die.
EQUIPMENT:
Materials for this lab exercise are set up for lab groups of 2 to 4:
one die, one quarter
SAFETY:
no concerns
Science Curriculum: November, 2001
Lab Summaries: Page 1 of 4
AP Biology II
9-12 SCHOOLS
AP Biology II
Core Lab Summaries
Revised Summer 2001
Toxicity and Threshold Levels
BIOLOGY II AP ACTIVITY 4
PURPOSE:
To provide the students with a better understanding of toxicity and how toxic chemicals are studied.
Students will learn that not all humans react the same way to the same chemical, and that thresholds of
various substances vary widely. The effects of dose, route of exposure, intrinsic toxic potential, and
duration and frequency of exposure are discussed. In addition, the reasons and need for animal testing
and alternate forms of experimentation to test consumer product safety is introduced. In addition,
students will learn to make a solution that represents a one part per million concentration, and identify
their visual detection limit for the dissolved substance by observing the Tyndall effect.
EQUIPMENT:
SAFETY:
These tasks will be accomplished by the students first doing the prelab reading on toxicity and answering
questions over the material. Students then explore the differences between acute and chronic toxicity by
estimating their total lifetime ingestion of toothpaste and contrasting this to the amount that might be
ingested accidentally. Students then conduct an experiment in which dilute toothpaste solutions are used
to determine the taste threshold for a certain type of toothpaste.
For the class:
milk, distilled water, class set of student reading and worksheets, one 8.2 oz or large tube of toothpaste
(Tartar Control Crest works well)
For lab groups of 2-4:
towel sheets, calculators, Q-tip swabs, metric ruler, 1 plastic spoon, paper sheets “2x4”, felt tip marker, 10
cm by 10 cm wax paper, clean 100 mL graduated cylinder, five 8 oz. plastic cups, light and dark paper for
background, seven clear 8 oz plastic cups, dark colored unsweetened drink mix (i.e. unsweetened KoolAid)
no concerns
Review of the Microscope Past and Present
BIOLOGY II AP ACTIVITY 5
PURPOSE:
EQUIPMENT:
SUMMARY:
SAFETY:
To provide the student with the opportunity to review the parts of a microscope and proper handling of a
compound light microscope. Students will also learn a brief history of the microscope and the scientists
who helped develop it. In addition, the students will be making slides to review wet mount and simple
slide staining techniques.
Per group (3-4 students): microscope, compound microscope drawing, scissors, three basic microscope
drawings, fine newsprint, prepared slide, glass slide, cover slip, medicine dropper, water, lens paper,
forceps
Microscopic examinations of prepared slides and the making of wet mount slides. Students will then use
the information they gain to answer questions.
Standard procedures
Development of a Historical Time Line of Life
BIOLOGY II AP ACTIVITY 6
PURPOSE:
This lab is designed to introduce each student to the geological time scale and the history of life on Earth.
The student will learn how to calculate periods of geologic time as percentages of the whole history of life.
EQUIPMENT:
4 different colored marking pens or colored pencils, reference books (encyclopedia), textbook, calculator,
strips of white paper (1 m lengths)
NOTE:
The student may wish to tape several lengths of typing paper together to obtain 1 m length or they may
use computer paper.
SUMMARY:
Students will make a geological time line showing the four geological eras the various life forms that
evolved or became extinct during each time period. After the time line is completed, they will use it to
answer conclusion questions.
SAFETY:
No special safety considerations are needed for this activity.
Formation of Proteinoid Microspheres & Coacervates
BIOLOGY II AP ACTIVITY 7
PURPOSE:
EQUIPMENT:
SAFETY:
This activity will allow each student to make and observe proteinoid microspheres and coacervates. The
characteristics of these cell-like spheres will allow students to develop an understanding of living cell
properties. Students will determine if any of these entities possess the characteristics of life.
Bunsen burner, distilled water, eye droppers, 0.1 M HCl (add 3.65 mL 1N HCL to 1 liter distilled water), 3
test tubes, 1% gelatin sol'n (add 1 g gelatin to 100 mL dist. water), test tube stopper, 1% gum arabic sol'n
(add 1 g to 100 mL distilled water), microscope, 1 g glutamic acid, microscope slides, 1 g aspartic acid,
cover slips, 2 g of mixed amino acids, compound microscope, saline solution, dilute dye (i.e. congo red,
methylene blue, neutral red)
Basic chemical handling safety; wear safety glasses or goggles at all times; wear aprons.
Science Curriculum: November, 2001
Lab Summaries: Page 2 of 4
AP Biology II
9-12 SCHOOLS
AP Biology II
Core Lab Summaries
Revised Summer 2001
Diffusion and Osmosis
BIOLOGY II AP ACTIVITY 8
PURPOSE:
To allow each student to learn the properties of diffusion and osmosis and their roles in the transportation
of materials across a semi-permeable membrane. In addition, each student will observe the effect of
solute concentration on water potential as it relates to living plant tissue. These tasks will be
accomplished during a hands-on laboratory investigation in which the students will collect data, graph their
results, and use the information they obtained to answer questions.
EQUIPMENT:
Per lab group (3-4 students): 1 dialysis tubing (1@ x 12@), 350 mL distilled water, 150 mL of 0.2 M
sucrose, 150 mL of 0.4 M sucrose, 150 mL of 0.6 M sucrose, 150 mL of 0.8 M sucrose, 150 mL of 1.0 M
sucrose, cork borer, plastic wrap, potatoes, thermometer, several paper towels, calculator, triple beam
balance, test tape (for detection of glucose), IKI solution placed into dropper bottle, 15 mL of 15%
glucose/1% starch solution, marking pencil and labels for marking beakers, 10 pieces of string 8@ long for
tying dialysis bags, 6 plastic drinking cups (used as beakers)
NOTE:
The listed material amounts assume each lab group works with all six beakers and solutions. These
amounts will be reduced if the different solutions are assigned to different groups of students.
SAFETY:
The teacher should review the following with all students taking part in this laboratory exercise:
1. Since the students will be using IKI solution and test tapes during this laboratory exercise, the
instructor should review basic safety precautions pertaining to the use of these chemicals.
2. Instruct students to wear a lab apron and their safety goggles or glasses at all times during this
laboratory exercise.
3. Remind students that they should perform only the procedures described in the student directions and
only under the supervision of the teacher.
4. Remind students that should an accident occur during this laboratory exercise, the student should stop
work immediately and notify the teacher.
Animal Behavior Lab
BIOLOGY II AP ACTIVITY 9
PURPOSE:
To investigate the concept of distribution of organisms in a resource gradient. Students will also gain a
better understanding of the differences between kinesis and taxis. Students will also be able to describe
aspect of animal behavior such as orientation behavior, agonistic behavior, mating behavior, etc.
Students will also understand the adaptiveness of the behavior studied.
EQUIPMENT:
Sowbugs or roly-polies
Plastic choice chamber made from plastic petri dishes
super glue
paper towels
magnifying glass
SAFETY:
No specific safety requirements needed
Surface-to-Volume Ratio
BIOLOGY II AP ACTIVITY 10
PURPOSE:
Investigate the relationship between surface area and volume and how this ratio is affected by cell size.
Examine relationship between cell size and diffusion rates.
EQUIPMENT:
safety goggles, apron, millimeter ruler, 250 ml beaker or culture dish, 1 plastic knife, 1 plastic spoon,
phenolphthalein-agar, 100 ml of 0.4% NaOH (per group), paper towels
SUMMARY:
Cubes of agar of varying size are immersed in NaOH solution and then dried. Surface area and volume
are measured to calculate the ratio between them.
SAFETY:
Basic safety associated with corrosive solutions (NaOH) applies; avoid contact with skin or eyes.
Students must wear goggles or glasses at all times as well as lab aprons.
Enzymes in Cells
BIOLOGY II AP ACTIVITY 11
PURPOSE:
Student will learn the effects that changes in temperature, pH and concentration have on the activity of an
enzyme. These tasks will be accomplished during a hands-on laboratory investigation in which the
students will collect data, graph their results and use the information they obtained to answer questions.
EQUIPMENT:
Per lab group (3-4 students): sample of ground potato pulp (about 10 mL), four water baths: ice, room
temperature, body temp., boiling water, 5 test tubes (13 x 100 mm), fresh 3% hydrogen peroxide (20-25
mL), potatoes, metric ruler, thermometer, several paper towels, calculator, marking pencil and labels for
marking test tubes, watch, ice, hot plate, blender, cheese cloth
SAFETY:
See precautions 2-4 in lab activity 8.
The Importance of the Nucleus
BIOLOGY II AP ACTIVITY 12
PURPOSE:
This activity will allow each student to develop a hypothesis about the importance of a cell=s nucleus and
what characteristic of the cell the nucleus controls. Then through observation of a filmed experiment in
which an Amoebas nucleus is removed, the student will determine if his/her hypothesis is correct or needs
to be revised. The student will also be introduced to the technique of micro manipulation of a cell. In
addition, the student will learn some of the characteristics of Amoeba and the phylum Protozoa.
EQUIPMENT:
film An Inquiry Into the Importance of the Nucleus, lab worksheet, drawing of Amoeba proteus
SUMMARY:
Purpose accomplished first by reading the background information; second by doing the pre-activity pert
of the exercise; third by watching the film An Inquiry Into the Importance of the Nucleus; and finally,
through taking part in a class discussion of what they have seen and how they interpret what they have
read and seen.
SAFETY:
No special safety considerations are required for this activity.
Science Curriculum: November, 2001
Lab Summaries: Page 3 of 4
AP Biology II
9-12 SCHOOLS
AP Biology II
Core Lab Summaries
Revised Summer 2001
Mitosis Study Using Onion Root Tip & Whitefish Blastula
BIOLOGY II AP ACTIVITY 13
PURPOSE:
To provide the students with the opportunity to learn the different stages of cellular and nuclear replication
that occur in mitosis of plant and animal cells. In addition, the students will be making slides of onion root
tips and calculating the relative duration of the phases of mitosis in the meristem of root tissue. Students
will also be comparing and contrasting the stages of mitosis in plant and animal cells.
EQUIPMENT:
Per group (3-4 students): 1 prepared slide of whitefish blastula mitosis, 1 prepared slide of onion root tip
mitosis (longitudinal sections), pear onion bulbs, slides and cover slips, Bunsen or alcohol burner, slide
holder, several paper towels, razor blades, compound light microscopes, lens cleaning paper, 0.5%
toluidine blue (in dropper bottle), 1 M HCl (in dropper bottle)
SUMMARY:
Microscopic examinations of prepared slides and fixing and staining of slides. The students will use the
information gained to answer questions.
SAFETY:
The teacher should review the following with all students taking part in this laboratory exercise:
1. Since the students will be using toluidine blue solution and HCl during this laboratory exercise, the
instructor should review basic safety precautions pertaining to the use of these chemicals. Students
and instructor should use caution when handling HCl and toluidine blue and avoid contact with eyes,
skin, and clothing. Both solutions can burn the skin and damage (cause stains and/or holes) in
clothing.
2. Since an open flame is used in this lab, the instructor should review students on how to handle the
Bunsen burners and what to do in case of fire or burns.
3. See precautions 2-4 of lab activity 8.
Crossing Over and Chromosome Recombination in Meiosis
BIOLOGY II AP ACTIVITY 14
PURPOSE:
This laboratory allows the students to learn the different stages of cellular and nuclear replication that
occur in animal cells during meiosis. Students will also be studying the crossing over and recombination
of chromosomes that occurs during meiosis.
EQUIPMENT:
Per group (3-4 students): 1 chromosome simulation kit (may substitute vinyl coated color paper clips for
pop-it-beads and use a small bar magnet inserted into narrow-diameter rubber tubing for centromeres S in
this way chains of paper clips can be attached to opposite ends of rubber tubing simulating a
chromosome)
SUMMARY:
Students manipulate chromosome models and read the introduction. Students will then use the
information they have gained during the course of this exercise to answer questions.
SAFETY:
no special considerations
Variation, Natural Selection, and Selective Pressures
BIOLOGY II AP ACTIVITY 15
PURPOSE:
EQUIPMENT:
SUMMARY:
SAFETY:
To introduce the concepts of variation, natural selection, and selective pressures.
Per student: 1 tape measure, 3 sheets of graph paper, 1 set of paper moths and squares
Students observe and record three variations that exist in humans, examine figures and diagrams of the
horse's fossil record that show evolutionary changes, and see how positive and negative selective
pressures can affect a "stock population" of organisms (colored paper squares and moths). Data used to
create graphs of distribution curves of students' earlobe lengths, index finger lengths, height, as well as
moth color and square size.
No special safety measures needed.
Human Immunodeficiency Virus Transmission
BIOLOGY II AP ACTIVITY 16
PURPOSE:
To provide the student with a basic knowledge and understanding of the viral disease AIDS - Acquired
Immune Deficiency Syndrome - which is caused by the HIV virus. The student will learn how the HIV virus
is transmitted, by simulation of "body fluid" exchange. The activity is based on a simple chemical reaction
involving a dramatic and unmistakable color change. The students will learn risk factors associated with
HIV viral infection and how to prevent infection and spread of this disease.
NOTE:
Note that this type of lab activity is also a part of the district AIDS curriculum.
EQUIPMENT:
lab write-up, 1 20 x 150 mm test tube with 75 mm colorless solution, 1 beral-type transfer pipette w/ extra
large bulb, colored pencils, 3 drops of solution X - indicator, compass or protractor
SAFETY:
Chemical goggles and aprons are to be worn at all times during this lab. A weak solution of sodium
hydroxide will be used. Sodium hydroxide is corrosive; skin burns are possible; it can cause severe
damage to eye tissue. At no time should pipettes be used by students to "squirt" each other. If skin or
eyes come into contact with test tube solution flood area immediately with tap water. Phenolphthalein
indicator solution is flammable. Do not use near heat or flame.
Science Curriculum: November, 2001
Lab Summaries: Page 4 of 4
AP Biology II